Michael Kane

Professor

University of North Carolina at Greensboro

United States

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About

Michael Kane is a Professor at the University of North Carolina at Greensboro in the United States. His research focuses on cognitive psychology, particularly in areas related to creative thinking, sustained attention, and mind-wandering. Recent articles coalesce around the interactions between cognitive and affective experiences, cognitive performance measures, and interventions for enhancing academic outcomes. His work underscores the significance of cognitive function and attention control in educational settings and everyday life.

Articles (10)

Year:

2024

Year:

2024

Year:

2023

Year:

2022

Year:

2022

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2022

Year:

2022

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2021

Year:

2021

Year:

2021

Collaborators (3)

AKIRA MIYAKE

University of Colorado Boulder

UNITED STATES

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Luis Fernandez

Research Associate Professor

Wake Forest University

UNITED STATES

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Paul Silvia

Professor

University of North Carolina at Greensboro

UNITED STATES

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Michael Kane

Research Interests

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Articles (10)

A combined experimental–correlational approach to the construct validity of performance-based and self-report-based measures of sustained attention

A Nomothetic Span Approach to the Construct Validation of Sustained Attention Consistency: Re-Analyzing Two Latent-Variable Studies of Performance Variability and Mind-Wandering Self-Reports

A “Goldilocks zone” for mind-wandering reports? A secondary data analysis of how few thought probes are enough for reliable and valid measurement

Toward a Holistic Approach to Reducing Academic Procrastination With Classroom Interventions

Interpolated testing and content pretesting as interventions to reduce task-unrelated thoughts during a video lecture

Impairment in Working Memory and Executive Function Associated with Mercury Exposure in Indigenous Populations in Upper Amazonian Peru

The creative mind in daily life: How cognitive and affective experiences relate to creative thinking and behavior.

Individual differences in task-unrelated thought in university classrooms

Correction to: Testing the construct validity of competing measurement approaches to probed mind-wandering reports (Behavior Research Methods, (2021), 53, 6, (2372-2411), 10.3758/s13428-021-01557-x)

Keeping Creativity under Control: Contributions of Attention Control and Fluid Intelligence to Divergent Thinking

Collaborators (3)

AKIRA MIYAKE

Luis Fernandez

Paul Silvia

Make your next move.

Michael Kane

Research Interests

Explore related searches

Contact this professor

About

Articles (10)

A combined experimental–correlational approach to the construct validity of performance-based and self-report-based measures of sustained attentio﻿n

A Nomothetic Span Approach to the Construct Validation of Sustained Attention Consistency: Re-Analyzing Two Latent-Variable Studies of Performance Variability and Mind-Wandering Self-Reports

A “Goldilocks zone” for mind-wandering reports? A secondary data analysis of how few thought probes are enough for reliable and valid measurement

Toward a Holistic Approach to Reducing Academic Procrastination With Classroom Interventions

Interpolated testing and content pretesting as interventions to reduce task-unrelated thoughts during a video lecture

Impairment in Working Memory and Executive Function Associated with Mercury Exposure in Indigenous Populations in Upper Amazonian Peru

The creative mind in daily life: How cognitive and affective experiences relate to creative thinking and behavior.

Individual differences in task-unrelated thought in university classrooms

Correction to: Testing the construct validity of competing measurement approaches to probed mind-wandering reports (Behavior Research Methods, (2021), 53, 6, (2372-2411), 10.3758/s13428-021-01557-x)

Keeping Creativity under Control: Contributions of Attention Control and Fluid Intelligence to Divergent Thinking

Collaborators (3)

AKIRA MIYAKE

Luis Fernandez

Paul Silvia

Make your next move.

A combined experimental–correlational approach to the construct validity of performance-based and self-report-based measures of sustained attention