Journal articles: 'Focus on tasks'

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Dessein, Wouter, Andrea Galeotti, and Tano Santos. "Rational Inattention and Organizational Focus." American Economic Review 106, no. 6 (June 1, 2016): 1522–36. http://dx.doi.org/10.1257/aer.20140741.

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This paper studies optimal communication flows in organizations. A production process can be coordinated ex ante, by letting agents stick to a prespecified plan of action. Alternatively, agents may adapt to task-specific shocks, in which case tasks must be coordinated ex post, using communication. When attention is scarce, an optimal organization coordinates only a few tasks ex post. Those tasks are higher performing, more adaptive to the environment, and influential. Hence, scarce attention requires setting priorities, not just local optimization. Our results provide microfoundations for a central idea in the management literature that firms should focus on a limited set of core competencies. (JEL D23, D83, D85, L23, M11, M54)

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Skehan, Peter. "Focus on Form, Tasks, and Technology." Computer Assisted Language Learning 16, no. 5 (December 2003): 391–411. http://dx.doi.org/10.1076/call.16.5.391.29489.

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Furst, David M., and Gershon Tenenbaum. "Influence of Attentional Focus on Reaction Time." Psychological Reports 56, no. 1 (February 1985): 299–302. http://dx.doi.org/10.2466/pr0.1985.56.1.299.

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It was hypothesized that attention could be directed to the emphasized task regardless of its spatial location. 20 subjects performed a simple RT to a stimulus located in foveal vision and a simple RT to four surrounding stimuli set in the visual periphery. Importance of task was manipulated through instructions. Analysis of variance showed subjects had shorter RTs to the emphasized area regardless of its spatial location. The attentional demands of the tasks and the importance assigned to the tasks were critical factors in response speed. This may help to explain the results of visual-narrowing experiments which have indicated narrowing after placing an attention-demanding task in foveal vision.

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Park, JinHyeong. "Task Modification of Pre-service Elementary Teachers: Focus on Geometric Tasks." Journal of Educational Research in Mathematics 28, no. 3 (August 31, 2018): 301–20. http://dx.doi.org/10.29275/jerm.2018.08.28.3.301.

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KC, Diwas S., Bradley R. Staats, Maryam Kouchaki, and Francesca Gino. "Task Selection and Workload: A Focus on Completing Easy Tasks Hurts Performance." Management Science 66, no. 10 (October 2020): 4397–416. http://dx.doi.org/10.1287/mnsc.2019.3419.

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How individuals manage, organize, and complete their tasks is central to operations management. Recent research in operations focuses on how under conditions of increasing workload individuals can decrease their service time, up to a point, to complete work more quickly. As the number of tasks increases, however, workers may also manage their workload by a different process—task selection. Drawing on research on workload, individual discretion, and behavioral decision making, we theorize and then test that under conditions of increased workload, individuals may choose to complete easier tasks to manage their load. We label this behavior task completion preference (TCP). Using six years of data from a hospital emergency department, we find that physicians engage in TCP, with implications for their performance. Specifically, TCP helps physicians manage variance in service times; however, although it initially appears to improve shift-level throughput volume, after adjusting for the complexity of the work completed, TCP is related to worse throughput. Moreover, we find that engaging in easier tasks compared with hard ones is related to lower learning in service times. We then turn to the laboratory to replicate conceptually the short-term task selection effect under increased workload and show that it occurs because of both fatigue and the sense of progress individuals get from task completion. These findings provide another mechanism for the workload-speedup effect from the literature. We also discuss implications for both the research and the practice of operations in building systems to help people succeed. This paper was accepted by Serguei Netessine, operations management.

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Youngju Han. "Exploring Task Effects: Focus on Form in Dictogloss and Grammar-discovery Tasks." New Korean Journal of English Lnaguage & Literature 49, no. 2 (May 2007): 195–216. http://dx.doi.org/10.25151/nkje.2007.49.2.011.

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Quible, Zane K. "A Focus on Focus Groups." Business Communication Quarterly 61, no. 2 (June 1998): 28–38. http://dx.doi.org/10.1177/108056999806100205.

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Focus groups provide users with valuable qualitative data not readily obtained with any other data-collection techniques. First developed for market researchers to determine the present or potential impact of a product or ser vice, focus groups also help administrators and developers gain information about programs, assess the effectiveness of healthcare and family-planning projects, design political campaigns, and evaluate graduate programs and research efforts, among other data-collection tasks. Business communication classes provide an excellent setting for learning about focus groups and putting such a process into practice.

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Karimullina, E. G., and N. G. Khlyustova. "Focus of Attention in Children with ASD." Autism and Developmental Disorders 18, no. 4 (2020): 33–42. http://dx.doi.org/10.17759/autdd.2020180404.

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The special way of understanding the world and the brain mechanisms of cognitive impairment in children with autism spectrum disorders (ASD) are becoming the core topics in the autism research. The article presents a study of the general characteristics of attention in children of primary school age with ASD using instruments aimed at detecting impairments of attention parameters: Schulte Tables, Go/No Go Task, Kraepelin’s Arithmetic Test, Stroop Test used to study the focus of attention in the context of the interference of verbal and object stimuli. Results of study of attention in children with ASD seemed to be ambivalent. Children with ASD are successful in performing the Schulte Tables; on the contrary, the Go/No Go Task shows the difficulties of performing the tasks and inhibition of dominant response. Different degrees of unstable focus of attention in tasks on visual perception also shown. The features of focusing attention in conditions of interference require further research. Preliminary results showed that the focus of attention in younger schoolchildren with ASD is associated with a preference for verbal rather than object characteristics of visual stimuli.

