Impact Of Task Complexity Research Articles

Effects of Task Complexity and L2 Proficiency on Functional Adequacy in L2 Writing

ABSTRACTThis study examined how task complexity and second language (L2) proficiency impact functional adequacy (FA) among Chinese university English learners. Eighty‐nine Chinese undergraduate students from two first‐year and two third‐year classes participated in the study. Each participant completed two timed argumentative writing tasks with varying degrees of task complexity manipulated by altering the number of argument elements and reasoning demands, drawing upon the cognition hypothesis. The task‐complexity manipulations were validated by post‐task questionnaires and expert judgments. Learners’ productions were assessed by two experts using the FA rating scale. Results showed as task complexity increased, there was a significant decrease in scores across all four dimensions of FA. Additionally, a positive effect of L2 proficiency was observed on scores in two dimensions of FA, that is, comprehensibility and coherence and cohesion. However, this was not the case for content and task requirements. Importantly, the analysis revealed a significant interaction effect between task complexity and L2 proficiency, indicating that the impact of task complexity on FA varied depending on the learners’ proficiency levels. Specifically, higher proficiency learners demonstrated greater adaptability to complex tasks compared to their lower proficiency counterparts. These findings highlight the significance of manipulating task complexity and considering learners’ L2 proficiency in teaching L2 writing to enhance learners’ FA performance.

Quantifying the Transition from Unconscious to Conscious Detection of Temporal Patterns in Vigilance Tasks: A Unique Adaptation of Mackworth's Clock Test.

This study investigates the cognitive mechanisms underlying vigilance and pattern recognition using a novel adaptation of Mackworth's Clock Test. We aimed to quantify the time it takes for temporal patterns detected unconsciously through implicit learning to surface in the conscious mind within a dynamic vigilance task environment. Forty-eight participants detected random and non-disclosed rhythmic anomalous clock hand movements in this setting. Our results indicate significant variability in detection accuracy, reaction times, and the ability to recognize the hidden pattern among participants. Notably, 23% of all participants and 56% of those who consciously reported the pattern exhibited statistically lower reaction times indicative of knowledge of the pattern 40 s before conscious identification. These findings provide valuable insights into the transition from unconscious to conscious detection, highlighting the complexity of sustained attention and pattern recognition. The study's implications extend to designing training programs and tasks for high-stakes professions requiring prolonged vigilance. Future research should further explore the cognitive and neural correlates of these processes and the impact of task complexity on performance.

Complexity affects performance, cognitive load, and awareness

BackgroundProblem-solving encourages learners to engage in deep knowledge processing. However, merely providing problem-solving activities without considering task complexity may not optimize learning. AimsThe present study analyzed the effects of task complexity (consistently high vs. gradually increasing) on performance, germane cognitive load, meta-awareness, and intrinsic interest using a learning task conducted in a laboratory. SampleWe analyzed data collected from 98 graduate and ungraduated university students (N = 98; Mage = 21.22 years, SD = 3.03). MethodsThe study comprised a main session and a post-test. During the main session participants completed a problem-solving task either with consistently high complexity or gradually increasing complexity. During the post-test all participants solved the task once with high complexity. Metacognition (regulation, knowledge), germane cognitive load, meta-awareness, and intrinsic interest were assessed by self-evaluation questionnaires. ResultsThe findings indicated positive effects of consistently high complexity on immediate performance, germane cognitive load, and meta-awareness. Additionally, an important relationship between metacognition (regulation, knowledge) and meta-awareness was identified when learning with gradually increasing complexity. However, no impact of task complexity on intrinsic interest was found. ConclusionsThe findings suggest that exposing learners to consistently high complexity tasks can have beneficial effects on learning without negatively influencing intrinsic interest.

Chunking in simultaneous interpreting: the impact of task complexity and translation directionality on lexical bundles.

This study explored the use of phraseological frames (p-frames), a type of lexical bundle, by simultaneous interpreters as a strategy for managing cognitive loads. Specifically, using a comparable corpus of United Nations Security Council conferences, the study employed kfNgram to automatically identify the p-frames, and investigated their variations, regarding frequency, fixedness, structures, and functions among L1, L1-L2, and L2-L1 texts, which differ in cognitive loads due to task complexity and directionality of interpreting. The findings indicated that interpreters used more p-frames as cognitive loads increased; No significant difference was identified in fixedness as all texts tended to employ heavily formulaic and relatively fixed p-frames. Directionality correlated with grammatical preferences, with retour interpreting relying more on content-word-based p-frames. Additionally, task complexity correlated with functional preferences, with self-expression characterized by more stance expressions in the simple task. This study innovatively addressed the interaction of two factors that generate cognitive loads in interpreting and filled a research gap by providing empirical evidence on how directionality affects the use of formulaic language.

