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Tauck, Shaun Austin. "Factors associated with the biostimulatory effect of bulls on resumption of ovarian cycling activity and breeding performance of first-calf suckled beef cows." Thesis, Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/tauck/TauckS0505.pdf.
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Li, Xiangqian. "Task-switching costs without task-switching." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/8962/.
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It has been suggested that task-switching costs can be eliminated if participants memorise all stimulus-response mappings thereby avoiding task-switching altogether (Dreisbach, Goschke & Haider, 2006, 2007; Dreisbach & Haider, 2008). This has been labelled the “Look-Up Table” (LUT) approach. It has also been suggested that the LUT approach could potentially explain why animals such as monkeys (Stoet & Snyder, 2003; Avdagic et al., 2013) and pigeons (Castro & Wasserman, 2016; Meier, Lea & McLaren 2016) were able to perform task-switching without showing any task-switching costs (Dreisbach, et al., 2006, 2007; Dreisbach & Haider, 2008; Forrest, Monsell & Mclaren, 2014). In a series of eight experiments the following two questions were addressed: (1) Why do some participants show significant task-switching costs even when they do not switch between tasks (e.g., Forrest, Monsell & Mclaren, 2014)? (2) Can the LUT approach explain the absence of task-switching costs? In an attempt to answer both questions different sources of human task-switching costs are investigated in eight behavioural experiments. Chapter 1 provides an overview of different task-switching paradigms and accounts to explain task-switching costs. Chapter 2 summarises previous attempts to remove human task-switching costs. Evidence for the absence of task-switching costs in animals is also introduced. Following up on previous studies that suggested the LUT approach can explain the absence of task-switching costs, I conducted two task-switching experiments using visual tasks (i.e., colour task and shape task) with bivalent stimuli in an attempt to re-examine the conclusions of previous LUT studies (i.e., Dreisbach, et al., 2006, 2007; Dreisbach & Haider, 2008; Forrest, Monsell & Mclaren, 2014). The results in Chapter 2 indicate that human participants cannot always eliminate task-switching costs and do not always apply the LUT approach when the task-switching strategy is controlled. Therefore, the experiments in Chapter 3 and 4 sought to ascertain the requirements for eliminating task-switching costs when using the LUT approach. The experiments in Chapter 3 applied visual tasks where each task had a different stimulus-set. Experiments in Chapter 4 applied two classical mathematical tasks (i.e., big/small task, odd/even task) and used Chinese numbers as stimuli. The results of the experiments in Chapters 3 and 4 suggest that human participants must be able to give the correct answer without processing task-relevant features from the stimuli in order to eliminate task-switching costs. In the experiment of Chapter 5 the cue-stimulus-response mappings from Experiments 2.1 and 2.2 were rearranged so that switching between conventional tasks and rules became impossible. The results suggest that task-relevant features can trigger interferences thereby causing “task-switching costs” even when participants do not switch between tasks. In Chapter 7, I compare a modified interference account, introduced in Chapter 5, with the compound retrieval account (e.g., Logan & Schneider, 2010) and associative learning account (Forrest et al., 2014; Meier et al., 2016) in order to explain why human participants show task-switching costs even when they do not switch between tasks. I conclude that the modified interference account provides an alternative explanation. It has been proposed that only humans are affected by strong and long-lasting interference from previous trials during task-switching. As a consequence, this interference may explain why human participants consistently show task-switching costs whereas monkeys and pigeons show no task-switching costs.
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Riby, Leigh Martin. "The effects of age, task complexity and task domain on dual task performance." Thesis, University of Bristol, 2002. http://hdl.handle.net/1983/af3ecd46-ba64-48c3-a8f7-7fd30df39fad.
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Drucker, Steven M. "Task-level robot learning on a complex task." Thesis, Massachusetts Institute of Technology, 1988. http://hdl.handle.net/1721.1/13661.
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Kübler, Sebastian. "Investigating Task-Order Coordination in Dual-Task Situations." Doctoral thesis, Humboldt-Universität zu Berlin, 2021. http://dx.doi.org/10.18452/22796.
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Bisherige Studien liefern Hinweise für das Auftreten von aktiven Prozessen der Reihenfolgekoordination in Doppelaufgaben. Diese Prozesse sind notwendig für die Regulation der Bearbeitungsreihenfolge von zwei Aufgaben. Bisher ist jedoch wenig über die kognitiven und neuronalen Mechanismen bekannt, die diesen Prozessen zugrunde liegen. Ziel der vorliegenden Dissertation war deshalb die Überprüfung eines Modells aktiver Reihenfolgekoordination in Doppelaufgaben. Das Modell nimmt an, dass diese Prozesse auf Repräsentationen zurückgreifen, die Informationen über die Verarbeitungssequenz zweier Aufgaben enthält. Zusätzlich macht das Modell Annahmen über (1) den Ort der Verarbeitung und (2) den genauen Inhalt dieser Repräsentationen. Weiterhin enthält das Modell die Annahmen, dass (3) der präfrontale Kortex kausal in Reihenfolgekoordination involviert ist und dass (4) diese Prozesse von unterschiedlichen Kriterien beeinflusst werden.
In dieser Dissertation wurde das Model in einer Reihe von vier Studien überprüft. Dazu wurde ein Doppelaufgabenparadigma mit zufällig wechselnder Aufgabenreihenfolge verwendet. Ich konnte zeigen, dass die Reihenfolgerepräsentationen im Arbeitsgedächtnis aufrechterhalten und aktiv verarbeitet werden. Ich konnte weiterhin zeigen, dass diese Repräsentationen nur Information über die Sequenz der Aufgaben enthalten. Spezifische Aufgabeninformation wird hingegen separat repräsentiert. Durch den Einsatz transkranieller Magnetstimulation konnte ich zudem nachweisen, dass der präfrontale Kortex eine kausale Rolle für Reihenfolgekoordination spielt. Darüber hinaus konnte ich zeigen, dass Anforderungen an Reihenfolgekoordinationsprozesse in Situationen, in denen Probanden ein von außen vorgegebenes Reihenfolgekriterium befolgen, erhöht sind im Vergleich zu Situationen, in denen Probanden ein auf einer freien Wahl basierendes Kriterium nutzen können. Die Implikationen dieser Ergebnisse werden unter Berücksichtigung des vorgeschlagenen Modells diskutiert.Evidence from behavioral as well as neurophysiological studies indicates the occurrence of active task-order coordination processes in dual-task situations. These processes are required for planning and regulating the processing sequence of two tasks that overlap in time. So far, however, the cognitive and neural mechanisms underlying active task-order coordination are highly underspecified. To tackle this issue, in the present dissertation I tested a model of task-order coordination in dual-task situations. This model assumes that task-order coordination relies on representations that contain information about the processing sequence of the two component tasks. In addition, the model includes assumptions about the (1) locus of processing as well as (2) the exact content of these order representations. The model further assumes that (3) the lateral prefrontal cortex is causally involved in implementing task-order coordination processes and that (4) these processes are affected by different order criteria. I tested this model in a series of four studies by applying a dual-task paradigm with randomly changing task order. I demonstrated that task-order representations are actively maintained and processed in working memory during dual tasking. Moreover, I found that these order representations only contain information about the processing sequence of tasks, whereas specific component task information is represented separately. By applying transcranial magnetic stimulation, I also provided evidence for the causal role of the lateral prefrontal cortex for task-order coordination. Furthermore, I showed that the demands on task-order coordination are increased when participants have to adhere to an external and mandatory order criterion compared to when they can use an internally generated order criterion that is based on free choice. The implications of these results as well as an outlook for future research will be discussed in the framework of the proposed model.
