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Journal articles on the topic 'Task-Induced Involvement Load Hypothesis'

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Published: 3 June 2025
Last updated: 31 July 2025

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1

Jahangard, Ali. "An empirical research on the adequacy of task-induced involvement load hypothesis: A case for intentional vocabulary learning." International Journal of Learning and Teaching 13, no. 2 (2021): 102–13. http://dx.doi.org/10.18844/ijlt.v13i2.5800.

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The present study aimed at examining the adequacy of the task-induced involvement load hypothesis in intentional learning. An investigation was carried out to find out whether proficiency level of learners had a role in the effectiveness of the vocabulary tasks with different involvement loads. One hundred and thirty-six university students were randomly assigned into four task groups, each of which included upper and lower intermediate learners. Reading comprehension and discussion, reading comprehension and gap filling, reading comprehension plus sentence-making and reading comprehension plu
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Ali, Jahangard, and Movassagh Hossein. "BRAIN Journal - High vs. Low Load Vocabulary Learning Tasks: A Case for Intentional Learning." BRAIN - Broad Research in Artificial Intelligence and Neuroscience 2, no. 4 (2011): 48–55. https://doi.org/10.5281/zenodo.1042627.

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ABSTRACT The present study aimed at investigating whether the amount of task-induced involvement load has any effects on the immediate and delayed retentions of words in an intentional learning environment. To meet this end, two groups of college students were selected as the participants of the study. The immediate and delayed retentions of ten unknown words were measured in two learning tasks (reading comprehension vs. reading comprehension plus sentence production) which induced different amounts of involvement loads. The time-on-task also differed in the two groups. No significant differen
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Zou, Di. "Vocabulary acquisition through cloze exercises, sentence-writing and composition-writing: Extending the evaluation component of the involvement load hypothesis." Language Teaching Research 21, no. 1 (2016): 54–75. http://dx.doi.org/10.1177/1362168816652418.

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This research inspects the allocation of involvement load to the evaluation component of the involvement load hypothesis, examining how three typical approaches to evaluation (cloze-exercises, sentence-writing, and composition-writing) promote word learning. The results of this research were partially consistent with the predictions of the hypothesis: the two writing tasks with greater involvement load led to significantly better word learning than cloze-exercises with lower load, while composition-writing was significantly more effective than sentence-writing despite the same involvement load
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Jr., Varrick Douglas. "Enhancing English Academic Vocabulary Acquisition and Retention in Intensive English Programs with the Involvement Load Hypothesis." Theory and Practice in Language Studies 6, no. 12 (2016): 2237. http://dx.doi.org/10.17507/tpls.0612.01.

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Through action research, two instructors explore the application of the Involvement Load Hypothesis in their respective low intermediate and intermediate college intensive English reading and writing classes to improve student vocabulary acquisition and retention. One study took place over the course of one week and compared the progress of student performance on task-induced activities, revealing that students did incrementally better on vocabulary acquisition when the involvement load was heavier. The following study took place over the course of a six week Intensive Program using the same m
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Ruegg, Rachael, and Cherie Brown. "“Digging Deep”: Using the Task Involvement Load Hypothesis to analyse textbooks for vocabulary learning potential." Lingua Pedagogia, Journal of English Teaching Studies 1, no. 1 (2019): 17–28. http://dx.doi.org/10.21831/lingped.v1i1.18481.

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In the process of vocabulary acquisition, the extent to which tasks require depth of processing, termed ‘task-induced involvement’ by Laufer and Hulstijn (2001), and the potential effects of this on subsequent vocabulary retention, deserve greater attention. Laufer and Hulstijn (2001) claim that when ‘need’, ‘search’ and ‘evaluation’ are required in order to complete a task, learners engage with words more deeply, thus optimizing potential for successful vocabulary retention. This study was designed to ascertain the extent to which tasks, in commonly used reading textbooks and integrated skill
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Fatalaki, Javad Ahmadi. "Involvement Load Hypothesis: Word Meaning Retention across Oral and Written Task Types." International Letters of Social and Humanistic Sciences 37 (August 2014): 29–45. http://dx.doi.org/10.18052/www.scipress.com/ilshs.37.29.

