Task complexity and sources of task-related information during the observational learning process

2008 ◽  
Vol 26 (10) ◽  
pp. 1097-1113 ◽  
Author(s):  
Patricia L. Laguna
Keyword(s):  
Learning Process ◽  
Observational Learning ◽  
Task Complexity ◽  
Related Information

Effects of Task Complexity Variables on Complexity, Accuracy and Fluency of Second Language Production: A Critical Review

2017 ◽  
Vol 9 (4) ◽  
pp. 94
Author(s):  
Lilliati Ismail ◽  
Arshad Abd. Samad
Keyword(s):  
Second Language ◽  
Learning Process ◽  
Critical Review ◽  
Language Production ◽  
Task Complexity ◽  
Task Design ◽  
Complex Tasks ◽  
Complexity Level ◽  
Language Classroom ◽  
L2 Learners

This paper reviews recent research that has manipulated task complexity variables to gauge their effects on L2 learning. This review draws upon Robinson’s Triadic Componential Framework for task design (2001a) which suggests that increases in task complexity levels should be an important consideration when designing and sequencing a task-based language syllabus. Most of the studies discussed support Robinson’s contention that more complex tasks result in greater accuracy and complexity in L2 learners’ language production. This would imply the need to consider task complexity variables in selecting, designing and administering tasks in the second language classroom to achieve optimum effects on the learning process. Teachers would also have to be conscientious in evaluating cognitive loads of tasks to ensure heightened attention to meaning and forms. Also, the potential of using task complexity level as an organising principle for a second-language syllabus needs to be further explored and investigated.

scholarly journals Shaping A Student Self Efficacy Academic Through Live Modeling Technique (A Synthesis of Observational Learning in Social Cognitive Theory)

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Ryan Hidayat ◽  
M Ramli
Keyword(s):  
Social Cognitive Theory ◽  
Learning Process ◽  
Observational Learning ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Vicarious Experience ◽  
Reciprocal Determinism ◽  
Cognitive Capability ◽  
Life Circumstance

In the perspective of social cognitive theory, humans as an actor that has a cognitive capability to observe, learn, understand, motivate, plan, act and evaluate an achievement or result that has been done. This perspective argues that a human can learn just by observation, although they do not have direct experience to do such specific tasks. This argument has revised a concept of behavioristic about imitation learning Miller and Dollard. Bandura has a viewpoint to have this result in his research with a triadic reciprocal determinism. Peoples has a cognitive function to observe and consideration to make a decision to act in their life circumstance not only reaction form their environment but their also an actor to make their self a decision-maker. So in a learning process, observational learning formed in live modeling. This modeling has an effect of influencing a mindset of the student in their self-belief, such competencies, capabilities to accomplish a task this self-belief known as self-efficacy. In self-efficacy has one source that links with an observational learning process, there is a vicarious experience. This article will describe and discuss a synthesis about live modeling in observational learning, linkage with vicarious experience in self-efficacy, and how to live modeling to shape a student's self-efficacy and a stage in the group counseling process.

scholarly journals Learning of a postural control task by elderly post-stroke patients

Motricidade ◽  
2016 ◽  
Vol 12 (1) ◽  
pp. 141
Author(s):  
Giordano Marcio Gatinho Bonuzzi ◽  
Tatiana Beline Freitas ◽  
Umberto Cesar Corrêa ◽  
Andrea Michele Freudenheim ◽  
José Eduardo Pompeu ◽  
...  
Keyword(s):  
Motor Learning ◽  
Postural Control ◽  
Learning Process ◽  
Healthy Subjects ◽  
Task Complexity ◽  
Control Group ◽  
Control Task ◽  
Stroke Patients ◽  
Post Stroke ◽  
Experimental Group

