MEASURING COGNITIVE TASK DEMANDS USING DUAL-TASK METHODOLOGY, SUBJECTIVE SELF-RATINGS, AND EXPERT JUDGMENTS

By Andrea Révész, Marije C Michel, R. Gilabert. Studies in Second Language Acquisition, 2015

87 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/4761a466f42d9d65241a2026d109bbf0c8170251

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

1. R. Ellis

In Developmental and Educational Psychology

1. R. Ellis
2. Kazuya Saito
3. R. Lyster
4. N. Spada
5. Hossein Nassaji
6. C. V. Beuningen
7. Naoko Taguchi
8. María José de la Fuente

In Experimental and Cognitive Psychology

1. R. Ellis

Citations in the corpus

• In Defense of Tasks and TBLT: Nonissues and Real Issues (2016, unknown): “Much good work has been published on task complexity and on task syllabus design (see, e.g., Gilabert, Barón, & Levkina, 2011; Révész, Michel, & Gilabert, 2015; Robinson, 2009, 2011; Skehan, 2014), and more is under way.”
• Position paper: Moving task-based language teaching forward (2017, background): “1 Robinson (2001; 2011) provides a taxonomy of resource-directing and resource-dispersing factors. Examples of the former are +/− few elements, +/− here and now, +/− reasoning demands. Examples of the latter are +/− planning, +/− single task and +/− prior knowledge. His taxonomy does not exhaust all”