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Hendrich, Elisabeth. "Determinants of task order in dual-task situations." Doctoral thesis, Humboldt-Universität zu Berlin, Mathematisch-Naturwissenschaftliche Fakultät II, 2014. http://dx.doi.org/10.18452/17088.
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Werden zwei Aufgaben in einem Doppelaufgaben-Paradigma gleichzeitig bearbeitet, dann treten oft sogenannte Doppelaufgabenkosten auf (längere Reaktionszeiten und/oder höhere Fehlerzahlen). Diese Doppelaufgabenkosten werden durch einen zentralen “Flaschenhals” erklärt, der die gleichzeitige Verarbeitung der beiden Aufgaben an der zentralen Verarbeitungsstufe der Reaktionsauswahl verhindert. Das Ziel der vorliegenden Arbeit war es, einige mögliche Faktoren der Verarbeitungsreihenfolge an diesem Flaschenhals zu untersuchen. Die Studie zeigt, dass die Ankunftszeit am Flaschenhals ein wichtiger Faktor bei der Festlegung der Verarbeitungsreihenfolge ist. Zusätzlich ist der Einfluss der Ankunftszeit auf die Verarbeitungsreihenfolge unabhängig davon, welche der beiden Aufgaben manipuliert wurde um den Einfluss dieser Aufgabe zu untersuchen (visuelle oder auditorische Aufgabe). Ein zweiter Faktor der manipuliert wurde, ist die Instruktion an die Probanden. Die Ergebnisse zeigen, dass unter bestimmten Instruktionsbedingungen kognitive Kontrollprozesse aktiviert zu werden scheinen. Als dritten Faktor wurden Aufgabenanforderungen untersucht, indem eine Aufgabe mit zeitlicher Reihenfolge-Entscheidung mit einer Doppelaufgabe mit zufälliger Aufgabenreihenfolge, d.h.: Bestimmung der zeitlichen Reihenfolge mit der zusätzlichen Anforderung einer Reaktionswahl-Aufgabe, verglichen wurde. Die Ergebnisse dieser Experimente deuten darauf hin, dass die Entscheidung über die zeitliche Reihenfolge der beiden Aufgaben zwischen der Wahrnehmungsstufe und der Reaktionswahlstufe getroffen wird.The simultaneous performance of two tasks in a dual-task paradigm is often accompanied by dual-task costs (longer reaction times and/or higher error rates). These dual-task costs have been explained by the existence of a central bottleneck which prohibits the simultaneous processing of the two tasks at the central response-selection stage of information processing. The aim of the present work was to investigate several of the possible factors which determine the task processing order at this central bottleneck. The study shows that the arrival time of the two tasks at the bottleneck plays an important role in the determination of task order. Additionally, the influence of the arrival time on processing order is independent of the component task which is manipulated to test the influence of that task (i.e., visual & auditory task). A second factor that was manipulated is the instruction given to the participants. The results show that cognitive control processes are activated under certain instruction conditions. As a third factor, task requirements were investigated by comparing a temporal order judgement task with a dual task with random task order (i.e., temporal order judgement with the additional requirement to do a choice-RT task). The results suggest that the decision about the temporal order of the two tasks is located between the perception stage and the response-selection stage of processing.
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Farias, Priscila Fabiane. "Task-Test." reponame:Repositório Institucional da UFSC, 2014. https://repositorio.ufsc.br/xmlui/handle/123456789/123320.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Inglês: Estudos linguísticos e Literários, Florianópolis, 2014.Made available in DSpace on 2014-08-06T18:04:38Z (GMT). No. of bitstreams: 1 326630.pdf: 2523395 bytes, checksum: 6e9af23608eac659ca9db8d0f3a385cf (MD5) Previous issue date: 2014
Na área de Aquisição de Segunda Língua, a abordagem baseada em tarefas propõe um ensino comunicativo através do uso de tarefas (Skehan, 2003). Da mesma forma, pesquisadores e professores desta área explicam que a abordagem usada em sala de aula deve ser similar à maneira que os alunos são testados. Levando isso em consideração, é possível afirmar que, em uma sala de aula na qual a abordagem baseada em tarefas é aplicada, a testagem dos alunos deve ser conduzida da mesma forma. Assim, esse trabalho tem como objetivo investigar o impacto de um Teste-Tarefa, ou seja, um teste que contém elementos de uma tarefa levando em consideração os critérios estabelecidos por Ellis (2003), no desempenho de alunos de dois grupos distintos - grupo 1 que seguiu a abordagem estabelecida pelo livro-texto e grupo 2 que recebeu um tratamento seguindo a Abordagem Baseada em Tarefas. Além disso, a presente pesquisa tentou entender a relação entre o teste e a abordagem metodológica usada para ensino de segunda língua. Ainda, buscando um enfoque mais qualitativo, esse estudo objetivou pesquisar a percepção dos alunos sobre o Teste-Tarefa no sentido de saber se o mesmo é ou não uma ferramenta apropriada para medir seu aprendizado em L2. Trinta e dois participantes, divididos em dois grupos, responderam o Teste-Tarefa, um questionário sobre dados pessoais bem como outro sobre o teste em si. Em relação à comparação do desempenho dos alunos levando em consideração a acurácia, complexidade e outcome (resposta comunicativa de uma tarefa), Testes-T independentes foram utilizados. Quanto ao objetivo de entender a percepção dos participantes sobre o teste, uma avaliação qualitativa dos questionários foi feita. Resultados indicaram falta de significância estatística para ambas acuracia e complexidade enquanto que para a medida de outcome, a significância foi aproximada. Em relação aos questionários, os mesmos demonstraram que os alunos identificaram os elementos de uma tarefa no Teste-Tarefa e, em virtude desses resultados, o Teste-Tarefa foi considerado pelos alunos como uma ferramenta apropriada para medir seu aprendizado em L2. Levando em consideração tais implicações trazidas pela análise dos dados quantitativos e qualitativos, ênfase na importância de uma abordagem coerente para ensino e testagem é sugerida. Ademais, o Teste-Tarefa foi considerado uma ferramenta construtiva e positiva para testagem no contexto do ensino comunicativo.
Abstract : Within the area of Second Language Acquisition (SLA), the Task Based Approach (TBA) proposes communicative teaching through the use of tasks (Skehan, 2003). At the same time, researchers in the area of SLA agree that the approach used by the teacher in class should be similar to the way the students are going to be tested. Bearing this in mind, it can be assumed that in TBA classroom, students' assessment should also follow TBA tenets. Therefore, this study aimed at investigating the impact of a TaskTest, that is, a written test which contained elements of a task according to Ellis' (2003) criteria, on students' language performance in two different groups - group 1 whose classes followed the textbook and group 2 which was exposed to Task Based lessons. Additionally, this research tried to understand the relationship of this test to the methodological approach used for second language teaching. Moreover, taking a more qualitative stance, this study aimed at unfolding students' perceptions of the Task-Test in terms of it being an appropriate tool for measuring their L2 acquisition. Thirty two participants divided in two groups completed the Task-Test and responded to a profile and a post task questionnaire. Research data were scrutinized qualitatively and quantitatively. As for comparing the participants' writing performance in terms of accuracy, complexity and outcome achievement, independent T-tests were run. As regards unfolding students? perception of the Task-Test, a qualitative appraisal of students' answers was made. The results of this study indicated lack of statistical significance for both accuracy and complexity measures and approached significance for the outcome measure. In relation to the questionnaires, learners' answers demonstrated that the students were able to identify task elements in the Task-Test and used these characteristics to explain why they considered the test an effective tool for measuring their L2 performance. Based on the results from both quantitative and qualitative analyses, emphasis on the importance of a coherent approach for teaching and testing may be suggested. Furthermore, the Task-Test was considered a constructive and positive tool for communicative assessment.
