Sample records for feedback experiences les

  1. A Feedback Model for Data-Rich Learning Experiences

    ERIC Educational Resources Information Center

    Pardo, Abelardo

    2018-01-01

    Feedback has been identified as one of the factors with the largest potential for a positive impact in a learning experience. There is a significant body of knowledge studying feedback and providing guidelines for its implementation in learning environments. In parallel, the areas of learning analytics or educational data mining have emerged to…

  2. Making sense of feedback experiences: a multi-school study of medical students' narratives.

    PubMed

    Urquhart, Lynn M; Rees, Charlotte E; Ker, Jean S

    2014-02-01

    Until recently, the perspective of students in the feedback process has been ignored, with strategies for improvement focusing on the tutor and feedback delivery. We employed an original narrative interviewing approach to explore how medical students make sense of their experiences of feedback. A qualitative design was adopted employing three individual and 10 group interviews to elicit narratives of feedback experiences from 53 medical students at three 5-year undergraduate programmes in the UK during 2011. Thematic analysis was undertaken of students' understandings of feedback and of their narratives of positive and negative experiences of feedback at medical school. In addition, thematic and discourse analysis of the linguistic and paralinguistic features of talk within the narratives was conducted. Students typically constructed feedback as a monologic process that happened 'to' them rather than 'with' them. They shared 352 distinct narratives of feedback experiences, which were rich in linguistic and paralinguistic features of talk. Through the analysis of the interplay between the 'whats' and 'hows' of student talk, i.e. emotion, pronominal and metaphoric talk and laughter, we were able to understand how students find meaning in their experiences. Students used laughter as a coping strategy, emotion talk as a means to convince the audience of the impact of feedback, pronominal and metaphoric talk to describe their relationship (often adversarial) with their feedback providers and to communicate feelings that they might otherwise struggle to articulate. This research extends current feedback literature by focusing on medical students' lived experiences of feedback and their emotional impact through narrative. We go on to discuss the educational implications of our findings and to make recommendations for improvement of the feedback process for students, tutors and for institutions. © 2014 John Wiley & Sons Ltd.

  3. A Comparison of Climate Feedback Strength between CO2 Doubling and LGM Experiments

    NASA Astrophysics Data System (ADS)

    Yoshimori, M.; Yokohata, T.; Abe-Ouchi, A.

    2008-12-01

    Studies of past climate potentially provide a constraint on the uncertainty of climate sensitivity, but previous studies warn against a simple scaling to the future. The climate sensitivity is determined by various feedback processes and they may vary with climate states and forcings. In this study, we investigate similarities and differences of feedbacks for a CO2 doubling, a last glacial maximum (LGM), and LGM greenhouse gas (GHG) forcing experiments, using an atmospheric general circulation model coupled to a slab ocean model. After computing the radiative forcing, the individual feedback strengths: water vapor, lapse rate, albedo, and cloud feedbacks, are evaluated explicitly. For this particular model, the difference in the climate sensitivity among experiments is attributed to the shortwave cloud feedback in which there is a tendency that it becomes weaker or even negative in the cooling experiments. No significant difference is found in the water vapor feedback between warming and cooling experiments by GHGs despite the nonlinear dependence of the Clausius-Clapeyron relation on temperature. The weaker water vapor feedback in the LGM experiment due to a relatively weaker tropical forcing is compensated by the stronger lapse rate feedback due to a relatively stronger extratropical forcing. A hypothesis is proposed which explains the asymmetric cloud response between warming and cooling experiments associated with a displacement of the region of mixed- phase clouds. The difference in the total feedback strength between experiments is, however, relatively small compared to the current intermodel spread, and does not necessarily preclude the use of LGM climate as a future constraint.

  4. Force feedback effects on single molecule hopping and pulling experiments

    NASA Astrophysics Data System (ADS)

    Rico-Pasto, M.; Pastor, I.; Ritort, F.

    2018-03-01

    Single-molecule experiments with optical tweezers have become an important tool to study the properties and mechanisms of biological systems, such as cells and nucleic acids. In particular, force unzipping experiments have been used to extract the thermodynamics and kinetics of folding and unfolding reactions. In hopping experiments, a molecule executes transitions between the unfolded and folded states at a preset value of the force [constant force mode (CFM) under force feedback] or trap position [passive mode (PM) without feedback] and the force-dependent kinetic rates extracted from the lifetime of each state (CFM) and the rupture force distributions (PM) using the Bell-Evans model. However, hopping experiments in the CFM are known to overestimate molecular distances and folding free energies for fast transitions compared to the response time of the feedback. In contrast, kinetic rate measurements from pulling experiments have been mostly done in the PM while the CFM is seldom implemented in pulling protocols. Here, we carry out hopping and pulling experiments in a short DNA hairpin in the PM and CFM at three different temperatures (6 °C, 25 °C, and 45 °C) exhibiting largely varying kinetic rates. As expected, we find that equilibrium hopping experiments in the CFM and PM perform well at 6 °C (where kinetics are slow), whereas the CFM overestimates molecular parameters at 45 °C (where kinetics are fast). In contrast, nonequilibrium pulling experiments perform well in both modes at all temperatures. This demonstrates that the same kind of feedback algorithm in the CFM leads to more reliable determination of the folding reaction parameters in irreversible pulling experiments.

  5. Force feedback effects on single molecule hopping and pulling experiments.

    PubMed

    Rico-Pasto, M; Pastor, I; Ritort, F

    2018-03-28

    Single-molecule experiments with optical tweezers have become an important tool to study the properties and mechanisms of biological systems, such as cells and nucleic acids. In particular, force unzipping experiments have been used to extract the thermodynamics and kinetics of folding and unfolding reactions. In hopping experiments, a molecule executes transitions between the unfolded and folded states at a preset value of the force [constant force mode (CFM) under force feedback] or trap position [passive mode (PM) without feedback] and the force-dependent kinetic rates extracted from the lifetime of each state (CFM) and the rupture force distributions (PM) using the Bell-Evans model. However, hopping experiments in the CFM are known to overestimate molecular distances and folding free energies for fast transitions compared to the response time of the feedback. In contrast, kinetic rate measurements from pulling experiments have been mostly done in the PM while the CFM is seldom implemented in pulling protocols. Here, we carry out hopping and pulling experiments in a short DNA hairpin in the PM and CFM at three different temperatures (6 °C, 25 °C, and 45 °C) exhibiting largely varying kinetic rates. As expected, we find that equilibrium hopping experiments in the CFM and PM perform well at 6 °C (where kinetics are slow), whereas the CFM overestimates molecular parameters at 45 °C (where kinetics are fast). In contrast, nonequilibrium pulling experiments perform well in both modes at all temperatures. This demonstrates that the same kind of feedback algorithm in the CFM leads to more reliable determination of the folding reaction parameters in irreversible pulling experiments.

  6. A Study of Adaptive Relevance Feedback - UIUC TREC-2008 Relevance Feedback Experiments

    DTIC Science & Technology

    2008-11-01

    terms. Journal of the American Society for Information Science, 27(3):129–146, 1976. [7] J . J . Rocchio. Relevance feedback in information retrieval. In...In The SMART Retrieval System: Experiments in Automatic Document Processing, pages 313–323. Prentice-Hall Inc., 1971. [8] Gerard Salton and Chris

  7. Feedback in clinical practice: Enhancing the students' experience through action research.

    PubMed

    Adamson, Elizabeth; King, Linda; Foy, Lynn; McLeod, Margo; Traynor, Jennifer; Watson, Wendy; Gray, Morag

    2018-05-01

    Feedback within clinical practice is known to be central to the learning and development of student nurses and midwives. A study that focused on student experience of assessment identified that a high proportion of students reported that they had received insufficient feedback whilst on clinical placement. In response to this academics and members of the clinical education team set out to explore this with a view to improving the student experience using action research. Key findings indicated that responsibility for feedback on clinical placement lies with both students and mentors, distinct factors can enable effective feedback and that positive outcomes for mentors and students resulted through engaging with the project. The process, outcomes and actions taken to improve practice are the focus of this paper. Copyright © 2018 Elsevier Ltd. All rights reserved.

  8. The experience of agency in sequence production with altered auditory feedback.

    PubMed

    Couchman, Justin J; Beasley, Robertson; Pfordresher, Peter Q

    2012-03-01

    When speaking or producing music, people rely in part on auditory feedback - the sounds associated with the performed action. Three experiments investigated the degree to which alterations of auditory feedback (AAF) during music performances influence the experience of agency (i.e., the sense that your actions led to auditory events) and the possible link between agency and the disruptive effect of AAF on production. Participants performed short novel melodies from memory on a keyboard. Auditory feedback during performances was manipulated with respect to its pitch contents and/or its synchrony with actions. Participants rated their experience of agency after each trial. In all experiments, AAF reduced judgments of agency across conditions. Performance was most disrupted (measured by error rates and slowing) when AAF led to an ambiguous experience of agency, suggesting that there may be some causal relationship between agency and disruption. However, analyses revealed that these two effects were probably independent. A control experiment verified that performers can make veridical judgments of agency. Published by Elsevier Inc.

  9. General practitioner registrars' experiences of multisource feedback: a qualitative study.

    PubMed

    Findlay, Nigel

    2012-09-01

    To explore the experiences of general practitioner (GP) specialty training registrars, thereby generating more understanding of the ways in which multisource feedback impacts upon their self-perceptions and professional behaviour, and provide information that might guide its use in the revalidation process of practising GPs. Complete transcripts of semi-structured, audio-taped qualitative interviews were analysed using the constant comparative method, to describe the experiences of multisource feedback for individual registrars. Five GP registrars participated. The first theme to emerge was the importance of the educational supervisor in encouraging the registrar through the emotional response, then facilitating interpretation of feedback and personal development. The second was the differing attitudes to learning and development, which may be in conflict with threats to self-image. The current RCGP format for obtaining multisource feedback for GP registrars may not always be achieving its purpose of challenging self-perceptions and motivating improved performance. An enhanced qualitative approach, through personal interviews rather than anonymous questionnaires, may provide a more accurate picture. This would address the concerns of some registrars by reducing their logistical burden and may facilitate more constructive feedback. The educational supervisor has an important role in promoting personal development, once this feedback is shared. The challenge for teaching organisations is to create a climate of comfort for learning, yet encourage learning beyond a 'comfort zone'.

  10. Understanding Classroom Feedback Practices: A Study of New Zealand Student Experiences, Perceptions, and Emotional Responses

    ERIC Educational Resources Information Center

    Harris, Lois R.; Brown, Gavin T.; Harnett, Jennifer A.

    2014-01-01

    While feedback is a key factor for improving student learning, little is known about how students understand and experience feedback within the classroom. This study analysed 193 New Zealand primary and secondary students' survey responses alongside drawings of their understandings and experiences of feedback to examine how they experience,…

  11. Understanding Arts and Humanities Students' Experiences of Assessment and Feedback

    ERIC Educational Resources Information Center

    Adams, Joelle; McNab, Nicole

    2013-01-01

    This article examines how undergraduate students on arts and humanities courses experience assessment and feedback. The research uses a detailed audit, a specially devised questionnaire (the Assessment Experience Questionnaire), and student focus group data, and the article examines results from 19 programmes, comparing those from "arts and…

  12. The Effects of Active Videogame Feedback and Practicing Experience on Children's Physical Activity Intensity and Enjoyment.

    PubMed

    Chen, Han; Sun, Haichun

    2017-08-01

    The study aims to explore the effects of receiving active videogame (AVG) feedback and playing experience on individuals' moderate-to-vigorous physical activity (MVPA) and perceived enjoyment. This was a within-subject design study. The participants included 36 (n = 15 and 21 for boys and girls, respectively) fourth graders enrolled in a rural elementary school in southern Georgia area. The experiment lasted for 6 weeks with each week including three sessions. The participants were assigned in either front row (sensor feedback) or back row (no sensor feedback) during practice, which was alternated in different sessions. Two different dance games were played during the study with each game implemented for 3 weeks. The MVPA was measured with GT3X+ accelerometers. Physical activity (PA) enjoyment was assessed after the completion of the first two and last two sessions of each game. A repeated one-way ANOVA (analysis of variance) was used to examine the effects of AVG feedback and game on MVPA. A repeated one-way MANOVA (multivariate analysis of variance) was conducted for each game to examine the effects of experience and AVG feedback on enjoyment and MVPA. No effects of AVG feedback were found for MVPA or enjoyment (P > 0.05). The effects of experience on MVPA were found for Just Dance Kids 2014 with experience decreased MVPA (P < 0.05). Students who practiced dance AVG without receiving feedback still demonstrated positive affection and accumulated similar MVPA than when practicing while receiving feedback. Experience for certain dance games tends to decrease PA intensity.

  13. Undergraduate Student Responses to Feedback: Expectations and Experiences

    ERIC Educational Resources Information Center

    Small, Felicity; Attree, Kath

    2016-01-01

    This research is a qualitative exploration of first and second year university students' experiences of feedback, specifically focused on their expectations and feelings. The data (n = 46) were collected from internal and distance-learning students in their first or second year, who are of lower socio-economic status and first in family to attend.…

  14. Exploring the Reality of Using Patient Experience Data to Provide Resident Feedback: A Qualitative Study of Attending Physician Perspectives.

    PubMed

    Campbell, Steffanie; Goltz, Heather Honoré; Njue, Sarah; Dang, Bich Ngoc

    2016-01-01

    Little is known about the attitudes of faculty and residents toward the use of patient experience data as a tool for providing resident feedback. The purpose of this study was to explore the attitudes of teaching faculty surrounding patient experience data and how those attitudes may influence the feedback given to trainees. From July 2013 to August 2013, we conducted in-depth, face-to-face, semistructured interviews with 9 attending physicians who precept residents in internal medicine at 2 continuity clinics (75% of eligible attendings). Interviews were coded using conventional content analysis. Content analysis identified six potential barriers in using patient experience survey data to provide feedback to residents: 1) perceived inability of residents to learn or to incorporate feedback, 2) punitive nature of feedback, 3) lack of training in the delivery of actionable feedback, 4) lack of timeliness in the delivery of feedback, 5) unclear benefit of patient experience survey data as a tool for providing resident feedback, and 6) lack of individualized feedback. Programs may want to conduct an internal review on how patient experience data is incorporated into the resident feedback process and how, if at all, their faculty are trained to provide such feedback.

  15. Experience in action: Moderating care in web-based patient feedback.

    PubMed

    Ziewitz, Malte

    2017-02-01

    What does it take to mobilise experiences of care and make them useful for improving services? This article draws on ethnographic fieldwork with a UK-based patient feedback website to develop a critical perspective on patient experience as a contingent accomplishment and a focal point for eliciting, provoking, and respecifying relations of accountability. Following a single posting from the moderation room back to the author and into the wards and offices of the hospital, I show how moderators, carers, and clinical staff respond to and act upon a seemingly stable experience. Drawing on recent work in science studies and ethnomethodology, I suggest that the work of 'capturing the patient experience' is not so much a matter of accurate reporting or incontestable opining, but an exercise in testing versions of reality through the ongoing respecification of objects, audiences, and identities. Attending to the mundane practices of moderating accounts of care highlights the work of ordering alongside technologies of evaluation - the largely invisible labour that sustains the possibility of public patient feedback in the first place. Copyright © 2016 Elsevier Ltd. All rights reserved.

  16. Exploring the Reality of Using Patient Experience Data to Provide Resident Feedback: A Qualitative Study of Attending Physician Perspectives

    PubMed Central

    Campbell, Steffanie; Goltz, Heather Honoré; Njue, Sarah; Dang, Bich Ngoc

    2016-01-01

    Introduction: Little is known about the attitudes of faculty and residents toward the use of patient experience data as a tool for providing resident feedback. The purpose of this study was to explore the attitudes of teaching faculty surrounding patient experience data and how those attitudes may influence the feedback given to trainees. Methods: From July 2013 to August 2013, we conducted in-depth, face-to-face, semistructured interviews with 9 attending physicians who precept residents in internal medicine at 2 continuity clinics (75% of eligible attendings). Interviews were coded using conventional content analysis. Results: Content analysis identified six potential barriers in using patient experience survey data to provide feedback to residents: 1) perceived inability of residents to learn or to incorporate feedback, 2) punitive nature of feedback, 3) lack of training in the delivery of actionable feedback, 4) lack of timeliness in the delivery of feedback, 5) unclear benefit of patient experience survey data as a tool for providing resident feedback, and 6) lack of individualized feedback. Conclusion: Programs may want to conduct an internal review on how patient experience data is incorporated into the resident feedback process and how, if at all, their faculty are trained to provide such feedback. PMID:27400180

  17. Capturing patient experience: a qualitative study of implementing real-time feedback in primary care

    PubMed Central

    Carter, Mary; Davey, Antoinette; Wright, Christine; Elmore, Natasha; Newbould, Jenny; Roland, Martin; Campbell, John; Burt, Jenni

    2016-01-01

    Background In recent years, hospitals have made use of new technologies, such as real-time feedback, to collect patient experience information. This approach is currently rarely used in primary care settings, but may provide practices with a useful tool that enables them to take prompt, focused action to improve their services. Aim To identify the factors inhibiting and enabling the implementation of real-time feedback in general practices. Design and setting Qualitative study embedded within an exploratory trial (July 2014 to February 2015) of a real-time feedback intervention targeting patient experience in general practices in south-west England and Cambridgeshire. Method Semi-structured interviews (n = 22) and focus groups (n = 4, total of 28 attendees) with practice staff were audiorecorded, transcribed, and analysed thematically, using a framework based on constructs from normalisation process theory. Results Staff engagement with real-time feedback varied considerably, and staff made sense of real-time feedback by comparing it with more familiar feedback modalities. Effective within-team communication was associated with positive attitudes towards real-time feedback. Timing of requests for feedback was important in relation to patient engagement. Real-time feedback may offer potential as a means of informing practice development, perhaps as a component of a wider programme of capturing and responding to patients’ comments. Conclusion Successful implementation of real-time feedback requires effective communication across the practice team to engender thorough engagement. Feedback processes should be carefully introduced to fit with existing patient and practice routines. Future studies should consider making real-time feedback content relevant to specific practice needs, and support participation by all patient groups. PMID:27621292

  18. Investigating Expectations and Experiences of Audio and Written Assignment Feedback in First-Year Undergraduate Students

    ERIC Educational Resources Information Center

    Fawcett, Hannah; Oldfield, Jeremy

    2016-01-01

    Previous research suggests that audio feedback may be an important mechanism for facilitating effective and timely assignment feedback. The present study examined expectations and experiences of audio and written feedback provided through "turnitin for iPad®" from students within the same cohort and assignment. The results showed that…

  19. Assessment of Habitat Suitability Is Affected by Plant-Soil Feedback: Comparison of Field and Garden Experiment.

    PubMed

    Hemrová, Lucie; Knappová, Jana; Münzbergová, Zuzana

    2016-01-01

    Field translocation experiments (i.e., the introduction of seeds or seedlings of different species into different localities) are commonly used to study habitat associations of species, as well as factors limiting species distributions and local abundances. Species planted or sown in sites where they naturally occur are expected to perform better or equally well compared to sites at which they do not occur or are rare. This, however, contrasts with the predictions of the Janzen-Connell hypothesis and commonly reported intraspecific negative plant-soil feedback. The few previous studies indicating poorer performance of plants at sites where they naturally occur did not explore the mechanisms behind this pattern. In this study, we used field translocation experiments established using both seeds and seedlings to study the determinants of local abundance of four dominant species in grasslands. To explore the possible effects of intraspecific negative plant-soil feedback on our results, we tested the effect of local species abundance on the performance of the plants in the field experiment. In addition, we set up a garden experiment to explore the intensity of intraspecific as well as interspecific feedback between the dominants used in the experiment. In some cases, the distribution and local abundances of the species were partly driven by habitat conditions at the sites, and species performed better at their own sites. However, the prevailing pattern was that the local dominants performed worse at sites where they naturally occur than at any other sites. Moreover, the success of plants in the field experiment was lower in the case of higher intraspecific abundance prior to experimental setup. In the garden feedback experiment, two of the species performed significantly worse in soils conditioned by their species than in soils conditioned by the other species. In addition, the performance of the plants was significantly correlated between the two experiments

  20. PReSaFe: A model of barriers and facilitators to patients providing feedback on experiences of safety.

    PubMed

    De Brún, Aoife; Heavey, Emily; Waring, Justin; Dawson, Pamela; Scott, Jason

    2017-08-01

    The importance of involving patients in reporting on safety is increasingly recognized. Whilst studies have identified barriers to clinician incident reporting, few have explored barriers and facilitators to patient reporting of safety experiences. This paper explores patient perspectives on providing feedback on safety experiences. Patients (n=28) were invited to take part in semi-structured interviews when given a survey about their experiences of safety following hospital discharge. Transcripts were thematically analysed using NVivo10. Patients were recruited from four hospitals in the UK. Three themes were identified as barriers and facilitators to patient involvement in providing feedback on their safety experiences. The first, cognitive-cultural, found that whilst safety was a priority for most, some felt the term was not relevant to them because safety was the "default" position, and/or because safety could not be disentangled from the overall experience of care. The structural-procedural theme indicated that reporting was facilitated when patients saw the process as straightforward, but that disinclination or perceived inability to provide feedback was a barrier. Finally, learning and change illustrated that perception of the impact of feedback could facilitate or inhibit reporting. When collecting patient feedback on experiences of safety, it is important to consider what may help or hinder this process, beyond the process alone. We present a staged model of prerequisite barriers and facilitators and hypothesize that each stage needs to be achieved for patients to provide feedback on safety experiences. Implications for collecting meaningful data on patients' safety experiences are considered. © 2016 The Authors. Health Expectations Published by John Wiley & Sons Ltd.

  1. Developing leaders via experience: the role of developmental challenge, learning orientation, and feedback availability.

    PubMed

    Derue, D Scott; Wellman, Ned

    2009-07-01

    Prior research offers limited insight into the types of work experiences that promote leadership skill development and the ways that the person and context shape the developmental value of these experiences. In this article, the authors develop a series of hypotheses linking leadership skill development to features of the experience (developmental challenge), person (learning orientation), and context (feedback availability). Based on 225 on-the-job experiences across 60 managers, their results demonstrate that the relationship between developmental challenge and leadership skill development exhibits a pattern of diminishing returns. However, access to feedback can offset the diminishing returns associated with high levels of developmental challenge.

  2. Assessment of Habitat Suitability Is Affected by Plant-Soil Feedback: Comparison of Field and Garden Experiment

    PubMed Central

    Hemrová, Lucie; Knappová, Jana; Münzbergová, Zuzana

    2016-01-01

    Background Field translocation experiments (i.e., the introduction of seeds or seedlings of different species into different localities) are commonly used to study habitat associations of species, as well as factors limiting species distributions and local abundances. Species planted or sown in sites where they naturally occur are expected to perform better or equally well compared to sites at which they do not occur or are rare. This, however, contrasts with the predictions of the Janzen-Connell hypothesis and commonly reported intraspecific negative plant-soil feedback. The few previous studies indicating poorer performance of plants at sites where they naturally occur did not explore the mechanisms behind this pattern. Aims and Methods In this study, we used field translocation experiments established using both seeds and seedlings to study the determinants of local abundance of four dominant species in grasslands. To explore the possible effects of intraspecific negative plant-soil feedback on our results, we tested the effect of local species abundance on the performance of the plants in the field experiment. In addition, we set up a garden experiment to explore the intensity of intraspecific as well as interspecific feedback between the dominants used in the experiment. Key Results In some cases, the distribution and local abundances of the species were partly driven by habitat conditions at the sites, and species performed better at their own sites. However, the prevailing pattern was that the local dominants performed worse at sites where they naturally occur than at any other sites. Moreover, the success of plants in the field experiment was lower in the case of higher intraspecific abundance prior to experimental setup. In the garden feedback experiment, two of the species performed significantly worse in soils conditioned by their species than in soils conditioned by the other species. In addition, the performance of the plants was significantly

  3. Comparing Student Learning Experiences of In-Text Commentary and Rubric-Articulated Feedback: Strategies for Formative Assessment

    ERIC Educational Resources Information Center

    Nordrum, Lene; Evans, Katherine; Gustafsson, Magnus

    2013-01-01

    This study compares students' experiences of two types of criteria-based assessment: in-text commentary and rubric-articulated feedback, in an assessment design combining the two feedback channels. The main aim is to use students' responses to shed light on how feedback strategies for formative assessment can be optimised. Following action…

  4. Improving Hospital Services Based on Patient Experience Data: Current Feedback Practices and Future Opportunities.

    PubMed

    Kaipio, Johanna; Stenhammar, Hanna; Immonen, Susanna; Litovuo, Lauri; Axelsson, Minja; Lantto, Minna; Lahdenne, Pekka

    2018-01-01

    Patient feedback is considered important for healthcare organizations. However, measurement and analysis of patient reported data is useful only if gathered insights are transformed into actions. This article focuses on gathering and utilization of patient experience data at hospitals with the aim of supporting the development of patient-centered services. The study was designed to explore both current practices of collecting and utilizing patient feedback at hospitals as well as future feedback-related opportunities. Nine people working at different hierarchical levels of three university hospitals in Finland participated in in-depth interviews. Findings indicate that current feedback processes are poorly planned and inflexible. Some feedback data are gathered, but not systematically utilized. Currently, it is difficult to obtain a comprehensive picture of the situation. One future hope was to increase the amount of patient feedback to be able to better generalize and utilize the data. Based on the findings the following recommendations are given: attention to both patients' and healthcare staff's perspectives when collecting feedback, employing a coordinated approach for collecting and utilizing patient feedback, and organizational transformation towards a patient-centric culture.

  5. Operating experience feedback report: New plants, Commercial power reactors

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Dennig, R.L.; O'Reilly, P.D.

    1987-07-01

    This report documents a detailed review of the cause of unplanned events during the early months of licensed operation for plants licensed between March 1983 and April 1986. The major lessons and corrective actions that appear to have the greatest potential for improving the effectiveness of plant startups are provided for consideration through the operating experience feedback programs and activities of the industry and the NRC staff.

  6. Experiments with explicit filtering for LES using a finite-difference method

    NASA Technical Reports Server (NTRS)

    Lund, T. S.; Kaltenbach, H. J.

    1995-01-01

    The equations for large-eddy simulation (LES) are derived formally by applying a spatial filter to the Navier-Stokes equations. The filter width as well as the details of the filter shape are free parameters in LES, and these can be used both to control the effective resolution of the simulation and to establish the relative importance of different portions of the resolved spectrum. An analogous, but less well justified, approach to filtering is more or less universally used in conjunction with LES using finite-difference methods. In this approach, the finite support provided by the computational mesh as well as the wavenumber-dependent truncation errors associated with the finite-difference operators are assumed to define the filter operation. This approach has the advantage that it is also 'automatic' in the sense that no explicit filtering: operations need to be performed. While it is certainly convenient to avoid the explicit filtering operation, there are some practical considerations associated with finite-difference methods that favor the use of an explicit filter. Foremost among these considerations is the issue of truncation error. All finite-difference approximations have an associated truncation error that increases with increasing wavenumber. These errors can be quite severe for the smallest resolved scales, and these errors will interfere with the dynamics of the small eddies if no corrective action is taken. Years of experience at CTR with a second-order finite-difference scheme for high Reynolds number LES has repeatedly indicated that truncation errors must be minimized in order to obtain acceptable simulation results. While the potential advantages of explicit filtering are rather clear, there is a significant cost associated with its implementation. In particular, explicit filtering reduces the effective resolution of the simulation compared with that afforded by the mesh. The resolution requirements for LES are usually set by the need to capture

  7. Experiments evaluating compliance and force feedback effect on manipulator performance

    NASA Technical Reports Server (NTRS)

    Kugath, D. A.

    1972-01-01

    The performance capability was assessed of operators performing simulated space tasks using manipulator systems which had compliance and force feedback varied. Two manipulators were used, the E-2 electromechanical man-equivalent (force, reach, etc.) master-slave system and a modified CAM 1400 hydraulic master-slave with 100 lbs force capability at reaches of 24 ft. The CAM 1400 was further modified to operate without its normal force feedback. Several experiments and simulations were performed. The first two involved the E-2 absorbing the energy of a moving mass and secondly, guiding a mass thru a maze. Thus, both work and self paced tasks were studied as servo compliance was varied. Three simulations were run with the E-2 mounted on the CAM 1400 to evaluate the concept of a dexterous manipulator as an end effector of a boom-manipulator. Finally, the CAM 1400 performed a maze test and also simulated the capture of a large mass as the servo compliance was varied and with force feedback included and removed.

  8. CGILS: Results from the First Phase of an International Project to Understand the Physical Mechanisms of Low Cloud Feedbacks in Single Column Models

    NASA Technical Reports Server (NTRS)

    Zhang, Minghua; Bretherton, Christopher S.; Blossey, Peter N.; Austin, Phillip H.; Bacmeister, Julio T.; Bony, Sandrine; Brient, Florent; Cheedela, Suvarchal K.; Cheng, Anning; DelGenio, Anthony; hide

    2013-01-01

    1] CGILS-the CFMIP-GASS Intercomparison of Large Eddy Models (LESs) and single column models (SCMs)-investigates the mechanisms of cloud feedback in SCMs and LESs under idealized climate change perturbation. This paper describes the CGILS results from 15 SCMs and 8 LES models. Three cloud regimes over the subtropical oceans are studied: shallow cumulus, cumulus under stratocumulus, and well-mixed coastal stratus/stratocumulus. In the stratocumulus and coastal stratus regimes, SCMs without activated shallow convection generally simulated negative cloud feedbacks, while models with active shallow convection generally simulated positive cloud feedbacks. In the shallow cumulus alone regime, this relationship is less clear, likely due to the changes in cloud depth, lateral mixing, and precipitation or a combination of them. The majority of LES models simulated negative cloud feedback in the well-mixed coastal stratus/stratocumulus regime, and positive feedback in the shallow cumulus and stratocumulus regime. A general framework is provided to interpret SCM results: in a warmer climate, the moistening rate of the cloudy layer associated with the surface-based turbulence parameterization is enhanced; together with weaker large-scale subsidence, it causes negative cloud feedback. In contrast, in the warmer climate, the drying rate associated with the shallow convection scheme is enhanced. This causes positive cloud feedback. These mechanisms are summarized as the "NESTS" negative cloud feedback and the "SCOPE" positive cloud feedback (Negative feedback from Surface Turbulence under weaker Subsidence-Shallow Convection PositivE feedback) with the net cloud feedback depending on how the two opposing effects counteract each other. The LES results are consistent with these interpretations

  9. Surprising feedback improves later memory.

    PubMed

    Fazio, Lisa K; Marsh, Elizabeth J

    2009-02-01

    The hypercorrection effect is the finding that high-confidence errors are more likely to be corrected after feedback than are low-confidence errors (Butterfield & Metcalfe, 2001). In two experiments, we explored the idea that the hypercorrection effect results from increased attention to surprising feedback. In Experiment 1, participants were more likely to remember the appearance of the presented feedback when the feedback did not match expectations. In Experiment 2, we replicated this effect using more distinctive sources and also demonstrated the hypercorrection effect in this modified paradigm. Overall, participants better remembered both the surface features and the content of surprising feedback.

  10. Simulation and design of feedback control on resistive wall modes in Keda Torus eXperiment

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Li, Chenguang; Liu, Wandong; Li, Hong

    2014-12-15

    The feedback control of resistive wall modes (RWMs) in Keda Torus eXperiment (KTX) (Liu et al., Plasma Phys. Controlled Fusion 56, 094009 (2014)) is investigated by simulation. A linear model is built to describe the growth of the unstable modes in the absence of feedback and the resulting mode suppression due to feedback, given the typical reversed field pinch plasma equilibrium. The layout of KTX with two shell structures (the vacuum vessel and the stabilizing shell) is taken into account. The feedback performance is explored both in the scheme of “clean mode control” (Zanca et al., Nucl. Fusion 47, 1425more » (2007)) and “raw mode control.” The discrete time control model with specific characteristic times will mimic the real feedback control action and lead to the favored control cycle. Moreover, the conceptual design of feedback control system is also presented, targeting on both RWMs and tearing modes.« less

  11. Tap Arduino: An Arduino microcontroller for low-latency auditory feedback in sensorimotor synchronization experiments.

    PubMed

    Schultz, Benjamin G; van Vugt, Floris T

    2016-12-01

    Timing abilities are often measured by having participants tap their finger along with a metronome and presenting tap-triggered auditory feedback. These experiments predominantly use electronic percussion pads combined with software (e.g., FTAP or Max/MSP) that records responses and delivers auditory feedback. However, these setups involve unknown latencies between tap onset and auditory feedback and can sometimes miss responses or record multiple, superfluous responses for a single tap. These issues may distort measurements of tapping performance or affect the performance of the individual. We present an alternative setup using an Arduino microcontroller that addresses these issues and delivers low-latency auditory feedback. We validated our setup by having participants (N = 6) tap on a force-sensitive resistor pad connected to the Arduino and on an electronic percussion pad with various levels of force and tempi. The Arduino delivered auditory feedback through a pulse-width modulation (PWM) pin connected to a headphone jack or a wave shield component. The Arduino's PWM (M = 0.6 ms, SD = 0.3) and wave shield (M = 2.6 ms, SD = 0.3) demonstrated significantly lower auditory feedback latencies than the percussion pad (M = 9.1 ms, SD = 2.0), FTAP (M = 14.6 ms, SD = 2.8), and Max/MSP (M = 15.8 ms, SD = 3.4). The PWM and wave shield latencies were also significantly less variable than those from FTAP and Max/MSP. The Arduino missed significantly fewer taps, and recorded fewer superfluous responses, than the percussion pad. The Arduino captured all responses, whereas at lower tapping forces, the percussion pad missed more taps. Regardless of tapping force, the Arduino outperformed the percussion pad. Overall, the Arduino is a high-precision, low-latency, portable, and affordable tool for auditory experiments.

  12. Teachers' Emotions and Test Feedback.

    ERIC Educational Resources Information Center

    Stough, Laura M.; Emmer, Edmund T.

    1998-01-01

    Investigates teachers thoughts about test-feedback sessions and their resulting emotions and strategies when delivering feedback to students. Explains that past experiences with feedback sessions, problem students, teachers beliefs about feedback processes, and their goals for providing feedback influence the teachers level of emotion; the…

  13. Midwifery students experience of teamwork projects involving mark-related peer feedback.

    PubMed

    Hastie, Carolyn R; Fahy, Kathleen M; Parratt, Jenny A; Grace, Sandra

    2016-06-01

    Lack of teamwork skills among health care professionals endangers patients and enables workplace bullying. Individual teamwork skills are increasingly being assessed in the undergraduate health courses but rarely defined, made explicit or taught. To remedy these deficiencies we introduced a longitudinal educational strategy across all three years of the Bachelor of Midwifery program. To report on students' experiences of engaging in team based assignments which involved mark-related peer feedback. Stories of midwifery students' experiences were collected from 17 participants across the three years of the degree. These were transcribed and analysed thematically and interpreted using feminist collaborative conversations. Most participants reported being in well-functioning teams and enjoyed the experience; they spoke of 'we' and said 'Everyone was on Board'. Students in poorly functioning teams spoke of 'I' and 'they'. These students complained about the poor performance of others but they didn't speak up because they 'didn't want to make waves' and they didn't have the skills to be able to confidently manage conflict. All participants agreed 'Peer-related marks cause mayhem'. Teamwork skills should be specifically taught and assessed. These skills take time to develop. Students, therefore, should be engaged in a teamwork assignment in each semester of the entire program. Peer feedback should be moderated by the teacher and not directly related to marks. Crown Copyright © 2015. Published by Elsevier Ltd. All rights reserved.

  14. Can corrective feedback improve recognition memory?

    PubMed

    Kantner, Justin; Lindsay, D Stephen

    2010-06-01

    An understanding of the effects of corrective feedback on recognition memory can inform both recognition theory and memory training programs, but few published studies have investigated the issue. Although the evidence to date suggests that feedback does not improve recognition accuracy, few studies have directly examined its effect on sensitivity, and fewer have created conditions that facilitate a feedback advantage by encouraging controlled processing at test. In Experiment 1, null effects of feedback were observed following both deep and shallow encoding of categorized study lists. In Experiment 2, feedback robustly influenced response bias by allowing participants to discern highly uneven base rates of old and new items, but sensitivity remained unaffected. In Experiment 3, a false-memory procedure, feedback failed to attenuate false recognition of critical lures. In Experiment 4, participants were unable to use feedback to learn a simple category rule separating old items from new items, despite the fact that feedback was of substantial benefit in a nearly identical categorization task. The recognition system, despite a documented ability to utilize controlled strategic or inferential decision-making processes, appears largely impenetrable to a benefit of corrective feedback.

  15. Improved memory for error feedback.

    PubMed

    Van der Borght, Liesbet; Schouppe, Nathalie; Notebaert, Wim

    2016-11-01

    Surprising feedback in a general knowledge test leads to an improvement in memory for both the surface features and the content of the feedback (Psychon Bull Rev 16:88-92, 2009). Based on the idea that in cognitive tasks, error is surprising (the orienting account, Cognition 111:275-279, 2009), we tested whether error feedback would be better remembered than correct feedback. Colored words were presented as feedback signals in a flanker task, where the color indicated the accuracy. Subsequently, these words were again presented during a recognition task (Experiment 1) or a lexical decision task (Experiments 2 and 3). In all experiments, memory was improved for words seen as error feedback. These results are compared to the attentional boost effect (J Exp Psychol Learn Mem Cogn 39:1223-12231, 2013) and related to the orienting account for post-error slowing (Cognition 111:275-279, 2009).

  16. General practitioners' and students' experiences with feedback during a six-week clerkship in general practice: a qualitative study.

    PubMed

    Gran, Sarah Frandsen; Brænd, Anja Maria; Lindbæk, Morten; Frich, Jan C

    2016-06-01

    Feedback may be scarce and unsystematic during students' clerkship periods. We wanted to explore general practitioners' (GPs) and medical students' experiences with giving and receiving supervision and feedback during a clerkship in general practice, with a focus on their experiences with using a structured tool (StudentPEP) to facilitate feedback and supervision. Qualitative study. Teachers and students from a six-week clerkship in general practice for fifth year medical students were interviewed in two student and two teacher focus groups. 21 GPs and nine medical students. We found that GPs first supported students' development in the familiarization phase by exploring the students' expectations and competency level. When mutual trust had been established through the familiarization phase GPs encouraged students to conduct their own consultations while being available for supervision and feedback. Both students and GPs emphasized that good feedback promoting students' professional development was timely, constructive, supportive, and focused on ways to improve. Among the challenges GPs mentioned were giving feedback on behavioral issues such as body language and insensitive use of electronic devices during consultations or if the student was very insecure, passive, and reluctant to take action or lacked social or language skills. While some GPs experienced StudentPEP as time-consuming and unnecessary, others argued that the tool promoted feedback and learning through mandatory observations and structured questions. Mutual trust builds a learning environment in which supervision and feedback may be given during students' clerkship in general practice. Structured tools may promote feedback, reflection and learning. Key Points Observing the teacher and being supervised are essential components of Medical students' learning during general practice clerkships. Teachers and students build mutual trust in the familiarization phase. Good feedback is based on observations

  17. Improving Written Communication Through Minimal Feedback

    PubMed Central

    Traxler, Matthew J.; Gernsbacher, Morton Ann

    2014-01-01

    We propose that writers must form accurate representations of how their readers will interpret their texts to convey their ideas successfully. In two experiments, we investigated whether getting feedback from their readers helps writers form better representations of how their texts are interpreted. In our first experiment, one group of subjects (writers) wrote descriptions of a set of geometric figures; another group of subjects (readers) read those descriptions and used them to select the figures from sets of similar looking distractor figures. Half the writers received feedback on how well their readers selected the figures, and half the writers did not receive this feedback. Those writers who received feedback improved their descriptions more than those writers who did not receive feedback. In our second experiment, half the writers received two treatments of feedback on their descriptions of one set of figures, whereas the other half of the writers did not receive feedback. Then, all the writers described a new set of figures. Those writers who had previously received feedback wrote better new descriptions than did those writers who had never received feedback. We concluded that feedback – even this minimal form of feedback – helps writers to envision how readers interpret their texts. PMID:25520535

  18. Ambulatory Feedback System

    NASA Technical Reports Server (NTRS)

    Finger, Herbert; Weeks, Bill

    1985-01-01

    This presentation discusses instrumentation that will be used for a specific event, which we hope will carry on to future events within the Space Shuttle program. The experiment is the Autogenic Feedback Training Experiment (AFTE) scheduled for Spacelab 3, currently scheduled to be launched in November, 1984. The objectives of the AFTE are to determine the effectiveness of autogenic feedback in preventing or reducing space adaptation syndrome (SAS), to monitor and record in-flight data from the crew, to determine if prediction criteria for SAS can be established, and, finally, to develop an ambulatory instrument package to mount the crew throughout the mission. The purpose of the Ambulatory Feedback System (AFS) is to record the responses of the subject during a provocative event in space and provide a real-time feedback display to reinforce the training.

  19. Exploring Occupational Therapy Students' Meaning of Feedback during Fieldwork Experiences

    ERIC Educational Resources Information Center

    Rathgeber, Karen Lynne

    2014-01-01

    Researchers have revealed that students' confidence and performance improve after they receive feedback from clinical supervisors regarding the delivery of quality patient care. Multiple studies of feedback have focused on the provision and acceptance of feedback; however, it was not known if or how students internalized feedback to promote…

  20. A Dataset of Three Educational Technology Experiments on Differentiation, Formative Testing and Feedback

    ERIC Educational Resources Information Center

    Haelermans, Carla; Ghysels, Joris; Prince, Fernao

    2015-01-01

    This paper describes a dataset with data from three individually randomized educational technology experiments on differentiation, formative testing and feedback during one school year for a group of 8th grade students in the Netherlands, using administrative data and the online motivation questionnaire of Boekaerts. The dataset consists of pre-…

  1. Evaluative Feedback can Improve Deductive Reasoning

    DTIC Science & Technology

    2012-08-01

    theories of reasoning explicitly permit evaluative feedback to modulate the way individuals reason (Braine & O’Brien, 1998; Oaksford & Chater, 2007...incorrect is to check their reasoning (Johnson-Laird, Girotto, & Legrenzi, 2004). If feedback influences the way people make deductions, theories of... theories of reasoning might account for improvements in performance due to evaluative feedback. Experiment 1: Sentential reasoning Experiment 1

  2. Age vs. experience : evaluation of a video feedback intervention for newly licensed teen drivers.

    DOT National Transportation Integrated Search

    2013-02-06

    This project examines the effects of age, experience, and video-based feedback on the rate and type of safety-relevant events captured on video event : recorders in the vehicles of three groups of newly licensed young drivers: : 1. 14.5- to 15.5-year...

  3. Do Those Who Benefit the Most Need it the Least? A Four-Year Experiment in Enquiry-Based Feedback

    ERIC Educational Resources Information Center

    Adcroft, Andy; Willis, Robert

    2013-01-01

    The aim of this paper is to report on an ongoing experiment in an enquiry-based approach to feedback. Over the course of four years, almost 1800 students have studied a final-year undergraduate module involving a mid-term assignment and end of module examination. Feedback on the assignment is delivered through a process which involves the…

  4. Feedback in clinical education, part I: Characteristics of feedback provided by approved clinical instructors.

    PubMed

    Nottingham, Sara; Henning, Jolene

    2014-01-01

    Providing students with feedback is an important component of athletic training clinical education; however, little information is known about the feedback that Approved Clinical Instructors (ACIs; now known as preceptors) currently provide to athletic training students (ATSs). To characterize the feedback provided by ACIs to ATSs during clinical education experiences. Qualitative study. One National Collegiate Athletic Association Division I athletic training facility and 1 outpatient rehabilitation clinic that were clinical sites for 1 entry-level master's degree program accredited by the Commission on Accreditation of Athletic Training Education. A total of 4 ACIs with various experience levels and 4 second-year ATSs. Extensive field observations were audio recorded, transcribed, and integrated with field notes for analysis. The constant comparative approach of open, axial, and selective coding was used to inductively analyze data and develop codes and categories. Member checking, triangulation, and peer debriefing were used to promote trustworthiness of the study. The ACIs gave 88 feedback statements in 45 hours and 10 minutes of observation. Characteristics of feedback categories included purpose, timing, specificity, content, form, and privacy. Feedback that ACIs provided included several components that made each feedback exchange unique. The ACIs in our study provided feedback that is supported by the literature, suggesting that ACIs are using current recommendations for providing feedback. Feedback needs to be investigated across multiple athletic training education programs to gain more understanding of certain areas of feedback, including frequency, privacy, and form.

  5. Communicating Feedback in Teaching Practice Supervision in a Learning-Oriented Field Experience Assessment Framework

    ERIC Educational Resources Information Center

    Tang, Sylvia Yee Fang; Chow, Alice Wai Kwan

    2007-01-01

    This article seeks to understand the ways in which feedback was communicated in post-observation conferences in teaching practice supervision within the learning-oriented field experience assessment (LOFEA) framework. 32 post-observation conferences between 21 pairs of supervisors and participants of in-service teacher education programmes, and…

  6. First Results of the Land Atmosphere Feedback Experiment

    NASA Astrophysics Data System (ADS)

    Wulfmeyer, V.; Turner, D. D.

    2017-12-01

    The Land-Atmosphere Feedback Experiment (LAFE) deployed several state-of-the-art scanning lidar and remote sensing systems to the ARM SGP site during August 2017. A novel synergy of remote sensing systems was applied for simultaneous measurements of land-surface fluxes and horizontal and vertical transport processes in the atmospheric boundary layer (ABL). The impact of spatial inhomogeneities of the soil-vegetation continuum on LA feedback was studied using the scanning capability of the instrumentation as well as soil, vegetation, and surface flux measurements. The synergy of remote sensing and in-situ instruments consisted of three components: 1) The SGP water-vapor and temperature Raman lidar, the SGP Doppler lidar, the University of Hohenheim (UHOH) Doppler lidar, and the NCAR water-vapor DIAL to measure mean profiles and gradients of moisture, temperature, and horizontal wind. Due to their high vertical and temporal resolutions, also profiles of higher-order turbulent moments in the water vapor and wind fields as well as of profiles of the latent heat flux, the sensible heat flux, TKE, and momentum flux were observed. 2) A novel scanning lidar system synergy consisting of the NOAA High-Resolution Doppler lidar, the UHOH water-vapor differential absorption lidar, and the UHOH temperature rotational Raman lidar. These systems performed coordinated range-height indicator (RHI) scans from just above the canopy level to the lower troposphere including the interfacial layer at the ABL top. This component was augmented by three energy balance closure towers of NOAA and one EBC station of UHOH. 3) The University of Wisconsin SPARC and the University of Oklahoma CLAMPS systems operating two vertically pointing atmospheric emitted radiance interferometers and two Doppler lidar systems scanning cross track to the central RHI for determining the surface friction velocity and the horizontal variability of temperature, moisture, and wind. NOAA ARL also provided UAS and

  7. Identification of flame transfer functions in the presence of intrinsic thermoacoustic feedback and noise

    NASA Astrophysics Data System (ADS)

    Jaensch, Stefan; Merk, Malte; Emmert, Thomas; Polifke, Wolfgang

    2018-05-01

    The Large Eddy Simulation/System Identification (LES/SI) approach is a general and efficient numerical method for deducing a Flame Transfer Function (FTF) from the LES of turbulent reacting flow. The method may be summarised as follows: a simulated flame is forced with a broadband excitation signal. The resulting fluctuations of the reference velocity and of the global heat release rate are post-processed via SI techniques in order to estimate a low-order model of the flame dynamics. The FTF is readily deduced from the low-order model. The SI method most frequently applied in aero- and thermo-acoustics has been Wiener-Hopf Inversion (WHI). This method is known to yield biased estimates in situations with feedback, thus it was assumed that non-reflective boundary conditions are required to generate accurate results with the LES/SI approach. Recent research has shown that the FTF is part of the so-called Intrinsic ThermoAcoustic (ITA) feedback loop. Hence, identifying an FTF from a compressible LES is always a closed-loop problem, and consequently one should expect that the WHI would yield biased results. However, several studies proved that WHI results compare favourably with validation data. To resolve this apparent contradiction, a variety of identification methods are compared against each other, including models designed for closed-loop identification. In agreement with theory, we show that the estimate given by WHI does not converge to the actual FTF. Fortunately, the error made is small if excitation amplitudes can be set such that the signal-to-noise ratio is large, but not large enough to trigger nonlinear flame dynamics. Furthermore, we conclude that non-reflective boundary conditions are not essentially necessary to apply the LES/SI approach.

  8. Feedback in Clinical Education, Part I: Characteristics of Feedback Provided by Approved Clinical Instructors

    PubMed Central

    Nottingham, Sara; Henning, Jolene

    2014-01-01

    Context Providing students with feedback is an important component of athletic training clinical education; however, little information is known about the feedback that Approved Clinical Instructors (ACIs; now known as preceptors) currently provide to athletic training students (ATSs). Objective To characterize the feedback provided by ACIs to ATSs during clinical education experiences. Design Qualitative study. Setting One National Collegiate Athletic Association Division I athletic training facility and 1 outpatient rehabilitation clinic that were clinical sites for 1 entry-level master's degree program accredited by the Commission on Accreditation of Athletic Training Education. Patients or Other Participants A total of 4 ACIs with various experience levels and 4 second-year ATSs. Data Collection and Analysis Extensive field observations were audio recorded, transcribed, and integrated with field notes for analysis. The constant comparative approach of open, axial, and selective coding was used to inductively analyze data and develop codes and categories. Member checking, triangulation, and peer debriefing were used to promote trustworthiness of the study. Results The ACIs gave 88 feedback statements in 45 hours and 10 minutes of observation. Characteristics of feedback categories included purpose, timing, specificity, content, form, and privacy. Conclusions Feedback that ACIs provided included several components that made each feedback exchange unique. The ACIs in our study provided feedback that is supported by the literature, suggesting that ACIs are using current recommendations for providing feedback. Feedback needs to be investigated across multiple athletic training education programs to gain more understanding of certain areas of feedback, including frequency, privacy, and form. PMID:24143902

  9. Partial Compensation for Altered Auditory Feedback: A Tradeoff with Somatosensory Feedback?

    ERIC Educational Resources Information Center

    Katseff, Shira; Houde, John; Johnson, Keith

    2012-01-01

    Talkers are known to compensate only partially for experimentally-induced changes to their auditory feedback. In a typical experiment, talkers might hear their F1 feedback shifted higher (so that /[epsilon]/ sounds like /[ash]/, for example), and compensate by lowering F1 in their subsequent speech by about a quarter of that distance. Here, we…

  10. Optimal feedback control successfully explains changes in neural modulations during experiments with brain-machine interfaces.

    PubMed

    Benyamini, Miri; Zacksenhouse, Miriam

    2015-01-01

    Recent experiments with brain-machine-interfaces (BMIs) indicate that the extent of neural modulations increased abruptly upon starting to operate the interface, and especially after the monkey stopped moving its hand. In contrast, neural modulations that are correlated with the kinematics of the movement remained relatively unchanged. Here we demonstrate that similar changes are produced by simulated neurons that encode the relevant signals generated by an optimal feedback controller during simulated BMI experiments. The optimal feedback controller relies on state estimation that integrates both visual and proprioceptive feedback with prior estimations from an internal model. The processing required for optimal state estimation and control were conducted in the state-space, and neural recording was simulated by modeling two populations of neurons that encode either only the estimated state or also the control signal. Spike counts were generated as realizations of doubly stochastic Poisson processes with linear tuning curves. The model successfully reconstructs the main features of the kinematics and neural activity during regular reaching movements. Most importantly, the activity of the simulated neurons successfully reproduces the observed changes in neural modulations upon switching to brain control. Further theoretical analysis and simulations indicate that increasing the process noise during normal reaching movement results in similar changes in neural modulations. Thus, we conclude that the observed changes in neural modulations during BMI experiments can be attributed to increasing process noise associated with the imperfect BMI filter, and, more directly, to the resulting increase in the variance of the encoded signals associated with state estimation and the required control signal.

  11. Optimal feedback control successfully explains changes in neural modulations during experiments with brain-machine interfaces

    PubMed Central

    Benyamini, Miri; Zacksenhouse, Miriam

    2015-01-01

    Recent experiments with brain-machine-interfaces (BMIs) indicate that the extent of neural modulations increased abruptly upon starting to operate the interface, and especially after the monkey stopped moving its hand. In contrast, neural modulations that are correlated with the kinematics of the movement remained relatively unchanged. Here we demonstrate that similar changes are produced by simulated neurons that encode the relevant signals generated by an optimal feedback controller during simulated BMI experiments. The optimal feedback controller relies on state estimation that integrates both visual and proprioceptive feedback with prior estimations from an internal model. The processing required for optimal state estimation and control were conducted in the state-space, and neural recording was simulated by modeling two populations of neurons that encode either only the estimated state or also the control signal. Spike counts were generated as realizations of doubly stochastic Poisson processes with linear tuning curves. The model successfully reconstructs the main features of the kinematics and neural activity during regular reaching movements. Most importantly, the activity of the simulated neurons successfully reproduces the observed changes in neural modulations upon switching to brain control. Further theoretical analysis and simulations indicate that increasing the process noise during normal reaching movement results in similar changes in neural modulations. Thus, we conclude that the observed changes in neural modulations during BMI experiments can be attributed to increasing process noise associated with the imperfect BMI filter, and, more directly, to the resulting increase in the variance of the encoded signals associated with state estimation and the required control signal. PMID:26042002

  12. Reducing failures of working memory with performance feedback.

    PubMed

    Adam, Kirsten C S; Vogel, Edward K

    2016-10-01

    Fluctuations in attentional control can lead to failures of working memory (WM), in which the subject is no better than chance at reporting items from a recent display. In three experiments, we used a whole-report measure of visual WM to examine the impact of feedback on the rate of failures. In each experiment, subjects remembered an array of colored items across a blank delay, and then reported the identity of items using a whole-report procedure. In Experiment 1, we gave subjects simple feedback about the number of items they correctly identified at the end of each trial. In Experiment 2, we gave subjects additional information about the cumulative number of items correctly identified within each block. Finally, in Experiment 3, we gave subjects weighted feedback in which poor trials resulted in lost points and consistent successful performance received "streak" points. Surprisingly, simple feedback (Exp. 1) was ineffective at improving average performance or decreasing the rate of poor-performance trials. Simple cumulative feedback (Exp. 2) modestly decreased poor-performance trials (by 7 %). Weighted feedback produced the greatest benefits, decreasing the frequency of poor-performance trials by 28 % relative to baseline performance. This set of results demonstrates the usefulness of whole-report WM measures for investigating the effects of feedback on WM performance. Further, we showed that only a feedback structure that specifically discouraged lapses using negative feedback led to large reductions in WM failures.

  13. Descriptive Feedback: Student Voice in K-5 Classrooms

    ERIC Educational Resources Information Center

    Rodgers, Carol

    2018-01-01

    In this article, the author argues the imperative of critical dialogue between learners and teachers on learners' experiences in the classroom. This dialogical process is called "descriptive feedback"--feedback given by students to teachers on their (students') experiences as learners. Drawing on the literature on feedback, descriptive…

  14. Facilitated patient experience feedback can improve nursing care: a pilot study for a phase III cluster randomised controlled trial

    PubMed Central

    2013-01-01

    Background England’s extensive NHS patient survey programme has not fulfilled government promises of widespread improvements in patients’ experiences, and media reports of poor nursing care in NHS hospitals are increasingly common. Impediments to the surveys’ impact on the quality of nursing care may include: the fact that they are not ward-specific, so nurses claim “that doesn’t happen on my ward”; nurses’ scepticism about the relevance of patient feedback to their practice; and lack of prompt communication of results. The surveys’ impact could be increased by: conducting ward-specific surveys; returning results to ward staff more quickly; including patients’ written comments in reports; and offering nurses an opportunity to discuss the feedback. Very few randomised trials have been conducted to test the effectiveness of patient feedback on quality improvement and there have been few, if any, published trials of ward-specific patient surveys. Methods Over two years, postal surveys of recent inpatients were conducted at four-monthly intervals in 18 wards in two NHS Trusts in England. Wards were randomly allocated to Basic Feedback (ward-specific printed patient survey results including patients’ written comments sent to nurses by letter); Feedback Plus (in addition to printed results, ward meetings to discuss results and plan improvements) or Control (no active feedback of survey results). Patient survey responses to questions about nursing care were used to compute wards’ average Nursing Care Scores at each interval. Nurses’ reactions to the patient feedback were recorded. Results Conducting ward-level surveys and delivering ward-specific results was feasible. Ward meetings were effective for engaging nurses and challenging scepticism and patients’ written comments stimulated interest. 4,236 (47%) patients returned questionnaires. Nursing Care Scores improved more for Feedback Plus than Basic Feedback or Control (difference between

  15. Are Success and Failure Experiences Equally Motivational? An Investigation of Regulatory Focus and Feedback

    ERIC Educational Resources Information Center

    Shu, Tse-Mei; Lam, Shui-fong

    2011-01-01

    The present study extended regulatory focus theory (Idson & Higgins, 2000) to an educational setting and attempted to identify individuals with high motivation after both success and failure feedback. College students in Hong Kong (N = 180) participated in an experiment with a 2 promotion focus (high vs. low) x 2 prevention focus (high vs.…

  16. Accounting Students' Feedback on Feedback in Australian Universities: They're Less than Impressed

    ERIC Educational Resources Information Center

    Watty, Kim; de Lange, Paul; Carr, Rodney; O'Connell, Brendan; Howieson, Bryan; Jacobsen, Ben

    2013-01-01

    Undergraduate accounting students in Australian universities are dissatisfied with the feedback that they currently receive. Recent evidence from the Course Experience Questionnaire (CEQ, a national survey of Australian university graduates) suggests that the accounting discipline ranks poorly on assessment feedback when compared to other…

  17. The Patient Experience in Radiology: Observations From Over 3,500 Patient Feedback Reports in a Single Institution.

    PubMed

    Rosenkrantz, Andrew B; Pysarenko, Kristine

    2016-11-01

    To identify factors associated with the patient experience in radiology based on patient feedback reports from a single institution. In a departmental patient experience committee initiative, all imaging outpatients are provided names and roles of all departmental employees with whom they interact, along with contact information for providing feedback after their appointment. All resulting feedback was recorded in a web-based database. A total of 3,675 patient comments over a 3-year period were assessed in terms of major themes. Roles of employees recognized within the patient comments were also assessed. Patient feedback comments most commonly related to professional staff behavior (74.5%) and wait times (11.9%), and less commonly related to a spectrum of other issues (comfort during the exam, quality of the facilities, access to information regarding the exam, patient privacy, medical records, the radiology report, billing). The most common attributes relating to staff behavior involved patients' perceptions of staff caring, professionalism, pleasantness, helpfulness, and efficiency. Employees most commonly recognized by the comments were the technologist (50.2%) and receptionist (31.6%) and much less often the radiologist (2.2%). No radiologist was in the top 10% of employees in terms of the number of comments received. Patients' comments regarding their experiences in undergoing radiologic imaging were largely influenced by staff behavior and communication (particularly relating to technologists and receptionists), as well as wait times, with radiologists having a far lesser immediate impact. Radiologists are encouraged to engage in activities that promote direct visibility to their patients and thereby combat risks of the perceived "invisible" radiologist. Copyright © 2016 American College of Radiology. Published by Elsevier Inc. All rights reserved.

  18. Experts by experience; the views of service user educators providing feedback on medical students' work based assessments.

    PubMed

    Muir, Delia; Laxton, Julie Clare

    2012-02-01

    Assessment tools were designed to provide health and social care students with multi-sourced, interprofessional feedback in practice. This includes feedback from service users. Third year medical students at the University of Leeds were given accesses to 4 assessment tools whilst in practice. Completed assessments were then sent to the university where service users and carers worked with university tutors to give further feedback and comment on the overall development of students. Three service users then took part in a focus group and one provided written feedback. Four key themes were identified from the focus group: • Preparation and support • The design of the tools • The process of using the tools in practice • Feedback. We found that the project provided both challenges and rewards for all involved. The service user educators involved were able to bring a different and valuable perspective to formative feedback. The combination of their personal and professional experiences, along with the preparation they had received, helped bridge the gap between service users in practice and university based tutors. The findings from this study went on to inform a review of the assessment tools and revised versions are now being used. Copyright © 2011 Elsevier Ltd. All rights reserved.

