Criterion of Learning and Task Difficulty as Determinants of Mediated-Shift Learning Speed

1976 ◽  
Vol 39 (3) ◽  
pp. 875-879
Author(s):  
J. Sweller
Keyword(s):  
University Students ◽  
Task Difficulty ◽  
Verbal Discrimination ◽  
Initial Training ◽  
Easy Task ◽  
Shift Task ◽  
Learning Speed ◽  
Initial Task ◽  
Four Levels ◽  
And Task

University students were given rule-related or non-rule-related shifts after one of four levels of initial training on a nondimensional verbal discrimination using CVC stimuli. Both a difficult and an easy task were used. The results indicated: (1) the effects of the initial tasks on the shift tasks were detected with greater sensitivity using lower criteria on the shift task; (2) where mediated-shift learning occurred, there was a relation between criterion level for the initial task and task difficulty such that lower criteria on the easy task were equivalent to higher criteria on the difficult task.

Effects of Stress and Task Difficulty on Working Memory and Cortical Networking

2017 ◽  
Vol 124 (6) ◽  
pp. 1194-1210 ◽  
Author(s):  
Yujin Kim ◽  
Jihwan Woo ◽  
Minjung Woo
Keyword(s):  
Working Memory ◽  
Task Difficulty ◽  
Stress Condition ◽  
High Stress ◽  
Stress Conditions ◽  
Memory Encoding ◽  
Easy Task ◽  
Memory Accuracy ◽  
High Stress Condition ◽  
And Task

This study investigated interactive effects of stress and task difficulty on working memory and cortico-cortical communication during memory encoding. Thirty-eight adolescent participants (mean age of 15.7 ± 1.5 years) completed easy and hard working memory tasks under low- and high-stress conditions. We analyzed the accuracy and reaction time (RT) of working memory performance and inter- and intrahemispheric electroencephalogram coherences during memory encoding. Working memory accuracy was higher, and RT shorter, in the easy versus the hard task. RT was shorter under the high-stress (TENS) versus low-stress (no-TENS) condition, while there was no difference in memory accuracy between the two stress conditions. For electroencephalogram coherence, we found higher interhemispheric coherence in all bands but only at frontal electrode sites in the easy versus the hard task. On the other hand, intrahemispheric coherence was higher in the left hemisphere in the easy (versus hard task) and higher in the right hemisphere (with one exception) in the hard (versus easy task). Inter- and intracoherences were higher in the low- versus high-stress condition. Significant interactions between task difficulty and stress condition were observed in coherences of the beta frequency band. The difference in coherence between low- and high-stress conditions was greater in the hard compared with the easy task, with lower coherence under the high-stress condition relative to the low-stress condition. Stress seemed to cause a decrease in cortical network communications between memory-relevant cortical areas as task difficulty increased.

scholarly journals ANXIETY ON STUDENTS’ LISTENING COMPREHENSION IN UNIVERSITY STUDENTS IN MALANG

2019 ◽  
Vol 6 (1) ◽  
pp. 65-77
Author(s):  
Santi Prastiyowati
Keyword(s):  
Environmental Factors ◽  
University Students ◽  
Research Method ◽  
Listening Comprehension ◽  
Task Difficulty ◽  
Missing Information ◽  
Efl Learners ◽  
Listening Anxiety ◽  
Listening Process ◽  
And Task

This study aims at knowing the level of anxiety and factors related to listening anxiety encountered by the students of EFL learners in Malang. This study employs mixed research method, involving forty-eight participants. To gather the data, questionnaires and interview on students’ anxiety are used as the instrument. The results of the study revealed that the students were mostly in moderate-level of anxiety. The anxiety frequently came from students’ background knowledge, such as getting worry to miss important ideas, getting nervous if not understanding every word, getting anxious because of unfamiliar words and topic, and guessing the missing information. Additionally, students’ low confidence in listening process and task, difficulty to concentrate, text speed, and confusion when listening to important information were related to listeners’ characteristic theme. Both contributed to students’ anxiety in their listening performance.Another finding addressed factors which cause students’ anxiety. It can be summarized into four categories, such as teachers’ factor, students’ factors, listening material and process, and another factors. Teachers’ factor related to teachers’’ characteristic and condition. Students’ factors closely related to students’ performance in listening activity. Listening material included listening difficulty and material. Other factors included environmental factors and other situation which was not mentioned in above three factors.