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Involvement Load Hypothesis for the first time has been proposed by Laufer and Hulstijn (2001). Based on their theory, second language vocabulary learning, consists of three basic components: need, search, and evaluation. Those Tasks which induce a higher involvement load are more effective than those with lower involvement. The important question is that which modality has the higher effect on task involvement load? In order to answer this question, this study aims at discussing the effect of modality-based activities, that is, Listening and Reading, on task-induced involvement on vocabulary
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Zarifi, Abdolvahed, Jayakaran Mukundan, and Elizabeth O’Dowd. "Cognitive Load Framework: An Alternative to The Involvement Load Hypothesis." Khazar Journal of Humanities and Social Sciences 24, no. 3 (2021): 17–27. http://dx.doi.org/10.5782/2223-2621.2021.24.3.17.

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Achieving an acceptable degree of proficiency in any language is no doubt threatened by the daunting task of mastering a bulk of new vocabulary items. Although incidental reading is often considered an invaluable source of vocabulary learning, it seems to be such a slow and error-prone process that it needs to be supplemented with explicit instruction. In order to design and assess practical activities for vocabulary learning and retention, researchers have presented several techniques and models, from which the Involvement Load Hypothesis appears to be the most popular and of widespread use b
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Park, Soon-Young, and Ji-Hye Kim. "The Effect of Task Types on Verb Subcategorization Learning by High School English Learners -A Focus on the Task-induced Involvement Load Hypothesis-." Korean Journal of Teacher Education 40, no. 3 (2024): 31–49. http://dx.doi.org/10.14333/kjte.2024.40.3.02.

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Purpose: This study investigated the influence of task involvement levels on Korean high school students' learning of verb subcategorization knowledge. Based on the Task-induced involvement load hypothesis in vocabulary acquisition, we analyzed whether different tasks with varying levels of involvement affect the learning of sentence structures inevitably derived from verbs. Methods: Sixty homogeneous Korean second-year high school students were selected and were divided into three groups, for applying different types of tasks. We used nine verbs belonging to the “putting verb” category, and d
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현주은 and JieYoungKim. "Investigating the Task Involvement Load Hypothesis in EFL Learners’ Vocabulary Learning." Journal of the Korea English Education Society 15, no. 1 (2016): 1–22. http://dx.doi.org/10.18649/jkees.2016.15.1.1.

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Soleimani, Hassan, and Mahboubeh Rahmanian. "Visiting Involvement Load Hypothesis and Vocabulary Acquisition in Similar Task Types." Theory and Practice in Language Studies 5, no. 9 (2015): 1883. http://dx.doi.org/10.17507/tpls.0509.16.

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Alarjani, Faten Ahmed. "Involvement Load Hypothesis and the Retention of Word Meaning Among Saudi EFL Learners." Asiatic: IIUM Journal of English Language and Literature 14, no. 1 (2020): 160–73. http://dx.doi.org/10.31436/asiatic.v14i1.1842.

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The Involvement Load Hypothesis (Laufer and Hulstijn) claims that in incidental learning situations, the retention of forms (words) and meaning depend on the manipulation of the cognitive and motivational variables within tasks. This study attempted to investigate the effect of task-based learning of the Involvement Load Hypothesis on Saudi university students’ retention of meaning. The study examined two tasks developed based on the hypothesis and their effect on Saudi university students’ retention of meaning. The participants in the study were female university students enrolled at Prin
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Liu, Sylvia, and Barry Lee Reynolds. "Empirical Support for the Involvement Load Hypothesis (ILH): A Systematic Review." Behavioral Sciences 12, no. 10 (2022): 354. http://dx.doi.org/10.3390/bs12100354.