The effect of graph complexity and planning on graph writing performance and descriptive strategies

AbstractThe impact of task complexity on integrated writing performance is under‐researched. This study purports to investigate the effect of graph complexity and planning time on graph writing performance as well as graph description strategies. Ninety‐six EFL learners of English were assigned into three groups to examine the effect of three planning conditions, that is, pretask planning, within‐task planning, and no planning. Moreover, graph complexity, operationalized as the number of visual chunks in a graph, was the within‐subject variable. In general, there were some benefits of graph complexity for syntactic complexity and some planning benefits for fluency, accuracy, and lexical diversity. However, graph complexity had a negative impact on accuracy, and measures of lexical sophistication were not affected in any condition. On the graph description side, pretask planning and graph complexity had a positive impact on graph description strategies. The theoretical and pedagogical implications of these findings are discussed.

The impact of task complexity and translating self-efficacy belief on students' translation performance: Evidence from process and product data.

Previous studies that explored the impact of task-related variables on translation performance focused on task complexity but reported inconsistent findings. This study shows that, to understand the effect of task complexity on translation process and its end product, performance in translation tasks of various complexity levels needs to be compared in a specific setting, in which more factors are considered besides task complexity-especially students' translating self-efficacy belief (TSEB). Data obtained from screen recording, subjective rating, semi-structured interview, and quality evaluation were triangulated to measure how task complexity influenced the translation performance of Chinese students with high and low TSEB. We found that the complex task led to significantly longer task duration, greater self-reported cognitive effort, lower accuracy, and poorer fluency than the simple one among students, irrespective of their TSEB level. Besides, the high-TSEB group outperformed the low-TSEB group in translation accuracy and fluency in both tasks. However, the interaction effect of task complexity and TSEB was not significant, due possibly to weak problem awareness among students. Our study has implications for effectively designing task complexity, getting the benefits of TSEB, and improving research on translation performance.

Neural and cognitive function in a pediatric brain injury model: The impact of task complexity

Acquired brain injury (ABI) in childhood/adolescence results in dysfunctional neural and attentional resources during minimal and higher task load. Impact of injury on these resources during increasing load, when task design (e.g., stimuli, timing) is held constant, is not yet well understood. We examined neural communication, processing speed and controlled attention in pediatric brain tumor survivors (PBTS; Mtime since treatment = 6.78 years) and typically developing children (TDC; n = 57). Participants performed simple-go and choice reaction time (RxnT) tasks during magnetoencephalography. The weighted phase lag index estimated seed-based and whole-brain functional connectivity. Group differences were assessed using tmax and network based statistics. Mean RxnT and response accuracy measured performance. Linear models assessed group differences. Tasks were analyzed individually to account for a difference in trial numbers. During both tasks, PBTS demonstrated decreased seed-based connectivity in the high gamma frequency (60–100 Hz; p < .01) relative to TDC. During the choice task alone, PBTS also demonstrated decreased theta (4–7 Hz) and alpha (8–12 Hz) seed-based connectivity (p < .01), and increased RxnT in adolescence (p < .05). ABI in childhood/adolescence may predominantly disrupt recruitment of neural and attentional resources necessary for higher load tasks. These findings advance understanding of the impact of task load on brain function and cognition during development, and effects of injury.

Task complexity, L2 proficiency and EFL learners’ L1 use in task-based peer interaction

This study is aimed to identify the effects of task complexity on first language (L1) use and the functions it may serve when two groups of learners of English as a foreign language (EFL) work on collaborative tasks. Twenty-four pairs of Chinese EFL learners from two universities were assigned to a lower-proficiency and a higher-proficiency group, each with twelve pairs. Each group completed two collaborative tasks of different cognitive complexity. The results showed that task complexity had an appreciable impact on the use of L1 and its functions. It is also found that the impact of task complexity was dependent on learners’ English proficiency. Specifically, the higher-proficiency group employed more L1 to perform complex tasks than they did in the simple versions of the tasks. These learners also devoted significantly more L1 turns to fulfill the functions of metacognitive and grammar talk to complete the complex tasks. These trends did not hold for the lower-proficiency group.

