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This study investigated the extent to which different pedagogical gestures contribute to learners' foreign or second language (L2) narrative recall, and further discussed how task complexity and task difficulty (i.e. working memory capacity or WMC) influence recall performance. Sixty-four adolescent learners, assigned to four different gesture viewing conditions (iconic gestures, deictic gestures, beat gestures, or no gesture), were required to listen to an instructor telling two stories (one complex and one simple) and then retell both stories twice: once immediately after listening (immediate recall) and a second time two weeks later (delayed recall). Recall performance was evaluated by the number of relevant pieces of event and motion information produced in the participants' retelling. The results show that L2 learners who were exposed to deictic and iconic gesture conditions outperformed the other gesture groups, particularly in delayed narrative recall, but only in complex tasks where cognitive demands were increased. It was also found that event and motion information was retained for a longer period of time in the deictic and iconic conditions respectively. Although both high and low WMC groups benefitted from viewing gestures, this finding further indicates that the beneficial effect of gestures on learners could possibly compensate for low WMC by providing scaffolding that reduces cognitive burden in narrative recall. [ABSTRACT FROM AUTHOR]

Cognitive-motor dual-task walking results a decrease in walking performance of patients with multiple sclerosis (PwMS) and it is known as dual-task cost (DTC). However, there is a lack of evidence about the effects of dual-tasks with hierarchical difficulty on DTC in PwMS. This study aimed to investigate the effect of task difficulty on DTC during cognitive-motor dual-task walking in people with multiple sclerosis (PwMS). 32 PwMS and 32 healthy controls were included. The 6-meter walking test (6-Meter WT) with comfortable speed was used as single-task walking condition. For dual-task conditions, walking tasks and cognitive tasks at two difficulty levels (simple and difficult) were combined and DTC for four cognitive-motor dual-task walking conditions as simple motor-simple cognitive (SM-SC), simple motor-difficult cognitive (SM-DC), difficult motor-simple cognitive (DM-SC) and difficult motor-difficult cognitive (DM-DC) were calculated. The 6-Meter WT was used also for simple dual-task walking task. The 6-Meter WT was applied by walking in a narrow base condition for creating a difficult dual-task walking task. For cognitive task difficulty, participants were asked to count backwards by 3 as simple cognitive task and by 7 as difficult cognitive task. DTC was higher in PwMS than control subjects. DTC in all conditions were different (SM-SC

People are increasingly reliant on various electrical devices for learning and memory, yet the implications and consequences of this dependence remain poorly understood. The present study aimed to investigate how learning through electrical media impacts recall under varying task difficulties. During this study, participants encoded information related to daily life situations (low difficulty), academic conceptual knowledge (middle difficulty), or associative word pairs (high difficulty), presented on smartphones, computers, or paper. At test, they recalled the omitted content based on the provided cue information. A significant screen-inferiority effect was observed for both computers and smartphones. However, the impairment related to computers disappeared in the retrieval of daily life situations and academic conceptual knowledge, whereas the impairment associated with smartphones was consistently present across all tasks. These results suggest that memory performance is modulated by the interaction between the presentation medium and the specific demands of the task, highlighting a more pronounced screen-inferiority memory effect when the media restrict the depth of processing or when the memory tasks pose greater external challenges. A deeper understanding of these factors can guide the optimization of electrical devices to enhance human memory abilities and functions. [ABSTRACT FROM AUTHOR]

We investigated the relations between self‐reported math anxiety, task difficulty, and pupil dilation in adults and very young children during math tasks of varying difficulty levels. While task difficulty significantly influenced pupillary responses in both groups, the association between self‐reported math anxiety and pupil dilation differed across age cohorts. The children exhibited resilience to the effects of math anxiety, hinting at additional influential factors such as formal math education experiences shaping their relations to mathematics and their impact on cognitive processes over time. Contrary to expectations, no significant association between self‐reported math anxiety and pupil dilation during task anticipation was found in either group. In adults, math anxiety influenced pupil dilation exclusively during the initial phase of task processing indicating heightened cognitive load, but this influence diminished during sustained task processing. Theoretical implications emphasize the need for exploring individual differences, cognitive strategies, and the developmental trajectory of math anxiety in very young children. [ABSTRACT FROM AUTHOR]

Situation awareness (SA) is a key indicator of operator task performance and behavioral safety in Human-Machine Interaction (HMI), and task difficulty is an important influencing factors in establishing and maintaining SA, especially in safety-critical scenarios such as flying and nuclear. However, the complexity and diversity of multitasking make it difficult to quantify task difficulty, which to a certain extent limits the research on cognitive research. To solve this problem, we proposed an approach to quantifying task difficulty in multitasking and analyzed the effect of task difficulty on different levels of SA through experiments in this paper. First, a task difficulty measure for a single meta-task was developed based on Shannon's information theory, including both discrete and continuous meta-tasks. Next, a three-dimensional attribute model of meta-tasks was proposed to measure the difficulty value added by concurrent tasks based on multiple resource theory. Finally, an experiment was conducted to measure SA at different levels based on SAGAT, and SA under different levels of task difficulty was analyzed. The results showed a strong negative correlation between SA and task difficulty. Specifically, compared to SA at the comprehension and prediction levels, SA at the perceptual level was more easily influenced by task difficulty. This study can provide some reference for the quantify of task difficulty in human factors experiments, the optimization of tasks in HMI, and the selection of operator attention allocation strategies. [ABSTRACT FROM AUTHOR]

Introduction: Stereotype threat can lead older adults to perceive their experiences in a biased manner, giving rise to interfering thoughts and negative emotions that generate stress and anxiety. Negative beliefs about aging may serve as an additional factor that increases the need for attentional demand, potentially resulting in a performance level below their actual capabilities. In the present study, we asked whether negative aging stereotypes influence a dynamic balance task and explored the means to counteract them in healthy elderly participants. Methods: The performance of balance was compared in two groups of participants aged 65 to 75 years (n = 22) under stereotype threat or reducedthreat situation. Balance abilities were tested under dynamic conditions, requiring participants to maintain balance on a moving platform and using a gradient of difficulty (with eyes open or closed, without or with foam). Postural performance was evaluated by means of posturographic evaluation of the center of pressure displacement and motion analysis. Additionally, we investigated the effects of stereotype threat on a preferred walking speed task and on the Timed Up and Go (TUG) test. Results: Participants under stereotype threat showed poorer balance, particularly in challenging conditions (eyes closed, on foam), with less effective body segments stabilization. Their postural stabilization on foam was worse compared to a solid surface. Conversely, those in the reduced threat condition maintained better body segment stabilization across all conditions, indicating consistent postural control regardless of the presence of foam. Stereotype threat did not affect preferred walking speed or the time to complete the "Time Up and Go" test. Discussion-conclusion: This study provides the first description of age-based stereotype threat effects on a dynamic balance task and how to counteract them in healthy older adults. We suggest that the decrease in postural performance observed in participants exposed to stereotype threat can be attributed to a split in attentional focus between negative intrusive thoughts and the attention needed for maintaining balance. These findings open new perspectives on how to overcome negative expectations when evaluating and training physical abilities, thereby contributing to fall prevention among older adults. [ABSTRACT FROM AUTHOR]

