An Empirical Study of Note Taking and Task Repetition on Noticing and EFL Writing

Investigations of concurrent task and modality switching effects have to date been studied under conditions of uni-modal stimulus presentation. As such, it is difficult to directly compare resultant task and modality switching effects, as the stimuli afford both tasks on each trial, but only one modality. The current study investigated task and modality switching using bi-modal stimulus presentation under various cue conditions: task and modality (double cue), either task or modality (single cue) or no cue. Participants responded to either the identity or the position of an audio–visual stimulus. Switching effects were defined as staying within a modality/task (repetition) or switching into a modality/task (change) from trial n − 1 to trial n, with analysis performed on trial n data. While task and modality switching costs were sub-additive across all conditions replicating previous data, modality switching effects were dependent on the modality being attended, and task switching effects were dependent on the task being performed. Specifically, visual responding and position responding revealed significant costs associated with modality and task switching, while auditory responding and identity responding revealed significant gains associated with modality and task switching. The effects interacted further, revealing that costs and gains associated with task and modality switching varying with the specific combination of modality and task type. The current study reconciles previous data by suggesting that efficiently processed modality/task information benefits from repetition while less efficiently processed information benefits from change due to less interference of preferred processing across consecutive trials.

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Hierarchical Task Prioritization Behavior in Two- and Four-Task Scenarios

Proceedings of the Human Factors and Ergonomics Society Annual Meeting ◽

10.1177/154193120705100410 ◽

2007 ◽

Vol 51 (4) ◽

pp. 191-195 ◽

Cited By ~ 1

Author(s):

Guoxi Zhang ◽

Robert Feyen

Keyword(s):

Empirical Study ◽

Computational Model ◽

Processing Time ◽

Key Factors ◽

Task Selection ◽

Temporal Characteristics ◽

Dynamic Task ◽

Concurrent Tasks ◽

Task Prioritization ◽

And Task

This paper describes an empirical study conducted to validate a computational model of dynamic task prioritization based on a framework proposed by Zhang and Feyen (2005). Three key factors in task prioritization were manipulated: processing time, available time, and task valence. Because earlier studies did not investigate how people prioritize tasks when valence and temporal characteristics conflict, this study examined how these conflicts are resolved. 20 subjects completed 54 time-limited task scenarios. Each scenario consisted of two or four concurrent tasks, each assigned a point value for completion. Subjects were instructed to maximize points scored. Results indicated that, although valence was predominant in determining task selection, it failed to explain all instances. Instead, a hierarchy of task prioritization was revealed in which subjects first checked what tasks were doable (e.g., self-efficacy), then applied rules first regarding valence, then temporal characteristics, and then others (e.g., task location).

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Effects of GSS interface and task type on group interaction: An empirical study

Decision Support Systems ◽

10.1016/s0167-9236(96)00060-7 ◽

1997 ◽

Vol 19 (4) ◽

pp. 289-299 ◽

Cited By ~ 4

Author(s):

Choon-Ling Sia ◽

Bernard C.Y Tan ◽

Kwok-Kee Wei

Keyword(s):

Empirical Study ◽

Group Interaction ◽

Task Type ◽

And Task

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An empirical study on grammatical error uttered by non-native English students

Journal of Applied Studies in Language ◽

10.31940/jasl.v4i2.2155 ◽

2020 ◽

Vol 4 (2) ◽

pp. 235-246

Author(s):

I Wayan Eka Dian Rahmanu ◽

◽

Ida Bagus Gde Nova Winarta ◽

Ni Putu Wiwiek Ary Susyarini ◽

◽

...

Keyword(s):

Data Collection ◽

Empirical Study ◽

Teaching And Learning ◽

Classroom Research ◽

Learning Activity ◽

Note Taking ◽

Grammatical Structure ◽

Audio Recording ◽

Grammatical Error ◽

English Students

This research was conducted to analyze students’ error grammatical uttered by 20 El. Tourism Trainee students. To data collection done through observation, aided by audio recording and it was completed by the note-taking technique during the research. The data were analyzed descriptively and qualitatively using classroom research. The data collected by recording the students’ conversation was done teaching and learning activity in the classroom. The results of the analysis were found that students ignore the rule of an interrogative in asking a question. Most of the students tended to obtain dubious in expressing the statement and question during the conversation. The conclusion the students’ ignorance because of their knowledge of the grammatical structure they are learning and practising during their activity of doing their tasks.

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