<p class="ResumoAbstract">The aim of this study was to compare the learning process of a postural control task between post-stroke patients and healthy subjects. The sample was composed of 20 post-stroke individuals (Experimental Group) and 20 aged matched healthy individuals (Control Group). Participants practiced a postural control task in a virtual environment with increasing of complexity. The study design involved four phases: pre-test (five trials), acquisition phase (four blocks of thirty minutes), post-test (five trials), and retention test (five trials after a week without practice). The statistical analysis was run by a 2 x 3 ANOVA (groups x learning tests). Results: There was no difference in motor learning between Experimental Group and Control Group (F= 41.22; p=0.88). In addition, it was founded that the Control Group could learn the task in a higher-level complexity than Experimental Group (F = 4.77; p = 0.01), and both groups increased the error during the trials of practice (F = 0.53; p = 0.00) because of task complexity.  Conclusion: Therefore has been found that post-stroke individuals have the ability to learn a postural control task similar to healthy subjects, and the task complexity seems to be a key-factor in order to differentiate stroke from healthy subject's motor learning process.</p>

scholarly journals The Effect of Task Complexity and Task Conditions on Foreign Language Development and Performance. Three Empirical Studies.

2006 ◽  
Vol 152 ◽  
pp. 55-84 ◽  
Author(s):  
Lies Sercu ◽  
Lieve De Wachter ◽  
Elke Peters ◽  
Folkert Kuiken ◽  
Ineke Vedder
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Task Complexity ◽  
Empirical Studies ◽  
Task Design ◽  
Capacity Model ◽  
And Performance ◽  
Task Conditions ◽  
And Task

Abstract It has been argued that tasks constitute a valid alternative unit to sequence the language learning process, as opposed to linguistically defined syllabuses. Implementing this claim presupposes that it is possible to assess the cognitive and linguistic demands of tasks, so that they can be sequenced in such a way that they optimally support and promote the L2 learning process. Knowing what demands a task will make opens up the possibility of using task design to manipulate the learner's attention between form and meaning in ways that may help interlanguage development. In this article, we present three empirical studies, which have tried to manipulate task complexity in order to study the effects of differing levels of task complexity on (L2) performance. We situate our studies within the Triadic Componential Framework for Task Design (TCFTD), elaborated by Robinson (1995; 2001; 2005) and interpret our findings in the light of two alternative theories, trying to explain effects on L2 performance arising from task manipulation, namely the Limited Attentional Capacity Model (Skehan & Foster 2001), and the Cognition Hypothesis (Robinson 2001; 2005). Apart from yielding evidence against or in favour of these theories, our studies demonstrate that manipulating L2 learners' attention while performing a task is anything but straightforward. The studies also illustrate how task conditions appear to interact with task complexity.

scholarly journals Observational Learning with Externally Imposed and Self-Controlled Frequency of Model Demonstration

2020 ◽  
Vol 27 (3) ◽  
pp. 3-7
Author(s):  
Weronika Łuba-Arnista ◽  
Michał Biegajło
Keyword(s):  
Learning Process ◽  
Observational Learning ◽  
Learning Effect ◽  
Mean Absolute Error ◽  
Absolute Error ◽  
Skill Learning ◽  
The Self ◽  
Control Group ◽  
Motor Skill Learning ◽  
The Mean

Abstract Introduction. The aim of this study was to investigate the effect of learning a complex gymnastic routine with different frequencies of externally imposed and self-controlled model demonstration. Material and Methods. Thirty undergraduate physical education (PE) students were randomly assigned to 3 groups: G100 (100% frequency), GS (self-controlled frequency) and GC (control group). Each participant from groups G100 and GS performed 150 trials of a complex gymnastic routine during 10 practice sessions. The learning effect was evaluated on the basis of the mean absolute error value and measured during pre-acquisition (baseline), acquisition (practice sessions) and post-acquisition (retention and transfer tests) phases. Results. It was revealed that observational learning with self-controlled and high externally imposed frequency of model demonstration proved to be equally effective. The differences were found during the acquisition phase only. The self-controlled group achieved higher outcomes than the externally imposed group. Conclusions. This study indicates that performance during practice sessions does not always reflect the permanency and adaptability of the motor skill learning process.

scholarly journals Task Aspects Triggering Observational Learning in Jackdaws (Corvus monedula)

