The role of task sequencing in fluency, accuracy, and complexity: Investigating the SSARC model of pedagogic task sequencing

2018 ◽  
Vol 24 (5) ◽  
pp. 642-665 ◽  
Author(s):  
Aleksandra Malicka
Keyword(s):  
Cognitive Complexity ◽  
Speech Rate ◽  
Structural Complexity ◽  
Simple Complex ◽  
Complexity Measures ◽  
Complex Sequence ◽  
Task Sequencing ◽  
Sequence Versus ◽  
Individual Task

This study set out to test the theoretical premise of the SSARC model of pedagogic task sequencing, which postulates that tasks should be sequenced for learners from cognitively simple to complex. This experiment compared the performance of three tasks differing in cognitive complexity in a simple–complex sequence versus in the absence of any other tasks. There were two groups in the study: (1) participants who performed the three tasks in the simple–complex sequence, and (2) participants who performed either the simple, the complex, or the most complex task. The participants’ speech was analysed using fluency, accuracy, and complexity measures. The results indicate that simple–complex sequencing led to a higher speech rate, greater dysfluency, enhanced accuracy, and greater structural complexity, as compared to individual task performance. The results are discussed in terms of the SSARC model and pedagogical implications of the findings are presented.

scholarly journals Unraveling the Effects of Task Sequencing on the Syntactic Complexity, Accuracy, Lexical Complexity, and Fluency of L2 Written Production

2021 ◽  
Vol 24 (2) ◽  
pp. 1-29
Author(s):  
Mahmoud Abdi Tabari ◽  
Michol Miller
Keyword(s):  
Task Performance ◽  
Time Factors ◽  
L2 Writing ◽  
Complex Task ◽  
Syntactic Complexity ◽  
Simple Complex ◽  
Task Sequencing ◽  
L2 Production ◽  
Individual Task ◽  
Lexical Complexity

Although several studies have explored the effects of task sequencing on second language (L2) production, there is no established set of criteria to sequence tasks for learners in L2 writing classrooms. This study examined the effect of simple ̶ complex task sequencing manipulated along both resource-directing (± number of elements) and resource-dispersing (± planning time) factors on L2 writing compared to individual task performance using Robinson’s (2010) SSARC model of task sequencing. Upper-intermediate L2 learners (N = 90) were randomly divided into two groups: (1) Participants who performed three writing tasks in a simple–complex sequence, and (2) participants who performed either the simple, less complex, or complex task. Findings revealed that simple-complex task sequencing led to increases in syntactic complexity, accuracy, lexical complexity, and fluency, as compared to individual task performance. Results are discussed in light of the SSARC model, and theoretical and pedagogical implications are provided.  

Ups and downs on the roller coaster of task conflict: the role of group cognitive complexity, collective emotional intelligence and team creativity

2020 ◽  
Vol 18 (1) ◽  
pp. 23-37
Author(s):  
Andreea Gheorghe ◽  
Oana Fodor ◽  
Anișoara Pavelea
Keyword(s):  
Emotional Intelligence ◽  
Cognitive Complexity ◽  
Empirical Support ◽  
Task Conflict ◽  
Team Creativity ◽  
Mediating Role ◽  
Low Levels ◽  
Explanatory Mechanism ◽  
The Relationship

This study explores the association between task conflict and team creativity and the role of group cognitive complexity (GCC) as a potential explanatory mechanism in a sample of 159 students organized in 49 groups. Moreover, we analyzed the moderating effect of collective emotional intelligence (CEI)in the relationship between task conflict and GCC.As hypothesized, we found that task conflict has a nonlinear relationship with GCC, but contrary to our expectations, it follows a U-shaped association, not an inversed U-shape. In addition,the moderating role of CEI was significant only at low levels. Contrary to our expectation, the mediating role of GCC did not receive empirical support. Theoretical and practical contributions are discussed.

scholarly journals Crystal Chemical Relations in the Shchurovskyite Family: Synthesis and Crystal Structures of K2Cu[Cu3O]2(PO4)4 and K2.35Cu0.825[Cu3O]2(PO4)4

Crystals ◽  
2021 ◽  
Vol 11 (7) ◽  
pp. 807
Author(s):  
Ilya V. Kornyakov ◽  
Sergey V. Krivovichev
Keyword(s):  
Crystal Structure ◽  
Crystal Structures ◽  
Structural Complexity ◽  
Crystal Chemical ◽  
X Ray Diffraction ◽  
Complexity Measures ◽  
X Ray ◽  
The Family ◽  
Similarities And Differences ◽  
Related Compounds

Single crystals of two novel shchurovskyite-related compounds, K2Cu[Cu3O]2(PO4)4 (1) and K2.35Cu0.825[Cu3O]2(PO4)4 (2), were synthesized by crystallization from gaseous phase and structurally characterized using single-crystal X-ray diffraction analysis. The crystal structures of both compounds are based upon similar Cu-based layers, formed by rods of the [O2Cu6] dimers of oxocentered (OCu4) tetrahedra. The topologies of the layers show both similarities and differences from the shchurovskyite-type layers. The layers are connected in different fashions via additional Cu atoms located in the interlayer, in contrast to shchurovskyite, where the layers are linked by Ca2+ cations. The structures of the shchurovskyite family are characterized using information-based structural complexity measures, which demonstrate that the crystal structure of 1 is the simplest one, whereas that of 2 is the most complex in the family.

