'task of comparison' is correct and usable in written English.
You can use it when you are attempting to analyze or explain the similarities or differences between two or more things. For example, "The main task of comparison in this study was to compare the lifecycles of two species of frogs."
The task of pairwise comparison of regulatory sequences is much harder than traditional pairwise alignment since only very few shared words might lead to a similar activity.
Improving this time complexity is considered important in protein structure prediction and structural comparison, where the task of comparing very numerous structures is commonly encountered.
Since both regular words and pseudowords generate the same pronunciations for the 2 tasks, their task comparison is free of potentially confounding articulatory effects.
Participants in an eyewitness identification task have the option of rejecting the lineup entirely, which may change the underlying task from one of comparison (as in 2AFC) to one in which the subject must simply identify the strongest item that exceeds a minimum criterion (DeCarlo, 2013).
Mussolin et al. [ 48] examined young DD and control children (10 11 years old) on several tasks of numerical comparison.
Currently it is unclear whether an equally refined evaluation of numerical magnitude occurs in both controlled (the numerical comparison task of the NSP) and automatic (the physical comparison task of the NSP) numerical comparison in both children and adults.
In order to test whether the effects of remediation were different for the two types of comparison tasks (symbolic vs. non-symbolic), we ran post-hoc 2 × 2 × 4 (task × session × distance) ANOVAs for both reaction time and accuracy.
Second, we aimed to extend earlier findings by examining whether the speed of magnitude processing is similar in children and adults both when numerical information is task-relevant (numerical comparison task of the Stroop paradigm) and when it is task-irrelevant (physical comparison task of the Stroop paradigm).
Finally, as mentioned earlier, both the phoneme classification and semantic classification tasks require cognitive processes of comparison and classification going beyond speech perception and comprehension.
To avoid order effects or carryover effects, factorial design techniques that also preclude repetitive presentations of certain health states (A versus B followed by C versus D and not by A versus C, for instance) should be used in the assignment of comparison tasks to respondents.