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Wulf, Gabriele, Matthias Weigelt, Damian Poulter, and Nancy McNevin. "Attentional Focus on Suprapostural Tasks Affects Balance Learning." Quarterly Journal of Experimental Psychology Section A 56, no. 7 (October 2003): 1191–211. http://dx.doi.org/10.1080/02724980343000062.

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KOLUMBÁN, Kinga. "COMMUNICATIVE TASKS IN TEACHING MILITARY ENGLISH." Review of the Air Force Academy 18, no. 2 (January 22, 2021): 63–72. http://dx.doi.org/10.19062/1842-9238.2020.18.2.7.

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Teaching English through genuine interaction in the target language has represented the trademark of communicative language learning, applied in most classrooms around the world. This approach has generated a shift from the perception of language as a system to the focus on more contextual and meaning-related features of language use. Such aspects are in perfect accordance with the needs of military professionals who use English in specific situations. This study explores some of the possibilities of applying the principles of this efficient approach in learning military English with classes of all levels.

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McNevin, Nancy H., and Gabriele Wulf. "Attentional focus on supra-postural tasks affects postural control." Human Movement Science 21, no. 2 (July 2002): 187–202. http://dx.doi.org/10.1016/s0167-9457(02)00095-7.

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Shak, Juliana, and Sheena Gardner. "Young learner perspectives on four focus-on-form tasks." Language Teaching Research 12, no. 3 (July 2008): 387–408. http://dx.doi.org/10.1177/1362168808089923.

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Madjar, Nora, and Christina E. Shalley. "Multiple Tasks' and Multiple Goals' Effect on Creativity: Forced Incubation or Just a Distraction?" Journal of Management 34, no. 4 (January 30, 2008): 786–805. http://dx.doi.org/10.1177/0149206308318611.

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The authors examine the effects of multiple goals on three different tasks (i.e., two creativity tasks and one intervening task) and the discretion to switch back and forth between tasks on creative performance. They propose that individuals' focus of attention and cognitive exhaustion may explain the hypothesized effects on incubation and subsequent creativity. Results demonstrate the highest creativity when individuals have goals for all tasks and discretion to switch between them. The results in part are explained by focus of attention and cognitive exhaustion. The authors discuss how multiple tasks'and goals' effect on creativity can lead to forced incubation.

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Dorbath, Lara, and Cora Titz. "Dissociable Age Effects in Focus-Switching." GeroPsych 24, no. 2 (June 2011): 103–9. http://dx.doi.org/10.1024/1662-9647/a000034.

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Focus-switching has recently been identified as an executive control process with differential age sensitivity. To date, the assumption of dissociable age effects is based on only two kinds of tasks constricting its conclusiveness. In a study with 85 younger (19–35 years) and 91 older adults (59–80 years), age effects were again dissociable in two alternative tasks with respect to the availability and the accessibility of representations. The results validate earlier findings that focus-switching is primarily affected in maintaining representations rather than in accessing them.

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McKone, Elinor, Anne Aimola Davies, and Dinusha Fernando. "Blurry Means Good Focus: Myopia and Visual Attention." Perception 37, no. 11 (January 1, 2008): 1765–68. http://dx.doi.org/10.1068/p6156.

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A correlation between myopia and visuo-spatial attention is reported. More severe myopia was found to be associated with better ability to quickly narrow the focus of visual attention to a small region of space (assessed via interference from spatial proximity of to-be-ignored inverted half-faces), in a task where local focus was explicitly required. There was no myopia association with size of the default attentional window, when the need to respond to either small local or larger global regions was equally likely (in a particular Navon figure task). Results suggest that myopics might allocate attention more narrowly than individuals with normal eyesight in certain functionally important visual tasks (eg reading) but not others (eg driving).

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SALABERRY, M. RAFAEL, and NURIA LOPEZ-ORTEGA. "Accurate L2 Production across Language Tasks: Focus on Form, Focus on Meaning, and Communicative Control." Modern Language Journal 82, no. 4 (December 1998): 514–32. http://dx.doi.org/10.1111/j.1540-4781.1998.tb05539.x.

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Bunea, Ada-Ioana, Einstom Engay, Alexandre Emmanuel Wetzel, and Rafael Taboryski. "Microswimmers for Biomedical Applications: Focus on Light." Engineering Proceedings 4, no. 1 (April 16, 2021): 8. http://dx.doi.org/10.3390/micromachines2021-09578.

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Ionin, Tania, and Eve Zyzik. "Judgment and Interpretation Tasks in Second Language Research." Annual Review of Applied Linguistics 34 (March 2014): 37–64. http://dx.doi.org/10.1017/s0267190514000026.

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This article provides an overview of recent studies in second language acquisition that use tasks that elicit learners' judgments about the grammaticality of language or learners' interpretation of language. We discuss acceptability judgment tasks, preference tasks, truth-value judgment tasks, and other types of interpretation tasks. For each task type, recent studies that use that task are briefly summarized, with a focus on advantages and disadvantages of the methodology in relation to the study's objectives. A variety of topics related to task administration are covered, including (but not limited to) different types of rating scales; presentation of target sentences in isolation versus in the context of other sentences, stories, and/or pictures; visual versus auditory modality of presentation; and timed versus untimed tasks.

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Piller, Michael J., and Marc M. Sebrechts. "Route-Oriented Tasks Help Initial Survey-Based Learning." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 49, no. 26 (September 2005): 2273–76. http://dx.doi.org/10.1177/154193120504902612.

