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Dissertations / Theses on the topic 'The question of the task'

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Published: 5 June 2025
Last updated: 15 July 2025

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1

Shultz, Charles R. (Charles Richard). "Productivity Considerations for Online Help Systems." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278792/.

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The purpose of this study was to determine if task type, task complexity, and search mechanism would have a significant affect on task performance. The problem motivating this study is the potential for systems online help designers to construct systems that can improve the performance of computer users when they need help.
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2

Pang, Po-yee Patricia, and 彭寶儀. "Institutional talk: question-answer sequencesin classroom interaction." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B26839568.

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3

Elvin, Pascoe Justin. "Question talk? : BBC TV’s 'Question Time' as a contribution to the public sphere?" Thesis, University of Westminster, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.436908.

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4

Ehara, Kazuhiro. "The effects of types of question on EFL learners' reading comprehension scores." Diss., Temple University Libraries, 2008. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/9330.

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CITE/Language Arts<br>Ed.D.<br>Little empirical research has been conducted on what effect task-based reading instruction with reading questions will have on reading comprehension, particularly in the domain of second language reading comprehension. The purpose of this research is to investigate which type of questions, textually explicit (TE) or inferential (IF) questions, will best facilitate text comprehension, and which type will have the most beneficial effect on Japanese EFL learners at three proficiency levels (low, intermediate, and high). In the study, two groups of Japanese senior hi
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5

Sillito, Jonathan. "Asking and answering questions during a programming change task." Thesis, University of British Columbia, 2006. http://hdl.handle.net/2429/31065.

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Despite significant existing empirical work, little is known about the specific kinds of questions programmers ask when evolving a code base. Understanding precisely what information a programmer needs about the code base as they work is key to determining how to better support the activity of programming. The goal of this research is to provide an empirical foundation for tool design based on an exploration of what programmers need to understand about a code base and of how they use tools to discover that information. To this end, we undertook two qualitative studies of programmers perf
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6

Song, Lianyi. "The analysis of question units in L2 teacher talk." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10021954/.

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Asking questions is an essential part of teaching and has been an area of inquiry in educational research for decades. However, the research in teacher's use of questions in L2 context has a much shorter history and the findings are preliminary. The present study investigates the use of questions by teachers teaching English as a foreign/second language. The main body of the data used in the analysis comes from audio recordings of 40 lessons where a group of Chinese students were taught by three native-speaker teachers of English over a period of ten weeks. The recordings were conducted and tr
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7

Liao, Jui-Teng. "Multiple-choice and short-answer questions in language assessment: the interplay between item format and second language reading." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6178.

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Multiple-choice (MCQs) and short-answer questions (SAQs) are the most common test formats for assessing English reading proficiency. While the former provides test-takers with prescribed options, the latter requires short written responses. Test developers favor MCQs over SAQs for the following reasons: less time required for rating, high rater agreement, and wide content coverage. This mixed methods dissertation investigated the impacts of test format on reading performance, metacognitive awareness, test-completion processes, and task perceptions. Participants were eighty English as a second
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8

Chen, Charles L. "Neural Network Models for Tasks in Open-Domain and Closed-Domain Question Answering." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1578592581367428.

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9

Alderson-Day, Benjamin David. "Verbal problem-solving, executive functioning and language development in autism spectrum disorders." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/7993.

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Autism spectrum disorders (ASDs) are primarily defined by problems with social interaction and communication, but they are also associated with a complex cognitive profile. One area of difficulty for children and adults with ASD is problem-solving, or the process of identifying a solution to a puzzle or question where the answer is hidden. This can be seen on the Twenty Questions Task (TQT), a commonly-used measure of verbal problem-solving and executive functioning. Children with autism are consistently less efficient than typically-developing children in their questioning on the task: for in
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10

Kim, Sungho. "An analysis of teacher question types in inquiry-based classroom and traditional classroom settings." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1979.

