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2013 - AAAL Annual Conference Words: 47 words || 
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1. Sasayama, Shoko. "Is a complex task really complex? -- Detecting task complexity using a dual-task methodology" Paper presented at the annual meeting of the AAAL Annual Conference, Sheraton Dallas, Dallas, Texas, <Not Available>. 2020-02-29 <http://citation.allacademic.com/meta/p626112_index.html>
Publication Type: Colloquium Paper
Abstract: The dual-task methodology may hold considerable promise as one of several new tools for detecting cognitive task complexity in TBLT research. In this presentation, the use of dual-task methodology in TBLT research is demonstrated and insights into methodological challenges and suggestions for future research will be discussed.

2016 - AAAL Annual Conference Words: 50 words || 
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2. Benitt, Nora. "Task Demand & Task Support in Cooperative Classroom Action Research – A Critical Look at Tasks in Pre-Service EFL Teacher Education" Paper presented at the annual meeting of the AAAL Annual Conference, Hilton Orlando, Orlando, Florida, <Not Available>. 2020-02-29 <http://citation.allacademic.com/meta/p1076063_index.html>
Publication Type: Colloquium Paper
Abstract: Cooperative classroom action research projects, comprising complex task sequences, constitute a core component of the teacher education program ‘E-LINGO – Teaching English to Young Learners’. In this presentation, I will discuss the impact of task demand and support on teacher learning referring to selected data examples from a qualitative-interpretative study.

2014 - AAAL Annual Conference Words: 50 words || 
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3. Revesz, Andrea. "The effects of task type and task complexity on the pausing and revision behaviour of L2 writers" Paper presented at the annual meeting of the AAAL Annual Conference, Portland Marriott Downtown Waterfront, Portland, OR, Mar 22, 2014 <Not Available>. 2020-02-29 <http://citation.allacademic.com/meta/p698535_index.html>
Publication Type: Poster
Review Method: Peer Reviewed
Abstract: This study examined the relationships of task type and cognitive task complexity to L2 writing processes. Using keystroke logging, participants’ online writing behaviour was tapped by measures of pausing, revisions, and fluency. The keystroke logs were also analysed qualitatively to examine whether the revisions targeted content, linguistic expression, or mechanics.

2015 - AAAL Annual Conference Words: 48 words || 
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4. Cho, Minyoung. "Does Task Complexity Present Equal Motivational Experience and Performance to All?: Perceived Task Difficulty and Motivation" Paper presented at the annual meeting of the AAAL Annual Conference, Fairmont Royal York, Toronto, ON, Canada, Mar 21, 2015 <Not Available>. 2020-02-29 <http://citation.allacademic.com/meta/p959836_index.html>
Publication Type: Individual Paper
Review Method: Peer Reviewed
Abstract: This study examines the role of individual differences (IDs) in understanding the relationship between task variation and performance. By examining the relationships among learner difference factors such as goal orientation, task difficulty, and affective experiences, this study highlights the crucial role of IDs in task design and research.

2016 - American Sociological Association Annual Meeting Pages: unavailable || Words: unavailable || 
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5. Foy, Steven. "Mental Disorder Labels and Perceptions of Task Partners: The Role of Task Relevance" Paper presented at the annual meeting of the American Sociological Association Annual Meeting, Washington State Convention Center, Seattle, WA, Aug 17, 2016 Online <PDF>. 2020-02-29 <http://citation.allacademic.com/meta/p1122788_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Previous research indicates that participants attribute higher stigma and lower status to task partners labeled with a mental disorder than partners not labeled with a mental disorder when working in a cooperative partnership. However, this research has largely focused on mental illness labels whose symptomatology is of uncertain relevance to the task at hand. In this study, I compare stigma and status attributions directed at task partners without mental disorder labels, with mental disorder labels of uncertain direct relevance to the task at hand (Generalized Anxiety Disorder, Major Depressive Disorder, and schizophrenia), and with a mental disorder label of known relevance to group task performance (Attention-Deficit/Hyperactivity Disorder). While participants viewed task partners labeled with mental disorders similarly to partners without a mental disorder label overall, participants with an ADHD-labeled partner had more stigmatizing and status devaluing attributions of their partners on average.

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