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The role of route and survey information on the gradual acquisition of spatial knowledge was examined in a virtual environment (VE). Navigational focus was induced by having participants learn the environment using either an opaque (route) or transparent (survey) VE. Goal focus was induced by requiring participants to train to a sequential listing (route) or map-based (survey) criterion. During initial training, the presence of a route focus, based on the environment or the stated goal, led to better performance on a survey task than an exclusively survey focus. With increased training, performance with a survey-based focus matched that with a route-based focus. Early stage navigational learning in a survey-based environment benefited from the presence of a route goal. Later stage learning resulted in similar performance between route and survey goals and navigational learning environments.

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Koh, Kim, Lydia E. Carol-Ann Burke, Allan Luke, Wengao Gong, and Charlene Tan. "Developing the assessment literacy of teachers in Chinese language classrooms: A focus on assessment task design." Language Teaching Research 22, no. 3 (January 9, 2017): 264–88. http://dx.doi.org/10.1177/1362168816684366.

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A teacher’s assessment literacy refers to her or his demonstrated understanding of the principles behind selecting and designing tasks, judging student work, and interpreting and using assessment data to support student learning. This study examines the development of the task design aspect of assessment literacy in 12 Chinese language teachers as they participated in a two-year authentic assessment professional development program. By analysing the quality of assessment tasks designed by the teachers over time, we found that, although teachers quickly grasped many aspects of task design, they found it difficult to incorporate certain knowledge manipulation criteria into their assessments. The study provides insights into the contextual and discipline-embedded challenges that face language teachers with regard to assessment.

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Kim, Hun Sung. "Here and Now in Psychodrama: Focus on Director’s Practional Tasks." Korean Journal of Psychodrama 20, no. 2 (December 2017): 1–19. http://dx.doi.org/10.17962/kjp.2017.20.2.001.

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POST, ROBERT B., CHRIS A. JOHNSON, and ALFRED OWENS. "Does Performance of Tasks Affect the Resting Focus of Accommodation?" Optometry and Vision Science 62, no. 8 (August 1985): 533–37. http://dx.doi.org/10.1097/00006324-198508000-00006.

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Ellis, Rod. "Task-based language teaching for beginner-level young learners." Language Teaching for Young Learners 2, no. 1 (March 2, 2020): 4–27. http://dx.doi.org/10.1075/ltyl.19005.ell.

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Abstract The purpose of this article is to discuss how task-based language teaching (TBLT) can work with beginner-level learners by using input-based tasks. It begins by dismissing a common critique of TBLT, namely that learners need to be taught some language before they can perform tasks, by arguing that input-based tasks make TBLT possible with beginner-level learners and that such an approach is entirely compatible with what research has shown about the early stages of L2 acquisition. A review of the research that has investigated input-based tasks follows and serves to identify key features in the design and implementation of tasks. Designing input-based tasks involves considering the choice of topic, the non-verbal devices that are central to the tasks, the pre-selection of target language, the verbal input for the task, and the task outcomes. Implementation options include task preparation, use of the learners’ first language, input modification and elaboration, focus-on-form and feedback, and task repetition.

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Wang, Jue-Fan, and David D. C. Tarn. "Re-examining manufacturing strategy from knowledge advantages." International Journal of Operations & Production Management 37, no. 10 (October 2, 2017): 1475–95. http://dx.doi.org/10.1108/ijopm-09-2014-0449.

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Purpose During this current era of the knowledge economy, knowledge activities have greatly impacted manufacturing activities, with knowledge being treated as a critical factor that creates and sustains competitive advantages. Past studies tended to relate knowledge works with organizational tasks and assumed that knowledge workers implement those tasks to achieve organizational goals. Accordingly, the purpose of this paper is to employ the perspective of task domain as the basis to clarify the impact of manufacturing task domains on the manufacturing strategy, as well as the mediating effects of knowledge advantage on such an impact. Design/methodology/approach The authors follow Becerra-Fernandez and Sabherwal’s (2001) task which focus/task breadth dichotomy as the basis to define market-based task domains, employs Leonard-Barton’s (1995) T-shaped skill as the theoretical base to construct knowledge advantages, i.e., knowledge depth (I-shaped skill), diversity (hyphened skill), and convergence (T-shaped skill), and uses the conventional typology to measure the manufacturing strategy (i.e. cost, quality, flexibility, and delivery). The empirical study is conducted via a questionnaire survey and selects Taiwan’s top 600 manufacturers as the population and accordingly collects 131 effective observations. Findings The empirical evidence indicates that firms’ priorities on cost and delivery are positively caused by the focus orientation of the tasks, while their priorities on quality and flexibility are positively caused by both focus and diversity orientations of the tasks. The results also signify that knowledge advantages perform complete mediation on the previous relationships. In more detail, knowledge depth presents mediation on focus orientation, and knowledge convergence exhibits mediating effects both on focus and breadth orientations. The statistics point out that knowledge depth has the highest impact on the manufacturing strategy, but knowledge diversity fails to significantly explain the manufacturing strategy. Originality/value Literature assumed that knowledge activities are task-driven issue; this study hence examines knowledge advantage based on the task domain perspective to clarify the architecture and contents of knowledge advantages.

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Révész, Andrea. "TASK COMPLEXITY, FOCUS ON FORM, AND SECOND LANGUAGE DEVELOPMENT." Studies in Second Language Acquisition 31, no. 3 (September 2009): 437–70. http://dx.doi.org/10.1017/s0272263109090366.