Task Complexity Affects Postural Control in Children After Concussion: A Preliminary Report

While complex postural tasks are sensitive to postural control abnormalities in other pediatric populations, the impact of task complexity on postural control in children after concussion is unknown. The objective of this study is to identify the effects of task complexity on postural control among children after concussion and healthy controls.

Planning conditions (strategic planning, task repetition, and joint planning), cognitive task complexity, and task type: Effects on L2 oral performance

The present study investigates the role of different planning conditions, cognitive task complexity along ± number of elements, and different task types in learners’ L2 oral performance. To this end, 98 Iranian learners at the intermediate level were randomly divided into four planning groups, namely, task repetition, strategic planning, joint planning (a combination of task repetition & strategic planning), and no planning. Each group performed simple and complex narrations and simple and complex argumentations. The data were scored based on measures of complexity, accuracy, lexical diversity, and fluency. The results indicated that in comparison with the simple tasks, the complex tasks promoted fluency, overall complexity, and lexical complexity, but lessened accuracy and subordination. Compared to the narrations, the argumentations brought about higher speech rate, more subordinated clauses, and greater lexical complexity. Strategic planning and task repetition enhanced fluency and syntactic complexity while their combination improved accuracy as well. The impact of task complexity was greater with the argumentations, and the utility of planning differed based on cognitive task complexity and the nature of task types. Some trade-offs were observed not only between accuracy and syntactic complexity but also between two measures of syntactic complexity, which supports the Trade-off Hypothesis.

The impact of task complexity on patterns of interaction during web-based asynchronous collaborative writing tasks

Previous studies (e.g., Li & Kim, 2016; Li & Zhu, 2017a, 2017b) have shown that tasks play an essential role in web-based asynchronous L2 collaborative writing, influencing collaboration patterns and the resulting collaborative work. Research thus far, however, has focused primarily on the effects of different types rather than different complexity levels of tasks. This study thus investigates how task complexity, as defined by Robinson (2001), affects interaction patterns during web-based asynchronous L2 collaborative writing. Twenty-six college EFL learners worked in pairs to complete two writing tasks via Google Docs, one simple and one complex. The examination of interaction patterns was informed by Storch (2002) and Li and Kim (2016). Interaction patterns for each pair within each task were identified and compared to reveal whether task complexity affected peer interaction patterns. Results showed the limited effect of task complexity on interaction patterns during web-based asynchronous L2 collaborative writing: The interaction patterns remained fairly consistent across tasks and the predominant pattern of interaction, despite the tasks, was authoritative/withdrawn.

The impact of task complexity and task motivation on in-store marketing effectiveness: An eye tracking analysis

A great deal of consumers’ purchasing decisions at the grocery store are made in rather unplanned ways. This offers businesses the opportunity to influence consumers through in-store marketing activities. However, in real-life shopping consumers typically experience many sensory stimuli that could potentially affect their behavior, making it critically important for marketers to understand the mechanisms that lead to product choice. Results of a choice-based conjoint experiment combined with eye tracking show that as the number of products to choose from (task complexity) increases, motivated participants search more for products with superior attention-drawing properties, and increase their liking of such products, i.e., large products and more salient products, and consequently are more likely to choose these products. For less motivated participants this mechanism is limited to large products. Further, for less motivated participants looking at a product influences the decision, in part beyond consciously liking it.