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The Involvement Load Hypothesis (ILH) has become a widely used framework for predicting second language (L2) vocabulary learning from task completion. The purpose of this systematic review was to analyze the predictive ability of the ILH in the acquisition of aspects of knowing a word, its application in different target populations, the effective vocabulary learning task types designed based on the ILH, and the occurrence rate of the ILH components in vocabulary learning tasks. We searched IEEE, ERIC, WOS, Scopus, and ProQuest databases for empirical studies published between 2001 and 2021, u
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Namaziandost, Ehsan, Murad Hassan Mohammed Sawalmeh, Shouket Ahmad Tilwani, et al. "Manipulation of the Involvement Load of L2 Reading Tasks: A Useful Heuristic for Enhanced L2 Vocabulary Development." SAGE Open 11, no. 4 (2021): 215824402110517. http://dx.doi.org/10.1177/21582440211051723.

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Ensuring second language (L2) learners have an adequate breadth and depth of L2 vocabulary knowledge is a key pedagogical objective in L2 learning contexts. For this reason, establishing guiding principles that successfully enhance the efficacy of L2 vocabulary knowledge development is of strong importance. The current study investigated the value of applying principles from the Involvement Load Hypothesis (ILH) as part of a reading comprehension task among 40 intermediate English as a foreign language (EFL) students. Half of the group undertook a high involvement reading task, whereas the oth
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Li, Jie. "The Relative Effectiveness of Gap Filling, Summary Writing and Sentence Making in EFL Vocabulary Acquisition." Journal of English Language Teaching and Applied Linguistics 5, no. 1 (2023): 61–67. http://dx.doi.org/10.32996/jeltal.2023.5.1.8.

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This study investigates whether reading task type affects English as a foreign language (EFL) learners’ vocabulary acquisition or not. 68 EFL learners are divided into three groups at random, assigned to one of three reading tasks of learning 15 target words of meaning and part of speech. The tasks are designed based on the Involvement Load Hypothesis (ILH), which induces need (N), search (S), and evaluation (E) as components of involvement. The three tasks involve the same or different components: gap filling (+N, -S, +E), summary writing (+N, -S, +E) and sentence making (+N, -S, ++E). The fi
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Keating, Gregory D. "Task effectiveness and word learning in a second language: The involvement load hypothesis on trial." Language Teaching Research 12, no. 3 (2008): 365–86. http://dx.doi.org/10.1177/1362168808089922.

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Kang, HaeRan, and Yousun Shin. "The Involvement Load Hypothesis and Vocabulary Retention: The Interplay of Task Types and Involvement Index on L2 Vocabulary Learning." Foreign Languages Education 26, no. 4 (2019): 89–111. http://dx.doi.org/10.15334/fle.2019.26.4.89.

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Qin, Mengjuan. "The Involvement Load Hypothesis or the Technical Feature Analysis: Evidence from Four EFL Vocabulary Learning Tasks." International Journal of Education and Humanities 8, no. 2 (2023): 36–48. http://dx.doi.org/10.54097/ijeh.v8i2.7501.

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L2 vocabulary acquisition is of much importance to L2 learners and has long been the hot topic in the field of applied linguistics. Stimulated by the Technical Feature Analysis (TFA) and the Involvement Load Hypothesis (ILH) in particular, a large body of research has attempted to find the relative efficacy of various tasks in facilitating L2 vocabulary acquisition. However, there is a paucity of research regarding the relative effectiveness of the ILH and the TFA in accounting for the task type effects on L2 vocabulary acquisition. Therefore, the present study attempts to compare the relative
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Maxwell, J. P., R. S. W. Masters, E. Kerr, and E. Weedon. "The implicit benefit of learning without errors." Quarterly Journal of Experimental Psychology Section A 54, no. 4 (2001): 1049–68. http://dx.doi.org/10.1080/713756014.

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Two studies examined whether the number of errors made in learning a motor skill, golf putting, differentially influences the adoption of a selective (explicit) or unselective (implicit) learning mode. Errorful learners were expected to adopt an explicit, hypothesis-testing strategy to correct errors during learning, thereby accruing a pool of verbalizable rules and exhibiting performance breakdown under dual-task conditions, characteristic of a selective mode of learning. Reducing errors during learning was predicted to minimize the involvement of explicit hypothesis testing leading to the ad
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Park, Sujin, and Dong Ju Lee. "The effects of task types on English vocabulary learning of Korean middle school students: Verifying the involvement load hypothesis." Foreign Languages Education 22, no. 3 (2015): 89–125. http://dx.doi.org/10.15334/fle.2015.22.3.89.