This study investigates the effects of information presentation on operator performance in digital control systems at different levels of task difficulty in order to resolve the conflict between 'large amounts of information' and 'limited display'. By using software to present figures of varying difficulty as target information, the operator's behaviour such as page switching and target clicking is simulated to obtain data. Simultaneously, eye-tracking technique was used to analyse how the way information was presented at different levels of difficulty influenced the subjects' search performance. The results show that subjects' performance gradually decreases as the difficulty of the numbers grows for both presentations, and it is found that the complexity of the content of the navigation bar may have influenced the subjects to some extent. In addition, the different position of the navigation bar where the target is located will result in a change in the search pattern. It is noticeable that dividing the single page into double pages can effectively alleviate the contradiction of 'large amount of information' and 'limited display' in designing the system interface. Therefore, this study provides certain guideline value for the interface design of digital control systems. [ABSTRACT FROM AUTHOR]

This article presents an experiment (N = 127 university students) testing whether the previously found impact of conflict primes on effort‐related cardiac response is moderated by objective task difficulty. Recently, it has been shown that primed cognitive conflict increases cardiac pre‐ejection period (PEP) reactivity—an index of effort intensity—during the performance of relatively easy tasks. This effect could be attributed to conflict‐related negative affect. Consequently, as it has been shown for other types of negative affect, we expected conflict primes' effect to be task‐context dependent and thus to be moderated by objective task difficulty. In a between‐persons design, we manipulated conflict via embedded pictures of conflict‐related vs. non‐conflict‐related Stroop items in a memory task. We expected primed conflict to increase effort in a relatively easy version of the task but to lead to disengagement when task difficulty was objectively high. PEP reactivity corroborated our predictions. Rather than always increasing effort, cognitive conflict's effect on resource mobilization was context‐dependent and resulted in weak responses in a difficult task. Cognitive conflict is aversive and can thus trigger effortful adjustments. The implicit‐affect‐primes‐effort model posits, however, that affective stimuli's impact on effort also depends on objective task difficulty—like that of cognitive conflict primes. As predicted, primed conflict increased cardiac pre‐ejection responses in an easy task. However, conflict led to low responses in a difficult task. That is, conflict is not effortful per se. Rather, its impact on resource mobilization is task‐context dependent. [ABSTRACT FROM AUTHOR]

Based on Cognitive Load Theory (CLT), learning by studying worked examples, that is, step-by-step solutions, has been shown to reduce cognitive load and enhance learning outcomes more than learning by solving conventional problems. Two types of worked examples that have been predominantly used in well-structured learning domains include product-oriented worked examples (ProductWEs) which provide strategic information and process-oriented worked examples (ProcessWEs) which provide strategic information and principled knowledge. However, less research has been conducted on worked examples' effectiveness in ill-structured learning domains. In a study with 85 university students enrolled in teaching programs, we investigated whether ProcessWEs or ProductWEs better support identifying and applying knowledge regarding the quality teaching component of substantive communication. Participants completed tasks under three instructional conditions: ProcessWE, ProductWE, and conventional problem-solving. Results showed that ProcessWEs outperformed ProductWEs, ProductWEs outperformed conventional problem-solving, and conventional problem-solving had higher perceived task difficulty than the other two conditions. This study theoretically contributes to CLT research as it found that the use of ProcessWEs and ProductWEs is effective in an ill-structured learning domain and makes a practical contribution by showing what a ProductWE or ProcessWE in an ill-structured learning domain 'looks like'. [ABSTRACT FROM AUTHOR]

Teachers form expectations that can influence their students' performance, and there are a variety of ways these expectations can be communicated. In the current study, we tested a novel method for communicating expectations via examples of student work—examples that contain basic, entry-level work and communicate low, but manageable expectations or examples that contain complex, advanced-level work and communicate high and challenging expectations. Across three semesters, 91 college students in a data management course completed a class assignment that involved exploratory coding activities. Prior to the assignment, students were randomly assigned to view basic or advanced examples of student work. Students assigned to the advanced-examples condition reported higher perceptions of task difficulty and frustration, but they also exhibited higher levels of performance in terms of the complexity of their own work. Results suggest that setting challenging expectations can create a desirable difficulty that ultimately benefits students' performance in an authentic learning environment. [ABSTRACT FROM AUTHOR]

The key to the success of tasks in promoting L2 is adopting a proper ordering of tasks. This research was done in pursuit of achieving two goals by utilizing Robinson’s (2010) SSARC (stabilize, simplify, automatize, reconstruct, and complexify) model. The first goal included probing the power of executing the non-complex without spatial reasoning and single listening task and the complex without spatial reasoning and dual listening task ahead of the high-complex spatial reasoning and dual listening task in executing the high-complex spatial reasoning and dual task. Probing the agreement between hypothetically defined task complexity and students’ thoughts on task difficulty was the second goal. To achieve its goals, this research adopted the relative comparison group and correlational designs. Participants of this research were thirty two female undergraduate students from a non-profit university in Tehran. They were put into high-proficiency groups based on how they did the Oxford Placement Test. Participants of group one executed the high-complex task as the last task in non-complex, complex, and high-complex order and then gave their view of the difficulty level of tasks, while group two participants executed the same task as the first one. The results of the independent samples t-test, one sample t-test, and Spearman’s rho correlation disapproved the statistically significant power of executing preceding lower-complexity tasks in participants’ performance on the high-complex listening comprehension task and the agreement between the way participants think of task difficulty and task complexity has been defined theoretically. Accordingly, executing noncomplex and complex listening tasks ahead of the high-complex listening task is not an instrumental means for forwarding how to execute the high-complex tasks and participants’ view of task difficulty cannot be a proper benchmark for determining the cognitive complexity of tasks. What was found by this research is instrumental to the selection and ordering of tasks for L2 classes and learners. [ABSTRACT FROM AUTHOR]

