They found that mind wandering caused neural activity in both default (resting) and executive (goal-directed) regions at the same time (Christoff et al). This suggests that mind wandering requires resources and may be a sign of high-capacity working memory (Smallwood and Schooler), perhaps facilitating high-level goal planning during daydreaming predicted by Singer decades ago (Mooneyham and Schooler). As reported by Christoff et al. (2009), neural activity was stronger when subjects were unaware of mind-wandering, suggesting that mind-wandering is more prolific when meta-awareness is lacking. Furthermore, the test measure on the SART indicated that with meta-awareness there were fewer errors. This study explicitly validated evidence for previously discussed neural recruitment in mind wandering using the triangulation method that combines neuroimaging with self-reports and behavioral measures of brain function (Christoff et al., 2009). Just as importantly, these outcomes relate specifically to college education and, depending on personal goal alignment, may increase educational goals and achievement of better educational outcomes. Furthermore, the more aware or meta-aware a student is, the less the mind wanders and supplies