We are proudly a Ukrainian website. Our country was attacked by Russian Armed Forces on Feb. 24, 2022.
You can support the Ukrainian Army by following the link: https://u24.gov.ua/.
Even the smallest donation is hugely appreciated!
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Behavioral task.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Benders, L. P. M., and M. P. J. Stevens. "Task level behavioral hardware description." Microprocessing and Microprogramming 32, no. 1-5 (August 1991): 323–31. http://dx.doi.org/10.1016/0165-6074(91)90365-z.
Allen, M. Todd. "A computer-based avatar task designed to assess behavioral inhibition extends to behavioral avoidance but not cognitive avoidance." PeerJ 6 (July 31, 2018): e5330. http://dx.doi.org/10.7717/peerj.5330.
Avoidance is a common feature of post-traumatic stress disorder (PTSD) as well as anxiety and depressive disorders. Avoidance can be expressed behaviorally as well as cognitively. Most personality assessments for avoidance involve self-report inventories which are susceptible to biased responding. The avatar task (Myers et al., 2016a) was developed as an objective measure of behavioral inhibition (BI) which is defined as a tendency for avoidance of unfamiliar people and situations. The avatar task has been demonstrated to screen avoidant behaviors related to BI, PTSD, as well as harm avoidance (HA) as measured by the Tridimensional Personality Questionnaire (TPQ). In the current work, the avatar task was tested with cognitive as well as behavioral avoidance as measured by the cognitive-behavioral avoidance scale (CBAS; Ottenbreit & Dobson, 2004). The CBAS includes four subscales which measure behavioral social (BS) avoidance, behavioral non-social (BN) avoidance, cognitive social (CS) avoidance, and cognitive non-social (CN) avoidance. It was hypothesized that avatar scores would be significantly positively related to behavioral, but not cognitive, avoidance. In addition, it was also hypothesized that performance on the avatar task would be more related to social than non-social behavioral avoidance. Participants completed the avatar task, the HA scale of the TPQ and the CBAS. Pearson’s product moment correlations revealed that avatar scores were significantly related to CBAS total scores as well as BS and BN scores, but not CS and CN scores. In addition, BS has a stronger relationship with avatar scores than BN avoidance which fits with the social aspects of the scenarios in the avatar task. A median split of the avatar scores produced a significant difference in scores on the behavioral but not the cognitive subscales. Overall, the current results supported the idea that the avatar task is measuring behavioral avoidance, specifically in social situations, rather than cognitive avoidance. Future work could adapt the avatar task to include scenarios similar to the cognitive items on the CBAS to create an objective measure of cognitive avoidance which may be relevant in measuring avoidance in depression and behavioral avoidance associated with PTSD as well as anxiety disorders.
3
Houtkamp, Roos, and Jochen Braun. "Cortical Response to Task-relevant Stimuli Presented outside the Primary Focus of Attention." Journal of Cognitive Neuroscience 22, no. 9 (September 2010): 1980–92. http://dx.doi.org/10.1162/jocn.2009.21327.
Visual attention selectively enhances the neural response to a task-relevant item. But what happens when an item outside the primary focus of attention is also relevant to the task at hand? In a dual-task fMRI experiment, we studied the responses in retinotopically organized visual cortex in such a situation. Observers performed an attention-demanding task in the fovea while another, unmasked stimulus appeared in the visual periphery. With respect to this latter stimulus, observers attempted to perform either a less or a more attentionally demanding task. Both tasks increased the BOLD response to the peripheral stimulus. Behaviorally, however, only the less demanding task was performed well, whereas the demanding task was carried out near chance. What could explain the discrepancy between BOLD response and behavioral performance? A control experiment revealed that the report of the less demanding feature was severely disturbed by a mask. Moreover, the visual attributes queried by the demanding task had a significantly shorter iconic memory persistence. We conclude that, in the dual-task situation, the focus of attention initially remains with the foveal task, but subsequently shifts to the former location of the peripheral stimulus. Such a belated shift to a peripheral iconic memory (futile in one case, informative in the other) would reconcile the similar BOLD response with the disparate behavioral performance. In summary, our results show that an enhanced BOLD response is consistently associated with attentional modulation, but not with behavioral performance.
4
Khaksari, Kosar, Emma Condy, John Millerhagen, Afrouz Anderson, Hadis Dashtestani, and Amir Gandjbakhche. "Effects of Performance and Task Duration on Mental Workload during Working Memory Task." Photonics 6, no. 3 (August 28, 2019): 94. http://dx.doi.org/10.3390/photonics6030094.
