This paper’s concern is with the exploration of one aspect of multitasking, namely the grouping of tasks. Our own studies reported in brief within this paper and related work suggests that groupings of tasks are both possible, desirable, and occur. These grouping are behaviours that support the creation of ‘sets of tasks’ by some form of commonality. This commonality may refer to the tool or tr...

Current research into mind-wandering is beginning to acknowledge that this process is one of heterogeneity. Following on from previous findings highlighting the role of self-focus during mind wandering, the present study aimed to examine individual differences in rumination and self-reflection and the impact such styles of self-focus may have on mind-wandering experiences. Thirty-three particip...

Numerous tasks in learning and cognition have demonstrated differences in response patterns that may reflect the operation of two distinct systems. For example, causal and reinforcement learning tasks each show responding that considers abstract structure as well as responding based on simple associations. Nevertheless, there has been little attempt to verify whether these tasks are measuring r...

In this paper we introduce Functional Difference Predictors (FDPs), a new kind of perceptual image difference metric that captures how visible image errors affect a user’s ability to perform visual tasks in computer graphics applications. To develop the FDP concept, we conduct a psychophysical experiment that focuses on two visual tasks: spatial layout and material estimation. In the experiment...

In this paper a theory of dialogue structure of task oriented conversations and its associated tagging scheme are presented. The theory introduces two linguistic structures supporting the dialogue that, following traditional terminology, we call the obligations and common ground. The theory is illustrated with the detailed analysis of a transaction. We also describe the empirical work supportin...

This study explores the impact that student exposure to instructor made correctederrors can have on their pedagogy through the use of asynchronous video-based lessons. We define corrected-errors as segments in the lesson where the instructor makes an error, identifies that an error has been made, and then goes on to correct it. Our study measures the learners' performance on a similar task by l...