  19. The Effects of Field Experience on Delivery of Feedback

    ERIC Educational Resources Information Center

    Ramos, Adolfo R.; Esslinger, Kerry; Pyle, Elizabeth

    2015-01-01

    The purpose of this study was to examine pre-service teachers' (PTs) ability to deliver feedback, which has been used as a process variable in identifying teacher-effectiveness and an established NASPE standard for beginning teachers. These questions guided the study: 1. Will overall feedback interactions delivered by PTs reach 45 per video? 2.…

  20. Feedback and efficient behavior

    PubMed Central

    2017-01-01

    Feedback is an effective tool for promoting efficient behavior: it enhances individuals’ awareness of choice consequences in complex settings. Our study aims to isolate the mechanisms underlying the effects of feedback on achieving efficient behavior in a controlled environment. We design a laboratory experiment in which individuals are not aware of the consequences of different alternatives and, thus, cannot easily identify the efficient ones. We introduce feedback as a mechanism to enhance the awareness of consequences and to stimulate exploration and search for efficient alternatives. We assess the efficacy of three different types of intervention: provision of social information, manipulation of the frequency, and framing of feedback. We find that feedback is most effective when it is framed in terms of losses, that it reduces efficiency when it includes information about inefficient peers’ behavior, and that a lower frequency of feedback does not disrupt efficiency. By quantifying the effect of different types of feedback, our study suggests useful insights for policymakers. PMID:28430787

  1. The Art of Giving Online Feedback

    ERIC Educational Resources Information Center

    Leibold, Nancyruth; Schwarz, Laura Marie

    2015-01-01

    The cultivation of providing online feedback that is positive, effective, and enhances the learning experience is a valuable educator skill. Acquisition of the art of providing feedback is through education, practice, and faculty development. This article provides information about the best practices for delivering online feedback to learners. An…

  2. Feedback for Thought: Examining the Influence of Feedback Constituents on Learning Experience

    ERIC Educational Resources Information Center

    Aoun, Chadi; Vatanasakdakul, Savanid; Ang, Karyne

    2018-01-01

    Reflective teaching practice is often heralded as a pillar of effective tuition. However, the perceptions of multiple forms of feedback among learners and their contributions to reflective learning is yet to attract significant attention, particularly in the Information Systems (IS) context. This research investigates the antecedent constituents…

  3. The impact of parametrized convection on cloud feedback.

    PubMed

    Webb, Mark J; Lock, Adrian P; Bretherton, Christopher S; Bony, Sandrine; Cole, Jason N S; Idelkadi, Abderrahmane; Kang, Sarah M; Koshiro, Tsuyoshi; Kawai, Hideaki; Ogura, Tomoo; Roehrig, Romain; Shin, Yechul; Mauritsen, Thorsten; Sherwood, Steven C; Vial, Jessica; Watanabe, Masahiro; Woelfle, Matthew D; Zhao, Ming

    2015-11-13

    We investigate the sensitivity of cloud feedbacks to the use of convective parametrizations by repeating the CMIP5/CFMIP-2 AMIP/AMIP + 4K uniform sea surface temperature perturbation experiments with 10 climate models which have had their convective parametrizations turned off. Previous studies have suggested that differences between parametrized convection schemes are a leading source of inter-model spread in cloud feedbacks. We find however that 'ConvOff' models with convection switched off have a similar overall range of cloud feedbacks compared with the standard configurations. Furthermore, applying a simple bias correction method to allow for differences in present-day global cloud radiative effects substantially reduces the differences between the cloud feedbacks with and without parametrized convection in the individual models. We conclude that, while parametrized convection influences the strength of the cloud feedbacks substantially in some models, other processes must also contribute substantially to the overall inter-model spread. The positive shortwave cloud feedbacks seen in the models in subtropical regimes associated with shallow clouds are still present in the ConvOff experiments. Inter-model spread in shortwave cloud feedback increases slightly in regimes associated with trade cumulus in the ConvOff experiments but is quite similar in the most stable subtropical regimes associated with stratocumulus clouds. Inter-model spread in longwave cloud feedbacks in strongly precipitating regions of the tropics is substantially reduced in the ConvOff experiments however, indicating a considerable local contribution from differences in the details of convective parametrizations. In both standard and ConvOff experiments, models with less mid-level cloud and less moist static energy near the top of the boundary layer tend to have more positive tropical cloud feedbacks. The role of non-convective processes in contributing to inter-model spread in cloud feedback

  4. The impact of parametrized convection on cloud feedback

    PubMed Central

    Webb, Mark J.; Lock, Adrian P.; Bretherton, Christopher S.; Bony, Sandrine; Cole, Jason N. S.; Idelkadi, Abderrahmane; Kang, Sarah M.; Koshiro, Tsuyoshi; Kawai, Hideaki; Ogura, Tomoo; Roehrig, Romain; Shin, Yechul; Mauritsen, Thorsten; Sherwood, Steven C.; Vial, Jessica; Watanabe, Masahiro; Woelfle, Matthew D.; Zhao, Ming

    2015-01-01

    We investigate the sensitivity of cloud feedbacks to the use of convective parametrizations by repeating the CMIP5/CFMIP-2 AMIP/AMIP + 4K uniform sea surface temperature perturbation experiments with 10 climate models which have had their convective parametrizations turned off. Previous studies have suggested that differences between parametrized convection schemes are a leading source of inter-model spread in cloud feedbacks. We find however that ‘ConvOff’ models with convection switched off have a similar overall range of cloud feedbacks compared with the standard configurations. Furthermore, applying a simple bias correction method to allow for differences in present-day global cloud radiative effects substantially reduces the differences between the cloud feedbacks with and without parametrized convection in the individual models. We conclude that, while parametrized convection influences the strength of the cloud feedbacks substantially in some models, other processes must also contribute substantially to the overall inter-model spread. The positive shortwave cloud feedbacks seen in the models in subtropical regimes associated with shallow clouds are still present in the ConvOff experiments. Inter-model spread in shortwave cloud feedback increases slightly in regimes associated with trade cumulus in the ConvOff experiments but is quite similar in the most stable subtropical regimes associated with stratocumulus clouds. Inter-model spread in longwave cloud feedbacks in strongly precipitating regions of the tropics is substantially reduced in the ConvOff experiments however, indicating a considerable local contribution from differences in the details of convective parametrizations. In both standard and ConvOff experiments, models with less mid-level cloud and less moist static energy near the top of the boundary layer tend to have more positive tropical cloud feedbacks. The role of non-convective processes in contributing to inter-model spread in cloud

  5. How does audit and feedback influence intentions of health professionals to improve practice? A laboratory experiment and field study in cardiac rehabilitation.

    PubMed

    Gude, Wouter T; van Engen-Verheul, Mariëtte M; van der Veer, Sabine N; de Keizer, Nicolette F; Peek, Niels

    2017-04-01

    To identify factors that influence the intentions of health professionals to improve their practice when confronted with clinical performance feedback, which is an essential first step in the audit and feedback mechanism. We conducted a theory-driven laboratory experiment with 41 individual professionals, and a field study in 18 centres in the context of a cluster-randomised trial of electronic audit and feedback in cardiac rehabilitation. Feedback reports were provided through a web-based application, and included performance scores and benchmark comparisons (high, intermediate or low performance) for a set of process and outcome indicators. From each report participants selected indicators for improvement into their action plan. Our unit of observation was an indicator presented in a feedback report (selected yes/no); we considered selecting an indicator to reflect an intention to improve. We analysed 767 observations in the laboratory experiment and 614 in the field study, respectively. Each 10% decrease in performance score increased the probability of an indicator being selected by 54% (OR, 1.54; 95% CI 1.29% to 1.83%) in the laboratory experiment, and 25% (OR, 1.25; 95% CI 1.13% to 1.39%) in the field study. Also, performance being benchmarked as low and intermediate increased this probability in laboratory settings. Still, participants ignored the benchmarks in 34% (laboratory experiment) and 48% (field study) of their selections. When confronted with clinical performance feedback, performance scores and benchmark comparisons influenced health professionals' intentions to improve practice. However, there was substantial variation in these intentions, because professionals disagreed with benchmarks, deemed improvement unfeasible or did not consider the indicator an essential aspect of care quality. These phenomena impede intentions to improve practice, and are thus likely to dilute the effects of audit and feedback interventions. NTR3251, pre

  6. Feedback and Sentence Learning.

    ERIC Educational Resources Information Center

    Guthrie, John T.

    The theoretical functions of external feedback in SR and closed loop models of verbal learning are presented. Contradictory predictions from the models are tested with a three by three factorial experiment including three types of feedback and three amounts of rehearsal. There were 90 adult students run individually and they were required to learn…

  7. Using Technology to Enhance Feedback to Student Teachers

    ERIC Educational Resources Information Center

    Gibson, Lenwood; Musti-Rao, Shobana

    2016-01-01

    The importance of effective and efficient feedback is paramount during the student teaching experience. This experience is a vital component of many teacher preparation programs. During these limited experiences, supervisors deliver performance feedback that is designed to improve the way student teachers implement evidence-based practices and/or…

  8. Enhancing the Impact of Formative Feedback on Student Learning through an Online Feedback System

    ERIC Educational Resources Information Center

    Hatziapostolou, Thanos; Paraskakis, Iraklis

    2010-01-01

    Formative feedback is instrumental in the learning experience of a student. It can be effective in promoting learning if it is timely, personal, manageable, motivational, and in direct relation with assessment criteria. Despite its importance, however, research suggests that students are discouraged from engaging in the feedback process primarily…

  9. Les brulures electriques chez les voleurs de cuivre

    PubMed Central

    Belmir, R.; Fejjal, N.; Achbouk, H.; El Mazouz, S.; Gharib, N.; Abassi, A.; Belmahi, A.

    2011-01-01

    Summary Les vols de biens fabriqués avec le cuivre semblent en hausse depuis un certain temps du fait de son prix élevé de revente, ce qui est à l’origine d’une augmentation du nombre d’accidents électriques par haut voltage (AEHV) qui sont graves du fait des brûlures profondes qu’elles provoquent le long des axes vasculo-nerveux. Les Auteurs rapportent une série de neuf cas d’AEHV traités au service de chirurgie plastique et de brûlés de l’Hôpital Ibn Sina de Rabat, Maroc, à travers laquelle ils étudient les caractéristiques épidémiologiques, cliniques et thérapeutiques. La population intéressée était jeune et active. Les brûlures étaient secondaires à un contact avec des câbles à haute tension lors de tentatives de vol par arrachement de conducteurs en cuivre dans les transformateurs dans 67% des cas, et lors de tentatives de coupure de caténaires alimentant les trains électriques sur le réseau ferroviaire dans 33% des cas. Le traitement des lésions électrothermiques a nécessité des interventions itératives avec amputation et désarticulation des segments de membres nécrosés dans 66% des cas, dont les suites étaient marquées par des séquelles fonctionnelles invalidantes. La prévention de ce type d’AEHV reste fondamentale. PMID:22262961

  10. Feedback in Action--The Mechanism of the Iris.

    ERIC Educational Resources Information Center

    Pingnet, B.; And Others

    1988-01-01

    Describes two demonstration experiments. Outlines a demonstration of the general principle of positive and negative feedback and the influence of time delays in feedback circuits. Elucidates the principle of negative feedback with a model of the iris of the eye. Emphasizes the importance of feedback in biological systems. (CW)

  11. What Type of Feedback Do Student Teachers Expect from Their School Mentors during Practicum Experience? The Case of Spanish EFL Student Teachers

    ERIC Educational Resources Information Center

    Martínez Agudo, Juan de Dios

    2016-01-01

    Mentorship represents a vital component in all teacher education programmes since mentors' feedback plays an essential role in shaping candidate teachers' professional identity. The quality of feedback provided by school mentors during the practicum experience constitutes the main focus of this study. This research paper aimed at investigating…

  12. Negative plant-phyllosphere feedbacks in native Asteraceae hosts - a novel extension of the plant-soil feedback framework.

    PubMed

    Whitaker, Briana K; Bauer, Jonathan T; Bever, James D; Clay, Keith

    2017-08-01

    Over the past 25 years, the plant-soil feedback (PSF) framework has catalyzed our understanding of how belowground microbiota impact plant fitness and species coexistence. Here, we apply a novel extension of this framework to microbiota associated with aboveground tissues, termed 'plant-phyllosphere feedback (PPFs)'. In parallel greenhouse experiments, rhizosphere and phyllosphere microbiota of con- and heterospecific hosts from four species were independently manipulated. In a third experiment, we tested the combined effects of soil and phyllosphere feedback under field conditions. We found that three of four species experienced weak negative PSF whereas, in contrast, all four species experienced strong negative PPFs. Field-based feedback estimates were highly negative for all four species, though variable in magnitude. Our results suggest that phyllosphere microbiota, like rhizosphere microbiota, can potentially mediate plant species coexistence via negative feedbacks. Extension of the PSF framework to the phyllosphere is needed to more fully elucidate plant-microbiota interactions. © 2017 John Wiley & Sons Ltd/CNRS.

  13. Effects of galvanic skin response feedback on user experience in gaze-controlled gaming: A pilot study.

    PubMed

    Larradet, Fanny; Barresi, Giacinto; Mattos, Leonardo S

    2017-07-01

    Eye-tracking (ET) is one of the most intuitive solutions for enabling people with severe motor impairments to control devices. Nevertheless, even such an effective assistive solution can detrimentally affect user experience during demanding tasks because of, for instance, the user's mental workload - using gaze-based controls for an extensive period of time can generate fatigue and cause frustration. Thus, it is necessary to design novel solutions for ET contexts able to improve the user experience, with particular attention to its aspects related to workload. In this paper, a pilot study evaluates the effects of a relaxation biofeedback system on the user experience in the context of a gaze-controlled task that is mentally and temporally demanding: ET-based gaming. Different aspects of the subjects' experience were investigated under two conditions of a gaze-controlled game. In the Biofeedback group (BF), the user triggered a command by means of voluntary relaxation, monitored through Galvanic Skin Response (GSR) and represented by visual feedback. In the No Biofeedback group (NBF), the same feedback was timed according to the average frequency of commands in BF. After the experiment, each subject filled out a user experience questionnaire. The results showed a general appreciation for BF, with a significant between-group difference in the perceived session time duration, with the latter being shorter for subjects in BF than for the ones in NBF. This result implies a lower mental workload for BF than for NBF subjects. Other results point toward a potential role of user's engagement in the improvement of user experience in BF. Such an effect highlights the value of relaxation biofeedback for improving the user experience in a demanding gaze-controlled task.

  14. Social closeness and feedback modulate susceptibility to the framing effect

    PubMed Central

    Sip, Kamila E.; Smith, David V.; Porcelli, Anthony J.; Kar, Kohitij; Delgado, Mauricio R.

    2014-01-01

    Although, we often seek social feedback from others to help us make decisions, little is known about how social feedback affects decisions under risk, particularly from a close peer. We conducted two experiments using an established framing task to probe how decision making is modulated by social feedback valence (positive, negative) and the level of closeness with feedback provider (friend, confederate). Participants faced mathematically equivalent decisions framed as either an opportunity to keep (gain frame) or lose (loss frame) part of an initial endowment. Periodically, participants were provided with positive (e.g., “Nice!”) or negative (e.g., “Lame!”) feedback about their choices. Such feedback was provided by either a confederate (Experiment 1), or a gender-matched close friend (Experiment 2). As expected, the framing effect was observed in both experiments. Critically, an individual’s susceptibility to the framing effect was modulated by the valence of the social feedback, but only when the feedback provider was a close friend. This effect was reflected in the activation patterns of ventromedial prefrontal cortex and posterior cingulate cortex, regions involved in complex decision making. Taken together, these results highlight social closeness as an important factor in understanding the impact of social feedback on neural mechanisms of decision making. PMID:25074501

  15. N° 341-Diagnostic et prise en charge de la torsion annexielle chez les filles, les adolescentes et les femmes adultes.

    PubMed

    Kives, Sari; Gascon, Suzy; Dubuc, Élise; Van Eyk, Nancy

    2017-02-01

    Passer en revue les connaissances scientifiques actuelles et formuler des recommandations relatives au diagnostic et à la prise en charge de la torsion annexielle chez les filles, les adolescentes et les femmes adultes. L'étude porte sur les facteurs de risque, la précision diagnostique, les options de prise en charge et les issues de la torsion annexielle. RéSULTATS: Nous avons examiné les études publiées en faisant des recherches dans MEDLINE, Embase, CINAHL et la Bibliothèque Cochrane à l'aide d'une terminologie contrôlée et de mots-clés appropriés (« adnexal torsion », « ovarian torsion »). Nous avons limité les résultats aux revues systématiques, aux essais contrôlés aléatoires, aux essais cliniques contrôlés et aux études d'observation. Nous avons refait les recherches de façon régulière et intégré de nouvelles données à la directive jusqu'en décembre 2014. Nous avons également étudié la littérature grise (non publiée) trouvée sur les sites Web d'organismes d'évaluation des technologies de la santé et d'autres organismes connexes, dans des collections de directives cliniques et dans des registres d'essais cliniques, et obtenue auprès d'associations nationales et internationales de médecins spécialistes. Les résultats ont été examinés et évalués par le comité CANPAGO de la Société des obstétriciens et gynécologues du Canada (SOGC), sous la direction des auteures principales. Les recommandations ont été classées selon les critères établis par le Groupe d'étude canadien sur les soins de santé préventifs. AVANTAGES, DéSAVANTAGES ET COûTS: L'application de la directive devrait aider les praticiens à adopter une approche de diagnostic et de prise en charge optimale en matière de torsion annexielle, à réduire au minimum les effets néfastes et à améliorer l'issue qui attend les patientes. La présente directive a été évaluée et approuvée par le Comité de pratique - gynécologie de la SOGC

  16. Changing Teacher Morale: An Experiment in Feedback of Identified Problems of Teachers and Principals. Final Report.

    ERIC Educational Resources Information Center

    Bentley, Ralph R.; Rempel, Averno M.

    This 2-year study attempted to determine whether feedback to teachers and principals about problems and tensions existing in their schools can be effective in changing morale for (1) teachers generally, (2) vocational teachers, (3) and nonvocational teachers. Relationships between teacher morale and such factors as age, sex, teaching experience,…

  17. Feedback in clinical education, part II: Approved clinical instructor and student perceptions of and influences on feedback.

    PubMed

    Nottingham, Sara; Henning, Jolene

    2014-01-01

    Approved Clinical Instructors (ACIs; now known as preceptors) are expected to provide feedback to athletic training students (ATSs) during clinical education experiences. Researchers in other fields have found that clinical instructors and students often have different perceptions of actual and ideal feedback and that several factors may influence the feedback exchanges between instructors and students. However, understanding of these issues in athletic training education is minimal. To investigate the current characteristics and perceptions of and the influences on feedback exchanges between ATSs and ACIs. Qualitative study. One entry-level master's degree program accredited by the Commission on Accreditation of Athletic Training Education. Four ACIs and 4 second-year ATSs. Individual, semistructured interviews were conducted with participants and integrated with field notes and observations for analysis. We used the constant comparative approach to inductively analyze data and develop codes and categories. Member checking, triangulation, and peer debriefing were used to promote trustworthiness of the study. Participants described that feedback plays an important role in clinical education and has several purposes related to improving performance. The ACIs and ATSs also discussed several preferred characteristics of feedback. Participants identified 4 main influences on their feedback exchanges, including the ACI, the ATS, personalities, and the learning environment. The ACIs and ATSs had similar perceptions of ideal feedback in addition to the actual feedback that was provided during their clinical education experiences. Most of the preferences for feedback were aligned with recommendations in the literature, suggesting that existing research findings are applicable to athletic training clinical education. Several factors influenced the feedback exchanges between ACIs and ATSs, which clinical education coordinators should consider when selecting clinical sites

  18. Investigating Qualities of Teachers' Feedback Conversations for Fostering Reasoning and Feeling of Self-Worth in Learners: A Tool Called Feedback Mapping

    ERIC Educational Resources Information Center

    Quynn, Jennifer Ann

    2013-01-01

    Teacher feedback has been identified throughout the educational literature as a powerful classroom intervention. However few tools exist that allow teachers to understand their own feedback practice. This study details a method for evaluating the feedback experiences of students. The feedback conversations of middle school science teachers were…

  19. Interface Prostheses With Classifier-Feedback-Based User Training.

    PubMed

    Fang, Yinfeng; Zhou, Dalin; Li, Kairu; Liu, Honghai

    2017-11-01

    It is evident that user training significantly affects performance of pattern-recognition-based myoelectric prosthetic device control. Despite plausible classification accuracy on offline datasets, online accuracy usually suffers from the changes in physiological conditions and electrode displacement. The user ability in generating consistent electromyographic (EMG) patterns can be enhanced via proper user training strategies in order to improve online performance. This study proposes a clustering-feedback strategy that provides real-time feedback to users by means of a visualized online EMG signal input as well as the centroids of the training samples, whose dimensionality is reduced to minimal number by dimension reduction. Clustering feedback provides a criterion that guides users to adjust motion gestures and muscle contraction forces intentionally. The experiment results have demonstrated that hand motion recognition accuracy increases steadily along the progress of the clustering-feedback-based user training, while conventional classifier-feedback methods, i.e., label feedback, hardly achieve any improvement. The result concludes that the use of proper classifier feedback can accelerate the process of user training, and implies prosperous future for the amputees with limited or no experience in pattern-recognition-based prosthetic device manipulation.It is evident that user training significantly affects performance of pattern-recognition-based myoelectric prosthetic device control. Despite plausible classification accuracy on offline datasets, online accuracy usually suffers from the changes in physiological conditions and electrode displacement. The user ability in generating consistent electromyographic (EMG) patterns can be enhanced via proper user training strategies in order to improve online performance. This study proposes a clustering-feedback strategy that provides real-time feedback to users by means of a visualized online EMG signal input as well

  20. Feedback in Clinical Education, Part II: Approved Clinical Instructor and Student Perceptions of and Influences on Feedback

    PubMed Central

    Nottingham, Sara; Henning, Jolene

    2014-01-01

    Context: Approved Clinical Instructors (ACIs; now known as preceptors) are expected to provide feedback to athletic training students (ATSs) during clinical education experiences. Researchers in other fields have found that clinical instructors and students often have different perceptions of actual and ideal feedback and that several factors may influence the feedback exchanges between instructors and students. However, understanding of these issues in athletic training education is minimal. Objective: To investigate the current characteristics and perceptions of and the influences on feedback exchanges between ATSs and ACIs. Design: Qualitative study. Setting: One entry-level master's degree program accredited by the Commission on Accreditation of Athletic Training Education. Patients or Other Participants: Four ACIs and 4 second-year ATSs. Data Collection and Analysis: Individual, semistructured interviews were conducted with participants and integrated with field notes and observations for analysis. We used the constant comparative approach to inductively analyze data and develop codes and categories. Member checking, triangulation, and peer debriefing were used to promote trustworthiness of the study. Results: Participants described that feedback plays an important role in clinical education and has several purposes related to improving performance. The ACIs and ATSs also discussed several preferred characteristics of feedback. Participants identified 4 main influences on their feedback exchanges, including the ACI, the ATS, personalities, and the learning environment. Conclusions: The ACIs and ATSs had similar perceptions of ideal feedback in addition to the actual feedback that was provided during their clinical education experiences. Most of the preferences for feedback were aligned with recommendations in the literature, suggesting that existing research findings are applicable to athletic training clinical education. Several factors influenced the

  1. Impedance de surface dans les supraconducteurs quasi-bidimensionnels

    NASA Astrophysics Data System (ADS)

    Achkir, Driss Brice

    Ce travail a caractere experimental et theorique vise l'etude de l'etat supraconducteur de trois familles de composes: les supraconducteurs conventionnels, les organiques et les cuprates YBCO. Pour ce faire, nous avons utilise une technique hyperfrequence, a savoir la mesure d'impedance de surface en fonction de la temperature et du champ magnetique. Dans les supraconducteurs conventionnels, nous avons mesure pour la premiere fois le pic de "coherence" dans la partie reelle de la conductivite. Bien que predit par la theorie BCS, ce pic n'avait pas ete clairement observe en raison de difficultes techniques liees a ce type d'experience. D'autre part, la theorie d'Eliashberg appliquee a la partie reelle de la conductivite du niobium nous a revele l'importance des mesures hyperfrequences pour mieux extraire la partie basse frequence de la densite spectrale alphasp2F(omega). Cette possibilite est attrayante puisque c'est precisement la region de frequences de alphasp2F(omega) ou les donnees d'effet tunnel sont imprecises. Les resultats obtenus sur la longueur de penetration dans les organiques et les cuprates ont permis de montrer que le gap presente des lignes de zeros au niveau de Fermi ou qu'il est, a tout le moins, fortement anisotrope. En effet, la dependance en temperature de la longueur de penetration dans les cristaux purs est lineaire a basse temperature et elle devient quadratique dans les cristaux dopes. Pour le cas des supraconducteurs organiques quasi-bidimensionnels (Et)sb2X, nous avons aussi observe un maximum sur la partie reelle de la conductivite qui n'a rien a voir avec un pic de coherence. Pour ces composes, nous avons effectue une des toutes premieres etudes des fluctuations supraconductrices en temperature et en champ magnetique. Nous montrons que la paraconductivite sigmasp' due aux fluctuations presente un comportement de type Aslamazov-Larkin de nature tridimensionnelle. Ces mesures sont appuyees par les resultats theoriques d'un modele Ginzburg

  2. Enhancing audiovisual experience with haptic feedback: a survey on HAV.

    PubMed

    Danieau, F; Lecuyer, A; Guillotel, P; Fleureau, J; Mollet, N; Christie, M

    2013-01-01

    Haptic technology has been widely employed in applications ranging from teleoperation and medical simulation to art and design, including entertainment, flight simulation, and virtual reality. Today there is a growing interest among researchers in integrating haptic feedback into audiovisual systems. A new medium emerges from this effort: haptic-audiovisual (HAV) content. This paper presents the techniques, formalisms, and key results pertinent to this medium. We first review the three main stages of the HAV workflow: the production, distribution, and rendering of haptic effects. We then highlight the pressing necessity for evaluation techniques in this context and discuss the key challenges in the field. By building on existing technologies and tackling the specific challenges of the enhancement of audiovisual experience with haptics, we believe the field presents exciting research perspectives whose financial and societal stakes are significant.

  3. Learning from Feedback: Spacing and the Delay-Retention Effect

    ERIC Educational Resources Information Center

    Smith, Troy A.; Kimball, Daniel R.

    2010-01-01

    Most modern research on the effects of feedback during learning has assumed that feedback is an error correction mechanism. Recent studies of feedback-timing effects have suggested that feedback might also strengthen initially correct responses. In an experiment involving cued recall of trivia facts, we directly tested several theories of…

  4. Feedback interventions and driving speed: A parametric and comparative analysis

    PubMed Central

    Houten, Ron Van; Nau, Paul A.

    1983-01-01

    Five experiments were conducted to assess the effects of several variables on the efficacy of feedback in reducing driving speed. Experiment 1 systematically varied the criterion used to define speeding, and results showed that the use of a lenient criterion (20 km/hr over the speed limit), which allowed for the posting of high percentages of drivers not speeding, was more effective in reducing speeding than the use of a stringent criterion (10 km/hr over the speed limit). In Experiment 2 an analysis revealed that posting feedback reduced speeding on a limited access highway and the effects persisted to some degree up to 6 km. Experiments 3 and 4 compared the effectiveness of an unmanned parked police vehicle (Experiment 3) and a police air patrol speeding program (Experiment 4) with the feedback sign and determined whether the presence of either of these enforcement variables could potentiate the efficacy of the sign. The results of both experiments demonstrated that although the two enforcement programs initially produced larger effects than the feedback sign, the magnitude of their effect attenuated over time. Experiment 5 compared the effectiveness of a traditional enforcement program with a warning program which included handing out a flier providing feedback on the number and types of accidents occuring on the road during the past year. This experiment demonstrated that the warning program produced a marked reduction in speeding and the traditional enforcement program did not. Furthermore, the warning program and a feedback sign together produced an even greater reduction in speeding than either alone. PMID:16795666

  5. Using voice input and audio feedback to enhance the reality of a virtual experience

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Miner, N.E.

    1994-04-01

    Virtual Reality (VR) is a rapidly emerging technology which allows participants to experience a virtual environment through stimulation of the participant`s senses. Intuitive and natural interactions with the virtual world help to create a realistic experience. Typically, a participant is immersed in a virtual environment through the use of a 3-D viewer. Realistic, computer-generated environment models and accurate tracking of a participant`s view are important factors for adding realism to a virtual experience. Stimulating a participant`s sense of sound and providing a natural form of communication for interacting with the virtual world are equally important. This paper discusses the advantagesmore » and importance of incorporating voice recognition and audio feedback capabilities into a virtual world experience. Various approaches and levels of complexity are discussed. Examples of the use of voice and sound are presented through the description of a research application developed in the VR laboratory at Sandia National Laboratories.« less

  6. Feedback is the breakfast of champions: the significance of self-controlled formal feedback for autonomous task engagement.

    PubMed

    Meng, Liang; Yang, Zijing

    2018-01-03

    With the aim of examining the positive effect of the formal feedback mechanism itself beyond its informational aspect, we engaged participants in the stopwatch task and recorded their electroencephalogram throughout the experiment. This task requires a button press to stop the watch within a given time interval, the completion of which is simultaneously accompanied by adequate information on task performance. In the self-controlled feedback mode, participants could freely choose whether to request formal feedback after completing the task. In another mode, additional feedback was not provided. The 'non-choice' cue was found to elicit a more negative cue-elicited feedback negativity compared with 'choice', suggesting that the opportunity to solicit formal feedback was perceived as more desirable. In addition, a more enhanced stimulus-preceding negativity was observed prior to the task initiation cue in the self-controlled feedback condition, indicating that participants paid more sustained anticipatory attention during task preparation. Taken together, these electrophysiological results suggested an inherent reward within the formal feedback mechanism itself and the significance of self-controlled formal feedback for autonomous task engagement.

  7. Reduced sensitivity to neutral feedback versus negative feedback in subjects with mild depression: Evidence from event-related potentials study.

    PubMed

    Li, Peng; Song, Xinxin; Wang, Jing; Zhou, Xiaoran; Li, Jiayi; Lin, Fengtong; Hu, Zhonghua; Zhang, Xinxin; Cui, Hewei; Wang, Wenmiao; Li, Hong; Cong, Fengyu; Roberson, Debi

    2015-11-01

    Many previous event-related potential (ERP) studies have linked the feedback related negativity (FRN) component with medial frontal cortex processing and associated this component with depression. Few if any studies have investigated the processing of neutral feedback in mildly depressive subjects in the normal population. Two experiments compared brain responses to neutral feedback with behavioral performance in mildly depressed subjects who scored highly on the Beck Depression Inventory (high BDI) and a control group with lower BDI scores (low BDI). In the first study, the FRN component was recorded when neutral, negative or positive feedback was pseudo-randomly delivered to the two groups in a time estimation task. In the second study, real feedback was provided to the two groups in the same task in order to measure their actual accuracy of performance. The results of experiment one (Exp. 1) revealed that a larger FRN effect was elicited by neutral feedback than by negative feedback in the low BDI group, but no significant difference was found between neutral condition and negative condition in the High BDI group. The present findings demonstrated that depressive tendencies influence the processing of neutral feedback in medial frontal cortex. The FRN effect may work as a helpful index for investigating cognitive bias in depression in future studies. Copyright © 2015 Elsevier Inc. All rights reserved.

  8. Enhancing the learning of sport skills through external-focus feedback.

    PubMed

    Wulf, Gabriele; McConnel, Nathan; Gärtner, Matthias; Schwarz, Andreas

    2002-06-01

    The authors examined how the effectiveness of feedback for the learning of complex motor skills is affected by the focus of attention it induces. The feedback referred specifically either to body movements (internal focus) or to movement effects (external focus). In Experiment 1, groups of novices and advanced volleyball players (N = 48) practiced "tennis" serves under internal-focus or external-focus feedback conditions in a 2 (expertise) x 2 (feedback type) design. Type of feedback did not differentially affect movement quality, but external-focus feedback resulted in greater accuracy of the serves than internal-focus feedback during both practice and retention, independent of the level of expertise. In Experiment 2, the effects of relative feedback frequency as a function of attentional focus were examined. A 2 (feedback frequency: 100% vs. 33%) x 2 (feedback type) design was used. Experienced soccer players (N = 52) were required to shoot lofted passes at a target. External-focus feedback resulted in greater accuracy than internal-focus feedback did. In addition, reduced feedback frequency was beneficial under internal-focus feedback conditions, whereas 100% and 33% feedback were equally effective under external-focus conditions. The results demonstrate the effectiveness of effect-related, as opposed to movement-related, feedback and also suggest that there is a need to revise current views regarding the role of feedback for motor learning.

  9. Dynamic Load Predictions for Launchers Using Extra-Large Eddy Simulations X-Les

    NASA Astrophysics Data System (ADS)

    Maseland, J. E. J.; Soemarwoto, B. I.; Kok, J. C.

    2005-02-01

    Flow-induced unsteady loads can have a strong impact on performance and flight characteristics of aerospace vehicles and therefore play a crucial role in their design and operation. Complementary to costly flight tests and delicate wind-tunnel experiments, unsteady loads can be calculated using time-accurate Computational Fluid Dynamics. A capability to accurately predict the dynamic loads on aerospace structures at flight Reynolds numbers can be of great value for the design and analysis of aerospace vehicles. Advanced space launchers are subject to dynamic loads in the base region during the ascent to space. In particular the engine and nozzle experience aerodynamic pressure fluctuations resulting from massive flow separations. Understanding these phenomena is essential for performance enhancements for future launchers which operate a larger nozzle. A new hybrid RANS-LES turbulence modelling approach termed eXtra-Large Eddy Simulations (X-LES) holds the promise to capture the flow structures associated with massive separations and enables the prediction of the broad-band spectrum of dynamic loads. This type of method has become a focal point, reducing the cost of full LES, driven by the demand for their applicability in an industrial environment. The industrial feasibility of X-LES simulations is demonstrated by computing the unsteady aerodynamic loads on the main-engine nozzle of a generic space launcher configuration. The potential to calculate the dynamic loads is qualitatively assessed for transonic flow conditions in a comparison to wind-tunnel experiments. In terms of turn-around-times, X-LES computations are already feasible within the time-frames of the development process to support the structural design. Key words: massive separated flows; buffet loads; nozzle vibrations; space launchers; time-accurate CFD; composite RANS-LES formulation.

  10. Reciprocal Markov modeling of feedback mechanisms between emotion and dietary choice using experience sampling data

    PubMed Central

    Lu, Ji; Pan, Junhao; Zhang, Qiang; Dubé, Laurette; Ip, Edward H.

    2015-01-01

    With intensively collected longitudinal data, recent advances in Experience Sampling Method (ESM) benefit social science empirical research, but also pose important methodological challenges. As traditional statistical models are not generally well-equipped to analyze a system of variables that contain feedback loops, this paper proposes the utility of an extended hidden Markov model to model reciprocal relationship between momentary emotion and eating behavior. This paper revisited an ESM data set (Lu, Huet & Dube, 2011) that observed 160 participants’ food consumption and momentary emotions six times per day in 10 days. Focusing on the analyses on feedback loop between mood and meal healthiness decision, the proposed Reciprocal Markov Model (RMM) can accommodate both hidden (“general” emotional states: positive vs. negative state) and observed states (meal: healthier, same or less healthy than usual) without presuming independence between observations and smooth trajectories of mood or behavior changes. The results of RMM analyses illustrated the reciprocal chains of meal consumption and mood as well as the effect of contextual factors that moderate the interrelationship between eating and emotion. A simulation experiment that generated data consistent to the empirical study further demonstrated that the procedure is promising in terms of recovering the parameters. PMID:26717120

  11. Reciprocal Markov Modeling of Feedback Mechanisms Between Emotion and Dietary Choice Using Experience-Sampling Data.

    PubMed

    Lu, Ji; Pan, Junhao; Zhang, Qiang; Dubé, Laurette; Ip, Edward H

    2015-01-01

    With intensively collected longitudinal data, recent advances in the experience-sampling method (ESM) benefit social science empirical research, but also pose important methodological challenges. As traditional statistical models are not generally well equipped to analyze a system of variables that contain feedback loops, this paper proposes the utility of an extended hidden Markov model to model reciprocal the relationship between momentary emotion and eating behavior. This paper revisited an ESM data set (Lu, Huet, & Dube, 2011) that observed 160 participants' food consumption and momentary emotions 6 times per day in 10 days. Focusing on the analyses on feedback loop between mood and meal-healthiness decision, the proposed reciprocal Markov model (RMM) can accommodate both hidden ("general" emotional states: positive vs. negative state) and observed states (meal: healthier, same or less healthy than usual) without presuming independence between observations and smooth trajectories of mood or behavior changes. The results of RMM analyses illustrated the reciprocal chains of meal consumption and mood as well as the effect of contextual factors that moderate the interrelationship between eating and emotion. A simulation experiment that generated data consistent with the empirical study further demonstrated that the procedure is promising in terms of recovering the parameters.

  12. A memory advantage for past-oriented over future-oriented performance feedback.

    PubMed

    Nash, Robert A; Winstone, Naomi E; Gregory, Samantha E A; Papps, Emily

    2018-03-05

    People frequently receive performance feedback that describes how well they achieved in the past, and how they could improve in future. In educational contexts, future-oriented (directive) feedback is often argued to be more valuable to learners than past-oriented (evaluative) feedback; critically, prior research led us to predict that it should also be better remembered. We tested this prediction in six experiments. Subjects read written feedback containing evaluative and directive comments, which supposedly related to essays they had previously written (Experiments 1-2), or to essays another person had written (Experiments 3-6). Subjects then tried to reproduce the feedback from memory after a short delay. In all six experiments, the data strongly revealed the opposite effect to the one we predicted: despite only small differences in wording, evaluative feedback was in fact recalled consistently better than directive feedback. Furthermore, even when adult subjects did recall directive feedback, they frequently misremembered it in an evaluative style. These findings appear at odds with the position that being oriented toward the future is advantageous to memory. They also raise important questions about the possible behavioral effects and generalizability of such biases, in terms of students' academic performance. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  13. Feedback traps for virtual potentials

    NASA Astrophysics Data System (ADS)

    Gavrilov, Momčilo; Bechhoefer, John

    2017-03-01

    Feedback traps are tools for trapping and manipulating single charged objects, such as molecules in solution. An alternative to optical tweezers and other single-molecule techniques, they use feedback to counteract the Brownian motion of a molecule of interest. The trap first acquires information about a molecule's position and then applies an electric feedback force to move the molecule. Since electric forces are stronger than optical forces at small scales, feedback traps are the best way to trap single molecules without `touching' them (e.g. by putting them in a small box or attaching them to a tether). Feedback traps can do more than trap molecules: they can also subject a target object to forces that are calculated to be the gradient of a desired potential function U(x). If the feedback loop is fast enough, it creates a virtual potential whose dynamics will be very close to those of a particle in an actual potential U(x). But because the dynamics are entirely a result of the feedback loop-absent the feedback, there is only an object diffusing in a fluid-we are free to specify and then manipulate in time an arbitrary potential U(x,t). Here, we review recent applications of feedback traps to studies on the fundamental connections between information and thermodynamics, a topic where feedback plays an even more fundamental role. We discuss how recursive maximum-likelihood techniques allow continuous calibration, to compensate for drifts in experiments that last for days. We consider ways to estimate work and heat, using them to measure fluctuating energies to a precision of ±0.03 kT over these long experiments. Finally, we compare work and heat measurements of the costs of information erasure, the Landauer limit of kT ln 2 per bit of information erased. We argue that, when you want to know the average heat transferred to a bath in a long protocol, you should measure instead the average work and then infer the heat using the first law of thermodynamics. This

  14. ESLl Teachers' Knowledge of and Experience with Written Corrective Feedback

    ERIC Educational Resources Information Center

    Cao, Peihong

    2017-01-01

    Written Corrective Feedback (WCF) in writing classes is fundamental to interactions between teachers and students about students' writing and to help students further improve their writing. As one of the main feedback sources, teachers' cognition (e.g., teachers' thoughts, knowledge, and beliefs) needs to be probed to properly understand teachers…

  15. Effects of Differential Feedback on Students' Examination Performance

    ERIC Educational Resources Information Center

    Lipnevich, Anastasiya A.; Smith, Jeffrey K.

    2009-01-01

    The effects of feedback on performance and factors associated with it were examined in a large introductory psychology course. The experiment involved college students (N = 464) working on an essay examination under 3 conditions: no feedback, detailed feedback that was perceived by participants to be provided by the course instructor, and detailed…

  16. Loop Analysis of Causal Feedback in Epidemiology: An Illustration Relating To Urban Neighborhoods and Resident Depressive Experiences

    PubMed Central

    2008-01-01

    The causal feedback implied by urban neighborhood conditions that shape human health experiences, that in turn shape neighborhood conditions through a complex causal web, raises a challenge for traditional epidemiological causal analyses. This article introduces the loop analysis method, and builds off of a core loop model linking neighborhood property vacancy rate, resident depressive symptoms, rate of neighborhood death, and rate of neighborhood exit in a feedback network. I justify and apply loop analysis to the specific example of depressive symptoms and abandoned urban residential property to show how inquiries into the behavior of causal systems can answer different kinds of hypotheses, and thereby compliment those of causal modeling using statistical models. Neighborhood physical conditions that are only indirectly influenced by depressive symptoms may nevertheless manifest in the mental health experiences of their residents; conversely, neighborhood physical conditions may be a significant mental health risk for the population of neighborhood residents. I find that participatory greenspace programs are likely to produce adaptive responses in depressive symptoms and different neighborhood conditions, which are different in character to non-participatory greenspace interventions. PMID:17706851

  17. Sounds Good: Using Digital Audio for Evaluation Feedback

    ERIC Educational Resources Information Center

    Rotheram, Bob

    2009-01-01

    Feedback on student work is problematic for faculty and students in British higher education. Evaluation feedback takes faculty much time to produce and students are often dissatisfied with its quantity, timing, and clarity. The Sounds Good project has been experimenting with the use of digital audio for feedback, aiming to save faculty time and…

  18. Biodynamic feedback training to assure learning partial load bearing on forearm crutches.

    PubMed

    Krause, Daniel; Wünnemann, Martin; Erlmann, Andre; Hölzchen, Timo; Mull, Melanie; Olivier, Norbert; Jöllenbeck, Thomas

    2007-07-01

    To examine how biodynamic feedback training affects the learning of prescribed partial load bearing (200N). Three pre-post experiments. Biomechanics laboratory in a German university. A volunteer sample of 98 uninjured subjects who had not used crutches recently. There were 24 subjects in experiment 1 (mean age, 23.2y); 64 in experiment 2 (mean age, 43.6y); and 10 in experiment 3 (mean age, 40.3y), parallelized by arm force. Video instruction and feedback training: In experiment 1, 2 varied instruction videos and reduced feedback frequency; in experiment 2, varied frequencies of changing tasks (contextual interference); and in experiment 3, feedback training (walking) and transfer (stair tasks). Vertical ground reaction force. Absolute error of practiced tasks was significantly reduced for all samples (P<.050). Varied contextual interference conditions did not significantly affect retention (P=.798) or transfer (P=.897). Positive transfer between tasks was significant in experiment 2 (P<.001) and was contrary to findings in experiment 3 (P=.071). Biodynamic feedback training is applicable for learning prescribed partial load bearing. The frequency of changing tasks is irrelevant. Despite some support for transfer effects, additional practice in climbing and descending stairs might be beneficial.

  19. Evidence from numerical experiments for a feedback dynamo generating Mercury's magnetic field.

    PubMed

    Heyner, Daniel; Wicht, Johannes; Gómez-Pérez, Natalia; Schmitt, Dieter; Auster, Hans-Ulrich; Glassmeier, Karl-Heinz

    2011-12-23

    The observed weakness of Mercury's magnetic field poses a long-standing puzzle to dynamo theory. Using numerical dynamo simulations, we show that it could be explained by a negative feedback between the magnetospheric and the internal magnetic fields. Without feedback, a small internal field was amplified by the dynamo process up to Earth-like values. With feedback, the field strength saturated at a much lower level, compatible with the observations at Mercury. The classical saturation mechanism via the Lorentz force was replaced by the external field impact. The resulting surface field was dominated by uneven harmonic components. This will allow the feedback model to be distinguished from other models once a more accurate field model is constructed from MErcury Surface, Space ENvironment, GEochemistry, and Ranging (MESSENGER) and BepiColombo data.

  20. Effects of postidentification feedback on eyewitness identification and nonidentification confidence.

    PubMed

    Semmler, Carolyn; Brewer, Neil; Wells, Gary L

    2004-04-01

    Two experiments investigated new dimensions of the effect of confirming feedback on eyewitness identification confidence using target-absent and target-present lineups and (previously unused) unbiased witness instructions (i.e., "offender not present" option highlighted). In Experiment 1, participants viewed a crime video and were later asked to try to identify the thief from an 8-person target-absent photo array. Feedback inflated witness confidence for both mistaken identifications and correct lineup rejections. With target-present lineups in Experiment 2, feedback inflated confidence for correct and mistaken identifications and lineup rejections. Although feedback had no influence on the confidence-accuracy correlation, it produced clear overconfidence. Confidence inflation varied with the confidence measure reference point (i.e., retrospective vs. current confidence) and identification response latency.

  1. Development of electrical feedback controlled heat pipes and the advanced thermal control flight experiment

    NASA Technical Reports Server (NTRS)

    Bienert, W. B.

    1974-01-01

    The development and characteristics of electrical feedback controlled heat pipes (FCHP) are discussed. An analytical model was produced to describe the performance of the FCHP under steady state and transient conditions. An advanced thermal control flight experiment was designed to demonstrate the performance of the thermal control component in a space environment. The thermal control equipment was evaluated on the ATS-F satellite to provide performance data for the components and to act as a thermal control system which can be used to provide temperature stability of spacecraft components in future applications.

  2. Vibrotactile Feedback for Brain-Computer Interface Operation

    PubMed Central

    Cincotti, Febo; Kauhanen, Laura; Aloise, Fabio; Palomäki, Tapio; Caporusso, Nicholas; Jylänki, Pasi; Mattia, Donatella; Babiloni, Fabio; Vanacker, Gerolf; Nuttin, Marnix; Marciani, Maria Grazia; Millán, José del R.

    2007-01-01

    To be correctly mastered, brain-computer interfaces (BCIs) need an uninterrupted flow of feedback to the user. This feedback is usually delivered through the visual channel. Our aim was to explore the benefits of vibrotactile feedback during users' training and control of EEG-based BCI applications. A protocol for delivering vibrotactile feedback, including specific hardware and software arrangements, was specified. In three studies with 33 subjects (including 3 with spinal cord injury), we compared vibrotactile and visual feedback, addressing: (I) the feasibility of subjects' training to master their EEG rhythms using tactile feedback; (II) the compatibility of this form of feedback in presence of a visual distracter; (III) the performance in presence of a complex visual task on the same (visual) or different (tactile) sensory channel. The stimulation protocol we developed supports a general usage of the tactors; preliminary experimentations. All studies indicated that the vibrotactile channel can function as a valuable feedback modality with reliability comparable to the classical visual feedback. Advantages of using a vibrotactile feedback emerged when the visual channel was highly loaded by a complex task. In all experiments, vibrotactile feedback felt, after some training, more natural for both controls and SCI users. PMID:18354734

  3. Healthcare professional and patient codesign and validation of a mechanism for service users to feedback patient safety experiences following a care transfer: a qualitative study

    PubMed Central

    Scott, Jason; Heavey, Emily; Waring, Justin; Jones, Diana; Dawson, Pamela

    2016-01-01

    Objective To develop and validate a mechanism for patients to provide feedback on safety experiences following a care transfer between organisations. Design Qualitative study using participatory methods (codesign workshops) and cognitive interviews. Workshop data were analysed concurrently with participants, and cognitive interviews were thematically analysed using a deductive approach based on the developed feedback mechanism. Participants Expert patients (n=5) and healthcare professionals (n=11) were recruited purposively to develop the feedback mechanism in 2 workshops. Workshop 1 explored principles underpinning safety feedback mechanisms, and workshop 2 included the practical development of the feedback mechanism. Final design and content of the feedback mechanism (a safety survey) were verified by workshop participants, and cognitive interviews (n=28) were conducted with patients. Results Workshop participants identified that safety feedback mechanisms should be patient-centred, short and concise with clear signposting on how to complete, with an option to be anonymous and balanced between positive (safe) and negative (unsafe) experiences. The agreed feedback mechanism consisted of a survey split across 3 stages of the care transfer: departure, journey and arrival. Care across organisational boundaries was recognised as being complex, with healthcare professionals acknowledging the difficulty implementing changes that impact other organisations. Cognitive interview participants agreed the content of the survey was relevant but identified barriers to completion relating to the survey formatting and understanding of a care transfer. Conclusions Participatory, codesign principles helped overcome differences in understandings of safety in the complex setting of care transfers when developing a safety survey. Practical barriers to the survey's usability and acceptability to patients were identified, resulting in a modified survey design. Further research is

  4. Sensitivity of LES results from turbine rim seals to changes in grid resolution and sector size

    NASA Astrophysics Data System (ADS)

    O'Mahoney, T.; Hills, N.; Chew, J.

    2012-07-01

    Large-Eddy Simulations (LES) were carried out for a turbine rim seal and the sensitivity of the results to changes in grid resolution and the size of the computational domain are investigated. Ingestion of hot annulus gas into the rotor-stator cavity is compared between LES results and against experiments and Unsteady Reynolds-Averaged Navier-Stokes (URANS) calculations. The LES calculations show greater ingestion than the URANS calculation and show better agreement with experiments. Increased grid resolution shows a small improvement in ingestion predictions whereas increasing the sector model size has little effect on the results. The contrast between the different CFD models is most stark in the inner cavity, where the URANS shows almost no ingestion. Particular attention is also paid to the presence of low frequency oscillations in the disc cavity. URANS calculations show such low frequency oscillations at different frequencies than the LES. The oscillations also take a very long time to develop in the LES. The results show that the difficult problem of estimating ingestion through rim seals could be overcome by using LES but that the computational requirements were still restrictive.

  5. The enhancement of beneficial effects following audio feedback by cognitive preparation in the treatment of social anxiety: a single-session experiment.

    PubMed

    Nilsson, Jan-Erik; Lundh, Lars-Gunnar; Faghihi, Shahriar; Roth-Andersson, Gun

    2011-12-01

    According to cognitive models, negatively biased processing of the publicly observable self is an important aspect of social phobia; if this is true, effective methods for producing corrective feedback concerning the public self should be strived for. Video feedback is proven effective, but since one's voice represents another aspect of the self, audio feedback should produce equivalent results. This is the first study to assess the enhancement of audio feedback by cognitive preparation in a single-session randomized controlled experiment. Forty socially anxious participants were asked to give a speech, then to listen to and evaluate a taped recording of their performance. Half of the sample was given cognitive preparation prior to the audio feedback and the remainder received audio feedback only. Cognitive preparation involved asking participants to (1) predict in detail what they would hear on the audiotape, (2) form an image of themselves giving the speech and (3) listen to the audio recording as though they were listening to a stranger. To assess generalization effects all participants were asked to give a second speech. Audio feedback with cognitive preparation was shown to produce less negative ratings after the first speech, and effects generalized to the evaluation of the second speech. More positive speech evaluations were associated with corresponding reductions of state anxiety. Social anxiety as indexed by the Implicit Association Test was reduced in participants given cognitive preparation. Small sample size; analogue study. Audio feedback with cognitive preparation may be utilized as a treatment intervention for social phobia. Copyright © 2011 Elsevier Ltd. All rights reserved.

  6. Who wants feedback? An investigation of the variables influencing residents' feedback-seeking behavior in relation to night shifts.

    PubMed

    Teunissen, Pim W; Stapel, Diederik A; van der Vleuten, Cees; Scherpbier, Albert; Boor, Klarke; Scheele, Fedde

    2009-07-01

    The literature on feedback in clinical medical education has predominantly treated trainees as passive recipients. Past research has focused on how clinical supervisors can use feedback to improve a trainee's performance. On the basis of research in social and organizational psychology, the authors reconceptualized residents as active seekers of feedback. They investigated what individual and situational variables influence residents' feedback-seeking behavior on night shifts. Early in 2008, the authors sent obstetrics-gynecology residents in the Netherlands--both those in their first two years of graduate training and those gaining experience between undergraduate and graduate training--a questionnaire that assessed four predictor variables (learning and performance goal orientation, and instrumental and supportive leadership), two mediator variables (perceived feedback benefits and costs), and two outcome variables (frequency of feedback inquiry and monitoring). They used structural equation modeling software to test a hypothesized model of relationships between variables. The response rate was 76.5%. Results showed that residents who perceive more feedback benefits report a higher frequency of feedback inquiry and monitoring. More perceived feedback costs result mainly in more feedback monitoring. Residents with a higher learning goal orientation perceive more feedback benefits and fewer costs. Residents with a higher performance goal orientation perceive more feedback costs. Supportive physicians lead residents to perceive more feedback benefits and fewer costs. This study showed that some residents actively seek feedback. Residents' feedback-seeking behavior partially depends on attending physicians' supervisory style. Residents' goal orientations influence their perceptions of the benefits and costs of feedback-seeking.

  7. Surgeon's experiences of receiving peer benchmarked feedback using patient-reported outcome measures: a qualitative study.

    PubMed

    Boyce, Maria B; Browne, John P; Greenhalgh, Joanne

    2014-06-27

    The use of patient-reported outcome measures (PROMs) to provide healthcare professionals with peer benchmarked feedback is growing. However, there is little evidence on the opinions of professionals on the value of this information in practice. The purpose of this research is to explore surgeon's experiences of receiving peer benchmarked PROMs feedback and to examine whether this information led to changes in their practice. This qualitative research employed a Framework approach. Semi-structured interviews were undertaken with surgeons who received peer benchmarked PROMs feedback. The participants included eleven consultant orthopaedic surgeons in the Republic of Ireland. Five themes were identified: conceptual, methodological, practical, attitudinal, and impact. A typology was developed based on the attitudinal and impact themes from which three distinct groups emerged. 'Advocates' had positive attitudes towards PROMs and confirmed that the information promoted a self-reflective process. 'Converts' were uncertain about the value of PROMs, which reduced their inclination to use the data. 'Sceptics' had negative attitudes towards PROMs and claimed that the information had no impact on their behaviour. The conceptual, methodological and practical factors were linked to the typology. Surgeons had mixed opinions on the value of peer benchmarked PROMs data. Many appreciated the feedback as it reassured them that their practice was similar to their peers. However, PROMs information alone was considered insufficient to help identify opportunities for quality improvements. The reasons for the observed reluctance of participants to embrace PROMs can be categorised into conceptual, methodological, and practical factors. Policy makers and researchers need to increase professionals' awareness of the numerous purposes and benefits of using PROMs, challenge the current methods to measure performance using PROMs, and reduce the burden of data collection and information

  8. Collective irrationality and positive feedback.

    PubMed

    Nicolis, Stamatios C; Zabzina, Natalia; Latty, Tanya; Sumpter, David J T

    2011-04-26

    Recent experiments on ants and slime moulds have assessed the degree to which they make rational decisions when presented with a number of alternative food sources or shelter. Ants and slime moulds are just two examples of a wide range of species and biological processes that use positive feedback mechanisms to reach decisions. Here we use a generic, experimentally validated model of positive feedback between group members to show that the probability of taking the best of options depends crucially on the strength of feedback. We show how the probability of choosing the best option can be maximized by applying an optimal feedback strength. Importantly, this optimal value depends on the number of options, so that when we change the number of options the preference of the group changes, producing apparent "irrationalities". We thus reinterpret the idea that collectives show "rational" or "irrational" preferences as being a necessary consequence of the use of positive feedback. We argue that positive feedback is a heuristic which often produces fast and accurate group decision-making, but is always susceptible to apparent irrationality when studied under particular experimental conditions.

  9. The Use of Video Technology for Providing Feedback to Students: Can It Enhance the Feedback Experience for Staff and Students?

    ERIC Educational Resources Information Center

    Crook, Anne; Mauchline, Alice; Maw, Stephen; Lawson, Clare; Drinkwater, Robyn; Lundqvist, Karsten; Orsmond, Paul; Gomez, Stephen; Park, Julian

    2012-01-01

    There are numerous issues surrounding the provision of assessment-related feedback in Higher Education, which in recent years have been highlighted in the National Student Survey. In this paper questionnaire data from staff and students at the University of Reading are used to confirm the main issues encountered with feedback, namely problems of…

  10. Social anxiety and the ironic effects of positive interviewer feedback.

    PubMed

    Budnick, Christopher J; Kowal, Marta; Santuzzi, Alecia M

    2015-01-01

    Positive interviewer feedback should encourage positive experiences and outcomes for interviewees. Yet, positive feedback is inconsistent with socially anxious interviewees' negative self-views. Socially anxious interviewees might experience increased self-focus while attempting to reconcile the inconsistency between their self-perceptions and that feedback. This could interfere with successful interview performance. This study used a 3 (feedback: positive, negative, no) × 2 (social anxiety: high, low) between-subjects design. Undergraduate students (N = 88) completed a measure of dispositional social anxiety. They then engaged in a simulated interview with a White confederate trained to adhere to a standardized script. Interviewees received positive, negative, or no interviewer feedback. Each interview was video recorded to code anxiety displays, impression management tactics, and interview success. Following positive feedback, socially anxious interviewees displayed more anxiety, less assertiveness, and received lower success ratings. Among anxious interviewees, increased self-focus provided an indirect path between positive feedback and lower success. Consistent with self-verification theory, anxious interviewees had poorer interview performance following positive feedback that contradicted their negative self-views. Thus, socially anxious interviewees might be at a disadvantage when interviewing, especially following positive feedback. Implications for interviewees and interviewers are discussed.

  11. Comparing the effects of positive and negative feedback in information-integration category learning.

    PubMed

    Freedberg, Michael; Glass, Brian; Filoteo, J Vincent; Hazeltine, Eliot; Maddox, W Todd

    2017-01-01

    Categorical learning is dependent on feedback. Here, we compare how positive and negative feedback affect information-integration (II) category learning. Ashby and O'Brien (2007) demonstrated that both positive and negative feedback are required to solve II category problems when feedback was not guaranteed on each trial, and reported no differences between positive-only and negative-only feedback in terms of their effectiveness. We followed up on these findings and conducted 3 experiments in which participants completed 2,400 II categorization trials across three days under 1 of 3 conditions: positive feedback only (PFB), negative feedback only (NFB), or both types of feedback (CP; control partial). An adaptive algorithm controlled the amount of feedback given to each group so that feedback was nearly equated. Using different feedback control procedures, Experiments 1 and 2 demonstrated that participants in the NFB and CP group were able to engage II learning strategies, whereas the PFB group was not. Additionally, the NFB group was able to achieve significantly higher accuracy than the PFB group by Day 3. Experiment 3 revealed that these differences remained even when we equated the information received on feedback trials. Thus, negative feedback appears significantly more effective for learning II category structures. This suggests that the human implicit learning system may be capable of learning in the absence of positive feedback.

  12. Follower-Centered Perspective on Feedback: Effects of Feedback Seeking on Identification and Feedback Environment.

    PubMed

    Gong, Zhenxing; Li, Miaomiao; Qi, Yaoyuan; Zhang, Na

    2017-01-01

    In the formation mechanism of the feedback environment, the existing research pays attention to external feedback sources and regards individuals as objects passively accepting feedback. Thus, the external source fails to realize the individuals' need for feedback, and the feedback environment cannot provide them with useful information, leading to a feedback vacuum. The aim of this study is to examine the effect of feedback-seeking by different strategies on the supervisor-feedback environment through supervisor identification. The article consists of an empirical study with a sample of 264 employees in China; here, participants complete a series of questionnaires in three waves. After controlling for the effects of demography, the results indicate that supervisor identification partially mediates the relationship between feedback-seeking (including feedback monitoring and feedback inquiry) and the supervisor-feedback environment. Implications are also discussed.

  13. Follower-Centered Perspective on Feedback: Effects of Feedback Seeking on Identification and Feedback Environment

    PubMed Central

    Gong, Zhenxing; Li, Miaomiao; Qi, Yaoyuan; Zhang, Na

    2017-01-01

    In the formation mechanism of the feedback environment, the existing research pays attention to external feedback sources and regards individuals as objects passively accepting feedback. Thus, the external source fails to realize the individuals’ need for feedback, and the feedback environment cannot provide them with useful information, leading to a feedback vacuum. The aim of this study is to examine the effect of feedback-seeking by different strategies on the supervisor-feedback environment through supervisor identification. The article consists of an empirical study with a sample of 264 employees in China; here, participants complete a series of questionnaires in three waves. After controlling for the effects of demography, the results indicate that supervisor identification partially mediates the relationship between feedback-seeking (including feedback monitoring and feedback inquiry) and the supervisor-feedback environment. Implications are also discussed. PMID:28919872

  14. Making and monitoring errors based on altered auditory feedback

    PubMed Central

    Pfordresher, Peter Q.; Beasley, Robertson T. E.

    2014-01-01

    Previous research has demonstrated that altered auditory feedback (AAF) disrupts music performance and causes disruptions in both action planning and the perception of feedback events. It has been proposed that this disruption occurs because of interference within a shared representation for perception and action (Pfordresher, 2006). Studies reported here address this claim from the standpoint of error monitoring. In Experiment 1 participants performed short melodies on a keyboard while hearing no auditory feedback, normal auditory feedback, or alterations to feedback pitch on some subset of events. Participants overestimated error frequency when AAF was present but not for normal feedback. Experiment 2 introduced a concurrent load task to determine whether error monitoring requires executive resources. Although the concurrent task enhanced the effect of AAF, it did not alter participants’ tendency to overestimate errors when AAF was present. A third correlational study addressed whether effects of AAF are reduced for a subset of the population who may lack the kind of perception/action associations that lead to AAF disruption: poor-pitch singers. Effects of manipulations similar to those presented in Experiments 1 and 2 were reduced for these individuals. We propose that these results are consistent with the notion that AAF interference is based on associations between perception and action within a forward internal model of auditory-motor relationships. PMID:25191294

  15. Contributions of the hippocampus to feedback learning

    PubMed Central

    Dickerson, Kathryn C.; Delgado, Mauricio R.