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Crane, Megan E. "The Effects of Task Autonomy and Task Interest on Goal-Setting Behavior and Task Performance." Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1345220371.
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Richardson, Miles. "Identifying the task variables that affect assembly task complexity." Thesis, University of Derby, 2005. http://hdl.handle.net/10545/200012.
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Jenks, Christopher Joseph. "Task-based interaction : the interactional and sequential organization of task-as-workplan and task-in-process." Thesis, University of Newcastle Upon Tyne, 2006. http://hdl.handle.net/10443/241.
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This thesis investigates the interactional properties and sequential organization of tasks. The analysis is framed around the notion that tasks can be investigated from a task as- workplan or task-in-process perspective. However, past and current interpretations of tasks have been taken primarily from a task-as-workplan perspective. The point of departure for this thesis is not only the emphasis put on task-in-process, but also the reconciliation of both perspectives. That is, this thesis examines whether a task does what it is claimed to do. The difference between what is planned, and what occurs, is at the heart of construct validity. This assumption will be investigated by analyzing the relationship between task-as-workplan and turn-taking and repair. The findings demonstrate that although task-as-workplan can influence interaction, the decision to talk in a particular way or form occurs during task-in-process. Specifically, the participatory structure of tasks, which distributes referential information to tasktakers, limits turn-taking and repair opportunities. For example, the ability to initiate and maintain the floor in tasks is largely dependent on the amount of information each tasktaker is provided. Despite this influence, considerable task-in-process variation occurs. It is later claimed that in order to provide a comprehensive picture of task-based interaction, both perspectives must be taken into consideration. This requires researchers to adopt a more holistic and detailed approach to the investigation of task-based interaction.
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Kübler, Sebastian [Verfasser]. "Investigating Task-Order Coordination in Dual-Task Situations / Sebastian Kübler." Berlin : Humboldt-Universität zu Berlin, 2021. http://d-nb.info/1234451123/34.
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Surdel, Nicholas. "Examining Dual-Task Cognitive Processing From A Task-Set Perspective." W&M ScholarWorks, 2021. https://scholarworks.wm.edu/etd/1627047820.
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Despite decades of empirical investigation, there remains active debate about the limitations to dual-task processing. The primary aim of the present research was to determine the roles of attentional and response-set components of task-set in dual-task processing. Through three experiments, we explored the relationships between attentional- and response-set switching in the context of a classic dual-task paradigm. Experiment I (N = 68) validated our novel integration of a dual-task task-switching paradigm. Experiment II (N = 64) replicated and extended Experiment I by integrating a single task subsection of the procedure. Finally, Experiment III (N = 23) integrated electroencephalographic measures of the P3 and lateralized readiness potential (LRP) in attempts to further our understanding of these complex cognitive functions. Results support the robustness of the psychological refractory phenomenon and task-switching resource costs. Evidence supports that both attentional task-set and response-set components possess unique variance in reaction times. Further, the data suggests that attentional task-set selection processing does not allow for parallel processing. Electrophysiological evidence fails to falsify the proposed attentional task-set bottleneck theory. Implications of these results address contemporary disagreements and inconsistencies in the extant literature.
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Strickland, Paul. "Task oriented robotics." Thesis, University of Portsmouth, 1993. https://researchportal.port.ac.uk/portal/en/theses/task-oriented-robotics(2d98c551-7b7d-4dcf-ad19-23b0c5c060ee).html.
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An alternative between product dedicated automation and general purpose robots is presented. with the new approach a given robot is customised to fulfil the requirements of the manufacturing tasks to be automated, is programmed in terms of production tasks or can be truly automated. This allows exploitation of the natural relationship between production tasks and robot systems. Current construction of industrial robots relies on a one-to-one relationship between robot and controller. The perceived way forward with this constraint has been the functionally related general purpose Industrial Robot. paradoxically, industrial robots are 'bolted' to task specific environments which have fixed repertoires of materials and tools to act upon. Computer integration of these functional machines involves human interaction to constrain the general purpose robots to relatively simple production tasks. This increases the overall cost, levels of expertise required to program the robots and lead-times in reprogramming. Unquestionably these factors have led to a reluctance towards exploitation of industrial robots. The research undertaken endeavoured to provide an alternative to this method of automation. The research completed allows robots to be programmed in terms of production tasks and dissolves the necessity to specifically design a robot controller for a given robot configuration. A modular robotic framework which consists of a number of generic modules has been employed. A loosely coupled transputer computer network has been implemented to encompass task, robot coordination and robot axis levels. At task level a 'production orientated programming environment' reflects the corresponding manual production activities. Information is gathered from this environment to allow 'task related rules' to be formulated. These 'task rules' have been utilised to fully automate, allowing product specifications to be translated to machine actions. The robot coordination level translates global coordinates to joint actions. A set of closed loop inverse kinematic equations have been generalised to ensure that the robot controller is not dependent upon a given robotic structure. These generic equations are customised to the localised constraints of each modular robotic element of the robot structure. Robust axis control is utilised to decouple robot control at joint level. 'Mix-and match' hardware and software techniques have been created which facilitate customisation of a given robot axis, and in turn, the ascending levels of the system. Hardware design capitalised on new advances in compact components which allowed self contained modular robotics elements to be formed.
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Panepinto, Marie. "The Effects of Voluntary versus Forced Task Switching on Task Performance." NCSU, 2009. http://www.lib.ncsu.edu/theses/available/etd-10292009-105633/.
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Research on task switching has focused on the relatively well known task switching cost, usually defined as an increase in RT on a trial directly following a switch. Two main issues with previous studies suggest that their results may not be applicable to real world scenarios; one, that they typically use short and arbitrary tasks in comparison to real work situations and two, that the vast majority force participants to switch rather than allowing them to do so voluntarily, as is common in the workplace. The current experiment utilized two longer lasting tasks (document proofreading and a Sudoku puzzle) to more closely resemble real world sitations and four task switching groups. One group switched voluntarily, one was forced without warning, one was forced with a cue that a switch would be coming, and one served as a no switch control group. Performance, reaction time, and mental workload (NASA-TLX) were measured. Task switch group produced no differential effects on these variables, and no task switching cost was found. Though the hypothesis were not met, these results lend support to the notion that previous lab studies may not adequately resemble real world scenarios and that micromanaging small tasks, and switching between comparatively longer lasting tasks may not be the same thing. More research on this area may help to produce a better understanding of why people task switch and what they experience cognitively when they do so.
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Elander, Aman Johan, and Aleksandar Sekulic. "Characterization of Task-based Benchmarks from the Barcelona OpenMP Task Suite." Thesis, KTH, Skolan för informations- och kommunikationsteknik (ICT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-128610.
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The parallel programming community is witnessing two main trends - the growing popularity of task-based programming models and the growing complexity of multicore hardware. In order to see how these two trends fit each other, it is important to characterize the behavior of task-based benchmarks on modern multicore hardware. Besides leading to benchmark design optimizations, such characterization enables making educated tradeoffs in the design of task-handling middleware such as compilers and runtime systems. In this thesis work, we characterize task-based benchmarks from the Barcelona OpenMP Tasks Suite (BOTS) at the task-level. We focus on two aspects: how does the task scheduler fare in handling programmer exposed parallelism, and how does the task decomposition make use of the hardware memory hierarchy. Our characterization considers two diverse multicore architectures - one built for server systems, and the other for embedded systems. With respect to middleware, we consider GCC’s implementation of OpenMP tasks. Our contributions are two-fold. First, we complement existing thread and application level characterization of BOTS benchmarks with a finer task and memory hierarchy level characterization. Next, we identify BOTS performance bottlenecks and optimize Sort and FFT benchmarks to reduce their execution time by a factor 2 and 1.65 respectively on the server architecture.
