English as a Foreign Language (EFL) learners may not appreciate writing and even perform poorly in writing tasks partly due to what feelings they harbor toward such tasks. This study explored the relative effects of three degrees of writing task complexity based on resource directing dimensions of complexity on EFL learners' task motivation. Participants were 64 intermediate EFL learners at a language school in Baneh, Kurdistan, Iran, and were randomly assigned to one of the three groups: low complexity group, medium complexity group, and high complexity group. After completing the tasks, they filled in a task motivation questionnaire. The results showed that perceived relevance as a dimension of task motivation was higher in medium complexity group. With respect to emotional state as another dimension of task motivation, medium complexity task motivated participants more than low and high complexity tasks, because the participants showed a positive emotional state after doing it. Based on the findings and regarding intermediate EFL learners, it is recommended that writing tasks with a medium degree of complexity should be incorporated into task-based syllabuses by EFL teachers because of learners' task motivation toward these tasks.

Audit task complexity, as one of the important and effective factors on the auditors' judgment and decision-making, is one of the controversial concepts in the audit field, which, due to its multidimensional nature, has led to many researches in the audit field. Despite the provision of individual indicators to measure audit task complexity in these studies, explaining a multidimensional model to measure of this fundamental concept in auditing is a problem that requires to research. It is expected that the explanation of such an index can lead to a better understanding of this concept and its dimensions and help auditors in planning audit task as well as ways to increase the quality of judgment and decision making. Accordingly, the current research purpose is to explain a model to measure for audit task complexity concept. For this purpose, information related to 128 companies in Tehran Stock Exchange during 2010-2019 was collected and tested through Partial Least Squares Structural Equation Modeling. Findings based on Constructive-Constructive measurement model and second-order Confirmatory Factor analysis showed that twenty-one factors effect on audit task complexity. Also, the results showed that audit task complexity is influenced by three dimensions of input, processing and output complexity. These findings, in addition to explaining the concept of audit task complexity, have helped to understand the effective factors and dimensions of this concept and can be useful in auditor's tasks planning and policy making and provide a more powerful tool to increase audit judgment quality.

This study investigates the effects of task complexity and task repetition on the reading comprehension of Iranian EFL learners. The primary aim was to determine whether varying levels of task complexity and the repetition of these tasks could lead to significant enhancements in learners' reading comprehension abilities. A pretest-posttest design was utilized to assess the participants' performance before and after the intervention. Statistical analyses, including the One-Sample Kolmogorov-Smirnov Test and paired samples t-tests, were conducted to assess data normality and evaluate the significance of observed differences. The findings indicated that both task complexity and task repetition had a substantial positive impact on the reading comprehension scores of Iranian EFL learners. task complexity promoted deeper cognitive engagement, while task repetition facilitated retention and mastery of reading skills. These results suggest that incorporating strategically designed complex tasks and repeating them can enhance reading comprehension in EFL contexts. The study concludes that task complexity and repetition are effective strategies for improving reading comprehension among Iranian EFL learners. The enhancement in comprehension can be attributed to the cognitive challenges posed by complex tasks and the reinforcement provided through task repetition. Educators are encouraged to integrate tasks with varying levels of complexity and to implement repetitive practice within their instructional strategies. This approach not only aids in comprehension but also fosters a more engaging learning environment. Future research should explore the optimal levels of task complexity and repetition to maximize learning outcomes and examine their applicability in diverse educational contexts.

Different methods of language teaching have tried to help EFL learners to develop good language skills based on their various perspectives. Research findings have underscored the effect of using task types in promoting language skills in terms of accuracy in written discourse. Therefore, this study set out to investigate whether there is an evidence of correct use of simple past tense (Accuracy) based on task complexity (task type: Here-and now & There-and-then),task Conditions (Gender: Male & Female), and task Difficulty (Proficiency: Lower-intermediate & Intermediate). Sixty Iranian English learners in a language institute participated in the study and were assigned to four groups of lower-intermediate male, lower-intermediate female, intermediate male and intermediate female. Initial homogeneity of the groups was verified using two general proficiency tests; KET for lower-intermediate and PET for intermediate. All groups in here-and-now task type were asked to write a story using simple past based on a picture strip while for there-and-then task type the participants were supposed to write about their last birthday. The results from paired samples t-test, independent samples t-test and two-way ANOVA analysis of the written data revealed significant differences in performing task types, at different proficiency levels and interaction between them. The findings have significant pedagogical implications for EFL learners to understand the relationship among task complexity, task Conditions, task Difficulty and L2 written production leading to various degrees of Accuracy.

