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Journal articles on the topic 'A task'

Author: Grafiati

Published: 30 May 2022

Last updated: 31 July 2025

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1

PATTHEY-CHAVEZ, G. GENEVIEVE, and LINDSAY CLARE. "Task, Talk, and Text." Written Communication 13, no. 4 (1996): 515–63. http://dx.doi.org/10.1177/0741088396013004003.

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2

Lee, Jina, and Eun Kyung Kim. "Analyzing Collaborative Talk in a Student Managed Task-based Fine Art Activity." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 18 (2022): 767–82. http://dx.doi.org/10.22251/jlcci.2022.22.18.767.

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Objectives This is a qualitative study of the fine art group activity in the eyes of sociolinguistics. Using conversation analysis, this study aims to scrutinize how the actual collaborative talk dynamics take place in a student managed task-based art activity. Methods In order to have a close look at the collaborative talk, we focused directly on face-to-face talk-in-interaction of four students’ during their two hour group activity in a college art class, ‘understanding of contemporary art’. The student managed task-based group activity was a part of liberal arts course especially in t

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3

Meloth, Michael S., and Paul D. Deering. "Task Talk and Task Awareness Under Different Cooperative Learning Conditions." American Educational Research Journal 31, no. 1 (1994): 138–65. http://dx.doi.org/10.3102/00028312031001138.

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4

Bai, Xilian, George J. Bugg, Susan L. Greenwood, et al. "Expression of TASK and TREK, two-pore domain K+ channels, in human myometrium." Reproduction 129, no. 4 (2005): 525–30. http://dx.doi.org/10.1530/rep.1.00442.

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Two-pore domain K+channels are an emerging family of K+channels that may contribute to setting membrane potential in both electrically excitable and non-excitable cells and, as such, influence cellular function. The human uteroplacental unit contains both excitable (e.g. myometrial) and non-excitable cells, whose function depends upon the activity of K+channels. We have therefore investigated the expression of two members of this family, TWIK (two-pore domain weak inward rectifying K+channel)-related acid-sensitive K+channel (TASK) and TWIK-related K+channel (TREK) in human myometrium. Using R

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5

Ortega-Sáenz, Patricia, Konstantin L. Levitsky, María T. Marcos-Almaraz, Victoria Bonilla-Henao, Alberto Pascual, and José López-Barneo. "Carotid body chemosensory responses in mice deficient of TASK channels." Journal of General Physiology 135, no. 4 (2010): 379–92. http://dx.doi.org/10.1085/jgp.200910302.

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Background K+ channels of the TASK family are believed to participate in sensory transduction by chemoreceptor (glomus) cells of the carotid body (CB). However, studies on the systemic CB-mediated ventilatory response to hypoxia and hypercapnia in TASK1- and/or TASK3-deficient mice have yielded conflicting results. We have characterized the glomus cell phenotype of TASK-null mice and studied the responses of individual cells to hypoxia and other chemical stimuli. CB morphology and glomus cell size were normal in wild-type as well as in TASK1−/− or double TASK1/3−/− mice. Patch-clamped TASK1/3-

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6

Theodorakis, Yannis, Stiliani Chroni, Kostas Laparidis, Vagelis Bebetsos, and Irini Douma. "Self-Talk in a Basketball-Shooting Task." Perceptual and Motor Skills 92, no. 1 (2001): 309–15. http://dx.doi.org/10.2466/pms.2001.92.1.309.

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This study examined the effectiveness of two different types of self-talk on the performance of a basketball-shooting task. 60 physical education and sports sciences students were organized into one control and two treatment groups which used self-talk. During the experiment, the control group performed with the general instructions, whereas the self-talk groups used the cue-words “relax” and “fast,” respectively. Analysis showed that only the participants of the self-talk group who used the word “relax” improved their performance significantly as compared to the other two groups. It appears t

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7

Brice, Lynn. "Deliberative Discourse Enacted: Task, Text, and Talk." Theory & Research in Social Education 30, no. 1 (2002): 66–87. http://dx.doi.org/10.1080/00933104.2002.10473179.