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Carroll, James Lamond. "Task Localization, Similarity, and Transfer; Towards a Reinforcement Learning Task Library System." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd901.pdf.
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Whiting, Wythe Lawler IV. "Influence of age, retrieval task, and working memory on dual-task performance." Thesis, Georgia Institute of Technology, 1996. http://hdl.handle.net/1853/28566.
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Houtman, George Matthew. "Task/media interaction as a result of task demands and media richness /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
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Mailhe, Maxime. "Batch processing task optimization." Thesis, Georgia Institute of Technology, 1994. http://hdl.handle.net/1853/11893.
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Sage, Kingsley. "Task based visual control." Thesis, University of Sussex, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439890.
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Wauquier, Pauline. "Task driven representation learning." Thesis, Lille 3, 2017. http://www.theses.fr/2017LIL30005/document.
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De nombreux algorithmes d'Apprentissage automatique ont été proposés afin de résoudre les différentes tâches pouvant être extraites des problèmes de prédiction issus d'un contexte réel. Pour résoudre les différentes tâches pouvant être extraites, la plupart des algorithmes d'Apprentissage automatique se basent d'une manière ou d'une autre sur des relations liant les instances. Les relations entre paires d'instances peuvent être définies en calculant une distance entre les représentations vectorielles des instances. En se basant sur la représentation vectorielle des données, aucune des distances parmi celles communément utilisées n'est assurée d'être représentative de la tâche à résoudre. Dans ce document, nous étudions l'intérêt d'adapter la représentation vectorielle des données à la distance utilisée pour une meilleure résolution de la tâche. Nous nous concentrons plus précisément sur l'algorithme existant résolvant une tâche de classification en se basant sur un graphe. Nous décrivons d'abord un algorithme apprenant une projection des données dans un espace de représentation permettant une résolution, basée sur un graphe, optimale de la classification. En projetant les données dans un espace de représentation dans lequel une distance préalablement définie est représentative de la tâche, nous pouvons surpasser la représentation vectorielle des données lors de la résolution de la tâche. Une analyse théorique de l'algorithme décrit est développée afin de définir les conditions assurant une classification optimale. Un ensemble d'expériences nous permet finalement d'évaluer l'intérêt de l'approche introduite et de nuancer l'analyse théoriqueMachine learning proposes numerous algorithms to solve the different tasks that can be extracted from real world prediction problems. To solve the different concerned tasks, most Machine learning algorithms somehow rely on relationships between instances. Pairwise instances relationships can be obtained by computing a distance between the vectorial representations of the instances. Considering the available vectorial representation of the data, none of the commonly used distances is ensured to be representative of the task that aims at being solved. In this work, we investigate the gain of tuning the vectorial representation of the data to the distance to more optimally solve the task. We more particularly focus on an existing graph-based algorithm for classification task. An algorithm to learn a mapping of the data in a representation space which allows an optimal graph-based classification is first introduced. By projecting the data in a representation space in which the predefined distance is representative of the task, we aim at outperforming the initial vectorial representation of the data when solving the task. A theoretical analysis of the introduced algorithm is performed to define the conditions ensuring an optimal classification. A set of empirical experiments allows us to evaluate the gain of the introduced approach and to temper the theoretical analysis
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Shakhnarovich, Gregory. "Learning task-specific similarity." Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/36138.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, February 2006.Includes bibliographical references (p. 139-147).
The right measure of similarity between examples is important in many areas of computer science. In particular it is a critical component in example-based learning methods. Similarity is commonly defined in terms of a conventional distance function, but such a definition does not necessarily capture the inherent meaning of similarity, which tends to depend on the underlying task. We develop an algorithmic approach to learning similarity from examples of what objects are deemed similar according to the task-specific notion of similarity at hand, as well as optional negative examples. Our learning algorithm constructs, in a greedy fashion, an encoding of the data. This encoding can be seen as an embedding into a space, where a weighted Hamming distance is correlated with the unknown similarity. This allows us to predict when two previously unseen examples are similar and, importantly, to efficiently search a very large database for examples similar to a query. This approach is tested on a set of standard machine learning benchmark problems. The model of similarity learned with our algorithm provides and improvement over standard example-based classification and regression. We also apply this framework to problems in computer vision: articulated pose estimation of humans from single images, articulated tracking in video, and matching image regions subject to generic visual similarity.
by Gregory Shakhnarovich.
Ph.D.
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Brand, Sarah Louise. "Task switching and distractibility." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/1444120/.
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In this thesis I examined the effects of task switching on people's ability to ignore irrelevant distractors. Load theory proposes that distractor interference critically depends on the availability of executive control to minimise the effects of irrelevant stimuli (e.g. Lavie, 2000). Much work on task switching suggests that task switching demands executive control in order to prepare for and implement a switch between tasks (e.g. Monsell, 2003 Rubinstein, Meyer, & Evans, 2001). I therefore hypothesised that the executive demand of a task switch will result in reduced ability to reject irrelevant distractors in selective attention tasks. The research reported provided support for this hypothesis by showing that task switching results in greater distractor interference as measured with the "flanker task" (e.g. Eriksen & Eriksen, 1974) and with the attentional capture task (e.g. Theeuwes, 1990), even when there was no overlap between the stimuli and responses for the two tasks, and when task-repeated and switch trials were presented within the same block (in AAABBB designs). This research also showed that dissociable executive demands were involved in switching tasks (AAABBB), compared with mixing tasks (ABAB versus AAA), and these executive demands were found to control rejection of distractors in the flanker task and attentional capture task, respectively. In addition, task switching reduced internal distraction by task-unrelated thoughts. The contrast between the effects of task switching on internal versus external sources of distraction further supported the involvement of executive control in task switching. Finally, individual differences in operational span capacity predicted the magnitude of task switching costs and flanker interference effects, suggesting the involvement of executive control in both abilities. Overall, this research highlights a new consequence of task switching on selective attention and distractibility, supporting predictions derived from prevalent views on the role of executive control in task switching and selective attention.
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GIALDI, GIULIA. "Task neuropsicologici come misure psicometriche: problematiche dei paradigmi di affidabilità e delle proprietà psicometriche cognitive. Lo strano caso dello Stop-It Task e dell'Iowa Gambling Task." Doctoral thesis, Università Vita-Salute San Raffaele, 2023. https://hdl.handle.net/20.500.11768/136237.
Full textAbstract:
Lo scopo del presente progetto era quello di valutare le proprietà psicometriche di base di due task ampiamente utilizzati in neuropsicologia, cioè lo Stop-it Task e l'Iowa Gambling Task.
Questo progetto consisteva in cinque studi indipendenti (N = 207; N = 114; N = 174; N = 134; N = 158), composti da partecipanti adulti appartenenti alla popolazione Italiana, che si sono offerti volontari per prendere parte agli studi. Nello specifico, questi studi avevano come obiettivo quello di affrontare i problemi presentati in letteratura sull'affidabilità e validità dello Stop-Signal Task e dell'Iowa Gambling Task, considerando anche metodi più avanzati per il calcolo degli indici rilevanti (almeno per quel che riguarda lo Stop-Signal Task). In particolare, gli studi miravano a valutare la validità convergente tra Stop-Signal Task e Iowa Gambling Task e misure autosomministrate che valutano la disinibizione e altri task comportamentali computerizzati. Inoltre, gli studi miravano a valutare la stabilità temporale dello Stop-Signal Task e dell'Iowa Gambling Task con un paradigma test-retest di tre mesi.