    2015-01-01

    Humans learn about the world in a variety of manners, including by observation, by associating cues in the environment, and via feedback. Across species, two brain structures have been predominantly involved in these learning processes: the hippocampus—supporting learning via observation and paired association—and the striatum—critical for feedback learning. This simple dichotomy, however, has recently been challenged by reports of hippocampal engagement in feedback learning, although the role of the hippocampus is not fully understood. The purpose of this experiment was to characterize the hippocampal response during feedback learning by manipulating varying levels of memory interference. Consistent with prior reports, feedback learning recruited the striatum and midbrain. Notably, feedback learning also engaged the hippocampus. The level of activity in these regions was modulated by the degree of memory interference, such that the greatest activation occurred during the highest level of memory interference. Importantly, the accuracy of information learned via feedback correlated with hippocampal activation and was reduced by the presence of high memory interference. Taken together, these findings provide evidence of hippocampal involvement in feedback learning by demonstrating both its relevance for the accuracy of information learned via feedback and its susceptibility to interference. PMID:26055632

  16. A further assessment of vegetation feedback on decadal Sahel rainfall variability

    NASA Astrophysics Data System (ADS)

    Kucharski, Fred; Zeng, Ning; Kalnay, Eugenia

    2013-03-01

    The effect of vegetation feedback on decadal-scale Sahel rainfall variability is analyzed using an ensemble of climate model simulations in which the atmospheric general circulation model ICTPAGCM ("SPEEDY") is coupled to the dynamic vegetation model VEGAS to represent feedbacks from surface albedo change and evapotranspiration, forced externally by observed sea surface temperature (SST) changes. In the control experiment, where the full vegetation feedback is included, the ensemble is consistent with the observed decadal rainfall variability, with a forced component 60 % of the observed variability. In a sensitivity experiment where climatological vegetation cover and albedo are prescribed from the control experiment, the ensemble of simulations is not consistent with the observations because of strongly reduced amplitude of decadal rainfall variability, and the forced component drops to 35 % of the observed variability. The decadal rainfall variability is driven by SST forcing, but significantly enhanced by land-surface feedbacks. Both, local evaporation and moisture flux convergence changes are important for the total rainfall response. Also the internal decadal variability across the ensemble members (not SST-forced) is much stronger in the control experiment compared with the one where vegetation cover and albedo are prescribed. It is further shown that this positive vegetation feedback is physically related to the albedo feedback, supporting the Charney hypothesis.

  17. Implementing a Measurement Feedback System: A Tale of Two Sites

    PubMed Central

    Douglas, Susan R.; Vides De Andrade, Ana Regina; Tomlinson, Michele; Gleacher, Alissa; Olin, Serene; Hoagwood, Kimberly

    2015-01-01

    A randomized experiment was conducted in two outpatient clinics evaluating a measurement feedback system called contextualized feedback systems. The clinicians of 257 Youth 11–18 received feedback on progress in mental health symptoms and functioning either every 6 months or as soon as the youth’s, clinician’s or caregiver’s data were entered into the system. The ITT analysis showed that only one of the two participating clinics (Clinic R) had an enhanced outcome because of feedback, and only for the clinicians’ ratings of youth symptom severity on the SFSS. A dose–response effect was found only for Clinic R for both the client and clinician ratings. Implementation analyses showed that Clinic R had better implementation of the feedback intervention. Clinicians’ questionnaire completion rate and feedback viewing at Clinic R were 50 % higher than clinicians at Clinic U. The discussion focused on the differences in implementation at each site and how these differences may have contributed to the different outcomes of the experiment. PMID:25876736

  18. Investigating three types of continuous auditory feedback in visuo-manual tracking.

    PubMed

    Boyer, Éric O; Bevilacqua, Frédéric; Susini, Patrick; Hanneton, Sylvain

    2017-03-01

    The use of continuous auditory feedback for motor control and learning is still understudied and deserves more attention regarding fundamental mechanisms and applications. This paper presents the results of three experiments studying the contribution of task-, error-, and user-related sonification to visuo-manual tracking and assessing its benefits on sensorimotor learning. First results show that sonification can help decreasing the tracking error, as well as increasing the energy in participant's movement. In the second experiment, when alternating feedback presence, the user-related sonification did not show feedback dependency effects, contrary to the error and task-related feedback. In the third experiment, a reduced exposure of 50% diminished the positive effect of sonification on performance, whereas the increase of the average energy with sound was still significant. In a retention test performed on the next day without auditory feedback, movement energy was still superior for the groups previously trained with the feedback. Although performance was not affected by sound, a learning effect was measurable in both sessions and the user-related group improved its performance also in the retention test. These results confirm that a continuous auditory feedback can be beneficial for movement training and also show an interesting effect of sonification on movement energy. User-related sonification can prevent feedback dependency and increase retention. Consequently, sonification of the user's own motion appears as a promising solution to support movement learning with interactive feedback.

  19. Effects of generic versus non-generic feedback on motor learning in children.

    PubMed

    Chiviacowsky, Suzete; Drews, Ricardo

    2014-01-01

    Non-generic feedback refers to a specific event and implies that performance is malleable, while generic feedback implies that task performance reflects an inherent ability. The present study examined the influences of generic versus non-generic feedback on motor performance and learning in 10-year-old children. In the first experiment, using soccer ball kicking at a target as a task, providing participants with generic feedback resulted in worse performance than providing non-generic feedback, after both groups received negative feedback. The second experiment measured more permanent effects. Results of a retention test, performed one day after practicing a throwing task, showed that participants who received non-generic feedback during practice outperformed the generic feedback group, after receiving a negative feedback statement. The findings demonstrate the importance of the wording of feedback. Even though different positive feedback statements may not have an immediate influence on performance, they can affect performance, and presumably individuals' motivation, when performance is (purportedly) poor. Feedback implying that performance is malleable, rather than due to an inherent ability, seems to have the potential to inoculate learners against setbacks--a situation frequently encountered in the context of motor performance and learning.

  20. Effects of Generic versus Non-Generic Feedback on Motor Learning in Children

    PubMed Central

    Chiviacowsky, Suzete; Drews, Ricardo

    2014-01-01

    Non-generic feedback refers to a specific event and implies that performance is malleable, while generic feedback implies that task performance reflects an inherent ability. The present study examined the influences of generic versus non-generic feedback on motor performance and learning in 10-year-old children. In the first experiment, using soccer ball kicking at a target as a task, providing participants with generic feedback resulted in worse performance than providing non-generic feedback, after both groups received negative feedback. The second experiment measured more permanent effects. Results of a retention test, performed one day after practicing a throwing task, showed that participants who received non-generic feedback during practice outperformed the generic feedback group, after receiving a negative feedback statement. The findings demonstrate the importance of the wording of feedback. Even though different positive feedback statements may not have an immediate influence on performance, they can affect performance, and presumably individuals' motivation, when performance is (purportedly) poor. Feedback implying that performance is malleable, rather than due to an inherent ability, seems to have the potential to inoculate learners against setbacks – a situation frequently encountered in the context of motor performance and learning. PMID:24523947

  1. Facial Feedback Mechanisms in Autistic Spectrum Disorders

    PubMed Central

    van den Heuvel, Claudia; Smeets, Raymond C.

    2008-01-01

    Facial feedback mechanisms of adolescents with Autistic Spectrum Disorders (ASD) were investigated utilizing three studies. Facial expressions, which became activated via automatic (Studies 1 and 2) or intentional (Study 2) mimicry, or via holding a pen between the teeth (Study 3), influenced corresponding emotions for controls, while individuals with ASD remained emotionally unaffected. Thus, individuals with ASD do not experience feedback from activated facial expressions as controls do. This facial feedback-impairment enhances our understanding of the social and emotional lives of individuals with ASD. PMID:18293075

  2. Social closeness and feedback modulate susceptibility to the framing effect.

    PubMed

    Sip, Kamila E; Smith, David V; Porcelli, Anthony J; Kar, Kohitij; Delgado, Mauricio R

    2015-01-01

    Although we often seek social feedback (SFB) from others to help us make decisions, little is known about how SFB affects decisions under risk, particularly from a close peer. We conducted two experiments using an established framing task to probe how decision-making is modulated by SFB valence (positive, negative) and the level of closeness with feedback provider (friend, confederate). Participants faced mathematically equivalent decisions framed as either an opportunity to keep (gain frame) or lose (loss frame) part of an initial endowment. Periodically, participants were provided with positive (e.g., "Nice!") or negative (e.g., "Lame!") feedback about their choices. Such feedback was provided by either a confederate (Experiment 1) or a gender-matched close friend (Experiment 2). As expected, the framing effect was observed in both experiments. Critically, an individual's susceptibility to the framing effect was modulated by the valence of the SFB, but only when the feedback provider was a close friend. This effect was reflected in the activation patterns of ventromedial prefrontal cortex and posterior cingulate cortex, regions involved in complex decision-making. Taken together, these results highlight social closeness as an important factor in understanding the impact of SFB on neural mechanisms of decision-making.

  3. Motivation and attention: Incongruent effects of feedback on the processing of valence.

    PubMed

    Rothermund, Klaus

    2003-09-01

    Four experiments investigated the relation between outcome-related motivational states and processes of automatic attention allocation. Experiments 1-3 analyzed influences of feedback on evaluative decisions. Words of opposite valence to the feedback were processed faster, indicating that it is easier to allocate attention to the valence of an affectively incongruent word. Experiment 4 replicated the incongruent effect with interference effects of word valence in a grammatical-categorization task, indicating that the effect reflects automatic attentional capture. In all experiments, incongruent effects of feedback emerged only in a situation involving an attentional shift between words that differed in valence.

  4. Mitigating driver distraction with retrospective and concurrent feedback.

    PubMed

    Donmez, Birsen; Boyle, Linda Ng; Lee, John D

    2008-03-01

    An experiment was conducted to assess the effects of retrospective and combined retrospective and concurrent feedback on driver performance and engagement in distracting activities. A previous study conducted by the authors showed that concurrent (or real time) feedback can help drivers better modulate their distracting activities. However, research also shows that concurrent feedback can pose additional distractions due to the limited time and resources available during driving. Retrospective feedback, which is presented at the end of a trip (i.e., post-drive), can include additional information on safety critical situations during a trip and help the driver learn safe driving habits. A driving simulator study was conducted with 48 participants and 3 conditions: retrospective feedback, combined feedback (both retrospective and concurrent), and no feedback (baseline case). The feedback conditions (retrospective and combined) resulted in faster response to lead vehicle braking events as depicted by shorter accelerator release times. Moreover, combined feedback also resulted in longer glances to the road. The results suggest that both feedback types have potential to improve immediate driving performance and driver engagement in distractions. Combined feedback holds the most promise for mitigating the effects of distraction from in-vehicle information systems.

  5. Pediatric Quality of Life Enjoyment and Satisfaction Questionnaire (PQ-LES-Q): Reliability and Validity

    ERIC Educational Resources Information Center

    Endicott, Jean; Nee, John; Yang, Ruoyong; Wohlberg, Christopher

    2006-01-01

    Objective: The pediatric version of the Short Form of the Quality of Life Enjoyment and Satisfaction Questionnaire (PQ-LES-Q) was developed to aid in the assessment of an important aspect of life experience in children and adolescents. Method: The reliability and validity of the PQ-LES-Q was tested using data from a sample of 376 outpatient…

  6. Les soins aux enfants et aux adolescents des familles des militaires canadiens : les considérations particulières

    PubMed Central

    Rowan-Legg, Anne

    2017-01-01

    Résumé Les familles des militaires font face à de nombreux facteurs de stress, tels que les réinstallations fréquentes, les longues pério des de séparation familiale, l’isolement géographique du réseau de soutien de la famille élargie et le déploiement en zones très dangereuses. Les enfants et les adolescents des familles des militaires vivent les mêmes trajectoires développementales et motivationnelles que leurs homologues civils, mais ils sont également aux prises avec des pressions et des facteurs de stress liés à leur développement qui sont inhabituels et qui leur sont imposés par les exigences de la vie militaire. Les effets de la vie militaire sur les familles et les enfants commencent à être admis et mieux caractérisés. Il est essentiel de comprendre les préoccupations propres aux enfants et aux adolescents des familles des militaires et de mobiliser les ressources nécessaires pour les soutenir afin de répondre à leurs besoins en matière de santé.

  7. Les violences conjugales à Dakar

    PubMed Central

    Soumah, Mohamed Maniboliot; Issa, Abdoul Wahab; Ndiaye, Mor; Ndoye, El Hadj Oumar; Sow, Mamadou Lamine

    2015-01-01

    L'objectif était d’évaluer les aspects épidémiologiques des violences conjugales, identifier les facteurs de risques et les différents types de violences conjugales, évaluer les conséquences des violences conjugales sur la santé des victimes, afin d'améliorer la prise en charge des victimes et la prévention du phénomène. Il s'est agit d'une étude transversale effectuée de décembre 2012 à janvier 2013 à Dakar. Les données ont été recueillies, après consentement, sur fiche d'enquête anonyme soumise à toute personne volontaire vivant en couple et résidant à Dakar. L'analyse statistique a été effectuée avec le logiciel SPSS 13.0. Le nombre de personnes victimes de violences conjugales était de 60 soit 37,30% dont 31 femmes (51,70%) et 29 hommes (48,30%). Le sex-ratio était de 0,93. Parmi les victimes, 53 étaient scolarisées soit 88,30%. Le régime matrimonial était de type monogame dans 39 cas (65%) et polygame dans 21 cas (35%). La vie en couple durait depuis moins de 11 ans dans 60% des cas et durait de 11 ans à 20 ans au plus dans 26,6% des cas. L’étude des types de violences montrait la fréquence des agressions physiques. Les armes utilisées étaient surtout les armes naturelles. Les principaux facteurs de risque de violence conjugale sont les facteurs sociodémographiques, culturels et économiques comme le jeune âge, l'inégalité du genre, les jeunes couples, la précarité, le niveau d'instruction élevé. La prise en charge des victimes et la prévention du phénomène restent insuffisantes dans nos pays. PMID:26918077

  8. A disynaptic feedback network activated by experience promotes the integration of new granule cells.

    PubMed

    Alvarez, Diego D; Giacomini, Damiana; Yang, Sung Min; Trinchero, Mariela F; Temprana, Silvio G; Büttner, Karina A; Beltramone, Natalia; Schinder, Alejandro F

    2016-10-28

    Experience shapes the development and connectivity of adult-born granule cells (GCs) through mechanisms that are poorly understood. We examined the remodeling of dentate gyrus microcircuits in mice in an enriched environment (EE). Short exposure to EE during early development of new GCs accelerated their functional integration. This effect was mimicked by in vivo chemogenetic activation of a limited population of mature GCs. Slice recordings showed that mature GCs recruit parvalbumin γ-aminobutyric acid-releasing interneurons (PV-INs) that feed back onto developing GCs. Accordingly, chemogenetic stimulation of PV-INs or direct depolarization of developing GCs accelerated GC integration, whereas inactivation of PV-INs prevented the effects of EE. Our results reveal a mechanism for dynamic remodeling in which experience activates dentate networks that "prime" young GCs through a disynaptic feedback loop mediated by PV-INs. Copyright © 2016, American Association for the Advancement of Science.

  9. Development of a Hybrid RANS/LES Method for Compressible Mixing Layer Simulations

    NASA Technical Reports Server (NTRS)

    Georgiadis, Nicholas J.; Alexander, J. Iwan D.; Reshotko, Eli

    2001-01-01

    A hybrid method has been developed for simulations of compressible turbulent mixing layers. Such mixing layers dominate the flows in exhaust systems of modem day aircraft and also those of hypersonic vehicles currently under development. The hybrid method uses a Reynolds-averaged Navier-Stokes (RANS) procedure to calculate wall bounded regions entering a mixing section, and a Large Eddy Simulation (LES) procedure to calculate the mixing dominated regions. A numerical technique was developed to enable the use of the hybrid RANS/LES method on stretched, non-Cartesian grids. The hybrid RANS/LES method is applied to a benchmark compressible mixing layer experiment. Preliminary two-dimensional calculations are used to investigate the effects of axial grid density and boundary conditions. Actual LES calculations, performed in three spatial directions, indicated an initial vortex shedding followed by rapid transition to turbulence, which is in agreement with experimental observations.

  10. Les infestations par les poux de tête : une mise à jour clinique.

    PubMed

    Cummings, Carl; Finlay, Jane C; MacDonald, Noni E

    2018-02-01

    Les infestations par les poux de tête ( Pediculus humanus capitis ) ne constituent ni un risque sanitaire primaire ni un vecteur de maladie, mais représentent plutôt un problème de société au coût impor- tant. Pour diagnostiquer une infestation, il faut déceler un pou vivant. Même si les pyréthines et la perméthrine demeurent les traitements de première intention au Canada, la solution de myristate d'isopropyle et de ST-cyclométhicone et la diméticone peuvent être envisagées en deuxième intention après un échec thérapeutique démontré.

  11. A Longitudinal, Quantitative Study of Student Attitudes towards Audio Feedback for Assessment

    ERIC Educational Resources Information Center

    Parkes, Mitchell; Fletcher, Peter

    2017-01-01

    This paper reports on the findings of a three-year longitudinal study investigating the experiences of postgraduate level students who were provided with audio feedback for their assessment. Results indicated that students positively received audio feedback. Overall, students indicated a preference for audio feedback over written feedback. No…

  12. Exploring the influence of feedback given by people with lived experience of mental distress on learning for pre-registration mental health students.

    PubMed

    Stacey, Gemma; Pearson, Mark

    2018-05-10

    Despite a positive and established perception of people with lived experience of mental distress contributing to the assessment of healthcare professionals, the consequence and implications for learning are predominantly unexplored. To gain a greater understanding of the influence of feedback given by people with lived experience, in the role of formative assessor, on student learning. Qualitative analysis, underpinned by the theory threshold concepts, was conducted on the written reflective assessments, submitted by students, following engaging in an assessment with a lived experience assessor. Student learning was influenced positively by the involvement of lived experience assessors in relation to person centred care. However, students reported the experience to be anxiety provoking due to the desire to seek external approval and conceal personal challenges. The results indicate that the feedback from those with lived experience promotes greater self-awareness and empathy amongst students. The perceived expectation to present a competent and professional performance acts as a barrier to authentic person centred practice. It is questionable if learning which is potentially troublesome, should act as a form of academic assessment which is exposed to the external judgement of another and awarded a credit bearing grade. This article is protected by copyright. All rights reserved. This article is protected by copyright. All rights reserved.

  13. Social Media and Peer Feedback: What Do Students Really Think about Using Wiki and Facebook as Platforms for Peer Feedback?

    ERIC Educational Resources Information Center

    Demirbilek, Muhammet

    2015-01-01

    Web 2.0 tools are becoming increasingly pervasive in higher education, and as a result, there is increasing interest in the use of online feedback activities. This study investigated students' actual experiences and perceptions using social media, Wiki and Facebook, tools to provide peer feedback on students' instructional material projects and to…

  14. Dynamic Mesoscale Land-Atmosphere Feedbacks in Fragmented Forests in Amazonia

    NASA Astrophysics Data System (ADS)

    Rastogi, D.; Baidya Roy, S.

    2011-12-01

    This paper investigates land-atmosphere feedbacks in disturbed rainforests of Amazonia. Deforestation along the rapidly expanding highways and road network has created the unique fishbone land cover pattern in Rondonia, a state in southwestern Amazonia. Numerical experiments and observations show that sharp gradients in land cover due to the fishbone heterogeneity triggers mesoscale circulations. These circulations significantly change the spatial pattern of local hydrometeorology, especially convection, clouds and precipitation. The primary research question now is can these changes in local hydrometeorology affect vegetation growth in the clearings. If so, that would be a clear indication that land-atmosphere feedbacks can affect vegetation recovery in fragmented forests. A computationally-efficient modeling tool consisting of a mesoscale atmospheric model dynamically coupled with a plant growth model has been specifically developed to identify the atmospheric feedback pathways. Preliminary experiments focus on the seasonal-scale feedbacks during the dry season. Results show that temperature, incoming shortwave and precipitation are the three primary drivers through which the feedbacks operate. Increasing temperature increases respiratory losses generating a positive feedback. Increased cloud cover reduces incoming PAR and photosynthesis, resulting in a positive feedback. Increased precipitation reduces water stress and promotes growth resulting in a negative feedback. The net effect is a combination of these 3 feedback loops. These findings can significantly improve our understanding of ecosystem resiliency in disturbed tropical forests.

  15. Relational interaction in occupational therapy: Conversation analysis of positive feedback.

    PubMed

    Weiste, Elina

    2018-01-01

    The therapeutic relationship is an important factor for good therapy outcomes. The primary mediator of a beneficial therapy relationship is clinician-client interaction. However, few studies identify the observable interactional attributes of good quality relational interactions, e.g. offering the client positive feedback. The present paper aims to expand current understanding of relational interaction by analyzing the real-time interactional practices therapists use for offering positive feedback, an important value in occupational therapy. The analysis is based on the conversation analysis of 15 video-recorded occupational therapy encounters in psychiatric outpatient clinics. Two types of positive feedback were identified. In aligning feedback, therapists encouraged and complimented clients' positive perspectives on their own achievements in adopting certain behaviour, encouraging and supporting their progress. In redirecting feedback, therapists shifted the perspective from clients' negative experiences to their positive experiences. This shift was interactionally successful if they laid the foundation for the shift in perspective and attuned their expressions to the clients' emotional states. Occupational therapists routinely provide their clients with positive feedback. Awareness of the interactional attributes related to positive feedback is critically important for successful relational interaction.

  16. Online feedback assessments in physiology: effects on students' learning experiences and outcomes.

    PubMed

    Marden, Nicole Y; Ulman, Lesley G; Wilson, Fiona S; Velan, Gary M

    2013-06-01

    Online formative assessments have become increasingly popular; however, formal evidence supporting their educational benefits is limited. This study investigated the impact of online feedback quizzes on the learning experiences and outcomes of undergraduate students enrolled in an introductory physiology course. Four quiz models were tested, which differed in the amount of credit available, the number of attempts permitted, and whether the quizzes were invigilated or unsupervised, timed or untimed, or open or closed book. All quizzes were composed of multiple-choice questions and provided immediate individualized feedback. Summative end-of-course examination marks were analyzed with respect to performance in quizzes and were also compared with examination performance in the year before the quizzes were introduced. Online surveys were conducted to gather students' perceptions regarding the quizzes. The vast majority of students perceived online quizzes as a valuable learning tool. For all quiz models tested, there was a significant relationship between performance in quizzes and end-of-course examination scores. Importantly, students who performed poorly in quizzes were more likely to fail the examination, suggesting that formative online quizzes may be a useful tool to identify students in need of assistance. Of the four quiz models, only one quiz model was associated with a significant increase in mean examination performance. This model had the strongest formative focus, allowing multiple unsupervised and untimed attempts. This study suggests that the format of online formative assessments is critical in achieving the desired impact on student learning. Specifically, such assessments are most effective when they are low stakes.

  17. The benefits of computer-generated feedback for mathematics problem solving.

    PubMed

    Fyfe, Emily R; Rittle-Johnson, Bethany

    2016-07-01

    The goal of the current research was to better understand when and why feedback has positive effects on learning and to identify features of feedback that may improve its efficacy. In a randomized experiment, second-grade children received instruction on a correct problem-solving strategy and then solved a set of relevant problems. Children were assigned to receive no feedback, immediate feedback, or summative feedback from the computer. On a posttest the following day, feedback resulted in higher scores relative to no feedback for children who started with low prior knowledge. Immediate feedback was particularly effective, facilitating mastery of the material for children with both low and high prior knowledge. Results suggest that minimal computer-generated feedback can be a powerful form of guidance during problem solving. Copyright © 2016 Elsevier Inc. All rights reserved.

  18. A student-centred feedback model for educators.

    PubMed

    Rudland, Joy; Wilkinson, Tim; Wearn, Andy; Nicol, Pam; Tunny, Terry; Owen, Cathy; O'Keefe, Maree

    2013-04-01

    Effective feedback is instrumental to effective learning. Current feedback models tend to be educator driven rather than learner-centred, with the focus on how the supervisor should give feedback rather than on the role of the learner in requesting and responding to feedback. An alternative approach emphasising the theoretical principles of student-centred and self-regulated learning is offered, drawing upon the literature and also upon the experience of the authors. The proposed feedback model places the student in the centre of the feedback process, and stresses that the attainment of student learning outcomes is influenced by the students themselves. This model emphasises the attributes of the student, particularly responsiveness, receptiveness and reflection, whilst acknowledging the important role that the context and attributes of the supervisor have in influencing the quality of feedback. Educational institutions should consider strategies to encourage and enable students to maximise the many feedback opportunities available to them. As a minimum, educators should remind students about their central role in the feedback process, and support them to develop confidence in meeting this role. In addition, supervisors may need support to develop the skills to shift the balance of responsibility and support students in precipitating feedback moments. Research is also required to validate the proposed model and to determine how to support students to adopt self-regulatory learning, with feedback as a central platform. © Blackwell Publishing Ltd 2013.

  19. A Comparison of Written, Vocal, and Video Feedback When Training Teachers

    ERIC Educational Resources Information Center

    Luck, Kally M.; Lerman, Dorothea C.; Wu, Wai-Ling; Dupuis, Danielle L.; Hussein, Louisa A.

    2018-01-01

    We compared the effectiveness of and preference for different feedback strategies when training six special education teachers during a 5-day summer training program. In Experiment 1, teachers received written or vocal feedback while learning to implement two different types of preference assessments. In Experiment 2, we compared either written or…

  20. LES of a ducted propeller with rotor and stator in crashback

    NASA Astrophysics Data System (ADS)

    Jang, Hyunchul; Mahesh, Krishnan

    2012-11-01

    A sliding interface method is developed for large eddy simulation (LES) of flow past ducted propellers with both rotor and stator. The method is developed for arbitrarily shaped unstructured elements on massively parallel computing platforms. Novel algorithms for searching sliding elements, interpolation at the sliding interface, and data structures for message passing are developed. We perform LES of flow past a ducted propeller with stator blades in the crashback mode of operation, where a marine vessel is quickly decelerated by rotating the propeller in reverse. The unsteady loads predicted by LES are in good agreement with experiments. A highly unsteady vortex ring is observed outside the duct. High pressure fluctuations are observed near the blade tips, which significantly contribute to the side-force. This work is supported by the United States Office of Naval Research.

  1. Feedback produces divergence from prospect theory in descriptive choice.

    PubMed

    Jessup, Ryan K; Bishara, Anthony J; Busemeyer, Jerome R

    2008-10-01

    A recent study demonstrated that individuals making experience-based choices underweight small probabilities, in contrast to the overweighting observed in a typical descriptive paradigm. We tested whether trial-by-trial feedback in a repeated descriptive paradigm would engender choices more correspondent with experiential or descriptive paradigms. The results of a repeated gambling task indicated that individuals receiving feedback underweighted small probabilities, relative to their no-feedback counterparts. These results implicate feedback as a critical component during the decision-making process, even in the presence of fully specified descriptive information. A model comparison at the individual-subject level suggested that feedback drove individuals' decision weights toward objective probability weighting.

  2. Real-Time Performance Feedback for the Manual Control of Spacecraft

    NASA Astrophysics Data System (ADS)

    Karasinski, John Austin

    Real-time performance metrics were developed to quantify workload, situational awareness, and manual task performance for use as visual feedback to pilots of aerospace vehicles. Results from prior lunar lander experiments with variable levels of automation were replicated and extended to provide insights for the development of real-time metrics. Increased levels of automation resulted in increased flight performance, lower workload, and increased situational awareness. Automated Speech Recognition (ASR) was employed to detect verbal callouts as a limited measure of subjects' situational awareness. A one-dimensional manual tracking task and simple instructor-model visual feedback scheme was developed. This feedback was indicated to the operator by changing the color of a guidance element on the primary flight display, similar to how a flight instructor points out elements of a display to a student pilot. Experiments showed that for this low-complexity task, visual feedback did not change subject performance, but did increase the subjects' measured workload. Insights gained from these experiments were applied to a Simplified Aid for EVA Rescue (SAFER) inspection task. The effects of variations of an instructor-model performance-feedback strategy on human performance in a novel SAFER inspection task were investigated. Real-time feedback was found to have a statistically significant effect of improving subject performance and decreasing workload in this complicated four degree of freedom manual control task with two secondary tasks.

  3. Can false memories be corrected by feedback in the DRM paradigm?

    PubMed

    McConnell, Melissa D; Hunt, R Reed

    2007-07-01

    Normal processes of comprehension frequently yield false memories as an unwanted by-product. The simple paradigm now known as the Deese/Roediger-McDermott (DRM) paradigm takes advantage of this fact and has been used to reliably produce false memory for laboratory study. Among the findings from past research is the difficulty of preventing false memories in this paradigm. The purpose of the present experiments was to examine the effectiveness of feedback in correcting false memories. Two experiments were conducted, in which participants recalled DRM lists and either received feedback on their performance or did not. A subsequent recall test was administered to assess the effect of feedback. The results showed promising effects of feedback: Feedback enhanced both error correction and the propagation of correct recall. The data replicated other data of studies that have shown substantial error perseveration following feedback. These data also provide new information on the occurrence of errors following feedback. The results are discussed in terms of the activation-monitoring theory of false memory.

  4. Motivational and metacognitive feedback in SQL-Tutor*

    NASA Astrophysics Data System (ADS)

    Hull, Alison; du Boulay, Benedict

    2015-04-01

    Motivation and metacognition are strongly intertwined, with learners high in self-efficacy more likely to use a variety of self-regulatory learning strategies, as well as to persist longer on challenging tasks. The aim of the research was to improve the learner's focus on the process and experience of problem-solving while using an Intelligent Tutoring System (ITS) and including motivational and metacognitive feedback based on the learner's past states and experiences. An existing ITS, SQL-Tutor, was used with first-year undergraduates studying a database module. The study used two versions of SQL-Tutor: the Control group used a base version providing domain feedback and the Study group used an extended version that also provided motivational and metacognitive feedback. This paper summarises the pre- and post-process results. Comparisons between groups showed some differing trends both in learning outcomes and behaviour in favour of the Study group.

  5. Numerical investigation of a helicopter combustion chamber using LES and tabulated chemistry

    NASA Astrophysics Data System (ADS)

    Auzillon, Pierre; Riber, Eléonore; Gicquel, Laurent Y. M.; Gicquel, Olivier; Darabiha, Nasser; Veynante, Denis; Fiorina, Benoît

    2013-01-01

    This article presents Large Eddy Simulations (LES) of a realistic aeronautical combustor device: the chamber CTA1 designed by TURBOMECA. Under nominal operating conditions, experiments show hot spots observed on the combustor walls, in the vicinity of the injectors. These high temperature regions disappear when modifying the fuel stream equivalence ratio. In order to account for detailed chemistry effects within LES, the numerical simulation uses the recently developed turbulent combustion model F-TACLES (Filtered TAbulated Chemistry for LES). The principle of this model is first to generate a lookup table where thermochemical variables are computed from a set of filtered laminar unstrained premixed flamelets. To model the interactions between the flame and the turbulence at the subgrid scale, a flame wrinkling analytical model is introduced and the Filtered Density Function (FDF) of the mixture fraction is modeled by a β function. Filtered thermochemical quantities are stored as a function of three coordinates: the filtered progress variable, the filtered mixture fraction and the mixture fraction subgrid scale variance. The chemical lookup table is then coupled with the LES using a mathematical formalism that ensures an accurate prediction of the flame dynamics. The numerical simulation of the CTA1 chamber with the F-TACLES turbulent combustion model reproduces fairly the temperature fields observed in experiments. In particular the influence of the fuel stream equivalence ratio on the flame position is well captured.

  6. E-Pad: a comfortable electrocutaneous-based tactile feedback display

    NASA Astrophysics Data System (ADS)

    Wang, Jiabin; Zhao, Lu; Liu, Yue; Wang, Yongtian; Cai, Yi

    2018-01-01

    The devices with touchscreen are becoming more popular recently; however, most of them suffer from the crucial drawbacks of lacking accurate tactile feedback. A novel electrocutaneous-based tactile device with the name of E-pad is proposed to provide a dynamic and static low-voltage feedback for touchscreen. We optimize the key parameters of the output voltage and design custom-made hardwares to guarantee a comfortable user experience. Users could move their fingers freely across the touchscreen of the proposed device to really feel virtual objects. Two preliminary experiments are conducted to evaluate the interactive performance of the proposed device and the experimental results show that the proposed device can provide a comfortable and distinct tactile feedback.

  7. Specific interpretation of augmented feedback changes motor performance and cortical processing.

    PubMed

    Lauber, Benedikt; Keller, Martin; Leukel, Christian; Gollhofer, Albert; Taube, Wolfgang

    2013-05-01

    It is well established that the presence of external feedback, also termed augmented feedback, can be used to improve performance of a motor task. The present study aimed to elucidate whether differential interpretation of the external feedback signal influences the time to task failure of a sustained submaximal contraction and modulates motor cortical activity. In Experiment 1, subjects had to maintain a submaximal contraction (30% of maximum force) performed with their thumb and index finger. Half of the tested subjects were always provided with feedback about joint position (pF-group), whereas the other half of the subjects were always provided with feedback about force (fF-group). Subjects in the pF-group were led to belief in half of their trials that they would receive feedback about the applied force, and subjects in the fF-group to receive feedback about the position. In both groups (fF and pF), the time to task failure was increased when subjects thought to receive feedback about the force. In Experiment 2, subthreshold transcranial magnetic stimulation was applied over the right motor cortex and revealed an increased motor cortical activity when subjects thought to receive feedback about the joint position. The results showed that the interpretation of feedback influences motor behavior and alters motor cortical activity. The current results support previous studies suggesting a distinct neural control of force and position.

  8. ["Les Impatients": expression through art].

    PubMed

    Lamontagne, Céline; Palardy, Lorraine

    2015-01-01

    The organization called "Les Impatients" was founded in 1992. Using a unique model, Les Impatients welcomes those with mental health issues who would like to express themselves through art. Les Impatients offers free creative workshops and encourages exchanges with the community through the sharing of its participants' creations. The name Les Impatients reinforces the idea that the organization does not consider those attending its workshops as patients, but rather creators who are eager to heal, develop their craft and find their place in society. The participants contribute to the collective objective of breaking down the stigma that surrounds mental illness.Les Impatients collaborates with various mental health organizations in Quebec, such as the Institut universitaire en santé mentale de Montréal (IUSMM) affiliated to the Université de Montréal, Douglas Mental Health University Institute (DMHUI), the Centre de santé et services sociaux Drummond (CSSS Drummond) and the Centre de santé et services sociaux Pierre-Boucher (CSSS Pierre-Boucher). Les Impatients offers more than 48 workshops in eight different locations to around 450 participants each week.Dissemination activities, remarkable events, original projects: Les Impatients stands out through its realizations. Examples are exhibitions, collections of love letters, comic books, CD, concerts, and reading nights. The organization's originality resides in the exploration of the links between the work of the participants and that of professional artists. An illustration of this interest is the annual Parle-moi d'amour auction-exhibition, which has been one of Les Impatients' major events since 1999.As part of its mission, Les Impatients conserves the works of art created by the participants during the workshops. Its collection includes more than 15,000 works of art from Les Impatients as well as pieces donated by collectors of unconventional art, commonly known as "art brut" or "outsider art". The

  9. An Anatomy of Feedback: A Phenomenographic Investigation of Undergraduate Students' Conceptions of Feedback

    ERIC Educational Resources Information Center

    McLean, Angela J.; Bond, Carol H.; Nicholson, Helen D.

    2015-01-01

    The aim of this research was to investigate how undergraduate students conceptualise feedback, and compare this with research into conceptions of teaching and learning related phenomena in higher education. Using a phenomenographic approach, 28 physiotherapy students in New Zealand were interviewed about their experiences. Data analysis resulted…

  10. New Supervisors' Struggles and Successes with Corrective Feedback

    ERIC Educational Resources Information Center

    Borders, L. DiAnne; Welfare, Laura E.; Sackett, Corrine R.; Cashwell, Craig

    2017-01-01

    Seven doctoral supervisors described their experiences giving corrective feedback, including events when constructive feedback and confrontation did and did not go well. Findings reveal their thoughts and feelings before, during, and after each event. The authors suggest several specific pedagogical directions for facilitating supervisor…

  11. Feedback Valence Affects Auditory Perceptual Learning Independently of Feedback Probability

    PubMed Central

    Amitay, Sygal; Moore, David R.; Molloy, Katharine; Halliday, Lorna F.

    2015-01-01

    Previous studies have suggested that negative feedback is more effective in driving learning than positive feedback. We investigated the effect on learning of providing varying amounts of negative and positive feedback while listeners attempted to discriminate between three identical tones; an impossible task that nevertheless produces robust learning. Four feedback conditions were compared during training: 90% positive feedback or 10% negative feedback informed the participants that they were doing equally well, while 10% positive or 90% negative feedback informed them they were doing equally badly. In all conditions the feedback was random in relation to the listeners’ responses (because the task was to discriminate three identical tones), yet both the valence (negative vs. positive) and the probability of feedback (10% vs. 90%) affected learning. Feedback that informed listeners they were doing badly resulted in better post-training performance than feedback that informed them they were doing well, independent of valence. In addition, positive feedback during training resulted in better post-training performance than negative feedback, but only positive feedback indicating listeners were doing badly on the task resulted in learning. As we have previously speculated, feedback that better reflected the difficulty of the task was more effective in driving learning than feedback that suggested performance was better than it should have been given perceived task difficulty. But contrary to expectations, positive feedback was more effective than negative feedback in driving learning. Feedback thus had two separable effects on learning: feedback valence affected motivation on a subjectively difficult task, and learning occurred only when feedback probability reflected the subjective difficulty. To optimize learning, training programs need to take into consideration both feedback valence and probability. PMID:25946173

  12. French Atomic Energy Commission Decommissioning Programme and Feedback Experience - 12230

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Guiberteau, Ph.; Nokhamzon, J.G.

    Since the French Atomic and Alternatives Energy Commission (CEA) was founded in 1945 to carry out research programmes on use of nuclear, and its application France has set up and run various types of installations: research or prototypes reactors, process study or examination laboratories, pilot installations, accelerators, nuclear power plants and processing facilities. Some of these are currently being dismantled or must be dismantled soon so that the DEN, the Nuclear Energy Division, can construct new equipment and thus have available a range of R and D facilities in line with the issues of the nuclear industry of the future.more » Since the 1960's and 1970's in all its centres, the CEA has acquired experience and know-how through dismantling various nuclear facilities. The dismantling techniques are nowadays operational, even if sometimes certain specific developments are necessary to reduce the cost of operations. Thanks to availability of techniques and guarantees of dismantling programme financing now from two dedicated funds, close to euro 15,000 M for the next thirty years, for current or projected dismantling operations, the CEA's Nuclear Energy Division has been able to develop, when necessary, its immediate dismantling strategy. Currently, nearly thirty facilities are being dismantled by the CEA's Nuclear Energy Division operational units with industrial partners. Thus the next decade will see completion of the dismantling and radioactive clean-up of the Grenoble site and of the facilities on the Fontenay-aux-Roses site. By 2016, the dismantling of the UP1 plant at Marcoule, the largest dismantling work in France, will be well advanced, with all the process equipment dismantled. After an overview of the French regulatory framework, the paper will describe the DD and R (Decontamination Decommissioning and Remediation) strategy, programme and feedback experience inside the CEA's Nuclear Energy Division. A special feature of dismantling operations at the

  13. PNNL - WRF-LES - Convective - TTU

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Kosovic, Branko

    This dataset includes large-eddy simulation (LES) output from a convective atmospheric boundary layer (ABL) simulation of observations at the SWIFT tower near Lubbock, Texas on July 4, 2012. The dataset was used to assess the LES models for simulation of canonical convective ABL. The dataset can be used for comparison with other LES and computational fluid dynamics model outputs.

  14. ANL - WRF-LES - Convective - TTU

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Kosovic, Branko

    This dataset includes large-eddy simulation (LES) output from a convective atmospheric boundary layer (ABL) simulation of observations at the SWIFT tower near Lubbock, Texas on July 4, 2012. The dataset was used to assess the LES models for simulation of canonical convective ABL. The dataset can be used for comparison with other LES and computational fluid dynamics model outputs.

  15. LLNL - WRF-LES - Neutral - TTU

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Kosovic, Branko

    This dataset includes large-eddy simulation (LES) output from a neutrally stratified atmospheric boundary layer (ABL) simulation of observations at the SWIFT tower near Lubbock, Texas on Aug. 17, 2012. The dataset was used to assess LES models for simulation of canonical neutral ABL. The dataset can be used for comparison with other LES and computational fluid dynamics model outputs.

  16. ANL - WRF-LES - Neutral - TTU

    DOE Data Explorer

    Kosovic, Branko

    2018-06-20

    This dataset includes large-eddy simulation (LES) output from a neutrally stratified atmospheric boundary layer (ABL) simulation of observations at the SWIFT tower near Lubbock, Texas on Aug. 17, 2012. The dataset was used to assess LES models for simulation of canonical neutral ABL. The dataset can be used for comparison with other LES and computational fluid dynamics model outputs.

  17. LANL - WRF-LES - Neutral - TTU

    DOE Data Explorer

    Kosovic, Branko

    2018-06-20

    This dataset includes large-eddy simulation (LES) output from a neutrally stratified atmospheric boundary layer (ABL) simulation of observations at the SWIFT tower near Lubbock, Texas on Aug. 17, 2012. The dataset was used to assess LES models for simulation of canonical neutral ABL. The dataset can be used for comparison with other LES and computational fluid dynamics model outputs.

  18. LANL - WRF-LES - Convective - TTU

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Kosovic, Branko

    This dataset includes large-eddy simulation (LES) output from a convective atmospheric boundary layer (ABL) simulation of observations at the SWIFT tower near Lubbock, Texas on July 4, 2012. The dataset was used to assess the LES models for simulation of canonical convective ABL. The dataset can be used for comparison with other LES and computational fluid dynamics model outputs.

  19. Mitigation of Cognitive Bias with a Serious Game: Two Experiments Testing Feedback Timing and Source

    ERIC Educational Resources Information Center

    Dunbar, Norah E.; Jensen, Matthew L.; Miller, Claude H.; Bessarabova, Elena; Lee, Yu-Hao; Wilson, Scott N.; Elizondo, Javier; Adame, Bradley J.; Valacich, Joseph; Straub, Sara; Burgoon, Judee K.; Lane, Brianna; Piercy, Cameron W.; Wilson, David; King, Shawn; Vincent, Cindy; Schuetzler, Ryan M.

    2017-01-01

    One of the benefits of using digital games for education is that games can provide feedback for learners to assess their situation and correct their mistakes. We conducted two studies to examine the effectiveness of different feedback design (timing, duration, repeats, and feedback source) in a serious game designed to teach learners about…

  20. Eye movements in interception with delayed visual feedback.

    PubMed

    Cámara, Clara; de la Malla, Cristina; López-Moliner, Joan; Brenner, Eli

    2018-07-01

    The increased reliance on electronic devices such as smartphones in our everyday life exposes us to various delays between our actions and their consequences. Whereas it is known that people can adapt to such delays, the mechanisms underlying such adaptation remain unclear. To better understand these mechanisms, the current study explored the role of eye movements in interception with delayed visual feedback. In two experiments, eye movements were recorded as participants tried to intercept a moving target with their unseen finger while receiving delayed visual feedback about their own movement. In Experiment 1, the target randomly moved in one of two different directions at one of two different velocities. The delay between the participant's finger movement and movement of the cursor that provided feedback about the finger movements was gradually increased. Despite the delay, participants followed the target with their gaze. They were quite successful at hitting the target with the cursor. Thus, they moved their finger to a position that was ahead of where they were looking. Removing the feedback showed that participants had adapted to the delay. In Experiment 2, the target always moved in the same direction and at the same velocity, while the cursor's delay varied across trials. Participants still always directed their gaze at the target. They adjusted their movement to the delay on each trial, often succeeding to intercept the target with the cursor. Since their gaze was always directed at the target, and they could not know the delay until the cursor started moving, participants must have been using peripheral vision of the delayed cursor to guide it to the target. Thus, people deal with delays by directing their gaze at the target and using both experience from previous trials (Experiment 1) and peripheral visual information (Experiment 2) to guide their finger in a way that will make the cursor hit the target.

  1. Les enjuex éthiques entourant la recherche en santé sur les enfants

    PubMed Central

    2008-01-01

    RÉSUMÉ La recherche en santé est un devoir moral parce qu’elle est la base des soins probants prodigués par tous les dispensateurs de soins. Des politiques et des règlements précis régissent la tenue des recherches sur des humains. Il faut procéder à une évaluation éthique d’un projet de recherche donné avant de pouvoir l’entreprendre. La recherche sur les enfants pose d’énormes défis en matière de consentement éclairé et d’assentiment, de vulnérabilité et de potentiel de conflit d’intérêts (CDI). Les chercheurs en santé pédiatrique devraient prôner la participation des enfants à la recherche, tout en se montrant attentifs à en limiter les risques.

  2. The effect of experience, simulator-training and biometric feedback on manual ventilation technique.

    PubMed

    Lewis, Rebecca; Sherfield, Cerrie A; Fellows, Christopher R; Burrow, Rachel; Young, Iain; Dugdale, Alex

    2017-05-01

    To determine the frequency of provision and main providers (veterinary surgeons, nurses or trainees) of manual ventilation in UK veterinary practices. Furthermore, to determine the variation in peak inspiratory (inflation) pressure (PIP), applied to a lung model during manual ventilation, by three different groups of operators (inexperienced, experienced and specialist), before and after training. Questionnaire survey, lung model simulator development and prospective testing. Postal questionnaires were sent to 100 randomly selected veterinary practices. The lung model simulator was manually ventilated in a staged process over 3 weeks, with and without real-time biometric feedback (PIP display), by three groups of volunteer operators: inexperienced, experienced and specialist. The questionnaires determined that veterinary nurses were responsible for providing the majority of manual ventilation in veterinary practices, mainly drawing on theoretical knowledge rather than any specific training. Thoracic surgery and apnoea were the main reasons for provision of manual ventilation. Specialists performed well when manually ventilating the lung model, regardless of feedback training. Both inexperienced and experienced operators showed significant improvement in technique when using the feedback training tool: variation in PIP decreased significantly until operators provided manual ventilation at PIPs within the defined optimum range. Preferences for different forms of feedback (graphical, numerical or scale display), revealed that the operators' choice was not always the method which gave least variation in PIP. This study highlighted a need for training in manual ventilation at an early stage in veterinary and veterinary nursing careers and demonstrated how feedback is important in the process of experiential learning. A manometer device which can provide immediate feedback during training, or indeed in a real clinical setting, should improve patient safety. Copyright

  3. Data-Driven User Feedback: An Improved Neurofeedback Strategy considering the Interindividual Variability of EEG Features.

    PubMed

    Han, Chang-Hee; Lim, Jeong-Hwan; Lee, Jun-Hak; Kim, Kangsan; Im, Chang-Hwan

    2016-01-01

    It has frequently been reported that some users of conventional neurofeedback systems can experience only a small portion of the total feedback range due to the large interindividual variability of EEG features. In this study, we proposed a data-driven neurofeedback strategy considering the individual variability of electroencephalography (EEG) features to permit users of the neurofeedback system to experience a wider range of auditory or visual feedback without a customization process. The main idea of the proposed strategy is to adjust the ranges of each feedback level using the density in the offline EEG database acquired from a group of individuals. Twenty-two healthy subjects participated in offline experiments to construct an EEG database, and five subjects participated in online experiments to validate the performance of the proposed data-driven user feedback strategy. Using the optimized bin sizes, the number of feedback levels that each individual experienced was significantly increased to 139% and 144% of the original results with uniform bin sizes in the offline and online experiments, respectively. Our results demonstrated that the use of our data-driven neurofeedback strategy could effectively increase the overall range of feedback levels that each individual experienced during neurofeedback training.

  4. Data-Driven User Feedback: An Improved Neurofeedback Strategy considering the Interindividual Variability of EEG Features

    PubMed Central

    Lim, Jeong-Hwan; Lee, Jun-Hak; Kim, Kangsan

    2016-01-01

    It has frequently been reported that some users of conventional neurofeedback systems can experience only a small portion of the total feedback range due to the large interindividual variability of EEG features. In this study, we proposed a data-driven neurofeedback strategy considering the individual variability of electroencephalography (EEG) features to permit users of the neurofeedback system to experience a wider range of auditory or visual feedback without a customization process. The main idea of the proposed strategy is to adjust the ranges of each feedback level using the density in the offline EEG database acquired from a group of individuals. Twenty-two healthy subjects participated in offline experiments to construct an EEG database, and five subjects participated in online experiments to validate the performance of the proposed data-driven user feedback strategy. Using the optimized bin sizes, the number of feedback levels that each individual experienced was significantly increased to 139% and 144% of the original results with uniform bin sizes in the offline and online experiments, respectively. Our results demonstrated that the use of our data-driven neurofeedback strategy could effectively increase the overall range of feedback levels that each individual experienced during neurofeedback training. PMID:27631005

  5. Simulation and Feedback in Health Education: A Mixed Methods Study Comparing Three Simulation Modalities.

    PubMed

    Tait, Lauren; Lee, Kenneth; Rasiah, Rohan; Cooper, Joyce M; Ling, Tristan; Geelan, Benjamin; Bindoff, Ivan

    2018-05-03

    Background . There are numerous approaches to simulating a patient encounter in pharmacy education. However, little direct comparison between these approaches has been undertaken. Our objective was to investigate student experiences, satisfaction, and feedback preferences between three scenario simulation modalities (paper-, actor-, and computer-based). Methods . We conducted a mixed methods study with randomized cross-over of simulation modalities on final-year Australian graduate-entry Master of Pharmacy students. Participants completed case-based scenarios within each of three simulation modalities, with feedback provided at the completion of each scenario in a format corresponding to each simulation modality. A post-simulation questionnaire collected qualitative and quantitative responses pertaining to participant satisfaction, experiences, and feedback preferences. Results . Participants reported similar levels satisfaction across all three modalities. However, each modality resulted in unique positive and negative experiences, such as student disengagement with paper-based scenarios. Conclusion . Importantly, the themes of guidance and opportunity for peer discussion underlie the best forms of feedback for students. The provision of feedback following simulation should be carefully considered and delivered, with all three simulation modalities producing both positive and negative experiences in regard to their feedback format.

  6. Suppression of ENSO in a coupled model without water vapor feedback

    NASA Astrophysics Data System (ADS)

    Hall, A.; Manabe, S.

    We examine 800-year time series of internally generated variability in both a coupled ocean-atmosphere model where water vapor anomalies are not allowed to interact with longwave radiation and one where they are. The ENSO-like phenomenon in the experiment without water vapor feedback is drastically suppressed both in amplitude and geographic extent relative to the experiment with water vapor feedback. Surprisingly, the reduced amplitude of ENSO-related sea surface temperature anomalies in the model without water vapor feedback cannot be attributed to greater longwave damping of sea surface temperature. (Differences between the two experiments in radiative feedback due to clouds counterbalance almost perfectly the differences in radiative feedback due to water vapor.) Rather, the interaction between water vapor anomalies and longwave radiation affects the ENSO-like phenomenon through its influence on the vertical structure of radiative heating: Because of the changes in water vapor associated with it, a given warm equatorial Pacific sea surface temperature anomaly is associated with a radiative heating profile that is much more gravitationally unstable when water vapor feedback is present. The warm sea surface temperature anomaly therefore results in more convection in the experiment with water vapor feedback. The increased convection, in turn, is related to a larger westerly wind-stress anomaly, which creates a larger decrease in upwelling of cold water, thereby enhancing the magnitude of the original warm sea surface temperature anomaly. In this manner, the interaction between water vapor anomalies and longwave radiation magnifies the air-sea interactions at the heart of the ENSO phenomenon; without this interaction, the coupling between sea surface temperature and wind stress is effectively reduced, resulting in smaller amplitude ENSO episodes with a more limited geographical extent.

  7. LES versus DNS: A comparative study

    NASA Technical Reports Server (NTRS)

    Shtilman, L.; Chasnov, J. R.

    1992-01-01

    We have performed Direct Numerical Simulations (DNS) and Large Eddy Simulations (LES) of forced isotropic turbulence at moderate Reynolds numbers. The subgrid scale model used in the LES is based on an eddy viscosity which adjusts instantaneously the energy spectrum of the LES to that of the DNS. The statistics of the large scales of the DNS (filtered DNS field or fDNS) are compared to that of the LES. We present results for the transfer spectra, the skewness and flatness factors of the velocity components, the PDF's of the angle between the vorticity and the eigenvectors of the rate of strain, and that between the vorticity and the vorticity stretching tensor. The above LES statistics are found to be in good agreement with those measured in the fDNS field. We further observe that in all the numerical measurements, the trend was for the LES field to be more gaussian than the fDNS field. Future research on this point is planned.

  8. Audio Feedback -- Better Feedback?

    ERIC Educational Resources Information Center

    Voelkel, Susanne; Mello, Luciane V.

    2014-01-01

    National Student Survey (NSS) results show that many students are dissatisfied with the amount and quality of feedback they get for their work. This study reports on two case studies in which we tried to address these issues by introducing audio feedback to one undergraduate (UG) and one postgraduate (PG) class, respectively. In case study one…

  9. A Proposed Conceptual Framework and Investigation of Upward Feedback Receptivity in Medical Education.

    PubMed

    Kost, Amanda; Combs, Heidi; Smith, Sherilyn; Klein, Eileen; Kritek, Patricia; Robins, Lynne; Cianciolo, Anna T; Butani, Lavjay; Gigante, Joseph; Ramani, Subha

    2015-01-01

    WGEA 2015 CONFERENCE ABSTRACT (EDITED). Faculty Perceptions of Receiving Feedback From Third-Year Clerkship Students. Amanda Kost, Heidi Combs, Sherilyn Smith, Eileen Klein, Patricia Kritek, and Lynne Robins. PHENOMENON: In addition to giving feedback to 3rd-year clerkship students, some clerkship instructors receive feedback, requested or spontaneous, from students prior to the clerkship's end. The concept of bidirectional feedback is appealing as a means of fostering a culture of respectful communication and improvement. However, little is known about how teachers perceive this feedback in practice or how it impacts the learning environment. We performed 24 semistructured 30-minute interviews with 3 to 7 attending physician faculty members each in Pediatrics, Internal Medicine, Family Medicine, Surgery, Psychiatry, and Obstetrics and Gynecology who taught in 3rd-year required clerkships during the 2012-2013 academic year. Questions probed teachers' experience with and attitudes toward receiving student feedback. Prompts were used to elicit stories and obtain participant demographics. Interviews were audio-recorded, transcribed, and entered into Dedoose for qualitative analysis. Researchers read transcripts holistically for meaning, designed a coding template, and then independently coded each transcript. A constant comparative approach and regular meetings were used to ensure consistent coding between research team members. Participants ranged in age from 37 to 74, with 5 to 35 years of teaching experience. Seventy-one percent were male, and 83% identified as White. In our preliminary analysis, our informants reported a range of experience in receiving student feedback prior to the end of a clerkship, varying from no experience to having developed mechanisms to regularly request specific feedback about their programs. Most expressed openness to actively soliciting and receiving student feedback on their teaching during the clerkship although many questioned

  10. Use of Feedback in Clinical Prediction

    ERIC Educational Resources Information Center

    Schroeder, Harold E.

    1972-01-01

    Results indicated that predictive accuracy is greater when feedback is applied to the basis for the prediction than when applied to gut" impressions. Judges forming hypotheses were also able to learn from experience. (Author)

  11. Les recommandations thérapeutiques relatives aux effets secondaires extrapyramidaux associés à l’utilisation d’antipsychotiques de deuxième génération chez les enfants et les adolescents

    PubMed Central

    Pringsheim, Tamara; Doja, Asif; Belanger, Stacey; Patten, Scott

    2012-01-01

    HISTORIQUE ET OBJECTIF : L’utilisation d’antipsychotiques augmente chez les enfants. Le présent article visait à orienter les cliniciens quant à la prise en charge clinique des effets secondaires extrapyramidaux des antipsychotiques de deuxième génération. MÉTHODOLOGIE : Les publications, les entrevues avec des informateurs clés et des échanges avec les membres d’un groupe de discussion et les partenaires ont permis de déterminer les principaux secteurs cliniques d’orientation et les préférences quant à la structure des présentes recommandations. Les membres responsables des lignes directrices ont reçu le projet de recommandations, ont évalué l’information recueillie grâce à une analyse bibliographique systématique et ont utilisé un processus de groupe nominal pour parvenir à un consensus quant aux recommandations thérapeutiques. Les lignes directrices contiennent une description des anomalies neurologiques souvent observées avec l’utilisation d’antipsychotiques ainsi que les recommandations sur le moyen d’examiner et de quantifier ces anomalies. Une démarche séquentielle sur la prise en charge des anomalies neurologiques est présentée. RÉSULTATS : On peut observer plusieurs types de symptômes extrapyramidaux attribuables à l’utilisation d’antipsychotiques chez les enfants, y compris la dystonie aiguë, l’akathisie, le parkinsonisme et la dyskinésie tardive, toutes induites par les neuroleptiques, de même que la dystonie tardive, l’akathisie tardive et les dyskinésies de sevrage. La forte majorité des données probantes sur le traitement des troubles du mouvement induits par les antipsychotiques proviennent de patients adultes atteints de schizophrénie. Étant donné le peu de données pédiatriques, les recommandations découlent de publications portant tant sur des adultes que sur des enfants. Compte tenu des limites de généralisation des données provenant de sujets adultes pour des enfants, il

  12. Enhancing the Performance of Passive Teleoperation Systems via Cutaneous Feedback.

    PubMed

    Pacchierotti, Claudio; Tirmizi, Asad; Bianchini, Gianni; Prattichizzo, Domenico

    2015-01-01

    We introduce a novel method to improve the performance of passive teleoperation systems with force reflection. It consists of integrating kinesthetic haptic feedback provided by common grounded haptic interfaces with cutaneous haptic feedback. The proposed approach can be used on top of any time-domain control technique that ensures a stable interaction by scaling down kinesthetic feedback when this is required to satisfy stability conditions (e.g., passivity) at the expense of transparency. Performance is recovered by providing a suitable amount of cutaneous force through custom wearable cutaneous devices. The viability of the proposed approach is demonstrated through an experiment of perceived stiffness and an experiment of teleoperated needle insertion in soft tissue.

  13. Suspicion of Motives Predicts Minorities' Responses to Positive Feedback in Interracial Interactions.

    PubMed

    Major, Brenda; Kunstman, Jonathan W; Malta, Brenna D; Sawyer, Pamela J; Townsend, Sarah S M; Mendes, Wendy Berry

    2016-01-01

    Strong social and legal norms in the United States discourage the overt expression of bias against ethnic and racial minorities, increasing the attributional ambiguity of Whites' positive behavior to ethnic minorities. Minorities who suspect that Whites' positive overtures toward minorities are motivated more by their fear of appearing racist than by egalitarian attitudes may regard positive feedback they receive from Whites as disingenuous. This may lead them to react to such feedback with feelings of uncertainty and threat. Three studies examined how suspicion of motives relates to ethnic minorities' responses to receiving positive feedback from a White peer or same-ethnicity peer (Experiment 1), to receiving feedback from a White peer that was positive or negative (Experiment 2), and to receiving positive feedback from a White peer who did or did not know their ethnicity (Experiment 3). As predicted, the more suspicious Latinas were of Whites' motives for behaving positively toward minorities in general, the more they regarded positive feedback from a White peer who knew their ethnicity as disingenuous and the more they reacted with cardiovascular reactivity characteristic of threat/avoidance, increased feelings of stress, heightened uncertainty, and decreased self-esteem. We discuss the implications for intergroup interactions of perceptions of Whites' motives for nonprejudiced behavior.

  14. DNS and LES of a Shear-Free Mixing Layer

    NASA Technical Reports Server (NTRS)

    Knaepen, B.; Debliquy, O.; Carati, D.

    2003-01-01

    The purpose of this work is twofold. First, given the computational resources available today, it is possible to reach, using DNS, higher Reynolds numbers than in Briggs et al.. In the present study, the microscale Reynolds numbers reached in the low- and high-energy homogeneous regions are, respectively, 32 and 69. The results reported earlier can thus be complemented and their robustness in the presence of increased turbulence studied. The second aim of this work is to perform a detailed and documented LES of the shear-free mixing layer. In that respect, the creation of a DNS database at higher Reynolds number is necessary in order to make meaningful LES assessments. From the point of view of LES, the shear-free mixing-layer is interesting since it allows one to test how traditional LES models perform in the presence of an inhomogeneity without having to deal with difficult numerical issues. Indeed, as argued in Briggs et al., it is possible to use a spectral code to study the shear-free mixing layer and one can thus focus on the accuracy of the modelling while avoiding contamination of the results by commutation errors etc. This paper is organized as follows. First we detail the initialization procedure used in the simulation. Since the flow is not statistically stationary, this initialization procedure has a fairly strong influence on the evolution. Although we will focus here on the shear-free mixing layer, the method proposed in the present work can easily be used for other flows with one inhomogeneous direction. The next section of the article is devoted to the description of the DNS. All the relevant parameters are listed and comparison with the Veeravalli & Warhaft experiment is performed. The section on the LES of the shear-free mixing layer follows. A detailed comparison between the filtered DNS data and the LES predictions is presented. It is shown that simple eddy viscosity models perform very well for the present test case, most probably because the

  15. Exploring Trainer and Trainee Emotional Talk in Narratives about Workplace-Based Feedback Processes

    ERIC Educational Resources Information Center

    Dennis, A. A.; Foy, M. J.; Monrouxe, L. V.; Rees, C. E.