Reach-to-grasp actions are fundamental to the daily activities of human life, but few methods exist to assess individuals' reaching and grasping actions in unconstrained environments. The Block Building Task (BBT) provides an opportunity to directly observe and quantify these actions, including left/right hand choices. Here we sought to investigate the motor and non-motor causes of left/right hand choices, and optimize the design of the BBT, by manipulating motor and non-motor difficulty in the BBT's unconstrained reach-to-grasp task. We hypothesized that greater motor and non-motor (e.g. cognitive/perceptual) difficulty would drive increased usage of the dominant hand. To test this hypothesis, we modulated block size (large vs. small) to influence motor difficulty, and model complexity (10 vs. 5 blocks per model) to influence non-motor difficulty, in healthy adults (n = 57). Our data revealed that increased motor and non-motor difficulty led to lower task performance (slower task speed), but participants only increased use of their dominant hand only under the most difficult combination of conditions: in other words, participants allowed their performance to degrade before changing hand choices, even though participants were instructed only to optimize performance. These results demonstrate that hand choices during reach-to grasp actions are more stable than motor performance in healthy right-handed adults, but tasks with multifaceted difficulties can drive individuals to rely more on their dominant hand. [ABSTRACT FROM AUTHOR]

Self-regulated learning depends on task difficulty and on learners’ resources and cognitive load, as described by an inverted U-shaped relationship in Seufert’s (2018) model: for easy tasks, resources are high and load is low, so there is no need to regulate, whereas for difficult tasks, load is too high and resources are too low to regulate. Only at moderate task difficulty do learners regulate, as resources and load are in equilibrium. The purpose of this study is to validate this model, i.e., the inverted U-shaped relationship between task difficulty and self-regulatory activities, as well as learner resources and cognitive load as mediators. In the within-subject study, 67 participants reported their cognitive and metacognitive strategy use for four exams of varying difficulty. For each exam task difficulty, cognitive load, and available resources (such as prior knowledge, interest, etc.) were assessed. Multilevel analysis revealed an inverted U-shaped relationship between task difficulty and the use of cognitive strategies. For metacognitive strategies, only a linear relationship was found. Increasing cognitive load mediated these relationship patterns. For learner resources we found a competitive mediation, indicating that further mediators could be relevant. In future investigations a broader range of task difficulty should be examined. [ABSTRACT FROM AUTHOR]

The paper discusses an alternative method of assessing the difficulty of pupils’ programming tasks to determine their age appropriateness. Building a program takes the form of its successive iterations. Thus, it is possible to monitor the number of times such a program was built by the solver. The variance of the number of program builds can be considered as a criterion of the difficulty of the task. We seek to verify whether this variance is the greatest in the age group for which the task is most suitable. We created several series of programming tasks and offered them to 87000 pupils from 4th to 13th grade. For each task, we compared the optimal age group determined by the variance of the number of program builds method with the group determined by the correct answer ratio method. A strong correlation was observed in traditional microworlds Karel the Robot and Turtle. A moderate correlation was achieved in the new microworld Movie.

The present study aimed to examine precision and variability in dart throwing performance and the relationships between these outcomes and bouncing, throwing and catching tasks in children with and without DCD. Children between the ages of 8 and 10 years (n = 165) were classified according to results obtained on the Movement Assessment Battery for Children (MABC-2) and divided into three groups: 65 children with severe DCD (s-DCD), 45 with moderate DCD (m-DCD) and 55 typically developing children (TD). All children performed the dart throwing test and the ball skill items of the Performance and Fitness Test (PERF-FIT). The accuracy and variability of dart throwing tasks were significantly different between TD and s-DCD (p < 0.01), and also between m-DCD and s-DCD (p < 0.01). Participants with s-DCD were also found to perform significantly worse on all PERF-FIT ball skill items than m-DCD (p < 0.001), and m-DCD were significantly poorer than TD (p < 0.001). The dart score and coefficient of variation of the long-distance task appear to be significant predictors for the ball skills and explain between 24 to 29% of their variance. In conclusion, poor results in aiming tasks using darts in children with DCD corroborate with the explanation of deficits in predictive control since the tasks require ballistic movements.

Imaging studies of language processing in clinical populations can be complicated to interpret for several reasons, one being the difficulty of matching the effortfulness of processing across individuals or tasks. To better understand how effortful linguistic processing is reflected in functional activity, we investigated the neural correlates of task difficulty in linguistic and non-linguistic contexts in the auditory modality and then compared our findings to a recent analogous experiment in the visual modality in a different cohort. Nineteen neurologically normal individuals were scanned with fMRI as they performed a linguistic task (semantic matching) and a non-linguistic task (melodic matching), each with two levels of difficulty. We found that left hemisphere frontal and temporal language regions, as well as the right inferior frontal gyrus, were modulated by linguistic demand and not by non-linguistic demand. This was broadly similar to what was previously observed in the visual modality. In contrast, the multiple demand (MD) network, a set of brain regions thought to support cognitive flexibility in many contexts, was modulated neither by linguistic demand nor by non-linguistic demand in the auditory modality. This finding was in striking contradistinction to what was previously observed in the visual modality, where the MD network was robustly modulated by both linguistic and non-linguistic demand. Our findings suggest that while the language network is modulated by linguistic demand irrespective of modality, modulation of the MD network by linguistic demand is not inherent to linguistic processing, but rather depends on specific task factors.

Virtual reality (VR) enables the development of virtual training frameworks suitable for various domains, especially when real-world conditions may be hazardous or impossible to replicate because of unique additional resources (e.g., equipment, infrastructure, people, locations). Although VR technology has significantly advanced in recent years, methods for evaluating immersion (i.e., the extent to which the user is engaged with the sensory information from the virtual environment or is invested in the intended task) continue to rely on self-reported questionnaires, which are often administered after using the virtual scenario. Having an objective method to measure immersion is particularly important when using VR for training, education, and applications that promote the development, fine-tuning, or maintenance of skills. The level of immersion may impact performance and the translation of knowledge and skills to the real-world. This is particularly important in tasks where motor skills are combined with complex decision making, such as surgical procedures. Efforts to better measure immersion have included the use of physiological measurements including heart rate and skin response, but so far they do not offer robust metrics that provide the sensitivity to discriminate different states (idle, easy, and hard), which is critical when using VR for training to determine how successful the training is in engaging the user's senses and challenging their cognitive capabilities. In this study, electroencephalography (EEG) data were collected from 14 participants who completed VR jigsaw puzzles with two different levels of task difficulty. Machine learning was able to accurately classify the EEG data collected during three different states, obtaining accuracy rates of 86% and 97% for differentiating easy versus hard difficulty states and baseline vs. VR states. Building on these results may enable the identification of robust biomarkers of immersion in VR, enabling real-time recognition of the level of immersion that can be used to design more effective and translative VR-based training. This method has the potential to adjust aspects of VR related to task difficulty to ensure that participants are immersed in VR. [ABSTRACT FROM AUTHOR]

