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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 article, the authors examine three factors that moderate the relation between accountability to a superior and auditor performance: knowledge, problem-solving ability, and task complexity, and predict that accountability works best when the requisite knowledge and abilities are matched with the characteristics of the task.
Abstract: In this study, we examine three factors that moderate the relation between accountability to a superior and auditor performance: knowledge, problem-solving ability, and task complexity. Specifically, we predict that accountability works best when the requisite knowledge and abilities are matched with the characteristics of the task. In our study, auditors performed three tasks of varying complexity. In the low complexity task (listing compliance and substantive tests), accountability did not influence performance. As the task became more complex (listing financial statement errors associated with an internal control deviation), accountability improved performance only when knowledge was high. For the most complex task (listing causes associated with a change in ratios), accountability improved performance only when both knowledge and problem-solving ability were high. These results indicate that accountability works best in particular combinations of knowledge, problem-solving ability, and task complexity. Implications of the results and the directions for future research are discussed.

173 citations

Journal ArticleDOI
TL;DR: The approach to understanding mobile learning begins by describing a dialectical approach to the development and presentation of a task model using the socio-cognitive engineering design method, and examines two field studies, which feed into the development of the task model.
Abstract: Our approach to understanding mobile learning begins by describing a dialectical approach to the development and presentation of a task model using the socio-cognitive engineering design method This analysis synthesises relevant theoretical approaches We then examine two field studies, which feed into the development of the task model

173 citations

Journal ArticleDOI
TL;DR: Evidence for a bilingual advantage in aspects of executive functioning at an earlier age than previously reported is discussed in terms of the possibility that bilingual language production may not be the only source of these developmental effects.
Abstract: The effect of bilingualism on the cognitive skills of young children was investigated by comparing performance of 162 children who belonged to one of two age groups (approximately 3- and 4.5-year-olds) and one of three language groups on a series of tasks examining executive control and word mapping. The children were monolingual English speakers, monolingual French speakers, or bilinguals who spoke English and one of a large number of other languages. Monolinguals obtained higher scores than bilinguals on a receptive vocabulary test and were more likely to demonstrate the mutual exclusivity constraint, especially at the younger ages. However, bilinguals obtained higher scores than both groups of monolinguals on three tests of executive functioning: Luria's tapping task measuring response inhibition, the opposite worlds task requiring children to assign incongruent labels to a sequence of animal pictures, and reverse categorization in which children needed to reclassify a set of objects into incongruent categories after an initial classification. There were no differences between the groups in the attentional networks flanker task requiring executive control to ignore a misleading cue. This evidence for a bilingual advantage in aspects of executive functioning at an earlier age than previously reported is discussed in terms of the possibility that bilingual language production may not be the only source of these developmental effects.

173 citations

Journal ArticleDOI
TL;DR: In data from a new brightness discrimination experiment, it is found that emphasizing decision speed over decision accuracy not only decreases the amount of evidence required for a decision but also decreases the quality of information being accumulated during the decision process.
Abstract: Decision-makers effortlessly balance the need for urgency against the need for caution. Theoretical and neurophysiological accounts have explained this tradeoffsolely in terms of the quantity of evidence required to trigger a decision (the "threshold"). This explanation has also been used as a benchmark test for evaluating new models of decision making, but the explanation itself has not been carefully tested against data. We rigorously test the assumption that emphasizing decision speed versus decision accuracy selectively influences only decision thresholds. In data from a new brightness discrimination experiment we found that emphasizing decision speed over decision accuracy not only decreases the amount of evidence required for a decision but also decreases the quality of information being accumulated during the decision process. This result was consistent for 2 leading decision-making models and in a model-free test. We also found the same model-based results in archival data from a lexical decision task (reported by Wagenmakers, Ratcliff, Gomez, & McKoon, 2008) and new data from a recognition memory task. We discuss implications for theoretical development and applications.

173 citations

Journal ArticleDOI
TL;DR: Hareter et al. as discussed by the authors found that children derive maximum pleasure from optimally challenging tasks, and that a curvilinear model may best describe the relationship between task difficulty and task difficulty for correctly solved items.
Abstract: HARTER, SUSAN. Pleasure Derived from Challenge and the Effects of Receiving Grades on Children's Difficulty Level Choices. CmLD DEVELOPMENT, 1978, 49, 788-799. In order to examine the hypothesis that children derive maximum pleasure from optimally challenging tasks, sixth graders were given anagram problems at 4 difficulty levels. The results suggested that a curvilinear model may best describe the relationship between pleasure and task difficulty for correctly solved items where the subject has no choice of the problems to be solved. Active choice of optimally challenging items was also assessed in a second phase of the study, where half of the subjects were instructed that the task was a game and half were instructed that it was a schooltype task for which they would receive letter grades. Under the game condition children chose and verbalized their preference for optimally challenging problems. Those children working for grades chose significantly easier anagrams to perform. Not only did the latter subjects respond below their optimal level, but they manifested less pleasure and verbalized more anxiety. The findings are discussed in terms of the need to refine existing models of the relationship between task difficulty and pleasure as well as to consider the effects which such extrinsic motivators as grades may have on attenuating intrinsic motivation.

173 citations


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