2026 Symposium Archive (Statesboro)
Reducing Rumination for Daily Learning Comprehension
Faculty Mentor
Nicolette Rickert
Location
Russell Union Ballroom
Type of Research
Proposed
Session Format
Poster Presentation
College
College of Behavioral & Social Sciences
Department
Psychology
Abstract
Rumination is a pattern of repetitive thoughts that has been conceptualized as both trait and state (Dias da Silva et al., 2018). Previous literature has found it can be influenced by mood or affective disorders such as depressive disorders (Hilt & Pollak, 2012). Rumination could have an effect on an individual’s learning comprehension (e.g., through reading, listening to a lecture, or given instructions for a task). Therefore, what would be an efficient intervention to reduce rumination to improve learning comprehension? To examine these connections further, the current study reports findings from a systematic review of the literature on rumination and learning experiences. Preliminary results find that impairments of executive functioning skills have also been found as a predictor of rumination (Khouri et al., 2025) and rumination has been tied to lower reading comprehension scores (Jonkman et al., 2017). Mindfulness (being present in the moment) and distraction (shifting attention to something else) have been observed to reduce state rumination (Hilt & Pollak, 2012). Most data from the literature have been collected from self-report through questionnaires, scales, and writing prompts, as well as in experimental and naturalistic research designs. Future directions for research and practice will be discussed.
Program Description
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Start Date
4-23-2026 2:00 PM
End Date
4-23-2026 4:00 PM
Copyright
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Recommended Citation
Baker, Haley N., "Reducing Rumination for Daily Learning Comprehension" (2026). GS4 Student Scholars Symposium. 152.
https://digitalcommons.georgiasouthern.edu/research_symposium/2026/2026/152
Reducing Rumination for Daily Learning Comprehension
Russell Union Ballroom
Rumination is a pattern of repetitive thoughts that has been conceptualized as both trait and state (Dias da Silva et al., 2018). Previous literature has found it can be influenced by mood or affective disorders such as depressive disorders (Hilt & Pollak, 2012). Rumination could have an effect on an individual’s learning comprehension (e.g., through reading, listening to a lecture, or given instructions for a task). Therefore, what would be an efficient intervention to reduce rumination to improve learning comprehension? To examine these connections further, the current study reports findings from a systematic review of the literature on rumination and learning experiences. Preliminary results find that impairments of executive functioning skills have also been found as a predictor of rumination (Khouri et al., 2025) and rumination has been tied to lower reading comprehension scores (Jonkman et al., 2017). Mindfulness (being present in the moment) and distraction (shifting attention to something else) have been observed to reduce state rumination (Hilt & Pollak, 2012). Most data from the literature have been collected from self-report through questionnaires, scales, and writing prompts, as well as in experimental and naturalistic research designs. Future directions for research and practice will be discussed.