    2018-01-01

    Emotion characterises learners' feedback experiences. While the failure-to-fail literature suggests that emotion may be important, little is known about the role of emotion for educators. Secondary analyses were therefore conducted on data exploring 110 trainers' and trainees' feedback experiences. Group and individual narrative interviews were…

  16. Reality Monitoring and Feedback Control of Speech Production Are Related Through Self-Agency.

    PubMed

    Subramaniam, Karuna; Kothare, Hardik; Mizuiri, Danielle; Nagarajan, Srikantan S; Houde, John F

    2018-01-01

    Self-agency is the experience of being the agent of one's own thoughts and motor actions. The intact experience of self-agency is necessary for successful interactions with the outside world (i.e., reality monitoring) and for responding to sensory feedback of our motor actions (e.g., speech feedback control). Reality monitoring is the ability to distinguish internally self-generated information from outside reality (externally-derived information). In the present study, we examined the relationship of self-agency between lower-level speech feedback monitoring (i.e., monitoring what we hear ourselves say) and a higher-level cognitive reality monitoring task. In particular, we examined whether speech feedback monitoring and reality monitoring were driven by the capacity to experience self-agency-the ability to make reliable predictions about the outcomes of self-generated actions. During the reality monitoring task, subjects made judgments as to whether information was previously self-generated (self-agency judgments) or externally derived (external-agency judgments). During speech feedback monitoring, we assessed self-agency by altering environmental auditory feedback so that subjects listened to a perturbed version of their own speech. When subjects heard minimal perturbations in their auditory feedback while speaking, they made corrective responses, indicating that they judged the perturbations as errors in their speech output. We found that self-agency judgments in the reality-monitoring task were higher in people who had smaller corrective responses ( p = 0.05) and smaller inter-trial variability ( p = 0.03) during minimal pitch perturbations of their auditory feedback. These results provide support for a unitary process for the experience of self-agency governing low-level speech control and higher level reality monitoring.

  17. Feedback: an essential element of student learning in clinical practice.

    PubMed

    Clynes, Mary P; Raftery, Sara E C

    2008-11-01

    Clinical practice is an essential component of the nursing curriculum. In order for the student to benefit fully from the experience regular performance feedback is required. Feedback should provide the student with information on current practice and offer practical advice for improved performance. The importance of feedback is widely acknowledged however it appears that there is inconsistency in its provision to students. The benefits of feedback include increased student confidence, motivation and self-esteem as well as improved clinical practice. Benefits such as enhanced interpersonal skills and a sense of personal satisfaction also accrue to the supervisor. Barriers to the feedback process are identified as inadequate supervisor training and education, unfavourable ward learning environment and insufficient time spent with students. In addition to the appropriate preparation of the supervisor effective feedback includes an appreciation of the steps of the feedback process, an understanding of the student response to feedback and effective communication skills.

  18. Feedback Conversations: Creating Feedback Dialogues with a New Textual Tool for Industrial Design Student Feedback

    ERIC Educational Resources Information Center

    Funk, Mathias; van Diggelen, Migchiel

    2017-01-01

    In this paper, the authors describe how a study of a large database of written university teacher feedback in the department of Industrial Design led to the development of a new conceptual framework for feedback and the design of a new feedback tool. This paper focuses on the translation of related work in the area of feedback mechanisms for…

  19. J. Picard et les satellites de Saturne.

    NASA Astrophysics Data System (ADS)

    Toulmonde, M.

    Jean Picard (1620 - 1682) a observé à Paris les trois premiers satellites de Saturne récemment découverts et en a dessiné les configurations. Par la comparaison avec les théories les plus récentes des mouvements des satellites de Saturne, l'étude de ces observations et des croquis réalisés par Picard montre les très grandes qualités des satellites de Saturne, l'étude de ces observations et des croquis réalisés par Picard montre les très grande qualités d'observateur de cet astronome, créateur de l'astronométrie de précision dès 1666.

  20. Practice teaching and the importance of feedback.

    PubMed

    Lally, Sheila

    2013-01-01

    Practice teachers play a key role in ensuring health visitors, school nurses and occupational health nurses are capable of delivering safe and effective practice to the public. The practice teacher is a significant member of the learning team during the specialist community public health nursing programme. This paper discusses the role of feedback in facilitating students' learning while in practice. Its purpose is to raise awareness for those working as practice teachers to the issues they may experience when giving feedback and discusses the theories of transactional analysis, transference and counter-transference and the impact these may have on the practice teachers' ability to give constructive feedback to specialist community public health nursing students.

  1. Overview Electrotactile Feedback for Enhancing Human Computer Interface

    NASA Astrophysics Data System (ADS)

    Pamungkas, Daniel S.; Caesarendra, Wahyu

    2018-04-01

    To achieve effective interaction between a human and a computing device or machine, adequate feedback from the computing device or machine is required. Recently, haptic feedback is increasingly being utilised to improve the interactivity of the Human Computer Interface (HCI). Most existing haptic feedback enhancements aim at producing forces or vibrations to enrich the user’s interactive experience. However, these force and/or vibration actuated haptic feedback systems can be bulky and uncomfortable to wear and only capable of delivering a limited amount of information to the user which can limit both their effectiveness and the applications they can be applied to. To address this deficiency, electrotactile feedback is used. This involves delivering haptic sensations to the user by electrically stimulating nerves in the skin via electrodes placed on the surface of the skin. This paper presents a review and explores the capability of electrotactile feedback for HCI applications. In addition, a description of the sensory receptors within the skin for sensing tactile stimulus and electric currents alsoseveral factors which influenced electric signal to transmit to the brain via human skinare explained.

  2. Automated Steering Control Design by Visual Feedback Approach —System Identification and Control Experiments with a Radio-Controlled Car—

    NASA Astrophysics Data System (ADS)

    Fujiwara, Yukihiro; Yoshii, Masakazu; Arai, Yasuhito; Adachi, Shuichi

    Advanced safety vehicle(ASV)assists drivers’ manipulation to avoid trafic accidents. A variety of researches on automatic driving systems are necessary as an element of ASV. Among them, we focus on visual feedback approach in which the automatic driving system is realized by recognizing road trajectory using image information. The purpose of this paper is to examine the validity of this approach by experiments using a radio-controlled car. First, a practical image processing algorithm to recognize white lines on the road is proposed. Second, a model of the radio-controlled car is built by system identication experiments. Third, an automatic steering control system is designed based on H∞ control theory. Finally, the effectiveness of the designed control system is examined via traveling experiments.

  3. Design of the RWM Feedback Control System for NSTX

    NASA Astrophysics Data System (ADS)

    Bialek, James; Sabbagh, Steven; Paoletti, Franco

    2002-11-01

    The National Spherical Torus Experiment ( NSTX ) has been designed to investigate the physics of global mode stabilization at low aspect ratio. Present experiments are now probing performance limits determined by machine configuration and passive stabilization. For example, the ideal no-wall normalized beta limit has already been exceeded by greater than 20stabilized by a nearby perfectly conducting wall are observed to grow at a rate determined by nearby resistive structure. Sustained performance improvements may be obtained by using active feedback to suppress such long wavelength pressure driven instabilities, known as resistive wall modes (RWM). We report on the performance of several design options for an NSTX - RWM feedback control system. The VALEN feedback analysis code has been used to evaluate the performance of these configurations. We explicitly model the vacuum vessel, center stack casing, the 48 copper passive plates, their mounts, active feedback coils and sensor arrays. The highest performance system has both control coils and sensors inside the vacuum vessel. In this case it is possible to reach 94beta limit.

  4. Training voluntary motor suppression with real-time feedback of motor evoked potentials.

    PubMed

    Majid, D S Adnan; Lewis, Christina; Aron, Adam R

    2015-05-01

    Training people to suppress motor representations voluntarily could improve response control. We evaluated a novel training procedure of real-time feedback of motor evoked potentials (MEPs) generated by transcranial magnetic stimulation (TMS) over motor cortex. On each trial, a cue instructed participants to use a mental strategy to suppress a particular finger representation without overt movement. A single pulse of TMS was delivered over motor cortex, and an MEP-derived measure of hand motor excitability was delivered visually to the participant within 500 ms. In experiment 1, we showed that participants learned to reduce the excitability of a particular finger beneath baseline (selective motor suppression) within 30 min of practice. In experiment 2, we performed a double-blind study with 2 training groups (1 with veridical feedback and 1 with matched sham feedback) to show that selective motor suppression depends on the veridical feedback itself. Experiment 3 further demonstrated the importance of veridical feedback by showing that selective motor suppression did not arise from mere mental imagery, even when incentivized with reward. Thus participants can use real-time feedback of TMS-induced MEPs to discover an effective mental strategy for selective motor suppression. This high-temporal-resolution, trial-by-trial-feedback training method could be used to help people better control response tendencies and may serve as a potential therapy for motor disorders such as Tourette's and dystonia. Copyright © 2015 the American Physiological Society.

  5. Micro-Feedback Training:Learning the art of effective feedback

    PubMed Central

    Baseer, Najma; Mahboob, Usman; Degnan, James

    2017-01-01

    Multiple attributes are expected of postgraduate research supervisors. Provision of timely and effective face-to-face feedback is one such skill that carries enormous significance in supervisee’s professional development. Feedback allows the supervisees to improve upon their performances. Unfortunately, both supervisors and supervisees have contrasting approaches towards the ongoing feedback practices. This incongruence is attributed, in part, to a lack of structured pedagogic training among the medical professionals. A standardized schema is therefore required to acquire and harmonize this pedagogical skill. One such systemized way is a training method called microteaching. Microteaching has long been used to enhance and incorporate old and new undergraduate teaching skills, respectively. Here we propose a similar structured approach of micro-feedback to inculcate effective feedback skills among postgraduate research supervisors using feedback-based scenarios, simulated students, standardized checklists and audiovisual aids. Thus, micro-feedback exercise may prove to be quite promising in improving feedback practices of postgraduate research supervisors. PMID:29492091

  6. Interactions électron-électron dans les fils mésoscopiques

    NASA Astrophysics Data System (ADS)

    Pierre, F.

    Electron-electron interactions in mesoscopic wires In metallic thin films, the screening of Coulomb interactions is less efficient than in bulk metals because of electron elastic scattering from film boundaries, lattice defects, and impurities. As a consequence, at sub-kelvin temperatures, electron-electron interactions are expected to be the dominant inelastic process undergone by electrons, which determines energy exchange and limits the electronic phase coherence. We present in this book three experiments that probe inelastic collisions experienced by electrons at low temperature, in order to find out their mechanism. In the first part, we present a series of measurements of the energy distribution function of electrons in copper, gold and silver wires driven in a steady-state, out of equilibrium situation. These experiments reveal the rate at which electrons exchange energy. These results are compared in the second part with the temperature dependence of the phase coherence time of electrons tau_{φ}, which is deduced from the magnetoresistance of long wires. The phase coherence of electrons is limited by all inelastic collisions, independently of the energy exchanged. Different mechanisms to account for the energy exchange rate and dephasing times are proposed and compared with experiments. In the third part, we present measurements of the conductance of a long tunnel junction between an aluminum wire and a ground plane. The dip in the conductance at zero voltage is expected from the theory of electron-electron interactions. To compare measurements and theoretical predictions, we rephrase the microscopic theory of electron-electron interactions in terms of an electromagnetic impedance, as is done for the phenomenological theory of Coulomb blockade. Dans les couches minces métalliques, l'écrantage des interactions coulombiennes entre électrons est moins efficace que dans les métaux massifs en raison des chocs élastiques que subissent les électrons sur les

  7. Etude de la Production de Paires de Leptons dans les Interactions Proton-Beryllium a 450 GEV

    NASA Astrophysics Data System (ADS)

    Aubry, Pierre Rene Roger

    L'experience HELIOS a fait une etude precise de la production des paires e^+e^-, mu^+mu^-, mu ^+mu^-+nu, et mu^+/- e^+/- dans les interactions p-Be a 450 GeV. Le detecteur comporte un spectrometre a electrons, un spectrometre a muons, et un ensemble de calorimetres qui peuvent mesurer les photons et l'energie manquante emportee par les neutrinos. Les paires de leptons sont observees dans la region cinematique ^1: eqalign {2/m_mu 6 GeV cr E_{e}&>2.8 GeV cr.25&experience est capable de detecter et de mesurer les desintegrations radiatives de mesons eta; etato l^+l^-gamma , cela permettant de faire une mesure directe d'une source encore mal connue de dileptons. La region de masse 0 < m_ll < m_phi est reproduite par la simulation Monte-Carlo des sources connues: desintegrations hadroniques de mesons, charme, bremsstrahlung. L'experience n'a pas observe de production anormale de dielectrons et de dimuons de basses masses dans la region de rapidite centrale. Le spectre en energie manquante permet d'identifier clairement les desintegrations semileptoniques de particules charmees. Une mesure de la section efficace de production de particules charmees dans les interactions p-Be a 450 GeV a ete faite:sigma_{c|c}= 24+/-8 (statistique) +/-16 (systématique) mu barn/nucléon. L'etude de la distribution en energie manquante des dimuons de masse intermediaire (1.2 GeV Les desintegrations d'excitations radiales de mesons vecteurs n'ont pas ete considerees. Le rapport xi = Drell-Yan/Charme obtenu dans la region de masse intermediaire est:xi = .49 {-.40}{+.56}(statistique) {-.20}{+.30}(systématique). Cette

  8. Useful but Different: Resident Physician Perceptions of Interprofessional Feedback.

    PubMed

    Vesel, Travis P; O'Brien, Bridget C; Henry, Duncan M; van Schaik, Sandrijn M

    2016-01-01

    Phenomenon: Based on recently formulated interprofessional core competencies, physicians are expected to incorporate feedback from other healthcare professionals. Based on social identity theory, physicians likely differentiate between feedback from members of their own profession and others. The current study examined residents' experiences with, and perceptions of, interprofessional feedback. In 2013, Anesthesia, Obstetrics-Gynecology, Pediatrics, and Psychiatry residents completed a survey including questions about frequency of feedback from different professionals and its perceived value (5-point scale). The authors performed an analysis of variance to examine interactions between residency program and profession of feedback provider. They conducted follow-up interviews with a subset of residents to explore reasons for residents' survey ratings. Fifty-two percent (131/254) of residents completed the survey, and 15 participated in interviews. Eighty percent of residents reported receiving written feedback from physicians, 26% from nurses, and less than 10% from other professions. There was a significant interaction between residency program and feedback provider profession, F(21, 847) = 3.82, p < .001, and a significant main effect of feedback provider profession, F(7, 847) = 73.7, p < .001. On post hoc analyses, residents from all programs valued feedback from attending physicians higher than feedback from others, and anesthesia residents rated feedback from other professionals significantly lower than other residents. Ten major themes arose from qualitative data analysis, which revealed an overall positive attitude toward interprofessional feedback and clarified reasons behind residents' perceptions and identified barriers. Insights: Residents in our study reported limited exposure to interprofessional feedback and valued such feedback less than intraprofessional feedback. However, our data suggest opportunities exist for effective utilization of

  9. The Astronomical Forcing of Climate Change: Forcings and Feedbacks

    NASA Astrophysics Data System (ADS)

    Erb, M. P.; Broccoli, A. J.; Clement, A. C.

    2010-12-01

    Understanding the role that orbital forcing played in driving climate change over the Pleistocene has been a matter of ongoing research. While it is undeniable that variations in Earth’s orbit result in changes in the seasonal and latitudinal distribution of insolation, the specifics of how this forcing leads to the climate changes seen in the paleo record are not fully understood. To research this further, climate simulations have been conducted with the GFDL CM2.1, a coupled atmosphere-ocean GCM. Two simulations represent the extremes of obliquity during the past 600 kyr and four others show key times in the precessional cycle. All non-orbital variables are set to preindustrial levels to isolate the effects of astronomical forcing alone. It is expected that feedbacks should play a large role in dictating climate change, so to investigate this, the so-called “kernel method” is used to calculate the lapse rate, water vapor, albedo, and cloud feedbacks. Preliminary results of these experiments confirm that feedbacks are important in explaining the nature and, in places, even the sign of climate response to orbital forcing. In the case of low obliquity, for instance, a combination of climate feedbacks lead to global cooling in spite of zero global-average top of atmosphere insolation change. Feedbacks will be analyzed in the obliquity and precession experiments so that the role of feedbacks in contributing to climate change may be better understood.

  10. Random Feedback Makes Listeners Tone-Deaf.

    PubMed

    Vuvan, Dominique T; Zendel, Benjamin Rich; Peretz, Isabelle

    2018-05-08

    The mental representation of pitch structure (tonal knowledge) is a core component of musical experience and is learned implicitly through exposure to music. One theory of congenital amusia (tone deafness) posits that conscious access to tonal knowledge is disrupted, leading to a severe deficit of music cognition. We tested this idea by providing random performance feedback to neurotypical listeners while they listened to melodies for tonal incongruities and had their electrical brain activity monitored. The introduction of random feedback was associated with a reduction of accuracy and confidence, and a suppression of the late positive brain response usually elicited by conscious detection of a tonal violation. These effects mirror the behavioural and neurophysiological profile of amusia. In contrast, random feedback was associated with an increase in the amplitude of the early right anterior negativity, possibly due to heightened attention to the experimental task. This successful simulation of amusia in a normal brain highlights the key role of feedback in learning, and thereby provides a new avenue for the rehabilitation of learning disorders.

  11. Collaborative Peer Feedback

    ERIC Educational Resources Information Center

    Smith, David A.

    2017-01-01

    Feedback on assessed work is invaluable to student learning, but there is a limit to the amount of feedback an instructor may provide. Peer feedback increases the volume of feedback possible, but potentially reduces the quality of the feedback. This research proposes a model of collaborative peer feedback designed to increase quality of peer…

  12. Instructor feedback versus no instructor feedback on performance in a laparoscopic virtual reality simulator: a randomized trial.

    PubMed

    Strandbygaard, Jeanett; Bjerrum, Flemming; Maagaard, Mathilde; Winkel, Per; Larsen, Christian Rifbjerg; Ringsted, Charlotte; Gluud, Christian; Grantcharov, Teodor; Ottesen, Bent; Sorensen, Jette Led

    2013-05-01

    To investigate the impact of instructor feedback versus no instructor feedback when training a complex operational task on a laparoscopic virtual reality simulator. : Simulators are now widely accepted as a training tool, but there is insufficient knowledge about how much feedback is necessary, which is useful for sustainable implementation. A randomized trial complying with CONSORT Statement. All participants had to reach a predefined proficiency level for a complex operational task on a virtual reality simulator. The intervention group received standardized instructor feedback a maximum of 3 times. The control group did not receive instructor feedback. Participants were senior medical students without prior laparoscopic experience (n = 99). Outcome measures were time, repetitions, and performance score to reach a predefined proficiency level. Furthermore, influence of sex and perception of own surgical skills were examined. Time (in minutes) and repetitions were reduced in the intervention group (162 vs 342 minutes; P < 0.005) and (29 vs 65 repetitions; P < 0.005). The control group achieved a higher performance score than the intervention group (57% vs 49%; P = 0.004). Men used less time (in minutes) than women (P = 0.037), but no sex difference was observed for repetitions (P = 0.20). Participants in the intervention group had higher self-perception regarding surgical skills after the trial (P = 0.011). Instructor feedback increases the efficiency when training a complex operational task on a virtual reality simulator; time and repetitions used to achieve a predefined proficiency level were significantly reduced in the group that received instructor feedback compared with the control group. NCT01497782.

  13. Student Feedback of Career Development Workshops for Program Improvement

    NASA Astrophysics Data System (ADS)

    LeBeau, J. E.; Pressley, S. N.

    2016-12-01

    A number of techniques are employed each year to evaluate the effectiveness of and to identify opportunities for improvement in the Laboratory for Atmospheric Research (LAR) REU program at Washington State University. For example, information gathered from pre-/post-surveys and pre-/post-interviews provides information regarding students' perceptions and levels of experience with the scientific process, career and academic goals, and motivation for joining the REU program. Poster session rubrics assess students' abilities to summarize their experiences in a professional setting. Alumni surveys gauge former participants' perceptions of the REU experience. One seemingly simple and highly useful, but often less documented, component of the evaluation process for program improvement is the use of workshop feedback forms. Weekly workshops are designed to provide students with enhanced knowledge and skills in the area of atmospheric chemistry as well as research design skills, academic and career guidance, and presentation skills. According to previous years' evaluation reports, workshops are largely beneficial to students for learning new skills. Yet, students suggest a number of recommendations that may benefit any REU program, such as: providing slides beforehand to provide a framework for the upcoming workshop, having instructors speak in more student-friendly language, covering higher-level topics, and including more hands-on, instructor-guided practice during the workshops. Thus, workshop feedback forms provide meaningful feedback to increase learning outcomes and enhance the REU student experience. This presentation will offer ideas gathered from over five years of workshop feedback forms that, while somewhat specific to workshops offered for the LAR REU, can offer faculty and PIs insight into the student experience, enhancing their ability to improve programming and achieve greater learning outcomes.

  14. Enhancing the Assessment Experience: Improving Student Perceptions, Engagement and Understanding Using Online Video Feedback

    ERIC Educational Resources Information Center

    West, John; Turner, Will

    2016-01-01

    Individualised video screencasts with accompanying narration were used to provide assessment feedback to a large number (n = 299) of first-year Bachelor of Education students at Edith Cowan University in Western Australia. An anonymous online survey revealed that nearly three times as many respondents (61%) preferred video feedback to written…

  15. About Politeness, Face, and Feedback: Exploring Resident and Faculty Perceptions of How Institutional Feedback Culture Influences Feedback Practices.

    PubMed

    Ramani, Subha; Könings, Karen D; Mann, Karen V; Pisarski, Emily E; van der Vleuten, Cees P M

    2018-03-06

    To explore resident and faculty perspectives on what constitutes feedback culture, their perceptions of how institutional feedback culture (including politeness concepts) might influence the quality and impact of feedback, feedback seeking, receptivity, and readiness to engage in bidirectional feedback. Using a constructivist grounded theory approach, five focus group discussions with internal medicine residents, three focus group discussions with general medicine faculty, and eight individual interviews with subspecialist faculty were conducted at Brigham and Women's Hospital between April and December 2016. Discussions and interviews were audiotaped and transcribed verbatim; concurrent data collection and analysis were performed using the constant comparative approach. Analysis was considered through the lens of politeness theory and organizational culture. Twenty-nine residents and twenty-two general medicine faculty participated in focus group discussions, and eight subspecialty faculty participated in interviews. The institutional feedback culture was described by participants as: (1) a culture of politeness, in which language potentially damaging to residents' self-esteem was discouraged, and (2) a culture of excellence, in which the institution's outstanding reputation and pedigree of trainees inhibited constructive feedback. Three key themes situated within this broader cultural context were discovered: normalizing constructive feedback to promote a culture of growth, overcoming the mental block to feedback seeking, and hierarchical culture impeding bidirectional feedback. An institutional feedback culture of excellence and politeness may impede honest, meaningful feedback and may impact feedback seeking, receptivity, and bidirectional feedback exchanges. It is essential to understand the institutional feedback culture before it can be successfully changed.

  16. Modelling Feedback in Virtual Patients: An Iterative Approach.

    PubMed

    Stathakarou, Natalia; Kononowicz, Andrzej A; Henningsohn, Lars; McGrath, Cormac

    2018-01-01

    Virtual Patients (VPs) offer learners the opportunity to practice clinical reasoning skills and have recently been integrated in Massive Open Online Courses (MOOCs). Feedback is a central part of a branched VP, allowing the learner to reflect on the consequences of their decisions and actions. However, there is insufficient guidance on how to design feedback models within VPs and especially in the context of their application in MOOCs. In this paper, we share our experiences from building a feedback model for a bladder cancer VP in a Urology MOOC, following an iterative process in three steps. Our results demonstrate how we can systematize the process of improving the quality of VP components by the application of known literature frameworks and extend them with a feedback module. We illustrate the design and re-design process and exemplify with content from our VP. Our results can act as starting point for discussions on modelling feedback in VPs and invite future research on the topic.

  17. Variable force and visual feedback effects on teleoperator man/machine performance

    NASA Technical Reports Server (NTRS)

    Massimino, Michael J.; Sheridan, Thomas B.

    1989-01-01

    An experimental study was conducted to determine the effects of various forms of visual and force feedback on human performance for several telemanipulation tasks. Experiments were conducted with varying frame rates and subtended visual angles, with and without force feedback.

  18. Les recommandations de prise en charge des complications métaboliques associées aux antipsychotiques de deuxième génération chez les enfants et les adolescents

    PubMed Central

    Ho, Josephine; Panagiotopoulos, Constadina; McCrindle, Brian; Grisaru, Silviu; Pringsheim, Tamara

    2012-01-01

    HISTORIQUE : Les antipsychotiques de deuxième génération s’associent souvent à des complications métaboliques. Ces médicaments sont utilisés plus souvent pour le traitement des troubles de santé mentale chez les enfants, ce qui a requis l’élaboration de lignes directrices officielles sur la surveillance de leur innocuité et de leur efficacité. Des lignes directrices ont déjà été élaborées pour surveiller les complications métaboliques et neurologiques. Afin d’aider les praticiens qui effectuent ces interventions de surveillance, une série de recommandations thérapeutiques complémentaires a été élaborée pour les cas où l’on observe des mesures ou des résultats anormaux. OBJECTIF : Créer des recommandations probantes afin de contribuer à la prise en charge des complications métaboliques chez les enfants traités au moyen d’antipsychotiques de deuxième génération. MÉTHODOLOGIE : Les auteurs ont procédé à une analyse systématique des publications sur les complications métaboliques des antipsychotiques de deuxième génération chez les enfants. Les membres du groupe consensuel ont évalué l’information recueillie grâce à l’analyse bibliographique systématique et ont fait appel à un processus de groupe nominal pour parvenir à un consensus à l’égard de recommandations thérapeutiques. Dans la mesure du possible, ils se sont reportés aux lignes directrices existantes sur l’évaluation et le traitement des anomalies métaboliques chez les enfants. RÉSULTATS : Des recommandations probantes sont présentées pour contribuer à la prise en charge des complications métaboliques, y compris la prise de poids, l’augmentation du tour de taille, l’élévation des taux de prolactine, de cholestérol, de triglycérides et de glucose, les épreuves de fonction hépatique anormales et les études thyroïdiennes anormales. CONCLUSION : Il faut recourir à des mesures de surveillance convenables lorsqu’on prescrit

  19. Regard sur les lazarets en terre canadienne

    PubMed Central

    Milot, Jean

    2008-01-01

    Puisant dans les nombreuses références qu’offrent les publications médicales canadiennes du milieu du XIXe siècle à nos jours, l’auteur fait découvrir l’existence de lazarets en terre canadienne, décrit l’impact de la maladie sur les conditions vie des lépreux qui y étaient confinés et en souligne les contrecoups tant sur le plan physique et psychologique que social. Il présente un bref aperçu de la maladie, ses symptômes, ses signes ainsi que ses complications oculaires et rappelle les premiers moyens thérapeutiques à base d’huile de chaulmoogra introduits dans la colonie de Tracadie vers 1901. Il illustre son propos en évoquant la vie dans les lazarets de l’île de Sheldrake (1844–1848) et de Tracadie (1848–1965) au Nouveau-Brunswick, puis dans ceux des îles D’Arcy (1891–1924) et de Bentinck (1924–1957) en Colombie-Britannique. PMID:19352451

  20. Progress Feedback Effects on Students' Writing Mastery Goal, Self-Efficacy Beliefs, and Performance

    ERIC Educational Resources Information Center

    Duijnhouwer, Hendrien; Prins, Frans J.; Stokking, Karel M.

    2010-01-01

    The effects of progress feedback on university students' writing mastery goal, self-efficacy beliefs, and writing performance were examined in this experiment. Students in the experimental condition (n = 42) received progress feedback on their writing assignment, whereas students in the control condition (n = 44) received feedback without progress…

  1. LES of flow in the street canyon

    NASA Astrophysics Data System (ADS)

    Fuka, Vladimír; Brechler, Josef

    2012-04-01

    Results of computer simulation of flow over a series of street canyons are presented in this paper. The setup is adapted from an experimental study by [4] with two different shapes of buildings. The problem is simulated by an LES model CLMM (Charles University Large Eddy Microscale Model) and results are analysed using proper orthogonal decomposition and spectral analysis. The results in the channel (layout from the experiment) are compared with results with a free top boundary.

  2. Distorted retrospective eyewitness reports as functions of feedback and delay.

    PubMed

    Wells, Gary L; Olson, Elizabeth A; Charman, Steve D

    2003-03-01

    Participant-witnesses viewed a crime video and attempted to identify the culprit from a culprit-absent lineup. The 253 mistaken-identification eyewitnesses were randomly given confirming, disconfirming, or no feedback regarding their identifications. Feedback was immediate or delayed 48 hr, and measures were immediate or delayed 48 hr. Confirming, but not disconfirming, feedback led to distortions of eyewitnesses' recalled confidence, amount of attention paid during witnessing, goodness of view, ability to make out facial details, length of time to identification, and other measures related to the witnessing experience. Unexpectedly, neither delaying the measures nor delaying feedback for 48 hr moderated these effects. The results underscore the need for double-blind lineups and neutral assessments of eyewitnesses' certainty and other judgments prior to feedback.

  3. Improving Students with Rubric-Based Self-Assessment and Oral Feedback

    ERIC Educational Resources Information Center

    Barney, S.; Khurum, M.; Petersen, K.; Unterkalmsteiner, M.; Jabangwe, R.

    2012-01-01

    Rubrics and oral feedback are approaches to help students improve performance and meet learning outcomes. However, their effect on the actual improvement achieved is inconclusive. This paper evaluates the effect of rubrics and oral feedback on student learning outcomes. An experiment was conducted in a software engineering course on requirements…

  4. The Transformative Role of ePortfolios: Feedback in Healthcare Learning

    ERIC Educational Resources Information Center

    Peacock, Susi; Murray, Sue; Scott, Alison; Kelly, Jacquie

    2011-01-01

    This article reports findings of a study based in Scotland that explored healthcare learners' experiences of feedback and ePortfolios. Feedback is a highly complex, multi-dimensional phenomenon, and healthcare learners consider it essential for their learning, recognizing that without it patient safety may be compromised. This study sought to…

  5. Feedback & Objectives

    ERIC Educational Resources Information Center

    Butterworth, James R.

    1975-01-01

    Industrial objectives, if they are employee oriented, produce feedback, and the motivation derived from the feedback helps reduce turnover. Feedback is the power to clarify objectives, to stimulate communication, and to motivate people. (Author/MW)

  6. Clustering in Cell Cycle Dynamics with General Response/Signaling Feedback

    PubMed Central

    Young, Todd R.; Fernandez, Bastien; Buckalew, Richard; Moses, Gregory; Boczko, Erik M.

    2011-01-01

    Motivated by experimental and theoretical work on autonomous oscillations in yeast, we analyze ordinary differential equations models of large populations of cells with cell-cycle dependent feedback. We assume a particular type of feedback that we call Responsive/Signaling (RS), but do not specify a functional form of the feedback. We study the dynamics and emergent behaviour of solutions, particularly temporal clustering and stability of clustered solutions. We establish the existence of certain periodic clustered solutions as well as “uniform” solutions and add to the evidence that cell-cycle dependent feedback robustly leads to cell-cycle clustering. We highlight the fundamental differences in dynamics between systems with negative and positive feedback. For positive feedback systems the most important mechanism seems to be the stability of individual isolated clusters. On the other hand we find that in negative feedback systems, clusters must interact with each other to reinforce coherence. We conclude from various details of the mathematical analysis that negative feedback is most consistent with observations in yeast experiments. PMID:22001733

  7. Large-Eddy Simulation (LES) of a Compressible Mixing Layer and the Significance of Inflow Turbulence

    NASA Technical Reports Server (NTRS)

    Mankbadi, Mina Reda; Georgiadis, Nicholas J.; Debonis, James R.

    2017-01-01

    In the context of Large Eddy Simulations (LES), the effects of inflow turbulence are investigated through the Synthetic Eddy Method (SEM). The growth rate of a turbulent compressible mixing layer corresponding to operating conditions of GeobelDutton Case 2 is investigated herein. The effects of spanwise width on the growth rate of the mixing layer is investigated such that spanwise width independence is reached. The error in neglecting inflow turbulence effects is quantified by comparing two methodologies: (1) Hybrid-RANS-LES methodology and (2) SEM-LES methodology. Best practices learned from Case 2 are developed herein and then applied to a higher convective mach number corresponding to Case 4 experiments of GeobelDutton.

  8. Negative plant-soil feedback predicts tree-species relative abundance in a tropical forest.

    PubMed

    Mangan, Scott A; Schnitzer, Stefan A; Herre, Edward A; Mack, Keenan M L; Valencia, Mariana C; Sanchez, Evelyn I; Bever, James D

    2010-08-05

    The accumulation of species-specific enemies around adults is hypothesized to maintain plant diversity by limiting the recruitment of conspecific seedlings relative to heterospecific seedlings. Although previous studies in forested ecosystems have documented patterns consistent with the process of negative feedback, these studies are unable to address which classes of enemies (for example, pathogens, invertebrates, mammals) exhibit species-specific effects strong enough to generate negative feedback, and whether negative feedback at the level of the individual tree is sufficient to influence community-wide forest composition. Here we use fully reciprocal shade-house and field experiments to test whether the performance of conspecific tree seedlings (relative to heterospecific seedlings) is reduced when grown in the presence of enemies associated with adult trees. Both experiments provide strong evidence for negative plant-soil feedback mediated by soil biota. In contrast, above-ground enemies (mammals, foliar herbivores and foliar pathogens) contributed little to negative feedback observed in the field. In both experiments, we found that tree species that showed stronger negative feedback were less common as adults in the forest community, indicating that susceptibility to soil biota may determine species relative abundance in these tropical forests. Finally, our simulation models confirm that the strength of local negative feedback that we measured is sufficient to produce the observed community-wide patterns in tree-species relative abundance. Our findings indicate that plant-soil feedback is an important mechanism that can maintain species diversity and explain patterns of tree-species relative abundance in tropical forests.

  9. When Feedback Harms and Collaboration Helps in Computer Simulation Environments: An Expertise Reversal Effect

    ERIC Educational Resources Information Center

    Nihalani, Priya K.; Mayrath, Michael; Robinson, Daniel H.

    2011-01-01

    We investigated the effects of feedback and collaboration on undergraduates' transfer performance when using a computer networking training simulation. In Experiment 1, 65 computer science "novices" worked through an instructional protocol individually (control), individually with feedback, or collaboratively with feedback. Unexpectedly,…

  10. Probing the independence of formant control using altered auditory feedback

    PubMed Central

    MacDonald, Ewen N.; Purcell, David W.; Munhall, Kevin G.

    2011-01-01

    Two auditory feedback perturbation experiments were conducted to examine the nature of control of the first two formants in vowels. In the first experiment, talkers heard their auditory feedback with either F1 or F2 shifted in frequency. Talkers altered production of the perturbed formant by changing its frequency in the opposite direction to the perturbation but did not produce a correlated alteration of the unperturbed formant. Thus, the motor control system is capable of fine-grained independent control of F1 and F2. In the second experiment, a large meta-analysis was conducted on data from talkers who received feedback where both F1 and F2 had been perturbed. A moderate correlation was found between individual compensations in F1 and F2 suggesting that the control of F1 and F2 is processed in a common manner at some level. While a wide range of individual compensation magnitudes were observed, no significant correlations were found between individuals’ compensations and vowel space differences. Similarly, no significant correlations were found between individuals’ compensations and variability in normal vowel production. Further, when receiving normal auditory feedback, most of the population exhibited no significant correlation between the natural variation in production of F1 and F2. PMID:21361452

  11. [Experience feedback committee: a method for patient safety improvement].

    PubMed

    François, P; Sellier, E; Imburchia, F; Mallaret, M-R

    2013-04-01

    An experience feedback committee (CREX, Comité de Retour d'EXpérience) is a method which contributes to the management of safety of care in a medical unit. Originally used for security systems of civil aviation, the method has been adapted to health care facilities and successfully implemented in radiotherapy units and in other specialties. We performed a brief review of the literature for studies reporting data on CREX established in hospitals. The review was performed using the main bibliographic databases and Google search results. The CREX is designed to analyse incidents reported by professionals. The method includes monthly meetings of a multi-professional committee that reviews the reported incidents, chooses a priority incident and designates a "pilot" responsible for investigating the incident. The investigation of the incident involves a systemic analysis method and a written synthesis presented at the next meeting of the committee. The committee agrees on actions for improvement that are suggested by the analysis and follows their implementation. Systems for the management of health care, including reporting systems, are organized into three levels: the medical unit, the hospital and the country as a triple loop learning process. The CREX is located in the base level, short loop of risk management and allows direct involvement of care professionals in patient safety. Safety of care has become a priority of health systems. In this context, the CREX can be a useful vehicle for the implementation of a safety culture in medical units. Copyright © 2013 Elsevier Masson SAS. All rights reserved.

  12. Investigating the Effects of Multimodal Feedback through Tracking State in Pen-Based Interfaces

    ERIC Educational Resources Information Center

    Sun, Minghui; Ren, Xiangshi

    2011-01-01

    A tracking state increases the bandwidth of pen-based interfaces. However, this state is difficult to detect with default visual feedback. This paper reports on two experiments that are designed to evaluate multimodal feedback for pointing tasks (both 1D and 2D) in tracking state. In 1D pointing experiments, results show that there is a…

  13. Advanced feedback control methods in EXTRAP T2R reversed field pinch

    NASA Astrophysics Data System (ADS)

    Yadikin, D.; Brunsell, P. R.; Paccagnella, R.

    2006-07-01

    Previous experiments in the EXTRAP T2R reversed field pinch device have shown the possibility of suppression of multiple resistive wall modes (RWM). A feedback system has been installed in EXTRAP T2R having 100% coverage of the toroidal surface by the active coil array. Predictions based on theory and the previous experimental results show that the number of active coils should be sufficient for independent stabilization of all unstable RWMs in the EXTRAP T2R. Experiments using different feedback schemes are performed, comparing the intelligent shell, the fake rotating shell, and the mode control with complex feedback gains. Stabilization of all unstable RWMs throughout the discharge duration of td≈10τw is seen using the intelligent shell feedback scheme. Mode rotation and the control of selected Fourier harmonics is obtained simultaneously using the mode control scheme with complex gains. Different sensor signals are studied. A feedback system with toroidal magnetic field sensors could have an advantage of lower feedback gain needed for the RWM suppression compared to the system with radial magnetic field sensors. In this study, RWM suppression is demonstrated, using also the toroidal field component as a sensor signal in the feedback system.

  14. A Comparison of Electronic and Paper-Based Assignment Submission and Feedback

    ERIC Educational Resources Information Center

    Bridge, Pete; Appleyard, Rob

    2008-01-01

    This paper presents the results of a study evaluating student perceptions of online assignment submission. 47 students submitted assignments and received feedback via features within the Virtual Learning Environment Blackboard[TM]. The students then completed questionnaires comparing their experience of online submission and feedback with…

  15. The Role of Feedback Contingency in Perceptual Category Learning

    PubMed Central

    Ashby, F. Gregory; Vucovich, Lauren E.

    2016-01-01

    Feedback is highly contingent on behavior if it eventually becomes easy to predict, and weakly contingent on behavior if it remains difficult or impossible to predict even after learning is complete. Many studies have demonstrated that humans and nonhuman animals are highly sensitive to feedback contingency, but no known studies have examined how feedback contingency affects category learning, and current theories assign little or no importance to this variable. Two experiments examined the effects of contingency degradation on rule-based and information-integration category learning. In rule-based tasks, optimal accuracy is possible with a simple explicit rule, whereas optimal accuracy in information-integration tasks requires integrating information from two or more incommensurable perceptual dimensions. In both experiments, participants each learned rule-based or information-integration categories under either high or low levels of feedback contingency. The exact same stimuli were used in all four conditions and optimal accuracy was identical in every condition. Learning was good in both high-contingency conditions, but most participants showed little or no evidence of learning in either low-contingency condition. Possible causes of these effects are discussed, as well as their theoretical implications. PMID:27149393

  16. Robust permanence for ecological equations with internal and external feedbacks.

    PubMed

    Patel, Swati; Schreiber, Sebastian J

    2018-07-01

    Species experience both internal feedbacks with endogenous factors such as trait evolution and external feedbacks with exogenous factors such as weather. These feedbacks can play an important role in determining whether populations persist or communities of species coexist. To provide a general mathematical framework for studying these effects, we develop a theorem for coexistence for ecological models accounting for internal and external feedbacks. Specifically, we use average Lyapunov functions and Morse decompositions to develop sufficient and necessary conditions for robust permanence, a form of coexistence robust to large perturbations of the population densities and small structural perturbations of the models. We illustrate how our results can be applied to verify permanence in non-autonomous models, structured population models, including those with frequency-dependent feedbacks, and models of eco-evolutionary dynamics. In these applications, we discuss how our results relate to previous results for models with particular types of feedbacks.

  17. Perceived Insider Status and Feedback Reactions: A Dual Path of Feedback Motivation Attribution.

    PubMed

    Chen, Xiao; Liao, JianQiao; Wu, Weijiong; Zhang, Wei

    2017-01-01

    Many studies have evaluated how the characteristics of feedback receiver, feedback deliverer and feedback information influence psychological feedback reactions of the feedback receiver while largely neglecting that feedback intervention is a kind of social interaction process. To address this issue, this study proposes that employees' perceived insider status (PIS), as a kind of employee-organization relationship, could also influence employees' reactions to supervisory feedback. In particular, this study investigates the influence of PIS focusing on affective and cognitive feedback reactions, namely feedback satisfaction and feedback utility. Surveys were conducted in a machinery manufacturing company in the Guangdong province of China. Samples were collected from 192 employees. Data analysis demonstrated that PIS and feedback utility possessed a U-shaped relationship, whereas PIS and feedback satisfaction exhibited positively linear relationships. The analysis identified two kinds of mediating mechanisms related to feedback satisfaction and feedback utility. Internal feedback motivation attribution partially mediated the relationship between PIS and feedback satisfaction but failed to do the same with respect to the relationship between PIS and feedback utility. In contrast, external feedback motivation attribution partially mediated the relationship between PIS and feedback utility while failing to mediate the relationship between PIS and feedback satisfaction. Theoretical contributions and practical implications of the findings are discussed at the end of the paper.

  18. Le role du phytoplancton de petite taille (<20 mum) dans les variations des proprietes optiques des eaux du Saint-Laurent

    NASA Astrophysics Data System (ADS)

    Mas, Sebastien

    Les mesures satellitaires de couleur des oceans sont largement determinees par les proprietes optiques inherentes (IOPs) des eaux de surface. D'autre part, le phytoplancton de petite taille (<20 mum) est le plus souvent dominant dans les oceans, et peut donc etre une source importante de variation des IOPs dans les oceans. Dans ce contexte, le but principal de ce doctorat etait de definir l'impact du phytoplancton (<20 mum) sur les variations des proprietes optiques de l'Estuaire et du Golfe du Saint-Laurent (Canada). Afin d'atteindre cet objectif, il etait necessaire de determiner en milieu controle les facteurs de variabilite des proprietes optiques cellulaires et des IOPs du phytoplancton (<20 mum) des eaux du Saint-Laurent, et d'evaluer la contribution du phytoplancton (<20 mum) aux proprietes optiques totales des eaux du Saint-Laurent. Des experiences en laboratoire ont montre que les variations des proprietes optiques des cellules phytoplanctoniques soumises a un cycle jour-nuit, ainsi qu'a des changements concomitants d'intensite lumineuse, peuvent contribuer significativement a la variabilite des proprietes optiques observee en milieu naturel. D'autres experiences ont, quant a elles, mis en evidence que les variations des proprietes optiques des cellules phytoplanctoniques dues aux phases de croissance peuvent alterer les IOPs des oceans, particulierement pendant les periodes de floraison. De plus, la presence de bacteries et de particules detritiques peut egalement affecter la variabilite des IOPs totales, notamment la diffusion. Au printemps, dans l'Estuaire et le Golfe du Saint-Laurent, la contribution du phytoplancton <20 mum aux IOPs presentait des differences regionales evidentes pour les proprietes d'absorption et de diffusion. En plus de la variabilite spatiale, les proprietes optiques cellulaires presentaient des variations journalieres, et ce particulierement pour le picophytoplancton. Enfin, la plupart des differences observees dans les

  19. Enabling Microblogging-Based Peer Feedback in Face-to-Face Classrooms

    ERIC Educational Resources Information Center

    Luo, Tian

    2016-01-01

    The purpose of this paper is to understand student interaction and learning in microblogging-based peer feedback sessions. The researcher examined through a case study how students interacted and provided peer feedback for each other when Twitter was enabled as a backchannel; students were also asked to report how they perceived their experience.…

  20. Blocked versus randomized presentation modes differentially modulate feedback-related negativity and P3b amplitudes

    PubMed Central

    Pfabigan, Daniela M.; Zeiler, Michael; Lamm, Claus; Sailer, Uta

    2014-01-01

    Objective Electrophysiological studies on feedback processing typically use a wide range of feedback stimuli which might not always be comparable. The current study investigated whether two indicators of feedback processing – feedback-related negativity (FRN) and P3b – differ for feedback stimuli with explicit (facial expressions) or assigned valence information (symbols). In addition, we assessed whether presenting feedback in either a trial-by-trial or a block-wise fashion affected these ERPs. Methods EEG was recorded in three experiments while participants performed a time estimation task and received two different types of performance feedback. Results Only P3b amplitudes varied consistently in response to feedback type for both presentation types. Moreover, the blocked feedback type presentation yielded more distinct FRN peaks, higher effect sizes, and a significant relation between FRN amplitudes and behavioral task performance measures. Conclusion Both stimulus type and presentation mode may provoke systematic changes in feedback-related ERPs. The current findings point at important potential confounds that need to be controlled for when designing FRN or P3b studies. Significance Studies investigating P3b amplitudes using mixed types of stimuli have to be interpreted with caution. Furthermore, we suggest implementing a blocked presentation format when presenting different feedback types within the same experiment. PMID:24144779

  1. The effect of performance feedback on drivers' hazard perception ability and self-ratings.

    PubMed

    Horswill, Mark S; Garth, Megan; Hill, Andrew; Watson, Marcus O

    2017-04-01

    Drivers' hazard perception ability has been found to predict crash risk, and novice drivers appear to be particularly poor at this skill. This competency appears to develop only slowly with experience, and this could partially be a result of poor quality performance feedback. We report an experiment in which we provided high-quality artificial feedback on individual drivers' performance in a validated video-based hazard perception test via either: (1) a graph-based comparison of hazard perception response times between the test-taker, the average driver, and an expert driver; (2) a video-based comparison between the same groups; or (3) both. All three types of feedback resulted in both an improvement in hazard perception performance and a reduction in self-rated hazard perception skill, compared with a no-feedback control group. Video-based and graph-based feedback combined resulted in a greater improvement in hazard perception performance than either of the individual components, which did not differ from one another. All three types of feedback eliminated participants' self-enhancement bias for hazard perception skill. Participants judged both interventions involving video feedback to be significantly more likely to improve their real-world driving than the no feedback control group. While all three forms of feedback had some value, the combined video and graph feedback intervention appeared to be the most effective across all outcome measures. Copyright © 2017 Elsevier Ltd. All rights reserved.

  2. [Nursing Experience of Using Mirror Visual Feedback for a Schizophrenia Patient With Visual Hallucinations].

    PubMed

    Lan, Shu-Ling; Chen, Yu-Chi; Chang, Hsiu-Ju

    2018-06-01

    The aim of this paper was to describe the nursing application of mirror visual feedback in a patient suffering from long-term visual hallucinations. The intervention period was from May 15th to October 19th, 2015. Using the five facets of psychiatric nursing assessment, several health problems were observed, including disturbed sensory perceptions (prominent visual hallucinations) and poor self-care (e.g. limited abilities to self-bathe and put on clothing). Furthermore, "caregiver role strain" due to the related intense care burden was noted. After building up a therapeutic interpersonal relationship, the technique of brain plasticity and mirror visual feedback were performed using multiple nursing care methods in order to help the patient suppress her visual hallucinations by enhancing a different visual stimulus. We also taught her how to cope with visual hallucinations in a proper manner. The frequency and content of visual hallucinations were recorded to evaluate the effects of management. The therapeutic plan was formulated together with the patient in order to boost her self-confidence, and a behavior contract was implemented in order to improve her personal hygiene. In addition, psychoeducation on disease-related topics was provided to the patient's family, and they were encouraged to attend relevant therapeutic activities. As a result, her family became less passive and negative and more engaged in and positive about her future. The crisis of "caregiver role strain" was successfully resolved. The current experience is hoped to serve as a model for enhancing communication and cooperation between family and staff in similar medical settings.

  3. Role of combined tactile and kinesthetic feedback in minimally invasive surgery.

    PubMed

    Lim, Soo-Chul; Lee, Hyung-Kew; Park, Joonah

    2014-10-18

    Haptic feedback is of critical importance in surgical tasks. However, conventional surgical robots do not provide haptic feedback to surgeons during surgery. Thus, in this study, a combined tactile and kinesthetic feedback system was developed to provide haptic feedback to surgeons during robotic surgery. To assess haptic feasibility, the effects of two types of haptic feedback were examined empirically - kinesthetic and tactile feedback - to measure object-pulling force with a telesurgery robotics system at two desired pulling forces (1 N and 2 N). Participants answered a set of questionnaires after experiments. The experimental results reveal reductions in force error (39.1% and 40.9%) when using haptic feedback during 1 N and 2 N pulling tasks. Moreover, survey analyses show the effectiveness of the haptic feedback during teleoperation. The combined tactile and kinesthetic feedback of the master device in robotic surgery improves the surgeon's ability to control the interaction force applied to the tissue. Copyright © 2014 John Wiley & Sons, Ltd. Copyright © 2014 John Wiley & Sons, Ltd.

  4. Effects of 3D virtual haptics force feedback on brand personality perception: the mediating role of physical presence in advergames.

    PubMed

    Jin, Seung-A Annie

    2010-06-01

    This study gauged the effects of force feedback in the Novint Falcon haptics system on the sensory and cognitive dimensions of a virtual test-driving experience. First, in order to explore the effects of tactile stimuli with force feedback on users' sensory experience, feelings of physical presence (the extent to which virtual physical objects are experienced as actual physical objects) were measured after participants used the haptics interface. Second, to evaluate the effects of force feedback on the cognitive dimension of consumers' virtual experience, this study investigated brand personality perception. The experiment utilized the Novint Falcon haptics controller to induce immersive virtual test-driving through tactile stimuli. The author designed a two-group (haptics stimuli with force feedback versus no force feedback) comparison experiment (N = 238) by manipulating the level of force feedback. Users in the force feedback condition were exposed to tactile stimuli involving various force feedback effects (e.g., terrain effects, acceleration, and lateral forces) while test-driving a rally car. In contrast, users in the control condition test-drove the rally car using the Novint Falcon but were not given any force feedback. Results of ANOVAs indicated that (a) users exposed to force feedback felt stronger physical presence than those in the no force feedback condition, and (b) users exposed to haptics stimuli with force feedback perceived the brand personality of the car to be more rugged than those in the control condition. Managerial implications of the study for product trial in the business world are discussed.

  5. Perceived Insider Status and Feedback Reactions: A Dual Path of Feedback Motivation Attribution

    PubMed Central

    Chen, Xiao; Liao, JianQiao; Wu, Weijiong; Zhang, Wei

    2017-01-01

    Many studies have evaluated how the characteristics of feedback receiver, feedback deliverer and feedback information influence psychological feedback reactions of the feedback receiver while largely neglecting that feedback intervention is a kind of social interaction process. To address this issue, this study proposes that employees’ perceived insider status (PIS), as a kind of employee-organization relationship, could also influence employees’ reactions to supervisory feedback. In particular, this study investigates the influence of PIS focusing on affective and cognitive feedback reactions, namely feedback satisfaction and feedback utility. Surveys were conducted in a machinery manufacturing company in the Guangdong province of China. Samples were collected from 192 employees. Data analysis demonstrated that PIS and feedback utility possessed a U-shaped relationship, whereas PIS and feedback satisfaction exhibited positively linear relationships. The analysis identified two kinds of mediating mechanisms related to feedback satisfaction and feedback utility. Internal feedback motivation attribution partially mediated the relationship between PIS and feedback satisfaction but failed to do the same with respect to the relationship between PIS and feedback utility. In contrast, external feedback motivation attribution partially mediated the relationship between PIS and feedback utility while failing to mediate the relationship between PIS and feedback satisfaction. Theoretical contributions and practical implications of the findings are discussed at the end of the paper. PMID:28507527

  6. Multisource Feedback in the Ambulatory Setting

    PubMed Central

    Warm, Eric J.; Schauer, Daniel; Revis, Brian; Boex, James R.

    2010-01-01

    Background The Accreditation Council for Graduate Medical Education has mandated multisource feedback (MSF) in the ambulatory setting for internal medicine residents. Few published reports demonstrate actual MSF results for a residency class, and fewer still include clinical quality measures and knowledge-based testing performance in the data set. Methods Residents participating in a year-long group practice experience called the “long-block” received MSF that included self, peer, staff, attending physician, and patient evaluations, as well as concomitant clinical quality data and knowledge-based testing scores. Residents were given a rank for each data point compared with peers in the class, and these data were reviewed with the chief resident and program director over the course of the long-block. Results Multisource feedback identified residents who performed well on most measures compared with their peers (10%), residents who performed poorly on most measures compared with their peers (10%), and residents who performed well on some measures and poorly on others (80%). Each high-, intermediate-, and low-performing resident had a least one aspect of the MSF that was significantly lower than the other, and this served as the basis of formative feedback during the long-block. Conclusion Use of multi-source feedback in the ambulatory setting can identify high-, intermediate-, and low-performing residents and suggest specific formative feedback for each. More research needs to be done on the effect of such feedback, as well as the relationships between each of the components in the MSF data set. PMID:21975632

  7. Strength of German accent under altered auditory feedback

    PubMed Central

    HOWELL, PETER; DWORZYNSKI, KATHARINA

    2007-01-01

    Borden’s (1979, 1980) hypothesis that speakers with vulnerable speech systems rely more heavily on feedback monitoring than do speakers with less vulnerable systems was investigated. The second language (L2) of a speaker is vulnerable, in comparison with the native language, so alteration to feedback should have a detrimental effect on it, according to this hypothesis. Here, we specifically examined whether altered auditory feedback has an effect on accent strength when speakers speak L2. There were three stages in the experiment. First, 6 German speakers who were fluent in English (their L2) were recorded under six conditions—normal listening, amplified voice level, voice shifted in frequency, delayed auditory feedback, and slowed and accelerated speech rate conditions. Second, judges were trained to rate accent strength. Training was assessed by whether it was successful in separating German speakers speaking English from native English speakers, also speaking English. In the final stage, the judges ranked recordings of each speaker from the first stage as to increasing strength of German accent. The results show that accents were more pronounced under frequency-shifted and delayed auditory feedback conditions than under normal or amplified feedback conditions. Control tests were done to ensure that listeners were judging accent, rather than fluency changes caused by altered auditory feedback. The findings are discussed in terms of Borden’s hypothesis and other accounts about why altered auditory feedback disrupts speech control. PMID:11414137

  8. A New Formulation for Hybrid LES-RANS Computations

    NASA Technical Reports Server (NTRS)

    Woodruff, Stephen L.

    2013-01-01

    Ideally, a hybrid LES-RANS computation would employ LES only where necessary to make up for the failure of the RANS model to provide sufficient accuracy or to provide time-dependent information. Current approaches are fairly restrictive in the placement of LES and RANS regions; an LES-RANS transition in a boundary layer, for example, yields an unphysical log-layer shift. A hybrid computation is formulated here to allow greater control over the placement of LES and RANS regions and the transitions between them. The concept of model invariance is introduced, which provides a basis for interpreting hybrid results within an LES-RANS transition zone. Consequences of imposing model invariance include the addition of terms to the governing equations that compensate for unphysical gradients created as the model changes between RANS and LES. Computational results illustrate the increased accuracy of the approach and its insensitivity to the location of the transition and to the blending function employed.

  9. Learning Intercultural Communication Skills with Virtual Humans: Feedback and Fidelity

    ERIC Educational Resources Information Center

    Lane, H. Chad; Hays, Matthew Jensen; Core, Mark G.; Auerbach, Daniel

    2013-01-01

    In the context of practicing intercultural communication skills, we investigated the role of fidelity in a game-based, virtual learning environment as well as the role of feedback delivered by an intelligent tutoring system. In 2 experiments, we compared variations on the game interface, use of the tutoring system, and the form of the feedback.…

  10. The Benefits of Computer-Generated Feedback for Mathematics Problem Solving

    ERIC Educational Resources Information Center

    Fyfe, Emily R.; Rittle-Johnson, Bethany

    2016-01-01

    The goal of the current research was to better understand when and why feedback has positive effects on learning and to identify features of feedback that may improve its efficacy. In a randomized experiment, second-grade children (N = 75) received instruction on a correct problem-solving strategy and then solved a set of relevant problems.…

  11. \\mathscr{H}_2 optimal control techniques for resistive wall mode feedback in tokamaks

    NASA Astrophysics Data System (ADS)

    Clement, Mitchell; Hanson, Jeremy; Bialek, Jim; Navratil, Gerald

    2018-04-01

    DIII-D experiments show that a new, advanced algorithm enables resistive wall mode (RWM) stability control in high performance discharges using external coils. DIII-D can excite strong, locked or nearly locked external kink modes whose rotation frequencies and growth rates are on the order of the magnetic flux diffusion time of the vacuum vessel wall. Experiments have shown that modern control techniques like linear quadratic Gaussian (LQG) control require less current than the proportional controller in use at DIII-D when using control coils external to DIII-D’s vacuum vessel. Experiments were conducted to develop control of a rotating n  =  1 perturbation using an LQG controller derived from VALEN and external coils. Feedback using this LQG algorithm outperformed a proportional gain only controller in these perturbation experiments over a range of frequencies. Results from high βN experiments also show that advanced feedback techniques using external control coils may be as effective as internal control coil feedback using classical control techniques.

  12. Evaluating plant-soil feedback together with competition in a serpentine grassland.

    PubMed

    Casper, Brenda B; Castelli, Jeffrey P

    2007-05-01

    Plants can alter biotic and abiotic soil characteristics in ways that feedback to change the performance of that same plant species relative to co-occurring plants. Most evidence for this plant-soil feedback comes from greenhouse studies of potted plants, and consequently, little is known about the importance of feedback in relation to other biological processes known to structure plant communities, such as plant-plant competition. In a field experiment with three C4 grasses, negative feedback was expressed through reduced survival and shoot biomass when seedlings were planted within existing clumps of conspecifics compared with clumps of heterospecifics. However, the combined effects of feedback and competition were species-specific. Only Andropogon gerardii exhibited feedback when competition with the clumps was allowed. For Sorghastrum nutans, strong interspecific competition eliminated the feedback expressed in the absence of competition, and Schizachyrium scoparium showed no feedback at all. That arbuscular mycorrhizal (AM) fungi may play a role in the feedback was indicated by higher AM root colonization with conspecific plant neighbours. We suggest that feedback and competition should not be viewed as entirely separate processes and that their importance in structuring plant communities cannot be judged in isolation from each other.

