4 Task Instruction in OPI Roleplays

Abstract. In two experiments with Norwegian undergraduates and one experiment with US undergraduates, we examined the potential effects of brief task instructions aligned with incremental and entity views of intelligence on students’ performance on a rational thinking task. The research demonstrated that even brief one-shot task instructions that deliver a mindset about intelligence intervention can be powerful enough to affect students’ performance on such a task. This was only true for Norwegian male students, however. Moreover, it was the task instruction aligned with an entity theory of intelligence that positively affected Norwegian male students’ performance on the rational thinking task, with this unanticipated finding speaking to the context- and culture-specificity of implicit theories of intelligence interventions.

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Saccade Reorienting Is Facilitated by Pausing the Oculomotor Program

Journal of Cognitive Neuroscience ◽

10.1162/jocn_a_01179 ◽

2017 ◽

Vol 29 (12) ◽

pp. 2068-2080 ◽

Cited By ~ 9

Author(s):

Antimo Buonocore ◽

Simran Purokayastha ◽

Robert D. McIntosh

Keyword(s):

Task Instruction ◽

Target Onset ◽

Visual Behavior ◽

Double Step ◽

Response Options ◽

The World ◽

Competing Events ◽

Voluntary Behavior ◽

Saccadic Inhibition ◽

The Relationship

As we look around the world, selecting our targets, competing events may occur at other locations. Depending on current goals, the viewer must decide whether to look at new events or to ignore them. Two experimental paradigms formalize these response options: double-step saccades and saccadic inhibition. In the first, the viewer must reorient to a newly appearing target; in the second, they must ignore it. Until now, the relationship between reorienting and inhibition has been unexplored. In three experiments, we found saccadic inhibition ∼100 msec after a new target onset, regardless of the task instruction. Moreover, if this automatic inhibition is boosted by an irrelevant flash, reorienting is facilitated, suggesting that saccadic inhibition plays a crucial role in visual behavior, as a bottom–up brake that buys the time needed for decisional processes to act. Saccadic inhibition may be a ubiquitous pause signal that provides the flexibility for voluntary behavior to emerge.

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Task instruction by putting task information in work space

Proceedings 2007 IEEE International Conference on Robotics and Automation ◽

10.1109/robot.2007.363804 ◽

2007 ◽

Cited By ~ 9

Author(s):

Kazuyuki Nagata ◽

Yujin Wakita ◽

Eiichi Ono

Keyword(s):

Task Instruction ◽

Work Space

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Mitigating the Effects of Task Switching in Baggage Screeners

Proceedings of the Human Factors and Ergonomics Society Annual Meeting ◽

10.1177/1071181321651201 ◽

2021 ◽

Vol 65 (1) ◽

pp. 368-371

Author(s):

Kevin Zish ◽

Jesse Eisert ◽

Jennifer Blanchard ◽

Daniel Endres ◽

David Band ◽

...

Keyword(s):

Task Switching ◽

Mitigation Strategies ◽

Task Instruction ◽

Automatic Process ◽

Negative Effects ◽

Improve Performance ◽

Memory Decay ◽

Baggage Screening ◽

Frequent Switching ◽

Memory Support

Using a simulated baggage screening task, we investigated two literature-supported mitigation strategies for reducing the negative effects of task switching, namely less frequent switching and memory support. The study replicates widely reported switching effects on a complex task. The results also show that people can improve performance when provided memory support. When task switching, people can struggle to retrieve the correct task instruction due to the automatic process behind functional memory decay. Memory support reduces the negative effects of functional decay by providing people a reminder.

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Embedded Information Problem-Solving Instruction to Foster Learning from Digital Sources: Longitudinal Effects on Task Performance

Sustainability ◽

10.3390/su12197919 ◽

2020 ◽

Vol 12 (19) ◽

pp. 7919 ◽

Cited By ~ 1

Author(s):

Manoli Pifarré ◽

Esther Argelagós

Keyword(s):

Problem Solving ◽

Task Performance ◽

Secondary Students ◽

Real Life ◽

Task Instruction ◽

Control Group ◽

Internet Information ◽

Information Problem Solving ◽

Information Problem

This research paper is based on a longitudinal study to find out how long-term embedded whole-task instruction can help students to develop more efficient information problem-solving (IPS) skills that could lead to a better use of internet information for learning and solving digital tasks more effectively. To this end, we designed, implemented and evaluated a three-year instruction programme to promote students’ development of key IPS skills in real-life classroom settings. This research involved sixty-one secondary education students. Forty-two of them received the IPS instruction and their results were analysed longitudinally and subsequently compared to a control group which received the regular courses. The results showed that students who received the IPS instruction improved their performance significantly in tasks in which the use of IPS skills was needed and these students organised and presented the information found on the internet critically and gave personal arguments. The findings also revealed that during the three-year project, the scores of IPS task performance were statistically higher in the instructed students than those obtained in control group students. Our study then provides an insight into how secondary students develop IPS skills throughout long-term instructional support and shows a series of educational implications.