N-back is a working memory (WM) task to study mental workload on the prefrontal cortex (PFC). We assume that the subject’s performance and changes in mental workload over time depends on the length of the experiment. The performance of the participant can change positively due to the participant’s learning process or negatively because of objective mental fatigue and/or sleepiness. In this pilot study, we examined the PFC activation of 23 healthy subjects while they performed an N-back task with two different levels of task difficulty (2-, and 3-back). The hemodynamic responses were analyzed along with the behavioral data (correct answers). A comparison was done between the hemodynamic activation and behavioral data between the two different task levels and between the beginning and end of the 3-back task. Our results show that there is a significant difference between the two task levels, which is due to the difference in task complication. In addition, a significant difference was seen between the beginning and end of the 3-back task in both behavioral data and hemodynamics due to the subject’s learning process throughout the experiment.
5
McCloskey, Kathy. "Evaluating a Spatial Task: Behavioral, Subjective, and Physiological Correlates." Proceedings of the Human Factors Society Annual Meeting 31, no. 7 (September 1987): 774–78. http://dx.doi.org/10.1177/154193128703100719.
A spatial task, taken from the Criterion Task Set (CTS) battery, was used to examine task load effects on a variety of physiological indices. This task had been shown with earlier validation data (reaction time and subjective ratings) to possess three different levels of task load (Shingledecker, 1984). Task event-related evoked potentials (EPs), heart rate and heart rate variability, and eyeblink measures were obtained while ten subjects performed the three levels of the spatial task. The amplitudes of the P2, N2, and P3 of the EPs differentiated between the low task level, and the medium and high. Medium and high did not differentiate. The latencies of the N1, N2, and P3 were shorter for the low task level than for the medium and high. Again, medium and high did not differentiate. The amplitude and latency of the EP components suggest that this task possesses only two levels of information processing complexity. Heart rate and heart rate variability did not differentiate between task levels, only between a no-task baseline and all other levels of the task. Both heart rate indices did show a time-on-task effect, suggesting that these measures are good indicators of overall bodily arousal. None of the eyeblink measures showed sensitivity to any levels of the task.
6
Veilleux, Jennifer C., Garrett A. Pollert, Melissa J. Zielinski, Jennifer A. Shaver, and Morgan A. Hill. "Behavioral Assessment of the Negative Emotion Aspect of Distress Tolerance: Tolerance to Emotional Images." Assessment 26, no. 3 (January 30, 2017): 386–403. http://dx.doi.org/10.1177/1073191116689819.
The current behavioral tasks assessing distress tolerance measure tolerance to frustration and tolerance to physical discomfort, but do not explicitly assess tolerance to negative emotion. We closely evaluated the conceptual distinctions between current behavioral tasks and self-report tasks assessing distress tolerance, and then developed a new behavioral distress tolerance task called the Emotional Image Tolerance (EIT) task. The EIT task retains elements of existing behavioral tasks (e.g., indices of persistence) while augmenting the reliability and content sufficiency of existing measures by including multiple trials, including a variety of negative affect stimuli, and separating overall task persistence from task persistence after onset of distress. In a series of three studies, we found that the EIT correlated with extant behavioral measures of distress tolerance, the computerized mirror-tracing task and a physical cold pressor task. Across all of the studies, we also evaluated whether the EIT correlated with self-report measures of distress tolerance and measures of psychopathology (e.g., depression, anxiety, and binge eating). Implications for the refinement of the distress tolerance construct are discussed.
7
Deater-Deckard, Kirby, Stephen A. Petrill, Lee A. Thompson, and Laura S. DeThorne. "A longitudinal behavioral genetic analysis of task persistence." Developmental Science 9, no. 5 (September 2006): 498–504. http://dx.doi.org/10.1111/j.1467-7687.2006.00517.x.
Vogels, Rufin, Gyula Sáry, and Guy A. Orban. "How task-related are the responses of inferior temporal neurons?" Visual Neuroscience 12, no. 2 (March 1995): 207–14. http://dx.doi.org/10.1017/s0952523800007884.
AbstractThe responses of inferior temporal (IT) neurons may depend on the behavioral context of the stimuli; e.g. in Konorski tasks responses to two successively presented physically identical stimuli can be markedly different. This effect has been interpreted as being linked to the behavioral task, and to be involved in short-term memory and/or the temporal comparison of successively presented stimuli. We tested whether this behavioral context effect also occurs when the monkey is not executing a Konorski task, i.e. no temporal comparison of stimuli is being performed. Responses of the same IT neurons under two behavioral conditions were compared using the same temporal stimulus sequence (but different stimuli): a Konorski task and a Fixation task. We found that the occurrence of the behavioral context effect did not depend on the execution of the short-term memory task. The observed decline in the level of responses to repeated presentation of similar stimuli is interpreted as being a passive mechanism involved in recency detection, which occurs even if the recency information is not useful for the task. The importance of these results in the interpretation of “task-related” neuronal responses is discussed.
