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<meta name="description" content="Search results for: task"> <meta name="keywords" content="task"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" 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class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="task"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 2107</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: task</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2107</span> Effects of Pre-Task Activities on the Writing Performance of Second Language Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wajiha%20Fatima">Wajiha Fatima</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Based on Rod Ellis’s (2002) the methodology of task-based teaching, this study explored the effects of pre-task activities on the Job Application letter of 102 ESL students (who were female and undergraduate learners). For this purpose, students were divided among three groups (Group A, Group B, and Group C), kept in control and experimental settings as well. Pre-task phase motivates the learners to perform the actual task. Ellis reportedly discussed four pre-task phases: (1) performing a similar task; (2) providing a model; (3) non-task preparation activities and (4) strategic planning. They were taught through above given three pre-task activities. Accordingly, the learners in control setting were supposed to write without any teaching aid while learners in an experimental situation were provided three different pre-task activities in each group. In order to compare the scores of the pre-test and post-test of the three groups, sample paired t-test was utilized. The obtained results of the written job application by the female students revealed that pre-task activities improved their performance in writing. On the other hand, the comparison of the three pre-task activities revealed that 'providing a model' outperformed the other two activities. For this purpose, ANOVA was utilized. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pre-task%20activities" title="pre-task activities">pre-task activities</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20learners" title=" second language learners"> second language learners</a>, <a href="https://publications.waset.org/abstracts/search?q=task%20based%20language%20teaching" title=" task based language teaching"> task based language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a> </p> <a href="https://publications.waset.org/abstracts/100283/effects-of-pre-task-activities-on-the-writing-performance-of-second-language-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100283.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">178</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2106</span> The Role of Vocabulary in Task-based Language Teaching in International and Iranian Contexts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Parima%20Fasih">Parima Fasih</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present review of literature explored the role of vocabulary in task-based language teaching (TBLT). The first focus of the present paper is to explain different aspects of vocabulary knowledge, and it continues with an introduction to TBLT. Second, the role of vocabulary and vocabulary tasks in TBLT is explained. Next, an overview of the recent empirical studies about task-based vocabulary teaching in international and Iranian contexts context is presented to address the research question concerning the effect of task-based vocabulary teaching on EFL learners' vocabulary learning. Based on the conclusions that are drawn from the previous studies, the implications reveal how the findings influence students' vocabulary learning and teachers' vocabulary teaching methods. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vocabulary" title="vocabulary">vocabulary</a>, <a href="https://publications.waset.org/abstracts/search?q=task" title=" task"> task</a>, <a href="https://publications.waset.org/abstracts/search?q=task-based" title=" task-based"> task-based</a>, <a href="https://publications.waset.org/abstracts/search?q=task-based%20language%20teaching" title=" task-based language teaching"> task-based language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20learning" title=" vocabulary learning"> vocabulary learning</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20teaching" title=" vocabulary teaching"> vocabulary teaching</a> </p> <a href="https://publications.waset.org/abstracts/156871/the-role-of-vocabulary-in-task-based-language-teaching-in-international-and-iranian-contexts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156871.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">128</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2105</span> A Task Scheduling Algorithm in Cloud Computing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Bagherinia">Ali Bagherinia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Efficient task scheduling method can meet users' requirements, and improve the resource utilization, then increase the overall performance of the cloud computing environment. Cloud computing has new features, such as flexibility, virtualization and etc., in this paper we propose a two levels task scheduling method based on load balancing in cloud computing. This task scheduling method meet user's requirements and get high resource utilization, that simulation results in CloudSim simulator prove this. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cloud%20computing" title="cloud computing">cloud computing</a>, <a href="https://publications.waset.org/abstracts/search?q=task%20scheduling" title=" task scheduling"> task scheduling</a>, <a href="https://publications.waset.org/abstracts/search?q=virtualization" title=" virtualization"> virtualization</a>, <a href="https://publications.waset.org/abstracts/search?q=SLA" title=" SLA"> SLA</a> </p> <a href="https://publications.waset.org/abstracts/32451/a-task-scheduling-algorithm-in-cloud-computing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32451.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">401</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2104</span> FESA: Fuzzy-Controlled Energy-Efficient Selective Allocation and Reallocation of Tasks Among Mobile Robots</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anuradha%20Banerjee">Anuradha Banerjee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Energy aware operation is one of the visionary goals in the area of robotics because operability of robots is greatly dependent upon their residual energy. Practically, the tasks allocated to robots carry different priority and often an upper limit of time stamp is imposed within which the task needs to be completed. If a robot is unable to complete one particular task given to it the task is reallocated to some other robot. The collection of robots is controlled by a Central Monitoring Unit (CMU). Selection of the new robot is performed by a fuzzy controller called Task Reallocator (TRAC). It accepts the parameters like residual energy of robots, possibility that the task will be successfully completed by the new robot within stipulated time, distance of the new robot (where the task is reallocated) from distance of the old one (where the task was going on) etc. The proposed methodology increases the probability of completing globally assigned tasks and saves huge amount of energy as far as the collection of robots is concerned. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=energy-efficiency" title="energy-efficiency">energy-efficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy-controller" title=" fuzzy-controller"> fuzzy-controller</a>, <a href="https://publications.waset.org/abstracts/search?q=priority" title=" priority"> priority</a>, <a href="https://publications.waset.org/abstracts/search?q=reallocation" title=" reallocation"> reallocation</a>, <a href="https://publications.waset.org/abstracts/search?q=task" title=" task"> task</a> </p> <a href="https://publications.waset.org/abstracts/20335/fesa-fuzzy-controlled-energy-efficient-selective-allocation-and-reallocation-of-tasks-among-mobile-robots" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20335.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">316</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2103</span> Deviations and Defects of the Sub-Task’s Requirements in Construction Projects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdullah%20Almusharraf">Abdullah Almusharraf</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrew%20Whyte"> Andrew Whyte</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The sub-task pattern in terms of the deviations and defects should be identified and understand in order to improve the quality practices in construction projects. Therefore, the sub-task susceptibility to exposure to deviations and defects have been evaluated and classified via six classifications that have proposed in this study. 