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Ploutz-Snyder, L. L., P. A. Tesch, D. J. Crittenden, and G. A. Dudley. "Effect of unweighting on skeletal muscle use during exercise." Journal of Applied Physiology 79, no. 1 (1995): 168–75. http://dx.doi.org/10.1152/jappl.1995.79.1.168.

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Exercise-induced spin-spin relaxation time (T2) shifts in magnetic resonance (MR) images were used to test the hypothesis that more muscle would be used to perform a given submaximal task after 5 wk of unweighting. Before and after unilateral lower limb suspension (ULLS), 7 subjects performed 5 sets of 10 unilateral concentric actions with the quadriceps femoris muscle group (QF) at each of 4 loads: 25, 40, 55, and 70% of maximum. T2-weighted MR images of the thigh were collected at rest and after each relative load. ULLS elicited a 20% decrease in strength of the left unweighted QF and a 14%
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Taheri, Sahar, and Ghafour Rezaie Golandouz. "The effect of task type on EFL learners’ acquisition and retention of vocabulary: an evaluation of the involvement load hypothesis." Cogent Education 8, no. 1 (2021): 1915226. http://dx.doi.org/10.1080/2331186x.2021.1915226.

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Tahmasbi, Maryam, and Mohammad Taghi Farvardin. "Probing the Effects of Task Types on EFL Learners’ Receptive and Productive Vocabulary Knowledge: The Case of Involvement Load Hypothesis." SAGE Open 7, no. 3 (2017): 215824401773059. http://dx.doi.org/10.1177/2158244017730596.

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Moonen, Machteld, Rick de Graaff, and Gerard Westhoff. "Focused Tasks, Mental Actions and Second Language Learning. Cognitive and Connectionist Accounts of Task Effectiveness." Task-Based Language Teaching 152 (2006): 35–53. http://dx.doi.org/10.2143/itl.152.0.2017862.

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Abstract This paper presents a theoretical framework to estimate the effectiveness of second language tasks in which the focus is on the acquisition of new linguistic items, such as vocabulary or grammar, the so-called focused tasks (R. Ellis, 2003). What accounts for the learning impact offocused tasks? We shall argue that the task-based approach (e.g. Skehan, 1998, Robinson, 2001) does not provide an in-depth account of how cognitive processes, elicited by a task, foster the acquisition of new linguistic elements. We shall then review the typologies of cognitive processes derived from resear
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San Mateo-Valdehíta, Alicia, and Cecilia Criado de Diego. "Receptive and productive vocabulary acquisition: effectiveness of three types of tasks. Results from French students of Spanish as second language." Onomázein Revista de lingüística filología y traducción, no. 51 (2021): 36–56. http://dx.doi.org/10.7764/onomazein.51.05.

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This study presents the results of research on the vocabulary acquisition of French students of Spanish as second language. The aim is to know (1) which of these three vocabulary-learning tasks is more effective: definition-choosing, gap-filling or sentence-writing; and (2) which kind of knowledge, receptive or productive, the participants acquire with each vocabulary-learning task. The analysis shows that the most effective task is sentence-writing, then gap-filling and, in the third place, definition-choosing. Also all the three learning tasks trained students to complete above all activitie
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Kang, Hae-Ran. "The effects of task types and word concreteness on vocabulary learning by Korean university students at different proficiency levels: Involvement load hypothesis." Foreign Languages Education 28, no. 4 (2021): 77–103. http://dx.doi.org/10.15334/fle.2021.28.4.77.

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Diedrichsen, Jörn, Timothy Verstynen, Steven L. Lehman, and Richard B. Ivry. "Cerebellar Involvement in Anticipating the Consequences of Self-Produced Actions During Bimanual Movements." Journal of Neurophysiology 93, no. 2 (2005): 801–12. http://dx.doi.org/10.1152/jn.00662.2004.