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8

Philipp, Andrea M., and Iring Koch. "Task inhibition and task repetition in task switching." European Journal of Cognitive Psychology 18, no. 4 (2006): 624–39. http://dx.doi.org/10.1080/09541440500423269.

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9

Cho, Minju, and Youngsook Chong. "Effects of the Types of Self-talk on Task Performance and Post-task Emotion." KOREAN JOURNAL OF CULTURE AND SOCIAL ISSUES 28, no. 2 (2022): 83–106. http://dx.doi.org/10.20406/kjcs.2022.5.28.2.83.

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10

Achieng, Opiyo Evelyn, Isaac Ochieng, and Silas Owuor. "Effect of Job Redesign on Employee Performance in Commercial Banks in Kisumu, Kenya." Greener Journal of Business and Management Studies 4, no. 4 (2014): 115–37. https://doi.org/10.15580/GJBMS.2014.4.040714179.

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Job redesign is the restructuring of the elements of work in order to make it more encouraging and inspiring for the employees. Even though redesign has been recommended as a means of improving performance in organizations, its effect on the performance of employees in the banking sector in Kenya, has not been empirically investigated, yet all banks have embraced it as a core strategy. This study sought to determine the effect of job redesign on the performance of employees in commercial banks in Kisumu City. The study adopted a cross sectional survey research design. A sample of 297 randomly

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11

MORI, Kazuo. "Analog Task and Digital Task." Japanese journal of ergonomics 29, Supplement (1993): 30–31. http://dx.doi.org/10.5100/jje.29.supplement_30.

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12

Entezari, Mahnaz, and Mojtaba Tadayonifar. "Task complexity and task type." TASK / Journal on Task-Based Language Teaching and Learning 3, no. 2 (2023): 336–60. http://dx.doi.org/10.1075/task.22008.ent.

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Abstract In Task-Based Language Teaching (TBLT), there is clearly a need for a balanced and flexible view of L1 use. Considering this, a matter of concern in TBLT is that learners might overuse their first language (L1) while performing complex tasks. To test this speculation, the present study investigated the effects of manipulating task complexity along resource-directing variables (+/− reasoning demands) of the Cognition Hypothesis on L1 use and its functions. Further it aimed to test the impacts of task type on L1 use and its functions. To do so, the interaction of 24 intermediate EFL lea

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13

Meuth, Sven G., Tatyana Kanyshkova, Patrick Meuth, et al. "Membrane Resting Potential of Thalamocortical Relay Neurons Is Shaped by the Interaction Among TASK3 and HCN2 Channels." Journal of Neurophysiology 96, no. 3 (2006): 1517–29. http://dx.doi.org/10.1152/jn.01212.2005.

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By combining molecular biological, electrophysiological, immunological, and computer modeling techniques, we here demonstrate a counterbalancing contribution of TASK channels, underlying hyperpolarizing K+ leak currents, and HCN channels, underlying depolarizing Ih, to the resting membrane potential of thalamocortical relay (TC) neurons. RT-PCR experiments revealed the expression of TASK1, TASK3, and HCN1–4. Quantitative determination of mRNA expression levels and immunocytochemical staining demonstrated that TASK3 and HCN2 channels represent the dominant thalamic isoforms and are coexpressed

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14

Moser, J., J. Harris, and J. Carle. "Improving teacher talk through a task-based approach." ELT Journal 66, no. 1 (2011): 81–88. http://dx.doi.org/10.1093/elt/ccr016.

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15

Dutta, Addie, Richard Schweickert, Sangsup Choi, and Robert W. Proctor. "Cross-task cross talk in memory and perception." Acta Psychologica 90, no. 1-3 (1995): 49–62. http://dx.doi.org/10.1016/0001-6918(95)00021-l.

