Earticle

The purpose of this study is to test whether phonological decoding process contributes to vocabulary learning in the frame of task involvement load. Three task materials with different amount of loads were created. Thirty eight Korean EFL university students participated in the task experiments (13 for reading comprehension task, 14 for reading comprehension plus decoding process, and 11 for reading comprehension plus gap-filling task). The participants’ performance was tested three times (pre-test, immediate post-test, and delayed post-test). It was found that there were no significant differences among the three groups in the immediate test, and that the reading plus phonological decoding group was significantly more advanced than the reading comprehension group and the reading plus gap-filling group in the delayed test. The results indicated that phonological decoding process was conducive to successful retention of vocabulary knowledge, a lot better than the reading comprehension task and the gap-filling task. It is suggested that phonological decoding needs to be regarded as one of the components of involvement loads that English instructors create various task materials entailing students’ phonological process.

How does working memory (WM) load affect concurrent visual selection? A previous study has shown that high WM load increases functional magnetic resonance imaging (fMRI) signals for task-irrelevant information, suggesting that visual selection is impaired with a WM load. In contrast, recent behavioral experiments demonstrated that visual selection can be enhanced if the type of WM load overlaps with distractor processing. Using fMRI, the current experiment extends the previous behavioral findings by demonstrating that loading WM with face images can reduce task-irrelevant face processing in the face-selective cortical region, the fusiform face are (FFA). In Experiment 1, while remembering a famous (low load) or novel (high load) face, participants performed a politician-athlete classification for names overlaid on distractor faces. In Experiment 2, participants remembered one novel face (low load) or three different novel faces (high load) for the WM task. In both experiments, high WM load enhanced target selection. The FFA responses were reduced to face distractors when WM was demanded. We further demonstrated that these results were not driven by load-dependent baseline shifts in the FFA activity in Experiment 3. In conjunction with previous studies, the current findings suggest that WM load can attenuate distractor interference and improve target selection when the contents of WM shares limited-capacity processing with distractors.

Recent studies in task-based research have increasingly implemented ways to measure cognitive load in order to ensure that the tasks that were intended to be more complex placed greater cognitive load onto the learner, which in turn would lead to systematic changes in outcome measures. This study aims to introduce a more objective, indirect measure of cognitive load: time-on-task. In this study, 42 native speakers of English carried out three types of oral tasks that each had three levels of task complexity, operationalized as the number of elements. Cognitive load was measured by learner self-ratings, prospective time estimations, the dual task methodology, and time-on-task. Results of a series of correlational analyses and repeated-measures ANOVA showed that time-on-task, which can further be divided into time-on-planning and time-on-speech, proved to be a valid measure of cognitive load.

A great deal of exposure to words and deeper processing of the tasks are believed to facilitate learners’ vocabulary learning. However, previous studies have been confined to examining the effects of these two factors solely in learning single words. Therefore, this study aimed to investigate the effects of exposure frequency and task-induced involvement on learning L2 collocations. Thirty middle school students participated in the study to learn 16 unknown collocations through four different learning conditions: lower or higher involvement with one or four occurrences. Form and meaning recall tests were conducted immediately at the end of two learning sessions and 2-weeks later for delayed post-tests. The results showed that significant gains were obtained by the higher involvement with one and four occurrence conditions in the immediate post-tests. The effect of task-induced involvement loads seems more decisive than that of exposure frequency in regard to learning the collocations. The extended number of exposure did not have a significant impact on the retention of collocations under the same involvement load. Also, more exposure could not compensate for deeper elaboration of the given tasks. The optimal retrievals of collocations need to be established in future research considering the intensity of exposure.

This study examines the claim that vocabulary learning and retention are dependent on a task's involvement load (i.e., need, search, evaluation), as proposed by Hulstijn and Laufer (2001a). The study aims at comparing the effects of task types and task involvement load on vocabulary retention for Korean EFL university students. More specifically, this study was designed to test whether differential levels of task involvement loads lead to equally effective results to vocabulary retention when the total involvement index being equal. Three types of productive word-focused tasks (gap-filling using a dictionary, writing original sentences, and gap-filling through word transformation) were used to examine the interplay of involvement index and task types. The result indicated that there were significant main effects of task types, test types, and proficiency levels. The results also indicated that there were significant interaction effects of task types on the retention tests, proficiency levels on the retention tests, and task types×proficiency levels on the retentions. The pedagogical implications and further research directions are discussed.