9
Hwang, Yoori, and Se-Hoon Jeong. "Multitasking and task performance: Roles of task hierarchy, sensory interference, and behavioral response." Computers in Human Behavior 81 (April 2018): 161–67. http://dx.doi.org/10.1016/j.chb.2017.12.008.
Wogalter, Michael S., Gail A. Fontenelle, and Kenneth R. Laughery. "Behavioral Effectiveness of Warnings." Proceedings of the Human Factors Society Annual Meeting 29, no. 7 (October 1985): 679–83. http://dx.doi.org/10.1177/154193128502900711.
A paradigm was developed to examine the effectiveness of warnings in a laboratory task. A task was presented to subjects as one examining how people perform a basic chemistry demonstration. Experiment 1 examined the effects of two locations of the warning (before and after instructions) and two different signal word presentations (WARNING and Note). An additional condition with no warning or signal word served as a control. No effects were found on time or accuracy. However, compliance (use of mask and gloves) was affected by the inclusion of the warning as well as by its location. Greatest compliance occurred when the warning was placed prior to the instructions. Experiment 2 replicated the effect of location. The addition of a printed statement placed before the instructions (with warning at the end) to read through the instructions before beginning produced intermediate compliance that was not significantly different from the warning beginning and end conditions. Observation revealed that when the warning message was at the end of the instructions subjects complied only when they saw the warning message before starting the task. These results indicate that if warnings are placed in front of instructions the consumer is more likely to read and comply.
Distress tolerance (DT) is considered to be a trait-like factor encompassing an individual’s behavioral and/or perceived ability to withstand negative affective states. Behavioral measures of DT are being increasingly utilized, however, these tasks have been implemented in studies prior to thoroughly establishing the psychometric properties. The present study aimed to evaluate the reliability of two DT behavioral tasks (Breath-Holding Task [BHT], computer-based Paced Auditory Serial Addition Task [PASAT-C]) in different settings (laboratory, online) among a sample of college students. Participants completed the tasks during two sessions, approximately one week apart. 52 participants were in the laboratory condition, and 65 were in the online condition. There were three main findings: a) test-retest reliability estimates were within acceptable ranges for both the BHT and PASAT-C, b) BHT performance differed significantly by modality while PASAT-C performance did not, c) number of distractors endorsed was not significantly associated with quit latency on either task.
2
Smith, Aaron P. "The Balloon Analogue Risk Task and Behavioral Correlates in Pigeons." UKnowledge, 2015. http://uknowledge.uky.edu/psychology_etds/81.
Individuals experience risk ubiquitously, but measuring risk taking is difficult. The balloon analogue risk task (BART) was developed in order to assess risk taking through having subjects press a key that accrues reward but also risk losing all reward with each press. In humans, greater responding in this task is associated with other maladaptive risk taking behaviors. The present research modeled this relationship in pigeons due to their previously shown propensity towards risk taking behavior. Experiment 1 used an unsignaled balloon task in which losing could only occur after 5 pecks. Results showed below optimal performance with greater pecks associated with faster acquisition of risk taking in the suboptimal choice task and evidence of modulation by delay discounting measures. Experiment 2 signaled the number of pecks with colors and tested multiple hoppers as a reinforcement modality to increase performance. Results showed only signaling the number of pecks improved performance and was related to performance in the high risk BART task. Both the low and high risk variants were associated with slower suboptimal choice acquisition and again had evidence of modulation by delay discounting measures. Potential shared underlying mechanisms are discussed.
3
Ortega, Elizabeth. "The Effects of a Task Analysis and Self-Evaluation on the Acquisition of Yoga Postures." Thesis, University of South Florida, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10784301.
There is a growing amount of research evaluating behavioral approaches for skill acquisition in sports. Few of these studies have focused on yoga and skill acquisition. There is a need for a low effort yet effective way to teach yoga postures to individuals who do not take private yoga classes and may practice at home. This study evaluated the effects of using a picture-based task analysis and self-evaluation on the skill acquisition of yoga postures. A multiple baseline across yoga postures was used. During the task analyses intervention, the participants received a task analysis, performed the posture, and scored the task analysis upon the completion of the posture. Results showed that the task-analysis and self-evaluation increased the accuracy of all the poses.
4
Forstmann, Birte U. "Behavioral and neural correlates of endogenous control processes in task switching /." Leipzig [u.a.] : MPI for Human Cognitive and Brain Sciences, 2006. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=014846005&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
Slepian, Peter M. "The Effect of Resilience on Task Performance and Persistence during Repeated Exposure to Heat Pain." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1448390293.
