Task Complexity and Affect in Collegiate Football

1989 ◽  
Vol 69 (2) ◽  
pp. 671-674 ◽  
Author(s):  
Robert W. McGowan ◽  
Barry B. Shultz
Keyword(s):  
Task Complexity ◽  
Complex Tasks ◽  
Collegiate Football

This research examined difference in affect of athletes performing complex tasks (offensive positions) and those performing relatively simple tasks (defensive positions). As hypothesized, defensive players were more vigorous than offensive players. Differences were also found between positions (linemen, backs, and quarterbacks). Results agreed with previous research on differences in affect between microcycles of training. Specifically, athletes about to perform relatively simple tasks appeared to utilize anger as a preevent motivating strategy. No differences in attentional styles were detected between offensive players and defensive players or among positions in collegiate football.

TASK COMPLEXITY, LANGUAGE-RELATED EPISODES, AND PRODUCTION OF L2 SPANISH VOWELS

2016 ◽  
Vol 39 (2) ◽  
pp. 347-380 ◽  
Author(s):  
Megan Solon ◽  
Avizia Y. Long ◽  
Laura Gurzynski-Weiss
Keyword(s):  
Statistical Difference ◽  
Task Complexity ◽  
Task Completion ◽  
Complex Task ◽  
Vowel Production ◽  
Complex Tasks ◽  
Information Gap ◽  
Theoretical Predictions ◽  
L2 Spanish ◽  
L2 Pronunciation

This study tests the theoretical predictions regarding effects of increasing task complexity (Robinson, 2001a, 2001b, 2007, 2010; Robinson & Gilabert, 2007) for second language (L2) pronunciation. Specifically, we examine whether more complex tasks (a) lead to greater incidence of pronunciation-focused language-related episodes (LREs) and (b) positively impact accuracy of phonetic form during task completion. Seventeen dyads of intermediate L2 Spanish learners completed simple (+few elements) and complex (-few elements) information-gap map tasks in which the pronunciation of Spanish vowels was made task essential through the inclusion of minimal pair street names (e.g.,Calle Copa“Copa Street” andCalle Capa“Capa Street”). Results revealed no statistical difference in learner-produced pronunciation-related LREs in the simple and complex tasks. Vowel production, however, moved in a targetlike direction for one of five segments (/e/) during the complex task. Results therefore point to some benefits of task complexity manipulations for L2 pronunciation.

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 PENGARUH MOTIVASI, KOMPLEKSITAS TUGAS, DAN INSENTIF MONETER TERHADAP KINERJA INDIVIDU

2021 ◽  
Vol 8 (2) ◽  
pp. 67
Author(s):  
Aulia Azzardina
Keyword(s):  
University Students ◽  
Extrinsic Motivation ◽  
Task Complexity ◽  
Monetary Incentives ◽  
Complex Tasks ◽  
Intrinsic And Extrinsic Motivation ◽  
And Performance ◽  
The Given ◽  
The Relationship ◽  
And Task

This study investigates the relationship between motivation and task complexity on performance. Monetary incentives are involved in this study as a moderating variable. The motivation examined in this research is intrinsic and extrinsic motivation. A 2x2 quasi-experiment has been conducted and involving 66 university students. Two and three-way ANOVA are used for hypothetical testing. The result shows that individuals with intrinsic motivation have shown better performance than those with extrinsic motivation. After individuals have faced more complex tasks, they achieved lower scores than those who faced less complex tasks. Prior studies suggested that motivation could be destructed by monetary incentives. However, there is no interaction proof when moderating variable is involved. The relationship between motivation and performance is not influenced by monetary incentives. In line with it, the relationship between task complexity and performance is also not strengthened or weakened by the given monetary incentives information. Thus, monetary incentives failed to influence the relationship between motivation, task complexity and performance.

scholarly journals How Do Budget Level and Type of Incentives Influence Performance?

2019 ◽  
Author(s):  
Caesar Marga Putri ◽  
Indah Wirantika Susanti
Keyword(s):  
Task Complexity ◽  
Individual Performance ◽  
Incentive Contracts ◽  
Strong Impact ◽  
Complex Tasks ◽  
Social Incentives ◽  
Different Types ◽  
Budget Levels

This research experimentally compares the influence of budget-based contracts and social incentives on individual performance. This paper compares two different types of budget-based contracts, budget-linear and budget-fixed, along with social incentives on individual performance. Assigning individuals in different budget levels, 75% or 100%, to perform complex tasks will lead to different performance outputs. The results show that individual performance will be higher when they receive a budget-linear contract. Social incentives have a strong impact on both types of budget-based contracts. The result of the study on the influence of budget levels confirms previous research that higher budget levels will led to higher performance when compared with lower budget levels. Keywords: Budget-based incentive contracts, social incentives, budget level, task complexity, individual performance.