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This study examined the differences and patterns for three categories between an argument-based inquiry group and a traditional group over the period of the SWH (Science Writing Heuristic) project: (1) teacher talk time, (2) structure of questions (question types), and (3) student responses. The participating teachers were chosen randomly by a convenient sampling method because the data were collected previously from the SWH project. Each group had thirty teachers. A total of sixty teachers participated in the study. Student responses were part of the study to evaluate the effect of open-ended
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11

Samson, Duncan Alistair. "An analysis of the influence of question design on pupils' approaches to number pattern generalisation tasks." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003302.

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This study is based on a qualitative investigation framed within an interpretive paradigm, and aims to investigate the extent to which question design affects the solution strategies adopted by children when solving linear number pattern generalisation tasks presented in pictorial and numeric contexts. The research tool comprised a series of 22 pencil and paper exercises based on linear generalisation tasks set in both numeric and 2-dimensional pictorial contexts. The responses to these linear generalisation questions were classified by means of stage descriptors as well as stage modifiers. Th
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12

Gupta, Arushi. "On the Answer Status and Usage of Requirements Traceability Questions." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1562842351223984.

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13

Lin, Xiao. "Leveraging Multimodal Perspectives to Learn Common Sense for Vision and Language Tasks." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/79521.

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Learning and reasoning with common sense is a challenging problem in Artificial Intelligence (AI). Humans have the remarkable ability to interpret images and text from different perspectives in multiple modalities, and to use large amounts of commonsense knowledge while performing visual or textual tasks. Inspired by that ability, we approach commonsense learning as leveraging perspectives from multiple modalities for images and text in the context of vision and language tasks. Given a target task (e.g., textual reasoning, matching images with captions), our system first represents input imag
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14

Hunter, William C. "Examining the Effects of NHT on Quiz Results and On-Task Behavior with Students Identified with Emotional Behavioral Disabilities." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1305895976.

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15

Blick, Adam. "Question-response sequences in the House of Commons : A conversation analytic study of adversarial questioning in the British parliament." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-80733.

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With the method of conversation analysis, this study examines the level of adverseness in questions between members of parliament from different parties. The data consists of question – response sequences derived from a ministerial statement from the prime minister in the House of Commons. This study finds that, in question – response sequences between oppositional members of parliament and the prime minister, adversarial presuppositions in questions can be used as a strategy to project negative traits upon the respondent. Adversarial dimensions of hostility, assertiveness and directness can a
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16

Kay, Jilly. "Gender, feminism and talk on British television, 1970-1990." Thesis, De Montfort University, 2015. http://hdl.handle.net/2086/11419.

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This thesis uncovers and analyses the relationship between forms of talk on British television between 1970-1990, and the uneven transformations in gender politics that occurred in this period, which encompasses both the second wave feminist movement and the rise of neoliberal politics. It presents five historical case studies of talk-based television programmes from across this time period: No Man’s Land (Associated Television/ITV, 1973), Good Afternoon! (Thames Television/ITV, 1971-1984), Pictures of Women: Sexuality (Channel 4, 1984), Watch the Woman (Channel 4, 1985), and Question Time (BB
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17

Sundblad, Håkan. "Question Classification in Question Answering Systems." Licentiate thesis, Linköping University, Linköping University, NLPLAB - Natural Language Processing Laboratory, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-9014.

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<p>Question answering systems can be seen as the next step in information retrieval, allowing users to pose questions in natural language and receive succinct answers. In order for a question answering system as a whole to be successful, research has shown that the correct classification of questions with regards to the expected answer type is imperative. Question classification has two components: a taxonomy of answer types, and a machinery for making the classifications.</p><p>This thesis focuses on five different machine learning algorithms for the question classification task. The algorith
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18

Sundblad, Håkan. "Question classification in question answering systems /." Linköping : Department of Computer and Information Science, Linköpings universitet, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-9014.

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19

Pooler, Jillian. "Technology and talk in calls to NHS Direct." Thesis, Loughborough University, 2010. https://dspace.lboro.ac.uk/2134/6095.