이 연구는 치의학 교육을 위한 부정교합 진찰용 가상현실 시뮬레이션의 적용 효과를 검증하기 위한 것이다. 부정교합 진단을 위해서는 치아모형을 사실적인 수준으로 만들어야 하며 이렇게 개발된 치아모형을 손으로 쥐고 상세하게 관찰할 수 있어야 한다. 이 연구에서는 치의학 가상현실 시뮬레이션을 만들기 위한 4단계 모델링 절차를 적용했다. 또한 이렇게 개발된 가상현실 시뮬레이션이 학습자의 숙달수준에 따라서 어떻게 지각되는가를 확인하기 위해서 HMD를 착용하고 진단을 하도록 했다. 이 연구에는 치의학전문대학원 재학생 3학년(29명), 4학년(29명), 치의학 전공의(28명)이 참여했으며, 두 가지 증례에 대한 진단활동을 통해서 과제부하와 사용용이성을 측정했다. 과제부하에 대한 검증에서 3학년이 전공의보다 더 많은 정신적 요구량과 당혹감을 지각하고 있었다. 이 결과는 시뮬레이션을 사용할 때 숙달수준에 따라서 지각하는 과제부하가 달라지고 있음을 보여주는 것이다. 반면에 사용용이성(구강모형의 조작, 오류수정, 오류인식)에서 4학년이 전공의보다 더 높은 용이성 지각을 보여줬다. 이 연구를 통하여 전문 훈련용 가상현실 시뮬레이션의 개발을 위한 함의점을 논의하였다.

This study aimed to investigate the effects of the virtual reality simulation for malocclusion examination for dental education. A 4-step modeling procedure was applied to develop a tooth model with a realistic level in order to be held and observed in detail. Eighty-six participants used HMDs to examine the developed virtual dental simulation to identify their perception according to expertise levels. The independent variable, expertise group, included three levels: 29 juniors, 29 seniors, and 28 dentists, respectively. The dependent variables, that were task-load and usability, were measured through two cases. Results showed that the junior group perceived a higher level of mental demands and embarrassment than the dentist group. It indicated that the perceived task load varies according to the expertise levels in the simulation task. However, the senior group perceived a higher level of ease of use than the dentist group. This study presented the implications for the development of virtual reality simulation in detail.

This study investigated the effect of a load of 15% body weight on trunk, pelvis and hip joint coordination and angle variability in subjects with and without chronic low back pain (CLBP) during an anterior load carriage task. Thirty volunteers participated in the study (15 without CLBP, 15 with CLBP). All participants were asked to perform an anterior carriage task with a load of 15% body weight. The outcome measures included the means and standard deviations for measurements of three-dimensional coordination and angle variability of the trunk, pelvis and hip joint. As CLBP patient group .06, control group .70, the correlation coefficient between the groups showed a significant difference only in trunk-pelvic in the sagittal plane (p<.05). Angle variability of CLBP patient group increased significantly in the trunk in frontal plane, the pelvis in all sagittal plane, frontal plane, transverse plane, and the hip in sagittal plane, the hip in frontal plane than angle variability of control group (p<.05). This results mean that the CLBP patient group showed a disconnected coordination pattern in the trunk-pelvis in the sagittal plane, an increased pelvic angle variability in all three planes, and hip angle variability in the sagittal, and frontal planes. The CLBP patient group may have developed a compensatory movement of the pelvis and hip joint arising from the changed stability due to the abnormal coordination patterns of the trunk-pelvic in the sagittal plane. Therefore, CLBP symptoms can potentially worsen in the pelvis and adjacent hip joint in CLBP patients who perform weight-related behaviors in their daily lives. Further research is needed to determine the three-dimensional characteristics of the electromyography and neuromuscular aspects of subjects with CLBP.

본 연구는 課題의 情報處理負荷量을 조사하여 기능적 측면에서, 水平的 偏差를 야기하는 요인을 통제함으로서, 具體的 操作權造 發達의 同時性을 입증하고자 하였다. 이는 倂合構造의 존재를 밝힘으로써 Piaget의 構造理論的인 認知發達段附槪念의 經驗的 妥常性을 확인하기 위함이었다. 본 연구에서는 多重分類操作과 多重序列操作의 遂行水準은 課題의 情報處理負荷量에 따라 차이가 있을 것이며, 多重分類操作과 多重序列操作의 同時性이 나타나는 時期는 課題의 情報處理負荷量에 따라 차이가 있을 것으로 가정하였다. 그러나 본 연구의 結果에서 課題의 情報處理負荷量이 操作間의 遂行水準의 차이를 결정하는 직접적인 요인이라고 보기는 어려웠으나, 同時性의 時期 역시 課題의 情報處理負荷量에 따라 일관성 있는 변화를 찾아보기 어려웠다. 따라서, 情報處理負荷量을 고려해도 構造理論的인 입장에서 Piaget의 認知發達段階槪念은 그 타당성 이 입증되지 않으므로, 能九構造와 操作의 情報處理遂行水準을 구분하거나 情報處理能力의 변화에 따른 發達段階設定의 필요성이 제기되었다.

