Dissertations / Theses on the topic 'A task'
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Buckman, Noam (Noam M. ). "Decentralized task allocation for dynamic, time-sensitive tasks." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/120195.
Full textThis electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 103-110).
In time-sensitive and dynamic missions, autonomous vehicles must respond quickly to new information and objectives. In the case of dynamic task allocation, a team of agents are presented with a new, unknown task that must be allocated with their original allocations. This is exacerbated further in decentralized settings where agents are limited to utilizing local information during the allocation process. This thesis presents a fully decentralized, dynamic task allocation algorithm that extends the Consensus-Based Bundle Algorithm (CBBA) to allow for allocating new tasks. Whereas static CBBA requires a full resetting of previous allocations, CBBA with Partial Replanning (CBBA-PR) enables the agents to only partially reset their allocations to efficiently and quickly allocate a new task. By varying the number of existing tasks that are reset during replan, the team can trade-off convergence speed with amount of coordination. By specifically choosing the lowest bid tasks for resetting, CBBA-PR is shown to converge linearly with the number of tasks reset and the network diameter of the team. In addition, limited replanning methods are presented for scenarios without sufficient replanning time. These include a single reset bidding procedure for agents at capacity, a no-replanning heuristic that can identify scenarios that does not require replanning, and a subteam formation algorithm for reducing the network diameter. Finally, this thesis describes hardware and simulation experiments used to explore the effects of ad-hoc, decentralized communication on consensus algorithms and to validate the performance of CBBA-PR.
by Noam Buckman.
S.M.
Guo, Meng. "Cooperative Motion and Task Planning Under Temporal Tasks." Licentiate thesis, KTH, Reglerteknik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-141803.
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Li, Xiangqian. "Task-switching costs without task-switching." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/8962/.
Full textRiby, Leigh Martin. "The effects of age, task complexity and task domain on dual task performance." Thesis, University of Bristol, 2002. http://hdl.handle.net/1983/af3ecd46-ba64-48c3-a8f7-7fd30df39fad.
Full textHendrich, Elisabeth. "Determinants of task order in dual-task situations." Doctoral thesis, Humboldt-Universität zu Berlin, Mathematisch-Naturwissenschaftliche Fakultät II, 2014. http://dx.doi.org/10.18452/17088.
Full textThe simultaneous performance of two tasks in a dual-task paradigm is often accompanied by dual-task costs (longer reaction times and/or higher error rates). These dual-task costs have been explained by the existence of a central bottleneck which prohibits the simultaneous processing of the two tasks at the central response-selection stage of information processing. The aim of the present work was to investigate several of the possible factors which determine the task processing order at this central bottleneck. The study shows that the arrival time of the two tasks at the bottleneck plays an important role in the determination of task order. Additionally, the influence of the arrival time on processing order is independent of the component task which is manipulated to test the influence of that task (i.e., visual & auditory task). A second factor that was manipulated is the instruction given to the participants. The results show that cognitive control processes are activated under certain instruction conditions. As a third factor, task requirements were investigated by comparing a temporal order judgement task with a dual task with random task order (i.e., temporal order judgement with the additional requirement to do a choice-RT task). The results suggest that the decision about the temporal order of the two tasks is located between the perception stage and the response-selection stage of processing.
Drucker, Steven M. "Task-level robot learning on a complex task." Thesis, Massachusetts Institute of Technology, 1988. http://hdl.handle.net/1721.1/13661.
Full textKübler, Sebastian. "Investigating Task-Order Coordination in Dual-Task Situations." Doctoral thesis, Humboldt-Universität zu Berlin, 2021. http://dx.doi.org/10.18452/22796.
Full textEvidence from behavioral as well as neurophysiological studies indicates the occurrence of active task-order coordination processes in dual-task situations. These processes are required for planning and regulating the processing sequence of two tasks that overlap in time. So far, however, the cognitive and neural mechanisms underlying active task-order coordination are highly underspecified. To tackle this issue, in the present dissertation I tested a model of task-order coordination in dual-task situations. This model assumes that task-order coordination relies on representations that contain information about the processing sequence of the two component tasks. In addition, the model includes assumptions about the (1) locus of processing as well as (2) the exact content of these order representations. The model further assumes that (3) the lateral prefrontal cortex is causally involved in implementing task-order coordination processes and that (4) these processes are affected by different order criteria. I tested this model in a series of four studies by applying a dual-task paradigm with randomly changing task order. I demonstrated that task-order representations are actively maintained and processed in working memory during dual tasking. Moreover, I found that these order representations only contain information about the processing sequence of tasks, whereas specific component task information is represented separately. By applying transcranial magnetic stimulation, I also provided evidence for the causal role of the lateral prefrontal cortex for task-order coordination. Furthermore, I showed that the demands on task-order coordination are increased when participants have to adhere to an external and mandatory order criterion compared to when they can use an internally generated order criterion that is based on free choice. The implications of these results as well as an outlook for future research will be discussed in the framework of the proposed model.