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Anticipatory postural adjustments (APA) during bimanual actions can be observed when participants hold an object in one hand and then lift it with the other hand. The postural force used to hold the object is reduced in anticipation of unloading, indicating an accurate prediction of the change in load. We examined patients with unilateral or bilateral cerebellar damage as well as two individuals lacking the corpus callosum on the bimanual unloading task. The acallosal patients showed an intact APA, suggesting subcortical integration of motor signals for anticipatory adjustments during bimanual
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Sridhanyarat, Kietnawin, and Supong Tangkiengsirisin. "The Effects of the ILH-based DDL on the Ability of Thai EFL Learners to Use Academic Collocations." LEARN Journal: Language Education and Acquisition Research Network 18, no. 1 (2025): 190–211. https://doi.org/10.70730/aaua5255.

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The purpose of this study is two-fold: 1) to investigate the effects of Data-Driven Learning (DDL) framed within the Involvement Load Hypothesis (ILH) on Thai learners’ use of academic collocations and 2) to examine how Thai learners utilized the involvement load (IL) components (need, search, and evaluation) to master academic collocations. It is hypothesized that the more learners actively engage with the IL components in a DDL task, the greater their development will be in acquiring new collocations. Participants (n = 31) were provided with repeated exposure to authentic L2 input (COCA) thr
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Lorino, A. M., M. Paul, L. Cocea, et al. "Vitamin E does not prevent exercise-induced increase in pulmonary clearance." Journal of Applied Physiology 77, no. 5 (1994): 2219–23. http://dx.doi.org/10.1152/jappl.1994.77.5.2219.

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It has been observed that sustained exercise results in a prolonged increase in alveolar epithelial permeability, as assessed by the pulmonary clearance rate of aerosolized 99mTc-labeled diethylenetriaminepentaacetate (Lorino et al. J. Appl. Physiol. 67: 2055–2059, 1989). The involvement of lipid peroxidation in this increased permeability was tested in seven nonsmoking volunteers by comparing the exercise-induced increases in pulmonary 99mTc-diethylenetriaminepentaacetate clearance before and after a 3-wk supplementation with oral vitamin E (1,000 IU/day), according to a protocol designed as
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Shahbazy, Golgaz, and Hosein Sadegh Oghli. "A Comparative Study of Using Receptive and Productive Tasks on the Vocabulary Development of Upper-Intermediate Iranian EFL Learners." Studies in English Language Teaching 3, no. 2 (2015): 153. http://dx.doi.org/10.22158/selt.v3n2p153.

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<p><em>This study attempts to investigate differential effect of using receptive and productive tasks on the vocabulary development of upper intermediate Iranian EFL learners and which of the tasks (receptive tasks or productive tasks) is more effective in vocabulary development. This study first examined the immediate effect of receptive and productive task and then the delayed effect of two kinds of tasks on the vocabulary development. For this end, 50 upper intermediate English learners received TOEFL vocabulary part test and 30 learners who had got higher mark selected for the
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Armson, Michael J., Jennifer D. Ryan, and Brian Levine. "Maintaining fixation does not increase demands on working memory relative to free viewing." PeerJ 7 (April 29, 2019): e6839. http://dx.doi.org/10.7717/peerj.6839.

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The comparison of memory performance during free and fixed viewing conditions has been used to demonstrate the involvement of eye movements in memory encoding and retrieval, with stronger effects at encoding than retrieval. Relative to conditions of free viewing, participants generally show reduced memory performance following sustained fixation, suggesting that unrestricted eye movements benefit memory. However, the cognitive basis of the memory reduction during fixed viewing is uncertain, with possible mechanisms including disruption of visual-mnemonic and/or imagery processes with sustained
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Israel, Anita, Marysabel Torres, and Yarisma Barbella. "Natriuretic and diuretic action of centrally administered rat atrial natriuretic peptide (99–126): possible involvement of aldosterone and the sympathoadrenal system." Canadian Journal of Physiology and Pharmacology 66, no. 3 (1988): 295–300. http://dx.doi.org/10.1139/y88-050.