2020 ◽  
Vol 7 (4) ◽  
pp. 567-588
Author(s):  
Berenika Mioduszewska ◽  
Xenia Schleuning ◽  
Anaïs Brunon ◽  
Mark O’Hara ◽  
Alice M. I. Auersperg ◽  
...  
Keyword(s):  
Observational Learning ◽  
Task Complexity ◽  
Animal Cognition ◽  
Learning Mechanisms ◽  
Experimental Conditions ◽  
Action Sequence ◽  
Future Studies ◽  
Informational Cues ◽  
Foraging Task ◽  
Corvus Monedula

Complex novel tasks are often used in animal cognition research to allow discrimination between various learning mechanisms. Successful performance relies on the capacity to identify informational cues from features in the environment. Additionally, observational learning is often considered more beneficial for survival than individual learning. Despite the importance of controlling task complexity, it can often be challenging to operationalize. This study investigated whether jackdaws, a highly social corvid species, can learn to drop stones inside a tube to release a reward after observing a trained conspecific. Additionally, it aimed to identify the underlying learning mechanisms and to detect the informational cues triggering learning. A research design was developed to highlight different aspects of the required action sequence. Experimental conditions included a conspecific model demonstrating the full sequence, parts of the sequence, consuming the reward without solving the task, and consuming the reward after the solution was demonstrated without a visible model. None of the 12 naïve jackdaws solved the task in pretests. Two subjects started solving in test sessions and they developed modified versions of the demonstrated action. Observing the full action sequence performed by a conspecific seemed to trigger learning. The majority of the subjects exhibited changes in their stone-oriented behavior, most likely due to stimulus and/or local enhancement. As predicted, jackdaws were influenced by conspecific model demonstrations when manipulating a complex novel foraging task. Factors contributing to the apparent task difficulty and directions for future studies are discussed within a tri-dimensional framework including the task, setup, and individuals.

scholarly journals PENDIDIKAN EKONOMI INFORMAL: BAGAIMANA PENDIDIKAN EKONOMI MEMBENTUK PENGETAHUAN PADA BISNIS KELUARGA?

2018 ◽  
Vol 1 (2) ◽  
pp. 30
Author(s):  
Muhammad Hasan
Keyword(s):  
Knowledge Transfer ◽  
Social Cognitive Theory ◽  
Family Business ◽  
Learning Process ◽  
Observational Learning ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Theory Model ◽  
Economic Education

This article examines aspects of knowledge transfer in family business that are implemented in informal economic education through Bandura's social cognitive theory model. This study uses literature studies by looking for theoretical references that are relevant to the case or problem found. The results of this study indicate that economic education forms knowledge in family business through the role of modeled behavior and will be studied in observational learning. The observational learning process itself is governed by four interrelated components, namely the process of attention, the process of retention, the process of motor reproduction, and the process of motivation

Lexical Comprehension in Young Children With Developmental Delays

1994 ◽  
Vol 3 (1) ◽  
pp. 79-88 ◽  
Author(s):  
Theresa A. Kouri
Keyword(s):  
Young Children ◽  
Developmental Delays ◽  
Normal Development ◽  
Clinical Applications ◽  
Group Status ◽  
Novel Object ◽  
Related Information ◽  
Comprehension Skills ◽  
Lexical Items ◽  
Lexical Concepts

Lexical comprehension skills were examined in 20 young children (aged 28–45 months) with developmental delays (DD) and 20 children (aged 19–34 months) with normal development (ND). Each was assigned to either a story-like script condition or a simple ostensive labeling condition in which the names of three novel object and action items were presented over two experimental sessions. During the experimental sessions, receptive knowledge of the lexical items was assessed through a series of target and generalization probes. Results indicated that all children, irrespective of group status, acquired more lexical concepts in the ostensive labeling condition than in the story narrative condition. Overall, both groups acquired more object than action words, although subjects with ND comprehended more action words than subjects with DD. More target than generalization items were also comprehended by both groups. It is concluded that young children’s comprehension of new lexical concepts is facilitated more by a context in which simple ostensive labels accompany the presentation of specific objects and actions than one in which objects and actions are surrounded by thematic and event-related information. Various clinical applications focusing on the lexical training of young children with DD are discussed.

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