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16

Nouri, Farhad, and Dr Mohammadreza Nouri. "ADAPTIVE SIMILARITY-DRIVEN APPROACHES FOR CONTINUAL LEARNING: BRIDGING TASK-AWARE AND TASK-FREE PARADIGMS." International Journal of Advanced Artificial Intelligence Research 2, no. 1 (2025): 1–6. https://doi.org/10.55640/ijaair-v02i01-01.

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Continual learning aims to enable models to learn sequential tasks without forgetting previously acquired knowledge. This paper presents an adaptive similarity-driven framework that bridges the gap between task-aware and task-free paradigms in continual learning. By leveraging similarity metrics to dynamically adjust learning strategies based on incoming data distributions, the proposed approach allows models to maintain performance across tasks without relying on explicit task boundaries. Experimental evaluations on benchmark datasets demonstrate that the adaptive similarity-driven method out

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17

Yonge, Charlotte, and Andrew Stables. "'I am It the Clown': Problematising the Distinction Between 'Off Task' and 'On Task' Classroom Talk." Language and Education 12, no. 1 (1998): 55–70. http://dx.doi.org/10.1080/09500789808666739.

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18

Park, Sung Jin, Yang Yu, Brittany Wagner, William C. Valinsky, Alan E. Lomax, and Michael J. Beyak. "Increased TASK channel-mediated currents underlie high-fat diet induced vagal afferent dysfunction." American Journal of Physiology-Gastrointestinal and Liver Physiology 315, no. 4 (2018): G592—G601. http://dx.doi.org/10.1152/ajpgi.00335.2017.

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We have previously demonstrated that satiety sensing vagal afferent neurons are less responsive to meal-related stimuli in obesity because of reduced electrical excitability. As leak K+ currents are key determinants of membrane excitability, we hypothesized that leak K+ currents are increased in vagal afferents during obesity. Diet-induced obesity was induced by feeding C57Bl/6J mice a high-fat diet (HFF) (60% energy from fat) for 8–10 wk. In vitro extracellular recordings were performed on jejunal afferent nerves. Whole cell patch-clamp recordings were performed on mouse nodose ganglion neuro

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19

Peck, Gail J. "Task." English Journal 90, no. 6 (2001): 117. http://dx.doi.org/10.2307/822072.

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20

Rubdy, R. "Task." ELT Journal 52, no. 3 (1998): 264–65. http://dx.doi.org/10.1093/elt/52.3.264.

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21

Hsieh, Shulan. "Task Shifting in Dual-Task Settings." Perceptual and Motor Skills 94, no. 2 (2002): 407–14. http://dx.doi.org/10.2466/pms.2002.94.2.407.

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When a participant is asked to perform two tasks in alternation, their mean reaction times were slower than when they performed the same tasks repeatedly. This “shift cost” has been hypothesized to reflect the time course of a single central executive that exerts control over thought and actions in task shifting. This study attempted to test this hypothesis using dual-task methodology. Participants were asked to carry out both a subtracting task and a rule-shifting task simultaneously. The main interest is to examine the effect of dual task on the magnitude of shift cost. The results showed th

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22

Koch, Iring. "Sequential task predictability in task switching." Psychonomic Bulletin & Review 12, no. 1 (2005): 107–12. http://dx.doi.org/10.3758/bf03196354.

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23

Dreisbach, Gesine, Thomas Goschke, and Hilde Haider. "Implicit task sets in task switching?" Journal of Experimental Psychology: Learning, Memory, and Cognition 32, no. 6 (2006): 1221–33. http://dx.doi.org/10.1037/0278-7393.32.6.1221.

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24

Gade, Miriam, and Iring Koch. "Cue–task associations in task switching." Quarterly Journal of Experimental Psychology 60, no. 6 (2007): 762–69. http://dx.doi.org/10.1080/17470210701268005.

