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Most tools, including those most likely to be used by workplace risk managers, are based on observations of task performance.
In the present report, we extend our previous observations on task-specific motor facilitation in young adults [ 6] to healthy seniors.
The reason for the different observations on TASK-3 remains unresolved, but might reside in different experimental conditions, in particular the exposure time to AICAR.
Academic engagement was determined by observing time-on-task during three classroom observation moments (start, midway and end observation).
The greatest source of measurement error in determining the absolute standard error of measurement related to context specificity, the observation that doing well on one task, would not necessarily mean doing well on another task.
Focus on one task at a time.
Concentrate on one task at a time.
Whether this observation is based on task difficulty and/or how strong and active participants' gender stereotypes are in a given sample needs further investigation.
Although time-on-task observations do not cover all these components of academic engagement, several studies have demonstrated that time-on-task (as a measure of academic engagement) was positively related to academic achievement [ 3, 31].
Following the procedure recommended by Leth-Steensen et al. [ 18], observations on the fast task that were more than four standard deviations from a participant's mean reaction time for a specific condition were excluded.
It can be discussed whether or not time-on-task observation is an adequate method for measuring academic engagement.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com