  13. Uncertain soil moisture feedbacks in model projections of Sahel precipitation

    NASA Astrophysics Data System (ADS)

    Berg, Alexis; Lintner, Benjamin R.; Findell, Kirsten; Giannini, Alessandra

    2017-06-01

    Given the uncertainties in climate model projections of Sahel precipitation, at the northern edge of the West African Monsoon, understanding the factors governing projected precipitation changes in this semiarid region is crucial. This study investigates how long-term soil moisture changes projected under climate change may feedback on projected changes of Sahel rainfall, using simulations with and without soil moisture change from five climate models participating in the Global Land Atmosphere Coupling Experiment-Coupled Model Intercomparison Project phase 5 experiment. In four out of five models analyzed, soil moisture feedbacks significantly influence the projected West African precipitation response to warming; however, the sign of these feedbacks differs across the models. These results demonstrate that reducing uncertainties across model projections of the West African Monsoon requires, among other factors, improved mechanistic understanding and constraint of simulated land-atmosphere feedbacks, even at the large spatial scales considered here.Plain Language SummaryClimate model projections of Sahel rainfall remain notoriously uncertain; understanding the physical processes responsible for this uncertainty is thus crucial. Our study focuses on analyzing the <span class="hlt">feedbacks</span> of soil moisture changes on model projections of the West African Monsoon under global warming. Soil moisture-atmosphere interactions have been shown in prior studies to play an important role in this region, but the potential <span class="hlt">feedbacks</span> of long-term soil moisture changes on projected precipitation changes have not been investigated specifically. To isolate these <span class="hlt">feedbacks</span>, we use targeted simulations from five climate models, with and without soil moisture change. Importantly, we find that climate models exhibit soil moisture-precipitation <span class="hlt">feedbacks</span> of different sign in this region: in some models soil moisture changes amplify precipitation changes</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22373062','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22373062"><span>Instructor <span class="hlt">feedback</span> versus no instructor <span class="hlt">feedback</span> on performance in a laparoscopic virtual reality simulator: a randomized educational trial.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Oestergaard, Jeanett; Bjerrum, Flemming; Maagaard, Mathilde; Winkel, Per; Larsen, Christian Rifbjerg; Ringsted, Charlotte; Gluud, Christian; Grantcharov, Teodor; Ottesen, Bent; Soerensen, Jette Led</p> <p>2012-02-28</p> <p>Several studies have found a positive effect on the learning curve as well as the improvement of basic psychomotor skills in the operating room after virtual reality training. Despite this, the majority of surgical and gynecological departments encounter hurdles when implementing this form of training. This is mainly due to lack of knowledge concerning the time and human resources needed to train novice surgeons to an adequate level. The purpose of this trial is to investigate the impact of instructor <span class="hlt">feedback</span> regarding time, repetitions and self-perception when training complex operational tasks on a virtual reality simulator. The study population consists of medical students on their 4th to 6th year without prior laparoscopic <span class="hlt">experience</span>. The study is conducted in a skills laboratory at a centralized university hospital. Based on a sample size estimation 98 participants will be randomized to an intervention group or a control group. Both groups have to achieve a predefined proficiency level when conducting a laparoscopic salpingectomy using a surgical virtual reality simulator. The intervention group receives standardized instructor <span class="hlt">feedback</span> of 10 to 12 min a maximum of three times. The control group receives no instructor <span class="hlt">feedback</span>. Both groups receive the automated <span class="hlt">feedback</span> generated by the virtual reality simulator. The study follows the CONSORT Statement for randomized trials. Main outcome measures are time and repetitions to reach the predefined proficiency level on the simulator. We include focus on potential sex differences, computer gaming <span class="hlt">experience</span> and self-perception. The findings will contribute to a better understanding of optimal training methods in surgical education. NCT01497782.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23334125','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23334125"><span><span class="hlt">Feedback</span> and rewards, part II: formal and informal <span class="hlt">feedback</span> reviews.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Harolds, Jay</p> <p>2013-02-01</p> <p>There are 2 major classes of <span class="hlt">feedback</span>. One class of <span class="hlt">feedback</span> consists of the informal, numerous conversations between various people in the organization regarding the performance, behavior, and goals of an individual. Another class of <span class="hlt">feedback</span> consists of formal reviews held once or twice a year between a supervisor and an individual. This article discusses both types of <span class="hlt">feedback</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4116619','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4116619"><span>Ten tips for receiving <span class="hlt">feedback</span> effectively in clinical practice</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Algiraigri, Ali H.</p> <p>2014-01-01</p> <p>Background Despite being recognized as a fundamental part of the educational process and emphasized for several decades in medical education, the influence of the <span class="hlt">feedback</span> process is still suboptimal. This may not be surprising, because the focus is primarily centered on only one half of the process – the teachers. The learners are the targets of the <span class="hlt">feedback</span> process and improvement needs to be shifted. Learners need to be empowered with the skills needed to receive and utilize <span class="hlt">feedback</span> and compensate for less than ideal <span class="hlt">feedback</span> delivery due to the busy clinical environment. Methods Based on the available <span class="hlt">feedback</span> literature and clinical <span class="hlt">experience</span> regarding <span class="hlt">feedback</span>, the author developed 10 tips to empower learners with the necessary skills to seek, receive, and handle <span class="hlt">feedback</span> effectively, regardless of how it is delivered. Although, most of the tips are directed at the individual clinical trainee, this model can be utilized by clinical educators involved in learner development and serve as a framework for educational workshops or curriculum. Results Ten practical tips are identified that specifically address the learner's role in the <span class="hlt">feedback</span> process. These tips not only help the learner to ask, receive, and handle the <span class="hlt">feedback</span>, but will also ease the process for the teachers. Collectively, these tips help to overcome most, if not all, of the barriers to <span class="hlt">feedback</span> and bridge the gaps in busy clinical practices. Conclusions <span class="hlt">Feedback</span> is a crucial element in the educational process and it is shown that we are still behind in the optimal use of it; thus, learners need to be taught how to better receive and utilize <span class="hlt">feedback</span>. The focus in medical education needs to balance the two sides of the <span class="hlt">feedback</span> process. It is time now to invest on the learner's development of skills that can be utilized in a busy day-to-day clinical practice. PMID:25079664</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017OcMod.120..101C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017OcMod.120..101C"><span>SOMAR-<span class="hlt">LES</span>: A framework for multi-scale modeling of turbulent stratified oceanic flows</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Chalamalla, Vamsi K.; Santilli, Edward; Scotti, Alberto; Jalali, Masoud; Sarkar, Sutanu</p> <p>2017-12-01</p> <p>A new multi-scale modeling technique, SOMAR-<span class="hlt">LES</span>, is presented in this paper. Localized grid refinement gives SOMAR (the Stratified Ocean Model with Adaptive Resolution) access to small scales of the flow which are normally inaccessible to general circulation models (GCMs). SOMAR-<span class="hlt">LES</span> drives a <span class="hlt">LES</span> (Large Eddy Simulation) on SOMAR's finest grids, forced with large scale forcing from the coarser grids. Three-dimensional simulations of internal tide generation, propagation and scattering are performed to demonstrate this multi-scale modeling technique. In the case of internal tide generation at a two-dimensional bathymetry, SOMAR-<span class="hlt">LES</span> is able to balance the baroclinic energy budget and accurately model turbulence losses at only 10% of the computational cost required by a non-adaptive solver running at SOMAR-<span class="hlt">LES</span>'s fine grid resolution. This relative cost is significantly reduced in situations with intermittent turbulence or where the location of the turbulence is not known a priori because SOMAR-<span class="hlt">LES</span> does not require persistent, global, high resolution. To illustrate this point, we consider a three-dimensional bathymetry with grids adaptively refined along the tidally generated internal waves to capture remote mixing in regions of wave focusing. The computational cost in this case is found to be nearly 25 times smaller than that of a non-adaptive solver at comparable resolution. In the final test case, we consider the scattering of a mode-1 internal wave at an isolated two-dimensional and three-dimensional topography, and we compare the results with Legg (2014) numerical <span class="hlt">experiments</span>. We find good agreement with theoretical estimates. SOMAR-<span class="hlt">LES</span> is less dissipative than the closure scheme employed by Legg (2014) near the bathymetry. Depending on the flow configuration and resolution employed, a reduction of more than an order of magnitude in computational costs is expected, relative to traditional existing solvers.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/AD1018288','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/AD1018288"><span>Example Problems in <span class="hlt">LES</span> Combustion</span></a></p> <p><a target="_blank" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>2016-09-26</p> <p>AFRL-RW-EG-TP-2016-002 Example Problems in <span class="hlt">LES</span> Combustion Douglas V. Nance Air Force Research Laboratory Munitions...AIR FORCE RESEARCH LABORATORY MUNITIONS DIRECTORATE  Air Force...4. TITLE AND SUBTITLE 5a. CONTRACT NUMBER Example Problem in <span class="hlt">LES</span> Combustion 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2736853','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2736853"><span>Examining recognition criterion rigidity during testing using a biased <span class="hlt">feedback</span> technique: Evidence for adaptive criterion learning</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Han, Sanghoon; Dobbins, Ian G.</p> <p>2009-01-01</p> <p>Recognition models often assume that subjects use specific evidence values (decision criteria) to adaptively parse continuous memory evidence into response categories (e.g., “old” or “new”). Although explicit pre-test instructions influence criterion placement, these criteria appear extremely resistant to change once testing begins. We tested criterion sensitivity to local <span class="hlt">feedback</span> using a novel, biased <span class="hlt">feedback</span> technique designed to tacitly encourage certain errors by indicating they were correct choices. <span class="hlt">Experiment</span> 1 demonstrated that fully correct <span class="hlt">feedback</span> had little effect on criterion placement, whereas biased <span class="hlt">feedback</span> during <span class="hlt">Experiments</span> 2 and 3 yielded prominent, durable, and adaptive criterion shifts, with observers reporting they were unaware of the manipulation in <span class="hlt">Experiment</span> 3. These data suggest recognition criteria can be easily modified during testing through a form of <span class="hlt">feedback</span> learning that operates independent of stimulus characteristics and observer awareness of the nature of the manipulation. This mechanism may be fundamentally different than criterion shifts following explicit instructions and warnings, or shifts linked to manipulations of stimulus characteristics combined with <span class="hlt">feedback</span> highlighting those manipulations. PMID:18604954</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=19720034045&hterms=evaluative&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D20%26Ntt%3Devaluative','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19720034045&hterms=evaluative&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D20%26Ntt%3Devaluative"><span>Motivation in vigilance - Effects of self-evaluation and experimenter-controlled <span class="hlt">feedback</span>.</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Warm, J. S.; Kanfer, F. H.; Kuwada, S.; Clark, J. L.</p> <p>1972-01-01</p> <p>Vigilance <span class="hlt">experiments</span> have been performed to study the relative efficiency of <span class="hlt">feedback</span> operations in enhancing vigilance performance. Two <span class="hlt">feedback</span> operations were compared - i.e., experimenter-controlled <span class="hlt">feedback</span> in the form of knowledge of results (KR) regarding response times to signal detections, and subject-controlled <span class="hlt">feedback</span> in the form of self-evaluation (SE) of response times to signal detections. The subjects responded to the aperiodic offset of a visual signal during a 1-hr vigil. Both <span class="hlt">feedback</span> operations were found to enhance performance efficiency: subjects in the KR and SE conditions had faster response times than controls receiving no evaluative <span class="hlt">feedback</span>. Moreover, the data of the KR and SE groups did not differ significantly from each other. The results are discussed in terms of the hypothesis that self-evaluation is a critical factor underlying the incentive value of KR in vigilance tasks.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li class="active"><span>12</span></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_12 --> <div id="page_13" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li class="active"><span>13</span></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="241"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1167256.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1167256.pdf"><span>Written Corrective <span class="hlt">Feedback</span>: Student Preferences and Teacher <span class="hlt">Feedback</span> Practices</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Irwin, Bradley</p> <p>2017-01-01</p> <p>This case study explores the intricate interaction between students' preferences for written corrective <span class="hlt">feedback</span> and actual teacher <span class="hlt">feedback</span> practices in a second year academic EFL writing class in a Japanese university. Specific institutional and instructional details establish the context in which written <span class="hlt">feedback</span> is being provided. A…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28545535','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28545535"><span>Electronic audit and <span class="hlt">feedback</span> intervention with action implementation toolbox to improve pain management in intensive care: protocol for a laboratory <span class="hlt">experiment</span> and cluster randomised trial.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Gude, Wouter T; Roos-Blom, Marie-José; van der Veer, Sabine N; de Jonge, Evert; Peek, Niels; Dongelmans, Dave A; de Keizer, Nicolette F</p> <p>2017-05-25</p> <p>Audit and <span class="hlt">feedback</span> is often used as a strategy to improve quality of care, however, its effects are variable and often marginal. In order to learn how to design and deliver effective <span class="hlt">feedback</span>, we need to understand their mechanisms of action. This theory-informed study will investigate how electronic audit and <span class="hlt">feedback</span> affects improvement intentions (i.e. information-intention gap), and whether an action implementation toolbox with suggested actions and materials helps translating those intentions into action (i.e. intention-behaviour gap). The study will be executed in Dutch intensive care units (ICUs) and will be focused on pain management. We will conduct a laboratory <span class="hlt">experiment</span> with individual ICU professionals to assess the impact of <span class="hlt">feedback</span> on their intentions to improve practice. Next, we will conduct a cluster randomised controlled trial with ICUs allocated to <span class="hlt">feedback</span> without or <span class="hlt">feedback</span> with action implementation toolbox group. Participants will not be told explicitly what aspect of the intervention is randomised; they will only be aware that there are two variations of providing <span class="hlt">feedback</span>. ICUs are eligible for participation if they submit indicator data to the Dutch National Intensive Care Evaluation (NICE) quality registry and agree to allocate a quality improvement team that spends 4 h per month on the intervention. All participating ICUs will receive access to an online quality dashboard that provides two functionalities: gaining insight into clinical performance on pain management indicators and developing action plans. ICUs with access to the toolbox can develop their action plans guided by a list of potential barriers in the care process, associated suggested actions, and supporting materials to facilitate implementation of the actions. The primary outcome measure for the laboratory <span class="hlt">experiment</span> is the proportion of improvement intentions set by participants that are consistent with recommendations based on peer comparisons; for the randomised</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1174875.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1174875.pdf"><span>Effect of Integrated <span class="hlt">Feedback</span> on Classroom Climate of Secondary School Teachers</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Patel, Nilesh Kumar</p> <p>2018-01-01</p> <p>This study aimed at finding out the effect of Integrated <span class="hlt">feedback</span> on Classroom climate of secondary school teachers. This research is experimental in nature. Non-equivalent control group design suggested by Stanley and Campbell (1963) was used for the <span class="hlt">experiment</span>. Integrated <span class="hlt">feedback</span> was treatment and independent variable, Classroom climate was…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=current+AND+feedback&id=EJ1120349','ERIC'); return false;" href="https://eric.ed.gov/?q=current+AND+feedback&id=EJ1120349"><span><span class="hlt">Feedback</span> on <span class="hlt">Feedback</span> Practice: Perceptions of Students and Academics</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mulliner, Emma; Tucker, Matthew</p> <p>2017-01-01</p> <p>While <span class="hlt">feedback</span> is widely considered central to student learning, students across the higher education sector commonly report dissatisfaction with the <span class="hlt">feedback</span> they receive. In contrast, academics often feel they provide quality and informative <span class="hlt">feedback</span>. This article explores and compares the perceptions of students and academics with regard to…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24144779','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24144779"><span>Blocked versus randomized presentation modes differentially modulate <span class="hlt">feedback</span>-related negativity and P3b amplitudes.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Pfabigan, Daniela M; Zeiler, Michael; Lamm, Claus; Sailer, Uta</p> <p>2014-04-01</p> <p>Electrophysiological studies on <span class="hlt">feedback</span> processing typically use a wide range of <span class="hlt">feedback</span> stimuli which might not always be comparable. The current study investigated whether two indicators of <span class="hlt">feedback</span> processing - <span class="hlt">feedback</span>-related negativity (FRN) and P3b - differ for <span class="hlt">feedback</span> stimuli with explicit (facial expressions) or assigned valence information (symbols). In addition, we assessed whether presenting <span class="hlt">feedback</span> in either a trial-by-trial or a block-wise fashion affected these ERPs. EEG was recorded in three <span class="hlt">experiments</span> while participants performed a time estimation task and received two different types of performance <span class="hlt">feedback</span>. Only P3b amplitudes varied consistently in response to <span class="hlt">feedback</span> type for both presentation types. Moreover, the blocked <span class="hlt">feedback</span> type presentation yielded more distinct FRN peaks, higher effect sizes, and a significant relation between FRN amplitudes and behavioral task performance measures. Both stimulus type and presentation mode may provoke systematic changes in <span class="hlt">feedback</span>-related ERPs. The current findings point at important potential confounds that need to be controlled for when designing FRN or P3b studies. Studies investigating P3b amplitudes using mixed types of stimuli have to be interpreted with caution. Furthermore, we suggest implementing a blocked presentation format when presenting different <span class="hlt">feedback</span> types within the same <span class="hlt">experiment</span>. Copyright © 2013 International Federation of Clinical Neurophysiology. Published by Elsevier Ireland Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21160550','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21160550"><span>Pyff - a pythonic framework for <span class="hlt">feedback</span> applications and stimulus presentation in neuroscience.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Venthur, Bastian; Scholler, Simon; Williamson, John; Dähne, Sven; Treder, Matthias S; Kramarek, Maria T; Müller, Klaus-Robert; Blankertz, Benjamin</p> <p>2010-01-01</p> <p>This paper introduces Pyff, the Pythonic <span class="hlt">feedback</span> framework for <span class="hlt">feedback</span> applications and stimulus presentation. Pyff provides a platform-independent framework that allows users to develop and run neuroscientific <span class="hlt">experiments</span> in the programming language Python. Existing solutions have mostly been implemented in C++, which makes for a rather tedious programming task for non-computer-scientists, or in Matlab, which is not well suited for more advanced visual or auditory applications. Pyff was designed to make experimental paradigms (i.e., <span class="hlt">feedback</span> and stimulus applications) easily programmable. It includes base classes for various types of common <span class="hlt">feedbacks</span> and stimuli as well as useful libraries for external hardware such as eyetrackers. Pyff is also equipped with a steadily growing set of ready-to-use <span class="hlt">feedbacks</span> and stimuli. It can be used as a standalone application, for instance providing stimulus presentation in psychophysics <span class="hlt">experiments</span>, or within a closed loop such as in biofeedback or brain-computer interfacing <span class="hlt">experiments</span>. Pyff communicates with other systems via a standardized communication protocol and is therefore suitable to be used with any system that may be adapted to send its data in the specified format. Having such a general, open-source framework will help foster a fruitful exchange of experimental paradigms between research groups. In particular, it will decrease the need of reprogramming standard paradigms, ease the reproducibility of published results, and naturally entail some standardization of stimulus presentation.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26221437','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26221437"><span>Barriers and Facilitators to Effective <span class="hlt">Feedback</span>: A Qualitative Analysis of Data From Multispecialty Resident Focus Groups.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Reddy, Shalini T; Zegarek, Matthew H; Fromme, H Barrett; Ryan, Michael S; Schumann, Sarah-Anne; Harris, Ilene B</p> <p>2015-06-01</p> <p>Despite the importance of <span class="hlt">feedback</span>, the literature suggests that there is inadequate <span class="hlt">feedback</span> in graduate medical education. We explored barriers and facilitators that residents in anesthesiology, emergency medicine, obstetrics and gynecology, and surgery <span class="hlt">experience</span> with giving and receiving <span class="hlt">feedback</span> during their clinical training. Residents from 3 geographically diverse teaching institutions were recruited to participate in focus groups in 2012. Open-ended questions prompted residents to describe their <span class="hlt">experiences</span> with giving and receiving <span class="hlt">feedback</span>, and discuss facilitators and barriers. Data were transcribed and analyzed using the constant comparative method associated with a grounded theory approach. A total of 19 residents participated in 1 of 3 focus groups. Five major themes related to <span class="hlt">feedback</span> were identified: teacher factors, learner factors, <span class="hlt">feedback</span> process, <span class="hlt">feedback</span> content, and educational context. Unapproachable attendings, time pressures due to clinical work, and discomfort with giving negative <span class="hlt">feedback</span> were cited as major barriers in the <span class="hlt">feedback</span> process. Learner engagement in the process was a major facilitator in the <span class="hlt">feedback</span> process. Residents provided insights for improving the <span class="hlt">feedback</span> process based on their dual roles as teachers and learners. Time pressures in the learning environment may be mitigated by efforts to improve the quality of teacher-learner relationships. Forms for collecting written <span class="hlt">feedback</span> should be augmented by faculty development to ensure meaningful use. Efforts to improve residents' comfort with giving <span class="hlt">feedback</span> and encouraging learners to engage in the <span class="hlt">feedback</span> process may foster an environment conducive to increasing <span class="hlt">feedback</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23354035','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23354035"><span><span class="hlt">Feedback</span> and rewards part III: commitment, goals, compensation, and job changes.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Harolds, Jay A</p> <p>2013-03-01</p> <p>Formal and informal <span class="hlt">feedback</span> is important to improve the performance, skill sets, commitment, accountability, and morale of the person being evaluated. <span class="hlt">Feedback</span> can help people achieve their goals. <span class="hlt">Feedback</span> is a basis for changes in compensation and other rewards. Formal reviews can also be the foundation for job changes. The latter includes promotions, lateral moves that are a better fit or will help the individual have new <span class="hlt">experiences</span> or achieve new areas of proficiency, or finding opportunities to work outside the organization.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27149393','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27149393"><span>The role of <span class="hlt">feedback</span> contingency in perceptual category learning.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ashby, F Gregory; Vucovich, Lauren E</p> <p>2016-11-01</p> <p><span class="hlt">Feedback</span> is highly contingent on behavior if it eventually becomes easy to predict, and weakly contingent on behavior if it remains difficult or impossible to predict even after learning is complete. Many studies have demonstrated that humans and nonhuman animals are highly sensitive to <span class="hlt">feedback</span> contingency, but no known studies have examined how <span class="hlt">feedback</span> contingency affects category learning, and current theories assign little or no importance to this variable. Two <span class="hlt">experiments</span> examined the effects of contingency degradation on rule-based and information-integration category learning. In rule-based tasks, optimal accuracy is possible with a simple explicit rule, whereas optimal accuracy in information-integration tasks requires integrating information from 2 or more incommensurable perceptual dimensions. In both <span class="hlt">experiments</span>, participants each learned rule-based or information-integration categories under either high or low levels of <span class="hlt">feedback</span> contingency. The exact same stimuli were used in all 4 conditions, and optimal accuracy was identical in every condition. Learning was good in both high-contingency conditions, but most participants showed little or no evidence of learning in either low-contingency condition. Possible causes of these effects, as well as their theoretical implications, are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013APS..DPPJP8100P','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013APS..DPPJP8100P"><span>New MHD <span class="hlt">feedback</span> control schemes using the MARTe framework in RFX-mod</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Piron, Chiara; Manduchi, Gabriele; Marrelli, Lionello; Piovesan, Paolo; Zanca, Paolo</p> <p>2013-10-01</p> <p>Real-time <span class="hlt">feedback</span> control of MHD instabilities is a topic of major interest in magnetic thermonuclear fusion, since it allows to optimize a device performance even beyond its stability bounds. The stability properties of different magnetic configurations are important test benches for real-time control systems. RFX-mod, a Reversed Field Pinch <span class="hlt">experiment</span> that can also operate as a tokamak, is a well suited device to investigate this topic. It is equipped with a sophisticated magnetic <span class="hlt">feedback</span> system that controls MHD instabilities and error fields by means of 192 active coils and a corresponding grid of sensors. In addition, the RFX-mod control system has recently gained new potentialities thanks to the introduction of the MARTe framework and of a new CPU architecture. These capabilities allow to study new <span class="hlt">feedback</span> algorithms relevant to both RFP and tokamak operation and to contribute to the debate on the optimal <span class="hlt">feedback</span> strategy. This work focuses on the design of new <span class="hlt">feedback</span> schemes. For this purpose new magnetic sensors have been explored, together with new algorithms that refine the de-aliasing computation of the radial sideband harmonics. The comparison of different sensor and <span class="hlt">feedback</span> strategy performance is described in both RFP and tokamak <span class="hlt">experiments</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2005ASAJ..117..850S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2005ASAJ..117..850S"><span>Voice responses to changes in pitch of voice or tone auditory <span class="hlt">feedback</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Sivasankar, Mahalakshmi; Bauer, Jay J.; Babu, Tara; Larson, Charles R.</p> <p>2005-02-01</p> <p>The present study was undertaken to examine if a subject's voice F0 responded not only to perturbations in pitch of voice <span class="hlt">feedback</span> but also to changes in pitch of a side tone presented congruent with voice <span class="hlt">feedback</span>. Small magnitude brief duration perturbations in pitch of voice or tone auditory <span class="hlt">feedback</span> were randomly introduced during sustained vowel phonations. Results demonstrated a higher rate and larger magnitude of voice F0 responses to changes in pitch of the voice compared with a triangular-shaped tone (<span class="hlt">experiment</span> 1) or a pure tone (<span class="hlt">experiment</span> 2). However, response latencies did not differ across voice or tone conditions. Data suggest that subjects responded to the change in F0 rather than harmonic frequencies of auditory <span class="hlt">feedback</span> because voice F0 response prevalence, magnitude, or latency did not statistically differ across triangular-shaped tone or pure-tone <span class="hlt">feedback</span>. Results indicate the audio-vocal system is sensitive to the change in pitch of a variety of sounds, which may represent a flexible system capable of adapting to changes in the subject's voice. However, lower prevalence and smaller responses to tone pitch-shifted signals suggest that the audio-vocal system may resist changes to the pitch of other environmental sounds when voice <span class="hlt">feedback</span> is present. .</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25532190','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25532190"><span>A kinesthetic washout filter for force-<span class="hlt">feedback</span> rendering.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Danieau, Fabien; Lecuyer, Anatole; Guillotel, Philippe; Fleureau, Julien; Mollet, Nicolas; Christie, Marc</p> <p>2015-01-01</p> <p>Today haptic <span class="hlt">feedback</span> can be designed and associated to audiovisual content (haptic-audiovisuals or HAV). Although there are multiple means to create individual haptic effects, the issue of how to properly adapt such effects on force-<span class="hlt">feedback</span> devices has not been addressed and is mostly a manual endeavor. We propose a new approach for the haptic rendering of HAV, based on a washout filter for force-<span class="hlt">feedback</span> devices. A body model and an inverse kinematics algorithm simulate the user's kinesthetic perception. Then, the haptic rendering is adapted in order to handle transitions between haptic effects and to optimize the amplitude of effects regarding the device capabilities. Results of a user study show that this new haptic rendering can successfully improve the HAV <span class="hlt">experience</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=current+AND+feedback&id=EJ1085838','ERIC'); return false;" href="https://eric.ed.gov/?q=current+AND+feedback&id=EJ1085838"><span>A Written, Reflective and Dialogic Strategy for Assessment <span class="hlt">Feedback</span> That Can Enhance Student/Teacher Relationships</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Crimmins, Gail; Nash, Gregory; Oprescu, Florin; Liebergreen, Marama; Turley, Janet; Bond, Richard; Dayton, Jeanne</p> <p>2016-01-01</p> <p>In response to the shortcomings of current assessment <span class="hlt">feedback</span> practice, this paper presents the results of a study designed to examine students' and teachers' <span class="hlt">experience</span> of engaging in a written, reflective and dialogic <span class="hlt">feedback</span> (WRDF) strategy. The strategy was designed to enhance the learning <span class="hlt">experience</span> of students undertaking a large…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3381668','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3381668"><span>Une vie saine et active : des directives en matière d’activité physique chez <span class="hlt">les</span> enfants et <span class="hlt">les</span> adolescents</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Lipnowski, Stan; LeBlanc, Claire MA</p> <p>2012-01-01</p> <p>RÉSUMÉ L’épidémie d’obésité juvénile augmente partout dans le monde. Même si <span class="hlt">les</span> facteurs de risque d’obésité sont multifactoriels, bon nombre sont liés au mode de vie et se prêtent à une intervention. Ces facteurs incluent le comportement sédentaire et la thermogenèse sans activité physique, de même que la fréquence, l’intensité, la quantité et le type d’activité physique. <span class="hlt">Les</span> dispensateurs de soins de première ligne sont en position idéale pour surveiller le taux d’activité physique des enfants, des adolescents et de leur famille, évaluer <span class="hlt">les</span> choix liés au mode de vie et offrir des conseils pertinents. Le présent document de principes contient des directives visant à réduire le comportement sédentaire et à accroître le taux d’activité physique au sein de la population pédiatrique. Des recommandations d’activités physiques adaptées au développement et visant <span class="hlt">les</span> nourrissons, <span class="hlt">les</span> tout-petits, <span class="hlt">les</span> enfants d’âge préscolaire, <span class="hlt">les</span> enfants et <span class="hlt">les</span> adolescents sont présentées. Des stratégies de promotion d’une vie saine et active sur <span class="hlt">les</span> scènes locale, municipale, provinciale, territoriale et fédérale sont proposées.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2947150','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2947150"><span>Que nous apprennent <span class="hlt">les</span> petits frères et sœurs sur <span class="hlt">les</span> signes précoces d’autisme?1</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Rogers, Sally J.</p> <p>2010-01-01</p> <p>L’objectif de cette revue est de présenter une synthèse des réponses que l’on peut actuellement apporter à la question de savoir quelles sont <span class="hlt">les</span> premières caractéristiques comportementales qui prédisent le développement de l’autisme. L’article se centre sur 5 points : la présence de Troubles du Spectre Autistique (TSA) dans des groupes de frères et sœurs puînés d’enfants déjà diagnostiqués, <span class="hlt">les</span> patterns et caractéristiques du développement moteur, <span class="hlt">les</span> patterns et caractéristiques du développement social et émotionnel, <span class="hlt">les</span> patterns et caractéristiques de la communication intentionnelle verbale et non verbale, et <span class="hlt">les</span> patterns qui marquent le début de comportements pathognomoniques de TSA. La discussion porte sur <span class="hlt">les</span> aspects inattendus des résultats et <span class="hlt">les</span> pistes de recherche nouvelles qu’ils peuvent engendrer. PMID:20890377</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4107020','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4107020"><span>Developmental remodeling of corticocortical <span class="hlt">feedback</span> circuits in ferret visual cortex</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Khalil, Reem; Levitt, Jonathan B.</p> <p>2014-01-01</p> <p>Visual cortical areas in the mammalian brain are linked through a system of interareal feedforward and <span class="hlt">feedback</span> connections, which presumably underlie different visual functions. We characterized the refinement of <span class="hlt">feedback</span> projections to primary visual cortex (V1) from multiple sources in juvenile ferrets ranging in age from four to ten weeks postnatal. We studied whether the refinement of different aspects of <span class="hlt">feedback</span> circuitry from multiple visual cortical areas proceeds at a similar rate in all areas. We injected the neuronal tracer cholera toxin B (CTb) into V1, and mapped the areal and laminar distribution of retrogradely labeled cells in extrastriate cortex. Around the time of eye opening at four weeks postnatal, the retinotopic arrangement of <span class="hlt">feedback</span> appears essentially adultlike; however, Suprasylvian cortex supplies the greatest proportion of <span class="hlt">feedback</span>, whereas area 18 supplies the greatest proportion in the adult. The density of <span class="hlt">feedback</span> cells and the ratio of supragranular/infragranular <span class="hlt">feedback</span> contribution declined in this period at a similar rate in all cortical areas. We also find significant <span class="hlt">feedback</span> to V1 from layer IV of all extrastriate areas. The regularity of cell spacing, the proportion of <span class="hlt">feedback</span> arising from layer IV, and the tangential extent of <span class="hlt">feedback</span> in each area all remained essentially unchanged during this period, except for the infragranular <span class="hlt">feedback</span> source in area 18 which expanded. Thus, while much of the basic pattern of cortical <span class="hlt">feedback</span> to V1 is present before eye opening, there is major synchronous reorganization after eye opening, suggesting a crucial role for visual <span class="hlt">experience</span> in this remodeling process. PMID:24665018</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24665018','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24665018"><span>Developmental remodeling of corticocortical <span class="hlt">feedback</span> circuits in ferret visual cortex.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Khalil, Reem; Levitt, Jonathan B</p> <p>2014-10-01</p> <p>Visual cortical areas in the mammalian brain are linked through a system of interareal feedforward and <span class="hlt">feedback</span> connections, which presumably underlie different visual functions. We characterized the refinement of <span class="hlt">feedback</span> projections to primary visual cortex (V1) from multiple sources in juvenile ferrets ranging in age from 4-10 weeks postnatal. We studied whether the refinement of different aspects of <span class="hlt">feedback</span> circuitry from multiple visual cortical areas proceeds at a similar rate in all areas. We injected the neuronal tracer cholera toxin B (CTb) into V1 and mapped the areal and laminar distribution of retrogradely labeled cells in extrastriate cortex. Around the time of eye opening at 4 weeks postnatal, the retinotopic arrangement of <span class="hlt">feedback</span> appears essentially adult-like; however, suprasylvian cortex supplies the greatest proportion of <span class="hlt">feedback</span>, whereas area 18 supplies the greatest proportion in the adult. The density of <span class="hlt">feedback</span> cells and the ratio of supragranular/infragranular <span class="hlt">feedback</span> contribution declined in this period at a similar rate in all cortical areas. We also found significant <span class="hlt">feedback</span> to V1 from layer IV of all extrastriate areas. The regularity of cell spacing, the proportion of <span class="hlt">feedback</span> arising from layer IV, and the tangential extent of <span class="hlt">feedback</span> in each area all remained essentially unchanged during this period, except for the infragranular <span class="hlt">feedback</span> source in area 18, which expanded. Thus, while much of the basic pattern of cortical <span class="hlt">feedback</span> to V1 is present before eye opening, there is major synchronous reorganization after eye opening, suggesting a crucial role for visual <span class="hlt">experience</span> in this remodeling process. © 2014 Wiley Periodicals, Inc.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20050196678','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20050196678"><span>Development of a Hybrid RANS/<span class="hlt">LES</span> Method for Turbulent Mixing Layers</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Georgiadis, Nicholas J.; Alexander, J. Iwan D.; Reshotko, Eli</p> <p>2001-01-01</p> <p> and <span class="hlt">LES</span> equations to be solved with a single solution scheme and computational grid. The hybrid RANS-<span class="hlt">LES</span> method has been applied to a benchmark compressible mixing layer <span class="hlt">experiment</span> in which two isolated supersonic streams, separated by a splitter plate, provide the flows to a constant-area mixing section. Although the configuration is largely two dimensional in nature, three-dimensional calculations were found to be necessary to enable disturbances to develop in three spatial directions and to transition to turbulence. The flow in the initial part of the mixing section consists of a periodic vortex shedding downstream of the splitter plate trailing edge. This organized vortex shedding then rapidly transitions to a turbulent structure, which is very similar to the flow development observed in the <span class="hlt">experiments</span>. Although the qualitative nature of the large-scale turbulent development in the entire mixing section is captured well by the <span class="hlt">LES</span> part of the current hybrid method, further efforts are planned to directly calculate a greater portion of the turbulence spectrum and to limit the subgrid scale modeling to only the very small scales. This will be accomplished by the use of higher accuracy solution schemes and more powerful computers, measured both in speed and memory capabilities.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2011AGUFM.H51G1285H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011AGUFM.H51G1285H"><span><span class="hlt">Feedbacks</span> of Density and Viscosity Nonlinearities on Convective Mixing: <span class="hlt">Experiments</span> and High-resolution Simulations</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Hidalgo, J. J.; MacMinn, C. W.; Cueto-Felgueroso, L.; Fe, J.</p> <p>2011-12-01</p> <p>Dissolution by convective mixing is one of the main trapping mechanisms during CO2 sequestration in saline aquifers. The free-phase CO2 tends to rise due to buoyancy, accumulate beneath the caprock and dissolve into the brine, initially by diffusion. The CO2-brine mixture, however, is denser than the two initial fluids, leading to a Rayleigh-Bénard-type instability known as convective mixing, which greatly accelerates CO2 dissolution. Although this is a well-known process, it remains unclear how convective mixing scales with the governing parameters of the system and its impact on the actual mixing of CO2 and brine. Here, we perform high-resolution numerical simulations and laboratory <span class="hlt">experiments</span> with an analogue fluid system (water and propylene glycol) to explore the dependence of the CO2 dissolution flux on the nonlinearity of the density and viscosity of the fluid mixture. We find that the convective flux depends strongly on the value of the concentration for which the density of the mixture is maximum, and on the viscosity contrast between the fluids. From the experimental and simulation results we elucidate the scaling behavior of convective mixing, and clarify the role of nonlinear density and viscosity <span class="hlt">feedbacks</span> in the interpretation of the analogue-fluid <span class="hlt">experiments</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018PhRvE..97d2202J','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018PhRvE..97d2202J"><span>Consistency properties of chaotic systems driven by time-delayed <span class="hlt">feedback</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Jüngling, T.; Soriano, M. C.; Oliver, N.; Porte, X.; Fischer, I.</p> <p>2018-04-01</p> <p>Consistency refers to the property of an externally driven dynamical system to respond in similar ways to similar inputs. In a delay system, the delayed <span class="hlt">feedback</span> can be considered as an external drive to the undelayed subsystem. We analyze the degree of consistency in a generic chaotic system with delayed <span class="hlt">feedback</span> by means of the auxiliary system approach. In this scheme an identical copy of the nonlinear node is driven by exactly the same signal as the original, allowing us to verify complete consistency via complete synchronization. In the past, the phenomenon of synchronization in delay-coupled chaotic systems has been widely studied using correlation functions. Here, we analytically derive relationships between characteristic signatures of the correlation functions in such systems and unequivocally relate them to the degree of consistency. The analytical framework is illustrated and supported by numerical calculations of the logistic map with delayed <span class="hlt">feedback</span> for different replica configurations. We further apply the formalism to time series from an <span class="hlt">experiment</span> based on a semiconductor laser with a double fiber-optical <span class="hlt">feedback</span> loop. The <span class="hlt">experiment</span> constitutes a high-quality replica scheme for studying consistency of the delay-driven laser and confirms the general theoretical results.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li class="active"><span>13</span></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_13 --> <div id="page_14" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li class="active"><span>14</span></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="261"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/18244893','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/18244893"><span>Impact of web searching and social <span class="hlt">feedback</span> on consumer decision making: a prospective online <span class="hlt">experiment</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Lau, Annie Y S; Coiera, Enrico W</p> <p>2008-01-22</p> <p>The World Wide Web has increasingly become an important source of information in health care consumer decision making. However, little is known about whether searching online resources actually improves consumers' understanding of health issues. The aim was to study whether searching on the World Wide Web improves consumers' accuracy in answering health questions and whether consumers' understanding of health issues is subject to further change under social <span class="hlt">feedback</span>. This was a pre/post prospective online study. A convenience sample of 227 undergraduate students was recruited from the population of the University of New South Wales. Subjects used a search engine that retrieved online documents from PubMed, MedlinePlus, and HealthInsite and answered a set of six questions (before and after use of the search engine) designed for health care consumers. They were then presented with <span class="hlt">feedback</span> consisting of a summary of the post-search answers provided by previous subjects for the same questions and were asked to answer the questions again. There was an improvement in the percentage of correct answers after searching (pre-search 61.2% vs post-search 82.0%, P <.001) and after <span class="hlt">feedback</span> with other subjects' answers (pre-<span class="hlt">feedback</span> 82.0% vs post-<span class="hlt">feedback</span> 85.3%, P =.051). The proportion of subjects with highly confident correct answers (ie, confident or very confident) and the proportion with highly confident incorrect answers significantly increased after searching (correct pre-search 61.6% vs correct post-search 95.5%, P <.001; incorrect pre-search 55.3% vs incorrect post-search 82.0%, P <.001). Subjects who were not as confident in their post-search answers were 28.5% more likely than those who were confident or very confident to change their answer after <span class="hlt">feedback</span> with other subjects' post-search answers (chi(2) (1)= 66.65, P <.001). Searching across quality health information sources on the Web can improve consumers' accuracy in answering health questions. However, a</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=current+AND+feedback&id=EJ1054097','ERIC'); return false;" href="https://eric.ed.gov/?q=current+AND+feedback&id=EJ1054097"><span>Issues and Agency: Postgraduate Student and Tutor <span class="hlt">Experiences</span> with Written <span class="hlt">Feedback</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sanchez, Hugo Santiago; Dunworth, Katie</p> <p>2015-01-01</p> <p>This paper examines the issues which postgraduate students and tutors experienced as they engaged in receiving, providing and requesting <span class="hlt">feedback</span>, as well as the strategies which they adopted as they sought resolution of these issues. The study employed a case study approach, using data obtained from semi-structured and stimulated recall…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4194198','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4194198"><span>Relation entre <span class="hlt">les</span> caractéristiques des table-bancs et <span class="hlt">les</span> mesures anthropométriques des écoliers au Benin</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Falola, Stève Marjelin; Gouthon, Polycarpe; Falola, Jean-Marie; Fiogbe, Michel Armand; Nigan, Issiako Bio</p> <p>2014-01-01</p> <p>Introduction Le mobilier scolaire et la posture assise en classe sont souvent impliqués dans l'apparition des douleurs rachidiennes, influant de fait sur la qualité des tâches réalisées par <span class="hlt">les</span> apprenants. Aucune étude n'a encore vérifié le degré d'adéquation entre <span class="hlt">les</span> caractéristiques du mobilier et celles des écoliers au Bénin. L'objectif de cette étude transversale est donc de déterminer la relation entre <span class="hlt">les</span> dimensions des table-bancs utilisées en classe et <span class="hlt">les</span> mesures anthropométriques des écoliers au Bénin. Methods Elle a été réalisée avec un échantillon probabiliste de 678 écoliers, âgés de 4 à 17 ans. <span class="hlt">Les</span> mesures anthropométriques des écoliers et <span class="hlt">les</span> mensurations relatives aux longueurs, largeurs et hauteurs des table-bancs ont été mesurées, puis intégrées aux équations proposées dans la littérature. <span class="hlt">Les</span> pourcentages des valeurs situées hors des limitesacceptables, dérivées de l'application des équations ont été calculés. Results La largeur et la hauteur des table-bancs utilisées par <span class="hlt">les</span> écoliers étaient plus élevées (p < 0,05) que <span class="hlt">les</span> valeurs de référence recommandées par <span class="hlt">les</span> structures officielles de contrôle et de production des mobiliers scolaires au Bénin. Quel que soit le sexe, il y avait une inadéquation entre la largeur du banc et la longueur fesse-poplité, puis entre la hauteur de la table et la distance coude-bancdes écoliers. Conclusion <span class="hlt">Les</span> résultats suggèrent de prendre en compte l’évolution des mesures anthropométriques des écoliers dans la confection des table-bancs, afin de promouvoir de bonnes postures assises en classe et de réduire le risque de troubles du rachis. PMID:25317232</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=words%3a+AND+Reasons&pg=7&id=EJ1161136','ERIC'); return false;" href="https://eric.ed.gov/?q=words%3a+AND+Reasons&pg=7&id=EJ1161136"><span>An Exploration of Asynchronous and Synchronous <span class="hlt">Feedback</span> Modes in EFL Writing</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Shang, Hui-Fang</p> <p>2017-01-01</p> <p>In the English as a foreign language (EFL) writing context, most of the research studies on the <span class="hlt">feedback</span> process are conducted in a face-to-face context and few research studies have been conducted to investigate what actually happens in online <span class="hlt">feedback</span> conditions. Thus, this study aimed to compare 44 EFL university students' <span class="hlt">experience</span> of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5473947','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5473947"><span>Using <span class="hlt">Feedback</span> to Promote Physical Activity: The Role of the <span class="hlt">Feedback</span> Sign</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Kramer, Jan-Niklas</p> <p>2017-01-01</p> <p>Background Providing <span class="hlt">feedback</span> is a technique to promote health behavior that is emphasized by behavior change theories. However, these theories make contradicting predictions regarding the effect of the <span class="hlt">feedback</span> sign—that is, whether the <span class="hlt">feedback</span> signals success or failure. Thus, it is unclear whether positive or negative <span class="hlt">feedback</span> leads to more favorable behavior change in a health behavior intervention. Objective The aim of this study was to examine the effect of the <span class="hlt">feedback</span> sign in a health behavior change intervention. Methods Data from participants (N=1623) of a 6-month physical activity intervention was used. Participants received a <span class="hlt">feedback</span> email at the beginning of each month. <span class="hlt">Feedback</span> was either positive or negative depending on the participants’ physical activity in the previous month. In an exploratory analysis, change in monthly step count averages was used to evaluate the <span class="hlt">feedback</span> effect. Results The <span class="hlt">feedback</span> sign did not predict the change in monthly step count averages over the course of the intervention (b=−84.28, P=.28). Descriptive differences between positive and negative <span class="hlt">feedback</span> can be explained by regression to the mean. Conclusions The <span class="hlt">feedback</span> sign might not influence the effect of monthly <span class="hlt">feedback</span> emails sent out to participants of a large-scale physical activity intervention. However, randomized studies are needed to further support this conclusion. Limitations as well as opportunities for future research are discussed. PMID:28576757</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3311079','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3311079"><span>Instructor <span class="hlt">feedback</span> versus no instructor <span class="hlt">feedback</span> on performance in a laparoscopic virtual reality simulator: a randomized educational trial</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p></p> <p>2012-01-01</p> <p>Abstract Background Several studies have found a positive effect on the learning curve as well as the improvement of basic psychomotor skills in the operating room after virtual reality training. Despite this, the majority of surgical and gynecological departments encounter hurdles when implementing this form of training. This is mainly due to lack of knowledge concerning the time and human resources needed to train novice surgeons to an adequate level. The purpose of this trial is to investigate the impact of instructor <span class="hlt">feedback</span> regarding time, repetitions and self-perception when training complex operational tasks on a virtual reality simulator. Methods/Design The study population consists of medical students on their 4th to 6th year without prior laparoscopic <span class="hlt">experience</span>. The study is conducted in a skills laboratory at a centralized university hospital. Based on a sample size estimation 98 participants will be randomized to an intervention group or a control group. Both groups have to achieve a predefined proficiency level when conducting a laparoscopic salpingectomy using a surgical virtual reality simulator. The intervention group receives standardized instructor <span class="hlt">feedback</span> of 10 to 12 min a maximum of three times. The control group receives no instructor <span class="hlt">feedback</span>. Both groups receive the automated <span class="hlt">feedback</span> generated by the virtual reality simulator. The study follows the CONSORT Statement for randomized trials. Main outcome measures are time and repetitions to reach the predefined proficiency level on the simulator. We include focus on potential sex differences, computer gaming <span class="hlt">experience</span> and self-perception. Discussion The findings will contribute to a better understanding of optimal training methods in surgical education. Trial Registration NCT01497782 PMID:22373062</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/17109807','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/17109807"><span>Safety implications of providing real-time <span class="hlt">feedback</span> to distracted drivers.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Donmez, Birsen; Boyle, Linda Ng; Lee, John D</p> <p>2007-05-01</p> <p>A driving simulator study was conducted to assess whether real-time <span class="hlt">feedback</span> on a driver's state can influence the driver's interaction with in-vehicle information systems (IVIS). Previous studies have shown that IVIS tasks can undermine driver safety by increasing driver distraction. Thus, mitigating driver distraction using a <span class="hlt">feedback</span> mechanism appears promising. This study was designed to test real-time <span class="hlt">feedback</span> that alerts drivers based on their off-road eye glances. <span class="hlt">Feedback</span> was displayed in two display locations (vehicle-centered, and IVIS-centered) to 16 young and 13 middle-aged drivers. Distraction was observed as problematic for both age groups with delayed responses to a lead vehicle-braking event as indicated by delayed accelerator releases. Significant benefits were not observed for braking and steering behavior for this <span class="hlt">experiment</span>, but there was a significant change in drivers' interaction with IVIS. When given <span class="hlt">feedback</span> on their distracted state, drivers looked at the in-vehicle display less frequently regardless of where <span class="hlt">feedback</span> was displayed in the vehicle. This indicates that real-time <span class="hlt">feedback</span> based on the driver state can positively alter driver's engagement in distracting activities, helping them attend better to the roadway.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25918432','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25918432"><span>A qualitative study of the variable effects of audit and <span class="hlt">feedback</span> in the ICU.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Sinuff, Tasnim; Muscedere, John; Rozmovits, Linda; Dale, Craig M; Scales, Damon C</p> <p>2015-06-01</p> <p>Audit and <span class="hlt">feedback</span> is integral to performance improvement and behaviour change in the intensive care unit (ICU). However, there remain large gaps in our understanding of the social <span class="hlt">experience</span> of audit and <span class="hlt">feedback</span> and the mechanisms whereby it can be optimised as a quality improvement strategy in the ICU setting. We conducted a modified grounded theory qualitative study. Seventy-two clinicians from five academic and five community ICUs in Ontario, Canada, were interviewed. Team members reviewed interview transcripts independently. Data analysis used constant comparative methods. Clinicians interviewed experienced audit and <span class="hlt">feedback</span> as fragmented and variable in its effectiveness. Moreover, clinicians felt disconnected from the process. The audit process was perceived as being insufficiently transparent. <span class="hlt">Feedback</span> was often untimely, incomplete and not actionable. Specific groups such as respiratory therapists and night-shift clinicians felt marginalised. Suggestions for improvement included improving information sharing about the rationale for change and the audit process, tools and metrics; implementing peer-to-peer quality discussions to avoid a top-down approach (eg, incorporating <span class="hlt">feedback</span> into discussions at daily rounds); providing effective <span class="hlt">feedback</span> which contains specific, transparent and actionable information; delivering timely <span class="hlt">feedback</span> (ie, balancing <span class="hlt">feedback</span> proximate to events with trends over time) and increasing engagement by senior management. ICU clinicians <span class="hlt">experience</span> audit and <span class="hlt">feedback</span> as fragmented communication with <span class="hlt">feedback</span> being especially problematic. Attention to improving communication, integration of the process into daily clinical activities and making <span class="hlt">feedback</span> timely, specific and actionable may increase the effectiveness of audit and <span class="hlt">feedback</span> to affect desired change. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2004AGUSM.C51A..05A','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2004AGUSM.C51A..05A"><span>Analysis of the polar amplification pattern of global warming on an aquaplanet in "ghost forcing" <span class="hlt">experiments</span> with no ice-albedo <span class="hlt">feedbacks</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Alexeev, V. A.; Langen, P. L.</p> <p>2004-05-01</p> <p>Non-ice-albedo <span class="hlt">feedback</span> mechanisms leading to polar amplification, as reported by Alexeev (2003), are explored in three aquaplanet climate model systems of different complexity. We analyze this pattern using three different "ghost forcing" <span class="hlt">experiments</span> (Hansen et al, 1997). In the first one we uniformly add 4W/m2 to the oceanic mixed layer in order to roughly simulate a 2xCO2 forcing at the surface. The second forcing, of the same magnitude, is applied only within the tropics and the third forcing is applied only polewards of 30 degrees (north and south). It turns out that our systems' equilibrium responses are linear with respect to these forcings. Surprisingly, the response to the tropical-only forcing is essentially non-local with quite significant warming at higher latitudes. The response to the high-latitude-only forcing is more local and has higher amplitude near the poles. Our explanation of the polar amplification obtained in the uniform forcing <span class="hlt">experiment</span> is therefore two-fold. Firstly, the tropics are much more difficult to warm because of the higher sensitivity of the surface budget to SST changes at higher temperatures. Secondly, any extra heat deposited in the tropics is not easily radiated to outer space because of the high opaqueness of the tropical atmosphere. The energy, most of which is latent, needs to be redistributed by transports to the extra-tropics. Consequently, the tropical "ghost forcing" results in an essentially non-local response, while the extra-tropical one yields a more localized response, because the energy in the atmosphere cannot propagate effectively equator-wards from high latitudes. The paper deals with these mechanisms in three climate model systems with no ice-albedo <span class="hlt">feedback</span> - an EBM and two different GCMs - one with cloud <span class="hlt">feedbacks</span> and the other with cloud <span class="hlt">feedbacks</span> excluded. References. Alexeev, V.A., (2003) Sensitivity to CO2 doubling of an atmospheric GCM coupled to an oceanic mixed layer: a linear analysis. Climate</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2000PhDT........76V','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2000PhDT........76V"><span><span class="hlt">Les</span> effets des interfaces sur <span class="hlt">les</span> proprietes magnetiques et de transport des multicouches nickel/iron et cobalt/silver</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Veres, Teodor</p> <p></p> <p>Cette these est consacree a l'etude de l'evolution structurale des proprietes magnetiques et de transport des multicouches Ni/Fe et nanostructures a base de Co et de l'Ag. Dans une premiere partie, essentiellement bibliographique, nous introduisons quelques concepts de base relies aux proprietes magnetiques et de transport des multicouches metalliques. Ensuite, nous presentons une breve description des methodes d'analyse des resultats. La deuxieme partie est consacree a l'etude des proprietes magnetiques et de transport des multicouches ferromagnetiques/ferromagnetiques Ni/Fe. Nous montrerons qu'une interpretation coherente de ces proprietes necessite la prise en consideration des effets des interfaces. Nous nous attacherons a mettre en evidence, a evaluer et a etudier <span class="hlt">les</span> effets de ces interfaces ainsi que leur evolution, et ce, suite a des traitements thermiques tel que le depot a temperature elevee et l'irradiation ionique. <span class="hlt">Les</span> analyses correlees de la structure et de la magnetoresistance nous permettront d'emettre des conclusions sur l'influence des couches tampons entre l'interface et le substrat ainsi qu'entre <span class="hlt">les</span> couches elles-memes sur le comportement magnetique des couches F/F. La troisieme partie est consacree aux systemes a Magneto-Resistance Geante (MRG) a base de Co et Ag. Nous allons etudier l'evolution de la microstructure suite a l'irradiation avec des ions Si+ ayant une energie de 1 MeV, ainsi que <span class="hlt">les</span> effets de ces changements sur le comportement magnetique. Cette partie debutera par l'analyse des proprietes d'une multicouche hybride, intermediaire entre <span class="hlt">les</span> multicouches et <span class="hlt">les</span> materiaux granulaires. Nous analyserons a l'aide des mesures de diffraction, de relaxation superparamagnetique et de magnetoresistance, <span class="hlt">les</span> evolutions structurales produites par l'irradiation ionique. Nous etablirons des modeles qui nous aideront a interpreter <span class="hlt">les</span> resultats pour une serie des multicouches qui couvrent un large eventail de differents comportements magnetiques</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1991JPhy3...1..179P','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1991JPhy3...1..179P"><span><span class="hlt">Les</span> grands accélérateurs de particules</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Patoux, A.; Perot, J.</p> <p>1991-02-01</p> <p>The different types of accelerators are recalled with emphasis on the most powerful : the synchrotron particle colliders. The use of superconductors in accelerator magnets as well as in RF cavities is discussed. The characteristics of the large accelerators, existing and planned, are given together with the level of industry involvement in their construction. Details concerning superconducting magnets and cryogenic plants are investigated. Finally, detectors, the most important tool for physics, are mentionned. Après avoir rappelé <span class="hlt">les</span> différents types d'accélérateurs utilisés, l'accent est mis sur <span class="hlt">les</span> plus puissants, c'est-à-dire <span class="hlt">les</span> synchrotrons fonctionnant en anneaux de collision. Le rôle des supraconducteurs est analysé aussi bien pour <span class="hlt">les</span> aimants que pour <span class="hlt">les</span> cavités accélératrices. <span class="hlt">Les</span> caractéristiques des principaux accélérateurs existants ou en projet sont données ainsi que l'implication de l'industrie dans leur fabrication. On insiste plus particulièrement sur <span class="hlt">les</span> aimants supraconducteurs et <span class="hlt">les</span> installations cryogéniques. Enfin <span class="hlt">les</span> détecteurs, éléments indispensables à la physique, sont également évoqués.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26263382','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26263382"><span>Effects of invalid <span class="hlt">feedback</span> on learning and <span class="hlt">feedback</span>-related brain activity in decision-making.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ernst, Benjamin; Steinhauser, Marco</p> <p>2015-10-01</p> <p>For adaptive decision-making it is important to utilize only relevant, valid and to ignore irrelevant <span class="hlt">feedback</span>. The present study investigated how <span class="hlt">feedback</span> processing in decision-making is impaired when relevant <span class="hlt">feedback</span> is combined with irrelevant and potentially invalid <span class="hlt">feedback</span>. We analyzed two electrophysiological markers of <span class="hlt">feedback</span> processing, the <span class="hlt">feedback</span>-related negativity (FRN) and the P300, in a simple decision-making task, in which participants processed <span class="hlt">feedback</span> stimuli consisting of relevant and irrelevant <span class="hlt">feedback</span> provided by the color and meaning of a Stroop stimulus. We found that invalid, irrelevant <span class="hlt">feedback</span> not only impaired learning, it also altered the amplitude of the P300 to relevant <span class="hlt">feedback</span>, suggesting an interfering effect of irrelevant <span class="hlt">feedback</span> on the processing of relevant <span class="hlt">feedback</span>. In contrast, no such effect on the FRN was obtained. These results indicate that detrimental effects of invalid, irrelevant <span class="hlt">feedback</span> result from failures of controlled <span class="hlt">feedback</span> processing. Copyright © 2015 Elsevier Inc. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24328984','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24328984"><span>Effects of realistic force <span class="hlt">feedback</span> in a robotic assisted minimally invasive surgery system.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Moradi Dalvand, Mohsen; Shirinzadeh, Bijan; Nahavandi, Saeid; Smith, Julian</p> <p>2014-06-01</p> <p>Robotic assisted minimally invasive surgery systems not only have the advantages of traditional laparoscopic procedures but also restore the surgeon's hand-eye coordination and improve the surgeon's precision by filtering hand tremors. Unfortunately, these benefits have come at the expense of the surgeon's ability to feel. Several research efforts have already attempted to restore this feature and study the effects of force <span class="hlt">feedback</span> in robotic systems. The proposed methods and studies have some shortcomings. The main focus of this research is to overcome some of these limitations and to study the effects of force <span class="hlt">feedback</span> in palpation in a more realistic fashion. A parallel robot assisted minimally invasive surgery system (PRAMiSS) with force <span class="hlt">feedback</span> capabilities was employed to study the effects of realistic force <span class="hlt">feedback</span> in palpation of artificial tissue samples. PRAMiSS is capable of actually measuring the tip/tissue interaction forces directly from the surgery site. Four sets of <span class="hlt">experiments</span> using only vision <span class="hlt">feedback</span>, only force <span class="hlt">feedback</span>, simultaneous force and vision <span class="hlt">feedback</span> and direct manipulation were conducted to evaluate the role of sensory <span class="hlt">feedback</span> from sideways tip/tissue interaction forces with a scale factor of 100% in characterising tissues of varying stiffness. Twenty human subjects were involved in the <span class="hlt">experiments</span> for at least 1440 trials. Friedman and Wilcoxon signed-rank tests were employed to statistically analyse the experimental results. Providing realistic force <span class="hlt">feedback</span> in robotic assisted surgery systems improves the quality of tissue characterization procedures. Force <span class="hlt">feedback</span> capability also increases the certainty of characterizing soft tissues compared with direct palpation using the lateral sides of index fingers. The force <span class="hlt">feedback</span> capability can improve the quality of palpation and characterization of soft tissues of varying stiffness by restoring sense of touch in robotic assisted minimally invasive surgery operations.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2806079','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2806079"><span><span class="hlt">Les</span> médicaments à libération prolongée pour <span class="hlt">les</span> enfants et <span class="hlt">les</span> adolescents ayant un trouble de déficit de l’attention avec hyperactivité</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Feldman, M; Bélanger, S</p> <p>2009-01-01</p> <p>Le trouble de déficit de l’attention avec hyperactivité (TDAH) touche un enfant canadien sur 20 et s’associe à un dossier scolaire et à un registre d’emploi défavorables, à des taux élevés de blessures et de consommation de drogues ou d’alcool, à des relations interpersonnelles médiocres, à de mauvaises issues en santé mentale et à une qualité de vie insatisfaisante. Des essais contrôlés démontrent que <span class="hlt">les</span> médica-ments sont efficaces pour traiter <span class="hlt">les</span> symptômes de TDAH tandis que des études d’observation indiquent qu’ils s’associent à de meilleures issues sociales et de santé. De nombreuses familles, ainsi que leur médecin traitant, préfèrent <span class="hlt">les</span> médicaments à libération prolongée (LP) contre le TDAH aux médicaments à libération immédiate (LI) et à action brève. Toutefois, <span class="hlt">les</span> préparations à LP sont souvent inabor-dables pour <span class="hlt">les</span> familles, dont un nombre disproportionné fait partie de la strate à faible statut socioéconomique. Le présent document de principes vise à proposer une évaluation critique des données probantes sur l’efficacité relative des médicaments à LP par rapport aux médicaments à LI ainsi que des recommandations au sujet de leur utilisation convenable dans le traitement du TDAH. Lorsque <span class="hlt">les</span> médicaments sont indiqués, il faut envisager d’utiliser des préparations à LP comme traitement de première intention contre le TDAH parce qu’elles sont plus efficaces et moins susceptibles d’être détournées. <span class="hlt">Les</span> futures recherches et <span class="hlt">les</span> analyses coûts-avantages doivent tenir compte à la fois de l’efficacité de médicaments dans des études contrôlées et de leur efficacité clinique en situation réelle ainsi que du potentiel de détournement et de mésusage de ces médicaments. L’industrie, <span class="hlt">les</span> sociétés d’assurance et le gouvernement doivent collaborer pour rendre ces médicaments accessibles à tous <span class="hlt">les</span> enfants et adolescents ayant un TDAH.