How to Design a Performance Task

The purpose of this study was to assess the effects of changes in tone quality on the perception of pitch and to determine the extent to which the same tone-quality conditions would affect the performance of pitch. The experiment was conducted in two segments: a perception task that involved judgments of paired comparisons of tones, and a performance task that involved tone matching. High school and university wind instrumentalists participated in perception and performance tasks that were similar to provide a basis for comparison. Results indicated that tone-quality conditions had significant effects on the perception and performance of pitch. Subjects judged “bright” tones “brighter” in tone quality and sharper in pitch than reference tones and performed sharp when matching “bright” stimuli. Subjects judged “dark” tones “darker” in tone quality and flatter in pitch than reference tones and performed flat when matching “dark ” stimuli.

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Performance Tasks as Mediation to Communicating in English and as Enhancing Language Learner Engagement

10.31124/advance.13237919 ◽

2020 ◽

Author(s):

Saeko Toyoshima

Keyword(s):

English Language Learners ◽

English Learners ◽

Language Learner ◽

Learning Motivation ◽

Target Language ◽

Performance Task ◽

Learner Engagement ◽

Performance Tasks ◽

Research Perspective ◽

A Performance

<p>This paper discusses whether technology-based performance tasks could become a mediator to communicating in English and enhance language learner engagement. The present study investigated how low-proficiency Japanese English-language learners could change their attitude toward communication in their target language by completing a performance task involving making and presenting a digital portfolio. Such students should need to mediate between themselves linguistically and contextually when completing a performance task for communication. The study adapted two types of questionnaires: open-ended questions about the performance task and four Likert-type questions about L2 learning motivation. Twenty-five students completed the questionnaires. The present study asked the students to answer each questionnaire twice, once at the end of the first semester and once at the end of the second semester. The data from the open-ended questions were analyzed qualitatively from a phenomenological research perspective, while the data collected from the four Likert-type questions were statistically analyzed. The students’ comments on the task showed that they positively engaged in the performance task throughout the two semesters by reflecting on themselves as English learners, with some difficulty mediating themselves in L1 and L2. However, the results of the Likert-type questionnaire suggested that such positive engagement would not necessarily lead to simultaneous English learning motivation. The results indicate that the task might become a “headstream” of directed motivational current (DMC) for the students.</p>

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Improving Cognitive Workload in Radiation Therapists: A Pilot EEG Neurofeedback Study

Frontiers in Psychology ◽

10.3389/fpsyg.2020.571739 ◽

2020 ◽

Vol 11 ◽

Author(s):

Alana M. Campbell ◽

Matthew Mattoni ◽

Mae Nicopolis Yefimov ◽

Karthik Adapa ◽

Lukasz M. Mazur

Keyword(s):

Radiation Therapy ◽

Response Time ◽

Global Field ◽

Cognitive Workload ◽

Performance Task ◽

Global Field Power ◽

Eeg Neurofeedback ◽

Microstate Analysis ◽

Electroencephalogram Eeg ◽

A Performance

Radiation therapy therapists (RTTs) face challenging daily tasks that leave them prone to high attrition and burnout and subsequent deficits in performance. Here, we employed an accelerated alpha-theta neurofeedback (NF) protocol that is implementable in a busy medical workplace to test if 12 RTTs could learn the protocol and exhibit behavior and brain performance-related benefits. Following the 3-week protocol, participants showed a decrease in subjective cognitive workload and a decrease in response time during a performance task, as well as a decrease in desynchrony of the alpha electroencephalogram (EEG) band. Additionally, novel microstate analysis for neurofeedback showed a significant decrease in global field power (GFP) following neurofeedback. These results suggest that the RTTs successfully learned the protocol and improved in perceived cognitive workload following 3 weeks of neurofeedback. In sum, this study presents promising behavioral improvements as well as brain performance-related evidence of neurophysiological changes following neurofeedback, supporting the feasibility of implementing neurofeedback in a busy workplace and encouraging the further study of neurofeedback as a tool to mitigate burnout.

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Misconduct at the Lab? A Performance Task Case Study for Teaching Data Analysis and Critical Thinking

Journal of Chemical Education ◽

10.1021/acs.jchemed.5b00478 ◽

2015 ◽

Vol 93 (2) ◽

pp. 314-317 ◽

Cited By ~ 7

Author(s):

Stephen M. Contakes

Keyword(s):

Critical Thinking ◽

Data Analysis ◽

Performance Task ◽

A Performance

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Performance Tasks as Mediation to Communicating in English and as Enhancing Language Learner Engagement

10.31124/advance.13237919.v1 ◽

2020 ◽

Author(s):

Saeko Toyoshima

Keyword(s):

English Language Learners ◽

English Learners ◽

Language Learner ◽

Learning Motivation ◽

Target Language ◽

Performance Task ◽

Learner Engagement ◽

Performance Tasks ◽

Research Perspective ◽

A Performance

<p>This paper discusses whether technology-based performance tasks could become a mediator to communicating in English and enhance language learner engagement. The present study investigated how low-proficiency Japanese English-language learners could change their attitude toward communication in their target language by completing a performance task involving making and presenting a digital portfolio. Such students should need to mediate between themselves linguistically and contextually when completing a performance task for communication. The study adapted two types of questionnaires: open-ended questions about the performance task and four Likert-type questions about L2 learning motivation. Twenty-five students completed the questionnaires. The present study asked the students to answer each questionnaire twice, once at the end of the first semester and once at the end of the second semester. The data from the open-ended questions were analyzed qualitatively from a phenomenological research perspective, while the data collected from the four Likert-type questions were statistically analyzed. The students’ comments on the task showed that they positively engaged in the performance task throughout the two semesters by reflecting on themselves as English learners, with some difficulty mediating themselves in L1 and L2. However, the results of the Likert-type questionnaire suggested that such positive engagement would not necessarily lead to simultaneous English learning motivation. The results indicate that the task might become a “headstream” of directed motivational current (DMC) for the students.</p>

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Foundational tests of the need-support model: A framework for bridging regulatory focus theory and self-determination theory

10.31234/osf.io/bfr5s ◽

2016 ◽

Author(s):

Leigh Ann Vaughn

Keyword(s):

Regulatory Focus ◽

Self Determination Theory ◽

Self Determination ◽

Future Research ◽

Regulatory Focus Theory ◽

Performance Task ◽

Need Support ◽

Focus Theory ◽

Support Model ◽

A Performance

This paper introduces the need-support model, which proposes that regulatory focus can affect subjective support for the needs proposed by self-determination theory (autonomy, competence, and relatedness) and support of these needs can affect subjective labeling of experiences as promotion-focused and prevention-focused. Three studies tested these hypotheses (N = 2,114). Study 1 found that people recall more need support in promotion-focused experiences than in prevention-focused experiences, and need support in their day yesterday (with no particular regulatory focus) fell in between. Study 2 found that experiences of higher need support were more likely to be labeled as promotion-focused rather than prevention-focused, and that each need accounted for distinct variance in the labeling of experiences. Study 3 varied regulatory focus within a performance task and found that participants in the promotion condition engaged in need-support inflation, whereas participants in the prevention condition engaged in need-support deflation. Directions for future research are discussed.

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