The effects of topic familiarity on emotionality and linguistic complexity in EAP writing

2021 ◽  
pp. 136216882110335
Author(s):  
Mahmoud Abdi Tabari ◽  
Gavin Bui ◽  
Yizhou Wang
Keyword(s):  
Cognitive Complexity ◽  
Task Complexity ◽  
Assessment Tools ◽  
Automatic Assessment ◽  
Complexity Measures ◽  
Linguistic Complexity ◽  
Writing Performance ◽  
Topic Familiarity ◽  
Writing Courses ◽  
International Graduate

Focusing on the relationship between linguistic, cognitive, socioemotional factors in writing English for academic purposes (EAP), this study investigated whether topic familiarity as an important cognitive factor of task complexity influences different levels of emotionality and linguistic complexity in EAP writing and whether there are relationships between emotionality and linguistic complexity. To do so, 64 international graduate learners enrolled in EAP writing courses participated in the present study. Each wrote on familiar and unfamiliar topics determined via a questionnaire at the onset of the study. Their writings were then measured for textual emotionality and linguistic complexity using automatic assessment tools. Results showed that EAP writings differed systematically in terms of both emotionality and linguistic complexity due to the influence of topic familiarity. Unfamiliar topics led to writing performance with a significantly higher level of emotional negativity and significantly lower linguistic complexity levels as compared to familiar topics. A follow-up correlation analysis also revealed significant relationships between emotionality and linguistic complexity measures, indicating complex interactions between linguistic and socioemotional factors. Implications of these findings are discussed relative to deploying writing topics with varied levels of cognitive complexity for encouraging classroom engagement and improving L2 learners’ writing performance by effective task sequencing.

Modelling of structural complexity in sedimentary basins: The role of pre-existing faults in thrust tectonics

1993 ◽  
Vol 226 (1-4) ◽  
pp. 97-112 ◽  
Author(s):  
W. Sassi ◽  
B. Colletta ◽  
P. Balé ◽  
T. Paquereau
Keyword(s):  
Structural Complexity ◽  
Sedimentary Basins ◽  
Thrust Tectonics

scholarly journals Regional musical culture management in 1939-1945 (on materials of the Volga Region)

2017 ◽  
Vol 6 (1) ◽  
pp. 139-142
Author(s):  
Olga Vladimirovna Tuzova
Keyword(s):  
Cultural Models ◽  
Structural Complexity ◽  
Volga Region ◽  
Regional Culture ◽  
Front Line ◽  
Musical Culture ◽  
Professional Affiliation ◽  
Functional Complex ◽  
Different Levels

The paper deals with some problems of musical institutions management in the Volga Region in 1939 1945 on the example of 8 musical cultural models of rear, frontal and front-line types: Kuibyshev, Ulyanovsk, Penza, Saratov, Engels, Kazan, Stalingrad, Astrakhan. The author reconstructs the structure and functional complex of the management component, describes the responsibilities of the commissioners of Performances and Repertoire Control Main Department at different levels and detects the role of the Communist party in the music management of the region. The author notes instability and incomplete correspondence of the administrative board in some models as a negative factor. A significant impact on musical culture management in the region provided emergency-revaluation processes: range of competencies and staff. Changes in the geography of governance structures affected the Stalingrad model of front type. Some actual data about the material provision of the management component are provided: departments placement and employees salaries. Structural complexity of administrative areas during 1939 1945 is stated. The author restores a number of regional culture managers names and their professional affiliation.

Object-Oriented Cognitive Complexity Measures

2017 ◽  
pp. 917-940
Author(s):  
Sanjay Misra ◽  
Adewole Adewumi
Keyword(s):  
Software Development ◽  
Comparative Study ◽  
Critical Review ◽  
Cognitive Complexity ◽  
Object Oriented ◽  
Point Of View ◽  
Complexity Measures ◽  
Cognitive Informatics ◽  
Validation Criteria ◽  
Object Oriented Metrics

This chapter presents the analysis of ten recently proposed object-oriented metrics based on cognitive informatics. The metrics based on cognitive informatics use cognitive weight. Cognitive weight is the representation of the understandability of the piece of software that evaluates the difficulty experienced in comprehending and/or performing the piece of software. Development of metrics based on Cognitive Informatics (CI) is a new area of research, and from this point of view, for the analysis of these metrics, it is important to know their acceptability from other existing evaluation and validation criteria. This chapter presents a critical review on existing object-oriented cognitive complexity measures. In addition, a comparative study based on some selected attributes is presented.

Analysis of Existing Software Cognitive Complexity Measures

2017 ◽  
Vol 8 (4) ◽  
pp. 51-71
Author(s):  
Sanjay Misra ◽  
Adewole Adewumi ◽  
Robertas Damasevicius ◽  
Rytis Maskeliunas
Keyword(s):  
Comparative Analysis ◽  
Cognitive Complexity ◽  
Tool Support ◽  
Software Measurement ◽  
Cognitive Measures ◽  
Complexity Measures ◽  
Cognitive Informatics ◽  
It Complexity ◽  
Insight Into

In order to maintain the quality of software, it is important to measure it complexity. This provides an insight into the degree of comprehensibility and maintainability of the software. Measurement can be carried out using cognitive measures which are based on cognitive informatics. A number of such measures have been proposed in literature. The goal of this article is to identify the features and advantages of the existing measures. In addition, a comparative analysis is done based on some selected criteria. The results show that there is a similar trend in the output obtained from the different measures when they are applied to different examples. This makes it easy for adopting organisations to readily choose from the options based on the availability of tool support.

Sign in / Sign up

Export Citation Format

Share Document