Task-order representations in dual tasks: Separate or integrated with component task sets?

In situations requiring the execution of two tasks at around the same time, we need to decide which of the tasks should be executed first. Previous research has revealed several factors that affect the outcome of such response order control processes, including bottom-up factors (e.g., the temporal order of the stimuli associated with the two tasks) and top-down factors (e.g., instructions). In addition, it has been shown that tasks associated with certain response modalities are preferably executed first (e.g., temporal prioritisation of tasks involving oculomotor responses). In this study, we focused on a situation in which task order has to be unpredictably switched from trial to trial and asked whether task-order representations are coded separately or integrated with the component task sets (i.e., in a task-specific manner). Across three experiments, we combined two tasks known to differ in prioritisation, namely an oculomotor and a manual (or pedal) task. The results indicated robust task-order switch costs (i.e., longer RTs when task order was switched vs. repeated). Importantly, the data demonstrate that it is possible to show an asymmetry of task-order switch costs: While these costs were of similar size for both task orders in one particular experimental setting with specific spatial task characteristics, two experiments consistently indicated that it was easier for participants to switch to their prioritised task order (i.e., to execute the dominant oculomotor task first). This suggests that in a situation requiring frequent task-order switches (indicated by unpredictable changes in stimulus order), task order is represented in an integrated, task-specific manner, bound to characteristics (here, associated effector systems) of the component tasks.

Towards a better understanding of the link between executive functions, early literacy, and emergent mathematical abilities

The aim of the current study was two-fold. It aimed (i) to examine how a multi-component task, as well as more specific executive function (EF) tasks, are related to a wide range of early literacy (phonological awareness, orthographic knowledge, word writing) and emergent mathematical abilities; and (ii) to broaden our understanding of the similar (domain-general) or differential (domain-specific) nature of these relations. The study was conducted in the northern part of Israel. Our results indicated that the multi-component task Head-Toes-Knees-Shoulders, which taps most EF components (attentional control, inhibition, shifting, and working memory) significantly contributed to most domains of preschool academic development. These included orthographic knowledge and emergent mathematical abilities even after controlling for the role of background cognitive skills. The findings showed that EF tasks have domain-general predictive power for pre-academic abilities that are less automatic and require more effortful processing of information such as word writing at preschool age. Moreover, our results provide clear empirical evidence for the psychometric validity of the multi-component task as a tool that can assess individual differences in EFs for the early identification of children at risk for academic difficulties. This finding can contribute to practitioners searching for an ecologically valid, age-appropriate, and age-sensitive measure of EF abilities as a diagnostic tool.

A Model of Visual Location Learning

Learning visual locations is a critical skill that allows people to understand and act in their environment, especially as part of a person’s situation awareness during complex tasks such as air-traffic control. Although a number of studies have examined visual location learning from a theoretical and/or empirical perspective, the goal of developing a rigorous computational model of this process remains an elusive one. In this work, we develop an initial model focused on acquiring, rehearsing, and recalling the locations of static objects in the visual field. We build this model on the foundation of the ACT-R cognitive architecture, specifically using its memory and vision components to better understand and specify the processes of visual scanning and location memory. We then demonstrate how this model accounts for human behavior and performance in two recent empirical studies. The resulting model can serve as the basis for future efforts to build a more rigorous general computational models of more complex tasks that involve visual location learning as a central component task.

Motivated Strategies for Learning Questionnaire (MSLQ) : An Empirical Analysis of the Value and Expectancy Theory

One of the purposes of this study is to find the motivated behaviour of Accounting students towards their studies. This study was conducted on UiTM students studying accounting either as a course or as part of another course in Shah Alam. Self-efficacy, the expectancy component of motivation, refers to the confidence of the students 'own capabilities in performing a task. In contrast, the value component, task value relates to the reasons for doing the task. The results indicate that self- regulated learning is inspired by selfefficacy and task value. Students need the skill and knowledge and the will to use them to become self-regulated learners.