¹ Lieberman, M.D. Social. Why Our Brains Are Wired to Connect. New York, NY: Crown Publishing Group, 2013.

² Lieberman, M.D. Social. Why Our Brains Are Wired to Connect. New York, NY: Crown Publishing Group, 2013, 117-118.

³ Harrision, B.J., Pujol, J., Lopez-Sola, M., Hernandez-Ribas, R., Deus, J., Ortiz, H., Soriano-Mas, C., Yücel, M., Pantelis, C. & Cardoner, N. Consistency and functional specialization in the default mode brain network. Proceedings of the National Academy of Sciences, 2008, 105(28), 9781-9786.

⁴ Spreng, R.N., Mar, R.A. & Kim, A.S. The common neural basis of autobiographical memory, prospection, navigation, theory of mind, and the default mode: A quantitative meta-analysis. Journal of Cognitive Neuroscience, 2009, 21(3), 489-510.

⁵ Lieberman, M.D. Social. Why Our Brains Are Wired to Connect. New York, NY: Crown Publishing Group, 2013, 22.

⁶ Heider, F. & Simmel, M. An experimental study of apparent behavior. American Journal of Psychology, 1944, 57(2), 243-259.

⁷ Klin, A. Attributing social meaning to ambiguous visual stimuli in higher-functioning autism and Asperger syndrome: The Social attribution task. Journal of Child Psychology and Psychiatry, 2003, 41(7), 831-846.

⁸ Van Overwalle, F. A dissociation between social mentalizing and general reasoning. NeuroImage, 2011, 54(2), 1589-1599.

⁹ Mason, M.F., Norton, M.I., Van Horn, J.D., Wegner, D.M., Grafton, S.T. & Macrae, C.N. Wandering minds: The default network and stimulus-independent thought. Science, 2007, 315(5810), 393-395.

¹⁰ Lindquist, S.I. & McLean, J.P. Daydreaming and its correlates in an educational environment. Learning and Individual Differences, 2011, 21(2), 158-167.

¹¹ McKiernan, K.A., D’Angelo, B.R., Kaufman, J.N. & Binder, J.R. Interrupting the “stream of consciousness”: An fMRI investigation. NeuroImage, 2006, 29(4), 1185-1191.

¹² Bunce, D.M., Flens, E.A. & Neiles, K.Y. How long can students pay attention in class? A study of student attention decline using clickers. Journal of Chemical Education, 2011, 87(12), 1438-1443.

¹³ Schooler, J.W. Re-representing consciousness: Dissociations between experience and meta-consciousness. Trends in Cognitive Science, 2002, 6(8),339-344.

¹⁴ Lindquist, S.I. & McLean, J.P. Daydreaming and its correlates in an educational environment. Learning and Individual Differences, 2011, 21(2), 158-167.

¹⁵ Smallwood, J. & Schooler, J.W. The restless mind. Psychological Bulletin, 2006, 132(6), 946-958.

¹⁶ Smallwood, J., Fishman, D.J., & Schooler, J.W. Counting the cost of an absent mind: Mind wandering as an underrecognized influence on educational performance. Psychonomic Bulletin & Review, 2007, 14(2), 230-236.

¹⁷ Killingsworth, M.A. & Gilbert, D.T. A wandering mind is an unhappy mind. Science, 2010, 330(6006), 932.

¹⁸ Cameron, P. & Giuntoli, D. Consciousness sampling in the college classroom or is anybody listening? Intellect, 1972, 101(2343), 63-64.

¹⁹ Shaw, G. A. & Giambra, L. M. Task-unrelated thoughts of college students diagnosed as hyperactive in childhood. Developmental Neuropsychology, 1993, 9, 17-30.

²⁰ Smallwood, J. & Schooler, J.W. The restless mind. Psychological Bulletin, 2006, 132(6), 946-958, 956.

²¹ Bunce, D.M., Flens, E.A. & Neiles, K.Y. How long can students pay attention in class? A study of student attention decline using clickers. Journal of Chemical Education, 2011, 87(12), 1438-1433, 1442.

²² Wilson, K. & Korn, J.H. Attention during lectures: Beyond ten minutes. Teach Psychology, 2007, 34(2), 85-89.

²³ Lindquist, S.I. & McLean, J.P. Daydreaming and its correlates in an educational environment. Learning and Individual Differences, 2011, 21(2), 158-167.

²⁴ Smallwood, J., Fishman, D.J. & Schooler, J.W. Counting the cost of an absent mind: Mind wandering as an underrecognized influence on educational performance. Psychonomic Bulletin & Review, 2007, 14(2), 230-236.

²⁵ Schooler, J.W., Reichle, E.D. & Halpern, D.V. Zoning out while reading: Evidence for dissociations between experience and metaconsciousness, 203-226. In D.T. Levin (Ed.), Thinking and Seeing: Visual Metacognition in Adults and Children.Cambridge, MA: MIT Press, 2004.

²⁶ Schooler, J.W., Reichle, E.D. & Halpern, D.V. Zoning out while reading: Evidence for dissociations between experience and metaconsciousness. In D.T. Levin (Ed.), Thinking and Seeing: Visual Metacognition in Adults and Children, 204-226. Cambridge, MA: The MIT Press, 2004.

²⁷ Smallwood, J., McSpadden, M. & Schooler, J.W. The lights are on but no one's home: Meta-awareness and the decoupling of attention when the mind wanders.
Psychonomic Bulletin & Review, 2007, 14(3), 527-533.

²⁸ Lindquist, S.I. & McLean, J.P. Daydreaming and its correlates in an educational environment. Learning and Individual Differences, 2011, 21(2), 158-167.

²⁹ Smallwood, J., Beech, E.M., Schooler, J.W. & Handy, T.C. Going AWOL in the brain – mind-wandering reduces cortical analysis of the task environment. Journal of Cognitive Neuroscience. 2008, 20(3), 458-469.

³⁰ Risko, E.F., Anderson, N., Sarwal, A., Engelhardt, M. & Kingstone, A. Every attention: Variation in mind-wandering and memory in a lecture. Applied Cognitive Psychology, 2012, 26(2), 234-242.

³¹ Kagan, S. & Kagan, M. Kagan Cooperative Learning. San Clemente, CA: Kagan Publishing, 2009.

³² Kagan, S. Brain-Friendly Teaching. Tools, Tips, and Structures. San Clemente, CA: Kagan Publishing, 2014, In Press.

³³ Kagan Publishing, San Clemente CA: http://www.kaganonline.com

³⁴ Studies described in: Kagan, S. Kagan Cooperative Learning Structures, San Clemente, CA: Kagan Publishing, 2013.