Analyses of the Effects of two Individual Differences Classificaticn Models on Experiencing Mental Workload of a Comupter Generated Task: A Hew Perspective to Job Design and Task Analysis

1985 ◽  
Vol 29 (2) ◽  
pp. 178-182 ◽  
Author(s):  
Michelle M. Robertson ◽  
Najm Meshkati
1991 ◽  
Vol 22 (4) ◽  
pp. 277-277 ◽  
Author(s):  
Sharon L. Wadle

Lack of training is only an excuse for not collaborating outside of the therapy room. With our present training, speech-language clinicians have many skills to share in the regular classroom setting. This training has provided skills in task analysis, a language focus, an appreciation and awareness of individual differences in learning, and motivational techniques.


1970 ◽  
Vol 2 (3) ◽  
pp. 423-428 ◽  
Author(s):  
Vernon C. Hall ◽  
Richard Salvi ◽  
Lydia Seggev ◽  
Edward Caldwell
Keyword(s):  

Author(s):  
Derek Brock ◽  
Deborah Hix ◽  
Lynn Dievendorf ◽  
J. Gregory Trafton

Software user interfaces that provide users with more than one device, such as a mouse and keyboard, for interactively performing tasks, are now commonplace. Concerns about how to represent individual differences in patterns of use and acquisition of skill in such interfaces led the authors to develop modifications to the standard format of the User Action Notation (UAN) that substantially augment the notation's expressive power. These extensions allow the reader of an interface specification to make meaningful comparisons between functionally equivalent interaction techniques and task performance strategies in interfaces supporting multiple input devices. Furthermore, they offer researchers a new methodology for analyzing the behavioral aspects of user interfaces. These modifications are documented and their benefits discussed.


Author(s):  
Александр Григорьевич Корченко ◽  
Бахытжан Сражатдинович Ахметов ◽  
Светлана Владимировна Казмирчук ◽  
Андрей Юрьевич Гололобов ◽  
Нургуль Абадуллаевна Сейлова

2021 ◽  
Vol 12 ◽  
Author(s):  
Christina Koessmeier ◽  
Oliver B. Büttner

Social media is a major source of distraction and thus can hinder users from successfully fulfilling certain tasks by tempting them to use social media instead. However, an understanding of why users get distracted by social media is still lacking. We examine the phenomenon of social media distraction by identifying reasons for, situations of, and strategies against social media distraction. The method adopted is a quantitative online survey (N = 329) with a demographically diverse sample. The results reveal two reasons for social media distraction: social (e.g., staying connected and being available) and task-related distraction (e.g., not wanting to pursue a task). We find individual differences in these reasons for distraction. For social distraction, affiliation motive and fear of missing out (FoMO) are significant predictors, while for task-related distraction, self-regulatory capabilities (self-control, problematic social media use) and FoMO are significant predictors. Additionally, typical distraction situations are non-interactive situations (e.g., watching movies, facing unpleasant tasks). Strategies used to reduce distractions mostly involved reducing external distractions (e.g., silencing the device). This paper contributes to the understanding of social media use by revealing insights into social media distraction from the user perspective.


2013 ◽  
Vol 3 (2) ◽  
pp. 19-35 ◽  
Author(s):  
Annika Lantz

Research on group work has shown that supportive leadership helps improve the group’s cooperation and social exchange in groups, which in turn influences the effects of the group work. This study develops a previous model on the relationship between job design, group processes, group initiative and self-organizational activities by including supportive leadership. The hypothesized model was tested using LISREL 8.30 (Jöreskog & Sörbom, 1993) in five different organizational contexts (two types of industry, elderly care, school and nuclear power plant) and in 104 work groups. The results are based on work task analysis (two studies) and questionnaires. The meaningfulness of the model was tested both in contexts where proactive behavior and self-organizational activities are desirable and in a context where proactive behavior can be damaging. Dimensions of job design, supportive leadership, group processes are interrelated and connected to self-organizational activities. Reflectivity and group initiative show the largest effects on self-organizational activities. Job design captured by work task analysis gives a better model fit and has a larger impact on self-organizational activities than self-assessed autonomy. Supportive leadership has an effect on group processes that in turn impact group initiative and self-organizational activities and a direct effect on group initiative as well.


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