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This thesis is a conversation analytic investigation of the social organisation of talk in telephone and computer-mediated calls to NHS Direct, a telephone health helpline in England. The data represent fifty-six routinely audio recorded telephone consultations between nurses and callers between June 2003 and June 2004 at one NHS Direct call centre. Data were transcribed using the Jefferson (2004) transcription system. Data analysis follows the broad trajectory of the call. Chapter three illustrates the overall structural organisation of the call as mediated by the Clinical Assessment System (
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20

Kasimir, Elke. "Question-answer test and givenness : some question marks." Universität Potsdam, 2005. http://opus.kobv.de/ubp/volltexte/2006/869/.

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In order to investigate the empirical properties of focus, it is necessary to diagnose focus (or: "what is focused") in particular linguistic examples. <br>It is often taken for granted that the application of one single diagnostic tool, the so-called question-answer test, which roughly says that whatever a question asks for is focused in the answer, is a fool-proof test for focus. <br>This paper investigates one example class where such uncritical belief in the question-answer test has led to the assumption of rather complex focus projection rules: in these examples, pitch accent placement ha
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21

Dubien, Stephen, and University of Lethbridge Faculty of Arts and Science. "Question answering using document tagging and question classification." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Arts and Science, 2005, 2005. http://hdl.handle.net/10133/248.

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Question answering (QA) is a relatively new area of research. QA is retriecing answers to questions rather than information retrival systems (search engines), which retrieve documents. This means that question answering systems will possibly be the next generation of search engines. What is left to be done to allow QA to be the next generation of search engines? The answer is higher accuracy, which can be achieved by investigating methods of questions answering. I took the approach of designing a question answering system that is based on document tagging and question classification. Question
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22

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 a
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23

Briand, Xavier. "Qu'est-ce qu'un littéraire? : Question d'objet, question de compétence." Rennes 2, 2001. http://www.theses.fr/2001REN20035.

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Qu'est-ce qu'un littéraire? S'interroger ainsi, c'est (au moins) poser la question de son objet et celle de sa compétence. Répondre à cette interrogation dédoublée équivaut à faire de la crise le fil conducteur de la thèse. Objet et spécificité, qu'il s'agisse de la construction ou de la déconstruction de la littérarité ou de la littérature, compétence et spécialité, qu'il s'agisse de l'appropriation ou de la déappropriation de la poétique ou des sciences humaines pluridisciplinairement converties en un pluriel -indisciplinable- de disciplines indispensables, sont analysés dans le cadre d'une
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24

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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25

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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26

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 Aufg
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27

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 Fakt
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28

Dike, Darryl G. "The confession question." Theological Research Exchange Network (TREN), 1986. http://www.tren.com.

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29

Dornescu, Iustin. "Encyclopaedic question answering." Thesis, University of Wolverhampton, 2012. http://hdl.handle.net/2436/254613.

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Open-domain question answering (QA) is an established NLP task which enables users to search for speciVc pieces of information in large collections of texts. Instead of using keyword-based queries and a standard information retrieval engine, QA systems allow the use of natural language questions and return the exact answer (or a list of plausible answers) with supporting snippets of text. In the past decade, open-domain QA research has been dominated by evaluation fora such as TREC and CLEF, where shallow techniques relying on information redundancy have achieved very good performance. However
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30

Doucet, Patrick. "L'évaluation en question." Compiègne, 1996. http://www.theses.fr/1996COMPD976.

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Cette thèse en didactique des langues cherche principalement à analyser les rapports qui existent entre évaluation, formation et motivation. Après un survol de l'évolution de la didactique des langues étrangères, et une réflexion sur la notion de compétence de communication, les principes théoriques et méthodologiques d'une évaluation de la compétence en langue sont examinés. Un test d'interaction orale en binôme est mis sur pied. Deux expériences menées à la faculté des sciences de l'université de Poitiers sont décrites, l'une en DEUG A2, en 1991-92 et 1992-93, l'autre à l'IUP génie des systè
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31

Washington, David Christopher. "Question slash period." Huntington, WV : [Marshall University Libraries], 2004. http://www.marshall.edu/etd/descript.asp?ref=447.

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32

Donnelly, Harriet. "The Celtic Question." Thesis, Department of Archaeology, 2013. http://hdl.handle.net/2123/10175.