Firm-Level Formalization and Auditor Performance on Complex Tasks

2011 ◽  
Vol 24 (2) ◽  
pp. 193-210 ◽  
Author(s):  
Iris C. Stuart ◽  
Douglas F. Prawitt
Keyword(s):  
Human Resources ◽  
Task Complexity ◽  
Decision Processes ◽  
Public Accounting ◽  
Firm Level ◽  
Accounting Firms ◽  
Complex Tasks ◽  
Complexity Results ◽  
Comparable Performance ◽  
Different Levels

ABSTRACT Formalization has been studied in a variety of contexts and continues to be a relevant and important construct. This study compares the performance of auditors from two public accounting firms with different degrees of formalization in their audit decision processes on four different tasks characterized by low or high levels of complexity. Results indicate that performance depends on the interaction between task complexity and degree of firm formalization. For the two less-complex tasks, auditors from both firms demonstrate comparable performance. In contrast, for the two relatively complex tasks, auditors from the less formalized firm outperform auditors from the more formalized firm. We argue that the use of less formalized processes affords increased opportunities for auditors to learn underlying concepts and to exercise judgment. These results contribute to the existing body of research, indicating that the decision to employ different levels of formalization can significantly impact the development of a firm's human resources.

Task Complexity and the Complexity of Written Language Production: A Review of Literature

2015 ◽  
Vol 7 (3) ◽  
pp. 78
Author(s):  
Umi Kalsom Masrom ◽  
Nor Shidrah Mat Daud ◽  
Nik Aloesnita Nik Mohd Alwi
Keyword(s):  
Language Production ◽  
Task Complexity ◽  
Written Language ◽  
Language Teachers ◽  
Future Research ◽  
Review Of Literature ◽  
Complex Tasks ◽  
Based Instruction ◽  
Task Based Instruction ◽  
Research Studies

<p>Robinson’s Cognition Hypothesis (Robinson 2001a, 2003a, 2003b, 2005, 2007a, 2007b)  predicts that more cognitively complex tasks along resource-directing dimension will lead to greater complexity of language production while cognitively complex tasks along resource-dispersing dimension will result in less complex language production. Various studies have investigated the effects of manipulating variables on these dimensions (i.e. resource-directing and resource-dispersing) either in oral or written language production. This paper compares and contrasts the results of several studies that were conducted by manipulating these variables in written language production. It also suggests guidelines for future research studies in this area. It concludes that further studies are necessary to investigate how language teachers can integrate and manipulate task-based instruction in their classrooms.  </p>

scholarly journals Brain Modularity Mediates the Relation between Task Complexity and Performance

2017 ◽  
Vol 29 (9) ◽  
pp. 1532-1546 ◽  
Author(s):  
Qiuhai Yue ◽  
Randi C. Martin ◽  
Simon Fischer-Baum ◽  
Aurora I. Ramos-Nuñez ◽  
Fengdan Ye ◽  
...  
Keyword(s):  
Cognitive Processing ◽  
Cognitive Neuroscience ◽  
Task Complexity ◽  
Resting State Fmri ◽  
Brain Network ◽  
Composite Measure ◽  
Brain Organization ◽  
Complex Tasks ◽  
And Performance ◽  
The Brain

Recent work in cognitive neuroscience has focused on analyzing the brain as a network, rather than as a collection of independent regions. Prior studies taking this approach have found that individual differences in the degree of modularity of the brain network relate to performance on cognitive tasks. However, inconsistent results concerning the direction of this relationship have been obtained, with some tasks showing better performance as modularity increases and other tasks showing worse performance. A recent theoretical model [Chen, M., & Deem, M. W. 2015. Development of modularity in the neural activity of children's brains. Physical Biology, 12, 016009] suggests that these inconsistencies may be explained on the grounds that high-modularity networks favor performance on simple tasks whereas low-modularity networks favor performance on more complex tasks. The current study tests these predictions by relating modularity from resting-state fMRI to performance on a set of simple and complex behavioral tasks. Complex and simple tasks were defined on the basis of whether they did or did not draw on executive attention. Consistent with predictions, we found a negative correlation between individuals' modularity and their performance on a composite measure combining scores from the complex tasks but a positive correlation with performance on a composite measure combining scores from the simple tasks. These results and theory presented here provide a framework for linking measures of whole-brain organization from network neuroscience to cognitive processing.

