Sentence examples for task assessing from inspiring English sources

Participants completed two attention tasks in a counterbalanced order: (i) a priming task assessing bottom-up control of attention and (ii) a working memory task assessing top-down control of attention.

The common thread across each task is the engagement of selective attention resources, with each task assessing this construct in a distinct manner.

99 fourth- and fifth-grade students completed a measure of mindful attention awareness (self-reported dispositional mindfulness) and a computerized executive function (EF) task assessing inhibitory control.

In a later session, the same individuals completed a finger-tapping task assessing the degree to which they predicted timing variations while synchronizing with tempo-changing auditory sequences (task 3).

Forty-five minutes afterward they completed an emotion recognition task assessing labeling accuracy for angry, disgusted, fearful, happy, neutral, and sad faces.

In the second task, assessing external monitoring, participants had to remember whether the experimenter had previously placed objects in the bag with a black or white gloved hand.

This task assessed the existing designs and proposed extensions or changes, where required.

A modified rapid reading task assessed pharmacological activation of words from motivationally relevant and irrelevant semantic domains (Gambling, Alcohol, Positive Affect, Negative Affect, Neutral).

The other task assessed the ability to generate temporal predictions about upcoming beat locations while tapping in synchrony with tempo-changing auditory sequences.

The task assessed subjects' ability to selectively attend to an unpredictable light cue and disregard olfactory distractors.

The measures of visual attention derived from the gap-overlap paradigm within the saccade tasks and the covert spatial attention task assessed the influence of exercise-induced fatigue on attentional factors involved in oculomotor control.