Task complexity, task difficulty, and task production: exploring interactions in a componential framework

By Peter Robinson. 2001

1,205 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/c135f2e2b74e48bc9c8a8a0d1e55474c93707b73

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Citations in the corpus

Task Complexity, Focus on L2 Constructions, and Individual Differences: A Classroom-Based Study. (2011, background): “First, as Robinson (2001a) explains, more cognitively complex interactive tasks (along both resource-directing and resource-dispersing dimensions) are likely to entail greater communicative demands, thus leading to increased comprehension difficulty and a correspondingly larger amount of…”
Task-based Instruction (2012, background): “The rationale for TBT comes from different camps; Ellis (2003) provided psycholinguistic rationale, whereas, Skehan (1998, 2003, 2009b) and Robinson (2001a, 2007b, 2011), took a more cognitive approach to advocate it.”
MEASURING COGNITIVE TASK DEMANDS USING DUAL-TASK METHODOLOGY, SUBJECTIVE SELF-RATINGS, AND EXPERT JUDGMENTS (2015, background): “…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 ).”
Construct validation of Bachman and Palmer's (1996) strategic competence model over time in EFL reading tests (2008, background): “The second possible explanation for the weak to moderate correlations between strategy use and test performance is that success in a language learning or use depends on a number of cognitive and noncognitive factors, including language competence (Bachman & Palmer, 1996), the levels of linguistic th”
Task Design and Second Language Performance: The Effect of Narrative Type on Learner Output (2008, background): “This could be seen as support for Robinson’s (2001) multiple-pool model because such a performance profile suggests that attention to one aspect has not diminished attention to any other.”
Optimal Psycholinguistic Environments for Distance Foreign Language Learning (2003, background): “…of relationships among task complexity, task difficulty, and task conditions, and of all three to interlanguage accuracy, complexity and fluency, see Robinson, 2001b.） The process of sequencing pedagogic tasks is one component of the previously mentioned Korean TBLT project at the University of…”
Towards a Fuller Assessment of Cognitive Models of Task-Based Learning: Investigating Task-Generated Cognitive Demands and Processes (2014, methodology): “This technique has been employed in a small number of task complexity studies, all of which have adopted or adapted a scale originally introduced by Robinson (2001).”
The Potential Role(s) of Writing in Second Language Development. (2012, background): “A competing model, the Cognitive Hypothesis (Robinson, 2001, 2007) suggests that there are multiple pools of attentional resources.”
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).”
Estimating the difficulty of oral proficiency tasks: what does the test-taker have to offer? (2002, background): “Whether these factors are ‘resource directing’ or ‘resource depleting’ (Robinson, 2001; in press) may be an entirely individual manner which in turn makes their likely impact on actual performance extremely dif cult to predict.”