The time on task effect in reading and problem solving is moderated by task difficulty and skill: Insights from a computer-based large-scale assessment.

Autor/inn/en	Goldhammer, Frank; Naumann, Johannes; Stelter, Annette; Tóth, Krisztina; Rölke, Heiko; Klieme, Eckhard
Titel	The time on task effect in reading and problem solving is moderated by task difficulty and skill: Insights from a computer-based large-scale assessment.
Quelle	In: The journal of educational psychology, 106 (2014) 3, S. 608-626Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (inhaltlich überarbeitete Version); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0034716
URN	urn:nbn:de:0111-pedocs-179679
Schlagwörter	Empirische Untersuchung; Interview; Kognitiver Prozess; Problemlösen; Testaufgabe; Leistungsbeurteilung; Computer; Lesekompetenz; Lesen; Technologiebasiertes Testen; Zeit; Leistung; Schwierigkeit; Wirkung; Erwachsener; Deutschland
Abstract	Examined the hypothesis that the validity of each assumption is dependent on the relative degree of controlled vs routine cognitive processing required by a task, as well as a person's acquired skill. A total of 1,020 participants (aged 16-65 years) took part in the German field test of the Programme for the International Assessment of Adult Competencies (PIAAC). Test takers completed computer-based reading and problem-solving tasks. As revealed by linear mixed models, in problem solving, which required controlled processing, the time on task effect was positive and increased with task difficulty. In reading tasks, which required more routine processing, the time on task effect was negative and the more negative, the easier a task was. In problem solving, the positive time on task effect decreased with increasing skill level. In reading, the negative time on task effect increased with increasing skill level. These heterogeneous effects suggest that time on task has no uniform interpretation but is a function of task difficulty and individual skill. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2017/4