Framed in a cognitive approach to task-supported L2 vocabulary learning, the present study used a pedagogical approach to investigate the relative effectiveness of tasks with different involvement loads on the vocabulary knowledge of Iranian EFL learners. The goal was to investigate the way that the construct of involvement load is related to the Input Hypothesis (Krashen, 1985) and the Output ...

This study investigated the quality of metacognition at its inter-individual level, i.e., socially-shared metacognition, across two collaborative writing tasks of different difficulty levels among a cohort of Iranian EFL learners.  Moreover, it examined the correlation between the individual and the social modes of metacognition in writing.  The analysis of think-aloud protocols of a number of ...

In two experiments, we used dual-task methodology to assess the effect of aging on executive control of working memory. We hypothesized that (1) age-related dual-task costs would be observed even when individual tasks represent different perceptual modalities; (2) age would modulate the effect of increased temporal overlap on dual-task performance; and (3) the vulnerability of specific memory m...

The paradigm of multi-task learning is that one can achieve better generalization by learning tasks jointly and thus exploiting the similarity between the tasks rather than learning them independently of each other. While previously the relationship between tasks had to be user-defined in the form of an output kernel, recent approaches jointly learn the tasks and the output kernel. As the outpu...

LTEX’s output routine is designed with fixed layout and functionality in mind. This is even true for the current state of the new output routine work by the LTEX3 team. When typesetting things like critical editions, one may have to cater for multiple levels of marginal notes (like verse/line numbers and additional cross references), multiple and nested levels of footnotes, footnotes also carry...