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Therefore, evaluation of existing ideas or products can be regarded as a production task because evaluation is a cognitive activity that can contribute to creative generation.
Because problem posing is a production task, it effectively allows a learner to examine each example through a productive activity.
The exact opposite result was true for the production task.
Therefore, further supportive intervention must be introduced in learning from an example through a production task.
Those who had learned the example through a production task transferred it.
In contrast, problem posing is a production task that requires generation of information and its synthesis.
Each participated in two tasks, a pitch discrimination task and a pitch production task.
In the action production task, infants were presented with three graspable objects.
The results also prove that in problem posing, learning an example through a production task is effective.
We refer to the former task as a comprehension task and the latter as a production task.
In the production task, the frequency of 6- and 12-month-old infants' contralateral reaching movements was examined.
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