I am more interested in what is considered "real effort" (not abstract effort), whether from cognitively taxing tasks (e.g. on working memory) or from phsyiologically taxing tasks. Both forms of effort are often experience as "fatiguing" or "exhausting".
As a starter, check out "Aging, adult development, and work motivation." R Kanfer, PL Ackerman - Academy of Management Review, 2004. And then on the fatigue issues, follow up with the P.L. Ackerman edited book "Cognitive Fatigue: Multidisciplinary Perspectives on Current Research and Future Applications." by APA, 2010. Those might provide you with a basis for starting to address you questions.
Une variable, relativement méconnue, à contrôler, selon toute vraisemblance: la qualité de la maîtrise de la langue à l'écrit, à l'oral et à la lecture. La productivité, à effort égal et à niveaux de diplôme égal, des travailleurs maîtrisant bien la langue est plus élevée. voir Monthly Labor Review, Bureau of Labor Statistics, 1997, July, p.3-18: Wages and the University Educated: A paradox resolved.
Translation: One variable to control in such a matter, not quite known as it should, in all likelihood: the level of language skills, in writing, reading and orally. Productivity, effort being constant, diploma being of the same level, of workers who write, read and express their idea more easily is higher that the productivity of their less skilled peers.
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