Sentence examples for task material from inspiring English sources

In the present study, participants trained the NRT before sleep in order to create implicit neural representations of task material and performed a retest session after sleep, as reported in previous sleep studies with the NRT [26], [28].

Therefore, our schema material should facilitate transfer to related task material.

Therefore, the schema components consisted of (1) rule-based associations, and (2) low-level visual features of the task material.

Low-level visual features of the task material were represented in occipital regions, AG, and fusiform gyrus.

Most importantly, this retrieval-related convergence was found only after 24-hour-consolidation and when transferring consolidated schemas to new but related task material.

This analysis was grounded on the assumption that subjects would employ stable, consolidated schema knowledge to solve new task material (as suggested by our behavioral results above).

The external component includes the audience for the writing task, the written text, and task materials used to draft the text such as dictionaries and peer's notes.

To investigate the possible role of these attributes, we conducted an independent rating task (Materials S1; Figure S1) using a different group of subjects and correlated these results with the wagering behavior observed in this study (Materials S1).

An example of task materials is provided in the Appendix.

Across the study group conversations, participants described students in terms of the tasks' mathematical resources which students could understand or misunderstand and the tasks' material and social resources which they could use or misuse, but participants paid little attention to the operations that students might employ in the task or the goals that students were working toward in the task.

Furthermore, we expect an enthusiastic teaching style and application-oriented instruction to enhance students' enjoyment, because, implicitly, both reinforce attributions of value to instructional tasks, materials and contents.