scholarly journals Brain Modularity Mediates the Relation between Task Complexity and Performance

2017 ◽  
Author(s):  
Qiuhai Yue ◽  
Randi Martin ◽  
Simon Fischer-Baum ◽  
Aurora I. Ramos-Nuñez ◽  
Fengdan Ye ◽  
...  
Keyword(s):  
Cognitive Processing ◽  
Cognitive Neuroscience ◽  
Task Complexity ◽  
Resting State Fmri ◽  
Brain Network ◽  
Composite Measure ◽  
Brain Organization ◽  
Complex Tasks ◽  
And Performance ◽  
The Brain

AbstractRecent work in cognitive neuroscience has focused on analyzing the brain as a network, rather than as a collection of independent regions. Prior studies taking this approach have found that individual differences in the degree of modularity of the brain network relate to performance on cognitive tasks. However, inconsistent results concerning the direction of this relationship have been obtained, with some tasks showing better performance as modularity increases and other tasks showing worse performance. A recent theoretical model (Chen & Deem, 2015) suggests that these inconsistencies may be explained on the grounds that high-modularity networks favor performance on simple tasks whereas low-modularity networks favor performance on more complex tasks. The current study tests these predictions by relating modularity from resting-state fMRI to performance on a set of simple and complex behavioral tasks. Complex and simple tasks were defined on the basis of whether they did or did not draw on executive attention. Consistent with predictions, we found a negative correlation between individuals’ modularity and their performance on a composite measure combining scores from the complex tasks but a positive correlation with performance on a composite measure combining scores from the simple tasks. These results and theory presented here provide a framework for linking measures of whole brain organization from network neuroscience to cognitive processing.

Task complexity, L2 proficiency and EFL learners’ L1 use in task-based peer interaction

2021 ◽  
pp. 136216882110046
Author(s):  
Jinfen Xu ◽  
Yumei Fan
Keyword(s):  
Foreign Language ◽  
Cognitive Complexity ◽  
Peer Interaction ◽  
Task Complexity ◽  
First Language ◽  
L2 Proficiency ◽  
Complex Tasks ◽  
Efl Learners ◽  
L1 Use ◽  
The Impact

This study is aimed to identify the effects of task complexity on first language (L1) use and the functions it may serve when two groups of learners of English as a foreign language (EFL) work on collaborative tasks. Twenty-four pairs of Chinese EFL learners from two universities were assigned to a lower-proficiency and a higher-proficiency group, each with twelve pairs. Each group completed two collaborative tasks of different cognitive complexity. The results showed that task complexity had an appreciable impact on the use of L1 and its functions. It is also found that the impact of task complexity was dependent on learners’ English proficiency. Specifically, the higher-proficiency group employed more L1 to perform complex tasks than they did in the simple versions of the tasks. These learners also devoted significantly more L1 turns to fulfill the functions of metacognitive and grammar talk to complete the complex tasks. These trends did not hold for the lower-proficiency group.

On the Relationships between Connection Modes and Workgroup Performance

2016 ◽  
pp. 348-372
Author(s):  
Lucio Biggiero ◽  
Enrico Sevi
Keyword(s):  
Design Theory ◽  
Task Complexity ◽  
Theory Of The Firm ◽  
Building Blocks ◽  
Central Place ◽  
Complex Tasks ◽  
Mutual Adaptation ◽  
Organization Science ◽  
And Performance ◽  
Workgroup Performance

Notwithstanding the central place covered inside organization science and the economic theory of the firm, organization design theory still lacks sound building blocks concerning the effects that some fundamental variables have on workgroup performance. In this chapter a contribution to fill in this gap is given with reference to the relationships between connection modes and performance. In particular, through an agent-based simulation model a number of experiments have been done respect to the moderating role played by group size and task complexity. Results confirm current (but not really scientific) knowledge, and bring forth our understanding of these fundamental (and mostly nonlinear) relationships. Among the main results, it can be underlined that the best combinations between connection modes, task complexity, and workgroup size occur when complex tasks are connected by mutual adaptation and run by a small number of agents, or when less complex tasks are connected by parallel or sequential interdependence and performed by a large number of agents. Moreover, when a modules volume to be worked out is heterogeneous in terms of connection modes between module's tasks, and thus, a multi-mode group should be issued, respect to the corresponding choice of issuing specialized groups there is a general decrease in efficacy.

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