This is a replication study of "Mind wandering while reading easy and difficult texts", originally conducted by [Feng, S., D'Mello, S., & Graesser, A.C. (2013)][1]. The replication is part of the Collaborative Research and Education Program ([CREP][2]), and is conducted as part of the evaluation for the discipline "[Psicologia Experimental][3]", on the first term of 2018. This replication is being conducted by students Maryana Pereira Pyterson, Ana Flávia Nogueira Pimentel, Vanessa Feitoza Silva, Mylena Maria Ribeiro de Almeida, Ellen Cristiane de Souza Oliveira, Daniele Rosa dos Prazeres, Ester da Silva Ferreira, Fábio de França Silva, Sérgio Adriano Lima Rocha, under the supervision of Caio Maximino, PhD. The [materials][4] being used in this study will be translations from materials which have been collected by [Mark Brandt][5], [Jon Grahe][6], [Cody D. Christopherson][7], [Bradford J. Wiggins][8], [Cristina Baciu][9], and [Kaylis Hase][10], as well as from the information provided by the authors of the original study. Any questions regarding the original study or this replication can be directed to Dr. Caio Maximino (cmaximino@unifesspa.edu.br). Questions regarding technical issues may be directed to the Help Desk (support@osf.io). **Abstract** > Mind wandering is a phenomenon in which attention drifts away from the > primary task to task-unrelated thoughts. Previous studies have used > self-report methods to measure the frequency of mind wandering and its > effects on task performance. Many of these studies have investigated > mind wandering in simple perceptual and memory tasks, such as > recognition memory, sustained attention, and choice reaction time > tasks. Manipulations of task difficulty have revealed that mind > wandering occurs more frequently in easy than in difficult conditions, > but that it has a greater negative impact on performance in the > difficult conditions. The goal of this study was to examine the > relation between mind wandering and task difficulty in a high-level > cognitive task, namely reading comprehension of standardized texts. We > hypothesized that reading comprehension may yield a different relation > between mind wandering and task difficulty than has been observed > previously. Participants read easy or difficult versions of eight > passages and then answered comprehension questions after reading each > of the passages. Mind wandering was reported using the probe-caught > method from several previous studies. In contrast to the previous > results, but consistent with our hypothesis, mind wandering occurred > more frequently when participants read difficult rather than easy > texts. However, mind wandering had a more negative influence on > comprehension for the difficult texts, which is consistent with the > previous data. The results are interpreted from the perspectives of > the executive-resources and control-failure theories of mind > wandering, as well as with regard to situation models of text > comprehension. **Introduction** In the original study, Feng et al. (2013) studied the reading comprehension of readers, as well as whether their mind wandered while reading easy or difficult passages. To evaluate mind wandering, Feng et al. (2013) applied a short questionnaire. For this replication attempt, we will use translations (in Brazilian Portuguese) from the obtained text excerpts. These passages were derived from the Nelson-Denny Reading Comprehension test, version E. [1]: https://www.ncbi.nlm.nih.gov/pubmed/23288660 [2]: https://osf.io/wfc6u/ [3]: https://osf.io/4gwd2/ [4]: https://osf.io/56m9b/ [5]: https://osf.io/w7frf/ [6]: https://osf.io/ul4gx/ [7]: https://osf.io/7hvyz/ [8]: https://osf.io/8krw2/ [9]: https://osf.io/2xtev/ [10]: https://osf.io/g8s9a/