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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.


Papers
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Journal ArticleDOI
TL;DR: In this paper, the authors examined the efficacy of the New York University visual scanning training program in treating patients with left-sided hemi-inattention and homonymous hemianoptic problems resulting from right hemispheric cortical lesions secondary to middle cerebral artery strokes.

90 citations

Proceedings ArticleDOI
01 Sep 2006
TL;DR: A task level planner is presented, that is used to assemble a task plan at run-time, allowing the robot to choose the best strategy depending on the current world state.
Abstract: In this paper, we present a novel method for learning robot tasks from multiple demonstrations. Each demonstrated task is decomposed into subtasks that allow for segmentation and classification of the input data. The demonstrated tasks are then merged into a flexible task model, describing the task goal and its constraints. The two main contributions of the paper are the state generation and contraints identification methods. We also present a task level planner, that is used to assemble a task plan at run-time, allowing the robot to choose the best strategy depending on the current world state.

90 citations

Journal ArticleDOI
TL;DR: This paper examined the relationship between metalinguistic task performance and oral production with respect to the possessive determiners 'his/her' in English and found that there was considerable correspondence between or...
Abstract: Different theories of SLA offer conflicting views of the relationship between metalinguistic task performance and oral production. We examined this relationship with respect to the possessive determiners 'his/her'in English. Learners' oral production was elicited using a picture description task and described according to developmental stages; a parallel framework was developed to classify learners' performance on a metalinguistic task. Two classes of French-speaking children in an intensive ESL programme in Quebec participated in the study. Both received instruction which can be characterised as communication-oriented. In addition, the Rule class was given metalinguistic information about the possessive determiner agreement rule and participated in a series of cooperative learning activities which provided practice in articulating and applying the rule. The Comparison class received no special treatment with respect to possessive determiners. We found that there was considerable correspondence between or...

90 citations

Journal ArticleDOI
Linh Phung1
TL;DR: This article found that learners' engagement is manifest in learners' L2 use during task-based language teaching (TBLT) using task-specific L2 skills during task perf...
Abstract: While learners’ engagement has been recognized as important for second language (L2) learning in task-based language teaching (TBLT), how engagement is manifest in learners’ L2 use during task perf...

90 citations

Journal ArticleDOI
TL;DR: This article investigated task effects on listener perception of second language (L2) comprehensibility (ease of understanding) and found that both task and speakers' L1 play important roles in determining ease of understanding for the listener.
Abstract: The current study investigated task effects on listener perception of second language (L2) comprehensibility (ease of understanding). Sixty university-level adult speakers of English from 4 first language (L1) backgrounds (Chinese, Romance, Hindi, Farsi), with 15 speakers per group, were recorded performing 2 tasks (IELTS long-turn speaking task and TOEFL iBT integrated listening/reading and speaking task). The speakers' audio recordings were evaluated using continuous sliding scales by 10 native English listeners for comprehensibility as well as for 10 linguistic variables drawn from the domains of pronunciation, fluency, lexis, grammar, and discourse. In the IELTS task, comprehensibility was associated solely with pronunciation and fluency categories (specifically, segmentals, word stress, rhythm, and speech rate), with the Farsi group being the only exception. However, in the cognitively more demanding TOEFL iBT integrated task, in addition to pronunciation and fluency variables, comprehensibility was also linked to several categories at the level of grammar, lexicon, and discourse for all groups. In both tasks, the relative strength of obtained associations also varied as a function of the speakers' L1. Results overall suggest that both task and speakers' L1 play important roles in determining ease of understanding for the listener, with implications for pronunciation teaching in mixed L1 classrooms and for operationalizing the construct of comprehensibility in assessments. [ABSTRACT FROM AUTHOR]

90 citations


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