Towards a Fuller Assessment of Cognitive Models of Task-Based Learning: Investigating Task-Generated Cognitive Demands and Processes
By Andrea Révész. 2014
100 citations recorded by the source corpus.
Subfields: Artificial Intelligence, Developmental and Educational Psychology, Language and Linguistics
View Paper: https://www.semanticscholar.org/paper/a4d068cb0daecbec5348fb77ee572420b64bc2cc
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
In Developmental and Educational Psychology
- Marije C Michel
- R. Gilabert
- Andrea Révész
- N. Kourtali
- Diana Mazgutova
- Peter Robinson
- Masatoshi Sato
- Youjin Kim
In Language and Linguistics
- Marije C Michel
- R. Gilabert
- N. Kourtali
- Diana Mazgutova
- Andrea Révész
- Masatoshi Sato
- Youjin Kim
- S. Loewen
Citations in the corpus
- MEASURING COGNITIVE TASK DEMANDS USING DUAL-TASK METHODOLOGY, SUBJECTIVE SELF-RATINGS, AND EXPERT JUDGMENTS (2015, methodology): “…of the research methods utilized in researching the relationship between task complexity and linguistic performance, questioning whether CAF (Housen & Kuiken, 2009 ) and cognitive task complexity (Norris, 2010 ; Norris & Ortega, 2003 ; Révész, 2014 ) are appropriately operationalized and measured.”
- Effects of Task Complexity on L2 Writing Behaviors and Linguistic Complexity (2017, methodology): “For theory-building purposes, it is therefore essential that we gain evidence about task-generated behaviors and the cognitive processes underlying those behaviors (Norris & Ortega, 2003; Révész, 2014); otherwise, we might risk falling into the trap of construct underrepresentation (Norris & Ortega,”