Purpose: This research aimed to determine the role of Work tasks’ complexity levels in stopping information search behavior among graduate students of Shiraz University. This behavior includes session-level stopping and query-level stopping.Method: This research was practical in terms of its purpose. Regarding the nature of the data, it was quantitative research, and from the perspective of the data collection method, it was descriptive. The study employed quantitative content analysis and structured observation. The statistical population consisted of graduate students at Shiraz University, and the sample size was calculated using JPower software version 3.1.9.7. For this purpose, the appropriate effect size, based on behavioral studies in human-computer interaction, was set at 0.89, with an alpha error of 0.05 and a 95% confidence level. According to the types of tests used, the sample size for the Yeoman-Whitney test was determined to be 72 participants, while for the independent one-sample t-test, it was 68 participants. To ensure greater reliability, data was collected from 80 students; however, the data of three students were excluded due to outliers, resulting in a final analysis of 77 students. Eight tasks were created using the repository of assigned search tasks to conduct the research. After confirming the validity of the tasks with information science professors, four experts in task design assessed the complexity of the tasks using a Likert scale. Finally, based on the experts' agreement, two simple tasks and two complex tasks were chosen. Students used the Google search engine to search tasks while Camtasia software version 2019.0 recorded all their transactions. The recorded user transactions helped identify two types of search stopping during the students' information search session for each task: good stopping (stopping due to finding the answer) and bad stopping (stopping due to not finding the answer). Additionally, the occurrence of query-level stopping (query reformulation) was also recorded in every task. After checking the normality of the data distribution using the Kolmogorov-Smirnov test, the impact of task complexity was determined on session-level stopping and query-level stopping using the Mann-Whitney U test and independent groups't-test in SPSS version 26.Findings: The results showed that the complexity of tasks affected how often people stopped searching for information. As tasks became more complex, the rate of good stopping decreased, and the occurrence of query-level stopping increased. In other words, when people completed complex tasks, they found the correct answer less often and often stopped searching because they couldn't find the answer. However, compared to simple tasks, people formulated more queries to complete complex tasks, attempting to find a better answer.Conclusion: The results showed that the complexity of tasks affected how often people stopped searching for information. As tasks became more complex, the rate of good stopping decreased, and the occurrence of query-level stopping increased. In other words, when people completed complex tasks, they found the correct answer less often and often stopped searching because they couldn't find the answer. However, compared to simple tasks, people formulated more queries to complete complex tasks, attempting to find a better answer.

The purpose of this study was to explore the effectiveness of the number of practice trials in determining the degree of task complexity. Sixty subjects according to the types of tasks (A-B) and receiving feedback (100%, omitted, self-control) were randomly divided into six groups. All of the subjects practiced 100 trials tasks in each day on first two days. Retention tests were performed during the second and third day and reacquisition tests were performed on the third day. Using ANOVA with repeated measures showed found that, all of the subjects improved across practice trials on both days but this improvement in B task was significantly better than A task on the second day. Subjects were significantly better in the second retention and reacquisition tests compare with first one's, in addition subjects that practiced B task were better than those that practiced A task in the second retention test (p<0.05). Results indicate that A task was more complex than B task, and the optimal practice trials is required to understanding which task is complex.

Introduction: This research aimed to determine the effect of task complexity on bilateral transfer in older adults.Methods: Thirty healthy elderly men and women, with a mean age of 68.5±7.4 years, were selected using a convenience sampling method. In the pretest phase, participants performed three types of finger dexterity tasks of different complexity, including the Purdue Pegboard Test, O'Connor Dexterity Test, and the Mirror Purdue Pegboard Test with dominant and non-dominant hands. They then practiced one of the tasks six times with their dominant hand. Finally, in the post-test and retention phase, they performed the task again with their dominant and non-dominant hands. There was a week interval between the post-test and retention test of the first task and the beginning of the second task practice. The time to complete each task was normalized compared to the time to complete the task in the pre-test phase and the percentage of progress was calculated concerning this situation in different iterations.  One-way Analysis of Variance and the Pearson Correlation Coefficient were used to analyze the data (P≤0.05).Results: The findings of the research showed that during the post-test and retention phase, there was a significant difference between the Purdue Pegboard Test and the Mirror Purdue Pegboard Test and also between the O'Connor Dexterity Test and the Purdue Pegboard Test in the non-dominant hand progress in performing finger dexterity skills with different complexity. Also, there was a significant correlation between the total practice time and the progress rate of the non-dominant hand in the Purdue task, and also between the progress rate of the dominant and non-dominant hands in the Purdue Pegboard Test and Mirror Purdue Pegboard Test.Conclusion: It seems that for older adults, compensatory mechanisms are involved in bilateral transfer in complex tasks.

Background and Aims: Postural control of the kinetic variable of motion plays an essential role in maintaining stability in daily activities. Dual tasks for studying balance or postural control are accompanied by cognitive tasks. The aim of the present study was to investigate the effect of listening task complexity and offline learning on postural control. Methods: Twenty-eight employees with an age range of 30-40 years from Alzahra University of Tehran (PBUH) were selected by available sampling and based on inclusion criteria and divided into three groups with different training distributions of 2 minutes, 15 minutes, and 24 hours with three levels of difficulty (easy, medium, and difficult). Each group performed three blocks of six attempts with each attempt time of 35 seconds, the interval between attempts of 20 seconds, and the time interval between blocks depending on the division of the group: 2 minutes, 15 minutes, and 24 hours with three difficulty levels. Findings were analyzed using a combined factor analysis of variance with repeated measures of three groups (mass, 15 minutes, and 24 hours) and three task levels (easy, moderate, and difficult) and the Bonferroni post hoc test. Results: Findings showed that the main effect of homework difficulty level and practice distribution was significant (P=0. 001) and in the retention stage, there was a significant difference between the mean frequency power in the anterior-posterior direction in the low difficulty listening group and the high difficulty listening group. In the listening task, the interactive effect of task difficulty level in the distribution of practice was not significant. In the memorization stage, regarding the COP components (average frequency power in the anterior-posterior direction), the training group (24 hours), and in the listening task with an easy complexity level, the best condition was posture control, and in the training group (2 minutes) and in the listening task with difficult complexity level, the weakest condition was control posture. In the listening task with a high level of difficulty, the 24 hour training group had better average COP components than the mass training group and the 15 minute training group. Conclusion: It seems that distance training over mass training along with the parameters of strengthening motor memory increases cognitive effort and motivation. According to Hacken, Kelso, and Bondes hypothesis (progress-regression), educators should include homework in teaching instruction and from simple to difficult in the curriculum.