THE RELATIONSHIP BETWEEN EXPECTANCY OF SUCCESS AND TASK DIFFICULTY AS A FUNCTION OF ABSOLUTE AND RELATIVE SUCCESS CRITERIA

1976 ◽  
Vol 4 (2) ◽  
pp. 277-282 ◽  
Author(s):  
Ronald E. Smith ◽  
James C. Ascough ◽  
Ronald F. Ettinger
Keyword(s):  
Task Difficulty ◽  
Fixed Number ◽  
Success Criterion ◽  
Relative Success ◽  
Significant Difference ◽  
Dart Throwing ◽  
Motivational Model ◽  
Absolute Criterion ◽  
The Relationship ◽  
And Task

Subjects made expectancy of success (Ps) statements in a dart throwing task under two success criterion conditions. In an absolute criterion condition. subjects estimated the probability of their gaining a fixed number of points on trials at increasing distances from the target. Subjects in a relative success criterion condition estimated where they would rank in a group of 100 subjects on each trial. A significant difference in linear trends (p < 0.001) between the criterion groups was obtained, with Ps remaining relatively constant across difficulty levels in the relative criterion condition while declining rapidly as a function of task difficulty in the absolute criterion condition. Implications regarding the generality of the expectancy variable in the Akinson-Feather motivational model are discussed.

scholarly journals Impact of Agents’ Errors on Performance, Reliance and Trust in Human-Agent Collaboration

2020 ◽  
Vol 64 (1) ◽  
pp. 405-409 ◽  
Author(s):  
Sylvain Daronnat ◽  
Leif Azzopardi ◽  
Martin Halvey
Keyword(s):  
Real Time ◽  
Task Difficulty ◽  
Human Agent ◽  
Trust In Automation ◽  
Agent Collaboration ◽  
Within Subjects ◽  
Collaborative Game ◽  
The Relationship ◽  
And Task ◽  
The Way

Trust in automation is often strongly tied to an agent’s performance. However, our understanding of imperfect agents’ behaviours and its impact on trust is limited. In this paper, we study the relationship between performance, reliance and trust in a set of human-agent collaborative tasks. Participants collaborated with different automated agents that performed similarly but made errors in different ways; namely mistakes (error of prioritization), lapses (error of omission) and slips (lowered accuracy). We conducted a 4x2 within-subjects experiment (n=24) varying the agent behaviours (no error, slips, mistakes and lapses) and task difficulty (easy/hard) during a real-time collaborative game. Our results show that, at the same level of agent performance, agents’ errors are perceived differently and change the way participants interact with agents. For instance, slips and mistakes are more harmful to performance than lapses while slips are more harmful to reliance than mistakes.

Effects of Task Difficulty on Response Latencies of Young Children

1981 ◽  
Vol 53 (3) ◽  
pp. 945-946
Author(s):  
H. G. Green ◽  
Leroy Clinton ◽  
Faye Macklin
Keyword(s):  
Preschool Children ◽  
Young Children ◽  
Task Difficulty ◽  
Response Latencies ◽  
The Relationship ◽  
And Task

The relationship between latency to respond and task difficulty using items, weighted for difficulty, from the Illinois Test of Psycholinguistic Abilities was investigated for 49 preschool children. The children were observed as they responded to the items. Response latencies and responses were recorded. Latency to respond was related to difficulty of the task.

The bilingual advantage in the Stroop task: simultaneous vs. early bilinguals

2014 ◽  
Vol 18 (2) ◽  
pp. 350-355 ◽  
Author(s):  
LAURA SABOURIN ◽  
SANTA VĪNERTE
Keyword(s):  
Cognitive Control ◽  
Stroop Task ◽  
Task Difficulty ◽  
Age Groups ◽  
Bilingual Advantage ◽  
Significant Difference ◽  
Two Factors ◽  
And Task

The Stroop task has become a popular paradigm in investigations of bilingual cognitive control. While several studies show a cognitive control advantage for bilinguals, recent studies have countered these findings. The present study investigates two factors that may account for conflicting results: participant grouping and task difficulty. While we find no differences between simultaneous and early bilinguals (age groups traditionally both classified as “early” bilinguals) when the task uses only one language, we find a significant difference between the two when languages are mixed. We suggest treating the two groups as distinct, and note the importance of the bilingual context.

How to Bid Success in Crowdsourcing Contest? ― Evidence from the Translation Tasks of Tripadvisor

2020 ◽  
Vol 8 (2) ◽  
pp. 170-184
Author(s):  
Kunxiang Dong ◽  
Yan Sun ◽  
Zongxiao Xie ◽  
Jie Zhen
Keyword(s):  
Success Rate ◽  
Task Difficulty ◽  
Material Incentive ◽  
Main Motivation ◽  
The Relationship ◽  
Crowdsourcing Contest ◽  
And Task

AbstractMaterial incentive is the main motivation for solvers to attend crowdsourcing tasks. So raising the bidding success rate is benefit to inspire the solvers attendance’ and increase the answering quality. This paper analyzes the effect of participation experience, task-fit capability, participation strategy and task attribute on the solvers bidding success by the solvers attending the series tasks of Tripadvisor. The results show that: 1) Participation times enrich the participation experiences and promote the bidding success, while bidding success times and last performances lower the bidding success because of the cognitive fixation; 2) The chance of bidding success will be increase when the solver own high task-fit capability; 3) The relationship between task submit sequence and bidding success is the type of reverse U shape, and the optimal submit sequence rate on the top of the reverse U shape; 4) Higher task difficulty lower bidding success, while higher task density easier bidding success.

Emotional Experiences of Students in the Classroom

2010 ◽  
Vol 15 (2) ◽  
pp. 142-151 ◽  
Author(s):  
Wondimu Ahmed ◽  
Greetje van der Werf ◽  
Alexander Minnaert
Keyword(s):  
Heart Rate ◽  
Emotional Response ◽  
Task Difficulty ◽  
Physiological Reactivity ◽  
Emotional Experiences ◽  
Heart Rate Monitoring ◽  
Coding Scheme ◽  
Stimulated Recall ◽  
Response Systems ◽  
The Relationship

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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