scholarly journals Do Task Complexity Demands Influence the Learners’ Perception of Task Difficulty?

2017 ◽  
Vol 6 (6) ◽  
pp. 71
Author(s):  
Nasrin Sanajou ◽  
Leila Zohali ◽  
Fateme Zabihi
Keyword(s):  
Dual Task ◽  
Task Difficulty ◽  
Task Complexity ◽  
Cognitive Task ◽  
The Other ◽  
Complex Task ◽  
Teaching Materials ◽  
Simple Task ◽  
Single Task ◽  
Efl Learners

This study investigates the effects of cognitive task complexity on EFL learners’ perception of task difficulty. Learners’ perception of task difficulty is measured by a five-item task difficulty questionnaire (as in Robinson, 2001a). The participants were 76 intermediate learners which were divided into two groups. One group performed a simple task (single task) and the other group performed a complex task (dual task). Having performed the tasks, the participants completed the task difficulty questionnaire. In order to see how the participants evaluated task difficulty, their ratings for each question of the questionnaire in the simple and complex tasks was compared using Mann-Whitney U. The results indicate that the complex task significantly affected learners’ perception of task difficulty in three items of difficulty, stress and interest. The results of task difficulty studies can help language educators in designing and employing more effective language teaching materials. 

The Impact of Task Complexity along Single Task Dimension on Iranian EFL Learners' Writing Production

2016 ◽  
Vol 6 (5) ◽  
pp. 935 ◽  
Author(s):  
Esmaeil Shajeri ◽  
Siros Izadpanah
Keyword(s):  
Task Complexity ◽  
Cognitive Task ◽  
Task Group ◽  
Complex Task ◽  
Simple Task ◽  
Single Task ◽  
Efl Learners ◽  
Accuracy Measure ◽  
Iranian Context ◽  
The Impact

This study was designed to explore the manipulation of cognitive task complexity along +/- single task dimension (a resource dispersing dimension in Robinson’s triadic framework) on the Iranian EFL learners’ writing production in terms of accuracy, fluency, lexical complexity, and syntactic complexity, and put two different views (Skehan’s [1998] limited attentional capacity model and Robinson’s [2005] cognition hypothesis) into test in the Iranian context. Based on the results of the writing test of TOFEL (2004), 48 learners were selected and assigned into two groups, simple task group (STG, n=24) and complex task group (CTG, n=24). The participants in the STG were given an eight-frame picture arranged in the correct sequence (+ single task). The participants in the CTG were given all the eight frames in scrambled order. These participants were required to order the frames in the right sequence first (- single task). Four independent sample t-tests were run. The results indicated that the participants’ output in the complex task were significantly more fluent, more lexically and structurally complex. However, their performance on the accuracy measure decreased in the complex task. Based on the findings, at least in the Iranian context, Skehan’s (1998) predictions are more convincing.

Effects of Cognitive Processes and Task Complexity on Acquisition, Retention, and Transfer of Motor Skills

2001 ◽  
Vol 68 (4) ◽  
pp. 255-264
Author(s):  
Tal Jarus ◽  
Tzipi Gutman
Keyword(s):  
Cognitive Processing ◽  
Motor Skills ◽  
Task Complexity ◽  
Contextual Interference ◽  
The Other ◽  
Complex Task ◽  
Simple Task ◽  
Practice Schedule ◽  
Cognitive Problem ◽  
Better Than

This experiment was designed to investigate the effect of cognitive problem-solving operations (termed contextual interference) and complexity of tasks on the acquisition retention and transfer of motor skills. Ninety-six children, ages 7.5-9.5 practised the task of throwing beanbags under either low contextual interference (blocked practice), high contextual interference (random practice) or medium contextual interference (combined practice). Half of the participants acquired a complex task and the other half a simple task. All participants performed 30 acquisition trials, 9 retention trials and 4 transfer trials. Results indicated that participants who practised in the blocked practice group did not differ in their performance whether they acquired complex or simple tasks. On the other hand, participants from the random and combined practice groups who acquired simple tasks performed better than those who acquired complex tasks. These findings support the hypothesis that there is a limit to the interference during practice that will benefit retention and transfer, thus creating the contextual interference effect. It seems that the complex-task condition combined with random or combined practice schedule increased the difficulty of acquisition, possibly impeding the cognitive processing during acquisition, thus impairing the learning process.

scholarly journals MEASURING COGNITIVE TASK DEMANDS USING DUAL-TASK METHODOLOGY, SUBJECTIVE SELF-RATINGS, AND EXPERT JUDGMENTS

2015 ◽  
Vol 38 (4) ◽  
pp. 703-737 ◽  
Author(s):  
Andrea Révész ◽  
Marije Michel ◽  
Roger Gilabert
Keyword(s):  
Dual Task ◽  
Task Difficulty ◽  
Task Complexity ◽  
Cognitive Task ◽  
Mental Effort ◽  
Cognitive Effort ◽  
Task Condition ◽  
Esl Teachers ◽  
Dual Task Condition ◽  
And Task