Scott, Janine Mary. "Teaching sequences of behaviors to humans by forward chaining, backward chaining, and whole task training." Thesis, University of Ottawa (Canada), 1990. http://hdl.handle.net/10393/5614.
The three most common training methods of teaching sequences of behaviors are forward chaining, backward chaining and whole task training. In chaining methods, training involves gradually teaching the sequence by teaching increasingly longer subsequences until the entire sequence has been learned. In forward chaining, training involves gradually teaching the sequence from the beginning. Backward chaining involves gradually teaching the sequence from the end. Training is continued in this manner until the entire sequence is learned. Whole task training does not involve gradual learning. Instead, on each trial, the sequence is attempted in its entirety. Trials of this kind continue until the sequence is learned. It has been hypothesized that backward chaining is the superior method to teach sequences of behaviors because reinforcement is given at the end of each subsequence (Martin & Pear, 1988; Gilbert, 1962a & b). An example of this reinforcement would be the ball going through the hoop at the end of the sequence of behaviors involved in making a basketball shot. Random chaining consisted of teaching randomly chosen behaviors within the subsequences. Component behaviors were placed next to each other within the subsequence according to sequence order. Random-2 chaining was similar to random chaining except that the component behaviors were taught within the subsequences in the order in which they were selected. The final subsequence is an exception as it is the sequence taught in sequence order. Random-3 chaining was similar to random-2 chaining except component behaviors were selected with replacement. For each subsequence, selection starts fresh and the required number of behaviors are selected out of the eight possible behaviors. Whole task training produced more true errors than each chaining method except random-3 chaining. Random-3 chaining produced more true errors than forward, backward, random and random-2 chaining. No significant differences were found between random-3 chaining and whole task training. The results clearly did not support the hypothesis that backward chaining is superior to other training methods for the sequence of behaviors taught in the experiments. The discussion involves an analysis of the training methods into a number of factors which may influence their effectiveness and some suggestions for future research. (Abstract shortened by UMI.)
7
Kolosh, Kenneth. "The Vertical Dyad Linkage Model & the Perception of Task Characteristics." TopSCHOLAR®, 1991. https://digitalcommons.wku.edu/theses/2515.
The present study addresses two competing leadership models, the Vertical Dyad Linkage (VDL) model and the Average Leadership Style (ALS) model. The VDL model states that supervisors treat subordinates differently depending on a variety of variables (e.g., the subordinates competency, skill, trustworthiness, etc.). The ALS model states that, on average, a supervisor treats all of his/her subordinates equally. This study raises two fundamental questions that pertain to both leadership models. First, does the VDL model or tile ALS model more accurately describe leadership behavior for the first line supervisor who is in charge of blue-collar subordinates? Second, is there a relationship between the VDL model and the perception of job characteristics (i. e., skill variety, task identity, task significance, autonomy, and feedback)? In a field study, first-line supervisors completed questionnaires containing the Job Descriptive Survey (JDS) and the Leader Member Exchange (LMX) scale, while their subordinates completed a questionnaire containing the JDS, LMX, and two sub-scales of the Job Descriptive Index (JDI). As hypothesized, the VDL model predicted employee satisfaction after accounting for between group variance. However, the second hypothesis, that the VDL model would predict the perception of job characteristics, was only partially supported. The hypothesis that leader-member agreement in the perception of job characteristics would be related to LMX, received only weak support. These results contribute to the expansion of the VDL model's usefulness in terms of generalizeability across organizational levels as well as through the inclusion of the JDS as a dependent variable. Finally, the implications of this study for the workplace as well as for future research are discussed.
8
Johnson, Robert N. "Attention Factors in Temopral Distortion: The Effects of Food Availability on Responses within the Interval Bisection Task." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1722.
There are differences within the timing literature regarding the effects of distracter stimulus presentation within timing tasks. Whereas some researchers have found underestimation (changes in the degree of temporal stimulus control), others have found generalized disruption of timing responses. The purpose of this thesis was to determine the importance of food availability on responses within a time estimation task, using pigeons as subjects. Specifically, it was hypothesized that presenting food access following timing responses after a distracter task would produce underestimation of the target interval, relative to control conditions. Using a 2-parameter function fit to "proportion long" data from the interval bisection task, data revealed a generalized disruption effect of the distracter on timing behavior. Further analysis revealed that presentation of the food following timing responses after the distracter task reduced stimulus control within the timing task, revealing underestimation of the target interval. These findings suggest that the causes of the differences within the timing literature may be based upon differences in procedure.
9
Fenn, Nirupa Ruth. "Teaching laundry skills to individuals with mental illness: A comparison of three task analyses." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/2611.
