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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: In this paper, the effect of learning versus outcome goals on performance quality on a simple versus a complex scheduling task was examined using business school students as participants (n = 114), and the results suggest that when attempting new complex processes, such as acquiring new businesses, organizations should set specific difficult learning as opposed to performance outcome goals.
Abstract: The effect of learning versus outcome goals on performance quality on a simple versus a complex scheduling task was examined using business school students as participants (n = 114). On a simple task an outcome goal led to significantly more correct schedules being produced than urging people to do their best. On a complex task, assigning a learning goal led to performance that was significantly higher than either an assigned outcome goal or being urged to do one's best. Self-efficacy was significantly higher in the learning goal condition than it was in the do-best condition. Moreover, the number of effective task strategies used on a complex task was significantly higher in the learning goal condition than it was in the other two conditions. These findings suggest that when attempting new complex processes, such as acquiring new businesses, organizations should set specific difficult learning as opposed to performance outcome goals.

263 citations

Proceedings ArticleDOI
12 Aug 2016
TL;DR: This paper introduces and summarises the findings of a new shared task at the intersection of Natural Language Processing and Computer Vision: the generation of image descriptions in a target language, given an image and/or one or more describe in a different (source) language.
Abstract: This paper introduces and summarises the findings of a new shared task at the intersection of Natural Language Processing and Computer Vision: the generation of image descriptions in a target language, given an image and/or one or more descriptions in a different (source) language. This challenge was organised along with the Conference on Machine Translation (WMT16), and called for system submissions for two task variants: (i) a translation task, in which a source language image description needs to be translated to a target language, (optionally) with additional cues from the corresponding image, and (ii) a description generation task, in which a target language description needs to be generated for an image, (optionally) with additional cues from source language descriptions of the same image. In this first edition of the shared task, 16 systems were submitted for the translation task and seven for the image description task, from a total of 10 teams.

263 citations

Journal ArticleDOI
TL;DR: It is concluded that gestures enhance performance on spatial visualization tasks by improving the internal computation of spatial transformations and the benefit of gestures persists even in subsequent spatial visualization problems in which gesture is prohibited.
Abstract: Co-thought gestures are hand movements produced in silent, noncommunicative, problem-solving situations. In the study, we investigated whether and how such gestures enhance performance in spatial visualization tasks such as a mental rotation task and a paper folding task. We found that participants gestured more often when they had difficulties solving mental rotation problems (Experiment 1). The gesture-encouraged group solved more mental rotation problems correctly than did the gesture-allowed and gesture-prohibited groups (Experiment 2). Gestures produced by the gesture-encouraged group enhanced performance in the very trials in which they were produced (Experiments 2 & 3). Furthermore, gesture frequency decreased as the participants in the gesture-encouraged group solved more problems (Experiments 2 & 3). In addition, the advantage of the gesture-encouraged group persisted into subsequent spatial visualization problems in which gesturing was prohibited: another mental rotation block (Experiment 2) and a newly introduced paper folding task (Experiment 3). The results indicate that when people have difficulty in solving spatial visualization problems, they spontaneously produce gestures to help them, and gestures can indeed improve performance. As they solve more problems, the spatial computation supported by gestures becomes internalized, and the gesture frequency decreases. The benefit of gestures persists even in subsequent spatial visualization problems in which gesture is prohibited. Moreover, the beneficial effect of gesturing can be generalized to a different spatial visualization task when two tasks require similar spatial transformation processes. We concluded that gestures enhance performance on spatial visualization tasks by improving the internal computation of spatial transformations.

262 citations

Journal ArticleDOI
TL;DR: In this article, the effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in the task repetition task were investigated, and the authors reported on a study that was primarily aimed at investigating the effect of online planning on task repetition.
Abstract: This article reports on a study that was primarily aimed at investigating the effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in the ...

261 citations

Journal ArticleDOI
TL;DR: This paper examined whether bilingual two-year-olds have differentiated phonological systems and if so, whether there are crosslinguistic influences between them, and found that bilingual children have separate but non-autonomous phonological system.
Abstract: The present study was designed to examine whether bilingual two-year-olds have differentiated phonological systems and if so, whether there are crosslinguistic influences between them. Eighteen English-speaking monolingual, 18 Frenchspeaking monolingual and 17 French-English bilingual children (mean age=30 months) participated in a nonsense-word repetition task. The children's syllable omissions/truncations of the four-syllable target words were analyzed for the presence of patterns specific to French and English and for similarities and dissimilarities between the monolinguals and bilinguals in each language. Results indicate that bilingual two-year-olds have separate but nonautonomous phonological systems. Explanations for the form and directionality of crosslinguistic effects are discussed.

261 citations


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