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The identity of the “Celts” has played an integral role in the understanding of the Iron Age and the more recent socio-political history of Europe. However, the terminology and attitudes which have been in place since the 19th century have created a field of research characterised by assumptions about a ‘people’ and a culture. Study of the “Celts” has been conducted in three main areas - genetics, linguistics and material culture from the archaeological record. Through the reassessment of these three fields, substantial divergence in the patterns and trends, as well as the highly regional na
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33

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.<br>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<br>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 abordag
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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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35

Miller, Catherine. "‘Question de langue, question d'identité. Pour une sociolinguistique du monde arabophone'." Habilitation à diriger des recherches, Université de Provence - Aix-Marseille I, 2005. http://tel.archives-ouvertes.fr/tel-00150391.

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Ce mémoire de HDR retrace l'itinéraire de mes travaux autours de trois grandes problématiques:<br />la place du Juba arabic et les études créoles, <br />langues et identités, <br />sociolinguistique urbaine arabe
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Mailho, Jean-Claude. "La région autonome du Val d'Aoste : question linguistique et question régionaliste." Paris 8, 1985. http://www.theses.fr/1987PA080111.

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Introduction : la question valdotaine reste-t-elle actuelle? Geographie, histoire, culture temoignent pour la nation valdotaine. Cohabitation de deux populations. Partage controverse des ressources et des taches entre etat et region, identite valdotaine. Tome 1. - moyens culturels de protection et maintien de la communaute valdotaine, remarquablement diversifies et qui vont bien au dela des limites du val. Tome 2. - place du francais dans la societe valdo- taine. Parite theorique avec l'italien, mais restriction a un sim- ple symbole historique alors que les valdotains en exigent l'applica- ti
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37

Iversen, Clara. "Making Questions and Answers Work : Negotiating Participation in Interview Interaction." Doctoral thesis, Uppsala universitet, Sociologiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-201318.

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The current thesis explores conditions for participation in interview interaction. Drawing on the ethnomethodological idea that knowledge is central to participation in social situations, it examines how interview participants navigate knowledge and competence claims and the institutional and moral implications of these claims. The data consists of, in total, 97 audio-recorded interviews conducted as part of a national Swedish evaluation of support interventions for children exposed to violence. In three studies, I use discursive psychology and conversation analysis to explicate how interview
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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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Mastache, Martinez Claudia I. "A discursive study of therapy talk : the collaborative approach to therapy." Thesis, Loughborough University, 2004. https://dspace.lboro.ac.uk/2134/7707.

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The main goal of this thesis is to describe what happens in the collaborative approach to therapy from a conversation and discursive analytical perspective. The data we worked with are part of collaborative therapy sessions in Mexican Spanish Dialect. Chapter 1 is an introduction to two of the main social constructionist approaches to therapy, the `reflecting team approach' and the `collaborative approach' to therapy. This sets out the theoretical environment in which the therapy was done. Chapter 2 is a review of the state of the art in conversation and discourse studies on therapy talk and r
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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 oc
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Itangaza, Mubangu 1954. "The effect of supplemental homework tasks involving referential questions on learners' target language linguistic output and accuracy." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/290682.

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This study investigated whether training in and use of referential questions had an effect on learners' linguistic output and accuracy. The study had three components. A quasi-experimental design with treatment and control groups examined quantitatively the performance of students on a set of variables, including number of words, number of T-units, clause length, coordination, subordination, grammatical accuracy, error-free T-units, and comprehensibility. A pretest and posttest were administered to a population of 149 students (64 in treatment groups and 85 in control groups) enrolled in three
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Perissinotto, Silvia <1990&gt. "Il task-based approach nasce negli anni '80 del secolo scorso e negli anni ha trovato ampio riscontro a livello mondiale. E' attualmente uno degli approcci maggiormente utilizzati nel campo dell'insegnamento linguistico grazie alla sua natura comunicativa; trova infatti le sue radici nel Communicative Language Teaching degli anni '70 con il quale condivide la forte contrapposizione per gli approcci basati sull'esposizione di rigide regole grammaticali. L'biettivo comunicativo che ci si pone nella progettazione dei task è strettamente legato all'autenticità delle attività, ovvero la loro concretezza e capacità di riprodurre situazioni di vita reale. L'approccio per task è fonte di ricerca in quanto dimostra essere particolarmente proficuo nelle classi di L2 e LS: i maggiori effetti sono riscontrabili sul miglioramento delle abilità comunicative dei discenti. Se da una parte la letteratura sul task-based approach è molto ampia e in fase di continua sperimentazione, un aspetto più ristretto che è stato considerato in misura minore è la sua efficacia all'interno di classi di principianti (basic user, secondo il quadro comune europeo di riferimento per la conoscenza delle lingue: livelli A1 e A2). Pochi ricercatori hanno finora investigato gli effetti dell'utilizzo di task su questo campo di discenti e i principali risultati ottenuti sono legati alle abilità di comprensione. Operando con apprendenti la competenza linguistica è ai primi stadi di sviluppo l'applicazione di attività di comprensione risulta limitante: è a questo proposito che l'orientamento suggerito dai ricercatori è quello di impiegare dapprima dei task che favoriscano la comprensione linguistica per poi passare ad attività di produzione. Gli effetti dei task di comprensione sono ancora una questione in fase di ricerca." Master's Degree Thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/12962.

