In this paper, we describe an initial exploratory study designed to compare the outcomes of online listening and online text-based tasks in the context of the study of Italian at The University of Melbourne. Our findings allow us to characterise online listening and online reading as a qualitative difference between deep and surface approaches to…

Purpose: The purposes of this study were (a) to identify cognitive abilities and other factors related to successful completion of training for computer-based tasks that simulated real jobs and (b) to create a brief assessment battery useful in assessing older adults for these kinds of jobs. Design and Methods: Participants from three age groups…

This study outlines the construction of a tool to enhance the competence of foreign language teachers in estimating the effectiveness of language-learning tasks. Five assumptions basic to second-language acquisition are crucial to the design of the tool. Subsequently, drawing on insights from cognitive psychology about information-processing, a…

In order to examine whether children adjust their phonetic speech categories, children of two age groups, five-year-olds and eight-year-olds, were exposed to a video of a face saying /aba/ or /ada/ accompanied by an auditory ambiguous speech sound halfway between /b/ and /d/. The effect of exposure to these audiovisual stimuli was measured on…

This article provides insight into the cultural patterns of metacognitive guidance that occurs among children and mothers in selected Australian homes. Fourteen Anglo Australian and eight immigrant Indian (Telugu) mothers' interactions with their 4-year-old male and female children on a puzzle-solving task were videotaped. Mother-child dyads'…

Go/no-go tasks seem to provide a simple marker of inhibitory development in young children. Children are told to respond to one stimulus on go trials but to make no response to another stimulus on no-go trials; responding on no-go trials is assumed to reflect a failure to inhibit the go response. However, there is evidence to suggest that a type…

Learning a new skill, even a seemingly simple one, can be an overwhelming task for a beginner. A question often faced by the practitioner as a result is whether or not to break the skill into parts for initial practice. Skill complexity and skill organization interact to provide direction as to whether whole or part practice should be employed in…

Task analysis is the process of identifying all things that individuals must accomplish to satisfactorily complete an activity or course of instruction. This bibliography lists task analysis documents related to curriculum or course development, or training program development. Five abstracting services were searched from their first publication…

In this study, the number of alternatives for an extended arm swing was varied in order to test two memory drum predictions regarding movement refractoriness. (JS)

This paper demonstrates that in a toppling dive (1) a 1:1 ratio exists between the rotational speed of the diver immediately before and after the take-off and (2) the take-off angle as defined by Page is approximately 50 percent. (Author)

A 32-item test battery was administered to 154 male and female elementary school students to describe the static balance ability of 6- to 9-year-old children. Body position, visual use, and one-footed static base of support were found to affect subjects' balance performance. (Author/RH)

Outlines some of the fundamental concepts of skilled behavior and describes a practical approach to the analysis of nonrepetitive tasks. Four figures. (LY)

Syntactic priming of Chinese nouns and verbs was investigated in word recognition and production. Disyllabic compound words were presented after syntactically congruent, incongruent, or neutral auditory contexts, with a zero delay between offset of the context and onset of the target. Significant priming was observed in both tasks, including…

Discusses and explains relationships between performance technology and instructional development. Highlights include a concept analysis of performance technology; types of evaluation; instructional development as a subset of performance technology; front-end analysis; sample performance technology interventions; and differences between…