THIS WEBSITE HAS BEEN RETIRED.
PLEASE GO TO HTTPS://SITES.GOOGLE.COM/UNCG.EDU/KANE-IDEA-LABAttention and Memory Laboratory
UNCG's Attention and Memory Laboratory investigates the relations among cognitive processes involved in attention control, working-memory capacity, and intelligence. The lab consists of several small, sound-attenuated rooms for individual participant testing (each equipped with computers, voice-key/response boxes, and experiment-authoring software), a large room suitable for testing small groups in computer- or paper-and-pencil tasks, and a data entry/analysis room with networked computer workstations.
Popular Media Coverage (from least to most recent)
1) Associated Press story on our working memory and mind wandering research, 03/19/07 (by Malcom Ritter)
2) Michael Kane's radio interview on our mind wandering research, on NC public radio, "The State of Things", 03/28/07
3) Cognitive Daily blog post about the McVay & Kane (2009) working memory and mind wandering laboratory study, 03/02/09
4) A NY Times column cites Kane et al. (2005) on the connection between working memory and intelligence, 03/10/09
5) Wired magazine story by Clive Thompson about mind wandering; includes mention of our daily-life study, 11/09
6) Chronicle of Higher Education article by David Glenn on attention and multi-tasking in the classroom, 01/31/10
7) NY Times article by John Tierney on mind wandering that mentions our work and perspective, but not by name, 06/28/10
8) Scientific American Mind publishes an extensive article by Josie Glausiusz on mind wandering that discusses our work and that of many others, 02/17/11 [most of the article is behind a paywall; email me for a full copy]
9) Scientific American blog post by Scott Barry Kaufman and Jerome L. Singer on positive-constructive mind wandering; it discusses our work in depth and contrasts our approach to those of others, 12/22/11
10) NY Times Magazine article by Dan Hurley on working-memory training; Randy Engle is quote regarding our skepticism about such training and our failure to replicate its benefits, 04/18/12
11) NY Times op-ed piece by my colleague, Zach Hambrick, on working-memory training and our failure to replicate its benefits, 05/05/12
12) APS press release about a number of recent articles in APS journals about mind-wandering, including Kane & McVay (2012), 10/11/12
13) Prevention Magazine post by Marygrace Taylor, about mind wandering while driving, includes a brief quote from Michael Kane, 12/19/12
14) Prevention Magazine article by Ann Hettinger, about mind wandering and how to prevent it, includes a brief description of our daily-life findings and some brief quotes from Michael Kane, 1/20/13
14) BPS Research Digest blogpost by Christian Jarrett, about our study of aging and mind wandering, 2/28/13
15) New Yorker blogpost by Gareth Cook, about working memory training, including our Redick et al. (2012) study, 4/5/13
16) Scientific American blogpost by Scott Barry Kaufman, about working memory training, which links to several of our mind-wandering studies with respect to the costs of attention-control failures, 4/16/13
17) The Guardian on-line article by Elizabeth Day, about working memory training, links to our Redick et al "Georgia Tech" study on dual n-back training, 4/20/13
18) Science News article by Bruce Bower, about our Redick et al study on dual n-back training, 5/9/13
Stimulus Materials for Downloading
1) Moral dilemma stimuli from Moore, Clark, & Kane (2008, Psychological Science)
2) Cognitive Failures Questionnaire - Memory and Attention Lapses (CFQ-MAL); items from McVay & Kane (2009; JEPLMC). This is a revised version of the Broadbent, Cooper, FitzGerald, & Parkes (1982) Cognitive Failures Questionnaire (CFQ), which retains only the original items assessing memory and attention lapses, and which includes additional attention/memory items drawn from similar questionnaires (Brown & Ryan, 2003; Reason & Mycielska, 1982; Sunderland, Harris, & Baddeley, 1983). In our UNCG sample (N=241), Cronbach's alpha = .93, and principal components analysis yielded a first component (eigenvalue = 11.5) accounting for 29% of the variance; a second component (eigenvalue = 2.1) accounted for only 5.3% of the variance.
3) Skepticism course syllabi (PSY 318) and Belief Questionnaire from Kane, Core, & Hunt (2010, Psychonomic Bulletin & Review).
4) Consent form for Fall 2015 classroom study ("Classroom Study of Attention and Learning").