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Cognitive flexibility can be studied using the task-switching paradigm. This paradigm requires subjects to adapt behaviour to changing contexts as indicated by a cue. In our study, we addressed the question of how cue-based implementation of mental “task sets” occurs. We assumed that cues build up associations to the tasks that they indicate. These associations lead to retrieval of the associated task set once the cue shows up again. In three experiments, we tested this assumption using a negative transfer paradigm. First participants were exposed to one cue–task mapping. After a training phas

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25

Braverman, Ami, and Nachshon Meiran. "Task conflict effect in task switching." Psychological Research 74, no. 6 (2010): 568–78. http://dx.doi.org/10.1007/s00426-010-0279-2.

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26

JONO, YASUTOMO, SHUSAKU KANAI, TAKUYA GOTO, et al. "Effect of dual task interference between motor task and cognitive task." Japanese Journal of Health Promotion and Physical Therapy 3, no. 2 (2013): 47–51. http://dx.doi.org/10.9759/hppt.3.47.

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27

Sohn, Myeong-Ho, and John R. Anderson. "Task preparation and task repetition: Two-component model of task switching." Journal of Experimental Psychology: General 130, no. 4 (2001): 764–78. http://dx.doi.org/10.1037/0096-3445.130.4.764.

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28

Battiste, Vernol. "Part-Task vs. Whole-Task Training on a Supervisory Control Task." Proceedings of the Human Factors Society Annual Meeting 31, no. 12 (1987): 1365–69. http://dx.doi.org/10.1177/154193128703101214.

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The primary aim of training is to improve performance. Part-task training may be the more economical method, because full mission training simulators often cost more than the vehicles they simulate. However, the skills learned may not transfer effectively to performance of the complete task. This study investigated the effectiveness of Part-task training on the psychomotor portion of a supervisory control simulation. Twelve subjects were divided into Part-task and Whole-task groups and told to perform the task as quickly as possible. Part-task training was provided with the cursor-control devi

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29

You, Wanqing, Kai Qian, and Ying Qian. "Hierarchical Queue-Based Task Scheduling." Journal of Advances in Computer Networks 2, no. 2 (2014): 138–41. http://dx.doi.org/10.7763/jacn.2014.v2.98.

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30

Michel, Marije. "Task-based Language Teaching TBLT." Elia, no. 23 (2023): 317–28. http://dx.doi.org/10.12795/elia.2023.i23.10.

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When you ask learners why they enrolled in a language class, they typically will give answers like ‘because I need it for my study and work’; ‘because I want to be able to talk with the family of my partner’; ‘because it is my favourite holiday destination and I want to be able to speak to the people’ or ‘because I really like the language’. In all the years, I have worked as a language teacher myself, I have never met a student who answered: ‘I really wanted to learn past progressive’ or ‘I need to become better at phrasal verbs’. Sometimes, a student might wish to have ‘more vocabulary and b

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31

Kerimbaevna, Rasulova Gulbahor. "THE PROBLEM OF IMPROVING QUESTIONS AND INTER-TASK TASKS WHEN WORKING WITH THE TEXT IN LITERARY EDUCATION." International Journal of Advance Scientific Research 4, no. 6 (2024): 139–46. http://dx.doi.org/10.37547/ijasr-04-06-21.

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The article describes the issue of literary education development, in particular, the improvement of educational tasks, the analytical study of the content of questions and tasks in the teaching of literature, the creation of scientific and methodological bases for the development of educational tasks that reveal the essence of the work, the consideration of the criteria for evaluating students' knowledge, and the important recommendations and conclusions.

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32

Gargroetzi, Emma C., Rosa D. Chavez, Jen Munson, Jennifer M. Langer-Osuna, and Kimiko E. Lange. "Can off-task be on-track?" Phi Delta Kappan 100, no. 8 (2019): 62–66. http://dx.doi.org/10.1177/0031721719846892.

