We investigate the relationship between a student's time off-task and the amount that he or she learns to see whether or not the relationship between time off-task and learning is a more complex model than the traditional linear model typically studied. The data collected is based off of students' interactions with Cognitive Tutor learning software. Analysis suggested that more complex functions did not fit the data significantly better than a linear function. In addition, there was no evidence that the length of a specific pause matters for predicting learning outcomes; e.g. students who make many short pauses do not appear to learn more or less than students who make a smaller number of long pauses. As such, previous theoretical accounts arguing that off-task behavior primarily reduces learning by reducing the amount of time spent learning remain congruent with the current evidence.

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BACKGROUND Queen conch Aliger gigas (Linnaeus, 1758), formerly known as Strombus gigas, constitute a valuable commercial and cultural resource for native communities since pre-Hispanic times (Baisre, 2010). Populations of this marine gastropod are registered for 36 countries in the Caribbean, extending from Florida to the northern coast of South America and live mainly on sandy bottoms, in clear waters down to a depth of 100 m (CITES, 2003). Mating and spawning usually take place during the warmer months of the year, although in some areas, mainly in the western Caribbean, the breeding activity is continuous at low reproduction levels throughout the year (Avila-Poveda and Baqueiro-Cardenas, 2009; Aldana-Aranda et al., 2014; Boman et al., 2018). Moreover, some populations migrate seasonally from open waters to shallower waters for spawning (Appeldoorn, 1993). Over the past decades, intensive overfishing has led to population decline, collapse of stocks, and temporary closure of fisheries in different locations at Bermuda,

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