Task analysis

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

Sentiment Analysis of Suicide Notes: A Shared Task.

Abstract: This paper reports on a shared task involving the assignment of emotions to suicide notes. Two features distinguished this task from previous shared tasks in the biomedical domain. One is that it resulted in the corpus of fully anonymized clinical text and annotated suicide notes. This resource is permanently available and will (we hope) facilitate future research. The other key feature of the task is that it required categorization with respect to a large set of labels. The number of participants was larger than in any previous biomedical challenge task. We describe the data production process and the evaluation measures, and give a preliminary analysis of the results. Many systems performed at levels approaching the inter-coder agreement, suggesting that human-like performance on this task is within the reach of currently available technologies.

Generating and processing task items that represent tasks to perform

Abstract: Techniques for processing task items are provided. A task item is electronic data that represents a task to be performed, whether manually or automatically. A task item includes one or more details about its corresponding task, such as a description of the task and a location of the task. Specifically, techniques for generating task items, organizing task items, triggering notifications of task items, and consuming task items are described. In one approach, a task item is generated based on input from a user and context of the input. In another approach, different attributes of task items are used to organize the task items intelligently into multiple lists. In another approach, one or more criteria, such as location, are used to determine when to notify a user of a task item. In another approach, actions other than the generation of notification are enabled or automatically performed, actions such as emailing, calling, texting, and searching.

Advances in Human Performance and Cognitive Engineering Research

Abstract: From the Book: Focusing on human performance in organizational systems as cognitive engineering principles are applied, these eight chapters describe cognitive research at RISO from 1962-1979, the development of adaptability, the use of pathfinder networks, cognitive task analysis, human modeling technology, critical thinking in novel situations, the use of simulations for team research, and research paradigms. The authors are affiliated with various American universities, private companies, and the military. Annotation c. Book News, Inc., Portland, OR (booknews.com)

Classroom L2 vocabulary acquisition: investigating the role of pedagogical tasks and form-focused instruction

Abstract: Framed under a cognitive approach to task-based L2 learning, this study used a pedagogical approach to investigate the effects of three vocabulary lessons (one traditional and two task-based) on acquisition of basic meanings, forms and morphological aspects of Spanish words. Quantitative analysis performed on the data suggests that the type of pedagogical approach had no impact on immediate retrieval (after treatment) of targeted word forms, but it had an impact on long-term retrieval (one week) of targeted forms. In particular, task-based lessons seemed to be more effective than the Presentation, Practice and Production (PPP) lesson. The analysis also suggests that a task-based lesson with an explicit focus-on-forms component was more effective than a task-based lesson that did not incorporate this component in promoting acquisition of word morphological aspects. The results also indicate that the explicit focus on forms component may be more effective when placed at the end of the lesson, when meaning has been acquired. Results are explained in terms of qualitative differences in amounts of focus on form and meaning, type of form-focused instruction provided, and opportunities for on-line targeted output retrieval. The findings of this study provide evidence for the value of a proactive (Doughty and Williams, 1998a) form-focused approach to Task-Based L2 vocabulary learning, especially structure-based production tasks (Ellis, 2003). Overall, they suggest an important role of pedagogical tasks in teaching L2 vocabulary.