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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TL;DR: This study examined whether readers spontaneously mentally simulate the actions described in simple narratives by using a memory task that did not encourage the formation of mental images, and predicted that such action statements would be better remembered than those preceded by 'He' or 'I' - a simulated enactment effect.
80 citations
TL;DR: The authors compare the mental tasks or types of thinking associated with a physicist doing tabletop experimental research with the cognitive tasks of students in an introductory physics instructional lab involving traditional verification/confirmation exercises.
Abstract: Undergraduate instructional labs in physics generate intense opinions. Their advocates are passionate as to their importance for teaching physics as an experimental activity and providing “hands-on” learning experiences, while their detractors (often but not entirely students) offer harsh criticisms that they are pointless, confusing and unsatisfying, and “cookbook.” Here, both to help understand the reason for such discrepant views and to aid in the design of instructional lab courses, I compare the mental tasks or types of thinking (“cognitive task analysis”) associated with a physicist doing tabletop experimental research with the cognitive tasks of students in an introductory physics instructional lab involving traditional verification/confirmation exercises.
80 citations
TL;DR: This paper explored learner-learner interactions in an authentic EFL classroom and found a relatively low rate of interactional feedback while qualitative analysis of the interactions revealed interesting trends in the nature of the feedback that was provided.
Abstract: This research explores learner-learner interactions (n = 18) in an authentic EFL classroom. First, we examined the nature of interactional feedback provided during two decision-making tasks. We then investigated whether the learners had made use of the feedback by looking at whether (and if so, how) they had modified their output immediately after receiving feedback. Quantitative results indicated a relatively low rate of interactional feedback while qualitative analysis of the interactions revealed interesting trends in the nature of the feedback that was provided. In discussing the findings we draw on learners' written reports elicited at the end of class as well as their verbal introspections elicited through individual stimulated recall sessions with each learner. The study sheds light on how patterns of interaction may be shaped by cultural, contextual, and interlocutor-related factors, thus helping to inform considerations for task-based instructional design.
79 citations
TL;DR: Children with higher WMC scores were more likely to maintain goals adequately for task performance, consistent with a 2-factor model of working memory and its development.
Abstract: Goal neglect is the phenomenon of failing to execute the momentary demands of a task despite understanding and being able to recall the task instructions. Successful goal maintenance is more likely to occur in adults with high working memory capacity (WMC) who can keep rules mentally accessible while performing the task. The current study predicted that goal neglect would also be related to WMC in children. It assessed thirty-seven 4-year-old and twenty-eight 6-year-old children on the goal neglect version of the Dimensional Change Card Sort, and 3 tasks that measure WMC. As predicted, children with higher WMC scores were more likely to maintain goals adequately for task performance. The findings are consistent with a 2-factor model of working memory and its development.
79 citations
TL;DR: A new model is developed that allows the simultaneous analysis of accuracy scores and response times of cognitive tests with a rule-based design and is capable of simultaneously estimating ability and speed on the person side as well as difficulty and time intensity on the task side, thus dissociating information that is often confounded in current analysis procedures.
Abstract: In current psychological research, the analysis of data from computer-based assessments or experiments is often confined to accuracy scores. Response times, although being an important source of additional information, are either neglected or analyzed separately. In this article, a new model is developed that allows the simultaneous analysis of accuracy scores and response times of cognitive tests with a rule-based design. The model is capable of simultaneously estimating ability and speed on the person side as well as difficulty and time intensity on the task side, thus dissociating information that is often confounded in current analysis procedures. Further, by integrating design matrices on the task side, it becomes possible to assess the effects of design parameters (e.g., cognitive processes) on both task difficulty and time intensity, offering deeper insights into the task structure. A Bayesian approach, using Markov Chain Monte Carlo methods, has been developed to estimate the model. An application of the model in the context of educational assessment is illustrated using a large-scale investigation of figural reasoning ability.
79 citations