The present study aimed to examine precision and variability in dart throwing performance and the relationships between these outcomes and bouncing, throwing and catching tasks in children with and without DCD. Children between the ages of 8 and 10 years (n = 165) were classified according to results obtained on the Movement Assessment Battery for Children (MABC-2) and divided into three groups: 65 children with severe DCD (s-DCD), 45 with moderate DCD (m-DCD) and 55 typically developing children (TD). All children performed the dart throwing test and the ball skill items of the Performance and Fitness Test (PERF-FIT). The accuracy and variability of dart throwing tasks were significantly different between TD and s-DCD (p < 0.01), and also between m-DCD and s-DCD (p < 0.01). Participants with s-DCD were also found to perform significantly worse on all PERF-FIT ball skill items than m-DCD (p < 0.001), and m-DCD were significantly poorer than TD (p < 0.001). The dart score and coefficient of variation of the long-distance task appear to be significant predictors for the ball skills and explain between 24 to 29% of their variance. In conclusion, poor results in aiming tasks using darts in children with DCD corroborate with the explanation of deficits in predictive control since the tasks require ballistic movements. [ABSTRACT FROM AUTHOR]

The study investigates the effect of the perception of text and task difficulty on adults' performance in reading tests in L1 and L2. The relationship between the following variables is studied: (a) readers' perception of text and task difficulty in L1 and L2 measured in a self-reported post-task questionnaire, (b) the number of correct answers to the reading tasks, (c) time spent on the task in each language, (d) the number and mean duration of fixations on areas of interest assigned to texts and each of four different task instructions as measured by an eye tracker. The study shows that for readers at an intermediate level of L2, the perceived and measured text and task difficulty is higher for L2, which results in longer mean fixation durations and a higher number of fixation counts. Tasks placed lower on the difficulty scale based on the 7-point scale of reading ability by Khalifa and Weir (2009) are prone to be treated by readers as typical of a specific task format and receive less attention, which often leads to incorrect answers. [ABSTRACT FROM AUTHOR]

This study aimed to examine whether observing an expert's action swapped with an observer's face increases corticospinal excitability during combined action observation and motor imagery (AOMI). Twelve young males performed motor imagery of motor tasks with different difficulties while observing the actions of an expert performer and an expert performer with a swapped face. Motor tasks included bilateral wrist dorsiflexion (EASY) and unilateral two‐ball rotating motions (DIFF). During the AOMI of EASY and DIFF, single‐pulse transcranial magnetic stimulation was delivered to the left primary motor cortex, and motor‐evoked potentials (MEPs) were obtained from the extensor carpi ulnaris and first dorsal interosseous muscles of the right upper limb, respectively. Visual analogue scale (VAS) assessed the subjective similarity of the expert performer with the swapped face in the EASY and DIFF to the participants themselves. The MEP amplitude in DIFF was larger in the observation of the expert performer with the swapped face than that of the expert performer (P = 0.012); however, the corresponding difference was not observed in EASY (P = 1.000). The relative change in the MEP amplitude from observing the action of the expert performer to that of the expert performer with the swapped face was positively correlated with VAS only in DIFF (r = 0.644, P = 0.024). These results indicate that observing the action of an expert performer with the observer's face enhances corticospinal excitability during AOMI, depending on the task difficulty and subjective similarity between the expert performer being observed and the observer. [ABSTRACT FROM AUTHOR]

The key to the success of tasks in promoting L2 is adopting a proper ordering of tasks. This research was done in pursuit of achieving two goals by utilizing Robinson’s (2010) SSARC (stabilize, simplify, automatize, reconstruct, and complexify) model. The first goal included probing the power of executing the non-complex without spatial reasoning and single listening task and the complex without spatial reasoning and dual listening task ahead of the high-complex spatial reasoning and dual listening task in executing the high-complex spatial reasoning and dual task. Probing the agreement between hypothetically defined task complexity and students’ thoughts on task difficulty was the second goal. To achieve its goals, this research adopted the relative comparison group and correlational designs. Participants of this research were thirty-two female undergraduate students from a non-profit university in Tehran. They were put into high-proficiency groups based on how they did the Oxford Placement Test. Participants of group one executed the high-complex task as the last task in non-complex, complex, and high-complex order and then gave their view of the difficulty level of tasks, while group two participants executed the same task as the first one. The results of the independent samples t-test, one sample t-test, and Spearman’s rho correlation disapproved the statistically significant power of executing preceding lower-complexity tasks in participants’ performance on the high-complex listening comprehension task and the agreement between the way participants think of task difficulty and task complexity has been defined theoretically. Accordingly, executing non-complex and complex listening tasks ahead of the high-complex listening task is not an instrumental means for forwarding how to execute the high-complex tasks and participants’ view of task difficulty cannot be a proper benchmark for determining the cognitive complexity of tasks. What was found by this research is instrumental to the selection and ordering of tasks for L2 classes and learners.

IntroductionStereotype threat can lead older adults to perceive their experiences in a biased manner, giving rise to interfering thoughts and negative emotions that generate stress and anxiety. Negative beliefs about aging may serve as an additional factor that increases the need for attentional demand, potentially resulting in a performance level below their actual capabilities. In the present study, we asked whether negative aging stereotypes influence a dynamic balance task and explored the means to counteract them in healthy elderly participants.MethodsThe performance of balance was compared in two groups of participants aged 65 to 75 years (n = 22) under stereotype threat or reduced-threat situation. Balance abilities were tested under dynamic conditions, requiring participants to maintain balance on a moving platform and using a gradient of difficulty (with eyes open or closed, without or with foam). Postural performance was evaluated by means of posturographic evaluation of the center of pressure displacement and motion analysis. Additionally, we investigated the effects of stereotype threat on a preferred walking speed task and on the Timed Up and Go (TUG) test.ResultsParticipants under stereotype threat showed poorer balance, particularly in challenging conditions (eyes closed, on foam), with less effective body segments stabilization. Their postural stabilization on foam was worse compared to a solid surface. Conversely, those in the reduced threat condition maintained better body segment stabilization across all conditions, indicating consistent postural control regardless of the presence of foam. Stereotype threat did not affect preferred walking speed or the time to complete the “Time Up and Go” test.Discussion-conclusionThis study provides the first description of age-based stereotype threat effects on a dynamic balance task and how to counteract them in healthy older adults. We suggest that the decrease in postural performance observed in participants exposed to stereotype threat can be attributed to a split in attentional focus between negative intrusive thoughts and the attention needed for maintaining balance. These findings open new perspectives on how to overcome negative expectations when evaluating and training physical abilities, thereby contributing to fall prevention among older adults.