Farley, Becky Gwen. "Trunk muscle activity during the simultaneous performance of two voluntary tasks: A trunk task and a pulsed expiration task." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284038.
Full textFarias, Priscila Fabiane. "Task-Test." reponame:Repositório Institucional da UFSC, 2014. https://repositorio.ufsc.br/xmlui/handle/123456789/123320.
Full textMade available in DSpace on 2014-08-06T18:04:38Z (GMT). No. of bitstreams: 1 326630.pdf: 2523395 bytes, checksum: 6e9af23608eac659ca9db8d0f3a385cf (MD5) Previous issue date: 2014
Na área de Aquisição de Segunda Língua, a abordagem baseada em tarefas propõe um ensino comunicativo através do uso de tarefas (Skehan, 2003). Da mesma forma, pesquisadores e professores desta área explicam que a abordagem usada em sala de aula deve ser similar à maneira que os alunos são testados. Levando isso em consideração, é possível afirmar que, em uma sala de aula na qual a abordagem baseada em tarefas é aplicada, a testagem dos alunos deve ser conduzida da mesma forma. Assim, esse trabalho tem como objetivo investigar o impacto de um Teste-Tarefa, ou seja, um teste que contém elementos de uma tarefa levando em consideração os critérios estabelecidos por Ellis (2003), no desempenho de alunos de dois grupos distintos - grupo 1 que seguiu a abordagem estabelecida pelo livro-texto e grupo 2 que recebeu um tratamento seguindo a Abordagem Baseada em Tarefas. Além disso, a presente pesquisa tentou entender a relação entre o teste e a abordagem metodológica usada para ensino de segunda língua. Ainda, buscando um enfoque mais qualitativo, esse estudo objetivou pesquisar a percepção dos alunos sobre o Teste-Tarefa no sentido de saber se o mesmo é ou não uma ferramenta apropriada para medir seu aprendizado em L2. Trinta e dois participantes, divididos em dois grupos, responderam o Teste-Tarefa, um questionário sobre dados pessoais bem como outro sobre o teste em si. Em relação à comparação do desempenho dos alunos levando em consideração a acurácia, complexidade e outcome (resposta comunicativa de uma tarefa), Testes-T independentes foram utilizados. Quanto ao objetivo de entender a percepção dos participantes sobre o teste, uma avaliação qualitativa dos questionários foi feita. Resultados indicaram falta de significância estatística para ambas acuracia e complexidade enquanto que para a medida de outcome, a significância foi aproximada. Em relação aos questionários, os mesmos demonstraram que os alunos identificaram os elementos de uma tarefa no Teste-Tarefa e, em virtude desses resultados, o Teste-Tarefa foi considerado pelos alunos como uma ferramenta apropriada para medir seu aprendizado em L2. Levando em consideração tais implicações trazidas pela análise dos dados quantitativos e qualitativos, ênfase na importância de uma abordagem coerente para ensino e testagem é sugerida. Ademais, o Teste-Tarefa foi considerado uma ferramenta construtiva e positiva para testagem no contexto do ensino comunicativo.
Abstract : Within the area of Second Language Acquisition (SLA), the Task Based Approach (TBA) proposes communicative teaching through the use of tasks (Skehan, 2003). At the same time, researchers in the area of SLA agree that the approach used by the teacher in class should be similar to the way the students are going to be tested. Bearing this in mind, it can be assumed that in TBA classroom, students' assessment should also follow TBA tenets. Therefore, this study aimed at investigating the impact of a TaskTest, that is, a written test which contained elements of a task according to Ellis' (2003) criteria, on students' language performance in two different groups - group 1 whose classes followed the textbook and group 2 which was exposed to Task Based lessons. Additionally, this research tried to understand the relationship of this test to the methodological approach used for second language teaching. Moreover, taking a more qualitative stance, this study aimed at unfolding students' perceptions of the Task-Test in terms of it being an appropriate tool for measuring their L2 acquisition. Thirty two participants divided in two groups completed the Task-Test and responded to a profile and a post task questionnaire. Research data were scrutinized qualitatively and quantitatively. As for comparing the participants' writing performance in terms of accuracy, complexity and outcome achievement, independent T-tests were run. As regards unfolding students? perception of the Task-Test, a qualitative appraisal of students' answers was made. The results of this study indicated lack of statistical significance for both accuracy and complexity measures and approached significance for the outcome measure. In relation to the questionnaires, learners' answers demonstrated that the students were able to identify task elements in the Task-Test and used these characteristics to explain why they considered the test an effective tool for measuring their L2 performance. Based on the results from both quantitative and qualitative analyses, emphasis on the importance of a coherent approach for teaching and testing may be suggested. Furthermore, the Task-Test was considered a constructive and positive tool for communicative assessment.