34 case studies on specific sub-task (from compression member in construction concrete structure) have been collected from seven construction projects in order to examined study’s classifications. The study revealed that the sub-task has high sensitive to deviation where (91%) of the cases recorded as deviations, however, only (19%) of cases recorded as defects. Another findings were that the actual work during the execution process has high source of deviation for this sub-task (74%) while only (26%) of the deviation source was due to both design documentations with the actual work. These findings significantly imply that it could be used the study’s classifications to determine the pattern of each sub-task and develop the proactive actions to overcome issues of the sub-task deviations and defects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sub-tasks" title="sub-tasks">sub-tasks</a>, <a href="https://publications.waset.org/abstracts/search?q=deviations" title=" deviations"> deviations</a>, <a href="https://publications.waset.org/abstracts/search?q=defects" title=" defects"> defects</a>, <a href="https://publications.waset.org/abstracts/search?q=quality" title=" quality"> quality</a>, <a href="https://publications.waset.org/abstracts/search?q=construction%20projects" title=" construction projects"> construction projects</a> </p> <a href="https://publications.waset.org/abstracts/17500/deviations-and-defects-of-the-sub-tasks-requirements-in-construction-projects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17500.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">444</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2102</span> Dual-Task–Immersion in the Interactions of Simultaneously Performed Tasks</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Liebherr">M. Liebherr</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Schubert"> P. Schubert</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Kersten"> S. Kersten</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Dietz"> C. Dietz</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20Franz"> L. Franz</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20T.%20Haas"> C. T. Haas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With a long history, dual-task has become one of the most intriguing research fields regarding human brain functioning and cognition. However, findings considering effects of task-interrelations are limited (especially, in combined motor and cognitive tasks). Therefore, we aimed at developing a measurement system in order to analyse interrelation effects of cognitive and motor tasks. On the one hand, the present study demonstrates the applicability of the measurement system and on the other hand first results regarding a systematization of different task combinations are shown. Future investigations should combine imagine technologies and this developed measurement system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dual-task" title="dual-task">dual-task</a>, <a href="https://publications.waset.org/abstracts/search?q=interference" title=" interference"> interference</a>, <a href="https://publications.waset.org/abstracts/search?q=cognition" title=" cognition"> cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=measurement" title=" measurement"> measurement</a> </p> <a href="https://publications.waset.org/abstracts/14066/dual-task-immersion-in-the-interactions-of-simultaneously-performed-tasks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14066.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">534</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2101</span> Implication of Attention Deficit and Task Avoidance on the Mathematics Performance of Pupils with Intellectual Disabilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Matthew%20Bamidele%20Ojuawo">Matthew Bamidele Ojuawo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To some parents, task avoidance implies the time when argument ensues between parents and their children in order to get certain things done correctly without being forced. However, some children avoid certain task because of the fears that it is too hard or cannot be done without parental help. Laziness plays a role in task avoidance when children do not want to do something because they do not feel like it is easy enough or if they just want their parent help them get it over with more quickly. Children with attention deficit disorder more often have difficulties with social skills, such as social interaction and forming and maintaining friendships. The focus of this study is how task avoidance and attention deficit have effect on the mathematics performance of pupils in the lower basic classroom. Mathematics performance of pupils with learning disabilities has been seriously low due to avoidance of task and attention deficit posed as carried out in the previous researches, but the research has not been carried out in the lower basic classroom in Oyo, Oyo state, Nigeria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=task%20avoidance" title="task avoidance">task avoidance</a>, <a href="https://publications.waset.org/abstracts/search?q=parents" title=" parents"> parents</a>, <a href="https://publications.waset.org/abstracts/search?q=children%20with%20attention%20deficit" title=" children with attention deficit"> children with attention deficit</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a> </p> <a href="https://publications.waset.org/abstracts/124616/implication-of-attention-deficit-and-task-avoidance-on-the-mathematics-performance-of-pupils-with-intellectual-disabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124616.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">143</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2100</span> Improving Students’ Participation in Group Tasks: Case Study of Adama Science and Technology University </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fiseha%20M.%20Guangul">Fiseha M. Guangul</a>, <a href="https://publications.waset.org/abstracts/search?q=Annissa%20Muhammed"> Annissa Muhammed</a>, <a href="https://publications.waset.org/abstracts/search?q=Aja%20O.%20Chikere"> Aja O. Chikere</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Group task is one method to create the conducive environment for the active teaching-learning process. Performing group task with active involvement of students will benefit the students in many ways. However, in most cases all students do not participate actively in the group task, and hence the intended benefits are not acquired. This paper presents the improvements of students’ participation in the group task and learning from the group task by introducing different techniques to enhance students’ participation. For the purpose of this research Carpentry and Joinery II (WT-392) course from Wood Technology Department at Adama Science and Technology University was selected, and five groups were formed. Ten group tasks were prepared and the first five group tasks were distributed to the five groups in the first day without introducing the techniques that are used to enhance participation of students in the group task. On another day, the other five group tasks were distributed to the same groups and various techniques were introduced to enhance students’ participation in the group task. The improvements of students’ learning from the group task after the implementation of the techniques. After implementing the techniques the evaluation showed that significant improvements were obtained in the students’ participation and learning from the group task. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=group%20task" title="group task">group task</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20participation" title=" students participation"> students participation</a>, <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title=" active learning"> active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20evaluation%20method" title=" the evaluation method"> the evaluation method</a> </p> <a href="https://publications.waset.org/abstracts/90180/improving-students-participation-in-group-tasks-case-study-of-adama-science-and-technology-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90180.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">214</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2099</span> Task Scheduling on Parallel System Using Genetic Algorithm</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jasbir%20Singh%20Gill">Jasbir Singh Gill</a>, <a href="https://publications.waset.org/abstracts/search?q=Baljit%20Singh"> Baljit Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Scheduling and mapping the application task graph on multiprocessor parallel systems is considered as the most crucial and critical NP-complete problem. Many genetic algorithms have been proposed to solve such problems. In this paper, two genetic approach based algorithms have been designed and developed with or without task duplication. The proposed algorithms work on two fitness functions. The first fitness i.e. task fitness is used to minimize the total finish time of the schedule (schedule length) while the second fitness function i.e. process fitness is concerned with allocating the tasks to the available highly efficient processor from the list of available processors (load balance). Proposed genetic-based algorithms have been experimentally implemented and evaluated with other state-of-art popular and widely used algorithms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=parallel%20computing" title="parallel computing">parallel computing</a>, <a href="https://publications.waset.org/abstracts/search?q=task%20scheduling" title=" task scheduling"> task scheduling</a>, <a href="https://publications.waset.org/abstracts/search?q=task%20duplication" title=" task duplication"> task duplication</a>, <a href="https://publications.waset.org/abstracts/search?q=genetic%20algorithm" title=" genetic algorithm"> genetic algorithm</a> </p> <a href="https://publications.waset.org/abstracts/75569/task-scheduling-on-parallel-system-using-genetic-algorithm" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75569.