This study explored the usefulness of dual-task methodology, self-ratings, and expert judgments in assessing task-generated cognitive demands as a way to provide validity evidence for manipulations of task complexity. The participants were 96 students and 61 English as a second language (ESL) teachers. The students, 48 English native speakers and 48 ESL speakers, carried out simple and complex versions of three oral tasks—a picture narrative, a map task, and a decision-making task. Half of the students completed the tasks under a dual-task condition. The remaining half performed the tasks under a single-task condition without a secondary task. Participants in the single condition were asked to rate their perceived mental effort and task difficulty. The ESL teachers provided expert judgments of anticipated mental effort and task difficulty along with explanations for their ratings via an online questionnaire. As predicted, the more complex task versions were found and judged to pose greater cognitive effort on most measures.

Distracting Attentional Focus from Fatigues Does Task Complexity Make a Difference?

1987 ◽  
Vol 9 (1) ◽  
pp. 66-73 ◽  
Author(s):  
W. Jack Rejeski ◽  
Elizabeth Kenney
Keyword(s):  
Coping Style ◽  
Task Complexity ◽  
Cognitive Task ◽  
Attentional Focus ◽  
Control Group ◽  
Complex Task ◽  
Simple Task ◽  
Complex Cognitive Task ◽  
Within Subjects ◽  
Task Preference

This study examined how exercise endurance was influenced by varying the task complexity of dissociative coping. In Trial 1, 60 subjects were randomly assigned to one of three conditions: a simple cognitive task (SCT), a complex cognitive task (CCT), or a control group (CG). All subjects were instructed to maintain an isometric contraction of 40% maximum on a handgrip dynamometer for as long as possible. Results revealed that subjects in the SCT and CCT conditions had greater endurance than those in the CG; however, varying the complexity of the task made no difference. Trial 2, a within-subjects design, was implemented to examine the potential mediating effects of task preference on cognitive coping. The protocol was identical to Trial 1 except that subjects previously assigned to the SCT condition were given the CCT and vice versa. Upon completion of Trial 2, subjects were asked which coping style they had preferred. A two-way mixed ANO-VA resulted in a significant coping style X preference interaction term. Specifically, subjects who preferred the complex task did equally well in both conditions, whereas subjects who preferred the simple task performed significantly better with the simple than with the complex task.

Effects of task complexity on the learning of genre specific rhetorical moves and linguistic forms: the case of contrast and argumentative essays

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Maria Pia Gomez Laich ◽  
Naoko Taguchi
Keyword(s):  
English Learners ◽  
Task Complexity ◽  
Private University ◽  
Task Group ◽  
Second Phase ◽  
Complex Task ◽  
Simple Task ◽  
Undergraduate Level ◽  
Post Test ◽  
Argumentative Essays

Abstract This study investigates whether task complexity improves L2 English learners’ ability to write contrast and argumentative essays as measured by the use of rhetorical moves and linguistic forms characteristic of these essays. The participants were 62 students in an undergraduate-level composition class in a private university in the U.S. The study involved a first phase that targeted contrast writing and a second phase that targeted argumentative writing. In both phases, students were assigned randomly to a simple or complex task group and wrote an essay in dyads. In terms of rhetorical moves, the complex task group outperformed the simple task group in the immediate and delayed post-test of contrast essays. For argumentative essays, this superiority of the complex group was only found in the immediate post-test. As per linguistic forms, the complex task group outperformed the simple task group in the immediate and delayed post-test of both contrast and argumentative essays.

Virtual Team Effectiveness And Sequence Of Conditions

2012 ◽  
Vol 17 (1) ◽  
pp. 1 ◽  
Author(s):  
Joel Olson ◽  
Linda Olson
Keyword(s):  
Virtual Teams ◽  
Task Complexity ◽  
Complex Task ◽  
Group Effectiveness ◽  
Simple Task ◽  
Communication Medium ◽  
Face To Face ◽  
Computer Mediated ◽  
Full Rotation ◽  
Task Technology Fit

This study examines the sequence of Group Task Pressure (GTP) and communication medium conditions on group effectiveness. It contributes to the task-technology fit research by considering the sequence of these conditions on task-technology fit related to group effectiveness. The study has value for professionals pursuing the construction and management of virtual teams. A pilot experiment was conducted using 22 subjects in eight groups with a mixed 2x2 design. Given the sample size, the study is more descriptive than inferential. The study manipulated GTP by combinations of time scarcity, reward and task complexity. The media conditions used in the study were face-to-face and synchronous computer-mediated chats. Group effectiveness was measured by the length of time groups took to complete assigned tasks. The four study conditions were: a simple task completed face-to-face, a simple task completed in a computer-mediated condition, a complex task completed in a face-to-face condition and a complex task in a computer-mediated condition. Each group was rotated through all the conditions. The sequence of communication medium conditions were significant, but not the sequence of GTP conditions. Groups starting in the face-to-face condition took less time to complete their rotation of tasks than groups starting in the computer-mediated condition. Groups starting in both the low and high GTP conditions took the same amount of time to complete the full rotation of task and conditions. Recommendations for subsequent research on group task pressure are presented.