Inoue, Chihiro. "Task parallelness : investigating the difficulty of two spoken narrative tasks." Thesis, Lancaster University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.653053.
Full textCrane, Megan E. "The Effects of Task Autonomy and Task Interest on Goal-Setting Behavior and Task Performance." Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1345220371.
Full textMarion, Curtis George. "The task-resource allocation model : a perspective on task attributes, motivation and the dedication of time and effort to tasks /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487779120906091.
Full textRichardson, Miles. "Identifying the task variables that affect assembly task complexity." Thesis, University of Derby, 2005. http://hdl.handle.net/10545/200012.
Full textJenks, Christopher Joseph. "Task-based interaction : the interactional and sequential organization of task-as-workplan and task-in-process." Thesis, University of Newcastle Upon Tyne, 2006. http://hdl.handle.net/10443/241.
Full textKhaluf, Yara [Verfasser]. "Task allocation in robot swarms for time-constrained tasks / Yara Khaluf." Paderborn : Universitätsbibliothek, 2014. http://d-nb.info/1050192877/34.
Full textBengtsson, Emil, and Emil Mattsson. "Smart task logging : Prediction of tasks for timesheets with machine learning." Thesis, Linnéuniversitetet, Institutionen för datavetenskap och medieteknik (DM), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-76152.
Full textKübler, Sebastian [Verfasser]. "Investigating Task-Order Coordination in Dual-Task Situations / Sebastian Kübler." Berlin : Humboldt-Universität zu Berlin, 2021. http://d-nb.info/1234451123/34.
Full textSurdel, Nicholas. "Examining Dual-Task Cognitive Processing From A Task-Set Perspective." W&M ScholarWorks, 2021. https://scholarworks.wm.edu/etd/1627047820.
Full textStrickland, Paul. "Task oriented robotics." Thesis, University of Portsmouth, 1993. https://researchportal.port.ac.uk/portal/en/theses/task-oriented-robotics(2d98c551-7b7d-4dcf-ad19-23b0c5c060ee).html.
Full textElander, Aman Johan, and Aleksandar Sekulic. "Characterization of Task-based Benchmarks from the Barcelona OpenMP Task Suite." Thesis, KTH, Skolan för informations- och kommunikationsteknik (ICT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-128610.
Full textPanepinto, Marie. "The Effects of Voluntary versus Forced Task Switching on Task Performance." NCSU, 2009. http://www.lib.ncsu.edu/theses/available/etd-10292009-105633/.
Full textTavakoli, Parvaneh. "Oral narrative tasks and second language performance : an investigation of task characteristics." Thesis, King's College London (University of London), 2004. https://kclpure.kcl.ac.uk/portal/en/theses/oral-narrative-tasks-and-second-language-performance--an-investigation-of-task-characteristics(7d58ab3d-4b7b-4d49-909c-8e9221986ca2).html.
Full textYeung, Nicholas Peter. "Switching between simple cognitive tasks : interactions between executive control and task properties." Thesis, University of Cambridge, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.621559.
Full textPuerini, Sara. "Typing your mind away. Comparing keylogged tasks with the Task Segment Framework." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2021. http://amslaurea.unibo.it/22899/.
Full textWhiting, Wythe Lawler IV. "Influence of age, retrieval task, and working memory on dual-task performance." Thesis, Georgia Institute of Technology, 1996. http://hdl.handle.net/1853/28566.
Full textCarroll, James Lamond. "Task Localization, Similarity, and Transfer; Towards a Reinforcement Learning Task Library System." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd901.pdf.
Full textHoutman, George Matthew. "Task/media interaction as a result of task demands and media richness /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
Full textMailhe, Maxime. "Batch processing task optimization." Thesis, Georgia Institute of Technology, 1994. http://hdl.handle.net/1853/11893.
Full textBrand, Sarah Louise. "Task switching and distractibility." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/1444120/.
Full textSage, Kingsley. "Task based visual control." Thesis, University of Sussex, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439890.
Full textShakhnarovich, Gregory. "Learning task-specific similarity." Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/36138.