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Collaborative learning requires a lot of talk. Although not all student talk may be related to the task at hand, some off-task talk is actually productive, as it enables students to negotiate how they will work together, gain attention of fellow group members, and draw others into joining the work. Emma C. Gargroetzi, Rosa D. Chavez, Jen Munson, Jennifer M. Langer-Osuna, and Kimiko E. Lange observed 4th-grade students working in groups on math exercises and saw multiple seemingly off-task conversations that, in fact, ended up bringing the group together. For example, students who were excluded

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33

Thornborrow, Joanna. "The Organization of Primary School Children's On-Task and Off-Task Talk in a Small Group Setting." Research on Language & Social Interaction 36, no. 1 (2003): 7–32. http://dx.doi.org/10.1207/s15327973rlsi3601_2.

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34

ISHII, Kentaro, and Michita IMAI. "Collaborative Task Casting: A Task Selection Technique for Multi-Task Autonomous Robots." SICE Journal of Control, Measurement, and System Integration 6, no. 2 (2013): 157–65. http://dx.doi.org/10.9746/jcmsi.6.157.

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35

Hotama, Christianus Frederick, Hanung Adi Nugroho, Indah Soesanti, and Widhia KZ Oktoeberza. "Interference effect during word-task and colour-task in incongruent stroop-task." Communications in Science and Technology 2, no. 2 (2017): 47–52. http://dx.doi.org/10.21924/cst.2.2.2017.59.

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36

Aykin, Nuray, and Turgut Aykin. "Complex Task Performance under Speed-Accuracy Tradeoff: Single Task versus Dual Task." Proceedings of the Human Factors Society Annual Meeting 31, no. 2 (1987): 161–65. http://dx.doi.org/10.1177/154193128703100205.

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The effects of speed and accuracy conditions on single and double stimulation task performance were investigated and compared along with the effects of the stimulus complexity and interstimulus interval. The proportion of error responses increased when the complexity of the stimuli increased under speed and accuracy conditions in both single and double stimulation tasks. There was, however, no trend in the proportion of error responses as a function of ISI under speed and accuracy emphases.

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37

Su, Yuanbin. "A general view of task-based approach to teaching language." SDCA Asia-Pacific Multidisciplinary Research Journal 5, no. 1 (2023): 8–12. https://doi.org/10.5281/zenodo.8031179.

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More teachers across all subject areas have been exploring ways to improve the conventional modes of instruction in recent years. They have sought at strategies for making the classroom more student-centered and have delved into the various ways that students might take more initiatives in learning and knowledge processing. Task-based Approach (TBA) is one of them. This paper endeavors to introduce its theoretical bases, teaching principles, teaching procedures and evaluations to present a general idea about TBA to teaching language.

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38

Lin, W., C. A. Burks, D. R. Hansen, S. C. Kinnamon, and T. A. Gilbertson. "Taste Receptor Cells Express pH-Sensitive Leak K+ Channels." Journal of Neurophysiology 92, no. 5 (2004): 2909–19. http://dx.doi.org/10.1152/jn.01198.2003.

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Two-pore domain K+ channels encoded by genes KCNK1-17 ( K2p1-17) play important roles in regulating cell excitability. We report here that rat taste receptor cells (TRCs) highly express TASK-2 (KCNK5; K2p5.1), and to a much lesser extent TALK-1 (KCNK16; K2p16.1) and TASK-1 (KCNK3; K2p3.1), and suggest potentially important roles for these channels in setting resting membrane potentials and in sour taste transduction. Whole cell recordings of isolated TRCs show that a leak K+ (Kleak) current in a subset of TRCs exhibited high sensitivity to acidic extracellular pH similar to reported properties

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39

Youwen, Zhang. "A Project-Based Application-oriented Language Teaching Research." Education Quarterly Reviews 3, no. 2 (2020): 201–6. https://doi.org/10.31014/aior.1993.03.02.132.

