Is a difficult task literally heavy?

2020 ◽  
Vol 10 (1) ◽  
pp. 100-120
Author(s):  
Mirjana Tonković ◽  
Mario Brdar ◽  
Kristina Š. Despot

Abstract The conceptualization of abstract concepts is very often metaphorical, meaning that we think and talk about abstract concepts in terms of other, usually more concrete experiences. Recent research suggests that many abstract concepts are linked to bodily sensations. In two experiments, we tested a hypothesis about weight as an embodiment of difficulty. We hypothesized that participants wearing a heavy backpack would judge a psychomotor task to be more difficult than participants wearing an empty backpack. We also hypothesized that manipulation of psychomotor task difficulty would affect judgement of backpack heaviness. In line with our hypothesis, the results demonstrated that participants wearing a heavy backpack judged the task to be more difficult. The results of Experiment 2 demonstrated that, regardless of task difficulty, there was no difference in weight judgement when backpack weight was estimated on a 7-point scale. However, we found a difference in the judgement of backpack weight when participants were asked to express it in kilograms, where weight was judged to be lower by participants doing the easy task than by those doing the difficult task.

1974 ◽  
Vol 39 (2) ◽  
pp. 683-692 ◽  
Author(s):  
Leonore Loeb Adler ◽  
Marvin A. Iverson

Interpersonal distance between Ss and confederates was measured in the laboratory. Ss placed themselves relatively far away from partners who flattered them and who were ascribed lower status. In turn, they sat farther from subordinates who praised them after performing a difficult in comparison with an easy task. Their spatial distance from partners of high status did not differ across conditions. These results were interpreted as evidence for the fact that social distance as experienced in status-oriented relationships is manifest in interpersonal physical distance. In further analyses, the differences in interpersonal distance were more reliable in same-sex than in male-female partners. Also, men tended to be more variable and on the average more distant than were women.


1976 ◽  
Vol 39 (3) ◽  
pp. 875-879
Author(s):  
J. Sweller

University students were given rule-related or non-rule-related shifts after one of four levels of initial training on a nondimensional verbal discrimination using CVC stimuli. Both a difficult and an easy task were used. The results indicated: (1) the effects of the initial tasks on the shift tasks were detected with greater sensitivity using lower criteria on the shift task; (2) where mediated-shift learning occurred, there was a relation between criterion level for the initial task and task difficulty such that lower criteria on the easy task were equivalent to higher criteria on the difficult task.


2017 ◽  
Vol 124 (6) ◽  
pp. 1194-1210 ◽  
Author(s):  
Yujin Kim ◽  
Jihwan Woo ◽  
Minjung Woo

This study investigated interactive effects of stress and task difficulty on working memory and cortico-cortical communication during memory encoding. Thirty-eight adolescent participants (mean age of 15.7 ± 1.5 years) completed easy and hard working memory tasks under low- and high-stress conditions. We analyzed the accuracy and reaction time (RT) of working memory performance and inter- and intrahemispheric electroencephalogram coherences during memory encoding. Working memory accuracy was higher, and RT shorter, in the easy versus the hard task. RT was shorter under the high-stress (TENS) versus low-stress (no-TENS) condition, while there was no difference in memory accuracy between the two stress conditions. For electroencephalogram coherence, we found higher interhemispheric coherence in all bands but only at frontal electrode sites in the easy versus the hard task. On the other hand, intrahemispheric coherence was higher in the left hemisphere in the easy (versus hard task) and higher in the right hemisphere (with one exception) in the hard (versus easy task). Inter- and intracoherences were higher in the low- versus high-stress condition. Significant interactions between task difficulty and stress condition were observed in coherences of the beta frequency band. The difference in coherence between low- and high-stress conditions was greater in the hard compared with the easy task, with lower coherence under the high-stress condition relative to the low-stress condition. Stress seemed to cause a decrease in cortical network communications between memory-relevant cortical areas as task difficulty increased.