Full textIncludes bibliographical references (p. 139-147).
The right measure of similarity between examples is important in many areas of computer science. In particular it is a critical component in example-based learning methods. Similarity is commonly defined in terms of a conventional distance function, but such a definition does not necessarily capture the inherent meaning of similarity, which tends to depend on the underlying task. We develop an algorithmic approach to learning similarity from examples of what objects are deemed similar according to the task-specific notion of similarity at hand, as well as optional negative examples. Our learning algorithm constructs, in a greedy fashion, an encoding of the data. This encoding can be seen as an embedding into a space, where a weighted Hamming distance is correlated with the unknown similarity. This allows us to predict when two previously unseen examples are similar and, importantly, to efficiently search a very large database for examples similar to a query. This approach is tested on a set of standard machine learning benchmark problems. The model of similarity learned with our algorithm provides and improvement over standard example-based classification and regression. We also apply this framework to problems in computer vision: articulated pose estimation of humans from single images, articulated tracking in video, and matching image regions subject to generic visual similarity.
by Gregory Shakhnarovich.
Ph.D.
Wauquier, Pauline. "Task driven representation learning." Thesis, Lille 3, 2017. http://www.theses.fr/2017LIL30005/document.
Full textMachine learning proposes numerous algorithms to solve the different tasks that can be extracted from real world prediction problems. To solve the different concerned tasks, most Machine learning algorithms somehow rely on relationships between instances. Pairwise instances relationships can be obtained by computing a distance between the vectorial representations of the instances. Considering the available vectorial representation of the data, none of the commonly used distances is ensured to be representative of the task that aims at being solved. In this work, we investigate the gain of tuning the vectorial representation of the data to the distance to more optimally solve the task. We more particularly focus on an existing graph-based algorithm for classification task. An algorithm to learn a mapping of the data in a representation space which allows an optimal graph-based classification is first introduced. By projecting the data in a representation space in which the predefined distance is representative of the task, we aim at outperforming the initial vectorial representation of the data when solving the task. A theoretical analysis of the introduced algorithm is performed to define the conditions ensuring an optimal classification. A set of empirical experiments allows us to evaluate the gain of the introduced approach and to temper the theoretical analysis
Xiang, Chun Ping. "A study on task-based language teaching and learning : tasks and language focus." Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2180749.
Full textRocha, Jose. "A Study on Uncertain Dynamic Disaster Management Tasks, Knowledge Sharing, and Task Performance." FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/468.
Full textMalicka, Aleksandra. "The Role of Task Complexity and Task Sequencing in L2 Monologic Oral Production." Doctoral thesis, Universitat de Barcelona, 2014. http://hdl.handle.net/10803/285587.
Full textEn el área de la enseñanza basada en tareas pedagógicas (TBLT), los investigadores se han interesado por el impacto de las características internas de las tareas sobre la interacción entre los aprendices, la producción en la segunda lengua, y la adquisición. En la línea cognitiva, la investigación conceptual y empírica ha sido guiada por la idea de la complejidad cognitiva de las tareas, Trade-off Hypothesis (Skehan, 1996a, 1998) y Cognition Hypothesis (Robinson, 2001, 2003) siendo los marcos teóricos particularmente influyentes. Una parte substancial de las investigaciones se ha centrado en determinar si existen características universales en el diseño de las tareas que influyen en la interlengua de manera sistemática. Sin embargo, la mayoría de los estudios realizados hasta ahora han investigado el impacto de la complejidad cognitiva en dos tareas diseñadas como simples y complejas, es decir, una dicotomía, y no una secuencia de tareas. Además, en el área de TBLT el papel de las diferencias individuales, tales como la proficiencia en la segunda lengua, no ha recibido suficiente atención tanto en la investigación teórica como en la empírica. El objetivo del presente estudio es llenar estos huecos investigando la producción moderada por la complejidad cognitiva de la tarea, la secuenciación de las tareas, y la proficiencia en la segunda lengua. Se desarrolló una secuencia de tres tareas, cuya complejidad cognitiva fue manipulada a través de dos variables de Triadic Componential Framework (Robinson, 2005, 2007): ±número de elementos y ±razonamiento. Los participantes en el presente estudio (N=117) fueron divididos en tres grupos: secuenciación de simple a compleja (N=30), secuenciación aleatoria (N=30), y 3) producción individual de tareas, en la cual diferentes participantes realizaron las tareas en su condición simple, compleja, y muy compleja (N=18, N=19, y N=20, respectivamente). En los grupos que realizaron secuencias de tareas, la mitad de los participantes fueron clasificados como de “proficiencia baja” y la otra mitad como de “proficiencia alta”. Se demostró que el aumento cognitivo llevó a más precisión y complejidad lingüística, lo cual confirma los resultados de la investigación previa. Los resultados también revelaron un posible papel de la secuenciación de simple a compleja en promover la precisión lingüística. En cuanto al efecto de la proficiencia, mientras que la complejidad cognitiva benefició a los participantes de proficiencia alta en el área de la precisión lingüística, en el otro grupo fue el caso en el área de complejidad estructural.