I risultati di questo progetto potrebbero far avanzare le nostre conoscenze sull'affidabilità e la validità convergente dello Stop-Signal Task e dell'Iowa Gambling Task.The aim of the present project was to evaluate the basic psychometric proprieties of two widely used tasks in neuropsychology, namely the Stop-Signal Task and the Iowa Gambling Task. This project consisted of five independent studies (N = 207; N = 114; N = 174; N = 134; N = 158), composed of Italian community dwelling adult participants, who volunteered to take part in the studies. Specifically, these studies aimed at addressing the problems presented in literature on the reliability and validity of the Stop-Signal Task and the Iowa Gambling Task, also considering more advanced method for computing relevant indices (at least in relation to the Stop-Signal Task). In particular, the studies aimed at evaluating the convergent validity between the Stop-Signal Task and the Iowa Gambling Task and self-report measures of disinhibition, and other computerized behavioral tasks. Moreover, the studies aimed at assessing the temporal stability of the Stop-Signal Task and the Iowa Gambling Task with a three-months test-retest paradigm. The results of this project may advance our knowledge on the reliability and convergent validity of the Stop-Signal Task and the Iowa Gambling Task.
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Malicka, Aleksandra. "The Role of Task Complexity and Task Sequencing in L2 Monologic Oral Production." Doctoral thesis, Universitat de Barcelona, 2014. http://hdl.handle.net/10803/285587.
Full textAbstract:
In the domain of task-based language teaching (TBLT), researchers have long been interested in exploring the impact of internal task features and conditions on a range of outcomes, such as the occurrence and frequency of conversational episodes (between-participant interaction), interlanguage variation at a particular point in time (performance), and interlanguage transformation over time (development). In the cognitive strand of TBLT explorations, most of the theorizing, and subsequent empirical work, have been guided by the notion of cognitive task complexity, and two particularly influential frameworks have been the Trade-off Hypothesis (Skehan, 1996a, 1998) and the Cognition Hypothesis (Robinson, 2001, 2003). An area which received particular interest from researchers has been determining whether universal task design features exist which systematically influence learners’ interlanguage in predictable ways. However, most research carried to date has focused solely on the impact of task complexity by employing a dichotomy of hypothetically simple and complex tasks, rather than a sequence of tasks. Moreover, in the TBLT domain the role of individual differences, for example L2 proficiency, has been a largely underrepresented construct in both conceptual and empirical work.
Given this state of affairs, the objective of the current study was three-fold. First, it aimed to contribute further evidence to the role of task complexity on performance, as measured by general and specific fluency, complexity, and accuracy measures. Second, by employing three tasks of different cognitive complexity levels, rather than a dichotomy, it set out to explore short-term effects of simple-complex task sequencing. Third, it enquired about the role of L2 proficiency by investigating the production of two groups of participants at different stages of competence, as identified through a placement test.
In order to address the aforementioned issues, three tasks of different cognitive complexity levels were developed, identified through Needs Analysis (Long, 2005, 2006), and validated by means of participants’ subjective ratings. Cognitive complexity in these tasks was manipulated along two variables form Robinson’s (2005, 2007) Triadic Componential Framework: ±number of elements,
and ±reasoning demands. The participants in the study (N=117), were divided into three groups: 1) simple—complex sequencing (N=30), 2) randomized sequencing (N=30), and 3) individual task performance, in which different speakers performed
the tasks in its simple, complex, and very complex condition (N=18, N=19, and N=20, respectively). In the sequencing groups, half of the participants were classified as “low proficiency” and half as “high proficiency”.
The results of the dissertation have contributed further evidence to the role of cognitive task complexity on performance, with accuracy and lexical complexity being the areas which have shown an increase when task demands were high. The findings revealed a potential role of simple-complex sequencing in promoting more target-like output, but at the same time it was demonstrated that tasks performed in alternative orders presented advantages in other areas of performance: speech rate and lexical complexity. Regarding proficiency, while high proficiency speakers took advantage of increases in cognitive complexity in terms of accuracy, low proficiency speakers did so at the level of structural complexity. The findings obtained were discussed in light of the theoretical task complexity and sequencing models which have guided this work, as well as in light of speech production attention allocation models, and where possible, they were contextualized in light of previous work.En el área de la enseñanza basada en tareas pedagógicas (TBLT), los investigadores se han interesado por el impacto de las características internas de las tareas sobre la interacción entre los aprendices, la producción en la segunda lengua, y la adquisición. En la línea cognitiva, la investigación conceptual y empírica ha sido guiada por la idea de la complejidad cognitiva de las tareas, Trade-off Hypothesis (Skehan, 1996a, 1998) y Cognition Hypothesis (Robinson, 2001, 2003) siendo los marcos teóricos particularmente influyentes. Una parte substancial de las investigaciones se ha centrado en determinar si existen características universales en el diseño de las tareas que influyen en la interlengua de manera sistemática. Sin embargo, la mayoría de los estudios realizados hasta ahora han investigado el impacto de la complejidad cognitiva en dos tareas diseñadas como simples y complejas, es decir, una dicotomía, y no una secuencia de tareas. Además, en el área de TBLT el papel de las diferencias individuales, tales como la proficiencia en la segunda lengua, no ha recibido suficiente atención tanto en la investigación teórica como en la empírica. El objetivo del presente estudio es llenar estos huecos investigando la producción moderada por la complejidad cognitiva de la tarea, la secuenciación de las tareas, y la proficiencia en la segunda lengua. Se desarrolló una secuencia de tres tareas, cuya complejidad cognitiva fue manipulada a través de dos variables de Triadic Componential Framework (Robinson, 2005, 2007): ±número de elementos y ±razonamiento. Los participantes en el presente estudio (N=117) fueron divididos en tres grupos: secuenciación de simple a compleja (N=30), secuenciación aleatoria (N=30), y 3) producción individual de tareas, en la cual diferentes participantes realizaron las tareas en su condición simple, compleja, y muy compleja (N=18, N=19, y N=20, respectivamente). En los grupos que realizaron secuencias de tareas, la mitad de los participantes fueron clasificados como de “proficiencia baja” y la otra mitad como de “proficiencia alta”. Se demostró que el aumento cognitivo llevó a más precisión y complejidad lingüística, lo cual confirma los resultados de la investigación previa. Los resultados también revelaron un posible papel de la secuenciación de simple a compleja en promover la precisión lingüística. En cuanto al efecto de la proficiencia, mientras que la complejidad cognitiva benefició a los participantes de proficiencia alta en el área de la precisión lingüística, en el otro grupo fue el caso en el área de complejidad estructural.
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Vasylets, Olena. "Task-Modality Effects: A Study of Task Complexity Effects in Speech and Writing." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/404299.
Full textAbstract:
One of the major areas of interest in task-based language learning and teaching (TBLT) has been the psycholinguistically-oriented strand, which explores the way in which task design may interact with second language (L2) learners` cognitive response in creating distinct opportunities for L2 learning and use. The main appeal of TBLT ideas is that a language task is presented as a manageable and, at the same time, powerful tool of instruction and research. What is necessary, however, is a clear understanding of the manner in which different task characteristics might affect learners` performance and development.
