Objective To investigate the impact of mind wandering in sustained attention response task, and offer interventions to cope with mind wandering. Methods In December, 2016, a total of 37 athletes were tested with sustained attention response task. Their technical index, reaction time variation and accurate rate were calculated. Results The statistics of 25 athletes showed that, the technical index was lower in complex task than in simple task (t(35)=-8.019, P<0.001). No significant difference was found in the reaction time variation between two tasks (t(23)=-1.575, P=0.129), the main effect of mind wandering was not significant (F(1,23)=0.488, P=0.492), as well as the interaction of mind wandering and task difficulty (F(1,23)=0.054, P=0.262). No significant difference was found in the accurate rate between two tasks (t(23)=-1.046, P=0.307), the main effect of mind wandering was not significant (F(1,23)=0.119, P=0.733), and the interaction of mind wandering and task difficulty was marginal significance (F(1,23)=3.608, P=0.070). Conclusion Athlete's mind wandering with awareness would influence the performance in complex sustained attention response task. Mindfulness training and tasks engagement could effectively cope with mind wandering.
LI Jie-ling
,
YAO Jia-xin
,
LI Xin
. Performance and Interventions of Mind Wandering in Sustained Attention Response Task[J]. Chinese Journal of Rehabilitation Theory and Practice, 2017
, 23(4)
: 470
-474
.
DOI: 10.3969/j.issn.1006-9771.2017.04.023
[1] ABLEDATA. Mindwalker [EB/OL]. (2016-08-09). http://www.abledata.com/product/mindwalker.
[2] National Autism Resources. About us [EB/OL]. (2016-08-09). https://www.nationalautismresources.com/about-us/.
[3] Brain Actuated Technologies, Inc. Brainfingers [EB/OL]. [2015-07-30]. http://brainfingers.com/.
[4] EASTIN. Guided Search - Assistive Products [EB/OL]. (2016-08-09). http://www.eastin.eu/en/searches/products/iso/.
[5] ABLEDATA. Product Makers and Sellers [EB/OL]. (2016-08-09). http://www.abledata.com/manufacturers-and-distributors.
[6] WATI. Assessing Students' Needs for Assistive Technology (ASNAT) Chapter 1 [EB/OL]. 5th ed. (2016-10-02). http://www.wati.org/content/supports/free/pdf/Ch1-ATAssessment.pdf.
[7] Disability.gov. Assistive Technology Act. SEC. 2. (b)[A/OL]. (2015-08-06). http://www.disability.gov/assistive-technology-act.
[8] 郑俭. 美国残疾人相关法规对辅助技术的要求[J]. 中国康复理论与实践, 2013, 19(11): 1-5
[9] 郑俭. 加拿大残疾人辅助技术保障中的法规政策与政府的作用[J]. 中国康复理论与实践, 2011, 17(6): 589-591.
[10] Zabala JS. SETT FrameWORK Documents [DB/OL]. (2016-08-09). http://www.joyzabala.com/Documents.html.
[11] The Institute for Matching Person & Technology, Inc. Matching Person and Technology (MPT) Assessment Process [EB/OL]. (2016-08-09). http://www.matchingpersonandtechnology.com/mptdesc.html.
[12] WATI. Assessing Students' Needs for Assistive Technology (ASNAT) [EB/OL]. (2016-08-09). http://www.wati.org/?pageLoad=content/supports/free/index.php.
[13] UKAT. UKAT Toolkit [EB/OL]. (2016-08-09). http://edsrc.coe.uky.edu/www/ukatii/.
[14] QIAT. Quality Indicators for Assistive Technology [EB/OL]. (2016-10-02). http://www.qiat.org/indicators.html.
[15] United States Department of Education. Rehabilitation Act.Sec. 504 [A/OL]. (2016-08-09). http://www2.ed.gov/policy/speced/guid/rsa/im/1998/im-98-20.pdf.
[16] United States Department of Education. Rehabilitation Act.Sec.100. (a) (1) (C) [A/OL]. (2015-08-06).http://www2.ed.gov/policy/speced/reg/narrative.html.
[17] 中国残疾人联合会. 美国残疾人法[A/OL]. (2016-08-09). http://www.cdpf.org.cn/ywzz/wq_188/wqflfg/wqgwfl/200711/t20071109_339735.shtml.
[18] United States Department of Education. IDEA.SEC. 614. (d) (3) (B) (v) [A/OL]. (2015-07-25). http://www2.ed.gov/policy/speced/guid/idea/idea2004.html.
[19] United States Department of Education. IDEA. SEC. 632.(4) (E) (xiii) [A/OL]. (2015-08-09). www2.ed.gov/policy/speced/guid/idea/idea2004.html.
[20] Assistive Technology Industry Association (ATIA). Who pays for assistive technology? [EB/OL]. (2016-08-09). https://www.atia.org/at-resources/what-is-at/.
