I am interested in elucidating the cognitive and neural underpinnings of the capacity to simulate future events, and how future event simulation affects social and emotional adjustment. I have also recently become interested in identifying situations in which future event simulation may impede ongoing behavior.
Students commonly experience difficulty maintaining attention over extended periods of time. This complaint is often accompanied by reports for the tendency to mind wander about future events in educational contexts. I am actively developing a line of research demonstrating that interpolating extended study sequences, such as lectures, with memory tests can help students to reduce mind wandering and improve learning.
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