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Tasks have received increased attention in SLA research for the past decade, as has the role of focus on form. However, few empirical studies have investigated the relationship among tasks, focus-on-form techniques, and second language (L2) learning outcomes. To help address this gap, the present study examined how the task variable +/− contextual support combined with the focus-on-form technique known as recasting affects L2 morphosyntactic development. The participants were 90 adult learners of English as a foreign language, randomly assigned to one of five groups: four comparison groups and a control group. The comparison groups differed as to (a) whether they received recasts while describing photos and (b) whether they could see the photos while describing them. The control group only participated in the testing sessions. A pretest-posttest-delayed posttest design was employed to detect any improvement in participants’ ability to use the linguistic target, which was the past progressive form. Results from multifaceted Rasch measurement yielded two main findings. First, learners who received recasts but did not view photos outperformed learners who received recasts while viewing photos. Second, the group that viewed photos but did not receive recasts achieved greater L2 gains than the group who neither viewed photos nor received recasts.

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Gray, Rob. "Differences in Attentional Focus Associated With Recovery From Sports Injury: Does Injury Induce an Internal Focus?" Journal of Sport and Exercise Psychology 37, no. 6 (December 2015): 607–16. http://dx.doi.org/10.1123/jsep.2015-0156.

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Although it is commonly believed that focusing too much attention on the injured body area impairs recovery in sports, this has not been directly assessed. The present study investigated attentional focus following sports injury. Experienced baseball position players recovering from knee surgery (Expt 1) and baseball pitchers recovering from elbow surgery (Expt 2) performed simulated batting and pitching respectively. They also performed three different secondary tasks: leg angle judgments, arm angle judgments, and judgments about the ball leaving their bat/hand. Injured athletes were compared with expert and novice control groups. Performance on the secondary tasks indicated that the injured batters had an internal focus of attention localized on the area of the injury resulting in significantly poorer batting performance as compared with the expert controls. Injured pitchers had a diffuse, internal attentional focus similar to that of novices resulting in poorer pitching performance as compared with the expert controls.

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Bernard, Fabien, Mohsen Zare, Jean-Claude Sagot, and Raphael Paquin. "Using Digital and Physical Simulation to Focus on Human Factors and Ergonomics in Aviation Maintainability." Human Factors: The Journal of the Human Factors and Ergonomics Society 62, no. 1 (July 30, 2019): 37–54. http://dx.doi.org/10.1177/0018720819861496.

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Objective: This research aimed to evaluate the differences in the assessments made by three simulation tools used in a maintainability design office to perform human factor/ergonomics (HFE) analysis: digital human modeling (DHM), virtual reality (VR), and physical mock-up (PMU). Background: Maintainability engineers use digital/physical simulation tools in the early design phase to analyze whether the design is well adapted for maintenance operators. Knowing the potential of these simulation tools would encourage maintainability stakeholders to integrate HFE in the design process more efficiently. Method: Eleven maintenance tasks were analyzed from the participation of six maintenance operators. Various HFE indicators including physical, cognitive, and organizational indicators were assessed. Each operator repeated 11 maintenance tasks on VR and PMU. Based on the anthropometric parameters, six manikins were created to analyze 11 maintenance tasks on DHM. Results: A significant difference was found for the organizational indicators between VR and PMU, whereas the physical and cognitive indicators are similar. DHM, VR, and PMU are compared with the common HFE indicators for the physical dimension and present a significant difference for individual tasks. Conclusion: To reduce the gap between simulation tools, a better physical representation is requested on the VR platform, improving the perception of work sequences in the virtual world. Concerning DHM, a new paradigm is proposed to study a few tasks per work area instead of studying each task independently. Application: This study will help develop a new methodology and tools specifically for non-HFE experts in the maintainability department.

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D'Silva, Jeffrey Lawrence, Adriana Ortega, and Abdul Hadi Sulaiman. "Influence of Personal and Task Interdependence on Task Conflict and Team Effectiveness." Modern Applied Science 10, no. 4 (February 2, 2016): 95. http://dx.doi.org/10.5539/mas.v10n4p95.

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<p>Undeniably working in teams are important as tasks are getting more complicated and advanced as a result of globalization and the speedy growth of information and communication technology. This calls for effectiveness from team members to complete all interdependent sub-tasks to ensure that the given tasks achieve its’ desired objectives. During the process of implementing the tasks, teams are poised to face conflicts that may derail the completion of tasks. The focus of this paper is to examine the influence of personality factors and task interdependence on task conflict and team effectiveness. A meta-analysis on past studies was carried out to gather data on the subject matter. The input obtained will be pertinent for future researchers in further understanding the complexities associated with task interdependence and personality on task conflict and team effectiveness.</p>

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Gao, Liping, Kun Dai, and Chao Lu. "Research on Optimized Online Allocation of Scope Spatial Crowdsourcing Tasks." International Journal of Cooperative Information Systems 29, no. 03 (August 17, 2020): 2050003. http://dx.doi.org/10.1142/s0218843020500033.

