University of Isfahan Applied Research on English Language 2252-0198 3 1 2014 01 01 The effect of increase in task cognitive complexity on Iranian EFL learners’ accuracy and linguistic complexity: A test of Robinson’s Cognition Hypothesis 41 54 15476 10.22108/are.2014.15476 EN Hassan Soleimani Payame Noor University, Tehran, Iran Maryam Rezazadeh Payame Noor University, Tehran, Iran Journal Article 2013 05 19 Designing a task with a reasonable level of cognitive complexity has always been important for <br />syllabus designers, teachers, as well as researchers. This is because task manipulation may lead <br />to different results in oral production. The present study was an attempt to explore the effect of <br />this  manipulation  -  based  on  Robinson’s  resource-directing  model  (reasoning  demands, <br />number of elements, and here and now versus there and then condition) - on picture narration. <br />The  study  included  30  Iranian  EFL  learners  at  the  intermediate  level  between  the  ages  of  21 <br />and 34. They were all native speakers of Persian. Each participant was required to perform the <br />simple  version  as  well  as  the  complex  version  of  the  same  picture  narration  task.  The <br />participants’  speechwas  audio-recorded  and  the  results  revealed  that  an  increase  in  task <br />cognitive complexity leads to greater accuracy and linguistic complexity. https://are.ui.ac.ir/article_15476_ff30cdc4589cdeadca0b4350635fd4dc.pdf