# PWR-101 — Task switching: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 18 min reading and worksheet pass Difficulty: Introductory Equipment: Basic stationery or digital tools — Blocked Task A, blocked Task B, Mixed Set 1, and Mixed Set 2 below; Visible cue labels A = odd/even and B = vowel/consonant; An accessible response method; A timer, optional, and an error log; The hidden answer key Space: Desk / seated Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G1; Focused research depth Automated method-quality band: Established Method-rating basis: Structure coverage, instruction/check specificity, alternative distinctness, source troubleshooting, comparison depth and whether purpose/check fields are authored rather than derived. Editorial review: Pending manual editorial sign off ## Before you begin - [ ] I read the tutorial authority and stop conditions. - [ ] I have the required equipment/space or a declared accessible alternative. ## Canonical source context This tutorial uses two blocked rule sets and two cued mixed sets to teach how switch and repeat errors are scored. The supplied fictional records show an accuracy-time trade-off. Because the supported set is later and contains different items, the lesson reports association rather than claiming that rule naming caused improvement. Target outcome: Define task switching without inheriting mythology or broader claims. Explain what the current evidence supports and what it does not establish. Use the declared measurement boundary and recognise misleading proxies. Complete only the separately governed capability practice inside its declared limits. Make a retention, transfer, maintenance, provider or stop decision without overclaiming. ### Authority and setup conditions - Use a comfortable pace, visible task cue, accessible response mode, and rest as needed. - Stop for fatigue, frustration, rising errors, or pressure to speed up. - This exercise is not a cognitive screen and cannot establish flexibility, productivity, diagnosis, or capability in unrelated tasks. ### Required or supplied materials - Blocked Task A, blocked Task B, Mixed Set 1, and Mixed Set 2 below - Visible cue labels A = odd/even and B = vowel/consonant - An accessible response method - A timer, optional, and an error log - The hidden answer key ### Supplied fixture The prefix is the task cue. Positions 3, 5, 6, 7, 9, 10, and 11 are switch trials in both mixed sets; positions 2, 4, 8, and 12 repeat the preceding task. Position 1 is the start and is not scored as a switch. | Set | Items in order | | --- | --- | | Blocked A | A-3; A-8; A-5; A-2; A-9; A-4 | | Blocked B | B-A; B-T; B-E; B-R; B-I; B-M | | Mixed 1 | A-7; A-6; B-O; B-K; A-2; B-U; A-9; A-4; B-S; A-5; B-E; B-N | | Mixed 2 | A-3; A-8; B-A; B-T; A-5; B-I; A-4; A-7; B-R; A-6; B-O; B-M | ## 1. Learn Task A: label each number ODD or EVEN Learn Task A: label each number ODD or EVEN. Why: Keep this exact Task switching action explicit and reviewable: “Learn Task A: label each number ODD or EVEN.” Success check: Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Learn Task A: label each number ODD or EVEN.” Accessible alternative: Complete “Learn Task A: label each number ODD or EVEN.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Learn Task A: label each number ODD or EVEN.”” Use text-to-speech, enlarged text, keyboard navigation, shorter sessions, a support person or an equivalent non-practical record format as needed. Accessibility changes must not enlarge practical authority. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Learn Task B: label each letter VOWEL or CONSONANT Learn Task B: label each letter VOWEL or CONSONANT; A, E, I, O, and U are vowels for this fixture. Why: Keep this exact Task switching action explicit and reviewable: “Learn Task B: label each letter VOWEL or CONSONANT; A, E, I, O, and U are vowels for this fixture.” Success check: Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Learn Task B: label each letter VOWEL or CONSONANT; A, E, I, O, and U are vowels for this fixture.” Accessible alternative: Complete “Learn Task B: label each letter VOWEL or CONSONANT; A, E, I, O, and U are vowels for this fixture.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Learn Task B: label each letter VOWEL or CONSONANT; A, E, I, O, and U are vowels for this fixture.”” Use text-to-speech, enlarged text, keyboard navigation, shorter sessions, a support person or an equivalent non-practical record format as needed. Accessibility changes must not enlarge practical authority. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. Complete both blocked sets and confirm the rules are reliable before mixing… Complete both blocked sets and confirm the rules are reliable before mixing them. Why: “Complete both blocked sets and confirm the rules are reliable before mixing them” carries the authored Task switching method into a reviewable output without adding an unstated task, dose or claim. Success check: Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Complete both blocked sets and confirm the rules are reliable before mixing them.” Accessible alternative: Complete “Complete both blocked sets and confirm the rules are reliable before mixing them.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Complete both blocked sets and confirm the rules are reliable before mixing them.”” Use text-to-speech, enlarged text, keyboard navigation, shorter sessions, a support person or an equivalent non-practical record format as needed. Accessibility changes must not enlarge practical authority. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Complete Mixed Set 1 using the visible A or B cue and… Complete Mixed Set 1 using the visible A or B cue and record switch versus repeat errors. Why: “Complete Mixed Set 1 using the visible A or B cue and record switch versus repeat errors” creates the auditable value, condition or statement needed for the tutorial’s later comparison and conclusion. Success check: A legible entry directly completes “Complete Mixed Set 1 using the visible A or B cue and record switch versus repeat errors” and records the requested condition, decision or boundary without adding a new claim. Accessible alternative: Complete the same research action — “Complete Mixed Set 1 using the visible A or B cue and record switch versus repeat errors.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “A legible entry directly completes “Complete Mixed Set 1 using the visible A or B cue and record switch versus repeat errors” and records the requested condition, decision or boundary without adding a new claim.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. For Mixed Set 2, add one deliberate support: name the new rule… For Mixed Set 2, add one deliberate support: name the new rule at each cue change before responding. Why: “For Mixed Set 2, add one deliberate support: name the new rule at each cue change before responding” establishes the exact Task switching question or boundary that every later comparison must preserve. Success check: Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “For Mixed Set 2, add one deliberate support: name the new rule at each cue change before responding.” Accessible alternative: Replace spoken or audio cues with visible text, captions or haptic timing while keeping the same sequence and success check. Use text-to-speech, enlarged text, keyboard navigation, shorter sessions, a support person or an equivalent non-practical record format as needed. Accessibility changes must not enlarge practical authority. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Compare accuracy and time costs separately Compare accuracy and time costs separately. Name support, order and item-set differences, and do not claim that deliberate rule naming caused the later result. Why: “Compare accuracy and time costs separately” isolates the named evidence distinction so the learner can interpret Task switching without extending the claim. Success check: The output directly answers “Compare accuracy and time costs separately”, names the relevant distinction and stays within the supplied record. Accessible alternative: Complete the same research action — “Compare accuracy and time costs separately. Name support, order and item-set differences, and do not claim that deliberate rule naming caused the later result.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The output directly answers “Compare accuracy and time costs separately”, names the relevant distinction and stays within the supplied record.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## Reflection What changed? ________________________________________________________________________________ What remains difficult? ________________________________________________________________________________ What will I repeat, adapt, ask for help with, or stop? ________________________________________________________________________________ --- Completion of this worksheet demonstrates tutorial participation only. It does not establish capability, qualification, safety clearance, diagnosis, treatment or independent validation.