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Efficient belief tracking in adults: The role of task instruction, low-level associative processes and dispositional social functioning

Cognition ◽

10.1016/j.cognition.2017.06.012 ◽

2017 ◽

Vol 168 ◽

pp. 91-98 ◽

Cited By ~ 3

Author(s):

Gaëlle Meert ◽

Jessica Wang ◽

Dana Samson

Keyword(s):

Social Functioning ◽

Task Instruction ◽

Associative Processes ◽

Low Level

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N400-like Potentials and Reaction Times Index Semantic Relations between Highly Repeated Individual Words

Journal of Cognitive Neuroscience ◽

10.1162/jocn.2009.21410 ◽

2011 ◽

Vol 23 (4) ◽

pp. 905-922 ◽

Cited By ~ 20

Author(s):

Louis Renoult ◽

J. Bruno Debruille

Keyword(s):

Semantic Processing ◽

Time Window ◽

Reaction Times ◽

Superior Temporal Gyrus ◽

Semantic Category ◽

Semantic Relations ◽

Task Instruction ◽

Potential Contribution ◽

Semantic Matching ◽

Letter Case

The N400 ERP is an electrophysiological index of semantic processing. Its amplitude varies with the semantic category of words, their concreteness, or whether their meaning matches that of a preceding context. The results of a number of studies suggest that these effects could be markedly reduced or suppressed for stimuli that are repeated. Nevertheless, we have recently shown that significant effects of semantic matching and category could be obtained on N400-like potentials elicited by massively repeated target words in a prime–target semantic categorization task. If such effects could be obtained when primes also are repeated, it would then be possible to study the semantic associations between individual words. The present study thus aimed to test this hypothesis while (1) controlling for a potential contribution of physical matching to the processing of repeated targets and (2) testing if the N400-like effects obtained in these conditions are modulated by task instruction, as are classic N400 effects. Two category words were used as primes and two exemplars as targets. In one block of trials, subjects had to respond according to the semantic relation between prime and target (semantic instruction) and, in another block, they had to report changes in letter case (physical instruction). Results showed that the amplitude of the N400-like ERP obtained was modulated by semantic matching and category but not by letter case. The effect of semantic matching was observed only in the semantic instruction block. Interestingly, the effect of category was not modulated by task instruction. An independent component analysis showed that the component that made the greatest contribution to the effect of semantic matching in the time window of the N400-like potential had a scalp distribution similar to that reported for the N400 and was best fit as a bilateral generator in the superior temporal gyrus. The use of repetition could thus allow, at least in explicit semantic tasks, a drastic simplification of N400 protocols. Highly repeated individual words could be used to study semantic relations between individual concepts.

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Do task instructions influence readers' topic beliefs, topic belief justifications, and task interest? A mixed methods study

10.26686/wgtn.17005012 ◽

2021 ◽

Author(s):

◽

Phillip Charles Sparks

Keyword(s):

High School Students ◽

Mixed Methods ◽

General Purpose ◽

Mixed Methods Study ◽

Task Instruction ◽

Data Sets ◽

School Students ◽

Task Instructions ◽

Task Interest ◽

And Task

<p>The purpose of this mixed methods study was to investigate whether task instructions influence readers’ topic beliefs, topic belief justifications, and task interest. Year 10 high school students completed a topic beliefs scale about a controversial topic (i.e., whether a prominent transportation tunnel should be widened) and provided a written justification of their beliefs. Then they were randomly assigned to one of four pre-reading task instruction conditions before reading a text that presented arguments that supported and opposed the widening of the tunnel. The first condition received rationale instructions, which provided an explanation as to why putting forth effort during the reading activity was useful and worthwhile. The second condition received evidence instructions, which directed readers to focus on the evidence supporting each argument in the text. The third condition received both evidence and rationale instructions. The fourth condition, the control condition, was asked to read for a general purpose. After reading, participants again completed the topic beliefs scale and topic belief justification. Experimental results showed that task instructions affected topic beliefs and topic belief justifications, but did not affect task interest. More specifically, participants who received evidence instructions moderated their beliefs after reading, and participants in the evidence condition and rationale condition included more opposing arguments in their topic belief justifications after reading. The interview data indicated that task instructions influenced readers’ goals and the strategies they used to meet those goals. The data sets were complementary: the quantitative data indicated differences in topic beliefs and topic belief justifications and the qualitative data allowed us to interpret why these differences occurred. Some students displayed belief-reflection, whereas others displayed belief-protection. Results are discussed and implications are provided.</p>

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