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Here we use a non specific feedback after every block in the experimental phase. We plan on using an encouraging "thumbs up" emoji. Everything else is kept the same as in the baseline, study 2. Meaning we still use the specific performance feedback during the training phase.

We add a progress bar to our Finger-Tapping Random Sequence Generation Task and measure if this reduce mind wandering compared to a our baseline study (off.io/f48ya)

We add camera monitoring to our Finger-Tapping Random Sequence Generation Task and measure if this reduce mind wandering compared to a our baseline study (off.io/f48ya)

This study is number 4 in our experimental series (https://osf.io/wjvk2) This is a control study checking whether the feedback applied to our Finger Tapping Random Sequence Generation Task needs to be specific in order to improve the behavioral measures (AE and BV). This study implements a non-specific feedback after every block during the experimental session.

Performance feedback (in training only)

Online experiment with performance feedback in training- and experimental session Using the Finger-Tapping Random Sequence Generation Task (FT-RSGT)

Replicating in-lab experiments online can ensure scientific progress when physical contact is discouraged, like during the covid-19 pandemic. In this thesis, we replicated the results from Boayue et al. (2021) in-lab Mind Wandering (MW) experiment online. The task uses the Finger-Tapping Random Sequence Generation Task, a sustained attention task, equating MW with Task Unrelated Thoughts (TUTs). In addition to collecting self-reported TUTs, the FT-RSGT continuously collects Behavioural Variability (BV) and Approximate Entropy (AE), which are both related to MW. We replicated Boayue et al. (2021) in-lab results showing that we can reliably conduct MW experiments online. Moreover, by using six different versions of the task, we investigated whether giving different types of feedback to the participants could improve their task focus. The task versions were: (1) Identical to the lab-based task. (2) Performance feedback training. (3) Intermittently delivered performance feedback throughout the experiment. (4) Non-specific feedback. (5) Camera monitoring feedback and (6) progression feedback. We consistently found that specific performance feedback increased the global on-task focus as measured by our behavioural indices (AE and BV) relative to non-specific motivational feedback, leaving self-reported MW unaffected. On the other hand, progression and camera feedback increased the magnitude of the subjectively reported MW while leaving task performance unchanged. This dissociation could result from participants' exaggeration when surveilled and their novelty with the self-rating. We conclude that, during online experiments, researchers may want to incorporate performance feedback to increase behavioural indices. These insights may apply to other situations where increased task performance is desired. All data, experimental materials, and pre-registrations are available at the Open Science Framework (https://osf.io/wjvk2).