There are two major theoretical frameworks which provide an account of the purported effects of task features on L2 learning and use. These theoretical models have been developed by Peter Robinson (the Cognition Hypothesis. Robinson, 2011a) and Peter Skehan (the Trade-off Hypothesis, Skehan, 1998, 2009). The main construct of interest in both models is the construct of task complexity. Skehan and Robinson define this construct in a slightly different ways and they also make somewhat different predictions about the effects that task complexity might have on L2 products and processes. Robinson`s and Skehan`s predictions have been put to the empirical test and this research has produced mixed results. In addition, as the models have been created to account primarily for oral production, it is still an empirical question whether or not the predictions made by the two models can also be applied to written performance. In other words, it is still unknown whether or not task complexity produces the same effects in
speech and in writing. Moreover, mode (oral versus written) by itself may constitute an important task feature that can condition language use and learning opportunities.
At a more general level, it is also the case that current understanding of the idiosyncrasy of the language-learning potential of oral and written tasks is limited. Given this state of affairs, the objective of the current dissertation is twofold. Our first aim (operationalized as our first research question) is to explore whether or not L2 linguistic performance is different when the same task is performed in speech and in writing. Our second aim (corresponding to our second research question) is to investigate any potential effects of increasing task complexity in oral production as compared to written production. In terms of task complexity manipulations, we employed the Cognition Hypothesis as a theoretical framework and we specifically investigated the impact of the resource-directing variable of reasoning demands on L2 performance, which was operationalized as complexity, accuracy and time on task. To answer our research questions, we conducted a study with 78 participants who were Catalan/Spanish learners of English as a foreign language. Half of the participants performed the simple and complex versions of an argumentative, instruction-giving task orally, the other half did it in writing. In the analysis, we compared speakers` and writers` performance in terms of linguistic (lexical and structural) complexity, propositional complexity (operationalized as idea units), accuracy, and time on task. Our results revealed marked differences between oral and written production. Thus, we found that speakers produced more idea units, while writers achieved higher scores for subordination, mean length of analysis-of-speech units, lexical diversity, extended idea units, and time on task. As for the effects of task complexity, the participants’ written production showed more variation between the complex and the simple versions of the task. Changes in the written production also showed a better fit to the theoretical predictions advanced in the Cognition Hypothesis.Una de les línies principals de l’àrea de l’ensenyament basat en les tasques pedagògiques (TBLT) és la línia psicolingüística. Aquesta línia explora com el disseny de les tasques interactua amb la resposta cognitiva dels aprenents creant diverses oportunitats per l’ús i aprenentatge de la llengua. La modalitat (oral i escrita) també pot constituir un característica de la tasca que pot influir amb l’ús de la llengua i les oportunitats d’aprenentatge. És important destacar que hi ha una manca coneixement sobre la singularitat del potencial de l’aprenentatge de les tasques orals i escrites. Aquesta dissertació té dos objectius. El primer objectiu és explorar si la producció lingüística és diferent en una tasca oral i escrita. El segon objectiu és comparar els efectes de la complexitat cognitiva de la tasca en la producció oral i escrita. Per complir aquests dos objectius s’ha dut a terme un experiment amb 78 participants (natius catalans i castellans) dels quals estaven aprenent anglès com a segona llengua. La meitat dels participants han realitzat les versions simple i complexa de la tasca de manera oral i la meitat restant ha realitzat les mateixes tasques per escrit. Hem trobat que els participants que han fet la tasca de manera oral han produït més idees però cal esmentar que els participants que ho han fet de manera escrita han produït textos amb més subordinació, diversitat lèxica, idees més complexes, unitats lingüístiques més llargues i amb un temps més llarg per l’execució de la tasca. En relació amb els efectes de la complexitat cognitiva de la tasca hem trobat que en la producció escrita havia més varietat entre la versió simple i complexa de la tasca. Els resultats obtinguts van ser contrastats amb recerca prèvia i interpretats en el context dels marcs teòrics pels quals està guiada aquesta dissertació.
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Jehu, Deborah. "The Effects of Dual-Task Training on Dual-Task Skills in Older Adults." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36544.
Full textAbstract:
It is well established that aging is associated with numerous health concerns, including poor balance. Deteriorations in attention demand also place older adults at a greater risk for falls. Emerging experiments have explored the impact of dual-task training programs and have improved dual-tasking in older adults. However, it is unknown whether these performance-related improvements are a function of the intervention itself or the repeated exposure to the testing protocol. Study 1 explored the implications of repeated administration, once per week for 5 weeks, of a protocol involving standing postural sway while concurrently performing reaction time (RT) tasks in older adults. Results revealed that postural sway was stable across testing sessions whereas the difficult RT task gradually improved over time. Study 2 examined the influence of repeated exposure, once per week for 5 weeks, of a protocol involving negotiating a series of obstacles while performing RT tasks in older adults. Participants walked significantly faster with repeated exposure and gradually improved RT. Study 3 investigated the impact of repeated exposure, once per week for 5 weeks, to three functional mobility measures in older adults. It also examined the influence of a 12-week balance and mobility training (BMT) program as well as a 12-week balance and mobility plus cognitive training (BMT+C) program on functional mobility in older adults. Functional mobility served to be stable over time. Both the BMT and BMT+C groups significantly improved functional mobility and sustained these improvements at the 12-week follow-up, while no changes were observed in the control group. No differences between the BMT and BMT+C groups emerged. Experiment 4 examined the influence of BMT and BMT+C on postural sway and RT in older adults. Participants in both training groups significantly improved RT and sustained these improvements at the follow-up, while no changes were observed in the control group. No changes to postural control were shown in any group. No differences between the BMT and BMT+C groups emerged. Experiment 5 examined the influence of BMT and BMT+C on negotiating a series of obstacles while performing RT tasks in older adults. Both the BMT and BMT+C groups significantly improved RT and sustained these improvements at the follow-up, while no changes were observed in the control group. All groups showed faster time to completion of the obstacle series. No differences between the BMT and BMT+C groups emerged. Collectively, these findings suggest that BMT and BMT+C significantly improve functional mobility and divided attention, and sustain these improvements over time. Although some improvements were observed after repeated exposure over 5 weeks, no changes in the control group were observed. Therefore, the improvements exhibited from BMT and BMT+C are likely not a function of repeated exposure to the testing protocol, as participants may be more susceptible to performance-related improvements when the testing sessions are close in proximity. Altogether, these findings propose that, whether or not cognitive training is included, attention demanding dual-task training not only improves functional mobility and RT, but also sustains these improvements over time in older adults. These results may be used to improve the prescription of exercise in older adults.
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Geng, Xu. "The effects of participatory structure and task type in task-based language teaching." Thesis, University of Sheffield, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.521991.
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Dunham, Douglas N. "The task-evoked pupillary response and information processing during a dichotic shadowing task." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/459122.
Full textAbstract:
It was the purpose of the present study to determine the shape of the TEPR function during a dichotic shadowing task when the imposed work load is beyond the capability of the subject.It was hypothesized that as the task became increasingly difficult, the plotted functions of the maximum TEPR and words/s produced would start out small, increase rapidly, then level off or decrease reflecting the amount of information processing actually done. Ratings of subjectively perceived effort would also follow this pattern, whereas ratings of perceived task difficulty would continue to increase. Analyses were performed on mixed between-subjects and within-subjects designs using Two-way Analyses of Variance for repeated measures. The Newman-Keuls Procedure was used for all post-hoc comparisons.The results clearly demonstrated that the maximum TEPR reflects information actually being processed rather than the imposed difficulty of the task. Subjective ratings of perceived effort appear to reflect the same. The TEPR is not a good indicator of perceived task difficulty since ratings of task difficulty continued to increase after the TEPR leveled off.