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Task allocation of spatial crowdsourcing tasks is an important branch of crowdsourcing. Spatial crowdsourcing tasks not only require workers to complete a specific task at a specified time, but also require users to go to the designated location to complete the corresponding tasks. In this paper, Scope spatial crowdsourcing task whose work position is a region rather than a location is a kind of spatial crowdsourcing task. Mobile crowdsourced sensing (MCS) is one of the most important platforms to publish spatial crowdsourcing tasks, based on which MCS workers can use smartphones to complete the collections of related sensing data. When assigning tasks for scoped crowdsourcing tasks, there is a scope overlap between tasks and one or more tasks due to the association of task scope between tasks, which causes a waste of manpower. The focus of this paper is to study the redundancy of the task scope that occurs when using MCS to collect scoping data in the case of fewer workers and more tasks. Optimizing scope spatial crowdsourcing tasks allocation algorithm (OSSA) can eliminate the redundancy of the task area by integrating and decomposing tasks and achieve the improvement of the assignable number of tasks. In the Windows platform, experiments are made to compare the efficiency of the OSSA algorithm with the greedy algorithm and the two-phase-based global online allocation (TGOA) algorithm to further prove the correctness and feasibility of the algorithm for task scope optimization.

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Hakim, Nicole, Kirsten C. S. Adam, Eren Gunseli, Edward Awh, and Edward K. Vogel. "Dissecting the Neural Focus of Attention Reveals Distinct Processes for Spatial Attention and Object-Based Storage in Visual Working Memory." Psychological Science 30, no. 4 (February 28, 2019): 526–40. http://dx.doi.org/10.1177/0956797619830384.

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Complex cognition relies on both on-line representations in working memory (WM), said to reside in the focus of attention, and passive off-line representations of related information. Here, we dissected the focus of attention by showing that distinct neural signals index the on-line storage of objects and sustained spatial attention. We recorded electroencephalogram (EEG) activity during two tasks that employed identical stimulus displays but varied the relative demands for object storage and spatial attention. We found distinct delay-period signatures for an attention task (which required only spatial attention) and a WM task (which invoked both spatial attention and object storage). Although both tasks required active maintenance of spatial information, only the WM task elicited robust contralateral delay activity that was sensitive to mnemonic load. Thus, we argue that the focus of attention is maintained via a collaboration between distinct processes for covert spatial orienting and object-based storage.

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van den Bos, Ruud, Judith Homberg, and Leonie de Visser. "A critical review of sex differences in decision-making tasks: Focus on the Iowa Gambling Task." Behavioural Brain Research 238 (February 2013): 95–108. http://dx.doi.org/10.1016/j.bbr.2012.10.002.

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Adams, Rebecca. "L2 Tasks and Orientation to Form." Task-Based Language Teaching 152 (2006): 7–33. http://dx.doi.org/10.2143/itl.152.0.2017861.

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Abstract Task-based language teaching has been advocated as a means of promoting learning through learner interactions in the classroom. However, characteristics of the design and implementation of communicative tasks have been shown to influence learner orientation to form. One task characteristic that may affect learner attention to form, modality, is examined here to determine whether it influences learners' tendency to focus on second language form. Forty-four adult ESL learners engaged in information gap tasks targeted at specific second language forms that required the learners to collaboratively achieve both an oral and a written outcome. Analysis of orientation to form in both spoken and written sections of the task indicated that task modality plays a role in influencing learner orientation to form.

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Boles, David B. "Multiple Resource Contributions to Training." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 41, no. 2 (October 1997): 1176–79. http://dx.doi.org/10.1177/1071181397041002101.

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Can training of a task be achieved using a different task drawing on the same mental resources? Subjects performed 5 successive blocks of trials, with bargraph recognition required in Blocks 1, 4, and 5. Blocks 2 and 3 either involved bargraph recognition (Group 1, n = 13), dot cluster recognition (Group 2, n = 14), or word number recognition (Group 3, n= 14). The majority of the practice effect across blocks was found to be due to practice within a previously identified “spatial quantitative” perceptual resource, regardless of whether the resource was instantiated in bargraph or dot cluster recognition. These results suggest that (a) training should focus on the target task's perceptual resources, and (b) training can use tasks different from the target task as long as the same resources are used. If these findings generalize, substantial savings in training costs may be achievable by using different, simplified tasks during training.

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Sternal, Alison, Lisa Milligan, and Melissa M. Soto. "Comparison Tasks: Making More Sense." Teaching Children Mathematics 24, no. 6 (April 2018): 400. http://dx.doi.org/10.5951/teacchilmath.24.6.0400.

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Students often rely on keywords in word problems without understanding the task. In this article, sample comparison problems are presented to encourage students to focus on understanding context rather than keywords. Postscript items are designed as rich grab-and-go resources that any teacher can quickly incorporate into his or her classroom repertoire with little effort and maximum impact.

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Jiazhi Ou, Lui Min Oh, S. R. Fussell, T. Blum, and Jie Yang. "Predicting Visual Focus of Attention From Intention in Remote Collaborative Tasks." IEEE Transactions on Multimedia 10, no. 6 (October 2008): 1034–45. http://dx.doi.org/10.1109/tmm.2008.2001363.

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Norqvist, Mathias, Bert Jonsson, and Johan Lithner. "Eye-tracking data and mathematical tasks with focus on mathematical reasoning." Data in Brief 25 (August 2019): 104216. http://dx.doi.org/10.1016/j.dib.2019.104216.

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Wulf, Gabriele, Tiffany Zachry, Carolina Granados, and Janet S. Dufek. "Increases in Jump-and-Reach Height through an External Focus of Attention." International Journal of Sports Science & Coaching 2, no. 3 (September 2007): 275–84. http://dx.doi.org/10.1260/174795407782233182.

