Sentence examples for task preferences from inspiring English sources

Hence, goal orientations explain differences in individual task preferences, and the quality and extent of cognitions and experiences during task engagements (cf. Maehr and Zusho 2009).

Table 2 The coded determinant features for the learners' task preferences Inductive Category Percentage The use of context in teaching grammar 30 The use of contextual support for practicing grammar 28 Task demands 22 The novelty of procedures 8 The saliency of focused linguistic structure 12. Task demand was another characteristic which was frequently referred to in the learners' responses.

Importantly, these anchor points persisted in a task-dependent manner: When participants judged graphs that varied in both size and contrast (orthogonal task), preference ratios defined by the task-relevant dimension were significantly stronger than preference ratios defined by the task-irrelevant dimension.

Individuals are always motivated to perform any of the tasks, and individuals do not differ in their task preference.

In the case of cognitive and motor tasks, preference is given to the realization of the cognitive task.

Unlabelled post-task preference for the PSA screening-like option was greater for Australian (39.1%) compared to US (26.3%) participants (adjusted OR 1.68 (1.68-2.22)).

When all participants had completed the task, the preferences elicited were fed back to the group and a short period of discussion followed.

Participants were then randomly allocated by the study website (hosted by Qualtrics.com) to one of two groups: prime or no prime, and taken through the tasks in the following order: advert rating (prime group only); food shopping questionnaire; size estimation task; food preferences task; evaluative priming task; and end of study questionnaire.

Preferences were obtained to verify the ability of stroke survivors to go through a task of preference elicitation, and to estimate whether stroke survivors differed from persons without stroke when providing the weights.

The decision-making process takes user tasks, user preferences and contexts as inputs, matches device capabilities against TRs, and allocates suitable services to execute user tasks.

The teacher can focus more on her didactic tasks and preferences rather than on the available authoring tools, and spend less time to generate courses.