scholarly journals Analyzing Effects of Goal Competition and Task Difficulty in Multiple-Task Performance: Volitional Action Control within ACT-R

2019 ◽  
pp. 436-436
Author(s):  
Tina Schorr ◽  
Peter Gerjets ◽  
Katharina Scheiter
1987 ◽  
Vol 31 (7) ◽  
pp. 847-851 ◽  
Author(s):  
Yili Liu ◽  
Christopher D. Wickens

We report here the first experiment of a series studying the effect of task structure and difficulty demand on time-sharing performance and workload in both automated and corresponding manual systems. The experimental task involves manual control time-shared with spatial and verbal decisions tasks of two levels of difficulty and two modes of response (voice or manual). The results provide strong evidence that tasks and processes competing for common processing resources are time shared less effectively and have higher workload than tasks competing for separate resources. Subjective measures and the structure of multiple resources are used in conjunction to predict dual task performance. The evidence comes from both single task and from dual task performance.


1971 ◽  
Vol 32 (1) ◽  
pp. 259-264
Author(s):  
Gerald M. Long ◽  
Suchoon S. Mo

Ss were required to perform both central and peripheral perceptual tasks presented simultaneously by means of 200-msec. tachistoscopic flashes. The central task, requiring the discrimination between 2 lines on the basis of length, was progressively increased in difficulty from Test I to Test III. Peripheral task performance required the estimation of the number of black dots surrounding the central task. This number varied randomly between 1 and 8. Half the Ss in each test performed these tasks under stress (hand in ice-water), the other Ss under no stress. A significant interaction ( p < .01) was found; the stress group was inferior to the no-stress group on the peripheral task when the central task was relatively easy (Test I) but was superior to the no-stress group when the central task was extremely difficult (Test III). The results were interpreted in terms of the dependence of the “range of cue utilization” upon the degree of difficulty of the perceptual material as well as arousal level.


1999 ◽  
Vol 8 (4) ◽  
pp. 435-448 ◽  
Author(s):  
Karl-Erik Bystrom ◽  
Woodrow Barfield

This paper describes a study on the sense of presence and task performance in a virtual environment as affected by copresence (one subject working alone versus two subjects working as partners), level of control (control of movement and control of navigation through the virtual environment), and head tracking. Twenty subjects navigated through six versions of a virtual environment and were asked to identify changes in locations of objects within the environment. After each trial, subjects completed a questionnaire designed to assess their level of presence within the virtual environment. Results indicated that collaboration did not increase the sense of presence in the virtual environment, but did improve the quality of the experience in the virtual environment. Level of control did not affect the sense of presence, but subjects did prefer to control both movement and navigation. Head tracking did not affect the sense of presence, but did contribute to the spatial realism of the virtual environment. Task performance was affected by the presence of another individual, by head tracking, and by level of control, with subjects performing significantly more poorly when they were both alone and without control and head tracking. In addition, a factor analysis indicated that questions designed to assess the subjects' experience in the virtual environment could be grouped into three factors: (1) presence in the virtual environment, (2) quality of the virtual environment, and (3) task difficulty.


1979 ◽  
Vol 23 (1) ◽  
pp. 554-557
Author(s):  
Robert P. Bateman

Nine experienced pilots served as subjects in an experiment designed to evaluate differences between multifunction keyboards by measuring the objective performances of the subjects. In order to achieve a high degree of external (or content) validity, the test was designed to closely simulate a series of tasks that a pilot might encounter during actual flight. Subjects performed tracking tasks and used the keyboards for secondary tasks. Measurements of tracking parameters and of performance time and errors using the keyboards were taken. The results showed that no single variable consistently reflected changes in task difficulty. The observed tendency of subjects to employ different, changing strategies during the multiple task performance led to a tentative hypothesis that work was a composite of all of the parameters. A regression analysis was used to develop an equation with weighting coefficients for the parameters. The equation was found to be in agreement with subjective performance evaluations.


1995 ◽  
Vol 21 (1) ◽  
pp. 65-80 ◽  
Author(s):  
Beth Ann Martin ◽  
Donald J. Manning

The role of normative information, task difficulty and goal commitment on task performance in an assigned goal condition was investigated in a laboratory study using 209 student volunteers. The experiment was a 2 (task difficulty) by 2 (normative information) factorial design. All subjects received assigned difficult goals and normative information indicating how previous individuals had performed on one of two versions of an anagram task (easy or difficult) after which subjects indicated their goal commitment and completed anagrams for a short work period. Results indicated a significant 3-way interaction (task difficulty, normative information and goal commitment) on task performance. Findings suggest that goal commitment moderates the effects of normative information and task difficulty on task performance.


ReCALL ◽  
2002 ◽  
Vol 14 (1) ◽  
pp. 16-31 ◽  
Author(s):  
CHRISTINE APPEL ◽  
ROGER GILABERT

The objective of this paper is to describe a task-based project in tandem via e-mail, and to discuss the effects of motivation on task performance. In this project, a group of Irish students and a group of Spanish students are asked to carry out a series of tasks in collaboration with their tandem partners via e-mail by means of a web page especially designed for the project. Half the message is meant to be written in the student’s native language and half in the target language, and students are also encouraged to correct one another. The goal behind our research is to discuss the effects of motivation on task performance. We argue that resource directing (such as reasoning demands) and resource depleting factors (such as prior knowledge) which belong to task complexity in Robinson’s model (Robinson, 2001) are closely connected to affective variables which, as is the case with motivation, belong to task difficulty. Motivational factors like interest in the meanings to be exchanged, involvement in the decision-making process, students’ expertise in the topic, media and materials used, and the diffusion of outcomes among others have strong effects on task performance, and should therefore be considered together with complexity variables.


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