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The present study examined whether the previously observed benefits of an external focus of attention (i.e., focusing on the movement effect), relative to an internal focus (i.e., focusing on one's body movements) and control conditions, would generalize to tasks requiring maximum force production, such as jumping. In two experiments, participants performed a vertical jump-and-reach task. A Vertec™ measurement device was used to determine jump-and-reach height. Participants performed under three conditions in a within-participant design: External focus (i.e., focus on the rungs of the Vertec that were to be touched), internal focus (i.e., focus on the finger, with which the rungs were to be touched), and control conditions (i.e., focus on jumping as high as possible). Experiment 1 showed that participants' jump-and-reach height was greatest with an external focus. Those results were replicated in Experiment 2. In addition, it was observed that the vertical displacement of the center of mass was greater under the external focus condition, compared to the other two conditions. This suggests that participants jumped higher by producing greater forces when they adopted an external focus. These findings indicate that the previously shown benefits of an external attentional focus generalize to tasks requiring maximal force production

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Fisk, Arthur D., and Mark M. Eboch. "Applications of Automatic/Control Processing Theory to Complex Tasks: An Encouraging Look." Proceedings of the Human Factors Society Annual Meeting 31, no. 6 (September 1987): 674–78. http://dx.doi.org/10.1177/154193128703100614.

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This paper briefly outlines experiments that point to where and how automatic/control processing theory can be applied to complex training simulations of “real world” tasks. In all of these complex tasks, subjects could not simply focus in on a single stimulus and successfully perform the task. Rather, subjects were required to process combinations of stimuli for successful task completion. The pattern of data from these complex tasks is consistent with previous data collected using simple, stimulus-specific tasks. This similarity between results of previous research examining automatic/control processing and the present data points to the validity of suggesting the need for consistent mapping training of patterns of information in complex tasks. Preliminary applications of automatic/ control processing theory to instructional design and to cartography are discussed.

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Chrissou, Marios. "The Importance of Task-Based Learning and Focus on Form in Teaching Phraseology." Kalbotyra 73 (December 28, 2020): 8–30. http://dx.doi.org/10.15388/kalbotyra.2020.1.

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A controversial issue for teachers of German as a foreign language is the balance between content and form. This also applies to vocabulary work in the field of phraseology. The modeling of language competence in the communicative approach is based on the understanding of language as a means of communication. Accordingly, the primary claim of communicative language didactics is to go beyond the description of structures of the foreign language and to place appropriate, situated linguistic action at the center of teaching. Against this theoretical background, content-oriented approaches such as Task-Based Learning have emerged in foreign language didactics, which emphasize the communicative aspect of language and place the didactic emphasis on situated, authentic tasks. Nevertheless, this emphasis did not lead to the suppression of form-based approaches which consider precision in language mastery by focusing on formal aspects through exercises to be necessary and desirable.This paper examines the question of the importance of exercises and tasks in phraseology-based vocabulary work. Against the theoretical background of the approaches of Task-Based Learning (TBL) and Focus on Form (FoF), possibilities for the integration of content-oriented and form-focussing teaching concepts for the promotion of phraseological competence are shown by means of concrete examples. Furthermore, the question of their balance in teaching is discussed.

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Gronau, Nurit, Asher Cohen, and Gershon Ben-Shakhar. "Short article: Distractor interference in focused attention tasks is not mediated by attention capture." Quarterly Journal of Experimental Psychology 62, no. 9 (September 2009): 1685–95. http://dx.doi.org/10.1080/17470210902811223.

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Distractor stimuli possessing information that is relevant for a task (henceforth, task-relevant distractors) often interfere with task performance. The interference by task-relevant distractors is observed even when distractors are positioned outside the main attentional focus. We investigated whether such interference is due to an attention capture by the distractors. Participants responded to a target colour while ignoring word distractors positioned within (Experiment 1) or outside (Experiments 2 and 3) the attentional focus. The words carried task-relevant information in their colour and personally significant information in their content. Because personally significant information affects performance only when positioned in an attended region, it was used as a marker for the locus of the attentional focus. As expected, when distractors were attended, both task-relevant and personally significant information affected performance. However, when distractors were unattended, only task-relevant information caused interference, suggesting that attention did not shift to the distractors’ location. We discuss possible accounts for interference effects in focused-attention tasks.

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Dai, Liang, Zhong Shen, and Yi Lin Chang. "DMTA: A Task Scheduling Algorithm in Multi-Sinks Wireless Sensor Networks Based on Divisible Load Theory." Advanced Materials Research 143-144 (October 2010): 143–47. http://dx.doi.org/10.4028/www.scientific.net/amr.143-144.143.

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Multi-Sinks wireless sensor networks, a current research focus, has better stability and effectiveness compared to the traditional single-SINK structure. To solve the problem how to complete the tasks within the possibly shortest time, a task scheduling algorithm(DMTA) based on divisible load theory in multi-Sinks wireless sensor networks is proposed. In DMTA, the tasks are distributed to wireless sensor network based on the processing and communication capacity of each sensor by multiple Sinks respectively. By removing communications interference between each sensor, reduced task completion time and improved network resource utilization achieved. Simulation results show that DMTA reasonably distributes tasks to each node in wireless sensor networks, and effectively reduces the time-consuming of task completion.

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Son, Suhyune, Seonjeong Hwang, Sohyeun Bae, Soo Jun Park, and Jang-Hwan Choi. "A Sequential and Intensive Weighted Language Modeling Scheme for Multi-Task Learning-Based Natural Language Understanding." Applied Sciences 11, no. 7 (March 31, 2021): 3095. http://dx.doi.org/10.3390/app11073095.