This study aims to investigate the influence of competency on work engagement, with self-efficacy serving as a mediating variable, among Muslim teachers in Tanjung Morawa. The study's population comprised 230 teachers. A total sampling technique was employed, resulting in a sample size of 230 individuals. The research adopted a quantitative methodology, utilizing the Competency Scale, Work Engagement Scale, and Self-Efficacy Mediation Scale as measurement instruments. Data analysis was conducted using multiple linear regression tests. The findings of this study indicate that self-efficacy (Z) significantly mediates the relationship between competency and work engagement. These results underscore the importance of competency and self-efficacy in enhancing teachers' work engagement. Therefore, efforts to improve teachers' competency and self-efficacy can be considered effective strategies for increasing work engagement. The implications of this study also provide training programs and interventions that are more focused on enhancing competency and self-efficacy in the workplace context

People are increasingly reliant on various electrical devices for learning and memory, yet the implications and consequences of this dependence remain poorly understood. The present study aimed to investigate how learning through electrical media impacts recall under varying task difficulties. During this study, participants encoded information related to daily life situations (low difficulty), academic conceptual knowledge (middle difficulty), or associative word pairs (high difficulty), presented on smartphones, computers, or paper. At test, they recalled the omitted content based on the provided cue information. A significant screen-inferiority effect was observed for both computers and smartphones. However, the impairment related to computers disappeared in the retrieval of daily life situations and academic conceptual knowledge, whereas the impairment associated with smartphones was consistently present across all tasks. These results suggest that memory performance is modulated by the interaction between the presentation medium and the specific demands of the task, highlighting a more pronounced screen-inferiority memory effect when the media restrict the depth of processing or when the memory tasks pose greater external challenges. A deeper understanding of these factors can guide the optimization of electrical devices to enhance human memory abilities and functions.

Teachers' ability to accurately judge difficulties of mathematical tasks is an essential aspect of their diagnostic competencies. Although research has suggested that pedagogical content knowledge (PCK) is positively correlated with the accuracy of diagnostic judgments, experimental studies have not been conducted to investigate how PCK affects perception and interpretation of relevant task characteristics. In an intervention study with a control group, 49 prospective mathematics teachers judged the difficulty of 20 tasks involving functions and graphs while an eye tracker tracked their eye movements. Some of the tasks included characteristics well known to be difficult for students. Participants' domain-specific PCK of typical student errors was manipulated through a three-hour intervention, during which they learned about the most common student errors in function and graph problems. We found that the process of perception (relative fixation duration on the relevant area in the tasks) was related to judgment accuracy. Pre-post comparisons revealed an effect of the intervention not only on participants' domain-specific PCK of typical student errors but also on their perception and interpretation processes. This result suggests that domain-specific PCK of typical student errors allowed participants to focus more efficiently on relevant task characteristics when judging mathematical task difficulties. Our study contributes to our understanding of how professional knowledge makes teachers' judgment processes of mathematical tasks more efficient. [ABSTRACT FROM AUTHOR]

Retrieval practice can enhance learning but is rarely used in self-regulated learning. Although explicit retrieval practice guidance (RPG)--which helps students use retrieval correctly--can improve learning outcomes, however, task difficulty and differences in academic self-efficacy (ASE) may influence retrieval practice decisions and learning performance, which were not considered in previous researches. The purpose of this study was to explore whether RPG produces different effects due to task difficulty and ASE. In Experiment 1, participants studied tasks with varying difficulty levels, some of which were guided. Results showed that RPG could enhance learning through increased retrieval practice, and participants engaged in more retrieval for difficult tasks. In Experiment 2, participants with different degrees of ASE learned tasks under guidance. Participants with high ASE persisted better on different tasks. Hence, task difficulty can affect retrieval practice decisions, and ASE increases persistence in retrieval practice. The implications of the findings for students' use of RPG are discussed in this article. [ABSTRACT FROM AUTHOR]

Field-independent and field-dependent individuals have different reference patterns and cognitive processing preferences. Field-independent individuals tend to rely on internal capabilities and use internal references to process information, while field-dependent individuals mainly rely on external references and focus on external information. Individuals with two cognitive styles have different attention patterns to perform time-based prospective memory (TBPM) tasks, with different effects on their TBPM performance. This study explored the influence of field-independent and field-dependent cognitive styles on TBPM. In Experiment 1, the attention load was manipulated by the difficulty of the ongoing task. The results showed that the field-independent individuals performed better than the field-dependent individuals only under a low-difficulty condition, indicating that the field-independent individuals had advantages in TBPM but were easily affected by the attention load. Experiment 2 further introduced external reminders to provide individuals with more external information and reduce individual attention consumption in internal time information processing to manipulate attention load. The results showed that external cues eliminated the difference between field-independent and field-dependent individuals in TBPM. [ABSTRACT FROM AUTHOR]

According to Bandura's theory of reciprocal determinism, self-efficacy and academic achievement can have a mutual influence over one another. While empirical research generally supports this position, little focus has been given to within- and between-person factors that may moderate this relationship. The present study explored how initial performance and task difficulty impact learners' performance and self-efficacy trajectory over subsequent tasks. A diverse university sample of 261 students; 118 females aged 18–67 and 143 males, aged 18–64, was used. Significant positive pathways were found in the achievement-self-efficacy direction, but not for pathways in the self-efficacy-performance direction, failing to support the reciprocal hypothesis. Repeated measures ANOVA also revealed a moderating influence of initial task performance on the interaction between task difficulty and achievement over time. The findings highlight the importance of enhancing academic performance through scaffolded mastery, particularly for those with initial low performance outcomes, to build self-efficacy for learnt skills. [ABSTRACT FROM AUTHOR]

Metacognitive awareness is knowing about learners' own thinking and learning, facilitated by introspection and self-evaluation. Although metacognitive functions are personal, they cannot be explained simply by individual conceptions, especially in a collaborative group learning context. This study considers metacognitive awareness on multiple levels. It investigates how metacognitive awareness at the individual, social, and environmental levels are associated with collaborative problem solving (CPS). Seventy-seven higher education students collaborated in triads on a computer-based simulation about running a fictional company for 12 simulated months. The individual level of metacognitive awareness was measured using the Metacognitive Awareness Inventory. The social level of metacognitive awareness was measured multiple times during CPS through situated self-reports, that is, metacognitive judgements and task difficulty. The environmental level of metacognitive awareness was measured via a complex CPS process so that group members' interactions were video recorded and facial expression data were created by post-processing video-recorded data. Perceived individual and group performance were measured with self-reports at the end of the CPS task. In the analysis, structural equation modelling was conducted to observe the relationships between multiple levels of metacognitive awareness and CPS task performance. Three-level multilevel modelling was also used to understand the effect of environmental-level metacognitive awareness. The results reveal that facial expression recognition makes metacognitive awareness visible in a collaborative context. This study contributes to research on metacognition by displaying both the relatively static and dynamic aspects of metacognitive awareness in CPS. [ABSTRACT FROM AUTHOR]

