Rights statement: https://www.cambridge.org/core/journals/studies-in-second-language-acquisition/article/measuring-cognitive-task-demands-using-dual-task-methodology-subjective-self-ratings-and-expert-judgments/EB97A051BF3AC9B47DC05FD8FE197D48 The final, definitive version of this article has been published in the Journal, Second Language Acquisition, 38 (4), pp 703-737 2016, © 2015 Cambridge University Press.
Accepted author manuscript, 405 KB, PDF document
Available under license: CC BY: Creative Commons Attribution 4.0 International License
Rights statement: https://www.cambridge.org/core/journals/studies-in-second-language-acquisition/article/measuring-cognitive-task-demands-using-dual-task-methodology-subjective-self-ratings-and-expert-judgments/EB97A051BF3AC9B47DC05FD8FE197D48 The final, definitive version of this article has been published in the Journal, Second Language Acquisition, 38 (4), pp 703-737 2016, © 2015 Cambridge University Press.
Accepted author manuscript, 123 KB, PDF document
Available under license: CC BY: Creative Commons Attribution 4.0 International License
Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - Measuring cognitive task demands using dual task methodology, subjective self-ratings, and expert judgments
T2 - a validation study
AU - Révész, Andrea
AU - Michel, Marije
AU - Gilabert, Roger
N1 - https://www.cambridge.org/core/journals/studies-in-second-language-acquisition/article/measuring-cognitive-task-demands-using-dual-task-methodology-subjective-self-ratings-and-expert-judgments/EB97A051BF3AC9B47DC05FD8FE197D48 The final, definitive version of this article has been published in the Journal, Second Language Acquisition, 38 (4), pp 703-737 2016, © 2015 Cambridge University Press.
PY - 2016/12
Y1 - 2016/12
N2 - This study explored the usefulness of dual-task methodology, self-ratings, and expert judgements in assessing task-generated cognitive demands as a way to provide validity evidence for manipulations of task complexity. The participants were 96 students and 61 ESL teachers. The students, 48 English native speakers and 48 ESL speakers, carried out simple and complex versions of three oral tasks – a picture narrative, a map task, and a decision-making task. Half of the students completed the tasks under a dual task condition. The remaining half performed the tasks under a single task condition without a secondary task. Participants in the single condition were asked to rate their perceived mental effort and task difficulty. The ESL teachers provided expert judgments of anticipated mental effort and task difficulty along with explanations for their ratings via an online questionnaire. As predicted, the more complex task versions were found and judged to pose greater cognitive effort on most measures.
AB - This study explored the usefulness of dual-task methodology, self-ratings, and expert judgements in assessing task-generated cognitive demands as a way to provide validity evidence for manipulations of task complexity. The participants were 96 students and 61 ESL teachers. The students, 48 English native speakers and 48 ESL speakers, carried out simple and complex versions of three oral tasks – a picture narrative, a map task, and a decision-making task. Half of the students completed the tasks under a dual task condition. The remaining half performed the tasks under a single task condition without a secondary task. Participants in the single condition were asked to rate their perceived mental effort and task difficulty. The ESL teachers provided expert judgments of anticipated mental effort and task difficulty along with explanations for their ratings via an online questionnaire. As predicted, the more complex task versions were found and judged to pose greater cognitive effort on most measures.
U2 - 10.1017/S0272263115000339
DO - 10.1017/S0272263115000339
M3 - Journal article
VL - 38
SP - 703
EP - 737
JO - Studies in Second Language Acquisition
JF - Studies in Second Language Acquisition
SN - 0272-2631
IS - 4
ER -