Effect of Self-Monitoring Strategies and Task Complexity on Motor Performance and Affect

1995 ◽  
Vol 17 (2) ◽  
pp. 153-170 ◽  
Author(s):  
Michael B. Martin ◽  
Mark H. Anshel
Keyword(s):  
Motor Performance ◽  
Task Difficulty ◽  
Task Complexity ◽  
Motor Task ◽  
Superior Performance ◽  
Complex Task ◽  
Self Monitoring ◽  
Easy Task ◽  
Monitoring Strategies ◽  
And Task

Two experiments were conducted to examine the effect of self-monitoring (SM) strategies on motor performance of varied difficulty. In a pilot test, participants’ perceptions of task difficulty agreed with performance on the easy task. Participants perceived the hard task to be significantly more difficult than indicated by the performance scores and perceived the easy task to be significantly less difficult than their performance on the complex task (p < .05). In the subsequent experiment, subjects performed 90 trials on either the difficult or easy motor task using either positive self-monitoring (PSM), negative self-monitoring (NSM), or no self-monitoring. MANOVAs indicated that PSM resulted in superior performance in comparison to NSM across trials while performing the difficult task (p < .05). In the easy task, PSM was inferior to NSM on motor performance across trials (p < .01). Further results also indicated that negative affect significantly decreased for PSM performing the difficult task, and for NSM performing the easy task.

scholarly journals ANXIETY ON STUDENTS’ LISTENING COMPREHENSION IN UNIVERSITY STUDENTS IN MALANG

2019 ◽  
Vol 6 (1) ◽  
pp. 65
Author(s):  
Santi Prastiyowati
Keyword(s):  
Environmental Factors ◽  
University Students ◽  
Research Method ◽  
Listening Comprehension ◽  
Task Difficulty ◽  
Missing Information ◽  
Efl Learners ◽  
Listening Anxiety ◽  
Listening Process ◽  
And Task

This study aims at knowing the level of anxiety and factors related to listening anxiety encountered by the students of EFL learners in Malang. This study employs mixed research method, involving forty-eight participants. To gather the data, questionnaires and interview on students’ anxiety are used as the instrument. The results of the study revealed that the students were mostly in moderate-level of anxiety. The anxiety frequently came from students’ background knowledge, such as getting worry to miss important ideas, getting nervous if not understanding every word, getting anxious because of unfamiliar words and topic, and guessing the missing information. Additionally, students’ low confidence in listening process and task, difficulty to concentrate, text speed, and confusion when listening to important information were related to listeners’ characteristic theme. Both contributed to students’ anxiety in their listening performance.Another finding addressed factors which cause students’ anxiety. It can be summarized into four categories, such as teachers’ factor, students’ factors, listening material and process, and another factors. Teachers’ factor related to teachers’’ characteristic and condition. Students’ factors closely related to students’ performance in listening activity. Listening material included listening difficulty and material. Other factors included environmental factors and other situation which was not mentioned in above three factors.

Goal Orientation, Task Interest, and Task Difficulty: An HLM Analysis

2004 ◽  
Author(s):  
Michael Horvath ◽  
Hailey L. Ahlfinger ◽  
Robert L. McKie
Keyword(s):  
Goal Orientation ◽  
Task Difficulty ◽  
Orientation Task ◽  
Task Interest ◽  
And Task

Effect of tonal noise and task difficulty on electroencephalography and cognitive performance

2021 ◽  
pp. 1-9
Author(s):  
Marzieh Sadeghian ◽  
Saeid Yazdanirad ◽  
Seyed Mahdi Mousavi ◽  
Mohammad Javad Jafari ◽  
Ali Khavanin ◽  
...  
Keyword(s):  
Cognitive Performance ◽  
Task Difficulty ◽  
Tonal Noise ◽  
And Task
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