Topic
Task analysis
About: Task analysis is a research topic. Over the lifetime, 10432 publications have been published within this topic receiving 283481 citations.
Papers published on a yearly basis
Papers
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TL;DR: The role of the first language in the learning of a second language (L2) has been widely studied as a source of cross-linguistic influence from the native system (Gass and Selinker 1992).
Abstract: The role of the first language (L1) in the learning of a second language (L2) has been widely studied as a source of cross-linguistic influence from the native system (Gass and Selinker 1992). Yet, this perspective provides no room for an understanding of language as a cognitive tool (Vygostsky 1978), that is, language as a mediating tool in all forms of higher-order mental processing. Recent findings in both foreign language classrooms (Anton and DiCamilla 1999; Brooks and Donato 1994) and immersion classrooms (Swain and Lap-kin 2000) suggest that the L1 may be a useful tool for learning the L2. This line of research argues that an L1 shared by learners provides cognitive support that allows them to work at a higher level than that which would be possible if they were just using the L2. This paper reports the findings of a study which analyses the use of the L1 and its functions in the oral interaction of twelve pairs of undergraduate EFL learners with low proficiency in the target language while engaged in three collaborative tasks (jigsaw, text reconstruction and dictogloss). Our findings indicate that the L1 is an important tool for these learners and that there is task-related variation in its use.
151 citations
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TL;DR: This article examined the influence of working memory on the off-line and real-time sentence comprehension/processing of children with specific language impairment (SLI) and found that children with SLI have a more limited functional working memory capacity than their CA peers.
Abstract: In this study we examined the influence of working memory on the off-line and real-time
sentence comprehension/processing of children with specific language impairment (SLI). A
total of 12 children with SLI, 12 normally developing children matched for chronological age
(CA), and 12 children matched for receptive syntax (RS) completed three tasks. In the working
memory task, children recalled as many words as possible under three processing load conditions
varying in the number of mental operations (i.e., no load, single load, dual load). In the off-line
comprehension task, children listened to linguistically nonredundant and redundant sentences. In
the real-time sentence processing task, children monitored sentences for the occurrence of a
target word appearing at the beginning, middle, or end of a test sentence and pushed a response
pad as quickly as possible upon hearing the target. In the memory task, SLI children recalled
fewer words in the dual-load condition relative to CA peers, who showed no condition effect.
The SLI and RS groups performed similarly overall; however, both groups recalled fewer words
in the dual-load condition than in the other conditions. In the off-line task, the SLI group
comprehended fewer sentences of both types relative to the CA controls and fewer redundant
sentences relative to themselves and to the RS controls. A significant correlation between
working memory and sentence comprehension was found for the SLI group and control groups.
For the on-line task, between-group analyses revealed that the SLI group yielded an overall
slower word recognition reaction time than the CA and RS groups. Working memory and
sentence processing were not correlated for any group. Results were interpreted to suggest that
SLI children have a more limited functional working memory capacity than their CA peers.
Children with SLI also appear to have greater difficulty managing their working memory
resources relative to both age peers and younger children when performing a conventional
off-line sentence comprehension task but not a real-time sentence processing task.
149 citations
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TL;DR: In this article, the authors evaluate research on experts' cognition, the accuracy of experts' self-reports, and the efficacy of instruction based on expert's self-reported information.
Abstract: Instruction on problem solving in particular domains typically relies on explana- tions from experts about their strategies. However, research indicates that such self-reports often are incomplete or inaccurate (e.g., Chao & Salvendy, 1994; Cooke & Breedin, 1994). This article evaluates research on experts' cognition, the accuracy of experts' self-reports, and the efficacy of instruction based on experts' self-reports. Analysis of this evidence indi- cates that experts' free recall of strategies introduces errors and omissions into instructional materials that hinder student success. In contrast, when experts engage in structured knowl- edge elicitation techniques (e.g., cognitive task analysis), the resultant instruction is more effective. Based on these findings, the article provides a theoretical explanation of experts' self-report errors and discusses implications for the continued improvement of instructional design processes.
149 citations
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TL;DR: A computational framework for automatic synthesis of control and communication strategies for a robotic team from task specifications that are given as regular expressions about servicing requests in an environment by using a technique inspired by linear temporal logic model checking.
Abstract: We present a computational framework for automatic synthesis of control and communication strategies for a robotic team from task specifications that are given as regular expressions about servicing requests in an environment. We assume that the location of the requests in the environment and the robot capacities and cooperation requirements to service the requests are known. Our approach is based on two main ideas. First, we extend recent results from formal synthesis of distributed systems to check for the distributability of the task specification and to generate local specifications, while accounting for the service and communication capabilities of the robots. Second, by using a technique that is inspired by linear temporal logic model checking, we generate individual control and communication strategies. We illustrate the method with experimental results in our robotic urban-like environment.
149 citations
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TL;DR: In this article, the effects of the secondary visual search task on the primary task, i.e., aspects of driving performance, were evaluated and compared between the three driving research environments: laboratory, simulator and instrumented vehicle.
Abstract: The main objective of this study was to compare a standardized visual performance test in three driving research environments: laboratory, simulator and instrumented vehicle. The effects of the standardized secondary visual search task on the primary task, i.e., aspects of driving performance, were evaluated and compared between the three facilities. One main purpose of the EU project HASTE, which was the context of the present study, is to produce guidelines for and assess the suitability of each of the test environments for testing the effects of in-vehicle information systems on driving performance. Results showed that for gross effects on performance indicators, aspects of lateral position control in the laboratory test gave a sufficient first indication of sizeable influence as soon as visual attention was diverted towards the secondary task. More subtle differences between levels of visual search difficulty were only found in the simulator and in the field. Keywords: Driver distraction;
148 citations