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28008136','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28008136"><span>How does <span class="hlt">feedback</span> in mini-CEX affect students' learning response?</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Sudarso, Sulistiawati; Rahayu, Gandes Retno; Suhoyo, Yoyo</p> <p>2016-12-19</p> <p>This study was aimed to explore students' learning response toward <span class="hlt">feedback</span> during mini-CEX encounter. This study used a phenomenological approach to identify the students' <span class="hlt">experiences</span> toward <span class="hlt">feedback</span> during mini-CEX encounter. Data was collected using Focus Group Discussion (FGD) for all students who were in their final week of clerkship in the internal medicine rotation. There were 4 FGD groups (6 students for each group). All FGD were audio-taped and transcribed verbatim. The FGD transcripts were analyzed thematically and managed using Atlas-ti (version 7.0). <span class="hlt">Feedback</span> content and the way of providing <span class="hlt">feedback</span> on mini-CEX stimulated students' internal process, including self-reflection, emotional response, and motivation. These internal processes encouraged the students to take action or do a follow-up on the <span class="hlt">feedback</span> to improve their learning process. In addition, there was also an external factor, namely consequences, which also influenced the students' reaction to the follow-up on <span class="hlt">feedback</span>. In the end, this action caused several learning effects that resulted in the students' increased self-efficacy, attitude, knowledge and clinical skill. <span class="hlt">Feedback</span> content and the way of providing <span class="hlt">feedback</span> on mini-CEX stimulates the students' internal processes to do a follow-up on <span class="hlt">feedback</span>. However, another external factor also affects the students' decision on the follow-up actions. The follow-ups result in various learning effects on the students. <span class="hlt">Feedback</span> given along with summative assessment enhances learning effects on students, as well. It is suggested that supervisors of clinical education are prepared to comprehend every factor influencing <span class="hlt">feedback</span> on mini CEX to improve the students' learning response.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2012APS..DFDD26005H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2012APS..DFDD26005H"><span><span class="hlt">LES</span>-ODT Simulations of Turbulent Reacting Shear Layers</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Hoffie, Andreas; Echekki, Tarek</p> <p>2012-11-01</p> <p>Large-eddy simulations (<span class="hlt">LES</span>) combined with the one-dimensional turbulence (ODT) simulations of a spatially developing turbulent reacting shear layer with heat release and high Reynolds numbers were conducted and compared to results from direct numerical simulations (DNS) of the same configuration. The <span class="hlt">LES</span>-ODT approach is based on <span class="hlt">LES</span> solutions for momentum on a coarse grid and solutions for momentum and reactive scalars on a fine ODT grid, which is embedded in the <span class="hlt">LES</span> computational domain. The shear layer is simulated with a single-step, second-order reaction with an Arrhenius reaction rate. The transport equations are solved using a low Mach number approximation. The <span class="hlt">LES</span>-ODT simulations yield reasonably accurate predictions of turbulence and passive/reactive scalars' statistics compared to DNS results.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013APS..DPPTI2003H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013APS..DPPTI2003H"><span><span class="hlt">Feedback</span>-Assisted Extension of the Tokamak Operating Space to Low Safety Factor</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Hanson, J. M.</p> <p>2013-10-01</p> <p>Recent DIII-D <span class="hlt">experiments</span> have demonstrated stable operation at very low edge safety factor, q95 <~ 2 through the use of magnetic <span class="hlt">feedback</span> to control the n = 1 resistive wall mode (RWM) instability. The performance of tokamak fusion devices may benefit from increased plasma current, and thus, decreased q. However, disruptive stability limits are commonly encountered in <span class="hlt">experiments</span> at qedge ~ 2 (limited plasmas) and q95 ~ 2 (diverted plasmas), limiting exploration of low q regimes. In the recent DIII-D <span class="hlt">experiments</span>, the impact and control of key disruptive instabilities was studied. Locked n = 1 modes with exponential growth times on the order of the wall eddy current decay timescale τw preceded disruptions at q95 = 2 . The instabilities have a poloidal structure that is consistent with VALEN simulations of the RWM mode structure at q95 = 2 . Applying proportional gain magnetic <span class="hlt">feedback</span> control of the n = 1 mode resulted in stabilized operation with q95 reaching 1.9, and an extension of the discharge lifetime for > 100τw . Loss of <span class="hlt">feedback</span> control was accompanied by power supply saturation, followed by a rapidly growing n = 1 mode and disruption. Comparisons of the <span class="hlt">feedback</span> dynamics with VALEN simulations will be presented. The DIII-D results complement and will be discussed alongside recent RFX-MOD demonstrations of RWM control using magnetic <span class="hlt">feedback</span> in limited tokamak discharges with qedge < 2. These results call attention to the utility of magnetic <span class="hlt">feedback</span> in significantly extending the tokamak operational space and potentially opening a new route to economical fusion power production. Supported by the US Department of Energy under DE-FG02-04ER54761 and DE-FC02-04ER54698.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29243052','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29243052"><span>Motivation and emotion predict medical students' attention to computer-based <span class="hlt">feedback</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Naismith, Laura M; Lajoie, Susanne P</p> <p>2017-12-14</p> <p>Students cannot learn from <span class="hlt">feedback</span> unless they pay attention to it. This study investigated relationships between the personal factors of achievement goal orientations, achievement emotions, and attention to <span class="hlt">feedback</span> in BioWorld, a computer environment for learning clinical reasoning. Novice medical students (N = 28) completed questionnaires to measure their achievement goal orientations and then thought aloud while solving three endocrinology patient cases and reviewing corresponding expert solutions. Questionnaires administered after each case measured participants' <span class="hlt">experiences</span> of five <span class="hlt">feedback</span> emotions: pride, relief, joy, shame, and anger. Attention to individual text segments of the expert solutions was modelled using logistic regression and the method of generalized estimating equations. Participants did not attend to all of the <span class="hlt">feedback</span> that was available to them. Performance-avoidance goals and shame positively predicted attention to <span class="hlt">feedback</span>, and performance-approach goals and relief negatively predicted attention to <span class="hlt">feedback</span>. Aspects of how the <span class="hlt">feedback</span> was displayed also influenced participants' attention. Findings are discussed in terms of their implications for educational theory as well as the design and use of computer learning environments in medical education.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26592718','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26592718"><span><span class="hlt">Feedback</span> from visual cortical area 7 to areas 17 and 18 in cats: How neural web is woven during <span class="hlt">feedback</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Yang, X; Ding, H; Lu, J</p> <p>2016-01-15</p> <p>To investigate the <span class="hlt">feedback</span> effect from area 7 to areas 17 and 18, intrinsic signal optical imaging combined with pharmacological, morphological methods and functional magnetic resonance imaging (fMRI) was employed. A spatial frequency-dependent decrease in response amplitude of orientation maps was observed in areas 17 and 18 when area 7 was inactivated by a local injection of GABA, or by a lesion induced by liquid nitrogen freezing. The pattern of orientation maps of areas 17 and 18 after the inactivation of area 7, if they were not totally blurred, paralleled the normal one. In morphological <span class="hlt">experiments</span>, after one point at the shallow layers within the center of the cat's orientation column of area 17 was injected electrophoretically with HRP (horseradish peroxidase), three sequential patches in layers 1, 2 and 3 of area 7 were observed. Employing fMRI it was found that area 7 <span class="hlt">feedbacks</span> mainly to areas 17 and 18 on ipsilateral hemisphere. Therefore, our conclusions are: (1) <span class="hlt">feedback</span> from area 7 to areas 17 and 18 is spatial frequency modulated; (2) <span class="hlt">feedback</span> from area 7 to areas 17 and 18 occurs mainly ipsilaterally; (3) histological <span class="hlt">feedback</span> pattern from area 7 to area 17 is weblike. Copyright © 2015 IBRO. Published by Elsevier Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4325879','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4325879"><span>Révision systématique des effets de la fréquence des repas en famille sur <span class="hlt">les</span> résultats psychosociaux chez <span class="hlt">les</span> jeunes</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Harrison, Megan E.; Norris, Mark L.; Obeid, Nicole; Fu, Maeghan; Weinstangel, Hannah; Sampson, Margaret</p> <p>2015-01-01</p> <p>Résumé Objectif Effectuer une révision systématique des effets de repas en famille fréquents sur <span class="hlt">les</span> résultats psychosociaux chez <span class="hlt">les</span> enfants et <span class="hlt">les</span> adolescents et examiner s’il existe des différences dans <span class="hlt">les</span> résultats selon le sexe. Sources des données Des études ont été cernées à la suite d’une recherche dans MEDLINE (de 1948 à la dernière semaine de juin 2011) et dans PsycINFO (de 1806 à la première semaine de juillet 2011) à l’aide de l’interface Ovide. <span class="hlt">Les</span> expressions et mots clés MeSH utilisés seuls ou en combinaisons étaient <span class="hlt">les</span> suivants : family, meal, food intake, nutrition, diets, body weight, adolescent attitudes, eating behaviour, feeding behaviour et eating disorders. <span class="hlt">Les</span> bibliographies des articles jugés pertinents ont aussi été passées en revus. Sélection des études La recherche initiale a produit 1783 articles. Pour être incluses dans l’analyse, <span class="hlt">les</span> études devaient répondre aux critères suivants : être publiées en anglais dans une revue révisée par des pairs; porter sur des enfants ou des adolescents; traiter de l’influence des repas en famille sur <span class="hlt">les</span> paramètres psychosociaux (p. ex. consommation de drogues et autres substances, troubles de l’alimentation, dépression) chez <span class="hlt">les</span> enfants ou <span class="hlt">les</span> adolescents; avoir une conception d’étude appropriée, notamment des méthodes statistiques acceptables pour l’analyse des paramètres. Quatorze articles satisfaisaient aux critères d’inclusion. Deux examinateurs indépendants ont étudié et analysé <span class="hlt">les</span> articles. Synthèse Dans l’ensemble, <span class="hlt">les</span> résultats font valoir que la fréquence des repas en famille est inversement proportionnelle aux troubles de l’alimentation, à la consommation d’alcool et de drogues, aux comportements violents, aux sentiments de dépression ou aux pensées suicidaires chez <span class="hlt">les</span> adolescents. Il existe une relation positive entre de fréquents repas en famille, une bonne estime de soi et la réussite scolaire. <span class="hlt">Les</span> </p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li class="active"><span>14</span></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_14 --> <div id="page_15" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li class="active"><span>15</span></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="281"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=20170001441&hterms=robin&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D70%26Ntt%3Drobin','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=20170001441&hterms=robin&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D70%26Ntt%3Drobin"><span>The Cloud <span class="hlt">Feedback</span> Model Intercomparison Project (CFMIP) contribution to CMIP6.</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Webb, Mark J.; Andrews, Timothy; Bodas-Salcedo, Alejandro; Bony, Sandrine; Bretherton, Christopher S.; Chadwick, Robin; Chepfer, Helene; Douville, Herve; Good, Peter; Kay, Jennifer E.; <a style="text-decoration: none; " href="javascript:void(0); " onClick="displayelement('author_20170001441'); toggleEditAbsImage('author_20170001441_show'); toggleEditAbsImage('author_20170001441_hide'); "> <img style="display:inline; width:12px; height:12px; " src="images/arrow-up.gif" width="12" height="12" border="0" alt="hide" id="author_20170001441_show"> <img style="width:12px; height:12px; display:none; " src="images/arrow-down.gif" width="12" height="12" border="0" alt="hide" id="author_20170001441_hide"></p> <p>2017-01-01</p> <p>The primary objective of CFMIP is to inform future assessments of cloud <span class="hlt">feedbacks</span> through improved understanding of cloud-climate <span class="hlt">feedback</span> mechanisms and better evaluation of cloud processes and cloud <span class="hlt">feedbacks</span> in climate models. However, the CFMIP approach is also increasingly being used to understand other aspects of climate change, and so a second objective has now been introduced, to improve understanding of circulation, regional-scale precipitation, and non-linear changes. CFMIP is supporting ongoing model inter-comparison activities by coordinating a hierarchy of targeted <span class="hlt">experiments</span> for CMIP6, along with a set of cloud-related output diagnostics. CFMIP contributes primarily to addressing the CMIP6 questions 'How does the Earth system respond to forcing?' and 'What are the origins and consequences of systematic model biases?' and supports the activities of the WCRP Grand Challenge on Clouds, Circulation and Climate Sensitivity. A compact set of Tier 1 <span class="hlt">experiments</span> is proposed for CMIP6 to address this question: (1) what are the physical mechanisms underlying the range of cloud <span class="hlt">feedbacks</span> and cloud adjustments predicted by climate models, and which models have the most credible cloud <span class="hlt">feedbacks</span>? Additional Tier 2 <span class="hlt">experiments</span> are proposed to address the following questions. (2) Are cloud <span class="hlt">feedbacks</span> consistent for climate cooling and warming, and if not, why? (3) How do cloud-radiative effects impact the structure, the strength and the variability of the general atmospheric circulation in present and future climates? (4) How do responses in the climate system due to changes in solar forcing differ from changes due to CO2, and is the response sensitive to the sign of the forcing? (5) To what extent is regional climate change per CO2 doubling state-dependent (non-linear), and why? (6) Are climate <span class="hlt">feedbacks</span> during the 20th century different to those acting on long-term climate change and climate sensitivity? (7) How do regional climate responses (e.g. in precipitation</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3900219','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3900219"><span>Persuasive Performance <span class="hlt">Feedback</span>: The Effect of Framing on Self-Efficacy</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Choe, Eun Kyoung; Lee, Bongshin; Munson, Sean; Pratt, Wanda; Kientz, Julie A.</p> <p>2013-01-01</p> <p>Self-monitoring technologies have proliferated in recent years as they offer excellent potential for promoting healthy behaviors. Although these technologies have varied ways of providing real-time <span class="hlt">feedback</span> on a user’s current progress, we have a dearth of knowledge of the framing effects on the performance <span class="hlt">feedback</span> these tools provide. With an aim to create influential, persuasive performance <span class="hlt">feedback</span> that will nudge people toward healthy behaviors, we conducted an online <span class="hlt">experiment</span> to investigate the effect of framing on an individual’s self-efficacy. We identified 3 different types of framing that can be applicable in presenting performance <span class="hlt">feedback</span>: (1) the valence of performance (remaining vs. achieved framing), (2) presentation type (text-only vs. text with visual), and (3) data unit (raw vs. percentage). Results show that the achieved framing could lead to an increased perception of individual’s performance capabilities. This work provides empirical guidance for creating persuasive performance <span class="hlt">feedback</span>, thereby helping people designing self-monitoring technologies to promote healthy behaviors. PMID:24551378</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24551378','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24551378"><span>Persuasive performance <span class="hlt">feedback</span>: the effect of framing on self-efficacy.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Choe, Eun Kyoung; Lee, Bongshin; Munson, Sean; Pratt, Wanda; Kientz, Julie A</p> <p>2013-01-01</p> <p>Self-monitoring technologies have proliferated in recent years as they offer excellent potential for promoting healthy behaviors. Although these technologies have varied ways of providing real-time <span class="hlt">feedback</span> on a user's current progress, we have a dearth of knowledge of the framing effects on the performance <span class="hlt">feedback</span> these tools provide. With an aim to create influential, persuasive performance <span class="hlt">feedback</span> that will nudge people toward healthy behaviors, we conducted an online <span class="hlt">experiment</span> to investigate the effect of framing on an individual's self-efficacy. We identified 3 different types of framing that can be applicable in presenting performance <span class="hlt">feedback</span>: (1) the valence of performance (remaining vs. achieved framing), (2) presentation type (text-only vs. text with visual), and (3) data unit (raw vs. percentage). Results show that the achieved framing could lead to an increased perception of individual's performance capabilities. This work provides empirical guidance for creating persuasive performance <span class="hlt">feedback</span>, thereby helping people designing self-monitoring technologies to promote healthy behaviors.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=current+AND+feedback&pg=5&id=EJ1088700','ERIC'); return false;" href="https://eric.ed.gov/?q=current+AND+feedback&pg=5&id=EJ1088700"><span>Recasts, Metalinguistic <span class="hlt">Feedback</span>, and Learners' Perceptions: A Case of Persian EFL Learners</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Rassaei, Ehsan; Moinzadeh, Ahmad</p> <p>2014-01-01</p> <p>In the current study, we present the results of an <span class="hlt">experiment</span> with 30 Persian EFL learners in which we explored the learners' perceptions of recasts and metalinguistic corrective <span class="hlt">feedback</span>. The participant learners received either recasts or metalinguistic <span class="hlt">feedback</span> for their errors during task-based interactions with their interlocutors and then…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=emotional+AND+effects&pg=3&id=EJ968931','ERIC'); return false;" href="https://eric.ed.gov/?q=emotional+AND+effects&pg=3&id=EJ968931"><span><span class="hlt">Feedback</span> Practices and Signature Pedagogies: What Can the Liberal Arts Learn from the Design Critique?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Schrand, Tom; Eliason, John</p> <p>2012-01-01</p> <p>To examine the differences between <span class="hlt">feedback</span> practices in liberal arts courses and in design courses, we surveyed 373 students with <span class="hlt">experiences</span> of both. Our study found that students perceived the <span class="hlt">feedback</span> they received in design courses as more effective in advancing their learning, and that the emotional effects of <span class="hlt">feedback</span> presented verbally and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20090020562','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20090020562"><span>Criteria for Modeling in <span class="hlt">LES</span> of Multicomponent Fuel Flow</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Bellan, Josette; Selle, Laurent</p> <p>2009-01-01</p> <p>A report presents a study addressing the question of which large-eddy simulation (<span class="hlt">LES</span>) equations are appropriate for modeling the flow of evaporating drops of a multicomponent liquid in a gas (e.g., a spray of kerosene or diesel fuel in air). The <span class="hlt">LES</span> equations are obtained from the direct numerical simulation (DNS) equations in which the solution is computed at all flow length scales, by applying a spatial low-pass filter. Thus, in <span class="hlt">LES</span> the small scales are removed and replaced by terms that cannot be computed from the <span class="hlt">LES</span> solution and instead must be modeled to retain the effect of the small scales into the equations. The mathematical form of these models is a subject of contemporary research. For a single-component liquid, there is only one <span class="hlt">LES</span> formulation, but this study revealed that for a multicomponent liquid, there are two non-equivalent <span class="hlt">LES</span> formulations for the conservation equations describing the composition of the vapor. Criteria were proposed for selecting the multicomponent <span class="hlt">LES</span> formulation that gives the best accuracy and increased computational efficiency. These criteria were applied in examination of filtered DNS databases to compute the terms in the <span class="hlt">LES</span> equations. The DNS databases are from mixing layers of diesel and kerosene fuels. The comparisons resulted in the selection of one of the multicomponent <span class="hlt">LES</span> formulations as the most promising with respect to all criteria.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/pages/biblio/1419629-toward-development-stochastic-wake-model-validation-using-les-turbine-loads','SCIGOV-DOEP'); return false;" href="https://www.osti.gov/pages/biblio/1419629-toward-development-stochastic-wake-model-validation-using-les-turbine-loads"><span>Toward Development of a Stochastic Wake Model: Validation Using <span class="hlt">LES</span> and Turbine Loads</span></a></p> <p><a target="_blank" href="http://www.osti.gov/pages">DOE PAGES</a></p> <p>Moon, Jae; Manuel, Lance; Churchfield, Matthew; ...</p> <p>2017-12-28</p> <p>Wind turbines within an array do not <span class="hlt">experience</span> free-stream undisturbed flow fields. Rather, the flow fields on internal turbines are influenced by wakes generated by upwind unit and exhibit different dynamic characteristics relative to the free stream. The International Electrotechnical Commission (IEC) standard 61400-1 for the design of wind turbines only considers a deterministic wake model for the design of a wind plant. This study is focused on the development of a stochastic model for waked wind fields. First, high-fidelity physics-based waked wind velocity fields are generated using Large-Eddy Simulation (<span class="hlt">LES</span>). Stochastic characteristics of these <span class="hlt">LES</span> waked wind velocity field,more » including mean and turbulence components, are analyzed. Wake-related mean and turbulence field-related parameters are then estimated for use with a stochastic model, using Multivariate Multiple Linear Regression (MMLR) with the <span class="hlt">LES</span> data. To validate the simulated wind fields based on the stochastic model, wind turbine tower and blade loads are generated using aeroelastic simulation for utility-scale wind turbine models and compared with those based directly on the <span class="hlt">LES</span> inflow. The study's overall objective is to offer efficient and validated stochastic approaches that are computationally tractable for assessing the performance and loads of turbines operating in wakes.« less</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/servlets/purl/1419629','SCIGOV-STC'); return false;" href="https://www.osti.gov/servlets/purl/1419629"><span>Toward Development of a Stochastic Wake Model: Validation Using <span class="hlt">LES</span> and Turbine Loads</span></a></p> <p><a target="_blank" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Moon, Jae; Manuel, Lance; Churchfield, Matthew</p> <p></p> <p>Wind turbines within an array do not <span class="hlt">experience</span> free-stream undisturbed flow fields. Rather, the flow fields on internal turbines are influenced by wakes generated by upwind unit and exhibit different dynamic characteristics relative to the free stream. The International Electrotechnical Commission (IEC) standard 61400-1 for the design of wind turbines only considers a deterministic wake model for the design of a wind plant. This study is focused on the development of a stochastic model for waked wind fields. First, high-fidelity physics-based waked wind velocity fields are generated using Large-Eddy Simulation (<span class="hlt">LES</span>). Stochastic characteristics of these <span class="hlt">LES</span> waked wind velocity field,more » including mean and turbulence components, are analyzed. Wake-related mean and turbulence field-related parameters are then estimated for use with a stochastic model, using Multivariate Multiple Linear Regression (MMLR) with the <span class="hlt">LES</span> data. To validate the simulated wind fields based on the stochastic model, wind turbine tower and blade loads are generated using aeroelastic simulation for utility-scale wind turbine models and compared with those based directly on the <span class="hlt">LES</span> inflow. The study's overall objective is to offer efficient and validated stochastic approaches that are computationally tractable for assessing the performance and loads of turbines operating in wakes.« less</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3001756','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3001756"><span>Pyff – A Pythonic Framework for <span class="hlt">Feedback</span> Applications and Stimulus Presentation in Neuroscience</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Venthur, Bastian; Scholler, Simon; Williamson, John; Dähne, Sven; Treder, Matthias S.; Kramarek, Maria T.; Müller, Klaus-Robert; Blankertz, Benjamin</p> <p>2010-01-01</p> <p>This paper introduces Pyff, the Pythonic <span class="hlt">feedback</span> framework for <span class="hlt">feedback</span> applications and stimulus presentation. Pyff provides a platform-independent framework that allows users to develop and run neuroscientific <span class="hlt">experiments</span> in the programming language Python. Existing solutions have mostly been implemented in C++, which makes for a rather tedious programming task for non-computer-scientists, or in Matlab, which is not well suited for more advanced visual or auditory applications. Pyff was designed to make experimental paradigms (i.e., <span class="hlt">feedback</span> and stimulus applications) easily programmable. It includes base classes for various types of common <span class="hlt">feedbacks</span> and stimuli as well as useful libraries for external hardware such as eyetrackers. Pyff is also equipped with a steadily growing set of ready-to-use <span class="hlt">feedbacks</span> and stimuli. It can be used as a standalone application, for instance providing stimulus presentation in psychophysics <span class="hlt">experiments</span>, or within a closed loop such as in biofeedback or brain–computer interfacing <span class="hlt">experiments</span>. Pyff communicates with other systems via a standardized communication protocol and is therefore suitable to be used with any system that may be adapted to send its data in the specified format. Having such a general, open-source framework will help foster a fruitful exchange of experimental paradigms between research groups. In particular, it will decrease the need of reprogramming standard paradigms, ease the reproducibility of published results, and naturally entail some standardization of stimulus presentation. PMID:21160550</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29134484','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29134484"><span>The role of <span class="hlt">feedback</span> in implicit and explicit artificial grammar learning: a comparison between dyslexic and non-dyslexic adults.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Schiff, Rachel; Sasson, Ayelet; Star, Galit; Kahta, Shani</p> <p>2017-10-01</p> <p>The importance of <span class="hlt">feedback</span> for learning has been firmly established over the past few decades. The question of whether <span class="hlt">feedback</span> plays a significant role in the statistical learning abilities of adults with dyslexia, however, is currently unresolved. Here, we examined the role of <span class="hlt">feedback</span> in grammaticality judgment, type of structural knowledge, and confidence rating in both typically developed and dyslexic adults. We implemented two artificial grammar learning <span class="hlt">experiments</span>: implicit and explicit. The second <span class="hlt">experiment</span> was directly analogous to the first <span class="hlt">experiment</span> in all respects except training format: the standard memorization instruction was replaced with an explicit rule-search instruction. Each <span class="hlt">experiment</span> was conducted with and without performance <span class="hlt">feedback</span>. While both groups showed significantly improved learning in the <span class="hlt">feedback</span>-based explicit artificial grammar learning task, only the typically developed adults demonstrated higher levels of conscious structural knowledge. The present study demonstrates that the basis for the grammaticality judgment of adults with dyslexia differs from that of typically developed adults, regardless of increase in the level of explicitness.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5429066','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5429066"><span>Déprescrire <span class="hlt">les</span> inhibiteurs de la pompe à protons</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Farrell, Barbara; Pottie, Kevin; Thompson, Wade; Boghossian, Taline; Pizzola, Lisa; Rashid, Farah Joy; Rojas-Fernandez, Carlos; Walsh, Kate; Welch, Vivian; Moayyedi, Paul</p> <p>2017-01-01</p> <p>Résumé Objectif Formuler des lignes directrices fondées sur <span class="hlt">les</span> données probantes pour aider <span class="hlt">les</span> cliniciens à décider du moment et de la façon sécuritaire de réduire la dose des inhibiteurs de la pompe à protons (IPP) ou d’en arrêter le traitement; se concentrer sur le niveau le plus élevé des données disponibles et obtenir <span class="hlt">les</span> commentaires des professionnels de première ligne durant le processus de rédaction, de révision et d’adoption des lignes directrices. Méthodologie L’équipe était formée de 5 professionnels de la santé (1 médecin de famille, 3 pharmaciens et 1 gastro-entérologue) et de 5 membres sans droit de vote; <span class="hlt">les</span> membres ont divulgué tout conflit d’intérêts. Le processus d’élaboration des lignes directrices a eu recours à l’approche GRADE (Grading of Recommendations Assessment, Development and Evaluation), de même qu’à un examen minutieux des données probantes dans le cadre de rencontres en personne, au téléphone et en ligne. Particulièrement, le processus d’élaboration des lignes directrices a inclus une revue systématique d’essais portant sur la déprescription des IPP et un examen de comptes rendus sur <span class="hlt">les</span> torts liés à l’emploi continu des IPP. <span class="hlt">Les</span> synthèses narratives sur <span class="hlt">les</span> préférences des patients ainsi que <span class="hlt">les</span> publications traitant des répercussions sur <span class="hlt">les</span> ressources ont éclairé <span class="hlt">les</span> recommandations. L’équipe a peaufiné le texte sur le contenu et <span class="hlt">les</span> recommandations des lignes directrices par consensus, et a synthétisé <span class="hlt">les</span> considérations cliniques afin de répondre aux questions courantes des cliniciens de première ligne. Une version préliminaire des lignes directrices a été distribuée aux cliniciens, puis aux associations de professionnels de la santé aux fins d’examen, et des révisions ont été apportées au texte à chaque étape. Un algorithme d’appui décisionnel a été conçu de concert avec <span class="hlt">les</span> lignes directrices. Recommandations <span class="hlt">Les</span> présentes lignes</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED076904.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED076904.pdf"><span>Sex Differences, Positive <span class="hlt">Feedback</span> and Intrinsic Motivation.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Deci, Edward L.; And Others</p> <p></p> <p>The paper presents two <span class="hlt">experiments</span> which test the "change in feelings of competence and self-determination" proposition of cognitive evaluation theory. This proposition states that when a person receives <span class="hlt">feedback</span> about his performance on an intrinsically motivated activity this information will affect his sense of competence and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=saas+OR+software+AND+service&pg=4&id=EJ1028987','ERIC'); return false;" href="https://eric.ed.gov/?q=saas+OR+software+AND+service&pg=4&id=EJ1028987"><span>Effects of Real-Time Visual <span class="hlt">Feedback</span> on Pre-Service Teachers' Singing</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Leong, S.; Cheng, L.</p> <p>2014-01-01</p> <p>This pilot study focuses on the use real-time visual <span class="hlt">feedback</span> technology (VFT) in vocal training. The empirical research has two aims: to ascertain the effectiveness of the real-time visual <span class="hlt">feedback</span> software "Sing & See" in the vocal training of pre-service music teachers and the teachers' perspective on their <span class="hlt">experience</span> with…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/16268350','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/16268350"><span>[Cardiovascular circulation <span class="hlt">feedback</span> control treatment instrument].</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ge, Yu-zhi; Zhu, Xing-huan; Sheng, Guo-tai; Cao, Ping-liang; Liu, Dong-sheng; Wu, Zhi-ting</p> <p>2005-07-01</p> <p>The cardiovascular circulation <span class="hlt">feedback</span> control treatment instrument (CFCTI) is an automatic <span class="hlt">feedback</span> control treatment system, which has the function of monitoring, alarming, trouble self-diagnosis and testing on the line in the closed loop. The instrument is designed based on the successful clinical <span class="hlt">experiences</span> and the data are inputted into the computer in real-time through a pressure sensor and A/D card. User interface window is set up for the doctor's choosing different medicine. The orders are outputted to control the dose of medicine through the transfusion system. The response to medicine is updated continually. CFCTI can avoid the man-made errors and the long interval of sampling. Its reliability and accuracy in rescuing the critical patients are much higher than the traditional methods.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23141878','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23141878"><span>Reserve selection with land market <span class="hlt">feedbacks</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Butsic, Van; Lewis, David J; Radeloff, Volker C</p> <p>2013-01-15</p> <p>How to best site reserves is a leading question for conservation biologists. Recently, reserve selection has emphasized efficient conservation: maximizing conservation goals given the reality of limited conservation budgets, and this work indicates that land market can potentially undermine the conservation benefits of reserves by increasing property values and development probabilities near reserves. Here we propose a reserve selection methodology which optimizes conservation given both a budget constraint and land market <span class="hlt">feedbacks</span> by using a combination of econometric models along with stochastic dynamic programming. We show that amenity based <span class="hlt">feedbacks</span> can be accounted for in optimal reserve selection by choosing property price and land development models which exogenously estimate the effects of reserve establishment. In our empirical example, we use previously estimated models of land development and property prices to select parcels to maximize coarse woody debris along 16 lakes in Vilas County, WI, USA. Using each lake as an independent <span class="hlt">experiment</span>, we find that including land market <span class="hlt">feedbacks</span> in the reserve selection algorithm has only small effects on conservation efficacy. Likewise, we find that in our setting heuristic (minloss and maxgain) algorithms perform nearly as well as the optimal selection strategy. We emphasize that land market <span class="hlt">feedbacks</span> can be included in optimal reserve selection; the extent to which this improves reserve placement will likely vary across landscapes. Copyright © 2012 Elsevier Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29467687','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29467687"><span>"Homework <span class="hlt">Feedback</span> Is…": Elementary and Middle School Teachers' Conceptions of Homework <span class="hlt">Feedback</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Cunha, Jennifer; Rosário, Pedro; Núñez, José Carlos; Nunes, Ana Rita; Moreira, Tânia; Nunes, Tânia</p> <p>2018-01-01</p> <p>This study explored mathematics teachers' conceptions of the homework <span class="hlt">feedback</span> focusing on four key aspects: definition, purpose, types, and perceived impact. Forty-seven teachers from elementary and middle schools participated in six focus groups. Data were analyzed using content analysis. To enhance the trustworthiness of findings, classroom observations were used for triangulation of data. Participants conceptualized homework <span class="hlt">feedback</span> in three directions (i.e., teachers' <span class="hlt">feedback</span> provided to students, students' <span class="hlt">feedback</span> provided to teachers, and homework self-<span class="hlt">feedback</span>), being teachers' monitoring of students' learning the purpose reported by most teachers. Participants also reported the types of homework <span class="hlt">feedback</span> more frequently used in class (e.g., checking homework completion, checking homework on the board), and their perceived impact on students. Findings provide valuable information to deepen the understanding of the homework <span class="hlt">feedback</span> process, which may help develop new avenues for future research.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2007PhDT.......221B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2007PhDT.......221B"><span>Methodes de calcul des forces aerodynamiques pour <span class="hlt">les</span> etudes des interactions aeroservoelastiques</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Biskri, Djallel Eddine</p> <p></p> <p>L'aeroservoelasticite est un domaine ou interagissent la structure flexible d'un avion, l'aerodynamique et la commande de vol. De son cote, la commande du vol considere l'avion comme une structure rigide et etudie l'influence du systeme de commande sur la dynamique de vol. Dans cette these, nous avons code trois nouvelles methodes d'approximation de forces aerodynamiques: Moindres carres corriges, Etat minimal corrige et Etats combines. Dans <span class="hlt">les</span> deux premieres methodes, <span class="hlt">les</span> erreurs d'approximation entre <span class="hlt">les</span> forces aerodynamiques approximees par <span class="hlt">les</span> methodes classiques et celles obtenues par <span class="hlt">les</span> nouvelles methodes ont <span class="hlt">les</span> memes formes analytiques que celles des forces aerodynamiques calculees par LS ou MS. Quant a la troisieme methode, celle-ci combine <span class="hlt">les</span> formulations des forces approximees avec <span class="hlt">les</span> methodes standards LS et MS. <span class="hlt">Les</span> vitesses et frequences de battement et <span class="hlt">les</span> temps d'executions calcules par <span class="hlt">les</span> nouvelles methodes versus ceux calcules par <span class="hlt">les</span> methodes classiques ont ete analyses.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=rittle-johnson%2c+AND+bethany&id=EJ1086990','ERIC'); return false;" href="https://eric.ed.gov/?q=rittle-johnson%2c+AND+bethany&id=EJ1086990"><span><span class="hlt">Feedback</span> Both Helps and Hinders Learning: The Causal Role of Prior Knowledge</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Fyfe, Emily R.; Rittle-Johnson, Bethany</p> <p>2016-01-01</p> <p><span class="hlt">Feedback</span> can be a powerful learning tool, but its effects vary widely. Research has suggested that learners' prior knowledge may moderate the effects of <span class="hlt">feedback</span>; however, no causal link has been established. In <span class="hlt">Experiment</span> 1, we randomly assigned elementary school children (N = 108) to a condition based on a crossing of 2 factors: induced strategy…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21134175','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21134175"><span>Improving the content of <span class="hlt">feedback</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>McKinley, Robert K; Williams, Valerie; Stephenson, Catherine</p> <p>2010-09-01</p> <p><span class="hlt">Feedback</span>, although an important element of skills teaching, is not well regarded by students. This lack of regard may be perpetuated by the differing expectations of tutors and learners, by the weakness of the process and by the apparent irrelevance of its content to learners. We contend that the content of <span class="hlt">feedback</span> is critical, and has previously been neglected. We describe a concept for a tutor support tool (a glossary of strategies for improvement) that any group responsible for skills development within an institution can develop in-house and disseminate to improve the content of the <span class="hlt">feedback</span> given to its learners. All institutions have skills assessment criteria that represent what students are expected to achieve. Conversely, they can also identify the likely range of deficiencies in students' skills, which can therefore be used as a template for identifying a core set of strategies for improvement. The strategies can be quickly developed by a group of experienced tutors, and then shared with all tutors and students. By monitoring the <span class="hlt">feedback</span> provided to learners, potential new strategies or revisions of existing strategies can be identified. If these new strategies are considered useful they can be included in updates. In this way the collective wisdom of the school's tutors can be captured and shared. We suggest that this approach has the potential to increase congruence between the taught and assessed curriculum. If it is shared with students it may reduce the gap between the hidden and published curriculum. We encourage others to <span class="hlt">experiment</span> with this approach. © Blackwell Publishing Ltd 2010.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20110016179','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20110016179"><span>Validating <span class="hlt">LES</span> for Jet Aeroacoustics</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Bridges, James; Wernet, Mark P.</p> <p>2011-01-01</p> <p>Engineers charged with making jet aircraft quieter have long dreamed of being able to see exactly how turbulent eddies produce sound and this dream is now coming true with the advent of large eddy simulation (<span class="hlt">LES</span>). Two obvious challenges remain: validating the <span class="hlt">LES</span> codes at the resolution required to see the fluid-acoustic coupling, and the interpretation of the massive datasets that are produced. This paper addresses the former, the use of advanced experimental techniques such as particle image velocimetry (PIV) and Raman and Rayleigh scattering, to validate the computer codes and procedures used to create <span class="hlt">LES</span> solutions. This paper argues that the issue of accuracy of the experimental measurements be addressed by cross-facility and cross-disciplinary examination of modern datasets along with increased reporting of internal quality checks in PIV analysis. Further, it argues that the appropriate validation metrics for aeroacoustic applications are increasingly complicated statistics that have been shown in aeroacoustic theory to be critical to flow-generated sound, such as two-point space-time velocity correlations. A brief review of data sources available is presented along with examples illustrating cross-facility and internal quality checks required of the data before it should be accepted for validation of <span class="hlt">LES</span>.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li class="active"><span>15</span></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_15 --> <div id="page_16" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li class="active"><span>16</span></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="301"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23135749','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23135749"><span>Probability matching in risky choice: the interplay of <span class="hlt">feedback</span> and strategy availability.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Newell, Ben R; Koehler, Derek J; James, Greta; Rakow, Tim; van Ravenzwaaij, Don</p> <p>2013-04-01</p> <p>Probability matching in sequential decision making is a striking violation of rational choice that has been observed in hundreds of <span class="hlt">experiments</span>. Recent studies have demonstrated that matching persists even in described tasks in which all the information required for identifying a superior alternative strategy-maximizing-is present before the first choice is made. These studies have also indicated that maximizing increases when (1) the asymmetry in the availability of matching and maximizing strategies is reduced and (2) normatively irrelevant outcome <span class="hlt">feedback</span> is provided. In the two <span class="hlt">experiments</span> reported here, we examined the joint influences of these factors, revealing that strategy availability and outcome <span class="hlt">feedback</span> operate on different time courses. Both behavioral and modeling results showed that while availability of the maximizing strategy increases the choice of maximizing early during the task, <span class="hlt">feedback</span> appears to act more slowly to erode misconceptions about the task and to reinforce optimal responding. The results illuminate the interplay between "top-down" identification of choice strategies and "bottom-up" discovery of those strategies via <span class="hlt">feedback</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/servlets/purl/1338608','SCIGOV-STC'); return false;" href="https://www.osti.gov/servlets/purl/1338608"><span>CGILS Phase 2 <span class="hlt">LES</span> intercomparison of response of subtropical marine low cloud regimes to CO 2 quadrupling and a CMIP3 composite forcing change: Large eddy simulation of cloud <span class="hlt">feedbacks</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Blossey, Peter N.; Bretherton, Christopher S.; Cheng, Anning</p> <p></p> <p>We extended Phase 1 of the CGILS large-eddy simulation (<span class="hlt">LES</span>) intercomparison in order to understand if subtropical marine boundary-layer clouds respond to idealized climate perturbations consistently in six <span class="hlt">LES</span> models. Here the responses to quadrupled carbon dioxide (“fast adjustment”) and to a composite climate perturbation representative of CMIP3 multimodel mean 2×CO 2 near-equilibrium conditions are analyzed. As in Phase 1, the <span class="hlt">LES</span> is run to equilibrium using specified steady summertime forcings representative of three locations in the Northeast Pacific Ocean in shallow well-mixed stratocumulus, decoupled stratocumulus, and shallow cumulus cloud regimes. Our results are generally consistent with a single-<span class="hlt">LES</span> studymore » of Bretherton et al. (2013) on which this intercomparison was based. Both quadrupled CO 2 and the composite climate perturbation result in less cloud and a shallower boundary layer for all models in well-mixed stratocumulus and for all but a single <span class="hlt">LES</span> in decoupled stratocumulus and shallow cumulus, corroborating similar findings from global climate models (GCMs). For both perturbations, the amount of cloud reduction varies across the models, but there is less intermodel scatter than in GCMs. Furthermore, the cloud radiative effect changes are much larger in the stratocumulus-capped regimes than in the shallow cumulus regime, for which precipitation buffering may damp the cloud response. In the decoupled stratocumulus and cumulus regimes, both the CO 2 increase and CMIP3 perturbations reduce boundary-layer decoupling, due to the shallowing of inversion height.« less</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/pages/biblio/1338608-cgils-phase-les-intercomparison-response-subtropical-marine-low-cloud-regimes-co-quadrupling-cmip3-composite-forcing-change-large-eddy-simulation-cloud-feedbacks','SCIGOV-DOEP'); return false;" href="https://www.osti.gov/pages/biblio/1338608-cgils-phase-les-intercomparison-response-subtropical-marine-low-cloud-regimes-co-quadrupling-cmip3-composite-forcing-change-large-eddy-simulation-cloud-feedbacks"><span>CGILS Phase 2 <span class="hlt">LES</span> intercomparison of response of subtropical marine low cloud regimes to CO 2 quadrupling and a CMIP3 composite forcing change: Large eddy simulation of cloud <span class="hlt">feedbacks</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/pages">DOE PAGES</a></p> <p>Blossey, Peter N.; Bretherton, Christopher S.; Cheng, Anning; ...</p> <p>2016-10-27</p> <p>We extended Phase 1 of the CGILS large-eddy simulation (<span class="hlt">LES</span>) intercomparison in order to understand if subtropical marine boundary-layer clouds respond to idealized climate perturbations consistently in six <span class="hlt">LES</span> models. Here the responses to quadrupled carbon dioxide (“fast adjustment”) and to a composite climate perturbation representative of CMIP3 multimodel mean 2×CO 2 near-equilibrium conditions are analyzed. As in Phase 1, the <span class="hlt">LES</span> is run to equilibrium using specified steady summertime forcings representative of three locations in the Northeast Pacific Ocean in shallow well-mixed stratocumulus, decoupled stratocumulus, and shallow cumulus cloud regimes. Our results are generally consistent with a single-<span class="hlt">LES</span> studymore » of Bretherton et al. (2013) on which this intercomparison was based. Both quadrupled CO 2 and the composite climate perturbation result in less cloud and a shallower boundary layer for all models in well-mixed stratocumulus and for all but a single <span class="hlt">LES</span> in decoupled stratocumulus and shallow cumulus, corroborating similar findings from global climate models (GCMs). For both perturbations, the amount of cloud reduction varies across the models, but there is less intermodel scatter than in GCMs. Furthermore, the cloud radiative effect changes are much larger in the stratocumulus-capped regimes than in the shallow cumulus regime, for which precipitation buffering may damp the cloud response. In the decoupled stratocumulus and cumulus regimes, both the CO 2 increase and CMIP3 perturbations reduce boundary-layer decoupling, due to the shallowing of inversion height.« less</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/biblio/1425033-mathscr-_2-optimal-control-techniques-resistive-wall-mode-feedback-tokamaks','SCIGOV-STC'); return false;" href="https://www.osti.gov/biblio/1425033-mathscr-_2-optimal-control-techniques-resistive-wall-mode-feedback-tokamaks"><span>$$\\mathscr{H}_2$$ optimal control techniques for resistive wall mode <span class="hlt">feedback</span> in tokamaks</span></a></p> <p><a target="_blank" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Clement, Mitchell; Hanson, Jeremy; Bialek, Jim</p> <p></p> <p>DIII-D <span class="hlt">experiments</span> show that a new, advanced algorithm improves resistive wall mode (RWM) stability control in high performance discharges using external coils. DIII-D can excite strong, locked or nearly locked external kink modes whose rotation frequencies and growth rates are on the order of the magnetic ux di usion time of the vacuum vessel wall. The VALEN RWM model has been used to gauge the e ectiveness of RWM control algorithms in tokamaks. Simulations and <span class="hlt">experiments</span> have shown that modern control techniques like Linear Quadratic Gaussian (LQG) control will perform better, using 77% less current, than classical techniques when usingmore » control coils external to DIII-D's vacuum vessel. <span class="hlt">Experiments</span> were conducted to develop control of a rotating n = 1 perturbation using an LQG controller derived from VALEN and external coils. <span class="hlt">Feedback</span> using this LQG algorithm outperformed a proportional gain only controller in these perturbation <span class="hlt">experiments</span> over a range of frequencies. Results from high N <span class="hlt">experiments</span> also show that advanced <span class="hlt">feedback</span> techniques using external control coils may be as e ective as internal control coil <span class="hlt">feedback</span> using classical control techniques.« less</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/pages/biblio/1425033-mathscr-_2-optimal-control-techniques-resistive-wall-mode-feedback-tokamaks','SCIGOV-DOEP'); return false;" href="https://www.osti.gov/pages/biblio/1425033-mathscr-_2-optimal-control-techniques-resistive-wall-mode-feedback-tokamaks"><span>$$\\mathscr{H}_2$$ optimal control techniques for resistive wall mode <span class="hlt">feedback</span> in tokamaks</span></a></p> <p><a target="_blank" href="http://www.osti.gov/pages">DOE PAGES</a></p> <p>Clement, Mitchell; Hanson, Jeremy; Bialek, Jim; ...</p> <p>2018-02-28</p> <p>DIII-D <span class="hlt">experiments</span> show that a new, advanced algorithm improves resistive wall mode (RWM) stability control in high performance discharges using external coils. DIII-D can excite strong, locked or nearly locked external kink modes whose rotation frequencies and growth rates are on the order of the magnetic ux di usion time of the vacuum vessel wall. The VALEN RWM model has been used to gauge the e ectiveness of RWM control algorithms in tokamaks. Simulations and <span class="hlt">experiments</span> have shown that modern control techniques like Linear Quadratic Gaussian (LQG) control will perform better, using 77% less current, than classical techniques when usingmore » control coils external to DIII-D's vacuum vessel. <span class="hlt">Experiments</span> were conducted to develop control of a rotating n = 1 perturbation using an LQG controller derived from VALEN and external coils. <span class="hlt">Feedback</span> using this LQG algorithm outperformed a proportional gain only controller in these perturbation <span class="hlt">experiments</span> over a range of frequencies. Results from high N <span class="hlt">experiments</span> also show that advanced <span class="hlt">feedback</span> techniques using external control coils may be as e ective as internal control coil <span class="hlt">feedback</span> using classical control techniques.« less</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA582852','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA582852"><span>Using Neurological <span class="hlt">Feedback</span> to Enhance Resilience and Recuperation</span></a></p> <p><a target="_blank" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>2011-04-01</p> <p>well-being, stress management and <span class="hlt">experience</span>, and physiological markers of stress, anxiety and depression. During the upcoming symposium the...health and well-being, stress management and <span class="hlt">experience</span>, and physiological markers of stress, anxiety and depression. During the upcoming symposium the...120 seconds are necessary to calculate reliable HRV information. This implies that <span class="hlt">feedback</span> based on this method is always delayed and can not be used</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2007Nanot..18d4022B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2007Nanot..18d4022B"><span>Digital force-<span class="hlt">feedback</span> for protein unfolding <span class="hlt">experiments</span> using atomic force microscopy</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Bippes, Christian A.; Janovjak, Harald; Kedrov, Alexej; Muller, Daniel J.</p> <p>2007-01-01</p> <p>Since its invention in the 1990s single-molecule force spectroscopy has been increasingly applied to study protein (un-)folding, cell adhesion, and ligand-receptor interactions. In most force spectroscopy studies, the cantilever of an atomic force microscope (AFM) is separated from a surface at a constant velocity, thus applying an increasing force to folded bio-molecules or bio-molecular bonds. Recently, Fernandez and co-workers introduced the so-called force-clamp technique. Single proteins were subjected to a defined constant force allowing their life times and life time distributions to be directly measured. Up to now, the force-clamping was performed by analogue PID controllers, which require complex additional hardware and might make it difficult to combine the force-<span class="hlt">feedback</span> with other modes such as constant velocity. These points may be limiting the applicability and versatility of this technique. Here we present a simple, fast, and all-digital (software-based) PID controller that yields response times of a few milliseconds in combination with a commercial AFM. We demonstrate the performance of our <span class="hlt">feedback</span> loop by force-clamp unfolding of single Ig27 domains of titin and the membrane proteins bacteriorhodopsin (BR) and the sodium/proton antiporter NhaA.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28770891','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28770891"><span><span class="hlt">Feedback</span> in a clinical setting: A way forward to enhance student's learning through constructive <span class="hlt">feedback</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Sultan, Amber Shamim; Mateen Khan, Muhammad Arif</p> <p>2017-07-01</p> <p><span class="hlt">Feedback</span> is considered as a dynamic process in which information about the observed performance is used to promote the desirable behaviour and correct the negative ones. The importance of <span class="hlt">feedback</span> is widely acknowledged, but still there seems to be inconsistency in the amount, type and timing of <span class="hlt">feedback</span> received from the clinical faculty. No significant effort has been put forward from the educator end to empower the learners with the skills of receiving and using the <span class="hlt">feedback</span> effectively. Some institutions conduct faculty development workshops and courses to facilitate the clinicians on how best to deliver constructive <span class="hlt">feedback</span> to the learners. Despite of all these struggles learners are not fully satisfied with the quality of <span class="hlt">feedback</span> received from their busy clinicians. The aim of this paper is to highlight what actually <span class="hlt">feedback</span> is, type and structure of <span class="hlt">feedback</span>, the essential components of a constructive <span class="hlt">feedback</span>, benefits of providing <span class="hlt">feedback</span>, barriers affecting the provision of timely <span class="hlt">feedback</span> and different models used for providing <span class="hlt">feedback</span>. The ultimate purpose of this paper is to provide sufficient information to the clinical directors that there is a need to establish a robust system for giving <span class="hlt">feedback</span> to learners and to inform all the clinical educators with the skills required to provide constructive <span class="hlt">feedback</span> to their learners. For the literature review, we had used the key words glossary as: <span class="hlt">Feedback</span>, constructive <span class="hlt">feedback</span>, barriers to <span class="hlt">feedback</span>, principles of constructive <span class="hlt">feedback</span>, Models of <span class="hlt">feedback</span>, reflection, self-assessment and clinical practice etc. The data bases for the search include: Cardiff University library catalogue, Pub Med, Google Scholar, Web of Knowledge and Science direct.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/19770026221','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19770026221"><span>Output <span class="hlt">feedback</span> regulator design for jet engine control systems</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Merrill, W. C.</p> <p>1977-01-01</p> <p>A multivariable control design procedure based on the output <span class="hlt">feedback</span> regulator formulation is described and applied to turbofan engine model. Full order model dynamics, were incorporated in the example design. The effect of actuator dynamics on closed loop performance was investigaged. Also, the importance of turbine inlet temperature as an element of the dynamic <span class="hlt">feedback</span> was studied. Step responses were given to indicate the improvement in system performance with this control. Calculation times for all <span class="hlt">experiments</span> are given in CPU seconds for comparison purposes.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/12687924','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/12687924"><span>Fear of <span class="hlt">feedback</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Jackman, Jay M; Strober, Myra H</p> <p>2003-04-01</p> <p>Nobody likes performance reviews. Subordinates are terrified they'll hear nothing but criticism. Bosses think their direct reports will respond to even the mildest criticism with anger or tears. The result? Everyone keeps quiet. That's unfortunate, because most people need help figuring out how to improve their performance and advance their careers. This fear of <span class="hlt">feedback</span> doesn't come into play just during annual reviews. At least half the executives with whom the authors have worked never ask for <span class="hlt">feedback</span>. Many expect the worst: heated arguments, even threats of dismissal. So rather than seek <span class="hlt">feedback</span>, people try to guess what their bosses are thinking. Fears and assumptions about <span class="hlt">feedback</span> often manifest themselves in psychologically maladaptive behaviors such as procrastination, denial, brooding, jealousy, and self-sabotage. But there's hope, say the authors. Those who learn adaptive techniques can free themselves from destructive responses. They'll be able to deal with <span class="hlt">feedback</span> better if they acknowledge negative emotions, reframe fear and criticism constructively, develop realistic goals, create support systems, and reward themselves for achievements along the way. Once you've begun to alter your maladaptive behaviors, you can begin seeking regular <span class="hlt">feedback</span> from your boss. The authors take you through four steps for doing just that: self-assessment, external assessment, absorbing the <span class="hlt">feedback</span>, and taking action toward change. Organizations profit when employees ask for <span class="hlt">feedback</span> and deal well with criticism. Once people begin to know how they are doing relative to management's priorities, their work becomes better aligned with organizational goals. What's more, they begin to transform a <span class="hlt">feedback</span>-averse environment into a more honest and open one, in turn improving performance throughout the organization.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/biblio/22230794-unified-ransles-model-computational-development-accuracy-cost','SCIGOV-STC'); return false;" href="https://www.osti.gov/biblio/22230794-unified-ransles-model-computational-development-accuracy-cost"><span>A unified RANS–<span class="hlt">LES</span> model: Computational development, accuracy and cost</span></a></p> <p><a target="_blank" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Gopalan, Harish, E-mail: hgopalan@uwyo.edu; Heinz, Stefan, E-mail: heinz@uwyo.edu; Stöllinger, Michael K., E-mail: MStoell@uwyo.edu</p> <p>2013-09-15</p> <p>Large eddy simulation (<span class="hlt">LES</span>) is computationally extremely expensive for the investigation of wall-bounded turbulent flows at high Reynolds numbers. A way to reduce the computational cost of <span class="hlt">LES</span> by orders of magnitude is to combine <span class="hlt">LES</span> equations with Reynolds-averaged Navier–Stokes (RANS) equations used in the near-wall region. A large variety of such hybrid RANS–<span class="hlt">LES</span> methods are currently in use such that there is the question of which hybrid RANS-<span class="hlt">LES</span> method represents the optimal approach. The properties of an optimal hybrid RANS–<span class="hlt">LES</span> model are formulated here by taking reference to fundamental properties of fluid flow equations. It is shown that unifiedmore » RANS–<span class="hlt">LES</span> models derived from an underlying stochastic turbulence model have the properties of optimal hybrid RANS–<span class="hlt">LES</span> models. The rest of the paper is organized in two parts. First, a priori and a posteriori analyses of channel flow data are used to find the optimal computational formulation of the theoretically derived unified RANS–<span class="hlt">LES</span> model and to show that this computational model, which is referred to as linear unified model (LUM), does also have all the properties of an optimal hybrid RANS–<span class="hlt">LES</span> model. Second, a posteriori analyses of channel flow data are used to study the accuracy and cost features of the LUM. The following conclusions are obtained. (i) Compared to RANS, which require evidence for their predictions, the LUM has the significant advantage that the quality of predictions is relatively independent of the RANS model applied. (ii) Compared to <span class="hlt">LES</span>, the significant advantage of the LUM is a cost reduction of high-Reynolds number simulations by a factor of 0.07Re{sup 0.46}. For coarse grids, the LUM has a significant accuracy advantage over corresponding <span class="hlt">LES</span>. (iii) Compared to other usually applied hybrid RANS–<span class="hlt">LES</span> models, it is shown that the LUM provides significantly improved predictions.« less</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/FR-2010-05-11/pdf/2010-11155.pdf','FEDREG'); return false;" href="https://www.gpo.gov/fdsys/pkg/FR-2010-05-11/pdf/2010-11155.pdf"><span>75 FR 26345 - Agency Information Collection (Ethics Consultation <span class="hlt">Feedback</span> Tool (ECFT)) New Enrollee Survey...</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collection.action?collectionCode=FR">Federal Register 2010, 2011, 2012, 2013, 2014</a></p> <p></p> <p>2010-05-11</p> <p>... Collection (Ethics Consultation <span class="hlt">Feedback</span> Tool (ECFT)) New Enrollee Survey) Activity Under OMB Review AGENCY...).'' SUPPLEMENTARY INFORMATION: Title: Ethics Consultation <span class="hlt">Feedback</span> Tool (ECFT), VA Form 10-0502. OMB Control Number... collect data from patients and family members about their <span class="hlt">experience</span> during the Ethics Consultation...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2002JPhy4..12...97B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2002JPhy4..12...97B"><span>Analyse de plomb dans <span class="hlt">les</span> peintures</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Broll, N.; Frezouls, J.-M.</p> <p>2002-07-01</p> <p>The analysis of lead in paints was previously used for the characterisation of pigments. In this way, the analysis is able to specify the century of the painting of a work of art. Recently this technique was also used to determine the toxicity of lead paints in building. This paper compared the result of several X-ray fluorescence spectrometer, either wave length/energy dispersion laboratory apparatus or X-ray microtube/radioactive source portable equipment's. L'analyse du plomb dans <span class="hlt">les</span> peintures a jusqu'à présent été appliquée essentiellement pour caractériser <span class="hlt">les</span> pigments lors de leur fabrication et pour identifier des rouvres d'art. Récemment cette technique est également utilisée pour déterminer la toxicité des peintures au plomb dans <span class="hlt">les</span> bâtiments. Nous avons comparé <span class="hlt">les</span> performances de plusieurs spectromètres de fluorescence X, soit de laboratoire à dispersion en longueur d'onde ou à dispersion en énergie (avec tube à rayonsX), soit portable avec source radioactive ou tube à rayons X.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29169049','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29169049"><span>Stuttering adults' lack of pre-speech auditory modulation normalizes when speaking with delayed auditory <span class="hlt">feedback</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Daliri, Ayoub; Max, Ludo</p> <p>2018-02-01</p> <p>Auditory modulation during speech movement planning is limited in adults who stutter (AWS), but the functional relevance of the phenomenon itself remains unknown. We investigated for AWS and adults who do not stutter (AWNS) (a) a potential relationship between pre-speech auditory modulation and auditory <span class="hlt">feedback</span> contributions to speech motor learning and (b) the effect on pre-speech auditory modulation of real-time versus delayed auditory <span class="hlt">feedback</span>. <span class="hlt">Experiment</span> I used a sensorimotor adaptation paradigm to estimate auditory-motor speech learning. Using acoustic speech recordings, we quantified subjects' formant frequency adjustments across trials when continually exposed to formant-shifted auditory <span class="hlt">feedback</span>. In <span class="hlt">Experiment</span> II, we used electroencephalography to determine the same subjects' extent of pre-speech auditory modulation (reductions in auditory evoked potential N1 amplitude) when probe tones were delivered prior to speaking versus not speaking. To manipulate subjects' ability to monitor real-time <span class="hlt">feedback</span>, we included speaking conditions with non-altered auditory <span class="hlt">feedback</span> (NAF) and delayed auditory <span class="hlt">feedback</span> (DAF). <span class="hlt">Experiment</span> I showed that auditory-motor learning was limited for AWS versus AWNS, and the extent of learning was negatively correlated with stuttering frequency. <span class="hlt">Experiment</span> II yielded several key findings: (a) our prior finding of limited pre-speech auditory modulation in AWS was replicated; (b) DAF caused a decrease in auditory modulation for most AWNS but an increase for most AWS; and (c) for AWS, the amount of auditory modulation when speaking with DAF was positively correlated with stuttering frequency. Lastly, AWNS showed no correlation between pre-speech auditory modulation (<span class="hlt">Experiment</span> II) and extent of auditory-motor learning (<span class="hlt">Experiment</span> I) whereas AWS showed a negative correlation between these measures. Thus, findings suggest that AWS show deficits in both pre-speech auditory modulation and auditory-motor learning; however, limited pre</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22411103','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22411103"><span><span class="hlt">Feedback</span>-related brain activity predicts learning from <span class="hlt">feedback</span> in multiple-choice testing.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ernst, Benjamin; Steinhauser, Marco</p> <p>2012-06-01</p> <p>Different event-related potentials (ERPs) have been shown to correlate with learning from <span class="hlt">feedback</span> in decision-making tasks and with learning in explicit memory tasks. In the present study, we investigated which ERPs predict learning from corrective <span class="hlt">feedback</span> in a multiple-choice test, which combines elements from both paradigms. Participants worked through sets of multiple-choice items of a Swahili-German vocabulary task. Whereas the initial presentation of an item required the participants to guess the answer, corrective <span class="hlt">feedback</span> could be used to learn the correct response. Initial analyses revealed that corrective <span class="hlt">feedback</span> elicited components related to reinforcement learning (FRN), as well as to explicit memory processing (P300) and attention (early frontal positivity). However, only the P300 and early frontal positivity were positively correlated with successful learning from corrective <span class="hlt">feedback</span>, whereas the FRN was even larger when learning failed. These results suggest that learning from corrective <span class="hlt">feedback</span> crucially relies on explicit memory processing and attentional orienting to corrective <span class="hlt">feedback</span>, rather than on reinforcement learning.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4304240','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4304240"><span>Effects of different <span class="hlt">feedback</span> types on information integration in repeated monetary gambles</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Haffke, Peter; Hübner, Ronald</p> <p>2015-01-01</p> <p>Most models of risky decision making assume that all relevant information is taken into account (e.g., von Neumann and Morgenstern, 1944; Kahneman and Tversky, 1979). However, there are also some models supposing that only part of the information is considered (e.g., Brandstätter et al., 2006; Gigerenzer and Gaissmaier, 2011). To further investigate the amount of information that is usually used for decision making, and how the use depends on <span class="hlt">feedback</span>, we conducted a series of three <span class="hlt">experiments</span> in which participants choose between two lotteries and where no <span class="hlt">feedback</span>, outcome <span class="hlt">feedback</span>, and error <span class="hlt">feedback</span> was provided, respectively. The results show that without <span class="hlt">feedback</span> participants mostly chose the lottery with the higher winning probability, and largely ignored the potential gains. The same results occurred when the outcome of each decision was fed back. Only after presenting error <span class="hlt">feedback</span> (i.e., signaling whether a choice was optimal or not), participants considered probabilities as well as gains, resulting in more optimal choices. We propose that outcome <span class="hlt">feedback</span> was ineffective, because of its probabilistic and ambiguous nature. Participants improve information integration only if provided with a consistent and deterministic signal such as error <span class="hlt">feedback</span>. PMID:25667576</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25667576','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25667576"><span>Effects of different <span class="hlt">feedback</span> types on information integration in repeated monetary gambles.