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These findings demonstrate that rTPJ is not involved only in reorienting between two task-relevant locations, but engages also when non-predictive cues are set-relevant, thereby, irrespective of voluntary attention and breaches of task-related expectations.
Our study demonstrated a modulatory effect of normative goals on the influence of task difficulty expectations on both performance and striatal sensitivity to positive versus negative feedback.
We used functional magnetic resonance imaging to investigate the effects of task difficulty expectations and achievement goals on feedback processing during learning.
The finding that normative goals enhanced the effect of task difficulty expectations on learning complements the growing body of evidence that performance goals can be beneficial when they are normative in nature, because they can prompt individuals to set higher standards for themselves and help them excel when they perceive those goals as achievable (Hulleman et al., 2008; Hulleman et al., 2010).
Factors affecting the process negatively include lack of supervision, uncertainty about tasks and expectations, and social context such as hierarchy of learners and perceived learning environment.
When making judgments and decisions about performance by others, raters are likely to use all three schema types interactively: raters' personal performance theory ('role schema'), normative expectations of task-specific behaviours (task-specific schema) and inferences about the ratee (person schema) may all influence assessment outcomes (Cardy et al. 1987; Borman 1987).
In line with expectations, differences in task performance and in brain activation were only found for the subset of tasks with the same sample-based task difficulty, but not when comparing tasks with the same person-specific task difficulty.
First, they provide the first demonstration of perseverative responding in a violation-of-expectation task.
completion of tasks.
The parent-dependent variables for ambiguous scenarios and challenge tasks were expectations of child negative emotions, control, threat, and mother control of child.
As with their experience of task-shifting, the perceptions and expectations of care providers coincide, to a large extent, with those of managers.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com