Task complexity, the Cognition Hypothesis and second language learning and performance

By Peter Robinson, R. Gilabert. 2007

283 citations recorded by the source corpus.

Abstract In this paper we describe a taxonomy of task demands which distinguishes between Task Complexity, Task Condition and Task Difficulty. We then describe three theoretical claims and predictions of the Cognition Hypothesis (Robinson 2001, 2003b, 2005a) concerning the effects of task complexity on: (a) language production; (b) interaction and uptake of information available in the input to tasks; and (c) individual differences-task interactions. Finally we summarize the findings of the empirical studies in this special issue which all address one or more of these predictions and point to some directions for continuing, future research into the effects of task complexity on learning and performance.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/5ee49fff8b0c1e4d40a814bf3b5e545c90b910bf

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In Developmental and Educational Psychology

Citations in the corpus

Task-Based Language Learning (2011, background): “…raised by Candlin (1987)—of selecting tasks to be performed in sequences—is also at the heart of much current SLA research (see Robinson, 2007b, 2010; Robinson & Gilabert, 2007), which promises both implications for program design and insights into the acquisition processes that task-based…”
TASK COMPLEXITY, FOCUS ON FORM, AND SECOND LANGUAGE DEVELOPMENT (2009, background): “Hence, Robinson’s proposal (see also Robinson & Gilabert, 2007 ), which states that increased task demands along the resource-dispersing dimension will result in greater intake and longer-term retention of input enhanced by recasts, appears compatible with both the quantitative fi ndings and the…”
Task Complexity, Focus on L2 Constructions, and Individual Differences: A Classroom-Based Study. (2011, background): “language acquisition (SLA) research has seen an enormous growth of interest in the construct of task in recent years (e.g., Bygate, Skehan, & Swain, 2001; Ellis, 2003; Garcı́a Mayo, 2007; Long & Crookes, 1992; Robinson & Gilabert, 2007; Samuda & Bygate, 2008).”
Peer interaction in the foreign language classroom: what factors foster a focus on form? (2010, background): “Considerable experimental research on tasks suggests that features of tasks can be manipulated to encourage greater attention to form (Nuevo, Adams, & Ross-Feldman, in press; Révész, 2009; Robinson & Gilabert, 2007).”
Task-based language learning and teaching: An action-research study (2015, methodology): “An analysis of literature was also conducted into issues of task complexity (Foster, 2009; Pica et al., 2009; Robinson, 2001; Robinson and Gilabert, 2007; Skehan, 2001).”
Manipulating cognitive complexity across task types and its impact on learners' interaction during oral performance (2009, background): “As we will see in the next section, the Cognition Hypothesis (Robinson 2001a, 2001b, 2003, 2005, 2007a, 2007b; Robinson and Gilabert 2007) and its associated Triadic Componential Framework for pedagogic task classification and task design bring together the cognitive and interactive research…”