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Task-based approach was initially used during the 80s of the previous century and since then it has been widely used all over the world. Thanks to its communicative feature it is currently among the most used approaches to language teaching.
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43

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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44

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 tas
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45

Whitaker, Michael J. "A question of utility." Thesis, Monterey, California: Naval Postgraduate School, 1990. http://hdl.handle.net/10945/34956.

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In accordance with the 1988 Army Aviation Modernization Plan, the Army entered contractual agreement to begin acquisition of 2,253 UH-60 utility helicopters to replace approximately two-thirds of the 3,147 UH-1 aircraft destined for retirement. The plan foresaw the newer aircraft assuming the majority of the utility mission with the residual balance of UH-1 helicopters assuming a supplementary role. Because of subsequent budgetary considerations, the decision was reached to stop purchasing replacement aircraft after the close of Fiscal Year 91. By that time the Army's total procurement will ha
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Biart, Nicholas David. "A question of history." Thesis, University of Chichester, 1999. http://eprints.chi.ac.uk/941/.

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My thesis seeks to challenge the existing understanding of the relationship between Romanticism and Post-Modernism in order to put into question the traditional historiographical view of the division of literary history into a series of discrete epochs, each one consecutive to the passing away of the other. My methodology devolves upon a close reading and analysis of the work of three writers and philosophers: the philosopher Immanuel Kant, the 'Post-Modern' French feminist writer Helene Cixous and the 'Romantic' philosopher and poet Samuel Taylor Coleridge. Through my examination of the oeuvr
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Greenwood, Mark Andrew. "Open-domain question answering." Thesis, University of Sheffield, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.425611.

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Gitlin, Jane M. "A question of substance." Thesis, Massachusetts Institute of Technology, 1986. http://hdl.handle.net/1721.1/74326.

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Thesis (M. Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 1986.<br>MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH<br>Includes bibliographical references (p. 466-469).<br>During the week of January 27th to February 2nd, 1986 a design symposium was held in the Department of Architecture at Massachusetts Institute of Technology. This symposium, entitled "An Architecture of Substance" was wholly student initiated, organized, and executed. The symposium was organized around ·an evening lecture series and a student design workshop led by visiting educators. Participants inclu
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Sharp, April D. "Question of the Butterflies." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1619005989453279.

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Haines, David. "The question of being." Doctoral thesis, Université Laval, 2017. http://hdl.handle.net/20.500.11794/27563.

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La difficulté éprouvée lorsqu'on considère la question de l'être est décrite par Étienne Gilson de la manière suivante : Dans « un domaine où la démonstration dialectique perd ses droits, chacun ne peut que regarder, dire ce qu'il voit et inviter les autres à tourner comme lui le regard vers la vérité. » En fait, Gilson dit, dans le même article : « De deux métaphysiciens également compétents et jouissant d'une égale habileté dans le maniement des arguments dialectiques, il se peut qu'aucun ne réussisse jamais à convaincre l'autre, parce qu'ils ne voient pas les mêmes choses. » Cela semblerait
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