"task comprehension" is a correct and usable phrase in written English.
It is frequently used to refer to the understanding of the requirements of a particular task. For example, "The instructor was impressed with the student's task comprehension."
Two of these participants were also unable to complete a separate orientation discrimination task, which suggests that their inability to reach threshold was due to difficulties in task comprehension rather than an inability to perceive symmetry.
Importantly, we also developed an equivalent task using photographs of shoes instead of faces, enabling us to control for potentially confounding factors such as general intellectual ability, visual processing skills, task comprehension and sustained attention.
Behavioral practice outside the scanner ensured task comprehension.
It is notable that model-based performance was found to depend partly on task comprehension.
Items, which demanded maturity, co-operation and task comprehension such as muscle function, are more vulnerable for different assessment results as research conditions can change between the observers.
Finally, unlike in Experiment 1, task comprehension did not significantly correlate with the model-based index (Spearman's r = –.16, p =.13).
Two tasks (comprehension of passive structures and spatial structures) were selected as control behaviours.
This conclusion was confirmed by the results of Experiment 2, which presented the identical accusative sentences from Experiment 1 in isolation using two different tasks (comprehension vs. acceptability) and again revealed N400-late positivity responses.
This active involvement of all trainees seems to be of significant importance, as the defined tasks (comprehension, performance, observation and peer feedback) might have led to the fact that the expert ratings document that participants were highly focused.
Within the modified Peyton's Approach, Steps 1 and 2 of Peyton's Four-Step Approach are only performed once (Part I: "Demonstration and Deconstruction"), while during the "Circulation", the modified Peyton's Approach actively involves all participating students by delegating defined tasks ("Comprehension", "Trainee's Performance", "Observation" and "Peer Feedback").
The test was based on one of Doyle's (1983) categories of academic tasks, namely comprehension tasks.