Based on Cognitive Load Theory (CLT), learning by studying worked examples, that is, step-by-step solutions, has been shown to reduce cognitive load and enhance learning outcomes more than learning by solving conventional problems. Two types of worked examples that have been predominantly used in well-structured learning domains include product-oriented worked examples (ProductWEs) which provide strategic information and process-oriented worked examples (ProcessWEs) which provide strategic information and principled knowledge. However, less research has been conducted on worked examples’ effectiveness in ill-structured learning domains. In a study with 85 university students enrolled in teaching programs, we investigated whether ProcessWEs or ProductWEs better support identifying and applying knowledge regarding the quality teaching component of substantive communication. Participants completed tasks under three instructional conditions: ProcessWE, ProductWE, and conventional problem-solving. Results showed that ProcessWEs outperformed ProductWEs, ProductWEs outperformed conventional problem-solving, and conventional problem-solving had higher perceived task difficulty than the other two conditions. This study theoretically contributes to CLT research as it found that the use of ProcessWEs and ProductWEs is effective in an ill-structured learning domain and makes a practical contribution by showing what a ProductWE or ProcessWE in an ill-structured learning domain ‘looks like’.

What makes a task hard or easy? The question seems easy, but answering it has been hard. The only consensus has been that, all else being equal, easy tasks can be performed by more individuals than hard tasks, and easy tasks are usually preferred over hard tasks. Feghhi and Rosenbaum (Journal of Experimental Psychology: Human Perception and Performance, 45, 983-994, 2019) asked whether task difficulty might reflect a single amodal quantity. Based on their subjects two-alternative forced-choice data from tasks involving choices of tasks with graded physical and mental challenges, the authors showed that the difficulty of passing through a narrow gap rather than a wide gap was psychologically equivalent to memorizing an extra .55 digits. In the present study, we extended this approach by adding new arguments for the hypothesis that task difficulty might reflect a single amodal quantity (inspired by considerations of physics, economics, and the common code hypothesis for the study of perception and action), and we tested narrower gaps than before to see whether we would find a larger equivalent memory-digit. Consistent with our prediction, we obtained a value of .95. We suggest that our multi-modal two-alternative forced-choice procedure can pave the way toward a better understanding of task difficulty.

Mixed reality applications allow users to experience both physical and digital worlds simultaneously. However, limited research has compared multitasking performance in these two worlds with different difficulty levels. This study investigated the effect of task difficulty on mixed-reality multitasking performance. A block-matching task was used for the physical task experiment, and the N-back test was used for the virtual task experiment. Thirty-six participants completed eight experimental conditions and were tested on four measures: NASA-TLX, accuracy, priority, and hand use. Physical demand and effort subscales were significant in all the experimental manipulations: real-world tasks, virtual-world tasks, and multitasking. The priority variable was not found to be substantial. Most participants prioritized working on either real-world tasks or multitasking, leaving the virtual-world tasks to the least preferred. Such a study can empower instructional designers to tailor tasks that align with learners’ cognitive abilities for an optimal learning experience.

The purpose of this study was to explore the effects of arm movements on postural control when standing under different sensory conditions in healthy young and older adults. Fifteen young (mean ± SD age; 21.3 ± 4.2 years) and 15 older (mean ± SD age; 73.3 ± 5.0 years) adults completed the modified Romberg test, which uses four task manipulations (i.e. eyes open and eyes closed on a firm and foam surface) to compromise the fidelity of sensory feedback mechanisms. Each participant completed the tasks under two arm movement conditions: restricted and free arm movements. Centre of pressure (COP) range and frequency were calculated to characterise postural performance and strategy, respectively. Older adults showed greater COP range with restricted compared to free arm movements during all modified sensory conditions, with these effects most prominent in the medio-lateral (ML) plane (all p

People often report being distracted during their visual tasks, such as monitoring the road ahead, by task-irrelevant sounds, for example, a baby crying on the backseat. When we first tried to study the effect of auditory distraction on visual-search performance in the laboratory using the highly sensitive additional-singleton paradigm – to our surprise – several types of auditory distractors reliably failed to cause any substantial interference. We explained these findings with a powerful attentional filtering mechanism that can shield visual search from interference by irrelevant sounds. In the present study, we examine conditions under which this mechanism might break down as suggested by insights from research on auditory distraction. It has been shown that whether an auditory distractor causes interference often hinges on the difficulty of the employed task. However, across three levels of search-task difficulty, we here reliably replicate the pattern we had observed before: At each difficulty level of Experiment 1, an unpredictably presented auditory distractor was processed to some extent (as indicated by an effect on the speed-accuracy tradeoff) but did not interfere with overall search performance. The same distractor reliably impeded search performance when the attentional shielding mechanism was experimentally disabled by a secondary task in Experiment 2. [ABSTRACT FROM AUTHOR]

Cluster separation is required to perform multi-class visual statistics tasks and plays an essential role in information processing in visualization. This cognition behavioral study investigated the cluster separation task and the effects of visual complexity and task difficulty. A total of 32 college students (18 men and 14 women, with ages ranging from 18 to 25 years; mean = 21.2, SD = 3.9) participated in this study. The observers' average response accuracy, reaction time, mental effort, and comprehensive cognitive efficiency were measured as functions of three levels of visual complexity and task difficulty. The levels of visual complexity and task difficulty were quantified via an optimized complexity evaluation method and discrimination judgment task, respectively. The results showed that visual complexity and task difficulty significantly influenced comprehensive cognitive efficiency. Moreover, a strong interaction was observed between the effects of visual complexity and task difficulty. However, there was no positive linear relationship between the mental effort and the complexity level. Furthermore, two-dimensional color × shape redundant coding showed higher cognitive efficiency at low task difficulty levels. In contrast, the one-dimensional color encoding approach showed higher cognitive efficiency at increased task difficulty levels. The findings of this study provide valuable insights into designing more efficient and user-friendly visualization in the future. [ABSTRACT FROM AUTHOR]

This study aims to compare neural machine translation (NMT) post-editing and human translation in terms of task difficulty while considering source text (ST) complexity and machine translation (MT) quality levels, two factors that have been rarely examined in previous comparison studies. Data were obtained from 60 trainee translators concerning the perceived and objective difficulties of post-editing and human translation tasks and the participants’ performance. It was found that (1) the difficulty of the NMT post-editing task, compared to human translation, was significantly influenced by both NMT quality and ST complexity; the difficulty of the post-editing task was significantly lower than that of the human translation task only in the case of high-quality NMT paired with complex ST, while the results were mixed for other interactions between NMT quality and ST complexity levels; (2) no strong correlations were found between the participants’ perceived difficulty and the measurements of objective difficulty and task performance for both post-editing and human translation tasks. Practical and research implications were discussed. [ABSTRACT FROM AUTHOR]

