Task analysis

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

Mobility-Aware Joint Task Scheduling and Resource Allocation for Cooperative Mobile Edge Computing

Abstract: Mobile edge computing (MEC) has emerged as a new paradigm to assist low latency services by enabling computation offloading at the network edge. Nevertheless, human mobility can significantly impact the offloading decision and performance in MEC networks. In this context, we propose device-to-device (D2D) cooperation based MEC to expedite the task execution of mobile user by leveraging proximity-aware task offloading. However, user mobility in such distributed architecture results in dynamic offloading decision that instigates mobility-aware task scheduling in our proposed framework. We jointly formulate task assignment and power allocation to minimize the total task execution latency by taking account of user mobility, distributed resources, tasks properties, and energy constraint of the user device. We first propose Genetic Algorithm (GA)-based evolutionary scheme to solve our formulated mixed-integer non-linear programming (MINLP) problem. Then we propose a heuristic named mobility-aware task scheduling (MATS) to obtain effective task assignment with low complexity. The extensive evaluation under realistic human mobility trajectories provides useful insights into the performance of our schemes and demonstrates that, both GA and MATS achieve better latency than other baseline schemes while satisfying the energy constraint of mobile device.

Global–Local Visual Processing in High Functioning Children with Autism: Structural vs. Implicit Task Biases

Abstract: Global-local processing was examined in high-functioning children with autism and in groups of typically developing children. In experiment 1, the effects of structural bias were tested by comparing visual search that favored access to either local or global targets. The children with autism were not unusually sensitive to either level of visual structure. In experiment 2 a structural global bias was pitted against an implicit task bias favoring the local level. Children with autism were least sensitive to the structural global bias but showed greater sensitivity to the implicit task bias. This suggests that autism is associated with differences in the executive control processes used to guide attention to either the global or local level, and strategies may be more "data driven".

The Relation between Students’ Epistemological Understanding of Computer Models and their Cognitive Processing on a Modelling Task

Abstract: While many researchers in science education have argued that students’ epistemological understanding of models and of modelling processes would influence their cognitive processing on a modelling task, there has been little direct evidence for such an effect Therefore, this study aimed to investigate the relation between students’ epistemological understanding of models and modelling and their cognitive processing (ie, deep versus surface processing) on a modelling task Twenty‐six students, working in dyads, were observed while working on a computer‐based modelling task in the domain of physics Students’ epistemological understanding was assessed on four dimensions (ie, nature of models, purposes of models, process of modelling, and evaluation of models) Students’ cognitive processes were assessed based on their verbal protocols, using a coding scheme to classify their types of reasoning The outcomes confirmed the expected positive correlation between students’ level of epistemological understand

The effects of explicit feedback on the development of pragmatic proficiency

Abstract: The present study evaluates the relative effectiveness of two types of input-based instruction, structured input instruction (a structured input task only) and structured input instruction with feedback (the structured input task + reactive explicit feedback) for teaching English polite requestive forms, involving 45 Japanese learners of English. Treatment group performance was compared to that of a control group on the pre-tests, post-tests, and follow-up tests: a discourse completion test, a role-play test, a listening judgement test, and an acceptability judgement test. The results of data analysis indicate that the two treatment groups performed better than the control group, and that the explicit reactive feedback was not always indispensable in the structured input task.