1995 ◽  
Vol 17 (2) ◽  
pp. 153-170 ◽  
Author(s):  
Michael B. Martin ◽  
Mark H. Anshel

Two experiments were conducted to examine the effect of self-monitoring (SM) strategies on motor performance of varied difficulty. In a pilot test, participants’ perceptions of task difficulty agreed with performance on the easy task. Participants perceived the hard task to be significantly more difficult than indicated by the performance scores and perceived the easy task to be significantly less difficult than their performance on the complex task (p < .05). In the subsequent experiment, subjects performed 90 trials on either the difficult or easy motor task using either positive self-monitoring (PSM), negative self-monitoring (NSM), or no self-monitoring. MANOVAs indicated that PSM resulted in superior performance in comparison to NSM across trials while performing the difficult task (p < .05). In the easy task, PSM was inferior to NSM on motor performance across trials (p < .01). Further results also indicated that negative affect significantly decreased for PSM performing the difficult task, and for NSM performing the easy task.


2003 ◽  
Vol 3 (2) ◽  
pp. 121-131
Author(s):  
Steven G. Chervak ◽  
Colin G. Drury

Written documentation has been implemented in aviation maintenance errors so that documentation becomes an important safety issue. A restricted technical language for job instruction, Simplified English was tested to determine whether or not it reduced error rate in a maintenance task. Experienced and inexperienced participants performed on easy and a difficult maintenance task on a small internal combustion engine using three languages of job instruction: original, Simplified English and a hybrid. Task errors were reduced with Simplified English but increased with the hybrid version. While the easy task and the experienced participants made fewer errors, neither participant expertise nor task difficulty interacted with instruction language. Hence, Simplified English can be recommended, but hybrid instructions should be avoided.


Author(s):  
Ilija Manenica ◽  
Nataša Krošnjar

Twelve trained subjects took part in an investigation on the effects of mental load and paced work on parameters of sinus arrhytmia, lapping task and the task diffieualty estimation by the use of a 21 point scale and cross-modal comparison on a hand dynamometer.The tasks consisted of numerical, perceptual, maze learning and immediate memoy tasks. They were computer generated and presented ona a VDU. Numerical and perceptual tasks were dealt with in unpaced and paced working conditions, while ihe rest of them in unpaced conditions only.By the use of a special transformation model, the task difficulties were expressed in bits for an easier comparison of the effects on sinus arrhythmia and tapping parameters.While lapping parameters did not show any interprclable change as the task difficulty changed, the sd index of sinus arrhythmia showed a good relationship with the task difficulty. A comparison of the sd index during paced and unpaced performance indicated that paced performance was easier for the subjects. The task difficulty assessment, however, showed Ihe opposite. The authors tried to explain this on the basis of entrainment of imposed work rhythm with the biological rhythm, which, subjectively, acled as an additional stressor, but it did not affect the sinus arrhythmia parameter.


1983 ◽  
Vol 26 (4) ◽  
pp. 516-524 ◽  
Author(s):  
Donald J. Sharf ◽  
Ralph N. Ohde

Adult and Child manifolds were generated by synthesizing 5 X 5 matrices of/Cej/ type utterances in which F2 and F3 frequencies were systematically varied. Manifold stimuli were presented to 11 graduate-level speech-language pathology students in two conditions: (a) a rating condition in which stimuli were rated on a 4-point scale between good /r/and good /w/; and (b) a labeling condition in which stimuli were labeled as "R," "W," "distorted R." or "N" (for none of the previous choices). It was found that (a) stimuli with low F2 and high F3 frequencies were rated 1.0nmdas;1.4; those with high F2 and low F3 frequencies were rated 3.6–4.0, and those with intermediate values were rated 1.5–3.5; (b) stimuli rated 1.0–1.4 were labeled as "W" and stimuli rated 3.6–4.0 were labeled as "R"; (c) none of the Child manifold stimuli were labeled as distorted "R" and one of the Adult manifold stimuli approached a level of identification that approached the percentage of identification for "R" and "W": and (d) rating and labeling tasks were performed with a high degree of reliability.