The purpose of this study was to compare and evaluate the effectiveness of three task analysis prompting procedures—text only, picture only, or text plus picture—in increasing, maintaining, and generalizing laundry skills of nine adult participants diagnosed with mental illness. A small group design using counterbalancing was used and participants were randomly assigned to one of three treatment groups or to a control group. Results demonstrated that all task analyses were effective in improving the target behavior, although the text plus picture task analysis required fewer trials and resulted in faster skill acquisition. Treatment results and implications of this study are discussed and recommendations for future research are proposed.
10
Fuste, Yudelkis. "Effects of Point Visibility on On-Task Behavior and Preference in the Caught Being Good Game." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7622.
The Caught Being Good Game (CBGG) is a classroom management intervention used in schools. The purpose of this study was to evaluate the effects of point visibility on appropriate behavior, to examine the degree to which points earned by the opposing team affected the other team’s behavior, to examine both teacher and student preference for the intervention, the effect of student and teacher choice on appropriate behavior, and to systematically replicate previous research showing the effectiveness of the CBGG relative to business as usual. Consistent with previous research, CBGG increased on-task behavior compared to business as usual. Modest and temporary differentiation was observed between salient and hidden points, with hidden resulting in slightly better outcomes. A unit-price analysis further supported that on-task behavior was higher during the hidden points condition. The teacher and students reported preference for the CBGG, and we expect to see higher levels of on-task behavior during the student-choice condition.
M. W. A. M. van Schijndel. Cardiovascular dynamics: A psychophysiological study : behavioral control, type A, task performance, test anxiety, and cardiovascular responses. Berwyn [Pa.]: Swets North America, 1986.
Frazier, Alivia. Examining Behavioral Perseverance Using the Mirror Tracing Task: In the Context of Adapting to Online Research Methodologies. 1 Oliver’s Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications, Ltd., 2022. http://dx.doi.org/10.4135/9781529799262.
Rumbaugh, Duane M. Selection of behavioral tasks & development of software for evaluation of rhesus monkey behavior during spaceflight. Atlanta, Ga: Language Research Center, Georgia State University, 1993.
Rumbaugh, Duane M. Selection of behavioral tasks & development of software for evaluation of rhesus monkey behavior during spaceflight. Atlanta, Ga: Language Research Center, Georgia State University, 1993.
United States. Congress. House. Committee on Science and Technology. Task Force on Science Policy. The role of the behavioral and social sciences: Hearings before the Task Force on Science Policy of the Committee on Science and Technology, House of Representatives, Ninety-ninth Congress, first session, September 17, 18, 19, 1985. Washington: U.S. G.P.O., 1986.
United States. Congress. House. Committee on Science and Technology. Task Force on Science Policy. The role of the behavioral and social sciences: Hearings before the Task Force on Science Policy of the Committee on Science and Technology, House of Representatives, Ninety-ninth Congress, first session, September 17, 18, 19, 1985. Washington: U.S. G.P.O., 1986.
United States. Congress. House. Committee on Science and Technology. Task Force on Science Policy. The role of the behavioral and social sciences: Hearings before the Task Force on Science Policy of the Committee on Science and Technology, House of Representatives, Ninety-ninth Congress, first session, September 17, 18, 19, 1985. Washington: U.S. G.P.O., 1986.
Bell, Herbert H., Dee H. Andrews, and Wallace H. Wulfeck. "Behavioral Task Analysis." In Handbook of Improving Performance in the Workplace: Volumes 1-3, 184–226. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2010. http://dx.doi.org/10.1002/9780470592663.ch6.
Khanfer, Riyad, John Ryan, Howard Aizenstein, Seema Mutti, David Busse, Ilona S. Yim, J. Rick Turner, et al. "Mental Stress Task." In Encyclopedia of Behavioral Medicine, 1227. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1005-9_101074.
Wang, Tingting, and Carolyn FitzGerald. "Understanding Behavioral Indicators of Task Engagement." In Task Engagement Across Disciplines, 113–22. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003406419-11.
Jonsdottir, Johanna, and Davide Cattaneo. "Task-oriented Biofeedback in Neurorehabilitation." In The Handbook of Behavioral Medicine, 807–24. Oxford, UK: John Wiley & Sons, Ltd, 2014. http://dx.doi.org/10.1002/9781118453940.ch38.
Schnitzer, Steffen, Svenja Neitzel, Sebastian Schmidt, and Christoph Rensing. "Results of a Survey About the Perceived Task Similarities in Micro Task Crowdsourcing Systems." In Behavioral Analytics in Social and Ubiquitous Environments, 107–25. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-34407-8_6.
Gregersen, Tammy. "Non-verbal Behavioral Methods." In The Role of the Learner in Task-Based Language Teaching, 141–55. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003227267-12.
