Just a click away: Action–state orientation moderates the impact of task interruptions on initiative
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
OBJECTIVE: The present research examines the role of individual differences in self-regulation (i.e., demand-related action-state orientation) on initiative to resume an interrupted task. METHOD: = 32.6), participants were notified about a network interruption while playing a computer game. Participants could dismiss the interrupting notification by clicking a continue button or wait until the notification timed out. We manipulated demand by presenting notifications during (demand) versus after game rounds (no demand). RESULTS: Demand-related action orientation was associated with higher probability to dismiss the notification during a game round, controlling for dismissal after a game round. Findings occurred when controlling for task ability and task motivation, were specific for demand- and not threat-related action orientation, were complemented by shorter dismissal latencies, and were stable across interruption timeouts (Studies 1-3). Exposure through repetition resulted in adaptation (Study 3). CONCLUSION: The findings suggest that people with lower action orientation have less self-regulatory ability to initiate goal-directed action and resume interrupted tasks-even if they are just a click away. Findings are discussed within the framework of Personality Systems Interactions theory.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it