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Multi-task learning (MTL) approaches are actively used for various natural language processing (NLP) tasks. The Multi-Task Deep Neural Network (MT-DNN) has contributed significantly to improving the performance of natural language understanding (NLU) tasks. However, one drawback is that confusion about the language representation of various tasks arises during the training of the MT-DNN model. Inspired by the internal-transfer weighting of MTL in medical imaging, we introduce a Sequential and Intensive Weighted Language Modeling (SIWLM) scheme. The SIWLM consists of two stages: (1) Sequential weighted learning (SWL), which trains a model to learn entire tasks sequentially and concentrically, and (2) Intensive weighted learning (IWL), which enables the model to focus on the central task. We apply this scheme to the MT-DNN model and call this model the MTDNN-SIWLM. Our model achieves higher performance than the existing reference algorithms on six out of the eight GLUE benchmark tasks. Moreover, our model outperforms MT-DNN by 0.77 on average on the overall task. Finally, we conducted a thorough empirical investigation to determine the optimal weight for each GLUE task.

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Magimairaj, Beula M., and James W. Montgomery. "Children's Verbal Working Memory: Role of Processing Complexity in Predicting Spoken Sentence Comprehension." Journal of Speech, Language, and Hearing Research 55, no. 3 (June 2012): 669–82. http://dx.doi.org/10.1044/1092-4388(2011/11-0111).

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Purpose This study investigated the role of processing complexity of verbal working memory tasks in predicting spoken sentence comprehension in typically developing children. Of interest was whether simple and more complex working memory tasks have similar or different power in predicting sentence comprehension. Method Sixty-five children (6- to 12-year-olds) completed a verbal working memory (listening) span task that varied in syntactic processing difficulty (simple sentences representing a “simple working memory task,” complex sentences representing a “complex working memory task”) and a standardized sentence comprehension test. Results Word recall on the simple and complex working memory tasks correlated with each other. Both memory tasks also correlated with children's sentence comprehension. Regression analyses showed that the simple working memory task remained a significant predictor of comprehension even after accounting for variance associated with age and performance on the complex working memory task. Conclusions Results were interpreted to suggest that relative to more complex verbal working memory tasks, simple tasks are more robust predictors of children's sentence comprehension because they represent a basic yet robust index of working memory that sufficiently captures controlled attentional focus.

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Park, Kyung-Ja, Seong-Joon Park, and HeeYoung Jang. "Study on the Use of SNS(Social Network Service) for Tasks :Focus on the Task-Media Fit." Journal of Digital Convergence 12, no. 2 (February 28, 2014): 577–86. http://dx.doi.org/10.14400/jdc.2014.12.2.577.

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Duminy, Nicolas, Sao Mai Nguyen, Junshuai Zhu, Dominique Duhaut, and Jerome Kerdreux. "Intrinsically Motivated Open-Ended Multi-Task Learning Using Transfer Learning to Discover Task Hierarchy." Applied Sciences 11, no. 3 (January 21, 2021): 975. http://dx.doi.org/10.3390/app11030975.

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In open-ended continuous environments, robots need to learn multiple parameterised control tasks in hierarchical reinforcement learning. We hypothesise that the most complex tasks can be learned more easily by transferring knowledge from simpler tasks, and faster by adapting the complexity of the actions to the task. We propose a task-oriented representation of complex actions, called procedures, to learn online task relationships and unbounded sequences of action primitives to control the different observables of the environment. Combining both goal-babbling with imitation learning, and active learning with transfer of knowledge based on intrinsic motivation, our algorithm self-organises its learning process. It chooses at any given time a task to focus on; and what, how, when and from whom to transfer knowledge. We show with a simulation and a real industrial robot arm, in cross-task and cross-learner transfer settings, that task composition is key to tackle highly complex tasks. Task decomposition is also efficiently transferred across different embodied learners and by active imitation, where the robot requests just a small amount of demonstrations and the adequate type of information. The robot learns and exploits task dependencies so as to learn tasks of every complexity.

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Lei, Zhenyang, Xiangdong Lei, and Jun Long. "Memory-Aware Scheduling Parallel Real-Time Tasks for Multicore Systems." International Journal of Software Engineering and Knowledge Engineering 31, no. 04 (April 2021): 613–34. http://dx.doi.org/10.1142/s0218194021400106.

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Shared resources on the multicore chip, such as main memory, are increasingly becoming a point of contention. Traditional real-time task scheduling policies focus on solely on the CPU, and do not take in account memory access and cache effects. In this paper, we propose parallel real-time tasks scheduling (PRTTS) policy on multicore platforms. Each set of tasks is represented as a directed acyclic graph (DAG). The priorities of tasks are assigned according to task periods Rate Monotonic (RM). Each task is composed of three phases. The first phase is read memory stage, the second phase is execution phase and the third phase is write memory phase. The tasks use locks and critical sections to protect data access. The global scheduler maintains the task pool in which tasks are ready to be executed which can run on any core. PRTTS scheduling policy consists of two levels: the first level scheduling schedules ready real-time tasks in the task pool to cores, and the second level scheduling schedules real-time tasks on cores. Tasks can preempt the core on running tasks of low priority. The priorities of tasks which want to access memory are dynamically increased above all tasks that do not access memory. When the data accessed by a task is in the cache, the priority of the task is raised to the highest priority, and the task is scheduled immediately to preempt the core on running the task not accessing memory. After accessing memory, the priority of these tasks is restored to the original priority and these tasks are pended, the preempted task continues to run on the core. This paper analyzes the schedulability of PRTTS scheduling policy. We derive an upper-bound on the worst-case response-time for parallel real-time tasks. A series of extensive simulation experiments have been performed to evaluate the performance of proposed PRTTS scheduling policy. The results of simulation experiment show that PRTTS scheduling policy offers better performance in terms of core utilization and schedulability rate of tasks.