This study aimed to examine the synchrony of development of logicomathematical groupings in concrete operational stage. The author controlled uniformly all the possible structural conditions of the task which are likely to have effect on the performance level of the operations, except for the number of attributes that constitute the matrix as information processing load of the task. This was to ascertain, the empirical validity of the concept of stage in Piaget's structural theory by confirming the existence of structure d'ensenible. It was assumed that the performance level of multiplicative classification, and multiple seriation would vary with the information, processing load of the task, and the time of synchrony between the two operations would vary with the information load of the task. But the findings of this study showed that the information processing load of the task neither allows direct effects on. the difference between ti e performance levels of the two operations, nor indicates consistent change of the time of synchrony between the two operations. Therefore, the synchronic development of the two operations was not verified even though the information processing load was consisdered. and the concept of Pragetian cognitive developmental stage in view of the. structural theory was not validated. Thus, it was suggested that either the competence structure and the performance level of operation should be independently treated as Wohlwill (1968) asserted, or another kind of developmental stage concept should be formulated according to the increas of children's information processing ability as Pascual-Leone (1976) conceived.

With an effort to verify the involvement load hypothesis, this study investigates the effects of three different vocabulary learning tasks - reading, filling in blanks, and sentence writing - on learners' short and long term memory when they are provided with the theoretically identical level of involvement tasks. It is also to examine whether there are any differences of learning effects between input and output vocabulary learning tasks. The experiments were conducted with 86 Korean middle school students grouped by three different task types. Pre-/post-tests and delayed tests were administered and analyzed. It was found that three vocabulary tasks with theoretically identical levels of involvement do not have the same learning effects: the involvement load hypothesis was not completely proved in the case of Korean students' vocabulary learning. The findings implied that (i) the difference of vocabulary learning tasks should be considered even though they have the same involvement load; (ii) given that EFL students learn new words in a limited amount of time in class, the reading task using a dictionary is found to be very helpful; and (iii) it is important to study target vocabulary repeatedly during class and to expose the vocabulary with different tasks to enhance students' retention of the newly learned vocabulary.

This study investigates the claim that task-induced involvement load has an effect on vocabulary learning and examines the effect of task types and word concreteness on intentional vocabulary learning in the Korean EFL context. This study aims at testing whether productive word-focused tasks lead to equally effective vocabulary learning when the total involvement load index is equal but the distribution of index levels of each component (need, search, and evaluation) is different. The three productive word-focused task types are gap-fillig, sentence writing, and gap-filling through word transformation. In addition, in order to investigate the effect of word concreteness on vocabulary learning, two groups of target words were selected based on the level of word concreteness. In sum, the results of this study generally supported involvement load hypothesis (Laufer & Hulstijin, 2001) and test types and proficiency levels proved to be important variables that affect vocabulary learning. Moreover, the findings also indicated that word concreteness was not a major factor in vocabulary learning. The pedagogical implications and further suggestions are discussed.

Scheduling algorithm is always a hot topic in cloud computing environment. In order to eliminate system bottleneck and balance load dynamically. A load balancing task scheduling algorithm based on weighted random and feedback mechanisms was proposed in this paper. At first the chosen cloud scheduling host chose resources by needs and made static quantification, and then sorted them; secondly the algorithm chose resources from which sorted by weight randomly; then it acquired corresponding dynamic information to make load filter and sort the left. At last it achieved the self-adaptively to system load through feedback mechanisms. The experiment shows that the algorithm has avoided the system bottleneck effectively and has achieved balanced load as well as self-adaptability to it.

Nowadays, different types of bandwidth eater are growing rapidly. Cloud computing as an Internet computing has propagate day by day to provide different type of accommodations and resources to web utilizer. Cloud computing employs Internet resources to execute sizably voluminous-scale tasks. Ergo, to cull felicitous node to execute a task is able to enhance the performance of astronomically immense-scale cloud computing environment. There are several different nodes in a cloud computing system. Namely, each node has different capability to execute task; hence, only consider the CPU remaining of the node is not enough when a node is opted to execute a task. Consequently, how to select an efficient node to execute a task is very consequential in a cloud computing.In this paper, we propose a scheduling algorithm, Load Balancing through Arranging Task with Completion Time, LBATCT which combines minimum completion time and load balancing strategies. For the case study, LBATCT can provide efficient utilization of computing resources and maintain the load balancing in cloud computing environment.