Hamada, Ikuma, and Naomi Hasegawa. "Disturbance in Task Performance after Inhibition of Subthalamic Nucleus Neurons." In Advances in Behavioral Biology, 225–29. Boston, MA: Springer US, 1996. http://dx.doi.org/10.1007/978-1-4899-0194-1_26.
Kerr, Deirdre, Jessica J. Andrews, and Robert J. Mislevy. "The In-Task Assessment Framework for Behavioral Data." In The Handbook of Cognition and Assessment, 472–507. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2016. http://dx.doi.org/10.1002/9781118956588.ch20.
Ferreira Campos, Vítor, Maurício Valle Barra, and José Lino Oliveira Bueno. "Cheating Modulated By Time Pressure In The Matrix Task." In Behavioral Science Lab Seminars. ,: Even3, 2021. http://dx.doi.org/10.29327/bels2021.354831.
Mehrotra, Rishabh, Prasanta Bhattacharya, and Emine Yilmaz. "Uncovering Task Based Behavioral Heterogeneities in Online Search Behavior." In SIGIR '16: The 39th International ACM SIGIR conference on research and development in Information Retrieval. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2911451.2914755.
FALCAO ARAUJO, CLECIO, Lana Waschka, Marcus Cunha Jr, and Claudio Sampaio. "Decisions Following Distraction: How (Un)Conscious Processing And Decision Task Influence The Selection Of Hedonic And Utilitarian Alternatives." In Behavioral Science Lab Seminars. ,: Even3, 2021. http://dx.doi.org/10.29327/bels2021.354795.
Choi, Jinchul, Hyunseok Kim, Youngsung Son, Chan-Won Park, and Jun Hee Park. "Robotic Behavioral Cloning Through Task Building." In 2020 International Conference on Information and Communication Technology Convergence (ICTC). IEEE, 2020. http://dx.doi.org/10.1109/ictc49870.2020.9289148.
Torabi, Faraz, Garrett Warnell, and Peter Stone. "Behavioral Cloning from Observation." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. California: International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/687.
Humans often learn how to perform tasks via imitation: they observe others perform a task, and then very quickly infer the appropriate actions to take based on their observations. While extending this paradigm to autonomous agents is a well-studied problem in general, there are two particular aspects that have largely been overlooked: (1) that the learning is done from observation only (i.e., without explicit action information), and (2) that the learning is typically done very quickly. In this work, we propose a two-phase, autonomous imitation learning technique called behavioral cloning from observation (BCO), that aims to provide improved performance with respect to both of these aspects. First, we allow the agent to acquire experience in a self-supervised fashion. This experience is used to develop a model which is then utilized to learn a particular task by observing an expert perform that task without the knowledge of the specific actions taken. We experimentally compare BCO to imitation learning methods, including the state-of-the-art, generative adversarial imitation learning (GAIL) technique, and we show comparable task performance in several different simulation domains while exhibiting increased learning speed after expert trajectories become available.
6
Sahar, A., N. A. S. Farb, and L. H. Shu. "Mirroring Neurostimulation Outcomes Through Behavioral Interventions to Improve Creative Performance." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22557.
Abstract Creativity, a key component of engineering design, is not a static trait, but a skill that can be strategically enhanced. Neurostimulation methods, e.g., using electrical current to stimulate brain areas, have been reliably shown to improve creative performance. However, safety and ethical concerns present obstacles to the direct implementation of such methods in the engineering-design process. Thus, the current work explores whether creative performance can be enhanced using behavioral tasks that recruit the same brain regions targeted in neurostimulation studies. Study participants were 30 undergraduate students enrolled in an introductory psychology course. Two intervention tasks, a Stroop task and a finger-tapping pattern-matching task, each with easy and hard versions, were used in a 2 (task type) x 3 (task difficulty) within-subjects design. Relative to the pretest period, difficulty was manipulated by using versions of tasks with 1) predictable responses (easy) and 2) unpredictable responses (hard). Creativity in each experimental condition was assessed via the well-validated Alternative Uses Test (AUT). A multilevel analysis revealed a significant increase in fluency (number of alternative uses) as task difficulty increased regardless of task type. Flexibility (number of alternative-uses categories) also increased with task difficulty, but the effect was stronger for the Stroop task. These results suggest that high-difficulty versions of the selected tasks may be more effective in increasing AUT performance. Between the two tasks studied, the Stroop task has greater potential as a candidate to adapt as a behavioral intervention to improve creativity. Beyond the Stroop task, other behaviors, which activate brain regions that respond favorably to neurostimulation, may also be explored as the bases of interventions to improve creative performance in engineering design.
7
"Behavioral Engagement in the Task-based Classroom." In Visible Conference on Educational Studies and Applied Linguistics. Tishk International University, 2023. http://dx.doi.org/10.23918/vesal2023v17.