Interventions that match demands to ability can enhance both academic performance and behavioral performance. However, it is unknown whether the instructional match or subsequent increases in engagement with the instructional material differentially impacts learning. The current study evaluated the effect of task difficulty on on-task behavior and responding rate across two studies. In Study 1, participants were assigned easy and difficult math probes following results of curriculum-based assessment. Data were collected on digits correct per min (DCPM) and percentage of on-task behavior during a 5-min observation period. Results from Study 1 indicated that participants responded, on average, 1.16 DCPM more per session in the easy probe condition, responded more over time at faster rate than in the difficult probe condition, and were engaged significantly more in the easy probe condition. In Study 2, the same data were collected for participants completing easy probes during a truncated observation period and compared across results from in Study 1. Rate of responding in Study 2 was substantially less than in Study 1. The interaction between task difficulty and DCPM was not significant which suggests that engagement was a substantial contributor to the growth differences in Study 1. [ABSTRACT FROM AUTHOR]

We develop and validate a self-report measure of intrinsic and extrinsic cognitive load suitable for measuring the constructs in a variety of learning contexts. Data were collected from three independent samples of college students in the U.S. (N total = 513; M age = 21.13 years). Kane's (2013) framework was used to validate the measure. Three types of validity evidence were presented: scoring, generalization, extrapolation. After establishing evidence of validity, especially measurement invariance, we then compared group mean differences based on students' demographic characteristics. These findings support the psychometric integrity of this measure of cognitive load, which may be used to investigate cognitive load in various learning contexts, particularly examining factors that may perpetuate or mitigate differences in cognitive load between students. Such a measure could be useful in educational and clinical settings as a mechanism for early identification of potential learning challenges. [ABSTRACT FROM AUTHOR]

Virtual reality (VR) enables the development of virtual training frameworks suitable for various domains, especially when real-world conditions may be hazardous or impossible to replicate because of unique additional resources (e.g., equipment, infrastructure, people, locations). Although VR technology has significantly advanced in recent years, methods for evaluating immersion (i.e., the extent to which the user is engaged with the sensory information from the virtual environment or is invested in the intended task) continue to rely on self-reported questionnaires, which are often administered after using the virtual scenario. Having an objective method to measure immersion is particularly important when using VR for training, education, and applications that promote the development, fine-tuning, or maintenance of skills. The level of immersion may impact performance and the translation of knowledge and skills to the real-world. This is particularly important in tasks where motor skills are combined with complex decision making, such as surgical procedures. Efforts to better measure immersion have included the use of physiological measurements including heart rate and skin response, but so far they do not offer robust metrics that provide the sensitivity to discriminate different states (idle, easy, and hard), which is critical when using VR for training to determine how successful the training is in engaging the user’s senses and challenging their cognitive capabilities. In this study, electroencephalography (EEG) data were collected from 14 participants who completed VR jigsaw puzzles with two different levels of task difficulty. Machine learning was able to accurately classify the EEG data collected during three different states, obtaining accuracy rates of 86% and 97% for differentiating easy versus hard difficulty states and baseline vs. VR states. Building on these results may enable the identification of robust biomarkers of immersion in VR, enabling real-time recognition of the level of immersion that can be used to design more effective and translative VR-based training. This method has the potential to adjust aspects of VR related to task difficulty to ensure that participants are immersed in VR.

Speech perception performance for degraded speech can improve with practice or exposure. Such perceptual learning is thought to be reliant on attention and theoretical accounts like the predictive coding framework suggest a key role for attention in supporting learning. However, it is unclear whether speech perceptual learning requires undivided attention. We evaluated the role of divided attention in speech perceptual learning in two online experiments (N = 336). Experiment 1 tested the reliance of perceptual learning on undivided attention. Participants completed a speech recognition task where they repeated forty noise-vocoded sentences in a between-group design. Participants performed the speech task alone or concurrently with a domain-general visual task (dual task) at one of three difficulty levels. We observed perceptual learning under divided attention for all four groups, moderated by dual-task difficulty. Listeners in easy and intermediate visual conditions improved as much as the single-task group. Those who completed the most challenging visual task showed faster learning and achieved similar ending performance compared to the single-task group. Experiment 2 tested whether learning relies on domain-specific or domain-general processes. Participants completed a single speech task or performed this task together with a dual task aiming to recruit domain-specific (lexical or phonological), or domain-general (visual) processes. All secondary task conditions produced patterns and amount of learning comparable to the single speech task. Our results demonstrate that the impact of divided attention on perceptual learning is not strictly dependent on domain-general or domain-specific processes and speech perceptual learning persists under divided attention. [ABSTRACT FROM AUTHOR]

Fearful faces could be processed preferentially relative to neutral faces. However, it is still unclear whether the advantage of fear depends on temporal attentional resources. We used the "attentional blink" (AB) paradigm to investigate the role of temporal attention in the processing of fear. We manipulated the emotionality (fear, neutral) of the second target (T2), and T1-T2 interval time (lag 3, lag 8). Four experiments were designed to reduce gradually the available attentional resources for emotional T2 by manipulating the number of letters in the letter search task (Experiments 1 and 3) or in the letter working memory task (Experiment 2 and 4) in the T1 task. The results showed that the AB magnitude of fearful T2 was smaller than that of neutral T2, and this effect was not influenced by T1 difficulty in Experiment 1 (letter search task: 1, 2, 4, 6, and 8 letters) and Experiment 2 (letter working memory task: 1, 2, 3, and 4 letters), in which the T2 task was the intact face detection task. In Experiment 3, when the T2 was gender discrimination task, the AB magnitude of fearful T2 was smaller than that of neutral T2 in the low and medium T1- difficulty conditions (2 and 4 letters in the letter search task), but not in the high T1-difficulty condition (6 letters in the letter search task). Experiment 4 was a replication of Experiment 3, but with the working memory T1 task used in Experiment 2. As expected, the results of Experiment 4 replicated the results of Experiment 3 and provided more evidence that the processing advantage of fearful T2 was modulated by T1 difficulty. These results suggested that the priority of fear required attentional resources. [ABSTRACT FROM AUTHOR]