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Intracerebroventricular (ICV) administration of rat atrial natriuretic peptide (99–126) (rANP) to conscious male hydrated rats resulted in a dose-related increase in urinary volume and sodium excretion over a 6-h period of urine collection. A diminished mineralocorticoid effect on the kidneys may explain the natriuretic phenomenon. This hypothesis was tested by ICV rANP injection (1.25 μg/5 μL) in conscious hydrated rats pretreated beforehand with d-aldosterone (20 μg/kg, ip). Although the absolute amount of sodium excreted was reduced, aldosterone did not affect rANP-induced sodium output at
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Salehi, A., та I. Lundquist. "Islet glucan-1,4-α-glucosidase: differential influence on insulin secretion induced by glucose and isobutylmethylxanthine in mice". Journal of Endocrinology 138, № 3 (1993): 391–400. http://dx.doi.org/10.1677/joe.0.1380391.

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ABSTRACT In previous in-vivo studies we have presented indirect evidence for the involvement of islet acid glucan-1,4-α-glucosidase (acid amyloglucosidase), a lysosomal glycogen-hydrolysing enzyme, in certain insulin secretory processes. In the present combined in-vitro and in-vivo investigation, we studied whether differential changes in islet acid amyloglucosidase activity were related to the insulin secretory response induced by two mechanistically different secretagogues, glucose and isobutylmethylxanthine (IBMX). It was observed that addition of the selective α-glucosidehydrolase inhibito
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Chu, Haiyan, Joseph F. Hoffman, and Philip S. Low. "Preliminary Identification of ATP Compartment Associated Proteins On Erythrocyte Membrane." Blood 114, no. 22 (2009): 3019. http://dx.doi.org/10.1182/blood.v114.22.3019.3019.

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Abstract Abstract 3019 Poster Board II-995 A compartment/pool of ATP that is generated by glycolytic enzymes has been reported to exist on the erythrocyte membrane where it channels ATP directly to the Na+/K+-ATPase (Proverbio F and Hoffman JF. J. Gen. Physiol. 1977, 69:605-632. Mercer RW and Dunham PB. J. Gen. Physiol. 1981, 78:547-567). In order to identify the protein components enclosing this compartment of ATP, a photoactivatable probe, 8-azido-[αa-32P]ATP, was loaded into porous erythrocytes under conditions that fill the compartment with ATP, and the radiolabeled ATP was induced to labe
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San Mateo Valdehita, Alicia, and María Antonieta Andión Herrero. "Planteamiento de un proyecto de incorporación léxica en español lengua meta. Cuestiones metodológicas y estudio piloto." Epos : Revista de filología, no. 28 (January 1, 2012): 73. http://dx.doi.org/10.5944/epos.28.2012.12265.

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Este trabajo presenta el proyecto de una investigación experimental global centrada en el aprendizaje del léxico en español como lengua no materna (lengua meta), en vías de aplicación en varios puntos de actuación y diferentes contextos de aprendizaje: España, Brasil y EE. UU. Su objetivo es determinar la forma más eficaz de presentar una palabra nueva a un hablante no nativo para que sea más fácilmente incorporada a su lexicón mental; en concreto, empleamos tres actividades tipo utilizadas en la enseñanza de segundas lenguas: selección de definiciones, selección de ejemplos y escritura de ora
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Masiulienė, Ieva, Katryna Pampuščenko, Gintarė Žemgulytė, Diana Bilskienė, Vilmantė Borutaitė, and Renata Balnytė. "Pilot Study of the Total and Phosphorylated Tau Proteins in Early-Stage Multiple Sclerosis." Medicina 60, no. 3 (2024): 416. http://dx.doi.org/10.3390/medicina60030416.