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">349</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2098</span> Multi-Level Priority Based Task Scheduling Algorithm for Workflows in Cloud Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anju%20Bala">Anju Bala</a>, <a href="https://publications.waset.org/abstracts/search?q=Inderveer%20Chana"> Inderveer Chana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Task scheduling is the key concern for the execution of performance-driven workflow applications. As efficient scheduling can have major impact on the performance of the system, task scheduling is often chosen for assigning the request to resources in an efficient way based on cloud resource characteristics. In this paper, priority based task scheduling algorithm has been proposed that prioritizes the tasks based on the length of the instructions. The proposed scheduling approach prioritize the tasks of Cloud applications according to the limits set by six sigma control charts based on dynamic threshold values. Further, the proposed algorithm has been validated through the CloudSim toolkit. The experimental results demonstrate that the proposed algorithm is effective for handling multiple task lists from workflows and in considerably reducing Makespan and Execution time. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cloud%20computing" title="cloud computing">cloud computing</a>, <a href="https://publications.waset.org/abstracts/search?q=priority%20based%20scheduling" title=" priority based scheduling"> priority based scheduling</a>, <a href="https://publications.waset.org/abstracts/search?q=task%20scheduling" title=" task scheduling"> task scheduling</a>, <a href="https://publications.waset.org/abstracts/search?q=VM%20allocation" title=" VM allocation"> VM allocation</a> </p> <a href="https://publications.waset.org/abstracts/23630/multi-level-priority-based-task-scheduling-algorithm-for-workflows-in-cloud-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23630.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">518</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2097</span> “Self-efficacy, Task value and Metacognitive Self-regulation as Predictors of English Language Achievement”</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Omar%20Baissane%20and">Omar Baissane and</a>, <a href="https://publications.waset.org/abstracts/search?q=Hassan%20Zaid"> Hassan Zaid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to determine whether self-efficacy, task value, and metacognitive self-regulation predict students’ English language achievement among Vietnamese high school students. In this non-experimental quantitative study, 403 Vietnamese random participants were required to fill out the Motivated Strategies for Learning Questionnaire to measure self-efficacy, task value and metacognitive self-regulation. Criterion for English language achievement was the final grade that students themselves reported. The results revealed that, unlike metacognitive self-regulation, self-efficacy and task value were significantly correlated with language achievement. Moreover, the findings showed that self-efficacy was the only significant predictor of language achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20achievement" title="language achievement">language achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20self-regulation" title=" metacognitive self-regulation"> metacognitive self-regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=predictor" title=" predictor"> predictor</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=task%20value" title=" task value"> task value</a> </p> <a href="https://publications.waset.org/abstracts/178284/self-efficacy-task-value-and-metacognitive-self-regulation-as-predictors-of-english-language-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/178284.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">97</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2096</span> The Dangers of Attentional Inertia in the Driving Task</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Catherine%20Thompson">Catherine Thompson</a>, <a href="https://publications.waset.org/abstracts/search?q=Maryam%20Jalali"> Maryam Jalali</a>, <a href="https://publications.waset.org/abstracts/search?q=Peter%20Hills"> Peter Hills</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The allocation of visual attention is critical when driving and anything that limits attention will have a detrimental impact on safety. Engaging in a secondary task reduces the amount of attention directed to the road because drivers allocate resources towards this task, leaving fewer resources to process driving-relevant information. Yet the dangers associated with a secondary task do not end when the driver returns their attention to the road. Instead, the attentional settings adopted to complete a secondary task may persist to the road, affecting attention, and therefore affecting driver performance. This 'attentional inertia' effect was investigated in the current work. Forty drivers searched for hazards in driving video clips while their eye-movements were recorded. At varying intervals they were instructed to attend to a secondary task displayed on a tablet situated to their left-hand side. The secondary task consisted of three separate computer games that induced horizontal, vertical, and random eye movements. Visual search and hazard detection in the driving clips were compared across the three conditions of the secondary task. Results showed that the layout of information in the secondary task, and therefore the allocation of attention in this task, had an impact on subsequent search in the driving clips. Vertically presented information reduced the wide horizontal spread of search usually associated with accurate driving and had a negative influence on the detection of hazards. The findings show the additional dangers of engaging in a secondary task while driving. The attentional inertia effect has significant implications for semi-autonomous and autonomous vehicles in which drivers have greater opportunity to direct their attention away from the driving task. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attention" title="attention">attention</a>, <a href="https://publications.waset.org/abstracts/search?q=eye-movements" title=" eye-movements"> eye-movements</a>, <a href="https://publications.waset.org/abstracts/search?q=hazard%20perception" title=" hazard perception"> hazard perception</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20search" title=" visual search"> visual search</a> </p> <a href="https://publications.waset.org/abstracts/98055/the-dangers-of-attentional-inertia-in-the-driving-task" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98055.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">164</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2095</span> Task Distraction vs. Visual Enhancement: Which Is More Effective?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Huangmei%20Liu">Huangmei Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Si%20Liu"> Si Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Jia%E2%80%99nan%20Liu"> Jia’nan Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present experiment investigated and compared the effectiveness of two kinds of methods of attention control: Task distraction and visual enhancement. In the study, the effectiveness of task distractions to explicit features and of visual enhancement to implicit features of the same group of Chinese characters were compared based on their effect on the participants’ reaction time, subjective confidence rating, and verbal report. We found support that the visual enhancement on implicit features did overcome the contrary effect of training distraction and led to awareness of those implicit features, at least to some extent. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=task%20distraction" title="task distraction">task distraction</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20enhancement" title=" visual enhancement"> visual enhancement</a>, <a href="https://publications.waset.org/abstracts/search?q=attention" title=" attention"> attention</a>, <a href="https://publications.waset.org/abstracts/search?q=awareness" title=" awareness"> awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a> </p> <a href="https://publications.waset.org/abstracts/3302/task-distraction-vs-visual-enhancement-which-is-more-effective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3302.