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Chen, Da Ren, and You Shyang Chen. "Efficient Scheduling for Real-Time Pinwheel Tasks on DVS Processors." Applied Mechanics and Materials 479-480 (December 2013): 901–5. http://dx.doi.org/10.4028/www.scientific.net/amm.479-480.901.

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In this paper, we focus on the pinwheel task model for a variable voltage processor with d discrete voltage/speed levels. We propose an intra-task DVS algorithm which constructs a minimum energy schedule for k tasks in O(d+ k log k) time. Previous approaches solve this problem by generating a canonical schedule beforehand and adjusting the tasks' speed in O(dn log n) or O(n3) time. However, the length of a canonical schedule depends on the hyperperiod of those task periods and is of exponential length in general. In our approach, the tasks with arbitrary periods are first transformed into harmonic periods and then profile their key features. Afterward, an optimal discrete voltage schedule can be computed directly from those features.

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NIKOLIĆ, MILUTIN, BRANISLAV BOROVAC, MIRKO RAKOVIĆ, and SRÐAN SAVIĆ. "A FURTHER GENERALIZATION OF TASK-ORIENTED CONTROL THROUGH TASKS PRIORITIZATION." International Journal of Humanoid Robotics 10, no. 03 (September 2013): 1350012. http://dx.doi.org/10.1142/s0219843613500126.

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Starting from the operational space and task prioritization framework, presented in [L. Sentis and O. Khatib, Task-oriented control of humanoid robots through prioritization, in Proc. IEEE-Robotics and Autonomous Systems/RSJ International Conf. Humanoid Robots, Santa Monica, CA, USA, November 2004.], this paper proposes an extension and improvement of this approach, to make it applicable to nonholonomic tasks and systems. For the tasks where inequality type conditions have to be fulfilled, such solutions are obtained to ensure as small as possible movements at the joints, while keeping the actuators' driving torques between saturation limits. Having in mind that a prerequisite for realization of any task by biped robot is the maintenance of its upright position, this issue is also in the focus of our study. Instead of keeping the zero-moment point (ZMP) at an exact position, dynamic balance was ensured by allowing the ZMP to be anywhere within the support area. Since the condition for ZMP position is relaxed a smaller number of joints are engaged in the task realization, which enables more tasks to be handled simultaneously. Simulations were performed, and the results proved the validity of the proposed approach. When disturbance was applied compensation behavior emerged.

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Zuniga, Michael, and Caroline Payant. "In Flow with Task Repetition During Collaborative Oral and Writing Tasks." Canadian Journal of Applied Linguistics 24, no. 2 (May 31, 2021): 48–69. http://dx.doi.org/10.37213/cjal.2021.31365.

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The present study draws on Flow Theory to examine the relationship between task repetition and the quality of learners’ subjective experience during task execution. Flow is defined as a positive experiential state characterized by intense focus and involvement in meaningful and challenging, but doable tasks, which has been associated with enhanced self-confidence and task performance (Csikszentmihalyi, 2008). While research shows that certain task characteristics interact differentially with the quality of flow experiences, no research has specifically examined such interaction with task repetition. Participants (n=24) were randomly assigned to a Task Repetition or a Procedural Repetition group. All participants first completed a two-way decision-making gap task in both the oral and written modalities and either repeated the identical task or a comparable task one week later. Data were collected with a flow perception questionnaire, completed immediately following each task. Results show that repetition positively influenced learners’ flow experience, but that modality was an important mediating factor.

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VALIAN, VIRGINIA. "Bilingualism and cognition: A focus on mechanisms." Bilingualism: Language and Cognition 18, no. 1 (November 27, 2014): 47–50. http://dx.doi.org/10.1017/s1366728914000698.

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The goal of my keynote article, “Bilingualism and Cognition” (Valian, 2014), was to resolve the inconsistencies in effects of bilingualism on executive functions, whether the individuals were children, young adults, or old people. To summarize (and sharpen) my argument: 1.Especially in children and young adults, benefits of bilingualism for executive functions are not reliable. In old people, there are benefits for executive functions but contradictory results on delay of cognitive impairment, depending on whether studies are retrospective or prospective.2.All experiences that have benefits for executive functions and aging – and there are many – yield inconsistent effects. Bilingualism is not alone.3.Three reasons for inconsistencies in bilingualism and other experiences are: a.Executive function and cognitive reserve are broad cover terms for a variety of mechanisms, most of which are ill-understood. Because we mean different things by ‘executive function’ from one experiment to the next, we can both think we don't have an effect when we do and think we have an effect when we don’t.b.Tasks are impure: apparently similar tasks measure different aspects of executive function and measure other aspects of cognition as well. Because we lack a good analysis of tasks, we too often do not know what we are measuring. I encourage readers to examine the demos in the supplementary materials of the keynote article to see for themselves what the tasks are like.c.Individuals engage in many different activities that may be on a par with bilingualism in their benefits.4.Different types of bilingual experience are unlikely to explain the variability of findings, given the inconsistencies in extant data on varieties of bilingualism.5.There is a benefit of bilingualism, but bilingualism competes with other sources of benefits. Especially for children and young adults, whose daily lives are full of cognitively enriching and challenging experiences, we should expect variability in effects of being bilingual.6.The way forward is to focus on underlying mechanisms.

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Journal articles on the topic 'Focus on tasks'

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