Wulanyani, Swasti, Dicky Hastjarjo, and Rahmat Hidayat. "What Factors Influence Multitasking Proficiency In Managerial Task?" In Annual International Conference on Cognitive and Behavioral Psychology (CBP 2014). GSTF, 2014. http://dx.doi.org/10.5176/2251-1865_cbp14.22.
Ishimura, Ikuo, Masahiro Yamaguchi, Toshiaki Nomura, and Nozomi Sukigara. "Effective Self-Compassionate Task for Enhancing Mental Health in Japanese College Students." In Annual International Conference on Cognitive and Behavioral Psychology (CBP 2014). GSTF, 2014. http://dx.doi.org/10.5176/2251-1865_cbp14.28.
ter Wal, Marije, Juan Linde Domingo, Julia Lifanov, Frederic Roux, Luca Kolibius, David Rollings, Vijay Sawlani, et al. "Oscillatory Patterns in Behavioral Responses during a Memory Task." In 2019 Conference on Cognitive Computational Neuroscience. Brentwood, Tennessee, USA: Cognitive Computational Neuroscience, 2019. http://dx.doi.org/10.32470/ccn.2019.1067-0.
Berlin, Noémie, Jan Dul, Marco Gazel, Louis Lévy-Garboua, and Todd Lubart. Creative Cognition as a Bandit Problem. CIRANO, May 2023. http://dx.doi.org/10.54932/anre7929.
This paper characterizes creative cognition as a multi-armed bandit problem involving a trade-off between exploration and exploitation in sequential decisions from experience taking place in novel uncertain environments. Creative cognition implements an efficient learning process in this kind of dynamic decision. Special emphasis is put on the optimal sequencing of divergent and convergent behavior by showing that divergence must be inhibited at one point to converge toward creative behavior so that excessive divergence is counterproductive. We test this hypothesis in two behavioral experiments, using both novel and well-known tasks and precise measures of individual differences in creative potential in middle and high school students. Results in both studies confirmed that a task-dependent mix of divergence and convergence predicted high performance in a production task and better satisfaction in a consumption task, but exclusively in novel uncertain environments. These predictions were maintained after controlling for gender, personality, incentives, and other factors. As hypothesized, creative cognition was shown to be necessary for high performance under the appropriate conditions. However, it was not necessary for getting high grades in a traditional school system.
2
Brenner, Teresa, Kathleen Sheehan, Winfred Arthur, Bennett Jr., and Jr Winston. Behavioral and Cognitive Task Analysis Integration For Assessing Individual and Team Work Activities. Fort Belvoir, VA: Defense Technical Information Center, January 1998. http://dx.doi.org/10.21236/ada362265.
Scartascini, Carlos, and Paula Zamora. Do Civil Servants Respond to Behavioral Interventions?: A Field Experiment. Inter-American Development Bank, November 2021. http://dx.doi.org/10.18235/0003753.
Introducing financial incentives to increase productivity in the public sector tends to be politically and bureaucratically cumbersome, particularly in developing countries. Behavioral interventions could be a low-cost alternative, both politically and financially, although evidence of their effectiveness remains scarce. We evaluate the effect of redesigning the notice requiring civil servants in Buenos Aires to comply with citizens requests under Argentina's freedom of information act. The new notice, sent to the treatment group, attempts to exploit salience, deterrence, clarity, and social norms to increase adherence to deadlines. The results show an increase in the share of requests fulfilled by the second deadline, possibly because of a strong anchoring effect. These findings indicate that behavioral interventions can affect civil servants' actions. The fact that the intervention occurred at the same time as a civil service training program with sessions attended by members of both the control and treatment groups allows us to evaluate spillover effects. The evidence suggests that the time it takes a members of the treatment group to respond to a request increases with her interactions with members of the control group at the workshops. These findings have implications for policy design. First, they indicate that behavioral interventions could affect task compliance and productivity in the public sector. Second, they provide evidence that workshops may not always have the intended consequences, particularly when they increase interactions among employees with high and low incentives for task compliance.
4
Rada, Gabriel. What are the effects of behavioral interventions to improve adherence to antiretroviral therapy? SUPPORT, 2017. http://dx.doi.org/10.30846/170206.
Adherence can be defined as the extent to which patients follow the instructions they are given for prescribed treatments. Highly active antiretroviral therapy (HAART) has demonstrated remarkable success in reducing morbidity, mortality, and healthcare costs for HIV-positive people. The lifesaving benefits of HAART are not achieved if patients do not take them as prescribed. Behavioral interventions are intended to assist patients with this task.
5
Cialone, Williams, and Groeneveld. L51872 Effects of Pressure Fluctuations on SCC Propagation. Chantilly, Virginia: Pipeline Research Council International, Inc. (PRCI), July 2002. http://dx.doi.org/10.55274/r0010382.