scholarly journals The effects of a concurrent task on walking in persons with transfemoral amputation compared to persons without limb loss

2015 ◽  
Vol 40 (4) ◽  
pp. 490-496 ◽  
Author(s):  
Sara J Morgan ◽  
Brian J Hafner ◽  
Valerie E Kelly
Keyword(s):  
Dual Task ◽  
Repeated Measures ◽  
Cognitive Task ◽  
Cross Sectional Study ◽  
Concurrent Task ◽  
Limb Loss ◽  
Transfemoral Amputation ◽  
Cross Sectional ◽  
Time Asymmetry ◽  
Single Task

Background:Many people with lower limb loss report the need to concentrate on walking. This may indicate increased reliance on cognitive resources when walking compared to individuals without limb loss.Objective:This study quantified changes in walking associated with addition of a concurrent cognitive task in persons with transfemoral amputation using microprocessor knees compared to age- and sex-matched controls.Study design:Observational, cross-sectional study.Methods:Quantitative motion analysis was used to assess walking under both single-task (walking alone) and dual-task (walking while performing a cognitive task) conditions. Primary outcomes were walking speed, step width, step time asymmetry, and cognitive task response latency and accuracy. Repeated-measures analysis of variance was used to examine the effects of task (single-task and dual-task) and group (transfemoral amputation and control) for each outcome.Results:No significant interactions between task and group were observed (all p > 0.11) indicating that a cognitive task did not differentially affect walking between groups. However, walking was slower with wider steps and more asymmetry in people with transfemoral amputation compared to controls under both conditions.Conclusion:Although there were significant differences in walking between people with transfemoral amputation and matched controls, the effects of a concurrent cognitive task on walking were similar between groups.Clinical relevanceThe addition of a concurrent task did not differentially affect walking outcomes in people with and without transfemoral amputation. However, compared to people without limb loss, people with transfemoral amputation adopted a conservative walking strategy. This strategy may reduce the need to concentrate on walking but also contributed to notable gait deviations.

Multimodal Measures of Mental Workload during Dual-Task Performance: Energetic Demands of Cognitive Processes

1992 ◽  
Vol 36 (18) ◽  
pp. 1413-1417 ◽  
Author(s):  
Richard W. Backs ◽  
Arthur M. Ryan
Keyword(s):  
Dual Task ◽  
Visual Memory ◽  
Task Difficulty ◽  
Mental Workload ◽  
Cognitive Task ◽  
Processing Load ◽  
Processing Resource ◽  
Central Processing ◽  
Cognitive Components ◽  
Energetic Model

Fifteen male volunteers participated in a dual-task study in which the central processing load of visual memory and tracking tasks and the physical load of the tracking task were orthogonally manipulated to produce varying levels of task difficulty. Multiple modes of assessment were used to measure mental workload (MWL) across difficulty levels, including: performance, subjective, cardiovascular, and metabolic. To our knowledge, this study is the first to demonstrate metabolic change with manipulations of cognitive task difficulty; others have found only baseline-to-task changes. The relation of the metabolic demands of the task to central processing resource utilization provided support for a structural energetic model of attention that may help to explain measure dissociations. The results of the present study indicated that heart period was only sensitive to central manipulations of task difficulty that affected energetic resources. Performance and subjective MWL were sensitive to all cognitive components of the tasks. We suggest that cardiovascular measures will associate with other measures only when the manipulations of task difficulty require energetic adjustment, and would expect these measures to dissociate when energetic adjustment is not required.

Creativity, Task Complexity, and Intuitive versus Analytical Problem Solving

1975 ◽  
Vol 37 (2) ◽  
pp. 351-354 ◽  
Author(s):  
Dean Keith Simonton
Keyword(s):  
Problem Solving ◽  
Task Analysis ◽  
Task Complexity ◽  
Relative Effectiveness ◽  
Complex Task ◽  
Analytical Problem ◽  
Simple Task ◽  
Analysis Task ◽  
Creativity Task ◽  
And Task

Using 40 Ss the relative effectiveness of intuitive and analytical problem solving was determined as a function of creativity and task complexity. A three-way analysis of variance yielded a significant three-way interaction between thinking mode (intuition or analysis), task complexity, and creativity (as measured by the Barron-Welsh Art Scale). More creative Ss found intuition more effective for a complex task, analysis on the simple task; this relation was reversed for the less creative Ss.

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