Search results for 'Task Complexity' (try it on Scholar)

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  1. George E. Briggs & James C. Naylor (1962). The Relative Efficiency of Several Training Methods as a Function of Transfer Task Complexity. Journal of Experimental Psychology 64 (5):505.score: 210.0
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  2. William F. Battig (1956). Transfer From Verbal Pretraining to Motor Performance as a Function of Motor Task Complexity. Journal of Experimental Psychology 51 (6):371.score: 210.0
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  3. Lyle E. Bourne Jr & Robert C. Haygood (1960). Effects of Intermittent Reinforcement of an Irrelevant Dimension and Task Complexity Upon Concept Identification. Journal of Experimental Psychology 60 (6):371.score: 210.0
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  4. Frederick G. Brown & E. James Archer (1956). Concept Identification as a Function of Task Complexity and Distribution of Practice. Journal of Experimental Psychology 52 (5):316.score: 210.0
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  5. Jaques Kaswan & Stephen Young (1965). Effect of Luminance Exposure Duration, and Task Complexity on Reaction Time. Journal of Experimental Psychology 69 (4):393.score: 210.0
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  6. Patrick R. Laughlin (1973). Focusing Strategy in Concept Attainment as a Function of Instructions and Task Complexity. Journal of Experimental Psychology 98 (2):320.score: 210.0
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  7. J. Wesley Libb (1972). Frustration and Task Complexity: An Extension of Frustration Theory. Journal of Experimental Psychology 96 (1):67.score: 210.0
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  8. James C. Naylor & George E. Briggs (1963). Effects of Task Complexity and Task Organization on the Relative Efficiency of Part and Whole Training Methods. Journal of Experimental Psychology 65 (3):217.score: 210.0
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  9. Elizabeth A. Rasmussen & E. James Archer (1961). Concept Identification as a Function of Language Pretraining and Task Complexity. Journal of Experimental Psychology 61 (5):437.score: 210.0
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  10. Joseph B. Sidowski, Ross Morgan & Gordon Eckstrand (1958). Influence of Task Complexity and Instructions Upon Simple and Discrimination Reaction Times. Journal of Experimental Psychology 55 (2):163.score: 210.0
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  11. Lyle E. Bourne Jr (1957). Effects of Delay of Information Feedback and Task Complexity on the Identification of Concepts. Journal of Experimental Psychology 54 (3):201.score: 210.0
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  12. Richard W. Olshavsky & Lee W. Gregg (1970). Information Processing Rates and Task Complexity. Journal of Experimental Psychology 83 (1p1):131.score: 210.0
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  13. Jeffrey A. Seybert, Dan M. Wrather, N. Jack Kanak & Ed Eckert (1974). Interaction of Drive Level and Task Complexity in Verbal Discrimination Learning. Journal of Experimental Psychology 103 (4):795.score: 210.0
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  14. Peter Suedfeld & P. Bruce Landon (1970). Motivational Arousal and Task Complexity. Journal of Experimental Psychology 83 (2p1):329.score: 174.0
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  15. Melanie J. Mayer & Leonard E. Ross (1969). Effects of Stimulus Complexity, Interstimulus Interval, and Masking Task Conditions in Differential Eyelid Conditioning. Journal of Experimental Psychology 81 (3):469.score: 168.0
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  16. James Callan, Diane Klisz & Oscar A. Parsons (1974). Strength of Auditory Stimulus-Response Compatability as a Function of Task Complexity. Journal of Experimental Psychology 102 (6):1039.score: 162.0
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  17. John H. Andreae & Shaun W. Ryan (1994). Associative Learning and Task Complexity. Behavioral and Brain Sciences 17 (2):357.score: 150.0
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  18. J. Hu, B. A. Huhmann & M. R. Hyman (2007). The Relationship Between Task Complexity and Information Search: The Role of Self-Efficacy. Psychology and Marketing 24 (3):253--270.score: 150.0
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  19. Donald H. Kausler, Ruth E. Wright & Malekeh K. Hakami (1981). Variation in Task Complexity and Adult Age Differences in Frequency-of-Occurrence Judgments. Bulletin of the Psychonomic Society 18 (4):195-197.score: 150.0
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  20. Patrick R. Laughlin, Richard E. Chenoweth, Barbara B. Farrell & Joseph E. McGrath (1972). Concept Attainment as a Function of Motivation and Task Complexity. Journal of Experimental Psychology 96 (1):54.score: 150.0
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  21. Tamara Van Gog & Fred Paas (2009). Effects of Concurrent Performance Monitoring on Cognitive Load as a Function of Task Complexity. In N. A. Taatgen & H. van Rijn (eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society.score: 150.0
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  22. Damian P. Birney & Graeme S. Halford (2002). Cognitive Complexity of Suppositional Reasoning: An Application of the Relational Complexity Metric to the Knight-Knave Task. Thinking and Reasoning 8 (2):109 – 134.score: 144.0
    An application of the Method of Analysis of Relational Complexity (MARC) to suppositional reasoning in the knight-knave task is outlined. The task requires testing suppositions derived from statements made by individuals who either always tell the truth or always lie. Relational complexity (RC) is defined as the number of unique entities that need to be processed in parallel to arrive at a solution. A selection of five ternary and five quaternary items were presented to 53 psychology (...)