인간의 착지 전략은 다양한 조건에서 하지역학을 통해 설명해 왔다. 그러나 중량과 착지 높이의 두 조건이 결합되 었을 때 하지역학이 어떻게 반응하는지 아직 이해할 수 없다. 이 연구의 목적을 달성하기 위해 성인 남녀 총 20명은 다양한 착지 높이 0.3 m, 0.4 m, 0.5 m에서 중량(무중량, 체중의 10%, 20% 그리고 30%)을 적용해 드롭랜딩을 실시하 였다. 연구결과 중량의 주효과는 모든 변인에서 통계적으로 유의하지 않았다. 반면 착지 높이의 증가에 따라 무릎관절 각도는 더 굴곡된 형태를 보였으며 통계적으로 유의하였다. 또한 착지 높이 증가에 따라 좌우, 전후, 수직지면반력, 부하 율은 더 증가되는 반면, 안정화시간은 보다 짧은 시간에 생성되었으며, 통계적으로 유의하였다. 따라서 인간은 다양한 높이에서 중량을 변경시키더라도 착지 동작을 성공적으로 수행할 수 있다. 그러나 중량 조건보다 착지 높이의 변화에 더 민감하게 반응하였다. 착지 높이는 시각정보를 통해 인지 및 충격 흡수에 대비할 수 있지만, 중량 수준은 신체가 인지 하기 어렵고 충격흡수를 위한 착지 전략 메커니즘에 더 적용시키기 어려운 이유를 설명해준다.

Human’s landing strategies have been explained through lower extremity kinetics in various conditions. However, how lower extremity kinetics respond when the two conditions between a load and landing height are combined is not yet understood. To achieve the purpose of this study, a total of 20 men and women were subjected to drop landing according to a load(No load, 10%, 20%, 30% of the body weight) at various landing heights(0.3 m, 0.4 m, 0.5 m). As a result of the study, the main effect of a load was not statistically significant in all variables. But increasing of the landing heights showed more flexion angle which was statistically significant in knee joint. In addition, as the landing height increased, the medial-lateral, anterior-posterior, vertical force, and loading rate increased, while time to peak vertical force decreased which was statistically significant. Thus, humans can successfully perform the landing motion even if the load is changed at various heights. However, it reacted more sensitively to the change in landing height than that load condition. The landing height can be prepared for recognition and shock absorption through visual information, but the weight level is difficult for the body to perceive and explains why it is more difficult to apply it to the landing strategy mechanism for shock absorption.

The purpose of this study is to test the assumption that the same amount of involvement load in a task, regardless of the degree of each component, would always lead to the same amount of vocabulary learning (Involvement Load Hypothesis, Laufer & Hulstijn, 2001). Two task materials with the same amount of load but different in the distribution of each component were created. Forty Korean EFL university students participated in the task experiments (19 for reading comprehension and 21 for sentence writing). The participants’ performance was tested three times (pre-test, immediate post-test, and delayed post-test). It was found that the sentence writing group who received cognitive focused activity was significantly more advanced in their vocabulary learning than the reading comprehension group who received motivation-focused activity. The results indicated that the cognitive-focused task was conducive to successful word learning more than the motivation-focused task. The results also suggested that the degree of each individual component should not be treated equally and that English instructors need to create vocabulary task materials that induce learners’ cognitive process for better vocabulary learning.

This study investigated the effect of different types of tasks on vocabulary learning based on the task involvement load hypothesis. A total of 70 university students participated in the research. Four tasks were used in this study: Task 1 involved reading comprehension, Task 2 gap-filling, Task 3 sentence writing, and Task 4 gap-filling with the aid of a dictionary. Immediate and delayed posttests were administered to measure the participants’ short-term learning and long-term retention of the target vocabulary in both reception and production. For the first analysis, an ANOVA was performed to compare performance on Tasks 1 to 3. The results revealed a significant difference among the three tasks in the immediate posttest, and the writing task yielded the highest scores. Thus, the involvement load hypothesis was partially supported. The second analysis used a t-test to compare performance in Tasks 3 and 4. The results showed a significant difference only in the delayed receptive posttest. These two tasks had the same effect on initial learning, but different effects on the retention of vocabulary learning.

