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Task analysis

About: Task analysis is a research topic. Over the lifetime, 10432 publications have been published within this topic receiving 283481 citations.


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Journal ArticleDOI
TL;DR: Six studies show how individual differences and contextual factors influence the construal of a task, the motivation for completing it, and subsequent regulatory behavior.
Abstract: Volitional behaviors can be construed as “work” (extrinsically motivated) or as “fun” (intrinsically motivated). When volitional behaviors are construed as an obligation to work, completing the behavior depletes a consumer, and subsequent self-control becomes more difficult. When volitional behaviors are construed as an opportunity to have fun, completing the behavior vitalizes a consumer, and subsequent self-control becomes easier. Six studies show how individual differences and contextual factors influence the construal of a task, the motivation for completing it, and subsequent regulatory behavior.

109 citations

Journal ArticleDOI
TL;DR: Factors that influence the decision to store information in-the-world versus in the head using a variant of a traditional short term memory task are examined and implications for understanding how individuals integrate external resources in pursuing cognitive goals are discussed.

109 citations

Journal ArticleDOI
01 Sep 1986
TL;DR: The research provided some support for the notion that experts are situation-dependent problem solvers, while novices are situations-independent problemsolvers.
Abstract: The results of an exploratory study that investigated expert and novice debugging processes with the aim of contributing to a general theory of programming expertise are reported. The research had two major objectives. First, it sought to control for the variability in individual problem solving by incorporating certain aspects of subjects' debugging processes into the debugging model. The criterion of expertise was the subjects' ability to chunk the program they were required to debug. This method proved effective at explaining much of the variability in debugging time and the number of errors subjects made and, hence, afforded information on the differences in the debugging processes of experts and novices. Second, the study assessed the nature of the differences in expert and novice debugging processes by analyzing the data at two levels, representing different degrees of dependence on the current problem solving environment. The literature suggests that novices rely on formal models in problem solving while experts react principally to the task environment as revealed during problem solving. The method used was verbal protocol analysis. Data were collected from sixteen programmers employed by the same organization. An a priori task analysis was used as the basis for a content analysis of the protocol data. The research provided some support for the notion that experts are situation-dependent problem solvers, while novices are situation-independent problem solvers.

109 citations

Journal ArticleDOI
TL;DR: In this paper, the authors developed an effective model to transform the binary task relationships into quantifiable task coupling strengths and decompose the large interdependent task group into smaller and manageable sub-groups.

109 citations

Journal ArticleDOI
TL;DR: This paper investigated whether task complexity influences second language (L2) writers' fluency, pausing, and revision behaviors and the cognitive processes underlying these behaviors; how task complexity affects linguistic complexity of written output; and whether relationships between writing behaviors and linguistic complexity are moderated by task complexity.
Abstract: This study investigated whether task complexity influences second language (L2) writers’ fluency, pausing, and revision behaviors and the cognitive processes underlying these behaviors; whether task complexity affects linguistic complexity of written output; and whether relationships between writing behaviors and linguistic complexity are moderated by task complexity. Participants were 73 advanced L2 writers, who completed simple or complex essay tasks. Task complexity was operationalized as the absence versus presence of content support. Participants’ writing behaviors were recorded via keystroke logging software. Four writers, drawn from groups performing simple and complex tasks, additionally engaged in stimulated recall. Content support was found to lead to less pausing, more revision, and increased linguistic complexity. When content support was absent, more frequent pauses and revisions were associated with less sophisticated lexis. These results, combined with stimulated recall comments, suggest that content support likely reduced processing burden on planning processes, facilitating attention to linguistic encoding.

109 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
202328
202264
2021665
2020819
2019737
2018834