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">430</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2094</span> Design and Implementation of an AI-Enabled Task Assistance and Management System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arun%20Prasad%20Jaganathan">Arun Prasad Jaganathan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In today's dynamic industrial world, traditional task allocation methods often fall short in adapting to evolving operational conditions. This paper introduces an AI-enabled task assistance and management system designed to overcome the limitations of conventional approaches. By using artificial intelligence (AI) and machine learning (ML), the system intelligently interprets user instructions, analyzes tasks, and allocates resources based on real-time data and environmental factors. Additionally, geolocation tracking enables proactive identification of potential delays, ensuring timely interventions. With its transparent reporting mechanisms, the system provides stakeholders with clear insights into task progress, fostering accountability and informed decision-making. The paper presents a comprehensive overview of the system architecture, algorithm, and implementation, highlighting its potential to revolutionize task management across diverse industries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title="artificial intelligence">artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=task%20allocation" title=" task allocation"> task allocation</a>, <a href="https://publications.waset.org/abstracts/search?q=operational%20efficiency" title=" operational efficiency"> operational efficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=resource%20optimization" title=" resource optimization"> resource optimization</a> </p> <a href="https://publications.waset.org/abstracts/185813/design-and-implementation-of-an-ai-enabled-task-assistance-and-management-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185813.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">59</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2093</span> Task Evoked Pupillary Response for Surgical Task Difficulty Prediction via Multitask Learning </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Beilei%20Xu">Beilei Xu</a>, <a href="https://publications.waset.org/abstracts/search?q=Wencheng%20Wu"> Wencheng Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Lei%20Lin"> Lei Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Rachel%20Melnyk"> Rachel Melnyk</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Ghazi"> Ahmed Ghazi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In operating rooms, excessive cognitive stress can impede the performance of a surgeon, while low engagement can lead to unavoidable mistakes due to complacency. As a consequence, there is a strong desire in the surgical community to be able to monitor and quantify the cognitive stress of a surgeon while performing surgical procedures. Quantitative cognitiveload-based feedback can also provide valuable insights during surgical training to optimize training efficiency and effectiveness. Various physiological measures have been evaluated for quantifying cognitive stress for different mental challenges. In this paper, we present a study using the cognitive stress measured by the task evoked pupillary response extracted from the time series eye-tracking measurements to predict task difficulties in a virtual reality based robotic surgery training environment. In particular, we proposed a differential-task-difficulty scale, utilized a comprehensive feature extraction approach, and implemented a multitask learning framework and compared the regression accuracy between the conventional single-task-based and three multitask approaches across subjects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=surgical%20metric" title="surgical metric">surgical metric</a>, <a href="https://publications.waset.org/abstracts/search?q=task%20evoked%20pupillary%20response" title=" task evoked pupillary response"> task evoked pupillary response</a>, <a href="https://publications.waset.org/abstracts/search?q=multitask%20learning" title=" multitask learning"> multitask learning</a>, <a href="https://publications.waset.org/abstracts/search?q=TSFresh" title=" TSFresh"> TSFresh</a> </p> <a href="https://publications.waset.org/abstracts/128967/task-evoked-pupillary-response-for-surgical-task-difficulty-prediction-via-multitask-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128967.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">146</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2092</span> Mind-Wandering and Attention: Evidence from Behavioral and Subjective Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Riya%20Mishra">Riya Mishra</a>, <a href="https://publications.waset.org/abstracts/search?q=Trayambak%20Tiwari"> Trayambak Tiwari</a>, <a href="https://publications.waset.org/abstracts/search?q=Anju%20Lata%20Singh"> Anju Lata Singh</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20L.%20Singh"> I. L. Singh</a>, <a href="https://publications.waset.org/abstracts/search?q=Tara%20Singh"> Tara Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Decrement in vigilance task performance echoes impediment in effortful attention; here attention fluctuated in the realm of external and internal milieu of a person. To examine this fluctuation across time period, we employed two experiments of vigilance task with variation in thought probing rate, which was embedded in the task. The thought probe varies in terms of <2 minute per thought probe and <4 minute per thought probe during vigilance task. A 2x4 repeated measure factorial design was used. 15 individuals participated in this study with an age range of 20-26 years. It was found that thought probing rate has a negative trend with vigilance task performance whereas the subjective measures of mind-wandering have a positive relation with thought probe rate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=criterion%20response" title="criterion response">criterion response</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20status" title=" mental status"> mental status</a>, <a href="https://publications.waset.org/abstracts/search?q=mind-wandering" title=" mind-wandering"> mind-wandering</a>, <a href="https://publications.waset.org/abstracts/search?q=thought%20probe" title=" thought probe"> thought probe</a>, <a href="https://publications.waset.org/abstracts/search?q=vigilance" title=" vigilance"> vigilance</a> </p> <a href="https://publications.waset.org/abstracts/61046/mind-wandering-and-attention-evidence-from-behavioral-and-subjective-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61046.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">425</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2091</span> Teacher-Scaffolding vs. Peer-Scaffolding in Task-Based ILP Instruction: Effects on EFL Learners’ Metapragmatic Awareness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amir%20Zand-Moghadam">Amir Zand-Moghadam</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahnaz%20Alizadeh"> Mahnaz Alizadeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the present study was to investigate the effect of teacher-scaffolding versus peer-scaffolding on EFL learners’ metapragmatic awareness in the paradigm of task-based language teaching (TBLT). To this end, a number of dialogic information-gap tasks requiring two-way interactant relationship were designed for the five speech acts of request, refusal, apology, suggestion, and compliment following Ellis’s (2003) model. Then, 48 intermediate EFL learners were randomly selected, homogenized, and assigned to two groups: 26 participants in the teacher-scaffolding group (Group One) and 22 in the peer-scaffolding group (Group Two). While going through the three phases of pre-task, while-task, and post-task, the participants in the first group completed the designed tasks by the teacher’s interaction, scaffolding, and feedback. On the other hand, the participants in the second group were required to complete the tasks in expert-novice pairs through peer scaffolding in all the three phases of a task-based syllabus. The findings revealed that the participants in the teacher-scaffolding group developed their L2 metapragmatic awareness more than the peer-scaffolding group. Thus, it can be concluded that teacher-scaffolding is more effective than peer scaffolding in developing metapragmatic awareness among EFL learners. It can also be claimed that the use of tasks can be more influential when they are accompanied by teacher-scaffolding. The findings of the present study have implications for language teachers and researchers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ILP" title="ILP">ILP</a>, <a href="https://publications.waset.org/abstracts/search?q=metapragmatic%20awareness" title=" metapragmatic awareness"> metapragmatic awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=scaffolding" title=" scaffolding"> scaffolding</a>, <a href="https://publications.waset.org/abstracts/search?q=task-based%20instruction" title=" task-based instruction"> task-based instruction</a> </p> <a href="https://publications.waset.org/abstracts/19418/teacher-scaffolding-vs-peer-scaffolding-in-task-based-ilp-instruction-effects-on-efl-learners-metapragmatic-awareness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19418.