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Paul Seli, Assistant Professor of Psychology and Neuroscience and Member of Center for Cognitive Neuroscience and Faculty Network Member of Duke Institute for Brain Sciences

Paul Seli
Contact Info:
Office Location:  417 Chapel Drive, 205 Reuben-Cooke Building, Durham, NC 27708
Office Phone:  (919) 660-5716
Email Address:   send me a message
Web Page:   https://www.mindatlargelab.com/

Teaching (Spring 2021):

  • Psy 102.001, Cognitive psychology Synopsis
    Online on, TuTh 03:30 PM-04:45 PM
  • Psy 102.01d, Cognitive psychology Synopsis
    Online on, Tu 05:15 PM-06:05 PM
  • Psy 102.02d, Cognitive psychology Synopsis
    Online on, W 08:30 AM-09:20 AM
  • Psy 102.03d, Cognitive psychology Synopsis
    Online on, W 01:45 PM-02:35 PM
  • Psy 102.04d, Cognitive psychology Synopsis
    Online on, W 03:30 PM-04:20 PM
Education:

Ph.D.University of Waterloo (Canada)2015
M.A.University of Waterloo (Canada)2012
Recent Publications   (More Publications)   (search)

  1. Boylan, J; Seli, P; Scholer, AA; Danckert, J (2021). Boredom in the COVID-19 pandemic: Trait boredom proneness, the desire to act, and rule-breaking. Personality and Individual Differences, 171. [doi]  [abs]
  2. Ralph, BCW; Smith, AC; Seli, P; Smilek, D (2021). The relation between task-unrelated media multitasking and task-related motivation.. Psychological Research, 85(1), 408-422. [doi]  [abs]
  3. Gross, ME; Smith, AP; Graveline, YM; Beaty, RE; Schooler, JW; Seli, P (2021). Comparing the phenomenological qualities of stimulus-independent thought, stimulus-dependent thought and dreams using experience sampling.. Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences, 376(1817), 20190694. [doi]  [abs]
  4. Forrin, ND; Mills, C; D’Mello, SK; Risko, EF; Smilek, D; Seli, P (2021). TL;DR: Longer Sections of Text Increase Rates of Unintentional Mind-Wandering. The Journal of Experimental Education, 89(2), 278-290. [doi]  [abs]
  5. Brosowsky, NP; Murray, S; Schooler, JW; Seli, P (2020). Attention need not always apply: Mind wandering impedes explicit but not implicit sequence learning.. Cognition, 209, 104530. [doi]  [abs]

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