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Haffke, Peter; Hübner, Ronald</p> <p>2014-01-01</p> <p>Most models of risky decision making assume that all relevant information is taken into account (e.g., von Neumann and Morgenstern, 1944; Kahneman and Tversky, 1979). However, there are also some models supposing that only part of the information is considered (e.g., Brandstätter et al., 2006; Gigerenzer and Gaissmaier, 2011). To further investigate the amount of information that is usually used for decision making, and how the use depends on <span class="hlt">feedback</span>, we conducted a series of three <span class="hlt">experiments</span> in which participants choose between two lotteries and where no <span class="hlt">feedback</span>, outcome <span class="hlt">feedback</span>, and error <span class="hlt">feedback</span> was provided, respectively. The results show that without <span class="hlt">feedback</span> participants mostly chose the lottery with the higher winning probability, and largely ignored the potential gains. The same results occurred when the outcome of each decision was fed back. Only after presenting error <span class="hlt">feedback</span> (i.e., signaling whether a choice was optimal or not), participants considered probabilities as well as gains, resulting in more optimal choices. We propose that outcome <span class="hlt">feedback</span> was ineffective, because of its probabilistic and ambiguous nature. Participants improve information integration only if provided with a consistent and deterministic signal such as error <span class="hlt">feedback</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/pages/biblio/1395318-cloud-feedback-model-intercomparison-project-cfmip-contribution-cmip6','SCIGOV-DOEP'); return false;" href="https://www.osti.gov/pages/biblio/1395318-cloud-feedback-model-intercomparison-project-cfmip-contribution-cmip6"><span>The Cloud <span class="hlt">Feedback</span> Model Intercomparison Project (CFMIP) contribution to CMIP6</span></a></p> <p><a target="_blank" href="http://www.osti.gov/pages">DOE PAGES</a></p> <p>Webb, Mark J.; Andrews, Timothy; Bodas-Salcedo, Alejandro; ...</p> <p>2017-01-01</p> <p>Our primary objective of CFMIP is to inform future assessments of cloud <span class="hlt">feedbacks</span> through improved understanding of cloud–climate <span class="hlt">feedback</span> mechanisms and better evaluation of cloud processes and cloud <span class="hlt">feedbacks</span> in climate models. But, the CFMIP approach is also increasingly being used to understand other aspects of climate change, and so a second objective has now been introduced, to improve understanding of circulation, regional-scale precipitation, and non-linear changes. CFMIP is supporting ongoing model inter-comparison activities by coordinating a hierarchy of targeted <span class="hlt">experiments</span> for CMIP6, along with a set of cloud-related output diagnostics. CFMIP contributes primarily to addressing the CMIP6 questions Howmore » does the Earth system respond to forcing? and What are the origins and consequences of systematic model biases? and supports the activities of the WCRP Grand Challenge on Clouds, Circulation and Climate Sensitivity.A compact set of Tier 1 <span class="hlt">experiments</span> is proposed for CMIP6 to address this question: (1) what are the physical mechanisms underlying the range of cloud <span class="hlt">feedbacks</span> and cloud adjustments predicted by climate models, and which models have the most credible cloud <span class="hlt">feedbacks</span>? Additional Tier 2 <span class="hlt">experiments</span> are proposed to address the following questions. (2) Are cloud <span class="hlt">feedbacks</span> consistent for climate cooling and warming, and if not, why? (3) How do cloud-radiative effects impact the structure, the strength and the variability of the general atmospheric circulation in present and future climates? (4) How do responses in the climate system due to changes in solar forcing differ from changes due to CO 2, and is the response sensitive to the sign of the forcing? (5) To what extent is regional climate change per CO 2 doubling state-dependent (non-linear), and why? (6) Are climate <span class="hlt">feedbacks</span> during the 20th century different to those acting on long-term climate change and climate sensitivity? (7) How do regional climate responses (e.g. in</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/servlets/purl/1395318','SCIGOV-STC'); return false;" href="https://www.osti.gov/servlets/purl/1395318"><span>The Cloud <span class="hlt">Feedback</span> Model Intercomparison Project (CFMIP) contribution to CMIP6</span></a></p> <p><a target="_blank" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Webb, Mark J.; Andrews, Timothy; Bodas-Salcedo, Alejandro</p> <p></p> <p>Our primary objective of CFMIP is to inform future assessments of cloud <span class="hlt">feedbacks</span> through improved understanding of cloud–climate <span class="hlt">feedback</span> mechanisms and better evaluation of cloud processes and cloud <span class="hlt">feedbacks</span> in climate models. But, the CFMIP approach is also increasingly being used to understand other aspects of climate change, and so a second objective has now been introduced, to improve understanding of circulation, regional-scale precipitation, and non-linear changes. CFMIP is supporting ongoing model inter-comparison activities by coordinating a hierarchy of targeted <span class="hlt">experiments</span> for CMIP6, along with a set of cloud-related output diagnostics. CFMIP contributes primarily to addressing the CMIP6 questions Howmore » does the Earth system respond to forcing? and What are the origins and consequences of systematic model biases? and supports the activities of the WCRP Grand Challenge on Clouds, Circulation and Climate Sensitivity.A compact set of Tier 1 <span class="hlt">experiments</span> is proposed for CMIP6 to address this question: (1) what are the physical mechanisms underlying the range of cloud <span class="hlt">feedbacks</span> and cloud adjustments predicted by climate models, and which models have the most credible cloud <span class="hlt">feedbacks</span>? Additional Tier 2 <span class="hlt">experiments</span> are proposed to address the following questions. (2) Are cloud <span class="hlt">feedbacks</span> consistent for climate cooling and warming, and if not, why? (3) How do cloud-radiative effects impact the structure, the strength and the variability of the general atmospheric circulation in present and future climates? (4) How do responses in the climate system due to changes in solar forcing differ from changes due to CO 2, and is the response sensitive to the sign of the forcing? (5) To what extent is regional climate change per CO 2 doubling state-dependent (non-linear), and why? (6) Are climate <span class="hlt">feedbacks</span> during the 20th century different to those acting on long-term climate change and climate sensitivity? (7) How do regional climate responses (e.g. in</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016Natur.532...77H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016Natur.532...77H"><span>Coherent <span class="hlt">feedback</span> control of a single qubit in diamond</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Hirose, Masashi; Cappellaro, Paola</p> <p>2016-04-01</p> <p>Engineering desired operations on qubits subjected to the deleterious effects of their environment is a critical task in quantum information processing, quantum simulation and sensing. The most common approach relies on open-loop quantum control techniques, including optimal-control algorithms based on analytical or numerical solutions, Lyapunov design and Hamiltonian engineering. An alternative strategy, inspired by the success of classical control, is <span class="hlt">feedback</span> control. Because of the complications introduced by quantum measurement, closed-loop control is less pervasive in the quantum setting and, with exceptions, its experimental implementations have been mainly limited to quantum optics <span class="hlt">experiments</span>. Here we implement a <span class="hlt">feedback</span>-control algorithm using a solid-state spin qubit system associated with the nitrogen vacancy centre in diamond, using coherent <span class="hlt">feedback</span> to overcome the limitations of measurement-based <span class="hlt">feedback</span>, and show that it can protect the qubit against intrinsic dephasing noise for milliseconds. In coherent <span class="hlt">feedback</span>, the quantum system is connected to an auxiliary quantum controller (ancilla) that acquires information about the output state of the system (by an entangling operation) and performs an appropriate <span class="hlt">feedback</span> action (by a conditional gate). In contrast to open-loop dynamical decoupling techniques, <span class="hlt">feedback</span> control can protect the qubit even against Markovian noise and for an arbitrary period of time (limited only by the coherence time of the ancilla), while allowing gate operations. It is thus more closely related to quantum error-correction schemes, although these require larger and increasing qubit overheads. Increasing the number of fresh ancillas enables protection beyond their coherence time. We further evaluate the robustness of the <span class="hlt">feedback</span> protocol, which could be applied to quantum computation and sensing, by exploring a trade-off between information gain and decoherence protection, as measurement of the ancilla-qubit correlation</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li class="active"><span>16</span></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_16 --> <div id="page_17" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li class="active"><span>17</span></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="321"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28696340','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28696340"><span>Brain-actuated gait trainer with visual and proprioceptive <span class="hlt">feedback</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Liu, Dong; Chen, Weihai; Lee, Kyuhwa; Chavarriaga, Ricardo; Bouri, Mohamed; Pei, Zhongcai; Del R Millán, José</p> <p>2017-10-01</p> <p>Brain-machine interfaces (BMIs) have been proposed in closed-loop applications for neuromodulation and neurorehabilitation. This study describes the impact of different <span class="hlt">feedback</span> modalities on the performance of an EEG-based BMI that decodes motor imagery (MI) of leg flexion and extension. We executed <span class="hlt">experiments</span> in a lower-limb gait trainer (the legoPress) where nine able-bodied subjects participated in three consecutive sessions based on a crossover design. A random forest classifier was trained from the offline session and tested online with visual and proprioceptive <span class="hlt">feedback</span>, respectively. Post-hoc classification was conducted to assess the impact of <span class="hlt">feedback</span> modalities and learning effect (an improvement over time) on the simulated trial-based performance. Finally, we performed feature analysis to investigate the discriminant power and brain pattern modulations across the subjects. (i) For real-time classification, the average accuracy was [Formula: see text]% and [Formula: see text]% for the two online sessions. The results were significantly higher than chance level, demonstrating the feasibility to distinguish between MI of leg extension and flexion. (ii) For post-hoc classification, the performance with proprioceptive <span class="hlt">feedback</span> ([Formula: see text]%) was significantly better than with visual <span class="hlt">feedback</span> ([Formula: see text]%), while there was no significant learning effect. (iii) We reported individual discriminate features and brain patterns associated to each <span class="hlt">feedback</span> modality, which exhibited differences between the two modalities although no general conclusion can be drawn. The study reported a closed-loop brain-controlled gait trainer, as a proof of concept for neurorehabilitation devices. We reported the feasibility of decoding lower-limb movement in an intuitive and natural way. As far as we know, this is the first online study discussing the role of <span class="hlt">feedback</span> modalities in lower-limb MI decoding. Our results suggest that proprioceptive <span class="hlt">feedback</span> has an</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27426914','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27426914"><span><span class="hlt">Feedback</span> in surgical education.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>El Boghdady, Michael; Alijani, Afshin</p> <p>2017-04-01</p> <p>The positive effect of <span class="hlt">feedback</span> has long been recognized in surgical education. Surgical educators convey <span class="hlt">feedback</span> to improve the performance of the surgical trainees. We aimed to review the scientific classification and application of <span class="hlt">feedback</span> in surgical education, and to propose possible future directions for research. A literature search was performed using Pubmed, OVID, CINAHL, Web of science, EMBASE, ERIC database and Google Scholar. The following search terms were used: '<span class="hlt">feedback</span>', '<span class="hlt">feedback</span> in medical education', '<span class="hlt">feedback</span> in medical training' and '<span class="hlt">feedback</span> in surgery'. The search was limited to articles in English. From 1157 citations, 12 books and 43 articles met the inclusion criteria and were selected for this review. <span class="hlt">Feedback</span> comes in a variety of types and is an essential tool for learning and developing performance in surgical education. Different methods of <span class="hlt">feedback</span> application are evolving and future work needs to concentrate on the value of each method as well as the role of new technologies in surgical education. Copyright © 2016 Royal College of Surgeons of Edinburgh (Scottish charity number SC005317) and Royal College of Surgeons in Ireland. Published by Elsevier Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Descriptive+AND+Evaluative&pg=2&id=EJ738169','ERIC'); return false;" href="https://eric.ed.gov/?q=Descriptive+AND+Evaluative&pg=2&id=EJ738169"><span>Attending to Student Voice: The Impact of Descriptive <span class="hlt">Feedback</span> on Learning and Teaching</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Rodgers, Carol R.</p> <p>2006-01-01</p> <p>This article explores the central role that description of <span class="hlt">experience</span>, on the part of both teacher and students, plays in reflective practice. In particular, it highlights the power of students' description of their own learning as revealed to teachers in dialogue, a process I call "descriptive <span class="hlt">feedback</span>." Descriptive <span class="hlt">feedback</span> is neither…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=prototype&pg=7&id=EJ1040535','ERIC'); return false;" href="https://eric.ed.gov/?q=prototype&pg=7&id=EJ1040535"><span>The Role and Functionality of Emotions in <span class="hlt">Feedback</span> at University: A Qualitative Study</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Rowe, Anna D.; Fitness, Julie; Wood, Leigh N.</p> <p>2014-01-01</p> <p>This paper reports on a qualitative study exploring the role and functionality of emotions in <span class="hlt">feedback</span>. In-depth interview data from students and lecturers at an Australian university are analysed using cognitive appraisal and prototype theory. Results suggest that students <span class="hlt">experience</span> a range of positive and negative emotions in <span class="hlt">feedback</span> contexts…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=environmental+AND+performance+AND+evaluation&pg=7&id=EJ982971','ERIC'); return false;" href="https://eric.ed.gov/?q=environmental+AND+performance+AND+evaluation&pg=7&id=EJ982971"><span>Student <span class="hlt">Feedback</span> Systems in Higher Education: A Focused Literature Review and Environmental Scan</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Alderman, Lyn; Towers, Stephen; Bannah, Sylvia</p> <p>2012-01-01</p> <p>In recent times, higher education institutions have paid increasing attention to the views of students to obtain <span class="hlt">feedback</span> on their <span class="hlt">experience</span> of learning and teaching through internal surveys. This article reviews research in the field and reports on practices in other Australian universities. Findings demonstrate that while student <span class="hlt">feedback</span> is…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=formative+AND+variable&pg=3&id=EJ787077','ERIC'); return false;" href="https://eric.ed.gov/?q=formative+AND+variable&pg=3&id=EJ787077"><span>Focus on Formative <span class="hlt">Feedback</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Shute, Valerie J.</p> <p>2008-01-01</p> <p>This article reviews the corpus of research on <span class="hlt">feedback</span>, with a focus on formative <span class="hlt">feedback</span>--defined as information communicated to the learner that is intended to modify his or her thinking or behavior to improve learning. According to researchers, formative <span class="hlt">feedback</span> should be nonevaluative, supportive, timely, and specific. Formative <span class="hlt">feedback</span> is…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1105282.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1105282.pdf"><span>The Value and Effectiveness of <span class="hlt">Feedback</span> in Improving Students' Learning and Professionalizing Teaching in Higher Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ahea, Md. Mamoon-Al-Bashir; Ahea, Md. Rezaul Kabir; Rahman, Ismat</p> <p>2016-01-01</p> <p>There is a great importance of <span class="hlt">feedback</span> in improving learning <span class="hlt">experience</span> for the students. This has also significant effect in professionalizing teaching in the higher education level. However, <span class="hlt">feedback</span> is considered as a difficult issue in this arena. Most of the lecturers are still continuing with the tradition form of <span class="hlt">feedback</span>. This form of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29414754','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29414754"><span>Bayesian source term estimation of atmospheric releases in urban areas using <span class="hlt">LES</span> approach.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Xue, Fei; Kikumoto, Hideki; Li, Xiaofeng; Ooka, Ryozo</p> <p>2018-05-05</p> <p>The estimation of source information from limited measurements of a sensor network is a challenging inverse problem, which can be viewed as an assimilation process of the observed concentration data and the predicted concentration data. When dealing with releases in built-up areas, the predicted data are generally obtained by the Reynolds-averaged Navier-Stokes (RANS) equations, which yields building-resolving results; however, RANS-based models are outperformed by large-eddy simulation (<span class="hlt">LES</span>) in the predictions of both airflow and dispersion. Therefore, it is important to explore the possibility of improving the estimation of the source parameters by using the <span class="hlt">LES</span> approach. In this paper, a novel source term estimation method is proposed based on <span class="hlt">LES</span> approach using Bayesian inference. The source-receptor relationship is obtained by solving the adjoint equations constructed using the time-averaged flow field simulated by the <span class="hlt">LES</span> approach based on the gradient diffusion hypothesis. A wind tunnel <span class="hlt">experiment</span> with a constant point source downwind of a single building model is used to evaluate the performance of the proposed method, which is compared with that of the existing method using a RANS model. The results show that the proposed method reduces the errors of source location and releasing strength by 77% and 28%, respectively. Copyright © 2018 Elsevier B.V. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Biological&pg=7&id=EJ959261','ERIC'); return false;" href="https://eric.ed.gov/?q=Biological&pg=7&id=EJ959261"><span>Student Engagement with <span class="hlt">Feedback</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Scott, Jon; Shields, Cathy; Gardner, James; Hancock, Alysoun; Nutt, Alex</p> <p>2011-01-01</p> <p>This report considers Biological Sciences students' perceptions of <span class="hlt">feedback</span>, compared with those of the University as a whole, this includes what forms of <span class="hlt">feedback</span> were considered most useful and how <span class="hlt">feedback</span> used. Compared with data from previous studies, Biological Sciences students gave much greater recognition to oral <span class="hlt">feedback</span>, placing it on a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27412170','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27412170"><span>Model depicting aspects of audit and <span class="hlt">feedback</span> that impact physicians' acceptance of clinical performance <span class="hlt">feedback</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Payne, Velma L; Hysong, Sylvia J</p> <p>2016-07-13</p> <p>Audit and <span class="hlt">feedback</span> (A&F) is a strategy that has been used in various disciplines for performance and quality improvement. There is limited research regarding medical professionals' acceptance of clinical-performance <span class="hlt">feedback</span> and whether <span class="hlt">feedback</span> impacts clinical practice. The objectives of our research were to (1) investigate aspects of A&F that impact physicians' acceptance of performance <span class="hlt">feedback</span>; (2) determine actions physicians take when receiving <span class="hlt">feedback</span>; and (3) determine if <span class="hlt">feedback</span> impacts physicians' patient-management behavior. In this qualitative study, we employed grounded theory methods to perform a secondary analysis of semi-structured interviews with 12 VA primary care physicians. We analyzed a subset of interview questions from the primary study, which aimed to determine how providers of high, low and moderately performing VA medical centers use performance <span class="hlt">feedback</span> to maintain and improve quality of care, and determine perceived utility of performance <span class="hlt">feedback</span>. Based on the themes emergent from our analysis and their observed relationships, we developed a model depicting aspects of the A&F process that impact <span class="hlt">feedback</span> acceptance and physicians' patient-management behavior. The model is comprised of three core components - Reaction, Action and Impact - and depicts elements associated with <span class="hlt">feedback</span> recipients' reaction to <span class="hlt">feedback</span>, action taken when <span class="hlt">feedback</span> is received, and physicians modifying their patient-management behavior. <span class="hlt">Feedback</span> characteristics, the environment, external locus-of-control components, core values, emotion and the assessment process induce or deter reaction, action and impact. <span class="hlt">Feedback</span> characteristics (content and timeliness), and the procedural justice of the assessment process (unjust penalties) impact <span class="hlt">feedback</span> acceptance. External locus-of-control elements (financial incentives, competition), the environment (patient volume, time constraints) and emotion impact patient-management behavior. Receiving <span class="hlt">feedback</span> generated</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED565023.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED565023.pdf"><span><span class="hlt">Feedback</span> on Individual Academic Presentations: Exploring Finnish University Students' <span class="hlt">Experiences</span> and Preferences</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Károly, Adrienn</p> <p>2015-01-01</p> <p>With an increasing emphasis on measuring the outcomes of learning in higher education, assessment is gaining an ever more prominent role in curriculum design and development as well as in instructional practices. In formative assessment, <span class="hlt">feedback</span> is regarded as a powerful pedagogical tool driving student engagement and deep learning. The efficacy…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25847064','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25847064"><span>The influence of teacher <span class="hlt">feedback</span> on children's perceptions of student-teacher relationships.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Skipper, Yvonne; Douglas, Karen</p> <p>2015-09-01</p> <p>Teachers can deliver <span class="hlt">feedback</span> using person ('you are clever') or process terms ('you worked hard'). Person <span class="hlt">feedback</span> can lead to negative academic outcomes, but there is little experimental research examining the impact of <span class="hlt">feedback</span> on children's perceptions of the student-teacher relationship. We examined the effects of person, process, and no <span class="hlt">feedback</span> on children's perceptions of their relationship with a (fictional) teacher following success and failure. Participants were British children (145 aged 9-11 in <span class="hlt">experiment</span> 1 and 98 aged 7-11 in <span class="hlt">experiment</span> 2). In <span class="hlt">experiment</span> 1, participants read three scenarios where they succeeded and received one of two types of praise (person or process) or no praise. Participants then read two scenarios where they failed. In <span class="hlt">experiment</span> 2, participants read that they had failed in three tasks and received one of two types of criticism (person or process) or no criticism. Participants then read two scenarios where they succeeded. They rated how much they liked the teacher and how much they felt that the teacher liked them. Children felt more positive about the student-teacher relationship following success than failure. Type of praise did not influence perceptions of the student-teacher relationship following success or failure. However, person criticism led children to view the student-teacher relationship more negatively following failure and maintain this negative view following the first success. Success appears to be important for developing positive student-teacher relationships. In response to failure, teachers could avoid person criticism which may negatively influence the student-teacher relationship. © 2015 The British Psychological Society.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=open+AND+heart&id=EJ1140464','ERIC'); return false;" href="https://eric.ed.gov/?q=open+AND+heart&id=EJ1140464"><span>Stop Sabotaging <span class="hlt">Feedback</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Stone, Douglas; David-Lang, Jenn</p> <p>2017-01-01</p> <p>School leaders need to be able to give and receive <span class="hlt">feedback</span>--to give it skillfully to teachers, and to receive it skillfully from, well, everyone. Most educators agree that <span class="hlt">feedback</span> can be necessary and helpful--yet the unending cascade of new directives governing <span class="hlt">feedback</span> often feel like a waste of time. In this article, the authors offer…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=success+AND+criteria&pg=2&id=EJ1002436','ERIC'); return false;" href="https://eric.ed.gov/?q=success+AND+criteria&pg=2&id=EJ1002436"><span>Preventing <span class="hlt">Feedback</span> Fizzle</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Brookhart, Susan M.</p> <p>2012-01-01</p> <p><span class="hlt">Feedback</span> is certainly about saying or writing helpful, learning-focused comments. But that is only part of it. What happens beforehand? What happens afterward? <span class="hlt">Feedback</span> that is helpful and learning-focused fits into a context. Before a teacher gives <span class="hlt">feedback</span>, students need to know the learning target so they have a purpose for using the feedback…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20110008739','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20110008739"><span>Validating <span class="hlt">LES</span> for Jet Aeroacoustics</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Bridges, James</p> <p>2011-01-01</p> <p>Engineers charged with making jet aircraft quieter have long dreamed of being able to see exactly how turbulent eddies produce sound and this dream is now coming true with the advent of large eddy simulation (<span class="hlt">LES</span>). Two obvious challenges remain: validating the <span class="hlt">LES</span> codes at the resolution required to see the fluid-acoustic coupling, and the interpretation of the massive datasets that result in having dreams come true. This paper primarily addresses the former, the use of advanced experimental techniques such as particle image velocimetry (PIV) and Raman and Rayleigh scattering, to validate the computer codes and procedures used to create <span class="hlt">LES</span> solutions. It also addresses the latter problem in discussing what are relevant measures critical for aeroacoustics that should be used in validating <span class="hlt">LES</span> codes. These new diagnostic techniques deliver measurements and flow statistics of increasing sophistication and capability, but what of their accuracy? And what are the measures to be used in validation? This paper argues that the issue of accuracy be addressed by cross-facility and cross-disciplinary examination of modern datasets along with increased reporting of internal quality checks in PIV analysis. Further, it is argued that the appropriate validation metrics for aeroacoustic applications are increasingly complicated statistics that have been shown in aeroacoustic theory to be critical to flow-generated sound.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=swords&pg=6&id=EJ844102','ERIC'); return false;" href="https://eric.ed.gov/?q=swords&pg=6&id=EJ844102"><span>The Nature of <span class="hlt">Feedback</span>: How Different Types of Peer <span class="hlt">Feedback</span> Affect Writing Performance</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Nelson, Melissa M.; Schunn, Christian D.</p> <p>2009-01-01</p> <p>Although providing <span class="hlt">feedback</span> is commonly practiced in education, there is no general agreement regarding what type of <span class="hlt">feedback</span> is most helpful and why it is helpful. This study examined the relationship between various types of <span class="hlt">feedback</span>, potential internal mediators, and the likelihood of implementing <span class="hlt">feedback</span>. Five main predictions were developed…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2000AnPh...25e...1P','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2000AnPh...25e...1P"><span>Le point sur <span class="hlt">les</span> amas de galaxies</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Pierre, M.</p> <p></p> <p>Clusters of galaxies: a review After having briefly described the 3 main components of clusters of galaxies (dark matter, gas and galaxies) we shall present clusters from a theoretical viewpoint: they are the largest entities known in the universe. Consequently, clusters of galaxies play a key role in any cosmological study and thus, are essential for our global understanding of the universe. In the general introduction, we shall outline this fundamental aspect, showing how the study of clusters can help to constrain the various cosmological scenarios. Once this cosmological framework is set, the next chapters will present a detailed analysis of cluster properties and of their cosmic evolution as observed in different wavebands mainly in the optical (galaxies), X-ray (gas) and radio (gas and particles) ranges. We shall see that the detailed study of a cluster is conditioned by the study of the interactions between its different components; this is the necessary step to ultimately derive the fundamental quantity which is the cluster mass. This will be the occasion to undertake an excursion into extremely varied physical processes such as the multi-phase nature of the intra-cluster medium, lensing phenomena, starbursts and morphology evolution in cluster galaxies or the interaction between the intra-cluster plasma and relativistic particles which are accelerated during cluster merging. For each waveband, we shall outline simply the dedicated observing and analysis techniques, which are of special interest in the case of space observations. Finally, we present several ambitious projects for the next observatory generation as well as their expected impact on the study of clusters of galaxies. Après avoir brièvement décrit <span class="hlt">les</span> 3 constituants fondamentaux des amas de galaxies (matière noire, gaz et galaxies) nous présenterons <span class="hlt">les</span> amas d'un point de vue plus théorique : ce sont <span class="hlt">les</span> entités <span class="hlt">les</span> plus massives à l'équilibre connues dans l'univers. <span class="hlt">Les</span> amas de</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3237532','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3237532"><span>Ressources pour <span class="hlt">les</span> personnes atteintes de démence</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Frank, Christopher; Feldman, Sid; Schulz, Mary</p> <p>2011-01-01</p> <p>Résumé Objectif Résumer <span class="hlt">les</span> services offerts par la Société Alzheimer et discuter des autres sources de soutien et d’information à la disposition des personnes atteintes de démence. Sources de l’information On a fait une recension dans Ovid MEDLINE à l’aide des expressions dementia, Alzheimer disease, community health services utilization et caregiver stress. Message principal Il a été démontré qu’il est bénéfique aux patients et aux aidants si le diagnostic de la démence est posé tôt dans la maladie. Une consultation auprès de la Société Alzheimer peut aider dans la prise en charge non pharmacologique de la démence au moment du diagnostic et en tout temps durant l’évolution de la maladie. Parmi <span class="hlt">les</span> services offerts, on peut mentionner des renseignements au sujet de la démence, le soutien aux aidants, la coordination des services communautaires et une grande diversité de ressources écrites à l’intention des patients et des aidants. Là où il est offert, le programme Premier lien peut aider avec l’orientation vers des services en minimisant la nécessité pour <span class="hlt">les</span> patients ou <span class="hlt">les</span> aidants de communiquer eux-mêmes avec <span class="hlt">les</span> filiales locales de la Société. On discute aussi d’autres ressources, y compris <span class="hlt">les</span> soins de répit et <span class="hlt">les</span> approches technologiques pour prendre en charge l’errance. Conclusion La Société Alzheimer joue un rôle important dans la prise en charge de la démence et <span class="hlt">les</span> médecins de famille devraient toujours envisager d’y référer leurs patients au moment du diagnostic, quelle que soit la gravité de l’état. Premier lien, quand il est accessible, peut faciliter le contact avec <span class="hlt">les</span> services. Des ressources comme <span class="hlt">les</span> soins de répit et <span class="hlt">les</span> programmes de jour devraient toujours être considérés lorsqu’ils sont disponibles.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013EGUGA..15.1612Y','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013EGUGA..15.1612Y"><span>Relative contribution of <span class="hlt">feedback</span> processes to Arctic amplification of temperature change in MIROC GCM</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Yoshimori, Masakazu; Watanabe, Masahiro; Abe-Ouchi, Ayako; Shiogama, Hideo; Ogura, Tomoo</p> <p>2013-04-01</p> <p>The finding that surface warming over the Arctic exceeds that over the rest of the world under global warming is a robust feature among general circulation models (GCMs). While various mechanisms have been proposed, quantifying their relative contributions is an important task in order to understand model behavior and operating mechanisms. Here we apply a recently proposed <span class="hlt">feedback</span> analysis technique to a GCM under different external forcings including elevated and lowered CO2 concentrations, and increased solar irradiance. First, the contribution of <span class="hlt">feedbacks</span> to Arctic temperature change is investigated. Surface air temperature response in the Arctic is amplified by albedo, water vapor, and large-scale condensation <span class="hlt">feedbacks</span> from that without a <span class="hlt">feedback</span> although a part of it is suppressed by evaporative cooling <span class="hlt">feedback</span>. Second, the contribution of <span class="hlt">feedbacks</span> to Arctic amplification (AA) relative to global average is investigated. Under the positive radiative forcings, the albedo <span class="hlt">feedback</span> contributes to AA predominantly through warming the Arctic more than the low latitudes while the evaporative cooling <span class="hlt">feedback</span> contributes to AA predominantly by cooling the low latitudes more than the Arctic. Their relative effects vary with the applied forcing, however, and the latter dominates over the former in the increased solar irradiance and lowered CO2 <span class="hlt">experiments</span>. The large-scale condensation plus evaporative cooling <span class="hlt">feedback</span> and the dynamical <span class="hlt">feedback</span> contribute positively and negatively to AA, respectively. These results are consistent with an increase and a decrease of latent heat and dry-static energy transport, respectively, into the Arctic under the positive radiative forcings. An important contribution is thus made via changes in hydrological cycle and not via the 'dry' heat transport process. A larger response near the surface than aloft in the Arctic is maintained by the albedo, water vapor, and dynamical <span class="hlt">feedbacks</span>, in which the albedo and water vapor <span class="hlt">feedbacks</span></p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/2716557','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/2716557"><span>The effectiveness of immediate <span class="hlt">feedback</span> during the objective structured clinical examination.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Hodder, R V; Rivington, R N; Calcutt, L E; Hart, I R</p> <p>1989-03-01</p> <p>Using eight different physical examination or technical stations, 400 examinations were conducted to evaluate the effectiveness of immediate <span class="hlt">feedback</span> during the Objective Structured Clinical Examination (OSCE). The test group comprised 50 medical students who underwent a standard 4-minute examination followed by 2 minutes of <span class="hlt">feedback</span>. Immediately following <span class="hlt">feedback</span> the students repeated an identical 4-minute examination scored by the same examiners. The control group consisted of 50 students from the same class who underwent an identical testing sequence, but instead of receiving <span class="hlt">feedback</span>, they were instructed to continue their examinations for an additional 2 minutes before repeating the stations. Simple repetition of the task did not significantly improve score (mean increase 2.0%, NS). Extending the testing period from 4 to 6 minutes resulted in a small but significant increase in score (mean 6.7%, P less than 0.001). However, there was a much larger increase in the scores obtained following 2 minutes of immediate <span class="hlt">feedback</span> compared to pre-<span class="hlt">feedback</span> performance (mean 26.3%, P less than 0.0001). The majority of students and examiners felt that <span class="hlt">feedback</span>, as administered in this study, was valuable both as a learning and teaching <span class="hlt">experience</span>. Short periods of immediate <span class="hlt">feedback</span> during an OSCE are practical and can improve competency in the performance of criterion-based tasks, at least over the short term. In addition, such <span class="hlt">feedback</span> provides students with valuable self-assessment that may stimulate further learning.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li class="active"><span>17</span></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_17 --> <div id="page_18" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li class="active"><span>18</span></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="341"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=anticipation&pg=7&id=EJ1007772','ERIC'); return false;" href="https://eric.ed.gov/?q=anticipation&pg=7&id=EJ1007772"><span>Motivated or Paralyzed? Individuals' Beliefs about Intelligence Influence Performance Outcome of Expecting Rapid <span class="hlt">Feedback</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Zhao, Qin; Zhang, Jie; Vance, Kaleigh</p> <p>2013-01-01</p> <p>The current research examines whether and how beliefs about intelligence moderate the effects of expecting rapid <span class="hlt">feedback</span> on exam performance. Thirty-six undergraduates participated in a field <span class="hlt">experiment</span> with two between-subjects independent variables: anticipated <span class="hlt">feedback</span> proximity and beliefs about intelligence. The results show that expecting…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Knowledge+AND+space&pg=2&id=EJ1111226','ERIC'); return false;" href="https://eric.ed.gov/?q=Knowledge+AND+space&pg=2&id=EJ1111226"><span>Gamification and Smart <span class="hlt">Feedback</span>: <span class="hlt">Experiences</span> with a Primary School Level Math App</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kickmeier-Rust, Michael D.; Hillemann, Eva-C.; Albert, Dietrich</p> <p>2014-01-01</p> <p>Gamification is a recent trend in the field of game-based learning that accounts for development effort, costs, and effectiveness concerns of games. Another trend in educational technology is learning analytics and formative <span class="hlt">feedback</span>. In the context of a European project the developed a light weight tool for learning and practicing divisions named…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Example+AND+quantitative+AND+comparative+AND+research&pg=2&id=EJ1021525','ERIC'); return false;" href="https://eric.ed.gov/?q=Example+AND+quantitative+AND+comparative+AND+research&pg=2&id=EJ1021525"><span>Student Voice: Using Qualitative <span class="hlt">Feedback</span> from Students to Enhance Their University <span class="hlt">Experience</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Grebennikov, Leonid; Shah, Mahsood</p> <p>2013-01-01</p> <p>Many performance indicators in Australian higher education are based on the quantitative data from student <span class="hlt">feedback</span> surveys, while the qualitative data usually generated by these surveys receive relatively limited attention. This paper argues that these data, if collected and analysed in a systematic way, can be used as an effective and robust…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3473980','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3473980"><span>La différence épidémiologique des hémorragies digestives hautes entre <span class="hlt">les</span> hommes et <span class="hlt">les</span> femmes</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>El Mekkaoui, Amine; Saâda, Kaoutar; Mellouki, Ihssane; El Yousfi, Mounia; Aqodad, Nourdin; El Abkari, Mohammed; Ibrahimi, Adil; Benajah, Dafr-Allah</p> <p>2012-01-01</p> <p>Introduction Des différences épidémiologiques, étiologique voire pronostique des hémorragies digestives hautes (HDH) entre <span class="hlt">les</span> deux sexes opposés ont été cité par différentes études. Méthodes Nous avons essayé de déceler ces différences à travers une analyse rétrospective nichée sur une étude prospective sur <span class="hlt">les</span> hémorragies digestives hautes ayant inclus 945 patients. Résultats Six cents trente-sept patients étaient des hommes (67,4% Vs 32,6%). Un antécédent d'HDH était trouvé chez 24,2% des cas sans différence significative entre <span class="hlt">les</span> deux sexes. L'âge de survenue de l'hémorragie était plus élevé chez <span class="hlt">les</span> femmes que chez <span class="hlt">les</span> hommes : 51,5 ans ± 18,8 Vs 47,8 ans ± 18,3 (p : 0,003). <span class="hlt">Les</span> étiologies de l'HDH étaient différentes entre <span class="hlt">les</span> deux sexes. Alors que l'hémorragie liée à l'HTP était la première cause chez la femme (38 % Vs 23,5 % chez l'homme, p<0,0001), c'est la pathologie ulcéreuse qui venait en premier chez l'homme (62 % Vs 36,7 % chez la femme, p<0,0001). Un besoin transfusionnel était noté chez 42,4 % des patients de sexe masculin contre 35,4 % des patientes avec un p = 0,03. Le taux de récidive et de décès global étaient de 7,5 % et de 5,7 % des cas respectivement, sans différence significative entre <span class="hlt">les</span> deux sexes. Conclusion L'étude trouve un profil épidémiologique, clinique et étiologique différent selon le sexe des patients. PMID:23077715</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29240456','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29240456"><span>Trainees' Perceptions of <span class="hlt">Feedback</span>: Validity Evidence for Two FEEDME (<span class="hlt">Feedback</span> in Medical Education) Instruments.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Bing-You, Robert; Ramesh, Saradha; Hayes, Victoria; Varaklis, Kalli; Ward, Denham; Blanco, Maria</p> <p>2018-01-01</p> <p>Construct: Medical educators consider <span class="hlt">feedback</span> a core component of the educational process. Effective <span class="hlt">feedback</span> allows learners to acquire new skills, knowledge, and attitudes. Learners' perceptions of <span class="hlt">feedback</span> are an important aspect to assess with valid methods in order to improve the <span class="hlt">feedback</span> skills of educators and the <span class="hlt">feedback</span> culture. Although guidelines for delivering effective <span class="hlt">feedback</span> have existed for several decades, medical students and residents often indicate that they receive little <span class="hlt">feedback</span>. A recent scoping review on <span class="hlt">feedback</span> in medical education did not reveal any validity evidence on instruments to assess learner's perceptions of <span class="hlt">feedback</span>. The purpose of our study was to gather validity evidence on two novel FEEDME (<span class="hlt">Feedback</span> in Medical Education) instruments to assess medical students' and residents' perceptions of the <span class="hlt">feedback</span> that they receive. After the authors developed an initial instrument with 54 items, cognitive interviews with medical students and residents suggested that 2 separate instruments were needed, one focused on the <span class="hlt">feedback</span> culture (FEEDME-Culture) and the other on the provider of <span class="hlt">feedback</span> (FEEDME-Provider). A Delphi study with 17 medical education experts and faculty members assessed content validity. The response process was explored involving 31 medical students and residents at 2 academic institutions. Exploratory factor analysis and reliability analyses were performed on completed instruments. Two Delphi consultation rounds refined the wording of items and eliminated several items. Learners found both instruments easy and quick to answer; it took them less than 5 minutes to complete. Learners preferred an electronic format of the instruments over paper. Factor analysis revealed a two- and three-factor solution for the FEEDME-Culture and FEEDME-Provider instruments, respectively. Cronbach's alpha was greater than 0.80 for all factors. Items on both instruments were moderately to highly correlated (range, r = .3-.7). Our</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3625098','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3625098"><span><span class="hlt">Les</span> bons conseils de la naissance à la maternelle</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Rourke, Leslie; Leduc, Denis; Constantin, Evelyn; Carsley, Sarah; Rourke, James; Li, Patricia</p> <p>2013-01-01</p> <p>Résumé Objectif Donner un aperçu de la version 2011 du Relevé postnatal Rourke (RPR), qui comporte aussi des nouveautés dans son site web et de nouvelles initiatives connexes et qui intègre <span class="hlt">les</span> données des ouvrages scientifiques récents sur <span class="hlt">les</span> soins de santé préventifs à l’intention des enfants de 0 à 5 ans. Qualité des données À l’instar des versions antérieures du RPR, la nouvelle édition présente des recommandations identifiées comme se fondant sur des preuves suffisantes, acceptables ou consensuelles, selon <span class="hlt">les</span> classifications adoptées par le Groupe d’étude canadien sur <span class="hlt">les</span> soins de santé préventifs en 2011. Message principal De nouveaux renseignements et des recommandations sont présentés concernant la surveillance de la croissance, la nutrition et la vaccination contre la varicelle, <span class="hlt">les</span> pneumocoques, <span class="hlt">les</span> méningocoques et le rotavirus. Il y a maintenant de bonnes données probantes en faveur de l’adaptation canadienne des courbes de croissance de l’Organisation mondiale de la Santé, du dépistage universel des problèmes d’audition chez le nouveau-né et du recours à des stratégies de réduction de la douleur liée à la vaccination. On a mis à jour <span class="hlt">les</span> conseils anticipatoires concernant la sécurité durant le sommeil, la supervision de la santé des enfants en foyer d’accueil, le trouble du spectre de l’alcoolisation fœtale, <span class="hlt">les</span> facteurs de risque nécessitant le dépistage du plomb et de l’anémie, <span class="hlt">les</span> soins dentaires et la santé buccale. Parmi <span class="hlt">les</span> nouvelles rubriques dans le site web du RPR, on peut mentionner une section présentant des ressources pour <span class="hlt">les</span> parents, des modifications à l’intention de populations particulières, comme <span class="hlt">les</span> personnes vivant au Nunavut, une version du RPR qui met en évidence en un coup d’œil <span class="hlt">les</span> modifications à la version de 2009 et une expansion de la fonction d’exploration du RPR accompagnée des hyperliens connexes menant aux renseignements pertinents. On peut</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25955788','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25955788"><span>Impaired Inhibitory Force <span class="hlt">Feedback</span> in Fixed Dystonia.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Mugge, Winfred; Schouten, Alfred C; van Hilten, Jacobus J; van der Helm, Frans C T</p> <p>2016-04-01</p> <p>Complex regional pain syndrome (CRPS) is a multifactorial disorder associated with an aberrant host response to tissue injury. About 25% of CRPS patients suffer poorly understood involuntary sustained muscle contractions associated with dysfunctional reflexes that result in abnormal postures (fixed dystonia). A recent modeling study simulated fixed dystonia (FD) caused by aberrant force <span class="hlt">feedback</span>. The current study aims to validate this hypothesis by experimentally recording the modulation of reflexive force <span class="hlt">feedback</span> in patients with FD. CRPS patients with and without FD, patients with FD but without CRPS, as well as healthy controls participated in the <span class="hlt">experiment</span>. Three task instructions and three perturbation characteristics were used to evoke a wide range of responses to force perturbations. During position tasks ("maintain posture"), healthy subjects as well as patients resisted the perturbations, becoming more stiff than when being relaxed (i.e., the relax task). Healthy subjects and CRPS patients without FD were both more compliant during force tasks ("maintain force") than during relax tasks, meaning they actively gave way to the imposed forces. Remarkably, the patients with FD failed to do so. A neuromuscular model was fitted to the experimental data to separate the distinct contributions of position, velocity and force <span class="hlt">feedback</span>, as well as co-contraction to the motor behavior. The neuromuscular modeling indicated that inhibitory force <span class="hlt">feedback</span> is deregulated in patients with FD, for both CRPS and non-CRPS patients. From previously published simulation results and the present experimental study, it is concluded that aberrant force <span class="hlt">feedback</span> plays a role in fixed dystonia.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2921657','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2921657"><span>Biased <span class="hlt">Feedback</span> in Spatial Recall Yields a Violation of Delta Rule Learning</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Lipinski, John; Spencer, John P.; Samuelson, Larissa K.</p> <p>2010-01-01</p> <p>This study investigates whether inductive processes influencing spatial memory performance generalize to supervised learning scenarios with differential <span class="hlt">feedback</span>. After providing a location memory response in a spatial recall task, participants received visual <span class="hlt">feedback</span> showing the target location. In critical blocks, <span class="hlt">feedback</span> was systematically biased either 4° towards the vertical axis (Towards condition) or 4° further away from the vertical axis (Away condition). Results showed that the weaker teaching signal (i.e., a smaller difference between the remembered location and the <span class="hlt">feedback</span> location) in the Away condition produced a stronger <span class="hlt">experience</span>-dependent change over blocks than in the Towards condition. This violates delta rule learning. Subsequent simulations of the Dynamic Field Theory of spatial cognition provide a theoretically unified account of these results. PMID:20702881</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/20702881','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20702881"><span>Biased <span class="hlt">feedback</span> in spatial recall yields a violation of delta rule learning.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Lipinski, John; Spencer, John P; Samuelson, Larissa K</p> <p>2010-08-01</p> <p>This study investigates whether inductive processes influencing spatial memory performance generalize to supervised learning scenarios with differential <span class="hlt">feedback</span>. After providing a location memory response in a spatial recall task, participants received visual <span class="hlt">feedback</span> showing the target location. In critical blocks, <span class="hlt">feedback</span> was systematically biased either 4 degrees toward the vertical axis (toward condition) or 4 degrees farther away from the vertical axis (away condition). Results showed that the weaker teaching signal (i.e., a smaller difference between the remembered location and the <span class="hlt">feedback</span> location) produced a stronger <span class="hlt">experience</span>-dependent change over blocks in the away condition than in the toward condition. This violates delta rule learning. Subsequent simulations of the dynamic field theory of spatial cognition provide a theoretically unified account of these results.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013PhDT........71F','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013PhDT........71F"><span>The local, remote, and global consequences of climate <span class="hlt">feedbacks</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Feldl, Nicole</p> <p></p> <p>Climate <span class="hlt">feedbacks</span> offer a powerful framework for revealing the energetic pathways by which the system adjusts to an imposed forcing, such as an increase in atmospheric CO2. We investigate how local atmospheric <span class="hlt">feedbacks</span>, such as those associated with Arctic sea ice and the Walker circulation, affect both global climate sensitivity and spatial patterns of warming. Emphasis is placed on a general circulation model with idealized boundary conditions, for the clarity it provides. For this aquaplanet simulation, we account for rapid tropospheric adjustments to CO2 and explicitly diagnose <span class="hlt">feedbacks</span> (using radiative kernels) and forcing for this precise model set-up. In particular, a detailed closure of the energy budget within a clean experimental set-up allows us to consider nonlinear interactions between <span class="hlt">feedbacks</span>. The inclusion of a tropical Walker circulation is found to prime the Hadley Circulation for a larger deceleration under CO2 doubling, by altering subtropical stratus decks and the meridional <span class="hlt">feedback</span> gradient. We perform targeted <span class="hlt">experiments</span> to isolate the atmospheric processes responsible for the variability in climate sensitivity, with implications for high-sensitivity paleoclimates. The local climate response is characterized in terms of the meridional structure of <span class="hlt">feedbacks</span>, atmospheric heat transport, nonlinearities, and forcing. Our results display a combination of positive subtropical <span class="hlt">feedbacks</span> and polar amplified warming. These two factors imply a critical role for transport and nonlinear effects, with the latter acting to substantially reduce global climate sensitivity. At the hemispheric scale, a rich picture emerges: anomalous divergence of heat flux away from positive <span class="hlt">feedbacks</span> in the subtropics; clear-sky nonlinearities that reinforce the pattern of tropical cooling and high-latitude warming tendencies; and strong ice-line <span class="hlt">feedbacks</span> that drive further amplification of polar warming. These results have implications for regional climate</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=sessa&pg=4&id=EJ874166','ERIC'); return false;" href="https://eric.ed.gov/?q=sessa&pg=4&id=EJ874166"><span>Group <span class="hlt">Feedback</span> for Continuous Learning</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>London, Manuel; Sessa, Valerie I.</p> <p>2006-01-01</p> <p>This article explores relationships between <span class="hlt">feedback</span>, group learning, and performance. It considers how <span class="hlt">feedback</span> to individuals and the group as a whole supports continuous group learning. <span class="hlt">Feedback</span> source, purpose, clarity, and valence may affect perceptions, processing, and outcomes of <span class="hlt">feedback</span>. How <span class="hlt">feedback</span> is processed and used may be…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3352810','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3352810"><span><span class="hlt">Les</span> inconvénients de perdre du poids</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Bosomworth, N. John</p> <p>2012-01-01</p> <p>Résumé Objectif Explorer <span class="hlt">les</span> raisons pour lesquelles la perte de poids à long terme échoue la plupart du temps et évaluer <span class="hlt">les</span> conséquences de diverses trajectoires pondérales, y compris la stabilité, la perte et le gain. Source des données <span class="hlt">Les</span> études qui évaluent <span class="hlt">les</span> paramètres pondéraux dans la population sont en majorité observationnelles. Des données probantes de niveau I ont été publiées pour évaluer l’influence des interventions relatives au poids sur la mortalité et la qualité de vie. Message principal Seulement un petit pourcentage des personnes qui désirent perdre du poids réussissent à le faire de manière durable. La mortalité est la plus faible chez <span class="hlt">les</span> personnes se situant dans la catégorie de poids élevé-normal et surpoids. La trajectoire pondérale la plus sécuritaire est la stabilité du poids avec une optimisation de la condition physique et métabolique. Il est démontré que la mortalité est plus faible chez <span class="hlt">les</span> personnes ayant des comorbidités reliées à l’obésité si elles perdent du poids. Il est aussi établi que la qualité de vie sur le plan de la santé est meilleure chez <span class="hlt">les</span> personnes obèses qui perdent du poids. Par contre, la perte de poids chez une personne obèse autrement en santé est associée à une mortalité accrue. Conclusion La perte de poids est recommandable seulement chez <span class="hlt">les</span> personnes qui ont des comorbidités reliées à l’obésité. <span class="hlt">Les</span> personnes obèses en santé qui veulent perdre du poids devraient être informées qu’il peut y avoir des risques à le faire. Une stratégie qui se traduit par un indice de masse corporelle stable avec une condition physique et métabolique optimisée, peu importe le poids, est l’option d’intervention la plus sécuritaire en ce qui concerne le poids.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2467509','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2467509"><span>When more is less: <span class="hlt">Feedback</span> effects in perceptual category learning ☆</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Maddox, W. Todd; Love, Bradley C.; Glass, Brian D.; Filoteo, J. Vincent</p> <p>2008-01-01</p> <p>Rule-based and information-integration category learning were compared under minimal and full <span class="hlt">feedback</span> conditions. Rule-based category structures are those for which the optimal rule is verbalizable. Information-integration category structures are those for which the optimal rule is not verbalizable. With minimal <span class="hlt">feedback</span> subjects are told whether their response was correct or incorrect, but are not informed of the correct category assignment. With full <span class="hlt">feedback</span> subjects are informed of the correctness of their response and are also informed of the correct category assignment. An examination of the distinct neural circuits that subserve rule-based and information-integration category learning leads to the counterintuitive prediction that full <span class="hlt">feedback</span> should facilitate rule-based learning but should also hinder information-integration learning. This prediction was supported in the <span class="hlt">experiment</span> reported below. The implications of these results for theories of learning are discussed. PMID:18455155</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4175071','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4175071"><span>Effects of Achievement Goals on Challenge Seeking and <span class="hlt">Feedback</span> Processing: Behavioral and fMRI Evidence</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Lee, Woogul; Kim, Sung-il</p> <p>2014-01-01</p> <p>We conducted behavioral and functional magnetic resonance imaging (fMRI) research to investigate the effects of two types of achievement goals—mastery goals and performance-approach goals— on challenge seeking and <span class="hlt">feedback</span> processing. The results of the behavioral <span class="hlt">experiment</span> indicated that mastery goals were associated with a tendency to seek challenge, both before and after experiencing difficulty during task performance, whereas performance-approach goals were related to a tendency to avoid challenge after encountering difficulty during task performance. The fMRI <span class="hlt">experiment</span> uncovered a significant decrease in ventral striatal activity when participants received negative <span class="hlt">feedback</span> for any task type and both forms of achievement goals. During the processing of negative <span class="hlt">feedback</span> for the rule-finding task, performance-approach-oriented participants showed a substantial reduction in activity in the dorsolateral prefrontal cortex (DLPFC) and the frontopolar cortex, whereas mastery-oriented participants showed little change. These results suggest that performance-approach-oriented participants are less likely to either recruit control processes in response to negative <span class="hlt">feedback</span> or focus on task-relevant information provided alongside the negative <span class="hlt">feedback</span>. In contrast, mastery-oriented participants are more likely to modulate aversive valuations to negative <span class="hlt">feedback</span> and focus on the constructive elements of <span class="hlt">feedback</span> in order to attain their task goals. We conclude that performance-approach goals lead to a reluctant stance towards difficulty, while mastery goals encourage a proactive stance. PMID:25251396</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28544953','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28544953"><span>Designing <span class="hlt">feedback</span> to mitigate teen distracted driving: A social norms approach.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Merrikhpour, Maryam; Donmez, Birsen</p> <p>2017-07-01</p> <p>The purpose of this research is to investigate teens' perceived social norms and whether providing normative information can reduce distracted driving behaviors among them. Parents are among the most important social referents for teens; they have significant influences on teens' driving behaviors, including distracted driving which significantly contributes to teens' crash risks. Social norms interventions have been successfully applied in various domains including driving; however, this approach is yet to be explored for mitigating driver distraction among teens. Forty teens completed a driving simulator <span class="hlt">experiment</span> while performing a self-paced visual-manual secondary task in four between-subject conditions: a) social norms <span class="hlt">feedback</span> that provided a report at the end of each drive on teens' distracted driving behavior, comparing their distraction engagement to their parent's, b) post-drive <span class="hlt">feedback</span> that provided just the report on teens' distracted driving behavior without information on their parents, c) real-time <span class="hlt">feedback</span> in the form of auditory warnings based on eyes of road-time, and d) no <span class="hlt">feedback</span> as control. Questionnaires were administered to collect data on these teens' and their parents' self-reported engagement in driver distractions and the associated social norms. Social norms and real-time <span class="hlt">feedback</span> conditions resulted in significantly smaller average off-road glance duration, rate of long (>2s) off-road glances, and standard deviation of lane position compared to no <span class="hlt">feedback</span>. Further, social norms <span class="hlt">feedback</span> decreased brake response time and percentage of time not looking at the road compared to no <span class="hlt">feedback</span>. No major effect was observed for post-drive <span class="hlt">feedback</span>. Questionnaire results suggest that teens appeared to overestimate parental norms, but no effect of <span class="hlt">feedback</span> was found on their perceptions. <span class="hlt">Feedback</span> systems that leverage social norms can help mitigate driver distraction among teens. Overall, both social norms and real-time <span class="hlt">feedback</span> induced</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28842410','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28842410"><span>Impaired Feedforward Control and Enhanced <span class="hlt">Feedback</span> Control of Speech in Patients with Cerebellar Degeneration.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Parrell, Benjamin; Agnew, Zarinah; Nagarajan, Srikantan; Houde, John; Ivry, Richard B</p> <p>2017-09-20</p> <p>The cerebellum has been hypothesized to form a crucial part of the speech motor control network. Evidence for this comes from patients with cerebellar damage, who exhibit a variety of speech deficits, as well as imaging studies showing cerebellar activation during speech production in healthy individuals. To date, the precise role of the cerebellum in speech motor control remains unclear, as it has been implicated in both anticipatory (feedforward) and reactive (<span class="hlt">feedback</span>) control. Here, we assess both anticipatory and reactive aspects of speech motor control, comparing the performance of patients with cerebellar degeneration and matched controls. <span class="hlt">Experiment</span> 1 tested feedforward control by examining speech adaptation across trials in response to a consistent perturbation of auditory <span class="hlt">feedback</span>. <span class="hlt">Experiment</span> 2 tested <span class="hlt">feedback</span> control, examining online corrections in response to inconsistent perturbations of auditory <span class="hlt">feedback</span>. Both male and female patients and controls were tested. The patients were impaired in adapting their feedforward control system relative to controls, exhibiting an attenuated anticipatory response to the perturbation. In contrast, the patients produced even larger compensatory responses than controls, suggesting an increased reliance on sensory <span class="hlt">feedback</span> to guide speech articulation in this population. Together, these results suggest that the cerebellum is crucial for maintaining accurate feedforward control of speech, but relatively uninvolved in <span class="hlt">feedback</span> control. SIGNIFICANCE STATEMENT Speech motor control is a complex activity that is thought to rely on both predictive, feedforward control as well as reactive, <span class="hlt">feedback</span> control. While the cerebellum has been shown to be part of the speech motor control network, its functional contribution to <span class="hlt">feedback</span> and feedforward control remains controversial. Here, we use real-time auditory perturbations of speech to show that patients with cerebellar degeneration are impaired in adapting feedforward control of</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5607467','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5607467"><span>Impaired Feedforward Control and Enhanced <span class="hlt">Feedback</span> Control of Speech in Patients with Cerebellar Degeneration</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Agnew, Zarinah; Nagarajan, Srikantan; Houde, John; Ivry, Richard B.</p> <p>2017-01-01</p> <p>The cerebellum has been hypothesized to form a crucial part of the speech motor control network. Evidence for this comes from patients with cerebellar damage, who exhibit a variety of speech deficits, as well as imaging studies showing cerebellar activation during speech production in healthy individuals. To date, the precise role of the cerebellum in speech motor control remains unclear, as it has been implicated in both anticipatory (feedforward) and reactive (<span class="hlt">feedback</span>) control. Here, we assess both anticipatory and reactive aspects of speech motor control, comparing the performance of patients with cerebellar degeneration and matched controls. <span class="hlt">Experiment</span> 1 tested feedforward control by examining speech adaptation across trials in response to a consistent perturbation of auditory <span class="hlt">feedback</span>. <span class="hlt">Experiment</span> 2 tested <span class="hlt">feedback</span> control, examining online corrections in response to inconsistent perturbations of auditory <span class="hlt">feedback</span>. Both male and female patients and controls were tested. The patients were impaired in adapting their feedforward control system relative to controls, exhibiting an attenuated anticipatory response to the perturbation. In contrast, the patients produced even larger compensatory responses than controls, suggesting an increased reliance on sensory <span class="hlt">feedback</span> to guide speech articulation in this population. Together, these results suggest that the cerebellum is crucial for maintaining accurate feedforward control of speech, but relatively uninvolved in <span class="hlt">feedback</span> control. SIGNIFICANCE STATEMENT Speech motor control is a complex activity that is thought to rely on both predictive, feedforward control as well as reactive, <span class="hlt">feedback</span> control. While the cerebellum has been shown to be part of the speech motor control network, its functional contribution to <span class="hlt">feedback</span> and feedforward control remains controversial. Here, we use real-time auditory perturbations of speech to show that patients with cerebellar degeneration are impaired in adapting feedforward control of</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016ClDy...47.1845D','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016ClDy...47.1845D"><span>Stochasticity of convection in Giga-<span class="hlt">LES</span> data</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>De La Chevrotière, Michèle; Khouider, Boualem; Majda, Andrew J.</p> <p>2016-09-01</p> <p>The poor representation of tropical convection in general circulation models (GCMs) is believed to be responsible for much of the uncertainty in the predictions of weather and climate in the tropics. The stochastic multicloud model (SMCM) was recently developed by Khouider et al. (Commun Math Sci 8(1):187-216, 2010) to represent the missing variability in GCMs due to unresolved features of organized tropical convection. The SMCM is based on three cloud types (congestus, deep and stratiform), and transitions between these cloud types are formalized in terms of probability rules that are functions of the large-scale environment convective state and a set of seven arbitrary cloud timescale parameters. Here, a statistical inference method based on the Bayesian paradigm is applied to estimate these key cloud timescales from the Giga-<span class="hlt">LES</span> dataset, a 24-h large-eddy simulation (<span class="hlt">LES</span>) of deep tropical convection (Khairoutdinov et al. in J Adv Model Earth Syst 1(12), 2009) over a domain comparable to a GCM gridbox. A sequential learning strategy is used where the Giga-<span class="hlt">LES</span> domain is partitioned into a few subdomains, and atmospheric time series obtained on each subdomain are used to train the Bayesian procedure incrementally. Convergence of the marginal posterior densities for all seven parameters is demonstrated for two different grid partitions, and sensitivity tests to other model parameters are also presented. A single column model simulation using the SMCM parameterization with the Giga-<span class="hlt">LES</span> inferred parameters reproduces many important statistical features of the Giga-<span class="hlt">LES</span> run, without any further tuning. In particular it exhibits intermittent dynamical behavior in both the stochastic cloud fractions and the large scale dynamics, with periods of dry phases followed by a coherent sequence of congestus, deep, and stratiform convection, varying on timescales of a few hours consistent with the Giga-<span class="hlt">LES</span> time series. The chaotic variations of the cloud area fractions were</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=neural&pg=6&id=EJ959791','ERIC'); return false;" href="https://eric.ed.gov/?q=neural&pg=6&id=EJ959791"><span>ERP Correlates of Language-Specific Processing of Auditory Pitch <span class="hlt">Feedback</span> during Self-Vocalization</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Chen, Zhaocong; Liu, Peng; Wang, Emily Q.; Larson, Charles R.; Huang, Dongfeng; Liu, Hanjun</p> <p>2012-01-01</p> <p>The present study investigated whether the neural correlates for auditory <span class="hlt">feedback</span> control of vocal pitch can be shaped by tone language <span class="hlt">experience</span>. Event-related potentials (P2/N1) were recorded from adult native speakers of Mandarin and Cantonese who heard their voice auditory <span class="hlt">feedback</span> shifted in pitch by -50, -100, -200, or -500 cents when they…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1038089.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1038089.pdf"><span>Student Voices about the Role <span class="hlt">Feedback</span> Plays in the Enhancement of Their Learning</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Plank, Christine; Dixon, Helen; Ward, Gillian</p> <p>2014-01-01</p> <p>If <span class="hlt">feedback</span> is to be framed as purposeful dialogue then both students and teachers have significant roles to play. Students must be willing and able to provide <span class="hlt">feedback</span> to teachers not only about their learning needs but also about the teaching they <span class="hlt">experience</span>. In turn, teachers must create the conditions that support active student learning and…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li class="active"><span>18</span></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_18 --> <div id="page_19" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li class="active"><span>19</span></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="361"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27990236','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27990236"><span>Electrotactile <span class="hlt">Feedback</span> Improves Performance and Facilitates Learning in the Routine Grasping Task.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Isaković, Milica; Belić, Minja; Štrbac, Matija; Popović, Igor; Došen, Strahinja; Farina, Dario; Keller, Thierry</p> <p>2016-06-13</p> <p>Aim of this study was to investigate the feasibility of electrotactile <span class="hlt">feedback</span> in closed loop training of force control during the routine grasping task. The <span class="hlt">feedback</span> was provided using an array electrode and a simple six-level spatial coding, and the <span class="hlt">experiment</span> was conducted in three amputee subjects. The psychometric tests confirmed that the subjects could perceive and interpret the electrotactile <span class="hlt">feedback</span> with a high success rate. The subjects performed the routine grasping task comprising 4 blocks of 60 grasping trials. In each trial, the subjects employed feedforward control to close the hand and produce the desired grasping force (four levels). First (baseline) and the last (validation) session were performed in open loop, while the second and the third session (training) included electrotactile <span class="hlt">feedback</span>. The obtained results confirmed that using the <span class="hlt">feedback</span> improved the accuracy and precision of the force control. In addition, the subjects performed significantly better in the validation vs. baseline session, therefore suggesting that electrotactile <span class="hlt">feedback</span> can be used for learning and training of myoelectric control.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1129940.