The Impact of Task Complexity on the Development of L2 Grammar

The Impact of Task Complexity on the Development of L2 Grammar

The Impact of Task Complexity on EFL Learners' Writing Production across Gender

Thе currеnt study invеstigatеs thе impact of task complеxity on ЕFL lеarnеrs' writing production across gеndеr. Task complеxity is thе inhеrеnt cognitivе dеmands of thе tasks imposеd on thе lеarnеrs by thе structurе of thе tasks. In this study, task complеxity is invеstigatеd along thе rеsourcе-dispеrsing variablеs of prе-task planning timе, post-task еditing timе and prior knowlеdgе across gеndеr. This study triеs to intеrtwinе thе concеpts of task complеxity and sociolinguistics (i.е. gеndеr diffеrеncеs). This study was aimеd to find out thе еffеct of task complеxity across thе variablе of gеndеr of ЕFL lеarnеrs' writing production which has bееn mеasurеd in tеrms of CAF i.е. complеxity, accuracy and fluеncy. Thеrеforе, thе linguistics propеrtiеs of 160 еssays from ЕFL lеarnеrs (80 malеs &amp; 80 fеmalеs) wеrе analyzеd on thе CAF. Thе participants wеrе sеlеctеd from a homogеnous group of ЕFL lеarnеrs. A wеb-basеd syntactical/lеxical tеxt analysis softwarе was еmployеd to mеasurе thе CAF of thе ЕFL lеarnеrs’ еssays. This can providе usеful information in fiеld of forеign languagе lеarning for languagе plannеrs, curricula dеsignеrs, and tеachеrs. Should this bе donе, it can contributе to improving ЕFL undеrgraduatе studеnts’ ability to a lеvеl of writing compеtеncе that is morе likеly to bе satisfactory. Thе findings of thе study indicatеd statistically significant support for Robinsons’ Hypothеsis. Incrеasing rеsourcе-dispеrsing complеxity by rеmoving planning timе, еditing timе and prior knowlеdgе nеgativеly affеctеd thе CAF of writing of both gеndеrs, malе and fеmalе. In tеrms of gеndеr, fеmalе groups significantly outpеrformеd thеir malе countеrparts in most of thе ovеrall CAF writing scorеs along rеsourcе-dispеrsing of prе-task planning timе, post-task еditing timе and prior knowlеdgе in both low complеxity and high complеxity writing tasks.

Online information searching behaviours: examining the impact of task complexity, information searching experience, and cognitive style

ABSTRACT While the impact of behavioural and cognitive processes on online information searching behaviours have been studied in some depth, little is known about the impact of procedural and metacognitive processes on online information searching behaviours. In addition, although the literature contains studies examining online information searching behaviours based on experience, cognitive styles, and task complexity separately, there is only a limited number of studies that investigate how online information searching behaviours vary depending on individual characteristics by taking task complexity as a basis. The aim of this study is to explore whether university students’ information searching behaviours, task completion times, and task completion rates in simple and difficult tasks differ depending on information searching experience and cognitive style. The study was conducted with a sample of 20 university students. The results of this study indicated that in difficult search tasks, online information searching experience is influential on the exhibition of online information searching behaviours associated with the metacognitive domain. In simple and difficult tasks, experience and cognitive styles cause differentiation in online information searching behaviours. When task complexity is taken as a basis, the experience is more influential on task completion time and task completion rate compared to cognitive styles.

Automation bias in electronic prescribing

BackgroundClinical decision support (CDS) in e-prescribing can improve safety by alerting potential errors, but introduces new sources of risk. Automation bias (AB) occurs when users over-rely on CDS, reducing vigilance in information seeking and processing. Evidence of AB has been found in other clinical tasks, but has not yet been tested with e-prescribing. This study tests for the presence of AB in e-prescribing and the impact of task complexity and interruptions on AB.MethodsOne hundred and twenty students in the final two years of a medical degree prescribed medicines for nine clinical scenarios using a simulated e-prescribing system. Quality of CDS (correct, incorrect and no CDS) and task complexity (low, low + interruption and high) were varied between conditions. Omission errors (failure to detect prescribing errors) and commission errors (acceptance of false positive alerts) were measured.ResultsCompared to scenarios with no CDS, correct CDS reduced omission errors by 38.3% (p < .0001, n = 120), 46.6% (p < .0001, n = 70), and 39.2% (p < .0001, n = 120) for low, low + interrupt and high complexity scenarios respectively. Incorrect CDS increased omission errors by 33.3% (p < .0001, n = 120), 24.5% (p < .009, n = 82), and 26.7% (p < .0001, n = 120). Participants made commission errors, 65.8% (p < .0001, n = 120), 53.5% (p < .0001, n = 82), and 51.7% (p < .0001, n = 120). Task complexity and interruptions had no impact on AB.ConclusionsThis study found evidence of AB omission and commission errors in e-prescribing. Verification of CDS alerts is key to avoiding AB errors. However, interventions focused on this have had limited success to date. Clinicians should remain vigilant to the risks of CDS failures and verify CDS.

