Topic
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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481 citations
01 Dec 1985
TL;DR: A conceptual framework is proposed that could be used to evaluate the available research literature and guide further research on the use of imagery techniques to modify performance and is based on evidence that imagery mediates behaviour through either cognitive or motivational mechanisms.
Abstract: Anecdotal and research evidence suggest that imagery rehearsal can improve performance in a variety of sports activities at least some of the time. However, the reasons for the effects (or lack of them) are unclear. This paper proposes a conceptual framework that could be used to evaluate the available research literature and guide further research on the use of imagery techniques to modify performance. The framework is based on evidence that imagery mediates behaviour through either cognitive or motivational mechanisms, which affect specific or general response systems. Special emphasis is given to task analysis and the functions of memory and verbal mechanisms in imagery rehearsal.
475 citations
TL;DR: In this article, the authors assess the physical workplace, assess the visual environment, howarth assessment of the climatic environment, Parsons auditory environment and noise assessment, Haslegrave vibration assessment, Bonney anthropometry and biomechanics in workplace design, Pheasant computer workspace modelling, Porter.
472 citations
TL;DR: Analysis of the impact of multi-tasking with digital technologies while attempting to learn from real-time classroom lectures in a university setting indicated that participants who did not use any technologies in the lectures outperformed students who used some form of technology.
Abstract: The purpose of the present study was to examine the impact of multi-tasking with digital technologies while attempting to learn from real-time classroom lectures in a university setting. Four digitally-based multi-tasking activities (texting using a cell-phone, emailing, MSN messaging and Facebook(TM)) were compared to 3 control groups (paper-and-pencil note-taking, word-processing note-taking and a natural use of technology condition) over three consecutive lectures. Comparisons indicated that participants in the Facebook(TM) and MSN conditions performed more poorly than those in the paper-and-pencil use control. Follow-up analyses were required to accommodate the substantial number of students who failed to comply with the limited use of technology specified by their assigned conditions. These analyses indicated that participants who did not use any technologies in the lectures outperformed students who used some form of technology. Consistent with the cognitive bottleneck theory of attention (Welford, 1967) and contrary to popular beliefs, attempting to attend to lectures and engage digital technologies for off-task activities can have a detrimental impact on learning.
463 citations