This chapter first summarises the basic pedagogic claim of the Cognition Hypothesis, that the cognitive demands of tasks be sequenced from simple to complex for learners, and describes a theoretically motivated model for syllabus designers and teachers to follow in planning and implementing such task sequences. This is followed by a description of the Triadic Componential Framework of task characteristics, which makes distinctions between task complexity, task conditions, and task difficulty. Next, I discuss the extent to which individual differences in cognitive and affective factors may mediate the effects of task complexity and task conditions on learning, interaction, and language production, and I argue for the need to research the interactions between task complexity/condition and task difficulty. The chapter concludes by identifying some points of contrast between the claims of the Cognition Hypothesis and Peter Skehan`s Trade-Off Hypothesis, and the differences in their intended scope of application to pedagogy.
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