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Background and Objectives: Recent findings suggest that neurodegeneration starts early in the course of multiple sclerosis (MS) and significantly contributes to the progression of patients’ disability. Tau is a microtubule-binding protein that is known to play a role in the pathophysiology of many neurodegenerative disorders. Newly emerging data on tau protein-induced neurodegenerative processes and its possible involvement in MS suggest that it may be involved in the pathology of early-stage MS. Therefore, this study aimed to test this hypothesis in patients with newly diagnosed MS. Materials
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성현미. "Task-Induced Involvement Load in Korean EFL Incidental Vocabulary Learning." Journal of Studies in Language 29, no. 2 (2013): 269–96. http://dx.doi.org/10.18627/jslg.29.2.201308.269.

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Sung, HyunMi. "Task-Induced Involvement Load and Low-Level Learners’ Vocabulary Learning." Modern English Society 17, no. 4 (2016): 1–24. http://dx.doi.org/10.18095/meeso.2016.17.4.01.

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Khodaparast, Seyedeh Mitra, and Mohammad Hossein Keshmirshekan. "Task-induced Involvement Load, Vocabulary learning and Reading Comprehension Among Iranian Intermediate English as a Foreign Language Learners." International Journal of Linguistics, Literature and Translation 4, no. 11 (2021): 210–18. http://dx.doi.org/10.32996/ijllt.2021.4.11.23.

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The importance of vocabulary in a second language is so self-axiomatic that it renders learning and teaching a must. The present study aimed to explore whether the manipulation of the task components, as proposed by Laufer and Hulstijn, affected the acquisition of English vocabularies by EFL learners. The present study followed an experimental design in that it used pre-test and post-test to collect data from the participants. The current research included 50 EFL students from two private English language institutions in Yazd, Iran. The study included two distinct reading tasks that placed var
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Park, Hyunkyu. ""Task-Induced Involvement Load in Korean EFL Adult Learners’ Incidental Vocabulary Learning"." Studies in English Education 22, no. 3 (2017): 27–53. http://dx.doi.org/10.22275/see.22.3.02.

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Natale Rukholm, Vanessa J. "Facilitating Lexical Acquisition in Beginner Learners of Italian Through Task-Induced Involvement Load." Coastal Review 8, no. 1 (2016): 1–19. http://dx.doi.org/10.20429/cr.2016.080101.

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Nassaji, Hossein, and Hsueh-chao Marcella Hu. "The relationship between task-induced involvement load and learning new words from context." International Review of Applied Linguistics in Language Teaching 50, no. 1 (2012): 69–86. http://dx.doi.org/10.1515/iral-2012-0003.

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Konstantinou, Nikos, Bahador Bahrami, Geraint Rees, and Nilli Lavie. "Visual Short-term Memory Load Reduces Retinotopic Cortex Response to Contrast." Journal of Cognitive Neuroscience 24, no. 11 (2012): 2199–210. http://dx.doi.org/10.1162/jocn_a_00279.

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Load Theory of attention suggests that high perceptual load in a task leads to reduced sensory visual cortex response to task-unrelated stimuli resulting in “load-induced blindness” [e.g., Lavie, N. Attention, distraction and cognitive control under load. Current Directions in Psychological Science, 19, 143–148, 2010; Lavie, N. Distracted and confused?: Selective attention under load. Trends in Cognitive Sciences, 9, 75–82, 2005]. Consideration of the findings that visual STM (VSTM) involves sensory recruitment [e.g., Pasternak, T., & Greenlee, M. Working memory in primate sensory systems.
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Kıvrak, Cansu, and Dilek Uygun Gökmen. "The effects of task-induced involvement load and input modality on incidental vocabulary learning." Dil ve Dilbilimi Çalışmaları Dergisi 15, no. 4 (2019): 1355–75. http://dx.doi.org/10.17263/jlls.668478.

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McKiernan, Kristen A., Jacqueline N. Kaufman, Jane Kucera-Thompson, and Jeffrey R. Binder. "A Parametric Manipulation of Factors Affecting Task-induced Deactivation in Functional Neuroimaging." Journal of Cognitive Neuroscience 15, no. 3 (2003): 394–408. http://dx.doi.org/10.1162/089892903321593117.