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">584</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2090</span> The Tendon Reflexes on the Performance of Flanker Task in the Subjects of Cerebrovascular Accidents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Harshdeep%20Singh">Harshdeep Singh</a>, <a href="https://publications.waset.org/abstracts/search?q=Kuljeet%20Singh%20Anand"> Kuljeet Singh Anand</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Cerebrovascular Accidents (CVA) cause abnormal or asymmetrical tendon reflexes contributing to motor impairments. Since the tendon reflexes are mediated by the spinal cord, their effects on cognitive performances are overlooked. This study aims to find the contributions of tendon reflexes on the performance of the Flanker task. Methods: A total population of 46 mixed subjects with movement disorders were recruited for the study. Deep tendon reflexes (DTR) of the biceps, triceps and brachioradialis were assessed for both upper extremities. Later, the Flanker task was performed on all the subjects, and the mean Reaction Time (RT) along with both the congruent and incongruent stimuli were evaluated. For the final analysis, the Kruskal Wallis test was performed to see the difference between the DTR and the performance of the Flanker Task. Results: The Kruskal Wallis test results showed a significant difference between the DTR scores, X²(2) = 11.328, p= 0.023 with the mean RT of the flanker task and X²(2) = 9.531, p= 0.049 with mean RT of the Incongruent Stimuli. Whereas the result found a non-significant difference in the mean RT of the Congruent Stimuli. Conclusion: Each DTR score is distributed differently with the mean RT of the flanker task and for the incongruent stimuli as well. Therefore, the tendon reflexes in PD may be contributing to the performance of the Flanker Task and may be an indicator of abnormal cognitive performance. Further research is needed to evaluate how the RTs are distributed with each DTR score. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cerebrovascular%20accidents" title="cerebrovascular accidents">cerebrovascular accidents</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20tendon%20reflexes" title=" deep tendon reflexes"> deep tendon reflexes</a>, <a href="https://publications.waset.org/abstracts/search?q=flanker%20task" title=" flanker task"> flanker task</a>, <a href="https://publications.waset.org/abstracts/search?q=reaction%20time" title=" reaction time"> reaction time</a>, <a href="https://publications.waset.org/abstracts/search?q=congruent%20stimuli" title=" congruent stimuli"> congruent stimuli</a>, <a href="https://publications.waset.org/abstracts/search?q=incongruent%20stimuli" title=" incongruent stimuli"> incongruent stimuli</a> </p> <a href="https://publications.waset.org/abstracts/162752/the-tendon-reflexes-on-the-performance-of-flanker-task-in-the-subjects-of-cerebrovascular-accidents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162752.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">102</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2089</span> The Efficacy of Contractual Governance on Task and Relationship Conflict in Construction Projects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jingya%20You">Jingya You</a>, <a href="https://publications.waset.org/abstracts/search?q=Yongqiang%20Chen"> Yongqiang Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Yuanyuan%20Hua"> Yuanyuan Hua</a>, <a href="https://publications.waset.org/abstracts/search?q=Wenqian%20Wang"> Wenqian Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Conflict is commonplace in construction projects, and construction projects always involve designing contracts between the owner and the contractor. However, how the contract affects the level of conflict between the owner and the contractor has not been elaborated. The purpose of this paper is to explain the effects of contractual complexity on the level of conflict, including task conflict and relationship conflict, and then to demonstrate the moderating role played by the interdependence between the owner and the contractor. Using data from owners and general contractors in the Chinese construction industry, this research reveals that contractual control will reduce relationship conflict. Contractual coordination will also reduce relationship conflict by the mediating effect of task conflict. Besides, under high joint interdependence, the positive relationship between task conflict and relationship conflict is strengthened, while high interdependence asymmetry has effects on weakening the relationship between task conflict and relationship conflict. The findings provide guidance for contract designers to draft suitable contracts in order to effectively deal with conflict. Additionally, this research implies that project managers should highlight the importance of contract in conflict management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=construction%20projects" title="construction projects">construction projects</a>, <a href="https://publications.waset.org/abstracts/search?q=contract%20governance" title=" contract governance"> contract governance</a>, <a href="https://publications.waset.org/abstracts/search?q=interdependence" title=" interdependence"> interdependence</a>, <a href="https://publications.waset.org/abstracts/search?q=relationship%20conflict" title=" relationship conflict"> relationship conflict</a>, <a href="https://publications.waset.org/abstracts/search?q=task%20conflict" title=" task conflict"> task conflict</a> </p> <a href="https://publications.waset.org/abstracts/100047/the-efficacy-of-contractual-governance-on-task-and-relationship-conflict-in-construction-projects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100047.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">218</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2088</span> A Mutually Exclusive Task Generation Method Based on Data Augmentation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Haojie%20Wang">Haojie Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Xun%20Li"> Xun Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Rui%20Yin"> Rui Yin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In order to solve the memorization overfitting in the meta-learning MAML algorithm, a method of generating mutually exclusive tasks based on data augmentation is proposed. This method generates a mutex task by corresponding one feature of the data to multiple labels, so that the generated mutex task is inconsistent with the data distribution in the initial dataset. Because generating mutex tasks for all data will produce a large number of invalid data and, in the worst case, lead to exponential growth of computation, this paper also proposes a key data extraction method, that only extracts part of the data to generate the mutex task. The experiments show that the method of generating mutually exclusive tasks can effectively solve the memorization overfitting in the meta-learning MAML algorithm. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=data%20augmentation" title="data augmentation">data augmentation</a>, <a href="https://publications.waset.org/abstracts/search?q=mutex%20task%20generation" title=" mutex task generation"> mutex task generation</a>, <a href="https://publications.waset.org/abstracts/search?q=meta-learning" title=" meta-learning"> meta-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=text%20classification." title=" text classification."> text classification.</a> </p> <a href="https://publications.waset.org/abstracts/173913/a-mutually-exclusive-task-generation-method-based-on-data-augmentation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173913.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">94</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2087</span> A Mutually Exclusive Task Generation Method Based on Data Augmentation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Haojie%20Wang">Haojie Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Xun%20Li"> Xun Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Rui%20Yin"> Rui Yin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In order to solve the memorization overfitting in the model-agnostic meta-learning MAML algorithm, a method of generating mutually exclusive tasks based on data augmentation is proposed. This method generates a mutex task by corresponding one feature of the data to multiple labels so that the generated mutex task is inconsistent with the data distribution in the initial dataset. Because generating mutex tasks for all data will produce a large number of invalid data and, in the worst case, lead to an exponential growth of computation, this paper also proposes a key data extraction method that only extract part of the data to generate the mutex task. The experiments show that the method of generating mutually exclusive tasks can effectively solve the memorization overfitting in the meta-learning MAML algorithm. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mutex%20task%20generation" title="mutex task generation">mutex task generation</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20augmentation" title=" data augmentation"> data augmentation</a>, <a href="https://publications.waset.org/abstracts/search?q=meta-learning" title=" meta-learning"> meta-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=text%20classification." title=" text classification."> text classification.</a> </p> <a href="https://publications.waset.org/abstracts/168341/a-mutually-exclusive-task-generation-method-based-on-data-augmentation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168341.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">143</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2086</span> The Effect of Bilingualism on Prospective Memory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asl%C4%B1%20Y%C3%B6r%C3%BCk">Aslı Yörük</a>, <a href="https://publications.waset.org/abstracts/search?q=Mevla%20Yahya"> Mevla Yahya</a>, <a href="https://publications.waset.org/abstracts/search?q=Banu%20Tavat"> Banu Tavat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is well established that bilinguals outperform monolinguals on executive function tasks. However, the effects of bilingualism on prospective memory (PM), which also requires executive functions, have not been investigated vastly. This study aimed to compare bi and monolingual participants' PM performance in focal and non-focal PM tasks. Considering that bilinguals have greater executive function abilities than monolinguals, we predict that bilinguals’ PM performance would be higher than monolinguals on the non-focal PM task, which requires controlled monitoring processes. To investigate these predictions, we administered the focal and non-focal PM task and measured the PM and ongoing task performance. Forty-eight Turkish-English bilinguals residing in North Macedonia and forty-eight Turkish monolinguals living in Turkey between the ages of 18-30 participated in the study. They were instructed to remember responding to rarely appearing PM cues while engaged in an ongoing task, i.e., spatial working memory task. The focality of the task was manipulated by giving different instructions for PM cues. In the focal PM task, participants were asked to remember to press an enter key whenever a particular target stimulus appeared in the working memory task; in the non-focal PM task, instead of responding to a specific target shape, participants were asked to remember to press the enter key whenever the background color of the working memory trials changes to a specific color (yellow). To analyze data, we performed a 2 × 2 mixed factorial ANOVA with the task (focal versus non-focal) as a within-subject variable and language group (bilinguals versus monolinguals) as a between-subject variable. The results showed no direct evidence for a bilingual advantage in PM. That is, the group’s performance did not differ in PM accuracy and ongoing task accuracy. However, bilinguals were overall faster in the ongoing task, yet this was not specific to PM cue’s focality. Moreover, the results showed a reversed effect of PM cue's focality on the ongoing task performance. That is, both bi and monolinguals showed enhanced performance in the non-focal PM cue task. These findings raise skepticism about the literature's prevalent findings and theoretical explanations. Future studies should investigate possible alternative explanations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingualism" title="bilingualism">bilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=executive%20functions" title=" executive functions"> executive functions</a>, <a href="https://publications.waset.org/abstracts/search?q=focality" title=" focality"> focality</a>, <a href="https://publications.waset.org/abstracts/search?q=prospective%20memory" title=" prospective memory"> prospective memory</a> </p> <a href="https://publications.waset.org/abstracts/155837/the-effect-of-bilingualism-on-prospective-memory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155837.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">115</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2085</span> Pain and Lumbar Muscle Activation before and after Functional Task in Nonspecific Chronic Low Back Pain</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=L%C3%ADdia%20E.%20O.%20Cruz">Lídia E. O. Cruz</a>, <a href="https://publications.waset.org/abstracts/search?q=Adriano%20P.%20C.%20Calvo"> Adriano P. C. Calvo</a>, <a href="https://publications.waset.org/abstracts/search?q=Renato%20J.%20Soares"> Renato J. Soares</a>, <a href="https://publications.waset.org/abstracts/search?q=Regiane%20A.%20Carvalho"> Regiane A. Carvalho</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Individuals with non-specific chronic low back pain may present altered movement patterns during functional activities. However, muscle behavior before and after performing a functional task with different load conditions is not yet fully understood. The aim of this study is to analyze lumbar muscle activity before and after performing the functional task of picking up and placing an object on the ground (with and without load) in individuals with nonspecific chronic low back pain. 20 subjects with nonspecific chronic low back pain and 20 healthy subjects participated in this study. A surface electromyography was performed in the ilio-costal, longissimus and multifidus muscles to evaluate lumbar muscle activity before and after performing the functional task of picking up and placing an object on the ground, with and without load. The symptomatic participants had greater lumbar muscle activation compared to the asymptomatic group, more evident in performing the task without load, with statistically significant difference (p = 0,033) between groups for the right multifidus muscle. This study showed that individuals with nonspecific chronic low back pain have higher muscle activation before and after performing a functional task compared to healthy participants. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chronic%20low%20back%20pain" title="chronic low back pain">chronic low back pain</a>, <a href="https://publications.waset.org/abstracts/search?q=functional%20task" title=" functional task"> functional task</a>, <a href="https://publications.waset.org/abstracts/search?q=lumbar%20muscles" title=" lumbar muscles"> lumbar muscles</a>, <a href="https://publications.waset.org/abstracts/search?q=muscle%20activity" title=" muscle activity"> muscle activity</a> </p> <a href="https://publications.waset.org/abstracts/135179/pain-and-lumbar-muscle-activation-before-and-after-functional-task-in-nonspecific-chronic-low-back-pain" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135179.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">197</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2084</span> The Correlation between Users’ Star Rating and Usability on Mobile Applications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdulmohsen%20A.%20AlBesher">Abdulmohsen A. AlBesher</a>, <a href="https://publications.waset.org/abstracts/search?q=Richard%20T.%20Stone"> Richard T. Stone</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Star rating for mobile applications is a very useful way to differentiate between the best and worst rated applications. However, the question is whether the rating reflects the level of usability or not. The aim of this paper is to find out if the user’ star ratings on mobile apps correlate with the usability of those apps. Thus, we tested three mobile apps, which have different star ratings: low, medium, and high. Participating in the study, 15 mobile phone users were asked to do one single task for each of the three tested apps. After each task, the participant evaluated the app by answering a survey based on the System Usability Scale (SUS). The results found that there is no major correlation between the star rating and the usability. However, it was found that the task completion time and the numbers of errors that may happen while completing the task were significantly correlated to the usability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mobile%20applications" title="mobile applications">mobile applications</a>, <a href="https://publications.waset.org/abstracts/search?q=SUS" title=" SUS"> SUS</a>, <a href="https://publications.waset.org/abstracts/search?q=star%20rating" title=" star rating"> star rating</a>, <a href="https://publications.waset.org/abstracts/search?q=usability" title=" usability"> usability</a> </p> <a href="https://publications.waset.org/abstracts/61079/the-correlation-between-users-star-rating-and-usability-on-mobile-applications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61079.