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Based on the examination washback mechanism, the study is to carry out college English application-oriented teaching reform practice, unify the diverse core themes in textbook learning through project tasks in the network and classroom teaching, and emphasize the close connection between language learning and language practice. Project tasks involve the establishment of a series of task documents, task implementation, and task reflection. Project tasks are carried out closely following the core idea of the improvement of workplace capabilities, project data can be integrated into a semester la

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40

Arthur, Kevin W., Kellogg S. Booth, and Colin Ware. "Evaluating 3D task performance for fish tank virtual worlds." ACM Transactions on Information Systems 11, no. 3 (1993): 239–65. http://dx.doi.org/10.1145/159161.155359.

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41

Westgate, David, and Maureen Hughes. "Identifying 'Quality' in Classroom Talk: An Enduring Research Task." Language and Education 11, no. 2 (1997): 125–39. http://dx.doi.org/10.1080/09500789708666723.

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42

Halperin, Jonathan L. "Taking TASC to TASK: Evolving from nomenclature to guidelines." Vascular Medicine 20, no. 5 (2015): 463–64. http://dx.doi.org/10.1177/1358863x15598022.

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43

Xuan, Qi, Premkumar Devanbu, and Vladimir Filkov. "Converging Work-Talk Patterns in Online Task-Oriented Communities." PLOS ONE 11, no. 5 (2016): e0154324. http://dx.doi.org/10.1371/journal.pone.0154324.

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44

Lynch, T. "Nudge, nudge: teacher interventions in task-based learner talk." ELT Journal 51, no. 4 (1997): 317–25. http://dx.doi.org/10.1093/elt/51.4.317.

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45

Schneider, Darryl W. "Task-set inhibition in chunked task sequences." Psychonomic Bulletin & Review 14, no. 5 (2007): 970–76. http://dx.doi.org/10.3758/bf03194130.

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46

Ezercan Kayır, H. Hilal. "EXPERIENCED TASK-BASED MULTI ROBOT TASK ALLOCATION." ANADOLU UNIVERSITY JOURNAL OF SCIENCE AND TECHNOLOGY A - Applied Sciences and Engineering 18, no. 4 (2017): 864–75. http://dx.doi.org/10.18038/aubtda.340101.

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47

BRYCK, R. L., and U. MAYR. "Task selection cost asymmetry without task switching." Psychonomic Bulletin & Review 15, no. 1 (2008): 128–34. http://dx.doi.org/10.3758/pbr.15.1.128.

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48

Fath, Janet L., and Randolph G. Bias. "Taking the “Task” Out of Task Analysis." Proceedings of the Human Factors Society Annual Meeting 36, no. 4 (1992): 379–83. http://dx.doi.org/10.1177/154193129203600425.

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Task analysis is a well-accepted component of user-centered design. It is often left out of the design process, however, due to a lack of practical methods, the difficulty in predicting the amount of resource required to perform it, and a short supply of people with the appropriate skills. A solution to these problems is a structured set of activities that compose a task analysis and relate to the overall design process. The general framework into which these activities fit has three phases: Data Collection, Data Analysis, and Design. During the Data Collection phase, user and task data are co

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49

Koch, Iring, Andrea M. Philipp, and Miriam Gade. "Chunking in Task Sequences Modulates Task Inhibition." Psychological Science 17, no. 4 (2006): 346–50. http://dx.doi.org/10.1111/j.1467-9280.2006.01709.x.

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50

Van den Branden, Kris, Matthew D. Coss, Roger Gilabert, and Aleksandra Malicka. "Task design, needs analysis, and task sequencing." TASK. Journal on Task-Based Language Teaching and Learning 4, no. 1 (2024): 5–22. http://dx.doi.org/10.1075/task.00026.bra.

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Abstract In this interview, Kris Van den Branden (TASK Co-Editor) and Matt Coss (TASK Editorial Assistant) invited international experts Dr. Roger Gilabert and Dr. Aleksandra Malicka to discuss their scholarship and recent thinking on areas of TBLT including needs analysis, syllabus design, task sequencing, and task design.

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