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Task-induced deactivation (TID) refers to a regional decrease in blood flow during an active task relative to a “resting” or “passive” baseline. We tested the hypothesis that TID results from a reallocation of processing resources by parametrically manipulating task difficulty within three factors: target discriminability, stimulus presentation rate, and short-term memory load. Subjects performed an auditory target detection task during functional magnetic resonance imaging (fMRI), responding to a single target tone or, in the short-term memory load conditions, to target sequences. Seven task
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Alobaid, Amal. "Investigating the Impact of Task-Induced Involvement Load on Incidental Second Language Vocabulary Acquisition through." Bulletin of The Faculty of Languages & Translation 25, no. 2 (2023): 69–112. http://dx.doi.org/10.21608/bflt.2023.319519.

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Savino, Angela Maria, Orianne Olivares, Shani Barel, et al. "Stearoyl-CoA Desaturase (SCD) Enhances Central Nervous System Leukemia." Blood 132, Supplement 1 (2018): 389. http://dx.doi.org/10.1182/blood-2018-99-114749.

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Abstract Background: Central nervous system (CNS) involvement by acute lymphoblastic leukemia (ALL) is a major clinical concern. Leukemic cells can be found in the CNS at diagnosis (1-2%) or, more frequently, at relapse (30%). Very little is known about the pathogenesis and therefore there are no targeted therapies. Prophylactic CNS-directed conventional intrathecal chemotherapy or irradiation are required for relapse-free survival. However, they are associated with substantial rates of short and long term toxicity. Therefore, elucidation of molecular mechanisms and pathways mediating leukemia
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Lee, Ok-hee, and Sang-Ki Lee. "Effects of Task-Induced Involvement Load and Working Memory on Korean High School Students’ Second Language Vocabulary Learning." Lanaguage Research 57, no. 1 (2021): 143–65. http://dx.doi.org/10.30961/lr.2021.57.1.143.

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Fan, Yao. "A Study on the Effects of Chinese EFL Learners’ English Proficiency and Involvement Load on Incidental Vocabulary Acquisition." International Journal of English Linguistics 11, no. 4 (2021): 76. http://dx.doi.org/10.5539/ijel.v11n4p76.

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The effects of EFL learners’ English proficiency and involvement load induced by tasks on incidental vocabulary acquisition are observed in this study. 163 students of non-English majors in a local university of China were divided into two groups of different English proficiency according to their scores of College English Test Band 4 (CET-4). The students in each group were randomly assigned one of three tasks (reading-for-comprehension, blank-filling, and writing) involving 10 target words. Fifteen minutes after they finished the task, they were required to take an immediate vocabu
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Lier, Elisabeth J., Clementina M. van Rijn, Marjan de Vries, Harry van Goor, and Joukje M. Oosterman. "The interaction between pain and cognition: on the roles of task complexity and pain intensity." Scandinavian Journal of Pain 22, no. 2 (2021): 385–95. http://dx.doi.org/10.1515/sjpain-2021-0119.

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Abstract Objectives The interaction between pain and cognition includes a concurrent negative effect of pain on cognitive performance and an analgesic effect of cognitive distraction on pain experience. The purpose of this exploratory study was to investigate the role of pain intensity and task complexity on this interaction. Methods Two experiments were conducted in healthy volunteers. In both experiments, participants completed 3 conditions: a pain only condition (consisting of the cold pressor test), a cognition only condition (consisting of the cognitive task) and a combined condition (con
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Tixier, Maëlle, Stéphane Rousset, Pierre-Alain Barraud, and Corinne Cian. "Postural responses to specific types of long-term memory during visually induced roll self-motion." PLOS ONE 16, no. 12 (2021): e0261266. http://dx.doi.org/10.1371/journal.pone.0261266.

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A large body of research has shown that visually induced self-motion (vection) and cognitive processing may interfere with each other. The aim of this study was to assess the interactive effects of a visual motion inducing vection (uniform motion in roll) versus a visual motion without vection (non-uniform motion) and long-term memory processing using the characteristics of standing posture (quiet stance). As the level of interference may be related to the nature of the cognitive tasks used, we examined the effect of visual motion on a memory task which requires a spatial process (episodic rec
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