2019 ◽  
Vol 33 (2) ◽  
pp. 109-118
Author(s):  
Andrés Antonio González-Garrido ◽  
Jacobo José Brofman-Epelbaum ◽  
Fabiola Reveca Gómez-Velázquez ◽  
Sebastián Agustín Balart-Sánchez ◽  
Julieta Ramos-Loyo

Abstract. It has been generally accepted that skipping breakfast adversely affects cognition, mainly disturbing the attentional processes. However, the effects of short-term fasting upon brain functioning are still unclear. We aimed to evaluate the effect of skipping breakfast on cognitive processing by studying the electrical brain activity of young healthy individuals while performing several working memory tasks. Accordingly, the behavioral results and event-related brain potentials (ERPs) of 20 healthy university students (10 males) were obtained and compared through analysis of variances (ANOVAs), during the performance of three n-back working memory (WM) tasks in two morning sessions on both normal (after breakfast) and 12-hour fasting conditions. Significantly fewer correct responses were achieved during fasting, mainly affecting the higher WM load task. In addition, there were prolonged reaction times with increased task difficulty, regardless of breakfast intake. ERP showed a significant voltage decrement for N200 and P300 during fasting, while the amplitude of P200 notably increased. The results suggest skipping breakfast disturbs earlier cognitive processing steps, particularly attention allocation, early decoding in working memory, and stimulus evaluation, and this effect increases with task difficulty.


2002 ◽  
Vol 16 (1) ◽  
pp. 1-11 ◽  
Author(s):  
Antoinette R. Miller ◽  
J. Peter Rosenfeld ◽  
Matthew Soskins ◽  
Marianne Jhee

Abstract The P300 component of the event-related potential was recorded during two blocks of an autobiographical oddball task. All participants performed honestly during the first block (Phone), i.e., the oddball stimuli were phone numbers. During the second block (Birthday), in which the oddball stimuli were participants' birthdays, a Truth group (N = 13) performed honestly and a Malinger group (N = 14) simulated amnesia. Amnesia simulation significantly reduced P300 amplitudes, both between groups and within the Malinger group (Phone vs. Birthday), possibly because of an increase in task difficulty in the Malinger condition. Analysis of scaled amplitudes also indicated a trend for a feigning-related alteration in P300 topography. Bootstrapping of peak-to-peak amplitudes detected significantly more (93%) Malinger individuals than bootstrapping of baseline-to-peak amplitudes (64%). Bootstrapping also provided evidence of a feigning-related amplitude difference between oddball stimuli (i.e., Phone > Birthday) in 71% of Malinger group individuals. In this comparison, the peak-to-peak measure also performed significantly better in intraindividual diagnostics.


2010 ◽  
Vol 15 (2) ◽  
pp. 142-151 ◽  
Author(s):  
Wondimu Ahmed ◽  
Greetje van der Werf ◽  
Alexander Minnaert

In this article, we report on a multimethod qualitative study designed to explore the emotional experiences of students in the classroom setting. The purpose of the study was threefold: (1) to explore the correspondence among nonverbal expressions, subjective feelings, and physiological reactivity (heart rate changes) of students’ emotions in the classroom; (2) to examine the relationship between students’ emotions and their competence and value appraisals; and (3) to determine whether task difficulty matters in emotional experiences. We used multiple methods (nonverbal coding scheme, video stimulated recall interview, and heart rate monitoring) to acquire data on emotional experiences of six grade 7 students. Concurrent correspondence analyses of the emotional indices revealed that coherence between emotional response systems, although apparent, is not conclusive. The relationship between appraisals and emotions was evident, but the effect of task difficulty appears to be minimal.


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