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  23. Pam Marek, Richard A. Griggs & Cynthia S. Koenig (2000). Reducing Cognitive Complexity in a Hypothetico-Deductive Reasoning Task. Thinking and Reasoning 6 (3):253 – 265.score: 144.0
    The confusion/non-consequential thinking explanation proposed by Newstead, Girotto, and Legrenzi (1995) for poor performance on Wason's THOG problem (a hypothetico-deductive reasoning task) was examined in three experiments with 300 participants. In general, as the cognitive complexity of the problem and the possibility of non-consequential thinking were reduced, correct performance increased. Significant but weak facilitation (33-40% correct) was found in Experiment 1 for THOG classification instructions that did not include the indeterminate response option. Substantial facilitation (up to 75% correct) (...)
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  24. A. Ayali, E. Fuchs, Y. Zilberstein, A. Robinson, O. Shefi, E. Hulata, I. Baruchi & E. Ben‐Jacob (2004). Contextual Regularity and Complexity of Neuronal Activity: From Stand‐Alone Cultures to Task‐Performing Animals. Complexity 9 (6):25-32.score: 138.0
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  25. Arjen Schoneveld, Jan F. de Ronde & Peter M. A. Sloot (1997). On the Complexity of Task Allocation. Complexity 3 (2):52-60.score: 138.0
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  26. Daniel B. Berch & Elizabeth J. Foley (1998). Processing Demands Associated with Relational Complexity: Testing Predictions with Dual-Task Methodologies. Behavioral and Brain Sciences 21 (6):832-833.score: 132.0
    We discuss how modified dual-task approaches may be used to verify the degree to which cognitive tasks are capacity demanding. We also delineate some of the complexities associated with the use of the “double easy-to-hard” paradigm for testing claim of Halford, Wilson & Phillips that hierarchical reasoning imposes processing demands equivalent to those of transitive reasoning.
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  27. Rebecca McKenzie, Jonathan St B. T. Evans & Simon J. Handley (2011). Autism and Performance on the Suppression Task: Reasoning, Context and Complexity. Thinking and Reasoning 17 (2):182 - 196.score: 126.0
    In this study both adolescents with autism spectrum disorder (ASD) and typically developing controls were presented with conditional reasoning problems using familiar content. In this task both valid and fallacious conditional inferences that would otherwise be drawn can be suppressed if counterexample cases are brought to mind. Such suppression occurs when additional premises are presented, whose effect is to suggest such counterexample cases. In this study we predicted and observed that this suppression effect was substantially and significantly weaker for (...)
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  28. Fernando Eesponda, Matías Vera-Cruz, Jorge Tarrasó & Marco Morales (2010). The Complexity of Partition Tasks. Complexity 16 (1):56-64.score: 126.0
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  29. Daniel Erlacher, Melanie Schädlich, Tadas Stumbrys & Michael Schredl (2014). Time for Actions in Lucid Dreams: Effects of Task Modality, Length, and Complexity. Frontiers in Psychology 4.score: 120.0
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  30. Rebecca McKenzie, Jonathan St Bt Evans & Simon J. Handley (2011). Autism and Performance on the Suppression Task: Reasoning, Context and Complexity. Thinking and Reasoning 17 (2):182-196.score: 120.0
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  31. J. Smallwood, J. B. Davies, D. Heim, F. Finnigan, M. Sudberry & Obonsawin M. O'Connor R. (2004). Subjective Experience and the Attentional Lapse: Task Engagement and Disengagement During Sustained Attention. Consciousness and Cognition 13 (4):657-90.score: 90.0
  32. Brian P. Bailey & Joseph A. Konstan (2006). On the Need for Attention-Aware Systems: Measuring Effects of Interruption on Task Performance, Error Rate, and Affective State. Computers in Human Behavior 22 (4):685-708.score: 90.0
  33. B. R. Philip (1936). The Relationship Between Speed and Accuracy in a Motor Task. Journal of Experimental Psychology 19 (1):24.score: 90.0
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  34. Roger W. Schvaneveldt (1969). Effects of Complexity in Simultaneous Reaction Time Tasks. Journal of Experimental Psychology 81 (2):289.score: 74.0
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  35. Leendert van Maanen, Hedderik van Rijn & Niels Taatgen (2012). RACE/A: An Architectural Account of the Interactions Between Learning, Task Control, and Retrieval Dynamics. Cognitive Science 36 (1):62-101.score: 72.0
    This article discusses how sequential sampling models can be integrated in a cognitive architecture. The new theory Retrieval by Accumulating Evidence in an Architecture (RACE/A) combines the level of detail typically provided by sequential sampling models with the level of task complexity typically provided by cognitive architectures. We will use RACE/A to model data from two variants of a picture–word interference task in a psychological refractory period design. These models will demonstrate how RACE/A enables interactions between sequential (...)