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Kilisch, Markus. "Quantitative analysis of protein-protein interactions governing TASK-1/TASK-3 intracellular transport." Doctoral thesis, Niedersächsische Staats- und Universitätsbibliothek Göttingen, 2016. http://hdl.handle.net/11858/00-1735-0000-0028-87D8-0.
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Ard, Michael Colin. "On the origin of a response time underadditivity by means of cross-modal task switching, or the redundancy of operations in the configuration of task sets for cross-modal shifts." Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3366481.
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Thesis (Ph. D.)--University of California, San Diego, 2009.Title from first page of PDF file (viewed August 20, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 178-184).
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Halvorson, Kimberly Mae. "What causes dual-task costs?" Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/1331.
Full textAbstract:
Why are dual-task costs reduced with ideomotor (IM) compatible tasks (see e.g. Greenwald & Shulman, 1973)? In a series of experiments, I tested the way in which task structure affects dual-task performance (Halvorson et al., 2012). The results suggest that in some cases, typical dual-task costs arise from task structure rather than response limitations. Further examination of this question has shown that dual-task costs cannot be predicted solely on the basis of the relationship between the stimuli and the responses; the relationship between the tasks, or the task pairing, plays a critical role in whether the tasks overlap and performance is impaired. A series of experiments using novel task pairings showed that when one task uses a spatial central code and the other uses a verbal central code, dual-task costs are eliminated.
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Adler, Julia. "Tactile spatial attention in the human EEG influences of task difficulty and task relevance." Leipzig Leipziger Univ.-Verl, 2009. http://d-nb.info/998741752/04.
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Kotzev, Shmuel. "Hierarchical task decomposition and execution for robot manipulation task using a wrist force sensor." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29627.
Full textAbstract:
The research developed force-motion strategies and subsequent force and position control algorithms, using a PUMA 560 robot arm and its original controller. A task decomposition
methodology has been developed that enables a mechanical assembly task to be subdivided into a series of executable subtasks. By applying this methodology to the assembly of a hydraulic gear pump, a library of special purpose, task oriented, subtask programs were created. Most of these programs, though derived for a pump assembly task, are applicable (when used with appropriate parameters) to other assembly tasks.
Most of the algorithms require force/torque sensory information that is supplied by a JR³ wrist force sensor. The force control algorithms use that data and system compliance in order to produce new position instructions that are transferred to the controller of the arm. The logic of the control law and system behaviour when contacting the environment, were checked, using the dynamics and compliance of a simplified structure of a robotic arm and its wrist sensor.
A demonstration of the pump assembly task, using the arm, force sensor, controller and the derived library algorithms is an integral part of the thesis.Applied Science, Faculty of
Mechanical Engineering, Department of
Graduate
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Merlo, Kelsey L. "Attentional pull: the off-task pull of emotions and on-task pull of goals." Thesis, Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/53541.
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The allocation of attentional resources to a focal task can influence performance on that task, but within-person changes in allocation policy is typically understudied. This study investigates the off-task pull of emotional experiences and the competing on-task pull of goals. Emotional experience was manipulated using an ostracizing event and goals were experimenter-assigned. The results did not support the off-task pull of emotional experiences or the on-task pull of goals. Implications and directions for future research are discussed.
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Abitbol, Alan. "Effects of Task Evaluation Knowledge and Leadership Style on Employee Attitude Toward a Task." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/3940.
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Ideally, an employee will attempt to perform a task at his or her best ability in order to complete a work task appropriately. However, there are several factors that affect how an employee approaches a task. Two such factors are the understanding an employee has on how his or her supervisor may evaluate performance of the task and the supervisor's leadership style. This study focuses on the effect task evaluation knowledge (TEK) and different leadership styles have on an employee's attitude toward performing a task. By using a 2x2 (transformational/transactional leadership by limited/increased amount of information communicated) experiment, participants were tested on the degree to which their attitude changes based on TEK and leadership style. Results, based on ANOVA testing and regression analysis, indicated that leadership styles had the most direct effects on a participant's attitude toward a task. Specifically, transformational leadership styles had a positive effect on all attitude measures toward a task while transactional leadership styles had a negative effect on the attitude measures. Also, TEK did not show any significance toward attitudes. Implications of these results for future research on measuring attitudes toward a task in the workplace are provided.
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Karth, Stephen T. "A Comparison of a Traditional Ranking-Task and a Drag-and-Drop Ranking Task." University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1304030775.
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Szabo, Anita M. "Students’ Task-related Perceptions and Task Engagement in the ESL Classroom through Qualitative Lenses." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406880509.
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Cooper, Rebecca. "Top-down modulation of task features in rapid instructed task learning: An ERP study." Thesis, Cooper, Rebecca (2014) Top-down modulation of task features in rapid instructed task learning: An ERP study. Honours thesis, Murdoch University, 2014. https://researchrepository.murdoch.edu.au/id/eprint/24107/.
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Rapid instructed task learning (RITL) is the ability to quickly restructure behaviour into new configurations based on explicit instruction (Cole, Laurent, & Stocco, 2012). The majority of RITL research has been dominated by neuroimaging studies, which suggest unique involvements of the lateral prefrontal cortex and the posterior parietal cortex, although the exact mechanisms of RITL execution remain poorly understood. The electrophysiological responses of 22 adults undergoing a computerised RITL sequential dependency task were obtained, with the expectation that task relevance processes would be observable at posterior N1, anterior P2a/N2, and central P3b. Early top-down amplitudinal modulation was found in N1 for all item types, and this was related to non-target N2 amplitudes, with both time windows showing preliminary support for compositionality of individual task components. Evidence for compositionality in attentional template matching processes was also found in the P2a/N2 complex. Central P3b did not appear to be involved in task relevance processes per se, perhaps being more involved in attentional resource allocation. These findings answer important questions as how to task-relevant feature identification and task component sequencing occur in RITL.
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Febrian, Andreas. "Senior Computer Science Students’ Task and Revised Task Interpretation While Engaged in Programming Endeavor." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7219.
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Developing a computer program is not an easy task. Studies reported that a large number of computer science students decided to change their major due to the extreme challenge in learning programming. Fortunately, studies also reported that learning various self-regulation strategies may help students to continue studying computer science. This study is interested in assessing students’ self-regulation, in specific their task understanding and its revision during programming endeavors. Task understanding is specifically selected because it affects the entire programming endeavor.
In this qualitative case study, two female and two male senior computer science students were voluntarily recruited as research participants. They were asked to think aloud while answering five programming problems. Before solving the problem, they had to explain their understanding of the task and after that answer some questions related to their problem-solving process. The participants’ problem-solving process were video and audio-recorded, transcribed, and analyzed.
This study found that the participants’ were capable of tailoring their problem-solving approach to the task types, including when understanding the tasks. Given enough time, the participants can understand the problem correctly. When the task is complicated, the participants will gradually update their understanding during the problem-solving endeavor. Some situations may have prevented the participants from understanding the task correctly, including overconfidence, being overwhelmed, utilizing an inappropriate presentation technique, or drawing knowledge from irrelevant experience. Last, the participants tended to be inexperienced in managing unfavorable outcomes.
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Tovstokorenko, O. Y., R. O. Gamzayev, and M. V. Tkachuk. "Case-Based Recommender for intelligent task assignment in software development." Thesis, NTU "KhPI", 2017. http://repository.kpi.kharkov.ua/handle/KhPI-Press/38049.
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Berigan, Michael C. "Task structure and scenario design." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1996. http://handle.dtic.mil/100.2/ADA312934.