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">321</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2083</span> Efficacy of Task Based Language Teaching in a Second Language Classroom Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wajiha%20Fatima">Wajiha Fatima</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Various approaches and methods for second language classroom teaching have been proposed since the nineteenth century. Task Based Language Teaching has been prevailing approach in a second language classroom context. It is an approach which immerses students in a naturalistic setting. Tasks are the core unit of planning and instruction. This paper aims at expounding the concept of Task Based Language Teaching and how it has been evolved. In this study, researcher will highlight the usefulness of TBLT and the role it played as a powerful tool for learning and teaching in a second language setting. The article will reflect the implementation of various tasks based activities as well as the roles played by learners and teachers and the problems faced by them. In the end, researcher will discuss how TBLT can be implemented in second language classroom pedagogy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=implementation" title="implementation">implementation</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20classroom" title=" second language classroom"> second language classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=tasks" title=" tasks"> tasks</a>, <a href="https://publications.waset.org/abstracts/search?q=task%20based%20language%20teaching" title=" task based language teaching"> task based language teaching</a> </p> <a href="https://publications.waset.org/abstracts/75867/efficacy-of-task-based-language-teaching-in-a-second-language-classroom-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75867.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">352</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2082</span> Investigating the Impact of Task Demand and Duration on Passage of Time Judgements and Duration Estimates</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jesika%20A.%20Walker">Jesika A. Walker</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Aswad"> Mohammed Aswad</a>, <a href="https://publications.waset.org/abstracts/search?q=Guy%20Lacroix"> Guy Lacroix</a>, <a href="https://publications.waset.org/abstracts/search?q=Denis%20Cousineau"> Denis Cousineau</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is a fundamental disconnect between the experience of time passing and the chronometric units by which time is quantified. Specifically, there appears to be no relationship between the passage of time judgments (PoTJs) and verbal duration estimates at short durations (e.g., < 2000 milliseconds). When a duration is longer than several minutes, however, evidence suggests that a slower feeling of time passing is predictive of overestimation. Might the length of a task moderate the relation between PoTJs and duration estimates? Similarly, the estimation paradigm (prospective vs. retrospective) and the mental effort demanded of a task (task demand) have both been found to influence duration estimates. However, only a handful of experiments have investigated these effects for tasks of long durations, and the results have been mixed. Thus, might the length of a task also moderate the effects of the estimation paradigm and task demand on duration estimates? To investigate these questions, 273 participants performed either an easy or difficult visual and memory search task for either eight or 58 minutes, under prospective or retrospective instructions. Afterward, participants provided a duration estimate in minutes, followed by a PoTJ on a Likert scale (1 = very slow, 7 = very fast). A 2 (prospective vs. retrospective) × 2 (eight minutes vs. 58 minutes) × 2 (high vs. low difficulty) between-subjects ANOVA revealed a two-way interaction between task demand and task duration on PoTJs, p = .02. Specifically, time felt faster in the more challenging task, but only in the eight-minute condition, p < .01. Duration estimates were transformed into RATIOs (estimate/actual duration) to standardize estimates across durations. An ANOVA revealed a two-way interaction between estimation paradigm and task duration, p = .03. Specifically, participants overestimated the task more if they were given prospective instructions, but only in the eight-minute task. Surprisingly, there was no effect of task difficulty on duration estimates. Thus, the demands of a task may influence ‘feeling of time’ and ‘estimation time’ differently, contributing to the existing theory that these two forms of time judgement rely on separate underlying cognitive mechanisms. Finally, a significant main effect of task duration was found for both PoTJs and duration estimates (ps < .001). Participants underestimated the 58-minute task (m = 42.5 minutes) and overestimated the eight-minute task (m = 10.7 minutes). Yet, they reported the 58-minute task as passing significantly slower on a Likert scale (m = 2.5) compared to the eight-minute task (m = 4.1). In fact, a significant correlation was found between PoTJ and duration estimation (r = .27, p <.001). This experiment thus provides evidence for a compensatory effect at longer durations, in which people underestimate a ‘slow feeling condition and overestimate a ‘fast feeling condition. The results are discussed in relation to heuristics that might alter the relationship between these two variables when conditions range from several minutes up to almost an hour. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=duration%20estimates" title="duration estimates">duration estimates</a>, <a href="https://publications.waset.org/abstracts/search?q=long%20durations" title=" long durations"> long durations</a>, <a href="https://publications.waset.org/abstracts/search?q=passage%20of%20time%20judgements" title=" passage of time judgements"> passage of time judgements</a>, <a href="https://publications.waset.org/abstracts/search?q=task%20demands" title=" task demands"> task demands</a> </p> <a href="https://publications.waset.org/abstracts/134011/investigating-the-impact-of-task-demand-and-duration-on-passage-of-time-judgements-and-duration-estimates" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/134011.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">130</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2081</span> Efficient Rehearsal Free Zero Forgetting Continual Learning Using Adaptive Weight Modulation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yonatan%20Sverdlov">Yonatan Sverdlov</a>, <a href="https://publications.waset.org/abstracts/search?q=Shimon%20Ullman"> Shimon Ullman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Artificial neural networks encounter a notable challenge known as continual learning, which involves acquiring knowledge of multiple tasks over an extended period. This challenge arises due to the tendency of previously learned weights to be adjusted to suit the objectives of new tasks, resulting in a phenomenon called catastrophic forgetting. Most approaches to this problem seek a balance between maximizing performance on the new tasks and minimizing the forgetting of previous tasks. In contrast, our approach attempts to maximize the performance of the new task, while ensuring zero forgetting. This is accomplished through the introduction of task-specific modulation parameters for each task, and only these parameters are learned for the new task, after a set of initial tasks have been learned. Through comprehensive experimental evaluations, our model demonstrates superior performance in acquiring and retaining novel tasks that pose difficulties for other multi-task models. This emphasizes the efficacy of our approach in preventing catastrophic forgetting while accommodating the acquisition of new tasks. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=continual%20learning" title="continual learning">continual learning</a>, <a href="https://publications.waset.org/abstracts/search?q=life-long%20learning" title=" life-long learning"> life-long learning</a>, <a href="https://publications.waset.org/abstracts/search?q=neural%20analogies" title=" neural analogies"> neural analogies</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptive%20modulation" title=" adaptive modulation"> adaptive modulation</a> </p> <a href="https://publications.waset.org/abstracts/170980/efficient-rehearsal-free-zero-forgetting-continual-learning-using-adaptive-weight-modulation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170980.