Sentence examples for features of task from inspiring English sources

Implications for research and teaching on the role of different features of task repetition in task-based instruction are discussed.

To understand the levels involved in identifying salient features of task and performer we first present the framework for a single task.

The results support the prediction and show marked differences between the two tasks in how the locations and features of task-relevant and -irrelevant elements are remembered.

Examining steps children take to overcome difficulties in processing the relevant features of tasks and in correctly interpreting task instructions promise to illuminate mechanisms of conceptual development.

These features of task-specific performance schemas reflect raters' efforts to understand the requirements of task-specific performance and the use of 'task-specific performance theory' to interpret and evaluate what is happening during the patient encounter.

By observing how students interact with tasks, we can begin to link particular features of tasks to observed learning outcomes.

For this reason, it is crucial to understand the relationship between specific features of tasks and learning outcomes.

Experiments in the testbed examine the interaction between (1) agents' resource limits in attentional capacity and inferential capacity; (2) agents' choice in communication; and (3) features of communicative tasks that affect task difficulty such as inferential complexity, degree of belief coordination required, and tolerance for errors.

Then, we present the features of the task context model and discuss the design of the task context-aware e-mail platform.

These modifications permitted a more rigorous comparison of group differences in discrimination ability by ensuring that all other features of the task and stimuli remained constant across all three tasks to eliminate possible confounds.

Secondly, research findings indicate that the particular set of behaviours related to effective performance may differ from one task to another, depending on the setting and specific features of the task (e.g. Veldhuijzen et al. 2007).