The Impact of Task Complexity on Cognitive Processes of L2 Writers and Writing Quality: The Case of Writing Expertise, L1, and Lexical Retrieval

Abstract This study scrutinized the effect of task complexity on cognitive processes of L2 writers with respect to L2 writing expertise, speed of lexical retrieval, L1, and text quality. Sixty TEFL students with different writing expertise completed a computerized Written Productive Translation, as well as three L1 and L2 argumentative writing tasks, manipulated in regard to resource-dispersing dimensions followed-up by retrospective questionnaires. The texts were analysed in terms of accuracy, fluency, and syntactic complexity. Running MANOVA indicated that task complexity had no effect on fluency, accuracy, and syntactic complexity. However, the speed of retrieval was remarkably affected by writer's expertise. Moreover, there was no difference between L2 and L1 writing processes. The upshot essentially substantiated Cummins⿿ (1978) Interdependence Hypothesis, and Kellogg's (1990) Overload hypothesis while laying a great stress on the rate of lexical retrieval for improvement of writing expertise.

The Impact of Task Complexity along Single Task Dimension on EFL Iranian Learners' Written Production: Lexical complexity

Based on Robinson’s Cognition Hypothesis, this study explored the effects of task complexity on the lexical complexity of Iranian EFL students’ argumentative writing.This study was designed to explore the manipulation of cognitive task complexity along +/-single task dimension (a resource dispersing dimension in Robinson’s triadic framework) on Iranian EFL learners’ production in term of lexical complexity. To this end, based on the results of the writing test of TOFEL (2004), 48 learners were selected and assigned to two groups, simple task group (STG, n = 24) and complex task group (CTG, n= 24) randomly. The participants in the STG were given an eight-frame picture which had been arranged in the correct sequence before its administration (+single task). These participants were required to order the frames in the right sequence first, before starting writing (- single task). Their output was encoded based on the measures of lexical complexity. The null hypothesis was nullified since the results indicated positive significant impact of +/-single dimension on lexical complexity. Regarding the results of the present study, it can be stated that when the participants were engaged putting the pictures in their correct order in the complex task, they carried out deeper semantic processing in order to find the reasonable order, which might lead to the better activation of their exemplar-based system and made them browse it more deeply. It was found that, at least in the Iranian context, Robinson’s (2005) predictions were more convincing.

The Impact of Task Complexity along Single Task Dimension on Iranian EFL Learners' Writing Production

This study was designed to explore the manipulation of cognitive task complexity along +/- single task dimension (a resource dispersing dimension in Robinson’s triadic framework) on the Iranian EFL learners’ writing production in terms of accuracy, fluency, lexical complexity, and syntactic complexity, and put two different views (Skehan’s [1998] limited attentional capacity model and Robinson’s [2005] cognition hypothesis) into test in the Iranian context. Based on the results of the writing test of TOFEL (2004), 48 learners were selected and assigned into two groups, simple task group (STG, n=24) and complex task group (CTG, n=24). The participants in the STG were given an eight-frame picture arranged in the correct sequence (+ single task). The participants in the CTG were given all the eight frames in scrambled order. These participants were required to order the frames in the right sequence first (- single task). Four independent sample t-tests were run. The results indicated that the participants’ output in the complex task were significantly more fluent, more lexically and structurally complex. However, their performance on the accuracy measure decreased in the complex task. Based on the findings, at least in the Iranian context, Skehan’s (1998) predictions are more convincing.

Organizational implications of a comprehensive approach for cloud-storage sourcing

Cloud-computing facilitates consumers to source online storage-services on a pay-as-you-go basis. The sourcing of storage-as-a-service (STaaS) requires a decision maker to contend with several elements such as pricing structure, application characteristics and quality-of-service requirements, in addition to tactical considerations such as risk propensity and supplier diversification. This makes STaaS sourcing a complex task. Discussion on STaaS sourcing models addressing these aspects and their utility to decision-makers is, however, scant. In this paper, we propose a two-stage holistic approach based on Data Envelopment Analysis (DEA) and Goal programming (GP). We derive insights provided by these models from 10800 runs using market-based data. We also use an experiment to assess our hypothesis concerning the impact of task complexity on decision-quality. Both these experiments have implications for different business scenarios in the STaaS market, and for decision-making. We discuss these managerial implications, and present a prototype Decision Support System (DSS) to aid STaaS selection.