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">70</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2080</span> Effect of Perceived Importance of a Task in the Prospective Memory Task</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kazushige%20Wada">Kazushige Wada</a>, <a href="https://publications.waset.org/abstracts/search?q=Mayuko%20Ueda"> Mayuko Ueda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the present study, we reanalyzed lapse errors in the last phase of a job, by re-counting near lapse errors and increasing the number of participants. We also examined the results of this study from the perspective of prospective memory (PM), which concerns future actions. This study was designed to investigate whether perceiving the importance of PM tasks caused lapse errors in the last phase of a job and to determine if such errors could be explained from the perspective of PM processing. Participants (N = 34) conducted a computerized clicking task, in which they clicked on 10 figures that they had learned in advance in 8 blocks of 10 trials. Participants were requested to click the check box in the start display of a block and to click the checking off box in the finishing display. This task was a PM task. As a measure of PM performance, we counted the number of omission errors caused by forgetting to check off in the finishing display, which was defined as a lapse error. The perceived importance was manipulated by different instructions. Half the participants in the highly important task condition were instructed that checking off was very important, because equipment would be overloaded if it were not done. The other half in the not important task condition was instructed only about the location and procedure for checking off. Furthermore, we controlled workload and the emotion of surprise to confirm the effect of demand capacity and attention. To manipulate emotions during the clicking task, we suddenly presented a photo of a traffic accident and the sound of a skidding car followed by an explosion. Workload was manipulated by requesting participants to press the 0 key in response to a beep. Results indicated too few forgetting induced lapse errors to be analyzed. However, there was a weak main effect of the perceived importance of the check task, in which the mouse moved to the “END” button before moving to the check box in the finishing display. Especially, the highly important task group showed more such near lapse errors, than the not important task group. Neither surprise, nor workload affected the occurrence of near lapse errors. These results imply that high perceived importance of PM tasks impair task performance. On the basis of the multiprocess framework of PM theory, we have suggested that PM task performance in this experiment relied not on monitoring PM tasks, but on spontaneous retrieving. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=prospective%20memory" title="prospective memory">prospective memory</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20importance" title=" perceived importance"> perceived importance</a>, <a href="https://publications.waset.org/abstracts/search?q=lapse%20errors" title=" lapse errors"> lapse errors</a>, <a href="https://publications.waset.org/abstracts/search?q=multi%20process%20framework%20of%20prospective%20memory." title=" multi process framework of prospective memory. "> multi process framework of prospective memory. </a> </p> <a href="https://publications.waset.org/abstracts/32227/effect-of-perceived-importance-of-a-task-in-the-prospective-memory-task" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32227.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">446</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2079</span> Neurophysiology of Domain Specific Execution Costs of Grasping in Working Memory Phases</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rumeysa%20Gunduz">Rumeysa Gunduz</a>, <a href="https://publications.waset.org/abstracts/search?q=Dirk%20Koester"> Dirk Koester</a>, <a href="https://publications.waset.org/abstracts/search?q=Thomas%20Schack"> Thomas Schack</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Previous behavioral studies have shown that working memory (WM) and manual actions share limited capacity cognitive resources, which in turn results in execution costs of manual actions in WM. However, to the best of our knowledge, there is no study investigating the neurophysiology of execution costs. The current study aims to fill this research gap investigating the neurophysiology of execution costs of grasping in WM phases (encoding, maintenance, retrieval) considering verbal and visuospatial domains of WM. A WM-grasping dual task paradigm was implemented to examine execution costs. Baseline single task required performing verbal or visuospatial version of a WM task. Dual task required performing the WM task embedded in a high precision grasp to place task. 30 participants were tested in a 2 (single vs. dual task) x 2 (visuo-spatial vs. verbal WM) within subject design. Event related potentials (ERPs) were extracted for each WM phase separately in the single and dual tasks. Memory performance for visuospatial WM, but not for verbal WM, was significantly lower in the dual task compared to the single task. Encoding related ERPs in the single task revealed different ERPs of verbal WM and visuospatial WM at bilateral anterior sites and right posterior site. In the dual task, bilateral anterior difference disappeared due to bilaterally increased anterior negativities for visuospatial WM. Maintenance related ERPs in the dual task revealed different ERPs of verbal WM and visuospatial WM at bilateral posterior sites. There was also anterior negativity for visuospatial WM. Retrieval related ERPs in the single task revealed different ERPs of verbal WM and visuospatial WM at bilateral posterior sites. In the dual task, there was no difference between verbal WM and visuospatial WM. Behavioral and ERP findings suggest that execution of grasping shares cognitive resources only with visuospatial WM, which in turn results in domain specific execution costs. Moreover, ERP findings suggest unique patterns of costs in each WM phase, which supports the idea that each WM phase reflects a separate cognitive process. This study not only contributes to the understanding of cognitive principles of manual action control, but also contributes to the understanding of WM as an entity consisting of separate modalities and cognitive processes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dual%20task" title="dual task">dual task</a>, <a href="https://publications.waset.org/abstracts/search?q=grasping%20execution" title=" grasping execution"> grasping execution</a>, <a href="https://publications.waset.org/abstracts/search?q=neurophysiology" title=" neurophysiology"> neurophysiology</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20memory%20domains" title=" working memory domains"> working memory domains</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20memory%20phases" title=" working memory phases "> working memory phases </a> </p> <a href="https://publications.waset.org/abstracts/35773/neurophysiology-of-domain-specific-execution-costs-of-grasping-in-working-memory-phases" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35773.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">426</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2078</span> In-Context Meta Learning for Automatic Designing Pretext Tasks for Self-Supervised Image Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Toktam%20Khatibi">Toktam Khatibi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Self-supervised learning (SSL) includes machine learning models that are trained on one aspect and/or one part of the input to learn other aspects and/or part of it. SSL models are divided into two different categories, including pre-text task-based models and contrastive learning ones. Pre-text tasks are some auxiliary tasks learning pseudo-labels, and the trained models are further fine-tuned for downstream tasks. However, one important disadvantage of SSL using pre-text task solving is defining an appropriate pre-text task for each image dataset with a variety of image modalities. Therefore, it is required to design an appropriate pretext task automatically for each dataset and each downstream task. To the best of our knowledge, the automatic designing of pretext tasks for image analysis has not been considered yet. In this paper, we present a framework based on In-context learning that describes each task based on its input and output data using a pre-trained image transformer. Our proposed method combines the input image and its learned description for optimizing the pre-text task design and its hyper-parameters using Meta-learning models. The representations learned from the pre-text tasks are fine-tuned for solving the downstream tasks. We demonstrate that our proposed framework outperforms the compared ones on unseen tasks and image modalities in addition to its superior performance for previously known tasks and datasets. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=in-context%20learning%20%28ICL%29" title="in-context learning (ICL)">in-context learning (ICL)</a>, <a href="https://publications.waset.org/abstracts/search?q=meta%20learning" title=" meta learning"> meta learning</a>, <a href="https://publications.waset.org/abstracts/search?q=self-supervised%20learning%20%28SSL%29" title=" self-supervised learning (SSL)"> self-supervised learning (SSL)</a>, <a href="https://publications.waset.org/abstracts/search?q=vision-language%20domain" title=" vision-language domain"> vision-language domain</a>, <a href="https://publications.waset.org/abstracts/search?q=transformers" title=" transformers"> transformers</a> </p> <a href="https://publications.waset.org/abstracts/177517/in-context-meta-learning-for-automatic-designing-pretext-tasks-for-self-supervised-image-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177517.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">80</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=task&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=task&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=task&page=4">4</a></li> <li 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