The impact of flipping an engineering course on student learning outcomes remains an open question because the literature presents a perplexing array of results. In this multi-year study, we evaluate the impact of flipping a first-year project-based engineering design course. We pose two questions: (1) Does a flipped project-based engineering design course produce different levels of mastery of engineering design process knowledge compared to the lecture version of the course? (2) Do students in the lecture class and flipped class achieve the same levels of design process knowledge when given tasks that range in difficulty? Three strands of data were used to assess design process knowledge: first drafts of team technical memos, pre- and post-critiques of a Gantt chart of a proposed design process, and an exam. Teams in the flipped classroom performed significantly better on the technical memos that evaluated solution ideas and established a testing plan, both of which required high-level cognitive capacities. However, no differences were found between lecture and flipped models for the exam or technical memo that established design criteria, which required low-level cognitive activities. The Gantt chart assessment produced mixed results. This study concludes that flipping a project-based design course can significantly improve student learning on more difficult tasks. We urge researchers and educators to consider the tasks and assignments given to students when drawing conclusions about the effectiveness of flipped pedagogy. [ABSTRACT FROM AUTHOR]

Objective: Respiratory function is linked to sensory, affective, and cognitive processes and it is affected by environmental constraints such as cognitive demands. It is suggested that specific cognitive processes, such as working memory or executive functioning, may impact breathing. In turn, various lines of research have suggested a link between peak expiratory airflow (PEF) and cognitive function. However, there is scarce experimental support to the above assertions, especially regarding spoken language. Therefore, the present investigation aims to evaluate whether breathing varies as a function of performing verbal naming tasks with different difficulty levels. Methods: Thirty healthy young adults, (age M = 25.37 years), participated in the study. Participants were required to perform aloud five verbal tasks ranged in order of difficulty: Reading single words, reading a text passage, object naming, semantic and phonemic fluency. A pneumotachograph mask was employed to acquire simultaneously the verbal responses, and three airflow parameters: Duration, peak, and volume at both stages of the respiratory cycle (i.e., inspiration/ expiration). Data were analyzed with one-way repeated measures MANOVA. Results: No significant differences were found between reading single words and object naming. In comparison, distinctive airflow requirements were found for reading a text passage, which were proportionally related to number of pronounced words. Though, the main finding of the study concerns the data on verbal fluency tasks, which not only entailed higher inhaled airflow resources but also a significant PEF. Conclusion: Our data demonstrated that the most difficult tasks, namely semantic and phonemic verbal fluencies, relying on semantic search, executive function, and fast lexical retrieval of words were those requiring important amount of inhaled airflow and displaying a high peak expiratory airflow. The present findings demonstrated for the first time a direct association between complex verbal tasks and PEF. Inconclusive data related to object naming and reading single words are discussed in light of the methodological challenges inherent to the assessment of speech breathing and cognition in this line of investigation. [ABSTRACT FROM AUTHOR]

Both construct specification equations (CSEs) and entropy can be used to provide a specific, causal, and rigorously mathematical conceptualization of item attributes in order to provide fit-for-purpose measurements of person abilities. This has been previously demonstrated for memory measurements. It can also be reasonably expected to be applicable to other kinds of measures of human abilities and task difficulty in health care, but further exploration is needed about how to incorporate qualitative explanatory variables in the CSE formulation. In this paper we report two case studies exploring the possibilities of advancing CSE and entropy to include human functional balance measurements. In case study I, physiotherapists have formulated a CSE for balance task difficulty by principal component regression of empirical balance task difficulty values from Berg's Balance Scale transformed using the Rasch model. In case study II, four balance tasks of increasing difficulty due to diminishing bases of support and vision were briefly investigated in relation to entropy as a measure of the amount of information and order as well as physical thermodynamics. The pilot study has explored both methodological and conceptual possibilities and concerns to be considered in further work. The results should not be considered as fully comprehensive or absolute, but rather open up for further discussion and investigations to advance measurements of person balance ability in clinical practice, research, and trials. [ABSTRACT FROM AUTHOR]

The social acceptance of AI agents, including intelligent virtual agents and physical robots, is becoming more important for the integration of AI into human society. Although the agents used in human society share various tasks with humans, their cooperation may frequently reduce the task performance. One way to improve the relationship between humans and AI agents is to have humans empathize with the agents. By empathizing, humans feel positively and kindly toward agents, which makes it easier to accept them. In this study, we focus on tasks in which humans and agents have various interactions together, and we investigate the properties of agents that significantly influence human empathy toward the agents. To investigate the effects of task content, difficulty, task completion, and an agent’s expression on human empathy, two experiments were conducted. The results of the two experiments showed that human empathy toward the agent was difficult to maintain with only task factors, and that the agent’s expression was able to maintain human empathy. In addition, a higher task difficulty reduced the decrease in human empathy, regardless of task content. These results demonstrate that an AI agent’s properties play an important role in helping humans accept them.

A quasi experiment (N = 100 university students) tested whether individual differences in action‐state orientation moderate task difficulty effects on resource mobilization assessed as cardiovascular response. According to action control theory, action‐oriented individuals have higher self‐regulation capacities in demanding situations than state‐oriented persons. Action‐orientated individuals should also self‐generate positive affect in face of obstacles. Therefore, drawing on Wright's (1998) ability extension of motivational intensity theory and research on affective influences on effort‐related cardiovascular response, we expected that action‐orientation should lead to stronger effort‐related cardiovascular responses in a difficult task, while state‐orientation should do so in an easy task. Reactivity of cardiac pre‐ejection period (PEP) during performance on a short‐term memory task corroborated this hypothesis. The present findings provide the first evidence of a link between action‐state orientation and effort‐related responses in the cardiovascular system. Action‐control theory predicts that individual differences in action‐state orientation—an action‐control capacity—moderate task difficulty effects on effort intensity. Our experiment found the first conclusive evidence for this idea. As predicted, action‐oriented individuals showed stronger cardiac pre‐ejection period reactivity in a difficult short‐term memory task, while state‐oriented participants did so when the task was easy. That is, action‐state orientation moderates task difficulty effects on effort‐related cardiac response. [ABSTRACT FROM AUTHOR]

Tests in educational contexts often start with easy tasks, assuming that this fosters positive experiences—a sense of control, higher valuing of the test, and more positive and less negative emotions. Although intuitive and widespread, this assumption lacks an empirical basis and a theoretical framework. We conducted a field experiment and randomly assigned 208 students to an easy-to-difficult or a difficult-to-easy condition in a mathematics test. Perceived challenge was measured along with control appraisals, value appraisals, and emotions (enjoyment, pride, anxiety, anger, boredom). While students starting with easy tasks felt less challenged than students starting with difficult tasks in Part 1, no differences emerged regarding control and value appraisals and emotions. In Part 2, students who had started with easy tasks proceeded to difficult tasks and reported a higher level of challenge, less value and control, and less positive and more negative emotions than students who proceeded from difficult-to-easy tasks. Control and value appraisals mediated the differences between the two conditions, especially regarding positive emotions. These results cast doubt on the preference for easy-to-difficult over difficult-to-easy task orders, revealing their potential for causing adverse experiences at the end of the test (e.g., reflecting contrast effects). [ABSTRACT FROM AUTHOR]