Task complexity, theory of mind, and intentional reasoning: Effects on L2 speech production, interaction, uptake and perceptions of task difficulty

By Peter Robinson. 2007

391 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/63e8cf46afe407464b826b4ecc82edf3c04fcab9

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Language and Linguistics

Citations in the corpus

CAF: Defining, Refining and Differentiating Constructs (2009, background): “Robinson (2007) found a strong association between performing tasks requiring reference to complex psychological states and a higher use of psychological terms, taken as an index of more complex language.”
MEASURING COGNITIVE TASK DEMANDS USING DUAL-TASK METHODOLOGY, SUBJECTIVE SELF-RATINGS, AND EXPERT JUDGMENTS (2015, methodology): “…et al., 2009 ; Kim, 2009 ; Kim & Tracy-Ventura, 2011 ; Levkina & Gilabert, 2012 , 2014 ; Malicka & Levkina, 2012 ; Michel, 2011 ; Révész, 2009 , 2011 ; Robinson, 2001b , 2007 ; Sasayama, 2013 ), most of which have adopted or adapted a multidimensional scale introduced by Robinson ( 2001b ).”
Interaction and instructed second language acquisition (2018, background): “Another task characteristic that has received considerable attention is task complexity (e.g. Robinson 2007, 2011; Révész, Sachs & Hama 2014), which Gilabert & Barón (2013) define as ‘the internal cognitive demands that language tasks impose on learners’ processing and language use’ (p. 45).”
Task Complexity, Focus on L2 Constructions, and Individual Differences: A Classroom-Based Study. (2011, methodology): “…general indices with specific, task-related measures because these, being more closely connected to the particular task design variable examined, may be more likely to capture relevant performance effects (Bygate & Samuda, 2005; Mochizuki & Ortega, 2008; Norris & Ortega, 2008; Robinson, 2007).”
Task-Based Language Learning (2011, methodology): “…& Llanes, 2009: Ishikawa, 2007, 2008a, 2008b; Kim, 2008, 2009a, 2009b; Kuiken & Vedder, 2007a, 2007b; Michel, 2011; Nuevo, 2006; Revesz, 2009, 2011; Robinson, 2001b, 2007c; Robinson, Cadierno, & Shirai, 2009; Skehan & Foster, 1999, 2001; Tavakoli & Foster, this issue; Tavakoli & Skehan, 2005).”
The Development of Second Language Writing Complexity in Groups and Individuals: A Longitudinal Learner Corpus Study (2012, background): “Moreover, coordinationmay indicate lesser as well as greater syntactic complexity (e.g., in the case of conjoined clauses, see Robinson, 2007).”
Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: a case of EFL students (2020, result): “To corroborate the cognition hypothesis, Robinson (1995, 2007) compared cognitively simple and demanding interactive L2 task performance, indicated that complex L2 tasks enhanced accuracy and complexity to a great extent.”
The Role of Task Complexity, Modality, and Aptitude in Narrative Task Performance (2012, background): “…reveal more precise information about how tasks can direct learners’ attention to certain 3 linguistic forms and how IDs may differentiate the ways in which learners can benefit from the manipulation of certain task features (e.g., Kormos & Trebits, in press; Norris & Ortega, 2009; Robinson 2007b).”