this study builds on laufer and hulstijn’s (2001) motivational-cognitive construct of task-induced involvement in learning vocabulary and addresses itself to its strong claim that the depth of processing is the overriding factor in learning words. the paper first re-examines the effect of processing load and then of task type on the initial learning and retention of words. to do so, 60 efl lear...

Based on the contention that leadership has sustained effects on followers even after the leader-follower relationship has ended, we investigated the career-long effects of abusive coach leadership on athlete aggression and task performance. Abusive leadership scores were derived from ratings by two independent raters' evaluations of coaches' biographies, and athlete aggression and task perform...

Instead of treating the facial landmark detection task as a single and independent problem, we investigate the possibility of improving detection robustness through multi-task learning. Specifically, we wish to optimize facial landmark detection together with multiple facial attributes learning. This is non-trivial since different tasks have different learning difficulties and convergence rates...

Whereas several studies have demonstrated that core self-evaluations (CSE)-or one's appraisals about one's own self-worth, capabilities, and competences-relate to job outcomes, less is known about the mechanisms underlying these relationships. In the present study, we address this issue by examining the role of within- and between-person variation in CSE in the relationship between work pressur...

Grounded in sociocultural theory (SCT), this study explored whether the hypothesized difference in task-induced involvement could affect the actual realization of evaluation, one of the cognitive dimensions of the Involvement Load Hypothesis (ILH). A group of 24 Iranian EFL learners participated in the study. They were paired up to write a composition including ten unknown words in the ...