Chapter 5. Manipulating task complexity across task types and modes

Abstract With the aim of developing a more reliable understanding of the effects of task complexity and learner-internal factors on L2 performance, a 2×2 within-between participant study was designed to examine the effects intentional reasoning has on L2 performance, and whether learner language proficiency and working memory mediates these effects. Forty- eight learners of English performed two video-based narrative tasks of varying degrees of intentional reasoning, after taking Oxford Placement Test, Elicited Imitation Tasks and backward-digit span tasks. The results demonstrate that intentional reasoning had significant effects on complexity and accuracy, but no impact on fluency. Regression analyses indicated that proficiency and working memory reliably predicted accuracy across both task types. However, language proficiency and working memory contributed differentially to models predicting lexical complexity and speed fluency in the two task types, highlighting the interaction between task complexity and learner-internal factors.

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Relationships between work task types, complexity and dwell time of information resources

Journal of Information Science ◽

10.1177/0165551516687726 ◽

2017 ◽

Vol 44 (2) ◽

pp. 265-284 ◽

Cited By ~ 6

Author(s):

Miamaria Saastamoinen ◽

Kalervo Järvelin

Keyword(s):

Resource Use ◽

Information Seeking ◽

Dwell Time ◽

Task Complexity ◽

Human Memory ◽

Information Resources ◽

Information Resource ◽

Work Task ◽

Work Tasks ◽

Task Types

Information seeking research often reports about types of information resources, ways of acquiring them and opinions on their importance in various professions. Based on self-reporting, these findings are affected by human memory and rationalisation. This article proposes a new way of studying information resource use – based on dwell time in the context provided by concrete work tasks. We use log data of 21 information workers from six organisations to analyse how work task complexity is connected to the time used in various information resources; how task complexity is connected to information resource use in different task types. Unlike traditionally, our findings consist of objective data on which resource types are used, and for how long, in work tasks of varying complexity and type. For example, the findings suggest that growing work task complexity increases the dwell time in local personal computer (PC) resources; these resources are especially popular in intellectual tasks. Such findings help understand factors affecting information resource use. Likewise, they help focus attention on most time-consuming aspects of task-based information interaction when developing support for work.

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An Investigation of the Impact of Manipulation of Task Complexity on Cognitive Processes Into Both NS and Second Language Learners

Journal of Language Teaching and Research ◽

10.17507/jltr.1204.26 ◽

2021 ◽

Vol 12 (6) ◽

pp. 1095-1106

Author(s):

Adnan Mukhrib

Keyword(s):

Cognitive Load ◽

Speech Production ◽

Second Language Learners ◽

Rating Scale ◽

Native Speakers ◽

Task Complexity ◽

Mental Effort ◽

High Level ◽

Task Types ◽

The Impact

This study takes as its basis a recognition that task-based learning is now recognized as having major benefits in promoting L2 learning, and how cognitive load affects speech production. In addition, there has been a recent examination of the impact of task complexity, real-world meaning, and the overall cognitive load needed to be expended by students. Different task types have been evaluated in terms of how they improve aspects of language. However, less consideration has been given to the effect on the cognitive load of different task types with the speech production processes (conceptualization, input, output identification, monitoring, and reformulations). Drawing on data collected from 112 participants (56 Native Speakers, 56 Non-Native Speakers) who completed a series of tests of varying complexity and were asked to evaluate on a rating scale, the level of mental effort expended. The results indicated that complexity increases mental effort and thus cognitive load, and that conceptualization appears to be one area where greater effort is required before being able to problems solving. Formulation comments suggest that there was a high level of hesitation, self-checking, and assessment as the level of task complexity increased. The implications for teaching and syllabus design are also considered.

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Gender Differences in the Mental Rotations Test (MRT) Are Not Due to Task Complexity

Journal of Individual Differences ◽

10.1027/1614-0001.29.3.130 ◽

2008 ◽

Vol 29 (3) ◽

pp. 130-133 ◽

Cited By ~ 17

Author(s):

Corinna Titze ◽

Martin Heil ◽

Petra Jansen

Keyword(s):

Gender Differences ◽

Mental Rotation ◽

Task Complexity ◽

Time Constraints ◽

Medium Effects ◽

Performance Factors ◽

Mental Rotations ◽

Sufficient Power ◽

Forced Choice Tasks ◽

Choice Tasks

Gender differences are one of the main topics in mental rotation research. This paper focuses on the influence of the performance factor task complexity by using two versions of the Mental Rotations Test (MRT). Some 300 participants completed the test without time constraints, either in the regular version or with a complexity reducing template creating successive two-alternative forced-choice tasks. Results showed that the complexity manipulation did not affect the gender differences at all. These results were supported by a sufficient power to detect medium effects. Although performance factors seem to play a role in solving mental rotation problems, we conclude that the variation of task complexity as realized in the present study did not.

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