Vasylets, Olena. "Task-Modality Effects: A Study of Task Complexity Effects in Speech and Writing." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/404299.
Full textUna de les línies principals de l’àrea de l’ensenyament basat en les tasques pedagògiques (TBLT) és la línia psicolingüística. Aquesta línia explora com el disseny de les tasques interactua amb la resposta cognitiva dels aprenents creant diverses oportunitats per l’ús i aprenentatge de la llengua. La modalitat (oral i escrita) també pot constituir un característica de la tasca que pot influir amb l’ús de la llengua i les oportunitats d’aprenentatge. És important destacar que hi ha una manca coneixement sobre la singularitat del potencial de l’aprenentatge de les tasques orals i escrites. Aquesta dissertació té dos objectius. El primer objectiu és explorar si la producció lingüística és diferent en una tasca oral i escrita. El segon objectiu és comparar els efectes de la complexitat cognitiva de la tasca en la producció oral i escrita. Per complir aquests dos objectius s’ha dut a terme un experiment amb 78 participants (natius catalans i castellans) dels quals estaven aprenent anglès com a segona llengua. La meitat dels participants han realitzat les versions simple i complexa de la tasca de manera oral i la meitat restant ha realitzat les mateixes tasques per escrit. Hem trobat que els participants que han fet la tasca de manera oral han produït més idees però cal esmentar que els participants que ho han fet de manera escrita han produït textos amb més subordinació, diversitat lèxica, idees més complexes, unitats lingüístiques més llargues i amb un temps més llarg per l’execució de la tasca. En relació amb els efectes de la complexitat cognitiva de la tasca hem trobat que en la producció escrita havia més varietat entre la versió simple i complexa de la tasca. Els resultats obtinguts van ser contrastats amb recerca prèvia i interpretats en el context dels marcs teòrics pels quals està guiada aquesta dissertació.
Geng, Xu. "The effects of participatory structure and task type in task-based language teaching." Thesis, University of Sheffield, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.521991.
Full textDunham, Douglas N. "The task-evoked pupillary response and information processing during a dichotic shadowing task." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/459122.
Full textJehu, Deborah. "The Effects of Dual-Task Training on Dual-Task Skills in Older Adults." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36544.
Full textKilisch, Markus. "Quantitative analysis of protein-protein interactions governing TASK-1/TASK-3 intracellular transport." Doctoral thesis, Niedersächsische Staats- und Universitätsbibliothek Göttingen, 2016. http://hdl.handle.net/11858/00-1735-0000-0028-87D8-0.
Full textHalvorson, Kimberly Mae. "What causes dual-task costs?" Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/1331.
Full textAdler, Julia. "Tactile spatial attention in the human EEG influences of task difficulty and task relevance." Leipzig Leipziger Univ.-Verl, 2009. http://d-nb.info/998741752/04.
Full textMerlo, Kelsey L. "Attentional pull: the off-task pull of emotions and on-task pull of goals." Thesis, Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/53541.
Full textAbitbol, Alan. "Effects of Task Evaluation Knowledge and Leadership Style on Employee Attitude Toward a Task." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/3940.
Full textFebrian, Andreas. "Senior Computer Science Students’ Task and Revised Task Interpretation While Engaged in Programming Endeavor." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7219.
Full textKarth, Stephen T. "A Comparison of a Traditional Ranking-Task and a Drag-and-Drop Ranking Task." University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1304030775.
Full textSzabo, Anita M. "Students’ Task-related Perceptions and Task Engagement in the ESL Classroom through Qualitative Lenses." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406880509.
Full textKotzev, Shmuel. "Hierarchical task decomposition and execution for robot manipulation task using a wrist force sensor." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29627.
Full textApplied Science, Faculty of
Mechanical Engineering, Department of
Graduate
Mohageg, Michael F. "The influence of hypertext linking structures and task-related variables on information retrieval tasks." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-08082007-114303/.
Full textFarkas, Maia Jivkova. "Multi-Task Setting Involving Simple and Complex Tasks: An Exploratory Study of Employee Motivation." Scholar Commons, 2014. http://scholarcommons.usf.edu/etd/4887.
Full text