The purpose of this study is to testify the Involvement Load Hypothesis (Hulstijn & Laufer, 2001) especially focusing on Korean adult learners. A total of 55 adult learners of two proficiency levels completed one of the three vocabulary tasks which are different in terms of involvement load index established by Hulstijn and Laufer (2001): reading comprehension (1), gap-filling (2) and unscrambling sentences (3). To measure the effectiveness of different task-induced involvement, a pre-test was administered to check both the participants’ pre-knowledge regarding the 10 target words and to prove homogeneity of three assigned subgroups. Then, two post-tests were implemented, one immediately after the treatment and one two weeks after, to measure their short-term learning and long-term retention on the target words. For the adult learners, the difference of involvement load was a significant factor in short-term learning, whereas it was partially supported for long-term retention, because Task 2 was more influential than Task 3. Therefore, the present study suggests that a more effective task should be considered for adult learners in both low and high English proficiencies, who have different amount of time to prepare tests or study English, in teaching environments.

This study purposed to testify the Involvement Load Hypothesis (Hulstijn & Laufer, 2001) especially focusing on the learners of low level of English proficiency. A total of 180 students attending K university were divided into two groups: intermediate-low and low. The participants were randomly assigned to one of the three vocabulary tasks which are different in terms of involvement load index established by Hulstijn and Laufer (2001): reading comprehension (1), reading comprehension plus gap-filling (2), and unscrambling sentences (3). Prior to the task performance, a pretest intended to check the learners’ prior knowledge of the target words was executed. To measure the learners’ short-term learning and long-term retention, two posttests were administered: one time immediately after and the other time two weeks after task performance. The results showed that task-induced involvement load affected the learners’ short-term learning but did not influence on long-term retention. Likewise, proficiency level was proved significant in short-term learning but was not in long-term retention. Besides, no interaction effect between the two factors, task-induced involvement load and proficiency level, was found in this study. The results will be analyzed more in-depth and implications will be discussed based on the findings.

This study aimed to examine whether the difference of involvement load affects vocabulary learning of Korean EFL high school learners depending on their English proficiency levels. Two hundred three high school students of two proficiency levels completed one of the three vocabulary tasks inducing different involvement load. Two post-tests were administered to measure the participants’ short-term learning and long-term retention: immediately after and two weeks after the treatment, respectively. The results showed that both factors, difference of involvement load and proficiency levels had main effects on the participants’ short-term learning and long-term retention on the target words. However, from the one-way ANOVA conducted to see how each factor operates as a single independent variable in learners’ vocabulary learning, only high-level learners were affected by the difference of involvement load, whereas all task groups were affected by proficiency levels. Moreover, this study only partially confirmed the Involvement Load Hypothesis claiming that a task of higher involvement load promotes better retention on new words: task 1 group (involvement load 1) was significantly lower than task 2 group (involvement load 2), but task 3 group (involvement load 3) was not significantly better than task 2 group in vocabulary learning outcomes.

This study attempted to investigate how task type and involvement load affected EFL learners’ receptive and productive lexical knowledge across time. A total of 74 participants were randomly assigned to one of four groups and each group learned 6 target words through reading with one of four form-focused tasks inducing different involvement load. The lexical gains of both receptive and productive knowledge were measured by immediate and delayed posttests. It was found that task type had a significant effect on the acquisition of L2 receptive knowledge across time. In terms of productive vocabulary knowledge, the effect of task type was only significant in the immediate test but not significant in the delayed test. The involvement load had no significant effect on the acquisition of L2 receptive and productive vocabulary knowledge across time. This result did not support the Involvement Load Hypothesis, indicating that the theory did not hold true across L2 vocabulary learning conditions and the three components of task-induced involvement, i.e., need, search and evaluation, might give no equal weight to their contributions to L2 vocabulary acquisition.

This study aimed to analyze the effect of cognitive load of a task on Elementary students’ learning speaking. For this purpose, four tasks were designed and applied to 6th grade elementary English classes, where the cognitive load level was specified by language and meaning-processing demands. The students’ interaction was analyzed to evaluate cognitive engagement and orientation, and the speaking ability improvement was also measured to access the meaning- and form-focused speaking abilities. As the tasks required more language and meaning-processing demands, the cognitive engagement was increased with more interactions. However, the excessive meaning-processing load decreased interaction and speaking ability improvement. This results concluded that appropriate level of cognitive load induces learner’s engagement in language use and facilitates learning speaking. On the other hand, cognitive overload negatively affects in learning while inducing cognitive orientation. Furthermore, the performance of the same task was different in terms of learner’s proficiency level. For upper level learners, the task with more cognitive load was more effective in interaction and speaking ability improvement. However, for lower level learners, the task with less cognitive load was the more effective. The findings of current research imply that the proper cognitive load level should be considered with language and meaning-processing demands. Moreover, learner’s proficiency level also should be crucial factor in application of tasks.