Sentence examples for framing tasks from inspiring English sources

To demonstrate this insight Lieberoth designed an experiment focusing on the psychological effects of framing tasks as games versus including game mechanics.

Here, we evaluate the source of framing biases by integrating functional magnetic resonance imaging data from 143 human participants performing a gain/loss framing task with meta-analytic data from >8000 neuroimaging studies.

Here, we wish to learn a TSB-HMM for all the aspect-frames (tasks) of one target jointly, which is referred to as multi-task TSB-HMM (MTL TSB-HMM).

The proposed approach consists of two phases: an offline phase where we adopt a multi-frame task model to perform the task-to-core mapping so as to improve the schedulability and the performance of the system and an online phase where we use the work-stealing algorithm to exploit tasks' parallelism among cores with the aim of improving the system responsiveness.

Moreover, we submit that the design of the graphical interface has a greater influence on human judgment bias than framing in tasks of higher complexity.

Despite the promising advantages of framing cognitive tasks within this model most of the published research is limited to first stages of CWA and developed an abstract understanding rather than tangible design recommendations.

For instrumentality (which is concerned with establishing a sense of an individual's role in the team) they advise "personal efforts for the team outcome can be increased by framing the task assignment clearly and transparently, giving feedback for achieving goals, and communicating relationships between tasks and team member contributions" (p. 461).

When applied to the word sense and verb subcategorization frame determination tasks, the model learns sharp joint probability distributions which correspond to linguistic intuitions about the correlations of the variables.

The outcomes indicate that engagement and enjoyment increased significantly due to the psychological effects of framing the task as a game.

As teachers frame conjecturing tasks as primarily about the resources that students use, we see that the operations that students use to make conjectures and the conjectures that students arrive at could be underspecified and undervalued in classrooms.

That's why I want to suggest we change our ways of framing the task of increasing diversity in higher education.