Dissociation, Attention, and Memory in Lecture-Based Learning: A Conceptual Framework

Dissociation, often characterized by attentional disengagement and mind wandering, has been shown to influence cognitive processing and memory-related outcomes. Within academic environments, dissociative experiences may interfere with students’ ability to sustain attention during instructional activities, potentially impacting learning and information retention. This paper reviews existing literature on dissociation, mind wandering, and attentional control, with particular emphasis on their relevance to educational contexts. Building on prior theoretical and empirical frameworks, a conceptual methodological model is proposed to examine how instructional delivery methods may influence dissociation frequency, attentional engagement, and perceived memory consolidation among university students. The framework integrates self-report measures of spontaneous and deliberate mind wandering with assessments of recall and perceived learning outcomes across differing lecture formats. By synthesizing findings from cognitive and educational research, this paper highlights the potential role of instructional engagement in shaping attentional stability during learning. The proposed framework is intended to inform future empirical investigations examining how dissociation interacts with instructional design and learning outcomes in higher education settings.