The study conducted by Fisher and Noble also supports this hypothesis, as a significant positive relationship between task difficulty and effort was found.
The effect of increasing task difficulty may be confined to one hand or affect both hands.
The range of diagnostic task difficulties for a control centre is shown in Table 1.10.
This framework relates practice variables to the skill level of the individual, task difficulty, and information theory concepts.
Importantly, though increases in task difficulty may increase learning potential, increased task difficulty is also expected to decrease performance.
However, increasing functional task difficulty results in less certainty about the predicted success of the action plan and the nature of the feedback.
For experts, the potential information available increases only at the highest levels of functional task difficulty.
Important to the challenge point framework, task difficulty is not explicitly defined.
Therefore, although increases in task difficulty may increase learning potential, only so much is interpretable, and task performance is expected to decrease.
The task difficulty will depend on whether or not knowledge of equivalence of units is required (Example 103).
