Towards a Fuller Assessment of Cognitive Models of Task-Based Learning: Investigating Task-Generated Cognitive Demands and Processes

This commentary discusses some methodological innovations and challenges in testing two cognitive models of task-based instruction and learning: Robinson’s Cognition Hypothesis (2001) and Skehan’s Trade-Off Hypothesis (1998). My focus, in view of these models’ key constructs, is the extent to which current methodological approaches are adequate to address the theoretical questions posed. I argue that there is a need for more extensive use of...