Is a ‘Complex’ Task Really Complex? Validating the Assumption of Cognitive Task Complexity
Is a ‘Complex’ Task Really Complex? Validating the Assumption of Cognitive Task Complexity
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“复杂”任务真的很复杂吗？验证认知任务复杂性的假设
DOI：
10.1111/modl.12313
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Shoko Sasayama
中科院分区：
文献类型：
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作者：
Shoko Sasayama
在基于任务的教学研究中，传统的观点认为认知任务的复杂程度可以通过任务设计和/或对第二语言交际任务所引发的语言产出的不同质量的观察来推断。然而，如果不验证这一假设，就不清楚设计或推断的复杂性差异（关键自变量）是否如预期的那样实现。因此，本研究采用了认知心理学的多种方法来独立测量认知任务的复杂性，包括：双任务法、时间估计法和自我评定法。日本的53名英语第二语言使用者，代表了不同的熟练程度，讲述了4个图片序列，每个序列包含不同数量的字符。在执行主要的讲故事任务时，参与者同时完成了对颜色变化做出反应的次要任务。在每次讲故事后，他们还估计了他们的任务时间，并评估了他们对任务难度和精神努力的看法。结果显示，只有任务设计特征（即，元素的数量）在认知复杂性的独立测量方面是可检测的。这一发现强调了验证任务设计及其对认知复杂性的假定影响之间关系的假设的重要性。研究结果还表明，熟练程度，任务设计和认知负荷的措施之间的潜在的相互作用。【作者摘要】
In research on task-based learning and teaching, it has traditionally been assumed that differing degrees of cognitive task complexity can be inferred through task design and/or observations of differing qualities in linguistic production elicited by second language (L2) communication tasks. Without validating this assumption, however, it is unclear at best whether the designed or inferred difference in complexity, the key independent variable, is realized as intended. Accordingly, this study adopted diverse methods from cognitive psychology for independently measuring cognitive task complexity, including: dual-task methodology, time estimation, and self-rating. Fifty-three English-L2 speakers in Japan, representing distinct proficiency levels, narrated 4 picture sequences, each containing differing numbers of characters. While performing the primary story-telling task, participants simultaneously completed a secondary task of reacting to a color change. After each story-telling, they also estimated their time-on-task and rated their perceptions of task difficulty and mental effort. Results revealed that only large differences in the task design feature (i.e., number of elements) were detectable in terms of independent measures of cognitive complexity. This finding underscores the importance of validating the assumptions about the relationship between task design and its putative effects on cognitive complexity. Findings also indicated a potential interaction among proficiency, task designs, and measures of cognitive load. [ABSTRACT FROM AUTHOR]
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DOI：
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发表时间：
2016
期刊：
影响因子：
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作者：
MacLean;G. R.;Norman Fewell & George MacLean;George MacLean & Norman Fewell;Norman Fewell & George MacLean;George MacLean & Norman Fewell
通讯作者：
George MacLean & Norman Fewell