The objective of the research summarized in this report was to define the relationship between the nature of pressure fluctuations on gas transmission pipelines and the crack growth behavior under conditions designed to simulate near-neutral pH SCC. The roles ofR ratio, frequency, waveform, (including realistic complicated waveforms) time, and pressure transients on crack-growth behavior were evaluated. The project was divided into three tasks: Task 1 - Test Matrix, Task 2 - Assessment of the Superposition Principle, and Task 3 - Effect of Pressure Transients.
6
Han. L51585 Effects of Seasonal Variations on Requirements to Prevent Corrosion in Soils. Chantilly, Virginia: Pipeline Research Council International, Inc. (PRCI), December 1988. http://dx.doi.org/10.55274/r0010092.
It has been widely recognized that the pipe-to-soil potential of pipelines under cathodic protection varies seasonally, depending primarily on the soil moisture content. In dry seasons, for instance, the pipe-to-soil potential becomes less negative so that meeting the -0.85 V (Cu/CuS04) criterion can be difficult if not impossible. The American Gas Association (AGA) through the Pipeline Research Council International, Inc. (PRCI), accordingly, initiated a research program at Battelle Columbus Division to study the effects of soil moisture content on corrosion and cathodic protection of underground pipelines. Cathodic protection is widely used for preventing corrosion in underground, buried structures. The overall objective of this research was to examine the effects of seasonal variations in soil moisture on the cathodic protection requirements to prevent corrosion of pipe steel in soils. The research consisted of four major tasks: Task 1: Characterization of the Effects of Moisture Content; consisted of a series of laboratory experiments in which the electrochemical behavior of pipe steel in soils of different moisture contents were examined. Task 2: Characterization of the Effects of Cyclic Moisture Fluctuations; was concerned with evaluating, through another series of laboratory tests, the effects of seasonal moisture fluctuations on the electrochemical behavior of cathodically-protected pipe steel. Task 3: Cathodic Protection Requirements as a Function of Moisture Content; consisted of analyzing the results of Tasks 1 and 2 and thereby assessing the cathodic protection potential and current requirements as a function of soil moisture content. Task 4: Field Tests; was concerned with verifying the laboratory results, obtained in Tasks 1, 2, and 3, in the field. This verification was done by (1) comparing and correlating the laboratory results with available field data from other PRCI funded projects and (2) performing a limited field test.
7
Christman. NR198704 Crack Initiation and Growth Modeling and Definition of Crack Growth Behavior in Line Pipe Steels. Chantilly, Virginia: Pipeline Research Council International, Inc. (PRCI), January 1987. http://dx.doi.org/10.55274/r0011199.
The objective of the Crack Growth Modeling effort is to develop an understanding of the factors that control stress-corrosion crack growth. This effort has two main tasks: initiation and growth modeling; and definition of crack growth behavior. The model is used to predict crack growth based on determining when conditions are conducive to crack growth. Since the model deals with early crack growth, the properties of the metal nearest the surface must be considered. The second task, definition of crack growth behavior, deals with the growth of large cracks up to the point of failure. Of particular interest is the crack length-to-depth ratio because a crack with a small ratio gives a greater chance of leaking before breaking into a larger ratio. Also there is less chance of small crack linkage to form larger cracks when the lengthwise crack velocity is reduced. Thus a good understanding of the factors that control crack shape is essential for formulating a predictive model for long term crack growth.
8
DEFENSE SCIENCE BOARD WASHINGTON DC. Defense Science Board Task Force Report: Predicting Violent Behavior. Fort Belvoir, VA: Defense Technical Information Center, August 2012. http://dx.doi.org/10.21236/ada565355.
Brust. L51576 Crack Growth Behavior and Modeling. Chantilly, Virginia: Pipeline Research Council International, Inc. (PRCI), March 1989. http://dx.doi.org/10.55274/r0010642.
The objective of the Crack Growth/Modeling effort of the NG-18 Line Pipe Supervisory Committee's Stress-Corrosion Phase is to develop an understanding of the factors that control stress-corrosion crack growth. This information can be used to develop models for predicting crack growth and to mitigate crack growth through control of metallurgical parameters and operating conditions. This effort has been divided into the following four main tasks: (1) Characterization of crack shape,(2) Identification of a crack force driving parameter,(3) Determination of the effects of mechanical properties on crack growth and shape, and(4) Examination of the effects of crack interaction on overall crack growth. The background, procedures, and results of the work done in each of these tasks will be described separately.
10
SEDERBURG, J. P. Hanford tank waste oxidative leach behavior analysis. Office of Scientific and Technical Information (OSTI), April 2003. http://dx.doi.org/10.2172/811849.