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Thesis (M.S. in Systems Technology [Command, Control, Communications, Computers, and Intelligence (C4I) Systems]) Naval Postgraduate School, June 1996.Thesis advisor(s): W.G. Kemple, Kishore Sengupta. "June 1996." BIbliography: p. 93. Also available online.
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Zerbe, Wilfred Joachim. "Mood, motivation, and task me." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/29224.
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Theorists in organizational behavior have generally ignored emotional determinants of behavior. A task of this dissertation was to extend the use of emotions for understanding organizational behavior in general and work motivation in particular.
Two theories, expectancy theory and network theory, are used to make predictions about the relationship between mood and perceptions of the relationship between effort and performance. According to expectancy theory, the effort that people choose to expend at tasks is a function of their belief about the degree to which effort and performance covary. Network theory predicts that memories are connected by a network of associations. The accessibility for recall of a memory is a function of the activation of these associations. In this way positive events are more accessible for recall when individuals are in a positive mood state because of associations based on the affective valence of memories. Such accessibility of events for recall has been shown to be a determinant of probability judgements. On this basis it was predicted that mood would bias individuals' judgements of the probability that specific levels of effort lead to specific levels of performance. In other words, that mood affects expectancy. Specifically, it was predicted that individuals in an elated mood would report higher expectancy than individuals in a depressed mood. Mood was defined as a self-evaluative feeling state. Two other hypotheses were formed: that mood would influence how cause for behavior is attributed, and that individual differences in self esteem would moderate the relationship between mood and expectancy.
Three studies were performed to provide a foundation for the testing of these hypotheses. In a fourth study they were tested. Study One assessed the psychometric properties of measures of mood states, individual differences, and task perceptions.
Study Two concerned the experimental induction of mood. Mood manipulations used in the experimental literature were reviewed and one, a musical procedure, was chosen. The validity of this manipulation was then tested by having participants listen to the music of an elated, neutral, or depressed mood induction procedure. The results of Study Two provided strong evidence for the validity of the manipulation. Both self-report measures of mood and an unobtrusive behavioral measure were significantly affected. The results of Study Two also showed the utility of a conceptualization of mood as comprising two components: arousal and pleasure. It was shown that depression is characterized by low arousal and displeasure, and elation by high arousal and pleasure.
Study Three reviewed the conceptualization and measurement of expectancy. It was argued that expectancy is properly conceptualized as the perceived covariation between effort and performance. This requires measurement of the relationship between multiple levels of effort and multiple levels of performance and calculation from these measures of an index of perceived effort -- performance covariation. Most prior measurement has only considered the relationship between high effort and high performance. Further, it was argued that such appropriate measurement allows predictions to be made about expectancy across individuals, in contrast to the argument that expectancy theory is a within-subjects theory.
Previous authors have used such an approach to measure expectancy but have not demonstrated its validity. Study Three undertook such validation. Participants completed one of two experimental tasks: one with high objective expectancy, the other with low objective expectancy. As predicted, scores on the perceived covariation measure of expectancy were significantly higher in the high objective expectancy task. Measures of related constructs were influenced in a manner consistent with this finding. It was concluded that strong support for the expectancy measure existed.
On the foundation of Studies One, Two, and Three, Study Four undertook to test the formal hypotheses of the dissertation. In each of three experimental sessions, participants completed a business decision-making task, underwent either an elation, neutral mood, or depression induction procedure, and then completed measures of their mood state, expectancy, and other task perceptions.
The results of Study Four indicated that significant differences in mood resulted from the manipulation. However, none of the experimental hypotheses were supported. Mood did not influence expectancy or task attributions. A number of alternate explanations for this finding were considered, including failure of the mood manipulation, measurement error, and lack of statistical power. Of these, it was concluded that while Study Four lacked power to detect a large effect, this did not fully explain the failure to support the experimental hypotheses. Also compelling was the argument that the mood manipulation was not sufficiently powerful.Business, Sauder School of
Graduate
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Hon, Terry. "Fluid AOP : task-specific modularity." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/32732.
Full textAbstract:
Most aspect-oriented programming technology used today uses a linguistic
approach that enables programmers to write modular crosscutting code.
Two limitations of these approaches are that there is only one decomposition
present for a code-base and that they require developers to adopt a new (or
extended) programming language. We propose fluid AOP to modularize
crosscutting concerns without these limitations.
Fluid AOP provides mechanisms in the IDE for creating constructs that
localize a software developer's interaction for a specific task. These constructs
act as fluid aspects of the system. They are editable representations
of the subset of the code-base that the developer needs to interact with
to perform a task. We present three fluid AOP prototypes and provide
comparisons between them; as well as comparisons between the fluid AOP,
linguistic AOP, and non AOP approaches.Science, Faculty of
Computer Science, Department of
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Radziewicz, Alisa. "Ability-Requirements of Task Dimensions." NCSU, 1998. http://www.lib.ncsu.edu/theses/available/etd-19981102-145508.
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ABSTRACTRADZIEWICZ, ALISA. Ability-Requirements of Task Dimensions. (Under the direction of J. W. Cunningham.) This effort describes an analytic approach to exploring ability-requirement estimates for positions using the job-component approach. The first part of this study explored the underlying dimensionality of tasks. A job-task inventory was used to derive attribute-requirement weights for job components enabling the derivation of attribute-requirement estimates for any position that has been scored on the weighted components. Currently, little research has been conducted to examine different computational methods of deriving ability-requirements estimates outside of the work of Sparrow, Spurgeon, & Barwell (1982) and more recently the work of Cunningham, Powell, Wimpee, & Wilson (1996). The later research found that the use of minimum weight values with the cross-product method produced a more differentiated factor structure. Consequently, the second part of this study explored two different job-component methods for computing ability-requirement estimates using minimum values with the cross-product method. One method involved the combination of task ratings with factor ability weights, applying job-component procedures to the position rating matrix and ability weight matrix. The second method combined task cluster scores with factor ability weights. Job-component procedures were applied to a position matrix and an ability weight matrix. Each method yielded an ability-by-position matrix containing ability-requirement estimates. Correlations between the positions' ability-requirement estimates from the two job-component methods were compared via Monte Carlo procedures. The results demonstrated that although there was some convergence between the two methods there was also a lack of discrimination and differentiation within methods. Finally, the third part of this study used Monte Carlo procedures to compare two job-component derived ability-requirement estimates with direct ability dimension ratings made by incumbents. The underlying structure of each ability-requirement matrix was also examined. Results indicated that there was a lack of correspondence between the job-component derived ability-requirement estimates and those derived from incumbent judgments. It is likely that these results relate to the difficulty encountered by incumbents in rating the ability dimensions. The reliability of the incumbent ratings confirms this premise and likely influences the congruence between the data sets. These results suggest that caution should be taken when using dimensions in research, due to the cognitive challenge of rating broad constructs. In sum, this research demonstrates the need for further evaluation of the computational methods of the job-component approach.
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Seidel, Hendrik. "A task level programmable processor /." Duisburg : WiKu-Verl, 2006. http://digitool.hbz-nrw.de:1801/webclient/DeliveryManager?pid=1770186&custom_att_2=simple_viewer.
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McCanna, Frank. "The task distribution preprocessor (TDP) /." Online version of thesis, 1989. http://hdl.handle.net/1850/10584.
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Pulido, Carmen. "Alcohol cue reactivity task development /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p3312073.
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Ben-Haim, Nadav. "Task specific image text recognition." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p1450595.
Full textAbstract:
Thesis (M.S.)--University of California, San Diego, 2008.Title from first page of PDF file (viewed June 16, 2008). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 37-39).
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Von, Keyserling Peter H. "Developing people through task management." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.
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