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  36. Katherine E. Baker, Ruth C. Wylie & Robert M. Gagné (1951). The Effects of an Interfering Task on the Learning of a Complex Motor Skill. Journal of Experimental Psychology 41 (1):1.score: 70.0
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  37. Leon T. Katchmar, Sherman Ross & T. G. Andrews (1958). Effects of Stress and Anxiety on Performance of a Complex Verbal-Coding Task. Journal of Experimental Psychology 55 (6):559.score: 70.0
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  38. Charles D. Spielberger, Leonard D. Goodstein & W. Grant Dahlstrom (1958). Complex Incidental Learning as a Function of Anxiety and Task Difficulty. Journal of Experimental Psychology 56 (1):58.score: 70.0
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  39. George E. Briggs, Paul M. Fitts & Harry P. Bahrick (1957). Effects of Force and Amplitude Cues on Learning and Performance in a Complex Tracking Task. Journal of Experimental Psychology 54 (4):262.score: 70.0
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  40. William E. Montague (1965). Effect of Irrelevant Information on a Complex Auditory-Discrimination Task. Journal of Experimental Psychology 69 (3):230.score: 70.0
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  41. Paul Stager & Paul Muter (1971). Instructions and Information Processing in a Complex Task. Journal of Experimental Psychology 87 (2):291.score: 70.0
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  42. Layne Kalbfleisch, Megan Teresa DeBettencourt, Rebecca Kopperman, Meredith Banasiak, Joshua M. Roberts & Maryam Halavi (2013). Environmental Influences on Neural Systems of Relational Complexity. Frontiers in Psychology 4.score: 66.0
    Constructivist learning theory contends that we construct knowledge by experience and that environmental context influences learning. To explore this principle, we examined the cognitive process relational complexity (RC), defined as the number of visual dimensions considered during problem solving on a matrix reasoning task and a well-documented measure of mature reasoning capacity. We sought to determine how the visual environment influences RC by examining the influence of color and visual contrast on RC in a neuroimaging task. To (...)
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  43. Graeme S. Halford, William H. Wilson & Steven Phillips (1998). Relational Complexity Metric is Effective When Assessments Are Based on Actual Cognitive Processes. Behavioral and Brain Sciences 21 (6):848-860.score: 60.0
    The core issue of our target article concerns how relational complexity should be assessed. We propose that assessments must be based on actual cognitive processes used in performing each step of a task. Complexity comparisons are important for the orderly interpretation of research findings. The links between relational complexity theory and several other formulations, as well as its implications for neural functioning, connectionist models, the roles of knowledge, and individual and developmental differences, are considered.
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  44. Masanori Oikawa (2004). Moderation of Automatic Achievement Goals by Conscious Monitoring. Psychological Reports 95 (3):975-980.score: 60.0
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  45. T. W. Cook (1937). Amount of Material and Difficulty of Problem Solving. II. The Disc Transfer Problem. Journal of Experimental Psychology 20 (3):288.score: 60.0
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  46. L. S. Tsai & E. Abernethy (1928). The Psychology of Chinese Characters. Journal of Experimental Psychology 11 (6):430.score: 60.0
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  47. Danko Nikolic (1998). Chaotic Dimensionality of Hand Movements Define Processing Capacity by Relational Complexity. Behavioral and Brain Sciences 21 (6):842-843.score: 60.0
    Measurements of the dimensionality of chaotic attractors obtained on behavioral data represent the task complexity and also could be hypothesized to reflect the number of synchronized neural groups involved in the generation of the data. The changes in dimensionality for different experimental conditions suggest that limited processing capacity, task complexity, demand, and synchrony in neural firing might be closely related.
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  48. Harry P. Bahrick & Carolyn Shelly (1958). Time Sharing as an Index of Automatization. Journal of Experimental Psychology 56 (3):288.score: 60.0
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  49. Lyle E. Bourne Jr & R. Brian Pendleton (1958). Concept Identification as a Function of Completeness and Probability of Information Feedback. Journal of Experimental Psychology 56 (5):413.score: 60.0
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  50. C. M. Cox (1928). Comparative Behavior in Solving a Series of Maze Problems of Varying Difficulty. Journal of Experimental Psychology 11 (3):202.score: 60.0
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