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1129940.pdf"><span>Setting out the Role of <span class="hlt">Feedback</span> in the Assessment Process through Both the Student and Tutor Perspective</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hepplestone, Stuart; Glover, Ian; Irwin, Brian; Parkin, Helen J.</p> <p>2016-01-01</p> <p>Despite assessment and <span class="hlt">feedback</span> being important elements of the student <span class="hlt">experience</span>, it is not clear how students connect these two elements together to improve their learning. What are students doing with the assignment <span class="hlt">feedback</span> that they receive from tutors, and how do they make use of this <span class="hlt">feedback</span> in their future assessments? A research study…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017GMD....10..359W','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017GMD....10..359W"><span>The Cloud <span class="hlt">Feedback</span> Model Intercomparison Project (CFMIP) contribution to CMIP6</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Webb, Mark J.; Andrews, Timothy; Bodas-Salcedo, Alejandro; Bony, Sandrine; Bretherton, Christopher S.; Chadwick, Robin; Chepfer, Hélène; Douville, Hervé; Good, Peter; Kay, Jennifer E.; Klein, Stephen A.; Marchand, Roger; Medeiros, Brian; Pier Siebesma, A.; Skinner, Christopher B.; Stevens, Bjorn; Tselioudis, George; Tsushima, Yoko; Watanabe, Masahiro</p> <p>2017-01-01</p> <p>The primary objective of CFMIP is to inform future assessments of cloud <span class="hlt">feedbacks</span> through improved understanding of cloud-climate <span class="hlt">feedback</span> mechanisms and better evaluation of cloud processes and cloud <span class="hlt">feedbacks</span> in climate models. However, the CFMIP approach is also increasingly being used to understand other aspects of climate change, and so a second objective has now been introduced, to improve understanding of circulation, regional-scale precipitation, and non-linear changes. CFMIP is supporting ongoing model inter-comparison activities by coordinating a hierarchy of targeted <span class="hlt">experiments</span> for CMIP6, along with a set of cloud-related output diagnostics. CFMIP contributes primarily to addressing the CMIP6 questions <q>How does the Earth system respond to forcing?</q> and <q>What are the origins and consequences of systematic model biases?</q> and supports the activities of the WCRP Grand Challenge on Clouds, Circulation and Climate Sensitivity.A compact set of Tier 1 <span class="hlt">experiments</span> is proposed for CMIP6 to address this question: (1) what are the physical mechanisms underlying the range of cloud <span class="hlt">feedbacks</span> and cloud adjustments predicted by climate models, and which models have the most credible cloud <span class="hlt">feedbacks</span>? Additional Tier 2 <span class="hlt">experiments</span> are proposed to address the following questions. (2) Are cloud <span class="hlt">feedbacks</span> consistent for climate cooling and warming, and if not, why? (3) How do cloud-radiative effects impact the structure, the strength and the variability of the general atmospheric circulation in present and future climates? (4) How do responses in the climate system due to changes in solar forcing differ from changes due to CO2, and is the response sensitive to the sign of the forcing? (5) To what extent is regional climate change per CO2 doubling state-dependent (non-linear), and why? (6) Are climate <span class="hlt">feedbacks</span> during the 20th century different to those acting on long-term climate change and climate sensitivity? (7) How do regional climate responses (e.g. in</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26587957','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26587957"><span><span class="hlt">Feedback</span> control of one's own action: Self-other sensory attribution in motor control.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Asai, Tomohisa</p> <p>2015-12-15</p> <p>The sense of agency, the subjective <span class="hlt">experience</span> of controlling one's own action, has an important function in motor control. When we move our own body or even external tools, we attribute that movement to ourselves and utilize that sensory information in order to correct "our own" movement in theory. The dynamic relationship between conscious self-other attribution and <span class="hlt">feedback</span> control, however, is still unclear. Participants were required to make a sinusoidal reaching movement and received its visual <span class="hlt">feedback</span> (i.e., cursor). When participants received a fake movement that was spatio-temporally close to their actual movement, illusory self-attribution of the fake movement was observed. In this situation, since participants tried to control the cursor but it was impossible to do so, the movement error was increased (<span class="hlt">Experiment</span> 1). However, when the visual <span class="hlt">feedback</span> was reduced to make self-other attribution difficult, there was no further increase in the movement error (<span class="hlt">Experiment</span> 2). These results indicate that conscious self-other sensory attribution might coordinate sensory input and motor output. Copyright © 2015 Elsevier Inc. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27033687','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27033687"><span>Look who's judging-<span class="hlt">Feedback</span> source modulates brain activation to performance <span class="hlt">feedback</span> in social anxiety.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Peterburs, Jutta; Sandrock, Carolin; Miltner, Wolfgang H R; Straube, Thomas</p> <p>2016-06-01</p> <p>It is as yet unknown if behavioral and neural correlates of performance monitoring in socially anxious individuals are affected by whether <span class="hlt">feedback</span> is provided by a person or a computer. This fMRI study investigated modulation of <span class="hlt">feedback</span> processing by <span class="hlt">feedback</span> source (person vs. computer) in participants with high (HSA) (N=16) and low social anxiety (LSA) (N=16). Subjects performed a choice task in which they were informed that they would receive positive or negative <span class="hlt">feedback</span> from a person or the computer. Subjective ratings indicated increased arousal and anxiety in HSA versus LSA, most pronounced for social and negative <span class="hlt">feedback</span>. FMRI analyses yielded hyperactivation in ventral medial prefrontal cortex (vmPFC)/anterior cingulate cortex (ACC) and insula for social relative to computer <span class="hlt">feedback</span>, and in mPFC/ventral ACC for positive relative to negative <span class="hlt">feedback</span> in HSA as compared to LSA. These activation patterns are consistent with increased interoception and self-referential processing in social anxiety, especially during processing of positive <span class="hlt">feedback</span>. Increased ACC activation in HSA to positive <span class="hlt">feedback</span> may link to unexpectedness of (social) praise as posited in social anxiety disorder (SAD) psychopathology. Activation in rostral ACC showed a reversed pattern, with decreased activation to positive <span class="hlt">feedback</span> in HSA, possibly indicating altered action values depending on <span class="hlt">feedback</span> source and valence. The present findings corroborate a crucial role of mPFC for performance monitoring in social anxiety. Copyright © 2016 Elsevier Inc. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=%22organizational+behavior%22+AND+performance&pg=2&id=EJ940143','ERIC'); return false;" href="https://eric.ed.gov/?q=%22organizational+behavior%22+AND+performance&pg=2&id=EJ940143"><span>Giving <span class="hlt">Feedback</span>: Development of Scales for the Mum Effect, Discomfort Giving <span class="hlt">Feedback</span>, and <span class="hlt">Feedback</span> Medium Preference</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cox, Susie S.; Marler, Laura E.; Simmering, Marcia J.; Totten, Jeff W.</p> <p>2011-01-01</p> <p>Research in organizational behavior and human resources promotes the view that it is critical for managers to provide accurate <span class="hlt">feedback</span> to employees, yet little research addresses rater tendencies (i.e., the "mum effect") and attitudes that influence how performance <span class="hlt">feedback</span> is given. Because technology has changed the nature of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017JNEng..14e6017L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017JNEng..14e6017L"><span>Brain-actuated gait trainer with visual and proprioceptive <span class="hlt">feedback</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Liu, Dong; Chen, Weihai; Lee, Kyuhwa; Chavarriaga, Ricardo; Bouri, Mohamed; Pei, Zhongcai; Millán, José del R.</p> <p>2017-10-01</p> <p>Objective. Brain-machine interfaces (BMIs) have been proposed in closed-loop applications for neuromodulation and neurorehabilitation. This study describes the impact of different <span class="hlt">feedback</span> modalities on the performance of an EEG-based BMI that decodes motor imagery (MI) of leg flexion and extension. Approach. We executed <span class="hlt">experiments</span> in a lower-limb gait trainer (the legoPress) where nine able-bodied subjects participated in three consecutive sessions based on a crossover design. A random forest classifier was trained from the offline session and tested online with visual and proprioceptive <span class="hlt">feedback</span>, respectively. Post-hoc classification was conducted to assess the impact of <span class="hlt">feedback</span> modalities and learning effect (an improvement over time) on the simulated trial-based performance. Finally, we performed feature analysis to investigate the discriminant power and brain pattern modulations across the subjects. Main results. (i) For real-time classification, the average accuracy was 62.33 +/- 4.95 % and 63.89 +/- 6.41 % for the two online sessions. The results were significantly higher than chance level, demonstrating the feasibility to distinguish between MI of leg extension and flexion. (ii) For post-hoc classification, the performance with proprioceptive <span class="hlt">feedback</span> (69.45 +/- 9.95 %) was significantly better than with visual <span class="hlt">feedback</span> (62.89 +/- 9.20 %), while there was no significant learning effect. (iii) We reported individual discriminate features and brain patterns associated to each <span class="hlt">feedback</span> modality, which exhibited differences between the two modalities although no general conclusion can be drawn. Significance. The study reported a closed-loop brain-controlled gait trainer, as a proof of concept for neurorehabilitation devices. We reported the feasibility of decoding lower-limb movement in an intuitive and natural way. As far as we know, this is the first online study discussing the role of <span class="hlt">feedback</span> modalities in lower-limb MI decoding. Our results suggest that</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25571486','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25571486"><span>Object discrimination using optimized multi-frequency auditory cross-modal haptic <span class="hlt">feedback</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Gibson, Alison; Artemiadis, Panagiotis</p> <p>2014-01-01</p> <p>As the field of brain-machine interfaces and neuro-prosthetics continues to grow, there is a high need for sensor and actuation mechanisms that can provide haptic <span class="hlt">feedback</span> to the user. Current technologies employ expensive, invasive and often inefficient force <span class="hlt">feedback</span> methods, resulting in an unrealistic solution for individuals who rely on these devices. This paper responds through the development, integration and analysis of a novel <span class="hlt">feedback</span> architecture where haptic information during the neural control of a prosthetic hand is perceived through multi-frequency auditory signals. Through representing force magnitude with volume and force location with frequency, the <span class="hlt">feedback</span> architecture can translate the haptic <span class="hlt">experiences</span> of a robotic end effector into the alternative sensory modality of sound. Previous research with the proposed cross-modal <span class="hlt">feedback</span> method confirmed its learnability, so the current work aimed to investigate which frequency map (i.e. frequency-specific locations on the hand) is optimal in helping users distinguish between hand-held objects and tasks associated with them. After short use with the cross-modal <span class="hlt">feedback</span> during the electromyographic (EMG) control of a prosthetic hand, testing results show that users are able to use audial <span class="hlt">feedback</span> alone to discriminate between everyday objects. While users showed adaptation to three different frequency maps, the simplest map containing only two frequencies was found to be the most useful in discriminating between objects. This outcome provides support for the feasibility and practicality of the cross-modal <span class="hlt">feedback</span> method during the neural control of prosthetics.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3303665','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3303665"><span>Guide de pratique clinique pour <span class="hlt">les</span> lésions cérébrales traumatiques légères et <span class="hlt">les</span> symptômes persistants</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Marshall, Shawn; Bayley, Mark; McCullagh, Scott; Velikonja, Diana; Berrigan, Lindsay</p> <p>2012-01-01</p> <p>Résumé Objectif Présenter <span class="hlt">les</span> nouvelles lignes directrices sur la prise en charge des lésions cérébrales traumatiques légères (LCTL) et <span class="hlt">les</span> symptômes persistants post-commotion (SPPC) afin de renseigner et d’orienter <span class="hlt">les</span> médecins qui prennent en charge des patients qui se remettent d’une LCTL. Qualité des données On a effectué une recherche des guides de pratique clinique existants portant sur <span class="hlt">les</span> LCTL et une synthèse critique des ouvrages scientifiques évaluant le traitement des SPPC. Étant donné la rareté des conseils sur la prise en charge des SPPC dans <span class="hlt">les</span> travaux sur <span class="hlt">les</span> lésions cérébrales traumatiques, une deuxième recherche documentaire a été faite pour recenser <span class="hlt">les</span> guides de pratique clinique et <span class="hlt">les</span> synthèses critiques concernant la prise en charge de ces symptômes communs dans la population en général. On a convoqué des professionnels de la santé provenant de différentes disciplines et régions du Canada et de l’étranger à une conférence consensuelle d’experts pour examiner <span class="hlt">les</span> lignes directrices et <span class="hlt">les</span> données probantes existantes et élaborer un guide complet pour la prise en charge des LCTL et des SPPC. Message principal À l’aide d’un processus Delphi modifié, on a produit 71 recommandations portant sur le diagnostic et la prise en charge des LCTL et des SPPC. De plus, on a inclus dans le guide de nombreuses ressources et des outils pour faciliter la mise en œuvre des recommandations. Conclusion Un guide de pratique clinique a été élaboré pour aider <span class="hlt">les</span> professionnels de la santé à fournir des soins fondés sur <span class="hlt">les</span> données probantes et <span class="hlt">les</span> pratiques exemplaires à la population complexe de personnes qui ont des SPPC à la suite d’une LCTL.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25360284','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25360284"><span>Intraspecific plant-soil <span class="hlt">feedback</span> and intraspecific overyielding in Arabidopsis thaliana.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Bukowski, Alexandra R; Petermann, Jana S</p> <p>2014-06-01</p> <p>Understanding the mechanisms of community coexistence and ecosystem functioning may help to counteract the current biodiversity loss and its potentially harmful consequences. In recent years, plant-soil <span class="hlt">feedback</span> that can, for example, be caused by below-ground microorganisms has been suggested to play a role in maintaining plant coexistence and to be a potential driver of the positive relationship between plant diversity and ecosystem functioning. Most of the studies addressing these topics have focused on the species level. However, in addition to interspecific interactions, intraspecific interactions might be important for the structure of natural communities. Here, we examine intraspecific coexistence and intraspecific diversity effects using 10 natural accessions of the model species Arabidopsis thaliana (L.) Heynh. We assessed morphological intraspecific diversity by measuring several above- and below-ground traits. We performed a plant-soil <span class="hlt">feedback</span> <span class="hlt">experiment</span> that was based on these trait differences between the accessions in order to determine whether A. thaliana <span class="hlt">experiences</span> <span class="hlt">feedback</span> at intraspecific level as a result of trait differences. We also experimentally tested the diversity-productivity relationship at intraspecific level. We found strong differences in above- and below-ground traits between the A. thaliana accessions. Overall, plant-soil <span class="hlt">feedback</span> occurred at intraspecific level. However, accessions differed in the direction and strength of this <span class="hlt">feedback</span>: Some accessions grew better on their own soils, some on soils from other accessions. Furthermore, we found positive diversity effects within A. thaliana: Accession mixtures produced a higher total above-ground biomass than accession monocultures. Differences between accessions in their <span class="hlt">feedback</span> response could not be explained by morphological traits. Therefore, we suggest that they might have been caused by accession-specific accumulated soil communities, by root exudates, or by accession</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4203296','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4203296"><span>Intraspecific plant–soil <span class="hlt">feedback</span> and intraspecific overyielding in Arabidopsis thaliana</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Bukowski, Alexandra R; Petermann, Jana S</p> <p>2014-01-01</p> <p>Understanding the mechanisms of community coexistence and ecosystem functioning may help to counteract the current biodiversity loss and its potentially harmful consequences. In recent years, plant–soil <span class="hlt">feedback</span> that can, for example, be caused by below-ground microorganisms has been suggested to play a role in maintaining plant coexistence and to be a potential driver of the positive relationship between plant diversity and ecosystem functioning. Most of the studies addressing these topics have focused on the species level. However, in addition to interspecific interactions, intraspecific interactions might be important for the structure of natural communities. Here, we examine intraspecific coexistence and intraspecific diversity effects using 10 natural accessions of the model species Arabidopsis thaliana (L.) Heynh. We assessed morphological intraspecific diversity by measuring several above- and below-ground traits. We performed a plant–soil <span class="hlt">feedback</span> <span class="hlt">experiment</span> that was based on these trait differences between the accessions in order to determine whether A. thaliana <span class="hlt">experiences</span> <span class="hlt">feedback</span> at intraspecific level as a result of trait differences. We also experimentally tested the diversity–productivity relationship at intraspecific level. We found strong differences in above- and below-ground traits between the A. thaliana accessions. Overall, plant–soil <span class="hlt">feedback</span> occurred at intraspecific level. However, accessions differed in the direction and strength of this <span class="hlt">feedback</span>: Some accessions grew better on their own soils, some on soils from other accessions. Furthermore, we found positive diversity effects within A. thaliana: Accession mixtures produced a higher total above-ground biomass than accession monocultures. Differences between accessions in their <span class="hlt">feedback</span> response could not be explained by morphological traits. Therefore, we suggest that they might have been caused by accession-specific accumulated soil communities, by root exudates, or by accession</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20150005305','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20150005305"><span>High-fidelity Simulation of Jet Noise from Rectangular Nozzles . [Large Eddy Simulation (<span class="hlt">LES</span>) Model for Noise Reduction in Advanced Jet Engines and Automobiles</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Sinha, Neeraj</p> <p>2014-01-01</p> <p>This Phase II project validated a state-of-the-art <span class="hlt">LES</span> model, coupled with a Ffowcs Williams-Hawkings (FW-H) far-field acoustic solver, to support the development of advanced engine concepts. These concepts include innovative flow control strategies to attenuate jet noise emissions. The end-to-end <span class="hlt">LES</span>/ FW-H noise prediction model was demonstrated and validated by applying it to rectangular nozzle designs with a high aspect ratio. The model also was validated against acoustic and flow-field data from a realistic jet-pylon <span class="hlt">experiment</span>, thereby significantly advancing the state of the art for <span class="hlt">LES</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25546265','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25546265"><span>Age differences in <span class="hlt">feedback</span> reactions: The roles of employee <span class="hlt">feedback</span> orientation on social awareness and utility.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Wang, Mo; Burlacu, Gabriela; Truxillo, Donald; James, Keith; Yao, Xiang</p> <p>2015-07-01</p> <p>Organizations worldwide are currently experiencing shifts in the age composition of their workforces. The workforce is aging and becoming increasingly age-diverse, suggesting that organizational researchers and practitioners need to better understand how age differences may manifest in the workplace and the implications for human resource practice. Integrating socioemotional selectivity theory with the performance <span class="hlt">feedback</span> literature and using a time-lagged design, the current study examined age differences in moderating the relationships between the characteristics of performance <span class="hlt">feedback</span> and employee reactions to the <span class="hlt">feedback</span> event. The results suggest that older workers had higher levels of <span class="hlt">feedback</span> orientation on social awareness, but lower levels of <span class="hlt">feedback</span> orientation on utility than younger workers. Furthermore, the positive associations between favorability of <span class="hlt">feedback</span> and <span class="hlt">feedback</span> delivery and <span class="hlt">feedback</span> reactions were stronger for older workers than for younger workers, whereas the positive association between <span class="hlt">feedback</span> quality and <span class="hlt">feedback</span> reactions was stronger for younger workers than for older workers. Finally, the current study revealed that age-related differences in employee <span class="hlt">feedback</span> orientation could explain the different patterns of relationships between <span class="hlt">feedback</span> characteristics and <span class="hlt">feedback</span> reactions across older and younger workers. These findings have both theoretical and practical implications for building theory about workplace aging and improving ways that performance <span class="hlt">feedback</span> is managed across employees from diverse age groups. (c) 2015 APA, all rights reserved).</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25929589','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25929589"><span>Somatotopical <span class="hlt">feedback</span> versus non-somatotopical <span class="hlt">feedback</span> for phantom digit sensation on amputees using electrotactile stimulation.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Zhang, Dingguo; Xu, Heng; Shull, Peter B; Liu, Jianrong; Zhu, Xiangyang</p> <p>2015-05-02</p> <p>Transcutaneous electrical stimulation can provide amputees with tactile <span class="hlt">feedback</span> for better manipulating an advanced prosthesis. In general, there are two ways to transfer the stimulus to the skin: somatotopical <span class="hlt">feedback</span> (SF) that stimulates the phantom digit somatotopy on the stump and non-somatotopical <span class="hlt">feedback</span> (NF) that stimulates other positions on the human body. To investigate the difference between SF and NF, electrotactile <span class="hlt">experiments</span> were conducted on seven amputees. Electrical stimulation was applied via a complete phantom map to the residual limb (SF) and to the upper arm (NF) separately. The behavior results of discrimination accuracy and response time were used to examine: 1) performance differences between SF and NF for discriminating position, type and strength of tactile <span class="hlt">feedback</span>; 2) performance differences between SF and NF for one channel (1C), three channels (3C), and five channels (5C). NASA-TLX standardized testing was used to determine differences in mental workload between SF and NF. The grand-averaged discrimination accuracy for SF was 6% higher than NF, and the average response time for SF was 600 ms faster than NF. SF is better than NF for position, type, strength, and the overall modality regarding both accuracy and response time except for 1C modality (p<0.001). Among the six modalities of stimulation channels, performance of 1C/SF was the best, which was similar to that of 1C/NF and 3C/SF; performance of 3C/NF was similar to that of 5C/SF; performance of 5C/NF was the worst. NASA-TLX scores indicated that mental workload increased as the number of stimulation channels increased. We quantified the difference between SF and NF, and the influence of different number of stimulation channels. SF was better than NF in general, but the practical issues such as the limited area of stumps could constrain the use of SF. We found that more channels increased the amount and richness of information to the amputee while fewer channels resulted in</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5808106','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5808106"><span>“Homework <span class="hlt">Feedback</span> Is…”: Elementary and Middle School Teachers’ Conceptions of Homework <span class="hlt">Feedback</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Cunha, Jennifer; Rosário, Pedro; Núñez, José Carlos; Nunes, Ana Rita; Moreira, Tânia; Nunes, Tânia</p> <p>2018-01-01</p> <p>This study explored mathematics teachers’ conceptions of the homework <span class="hlt">feedback</span> focusing on four key aspects: definition, purpose, types, and perceived impact. Forty-seven teachers from elementary and middle schools participated in six focus groups. Data were analyzed using content analysis. To enhance the trustworthiness of findings, classroom observations were used for triangulation of data. Participants conceptualized homework <span class="hlt">feedback</span> in three directions (i.e., teachers’ <span class="hlt">feedback</span> provided to students, students’ <span class="hlt">feedback</span> provided to teachers, and homework self-<span class="hlt">feedback</span>), being teachers’ monitoring of students’ learning the purpose reported by most teachers. Participants also reported the types of homework <span class="hlt">feedback</span> more frequently used in class (e.g., checking homework completion, checking homework on the board), and their perceived impact on students. Findings provide valuable information to deepen the understanding of the homework <span class="hlt">feedback</span> process, which may help develop new avenues for future research. PMID:29467687</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25511166','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25511166"><span>Sonification and haptic <span class="hlt">feedback</span> in addition to visual <span class="hlt">feedback</span> enhances complex motor task learning.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Sigrist, Roland; Rauter, Georg; Marchal-Crespo, Laura; Riener, Robert; Wolf, Peter</p> <p>2015-03-01</p> <p>Concurrent augmented <span class="hlt">feedback</span> has been shown to be less effective for learning simple motor tasks than for complex tasks. However, as mostly artificial tasks have been investigated, transfer of results to tasks in sports and rehabilitation remains unknown. Therefore, in this study, the effect of different concurrent <span class="hlt">feedback</span> was evaluated in trunk-arm rowing. It was then investigated whether multimodal audiovisual and visuohaptic <span class="hlt">feedback</span> are more effective for learning than visual <span class="hlt">feedback</span> only. Naïve subjects (N = 24) trained in three groups on a highly realistic virtual reality-based rowing simulator. In the visual <span class="hlt">feedback</span> group, the subject's oar was superimposed to the target oar, which continuously became more transparent when the deviation between the oars decreased. Moreover, a trace of the subject's trajectory emerged if deviations exceeded a threshold. The audiovisual <span class="hlt">feedback</span> group trained with oar movement sonification in addition to visual <span class="hlt">feedback</span> to facilitate learning of the velocity profile. In the visuohaptic group, the oar movement was inhibited by path deviation-dependent braking forces to enhance learning of spatial aspects. All groups significantly decreased the spatial error (tendency in visual group) and velocity error from baseline to the retention tests. Audiovisual <span class="hlt">feedback</span> fostered learning of the velocity profile significantly more than visuohaptic <span class="hlt">feedback</span>. The study revealed that well-designed concurrent <span class="hlt">feedback</span> fosters complex task learning, especially if the advantages of different modalities are exploited. Further studies should analyze the impact of within-<span class="hlt">feedback</span> design parameters and the transferability of the results to other tasks in sports and rehabilitation.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27914356','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27914356"><span>Can podcasts for assessment guidance and <span class="hlt">feedback</span> promote self-efficacy among undergraduate nursing students? A qualitative study.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>McSwiggan, Linda C; Campbell, Maureen</p> <p>2017-02-01</p> <p>Improving assessment guidance and <span class="hlt">feedback</span> for students has become an international priority within higher education. Podcasts have been proposed as a tool for enhancing teaching, learning and assessment. However, a stronger theory-based rationale for using podcasts, particularly as a means of facilitating assessment guidance and <span class="hlt">feedback</span>, is required. To explore students' <span class="hlt">experiences</span> of using podcasts for assessment guidance and <span class="hlt">feedback</span>. To consider how these podcasts shaped beliefs about their ability to successfully engage with, and act on, assessment guidance and <span class="hlt">feedback</span> Design Exploratory qualitative study. Setting Higher education institution in North-East Scotland. Participants Eighteen third year undergraduate nursing students who had utilised podcasts for assessment guidance and <span class="hlt">feedback</span> within their current programme of study. Participants took part in one of four focus groups, conducted between July and September 2013. Purposive sampling was utilised to recruit participants of different ages, gender, levels of self-assessed information technology skills and levels of academic achievement. Data analysis was guided by the framework approach. Thematic analysis highlighted similarities and differences in terms of students' <span class="hlt">experiences</span> of using podcasts for assessment guidance and <span class="hlt">feedback</span>. Further analysis revealed that Self-Efficacy Theory provided deeper theoretical insights into how the content, structure and delivery of podcasts can be shaped to promote more successful engagement with assessment guidance and <span class="hlt">feedback</span> from students. The structured, logical approach of assessment guidance podcasts appeared to strengthen self-efficacy by providing readily accessible support and by helping students convert intentions into action. Students with high self-efficacy in relation to tasks associated with assessment were more likely to engage with <span class="hlt">feedback</span>, whereas those with low self-efficacy tended to overlook opportunities to access <span class="hlt">feedback</span> due to feelings of</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=potatoes&pg=2&id=EJ872793','ERIC'); return false;" href="https://eric.ed.gov/?q=potatoes&pg=2&id=EJ872793"><span>Online Self-Assessment with <span class="hlt">Feedback</span> and Metacognitive Knowledge</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ibabe, Izaskun; Jauregizar, Joana</p> <p>2010-01-01</p> <p>The present work describes an <span class="hlt">experience</span> of educational innovation in a university context. Its aim was to determine the relationship between students' frequency of use of online self-assessment with <span class="hlt">feedback</span> and their final performance on the course, taking into account both learners' motivation and perceived usefulness of these resources for…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1079820.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1079820.pdf"><span>Online Collaborative Writing for ESL Learners Using Blogs and <span class="hlt">Feedback</span> Checklists</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Grami, Grami Mohammad A.</p> <p>2012-01-01</p> <p>This paper reports on the <span class="hlt">experience</span> of seven Saudi female ESL students who worked collaboratively in an interactive online writing environment over a period of four weeks. It chronicles their <span class="hlt">experiences</span> with online writing tasks, documents their responses to online <span class="hlt">feedback</span>, and examines their attempts to cope with different settings and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017APS..DFDG31001H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017APS..DFDG31001H"><span>Hybrid RANS-<span class="hlt">LES</span> using high order numerical methods</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Henry de Frahan, Marc; Yellapantula, Shashank; Vijayakumar, Ganesh; Knaus, Robert; Sprague, Michael</p> <p>2017-11-01</p> <p>Understanding the impact of wind turbine wake dynamics on downstream turbines is particularly important for the design of efficient wind farms. Due to their tractable computational cost, hybrid RANS/<span class="hlt">LES</span> models are an attractive framework for simulating separation flows such as the wake dynamics behind a wind turbine. High-order numerical methods can be computationally efficient and provide increased accuracy in simulating complex flows. In the context of <span class="hlt">LES</span>, high-order numerical methods have shown some success in predictions of turbulent flows. However, the specifics of hybrid RANS-<span class="hlt">LES</span> models, including the transition region between both modeling frameworks, pose unique challenges for high-order numerical methods. In this work, we study the effect of increasing the order of accuracy of the numerical scheme in simulations of canonical turbulent flows using RANS, <span class="hlt">LES</span>, and hybrid RANS-<span class="hlt">LES</span> models. We describe the interactions between filtering, model transition, and order of accuracy and their effect on turbulence quantities such as kinetic energy spectra, boundary layer evolution, and dissipation rate. This work was funded by the U.S. Department of Energy, Exascale Computing Project, under Contract No. DE-AC36-08-GO28308 with the National Renewable Energy Laboratory.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li class="active"><span>19</span></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_19 --> <div id="page_20" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li class="active"><span>20</span></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="381"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29020959','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29020959"><span>Configurable, wearable sensing and vibrotactile <span class="hlt">feedback</span> system for real-time postural balance and gait training: proof-of-concept.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Xu, Junkai; Bao, Tian; Lee, Ung Hee; Kinnaird, Catherine; Carender, Wendy; Huang, Yangjian; Sienko, Kathleen H; Shull, Peter B</p> <p>2017-10-11</p> <p>Postural balance and gait training is important for treating persons with functional impairments, however current systems are generally not portable and are unable to train different types of movements. This paper describes a proof-of-concept design of a configurable, wearable sensing and <span class="hlt">feedback</span> system for real-time postural balance and gait training targeted for home-based treatments and other portable usage. Sensing and vibrotactile <span class="hlt">feedback</span> are performed via eight distributed, wireless nodes or "Dots" (size: 22.5 × 20.5 × 15.0 mm, weight: 12.0 g) that can each be configured for sensing and/or <span class="hlt">feedback</span> according to movement training requirements. In the first <span class="hlt">experiment</span>, four healthy older adults were trained to reduce medial-lateral (M/L) trunk tilt while performing balance exercises. When trunk tilt deviated too far from vertical (estimated via a sensing Dot on the lower spine), vibrotactile <span class="hlt">feedback</span> (via <span class="hlt">feedback</span> Dots placed on the left and right sides of the lower torso) cued participants to move away from the vibration and back toward the vertical no <span class="hlt">feedback</span> zone to correct their posture. A second <span class="hlt">experiment</span> was conducted with the same wearable system to train six healthy older adults to alter their foot progression angle in real-time by internally or externally rotating their feet while walking. Foot progression angle was estimated via a sensing Dot adhered to the dorsal side of the foot, and vibrotactile <span class="hlt">feedback</span> was provided via <span class="hlt">feedback</span> Dots placed on the medial and lateral sides of the mid-shank cued participants to internally or externally rotate their foot away from vibration. In the first <span class="hlt">experiment</span>, the wearable system enabled participants to significantly reduce trunk tilt and increase the amount of time inside the no <span class="hlt">feedback</span> zone. In the second <span class="hlt">experiment</span>, all participants were able to adopt new gait patterns of internal and external foot rotation within two minutes of real-time training with the wearable system. These results suggest</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2002PhDT.......175C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2002PhDT.......175C"><span>Etude experimentale des excitations topologiques de l'effet Hall quantique a nu = 1 dans <span class="hlt">les</span> heterostructures semiconductrices a double puits quantique</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Charlebois, Serge</p> <p></p> <p>De nombreux travaux theoriques et experimentaux ont ete publies sur <span class="hlt">les</span> excitations topologiques de gaz electroniques bidimensionnels (GE2D), appellees skyrmions, dans le regime de l'effet Hall quantique a remplissage unitaire. On attend des excitations semblables appellees bimerons dans <span class="hlt">les</span> systemes formes de deux GE2D couples. Contrairement au cas des GE2D simples, aucune <span class="hlt">experience</span> n'a, a notre connaissance, presente la mesure d'une propriete specifique aux bimerons. Nous presentons dans cette these des travaux experimentaux ayant pour objectif l'etude d'excitations topologiques dans <span class="hlt">les</span> heterostructures a double puits quantique. Une manifestation attendue (<span class="hlt">les</span> bimerons est la presence d'une anisotropie dans la conductivite a travers une constriction. Nous avons concu un dispositif original a point de contact a trois grilles non-coplanaires. Ce dispositif a trois grilles a la particularite de permettre la creation d'une constriction etroite dans le double GE2D tout en permettant l'equilibrage de la densite electronique entre <span class="hlt">les</span> deux puits dans l'etroit canal de conduction. Nous avons fabrique ce dispositif de taille submicronique par electrolithographie sur des heterostructures a double puits. <span class="hlt">Les</span> dispositifs ainsi fabriques ont ete etudies a basse temperature (0.3K) et ont montre un fonctionnement conforme aux attentes. <span class="hlt">Les</span> travaux n'ont pas permis de mettre en evidence une anisotropie de transport revelatrice de l'existence de bimerons. Cette these est a notre connaissance la premiere etude experimentale visant la realisation de l'<span class="hlt">experience</span> d'anisotropie de transport et est ainsi une contribution significative a l'avancement des connaissances dans ce domaine. <span class="hlt">Les</span> travaux theoriques que nous presentons ont permis de montrer l'effet des excitations topologiques sur la capacite grille-GE2D du systeme. Ces travaux ouvrent la voie de la detection des bimerons par l'intermediaire de la mesure de la capacite grille-GE2D ou encore de la susceptibilite electrique du</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2001PhDT........58N','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2001PhDT........58N"><span>Commerce de detail de l'essence automobile: Modelisation de l'impact a court terme des facteurs endogenes et exogenes sur <span class="hlt">les</span> ventes d'essence dans <span class="hlt">les</span> stations-service a Montreal</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Nguimbus, Raphael</p> <p></p> <p>La determination de l'impact des facteurs sous controle et hors controle qui influencent <span class="hlt">les</span> volumes de vente des magasins de detail qui vendent des produits homogenes et fortement substituables constitue le coeur de cette these. Il s'agit d'estimer un ensemble de coefficients stables et asymtotiquement efficaces non correles avec <span class="hlt">les</span> effets specifiques aleatoires des sites d'essence dans le marche de Montreal (Quebec, Canada) durant is periode 1993--1997. Le modele econometrique qui est ainsi specifie et teste, isole un ensemble de quatre variables dont le prix de detail affiche dans un site d'essence ordinaire, la capacite de service du site pendant <span class="hlt">les</span> heures de pointe, <span class="hlt">les</span> heures de service et le nombre de sites concurrents au voisinage du site dans un rayon de deux kilometres. Ces quatre facteurs influencent <span class="hlt">les</span> ventes d'essence dans <span class="hlt">les</span> stations-service. <span class="hlt">Les</span> donnees en panel avec <span class="hlt">les</span> methodes d'estimation robustes (estimateur a distance minimale) sont utilisees pour estimer <span class="hlt">les</span> parametres du modele de vente. Nous partons avec l'hypothese generale selon laquelle il se developpe une force d'attraction qui attire <span class="hlt">les</span> clients automobilistes dans chaque site, et qui lui permet de realiser <span class="hlt">les</span> ventes. Cette capacite d'attraction varie d'un site a un autre et cela est du a la combinaison de l'effort marketing et de l'environnement concurrentiel autour du site. <span class="hlt">Les</span> notions de voisinage et de concurrence spatiale expliquent <span class="hlt">les</span> comportements des decideurs qui gerent <span class="hlt">les</span> sites. Le but de cette these est de developper un outil d'aide a la decision (modele analytique) pour permettre aux gestionnaires des chaines de stations-service d'affecter efficacement <span class="hlt">les</span> ressources commerciales dans ies points de vente.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27769240','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27769240"><span><span class="hlt">Feedback</span> using an ePortfolio for medicine long cases: quality not quantity.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Bleasel, Jane; Burgess, Annette; Weeks, Ruth; Haq, Inam</p> <p>2016-10-21</p> <p>The evidence for the positive impact of an electronic Portfolio (ePortfolio) on <span class="hlt">feedback</span> in medicine is mixed. An ePortfolio for medical long cases in a Graduate Medical Program was developed. The purpose of this study was to explore the perceptions of medical students and faculty of the impact of the ePortfolio on the <span class="hlt">feedback</span> process. In total, 130 Year 3 medical students, and six faculty participated in the study. This is a mixed methods study, using a combination of both quantitative and qualitative approaches. Quantitative methods were used to quantify the number of long cases performed. Qualitative methods were used to explore the relationship between quantity and quality of <span class="hlt">feedback</span>, and provide a rich understanding of both students' and faculty's <span class="hlt">experience</span> and perceptions of the ePortfolio. Students received a variable quantity of <span class="hlt">feedback</span> at each of the three studied clinical schools, with an average of between 4 - 5.4 <span class="hlt">feedback</span> episodes per student. <span class="hlt">Feedback</span> that was constructive, specific and timely and delivered by a senior academic was important. Quantity was not an essential factor, with two episodes of detailed <span class="hlt">feedback</span> reported to be adequate. The barriers to the use of the ePortfolio were technical aspects of the platform that interfered with student engagement. <span class="hlt">Feedback</span> using the ePortfolio for medical long cases is a valuable tool providing a senior clinician delivers detailed, constructive and personalized <span class="hlt">feedback</span> in a timely fashion. The ePortfolio system needs to be user-friendly to engage students.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24909533','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24909533"><span>Learning culture and <span class="hlt">feedback</span>: an international study of medical athletes and musicians.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Watling, Christopher; Driessen, Erik; van der Vleuten, Cees P M; Lingard, Lorelei</p> <p>2014-07-01</p> <p><span class="hlt">Feedback</span> should facilitate learning, but within medical education it often fails to deliver on its promise. To better understand why <span class="hlt">feedback</span> is challenging, we explored the unique perspectives of doctors who had also trained extensively in sport or music, aiming to: (i) distinguish the elements of the response to <span class="hlt">feedback</span> that are determined by the individual learner from those determined by the learning culture, and (ii) understand how these elements interact in order to make recommendations for improving <span class="hlt">feedback</span> in medical education. Using a constructivist grounded theory approach, we conducted semi-structured interviews with 27 doctors or medical students who had high-level training and competitive or performance <span class="hlt">experience</span> in sport (n = 15) or music (n = 12). Data were analysed iteratively using constant comparison. Key themes were identified and their relationships critically examined to derive a conceptual understanding of <span class="hlt">feedback</span> and its impact. We identified three essential sources of influence on the meaning that <span class="hlt">feedback</span> assumed: the individual learner; the characteristics of the <span class="hlt">feedback</span>, and the learning culture. Individual learner traits, such as motivation and orientation toward <span class="hlt">feedback</span>, appeared stable across learning contexts. Similarly, certain <span class="hlt">feedback</span> characteristics, including specificity, credibility and actionability, were valued in sport, music and medicine alike. Learning culture influenced <span class="hlt">feedback</span> in three ways: (i) by defining expectations for teachers and teacher-learner relationships; (ii) by establishing norms for and expectations of <span class="hlt">feedback</span>, and (iii) by directing teachers' and learners' attention toward certain dimensions of performance. Learning culture therefore neither creates motivated learners nor defines 'good <span class="hlt">feedback</span>'; rather, it creates the conditions and opportunities that allow good <span class="hlt">feedback</span> to occur and learners to respond. An adequate understanding of <span class="hlt">feedback</span> requires an integrated approach incorporating both</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5077633','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5077633"><span>Dopamine Dependence in Aggregate <span class="hlt">Feedback</span> Learning: A Computational Cognitive Neuroscience Approach</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Valentin, Vivian V.; Maddox, W. Todd; Ashby, F. Gregory</p> <p>2016-01-01</p> <p>Procedural learning of skills depends on dopamine-mediated striatal plasticity. Most prior work investigated single stimulus-response procedural learning followed by <span class="hlt">feedback</span>. However, many skills include several actions that must be performed before <span class="hlt">feedback</span> is available. A new procedural-learning task is developed in which three independent and successive unsupervised categorization responses receive aggregate <span class="hlt">feedback</span> indicating either that all three responses were correct, or at least one response was incorrect. <span class="hlt">Experiment</span> 1 showed superior learning of stimuli in position 3, and that learning in the first two positions was initially compromised, and then recovered. An extensive theoretical analysis that used parameter space partitioning found that a large class of procedural-learning models, which predict propagation of dopamine release from <span class="hlt">feedback</span> to stimuli, and/or an eligibility trace, fail to fully account for these data. The analysis also suggested that any dopamine released to the second or third stimulus impaired categorization learning in the first and second positions. A second <span class="hlt">experiment</span> tested and confirmed a novel prediction of this large class of procedural-learning models that if the to-be-learned actions are introduced one-by-one in succession then learning is much better if training begins with the first action (and works forwards) than if it begins with the last action (and works backwards). PMID:27596541</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27596541','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27596541"><span>Dopamine dependence in aggregate <span class="hlt">feedback</span> learning: A computational cognitive neuroscience approach.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Valentin, Vivian V; Maddox, W Todd; Ashby, F Gregory</p> <p>2016-11-01</p> <p>Procedural learning of skills depends on dopamine-mediated striatal plasticity. Most prior work investigated single stimulus-response procedural learning followed by <span class="hlt">feedback</span>. However, many skills include several actions that must be performed before <span class="hlt">feedback</span> is available. A new procedural-learning task is developed in which three independent and successive unsupervised categorization responses receive aggregate <span class="hlt">feedback</span> indicating either that all three responses were correct, or at least one response was incorrect. <span class="hlt">Experiment</span> 1 showed superior learning of stimuli in position 3, and that learning in the first two positions was initially compromised, and then recovered. An extensive theoretical analysis that used parameter space partitioning found that a large class of procedural-learning models, which predict propagation of dopamine release from <span class="hlt">feedback</span> to stimuli, and/or an eligibility trace, fail to fully account for these data. The analysis also suggested that any dopamine released to the second or third stimulus impaired categorization learning in the first and second positions. A second <span class="hlt">experiment</span> tested and confirmed a novel prediction of this large class of procedural-learning models that if the to-be-learned actions are introduced one-by-one in succession then learning is much better if training begins with the first action (and works forwards) than if it begins with the last action (and works backwards). Copyright © 2016 Elsevier Inc. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24782721','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24782721"><span>Effect of biased <span class="hlt">feedback</span> on motor imagery learning in BCI-teleoperation system.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Alimardani, Maryam; Nishio, Shuichi; Ishiguro, Hiroshi</p> <p>2014-01-01</p> <p><span class="hlt">Feedback</span> design is an important issue in motor imagery BCI systems. Regardless, to date it has not been reported how <span class="hlt">feedback</span> presentation can optimize co-adaptation between a human brain and such systems. This paper assesses the effect of realistic visual <span class="hlt">feedback</span> on users' BCI performance and motor imagery skills. We previously developed a tele-operation system for a pair of humanlike robotic hands and showed that BCI control of such hands along with first-person perspective visual <span class="hlt">feedback</span> of movements can arouse a sense of embodiment in the operators. In the first stage of this study, we found that the intensity of this ownership illusion was associated with <span class="hlt">feedback</span> presentation and subjects' performance during BCI motion control. In the second stage, we probed the effect of positive and negative <span class="hlt">feedback</span> bias on subjects' BCI performance and motor imagery skills. Although the subject specific classifier, which was set up at the beginning of <span class="hlt">experiment</span>, detected no significant change in the subjects' online performance, evaluation of brain activity patterns revealed that subjects' self-regulation of motor imagery features improved due to a positive bias of <span class="hlt">feedback</span> and a possible occurrence of ownership illusion. Our findings suggest that in general training protocols for BCIs, manipulation of <span class="hlt">feedback</span> can play an important role in the optimization of subjects' motor imagery skills.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=delegating&id=EJ1094532','ERIC'); return false;" href="https://eric.ed.gov/?q=delegating&id=EJ1094532"><span>What Supervisors Say in Their <span class="hlt">Feedback</span>: Construction of CanMEDS Roles in Workplace Settings</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Renting, Nienke; Dornan, Tim; Gans, Rijk O. B.; Borleffs, Jan C. C.; Cohen-Schotanus, Janke; Jaarsma, A. Debbie C.</p> <p>2016-01-01</p> <p>The CanMEDS framework has been widely adopted in residency education and <span class="hlt">feedback</span> processes are guided by it. It is, however, only one of many influences on what is actually discussed in <span class="hlt">feedback</span>. The sociohistorical culture of medicine and individual supervisors' contexts, <span class="hlt">experiences</span> and beliefs are also influential. Our aim was to find how…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26863659','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26863659"><span>Bubble-Induced Color Doppler <span class="hlt">Feedback</span> for Histotripsy Tissue Fractionation.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Miller, Ryan M; Zhang, Xi; Maxwell, Adam D; Cain, Charles A; Xu, Zhen</p> <p>2016-03-01</p> <p>Histotripsy therapy produces cavitating bubble clouds to increasingly fractionate and eventually liquefy tissue using high-intensity ultrasound pulses. Following cavitation generated by each pulse, coherent motion of the cavitation residual nuclei can be detected using metrics formed from ultrasound color Doppler acquisitions. In this paper, three <span class="hlt">experiments</span> were performed to investigate the characteristics of this motion as real-time <span class="hlt">feedback</span> on histotripsy tissue fractionation. In the first <span class="hlt">experiment</span>, bubble-induced color Doppler (BCD) and particle image velocimetry (PIV) analysis monitored the residual cavitation nuclei in the treatment region in an agarose tissue phantom treated with two-cycle histotripsy pulses at [Formula: see text] using a 500-kHz transducer. Both BCD and PIV results showed brief chaotic motion of the residual nuclei followed by coherent motion first moving away from the transducer and then rebounding back. Velocity measurements from both PIV and BCD agreed well, showing a monotonic increase in rebound time up to a saturation point for increased therapy dose. In a second <span class="hlt">experiment</span>, a thin layer of red blood cells (RBC) was added to the phantom to allow quantification of the fractionation of the RBC layer to compare with BCD metrics. A strong linear correlation was observed between the fractionation level and the time to BCD peak rebound velocity over histotripsy treatment. Finally, the correlation between BCD <span class="hlt">feedback</span> and histotripsy tissue fractionation was validated in ex vivo porcine liver evaluated histologically. BCD metrics showed strong linear correlation with fractionation progression, suggesting that BCD provides useful quantitative real-time <span class="hlt">feedback</span> on histotripsy treatment progression.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4838481','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4838481"><span>Bubble-induced Color Doppler <span class="hlt">Feedback</span> for Histotripsy Tissue Fractionation</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Miller, Ryan M.; Zhang, Xi; Maxwell, Adam; Cain, Charles; Xu, Zhen</p> <p>2016-01-01</p> <p>Histotripsy therapy produces cavitating bubble clouds to increasingly fractionate and eventually liquefy tissue using high intensity ultrasound pulses. Following cavitation generated by each pulse, coherent motion of the cavitation residual nuclei can be detected using metrics formed from ultrasound color Doppler acquisitions. In this paper, three <span class="hlt">experiments</span> were performed to investigate the characteristics of this motion as real-time <span class="hlt">feedback</span> on histotripsy tissue fractionation. In the first <span class="hlt">experiment</span>, bubble-induced color Doppler (BCD) and particle image velocimetry (PIV) analysis monitored the residual cavitation nuclei in the treatment region in an agarose tissue phantom treated with 2-cycle histotripsy pulses at > 30 MPa using a 500 kHz transducer. Both BCD and PIV results showed brief chaotic motion of the residual nuclei followed by coherent motion first moving away from the transducer and then rebounding back. Velocity measurements from both PIV and BCD agreed well, showing a monotonic increase in rebound time up to a saturation point for increased therapy dose. In a second <span class="hlt">experiment</span>, a thin layer of red blood cells (RBC) was added to the phantom to allow quantification of the fractionation of the RBC layer to compare with BCD metrics. A strong linear correlation was observed between the fractionation level and the time to BCD peak rebound velocity over histotripsy treatment. Finally, the correlation between BCD <span class="hlt">feedback</span> and histotripsy tissue fractionation was validated in ex vivo porcine liver evaluated histologically. BCD metrics showed strong linear correlation with fractionation progression, suggesting that BCD provides useful quantitative real-time <span class="hlt">feedback</span> on histotripsy treatment progression. PMID:26863659</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27330183','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27330183"><span>The mere presence of an outgroup member disrupts the brain's <span class="hlt">feedback</span>-monitoring system.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Hobson, Nicholas M; Inzlicht, Michael</p> <p>2016-11-01</p> <p>Much of human learning happens in the social world. A person's social identity-the groups to which they belong, the people with whom they identify-is a powerful cue that can affect our goal-directed behaviors, often implicitly. In the present <span class="hlt">experiment</span>, we explored the underlying neural mechanisms driving these processes, testing hypotheses derived from social identity theory. In a within-subjects design, participants underwent a minimal group manipulation where they were randomly assigned to an arbitrary ingroup. In two blocks of the <span class="hlt">experiment</span>, participants were asked to complete a task for money while being observed by an ingroup member and outgroup member separately. Results revealed that being observed by an ingroup or outgroup member led to divergent patterns of neural activity associated with <span class="hlt">feedback</span> monitoring, namely the <span class="hlt">feedback</span>-related negativity (FRN). Receiving <span class="hlt">feedback</span> in the presence of an ingroup member produced a typical FRN signal, but the FRN was dampened while receiving <span class="hlt">feedback</span> in the presence of an outgroup member. Further, this differentiated neural pattern was exaggerated in people who reported greater intergroup bias. Together, the mere presence of a person can alter how the brain adaptively monitors <span class="hlt">feedback</span>, impairing the reinforcement learning signal when the person observing is an outgroup member. © The Author (2016). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=20040088446&hterms=zea+mays&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D70%26Ntt%3Dzea%2Bmays','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=20040088446&hterms=zea+mays&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D70%26Ntt%3Dzea%2Bmays"><span>Root elongation against a constant force: <span class="hlt">experiment</span> with a computerized <span class="hlt">feedback</span>-controlled device</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Kuzeja, P. S.; Lintilhac, P. M.; Wei, C.</p> <p>2001-01-01</p> <p>Axial force was applied to the root tip of corn (Zea mays L. cv. Merit) seedlings using a computerized, <span class="hlt">feedback</span>-controlled mechanical device. The system's <span class="hlt">feedback</span> capability allowed continuous control of a constant tip load, and the attached displacement transducer provided the time course of root elongation. Loads up to 7.5 g decreased the root elongation rate by 0.13 mm h-1 g-1, but loads 7.5 to 17.5 g decreased the growth rate by only 0.04 mm h-1 g-1. Loads higher than 18 g stopped root elongation completely. Measurement of the cross-sectional areas of the root tips indicated that the 18 g load had applied about 0.98 MPa of axial pressure to the root, thereby exceeding the root's ability to respond with increased turgor pressure. Recorded time-lapse images of loaded roots showed that radial thickening (swelling) occurred behind the root cap, whose cross-sectional area increased with tip load.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23554488','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23554488"><span><span class="hlt">Experience</span>-dependent modulation of <span class="hlt">feedback</span> integration during singing: role of the right anterior insula.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Kleber, Boris; Zeitouni, Anthony G; Friberg, Anders; Zatorre, Robert J</p> <p>2013-04-03</p> <p>Somatosensation plays an important role in the motor control of vocal functions, yet its neural correlate and relation to vocal learning is not well understood. We used fMRI in 17 trained singers and 12 nonsingers to study the effects of vocal-fold anesthesia on the vocal-motor singing network as a function of singing expertise. Tasks required participants to sing musical target intervals under normal conditions and after anesthesia. At the behavioral level, anesthesia altered pitch accuracy in both groups, but singers were less affected than nonsingers, indicating an <span class="hlt">experience</span>-dependent effect of the intervention. At the neural level, this difference was accompanied by distinct patterns of decreased activation in singers (cortical and subcortical sensory and motor areas) and nonsingers (subcortical motor areas only) respectively, suggesting that anesthesia affected the higher-level voluntary (explicit) motor and sensorimotor integration network more in experienced singers, and the lower-level (implicit) subcortical motor loops in nonsingers. The right anterior insular cortex (AIC) was identified as the principal area dissociating the effect of expertise as a function of anesthesia by three separate sources of evidence. First, it responded differently to anesthesia in singers (decreased activation) and nonsingers (increased activation). Second, functional connectivity between AIC and bilateral A1, M1, and S1 was reduced in singers but augmented in nonsingers. Third, increased BOLD activity in right AIC in singers was correlated with larger pitch deviation under anesthesia. We conclude that the right AIC and sensory-motor areas play a role in <span class="hlt">experience</span>-dependent modulation of <span class="hlt">feedback</span> integration for vocal motor control during singing.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22272362','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22272362"><span>Climate effects and <span class="hlt">feedback</span> structure determining weed population dynamics in a long-term <span class="hlt">experiment</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Lima, Mauricio; Navarrete, Luis; González-Andujar, José Luis</p> <p>2012-01-01</p> <p>Pest control is one of the areas in which population dynamic theory has been successfully applied to solve practical problems. However, the links between population dynamic theory and model construction have been less emphasized in the management and control of weed populations. Most management models of weed population dynamics have emphasized the role of the endogenous process, but the role of exogenous variables such as climate have been ignored in the study of weed populations and their management. Here, we use long-term data (22 years) on two annual weed species from a locality in Central Spain to determine the importance of endogenous and exogenous processes (local and large-scale climate factors). Our modeling study determined two different <span class="hlt">feedback</span> structures and climate effects in the two weed species analyzed. While Descurainia sophia exhibited a second-order <span class="hlt">feedback</span> and low climate influence, Veronica hederifolia was characterized by a first-order <span class="hlt">feedback</span> structure and important effects from temperature and rainfall. Our results strongly suggest the importance of theoretical population dynamics in understanding plant population systems. Moreover, the use of this approach, discerning between the effect of exogenous and endogenous factors, can be fundamental to applying weed management practices in agricultural systems and to controlling invasive weedy species. This is a radical change from most approaches currently used to guide weed and invasive weedy species managements.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3260292','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3260292"><span>Climate Effects and <span class="hlt">Feedback</span> Structure Determining Weed Population Dynamics in a Long-Term <span class="hlt">Experiment</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Lima, Mauricio; Navarrete, Luis; González-Andujar, José Luis</p> <p>2012-01-01</p> <p>Pest control is one of the areas in which population dynamic theory has been successfully applied to solve practical problems. However, the links between population dynamic theory and model construction have been less emphasized in the management and control of weed populations. Most management models of weed population dynamics have emphasized the role of the endogenous process, but the role of exogenous variables such as climate have been ignored in the study of weed populations and their management. Here, we use long-term data (22 years) on two annual weed species from a locality in Central Spain to determine the importance of endogenous and exogenous processes (local and large-scale climate factors). Our modeling study determined two different <span class="hlt">feedback</span> structures and climate effects in the two weed species analyzed. While Descurainia sophia exhibited a second-order <span class="hlt">feedback</span> and low climate influence, Veronica hederifolia was characterized by a first-order <span class="hlt">feedback</span> structure and important effects from temperature and rainfall. Our results strongly suggest the importance of theoretical population dynamics in understanding plant population systems. Moreover, the use of this approach, discerning between the effect of exogenous and endogenous factors, can be fundamental to applying weed management practices in agricultural systems and to controlling invasive weedy species. This is a radical change from most approaches currently used to guide weed and invasive weedy species managements. PMID:22272362</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2929980','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2929980"><span>Frequency-Offset Cartesian <span class="hlt">Feedback</span> Based on Polyphase Difference Amplifiers</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Zanchi, Marta G.; Pauly, John M.; Scott, Greig C.</p> <p>2010-01-01</p> <p>A modified Cartesian <span class="hlt">feedback</span> method called “frequency-offset Cartesian feedback” and based on polyphase difference amplifiers is described that significantly reduces the problems associated with quadrature errors and DC-offsets in classic Cartesian <span class="hlt">feedback</span> power amplifier control systems. In this method, the reference input and <span class="hlt">feedback</span> signals are down-converted and compared at a low intermediate frequency (IF) instead of at DC. The polyphase difference amplifiers create a complex control bandwidth centered at this low IF, which is typically offset from DC by 200–1500 kHz. Consequently, the loop gain peak does not overlap DC where voltage offsets, drift, and local oscillator leakage create errors. Moreover, quadrature mismatch errors are significantly attenuated in the control bandwidth. Since the polyphase amplifiers selectively amplify the complex signals characterized by a +90° phase relationship representing positive frequency signals, the control system operates somewhat like single sideband (SSB) modulation. However, the approach still allows the same modulation bandwidth control as classic Cartesian <span class="hlt">feedback</span>. In this paper, the behavior of the polyphase difference amplifier is described through both the results of simulations, based on a theoretical analysis of their architecture, and <span class="hlt">experiments</span>. We then describe our first printed circuit board prototype of a frequency-offset Cartesian <span class="hlt">feedback</span> transmitter and its performance in open and closed loop configuration. This approach should be especially useful in magnetic resonance imaging transmit array systems. PMID:20814450</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2674617','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2674617"><span>Effects of Visual Force <span class="hlt">Feedback</span> on Robot-Assisted Surgical Task Performance</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Reiley, Carol E.; Akinbiyi, Takintope; Burschka, Darius; Chang, David C.; Okamura, Allison M.; Yuh, David D.</p> <p>2009-01-01</p> <p>Background Direct haptic (force or tactile) <span class="hlt">feedback</span> is negligible in current surgical robotic systems. The relevance of haptic <span class="hlt">feedback</span> in robot-assisted performances of surgical tasks is controversial. We studied the effects of visual force <span class="hlt">feedback</span> (VFF), a haptic <span class="hlt">feedback</span> surrogate, on tying surgical knots with fine sutures similar to those used in cardiovascular surgery. Methods Using a modified da Vinci robotic system (Intuitive Surgical, Inc.) equipped with force-sensing instrument tips and real-time VFF overlays in the console image, ten surgeons each tied 10 knots with and 10 knots without VFF. Four surgeons had significant prior da Vinci <span class="hlt">experience</span> while the remaining six surgeons did not. Performance parameters, including suture breakage and secure knots, peak and standard deviation of applied forces, and completion times using 5-0 silk sutures were recorded. Chi-square and Student’s t-test analyses determined differences between groups. Results Among surgeon subjects with robotic <span class="hlt">experience</span>, no differences in measured performance parameters were found between robot-assisted knot ties executed with and without VFF. Among surgeons without robotic <span class="hlt">experience</span>, however, VFF was associated with lower suture breakage rates, peak applied forces, and standard deviations of applied forces. VFF did not impart differences in knot completion times or loose knots for either surgeon group. Conclusions VFF resulted in reduced suture breakage, lower forces, and decreased force inconsistencies among novice robotic surgeons, although elapsed time and knot quality were unaffected. In contrast, VFF did not affect these metrics among experienced da Vinci surgeons. These results suggest that VFF primarily benefits novice robot-assisted surgeons, with diminishing benefits among experienced surgeons. PMID:18179942</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014APS..DFDR25005K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014APS..DFDR25005K"><span><span class="hlt">LES</span> of propeller crashback</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Kumar, Praveen; Mahesh, Krishnan</p> <p>2014-11-01</p> <p>Crashback is an operating condition to quickly stop a propelled vehicle, where the propeller is rotated in the reverse direction to yield a negative thrust. In crashback, the freestream interacts with the strong reverse flow from the propeller leading to massive flow separation and highly unsteady loads. We have used Large-Eddy Simulation (<span class="hlt">LES</span>) in recent years to accurately simulate the flowfield in crashback around a stand-alone open propeller, hull-attached (posterior alone) open propeller and a ducted propeller with stator blades. This talk will discuss our work towards <span class="hlt">LES</span> of crashback inclusive of the entire hull. The results will be compared to available experimental data, and the flow physics will be discussed. This work is supported by the Office of Naval Research.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=prototype+AND+journal&pg=6&id=EJ920587','ERIC'); return false;" href="https://eric.ed.gov/?q=prototype+AND+journal&pg=6&id=EJ920587"><span>Category Rating Is Based on Prototypes and Not Instances: Evidence from <span class="hlt">Feedback</span>-Dependent Context Effects</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Petrov, Alexander A.</p> <p>2011-01-01</p> <p>Context effects in category rating on a 7-point scale are shown to reverse direction depending on <span class="hlt">feedback</span>. Context (skewed stimulus frequencies) was manipulated between and <span class="hlt">feedback</span> within subjects in two <span class="hlt">experiments</span>. The diverging predictions of prototype- and exemplar-based scaling theories were tested using two representative models: ANCHOR…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li class="active"><span>20</span></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_20 --> <div id="page_21" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li class="active"><span>21</span></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="401"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016sf2a.conf...17R','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016sf2a.conf...17R"><span>Sciences pour <span class="hlt">les</span> Exoplanètes et <span class="hlt">les</span> Systèmes Planétaires</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Roques, F.; Balança, C.; Bénilan, Y.; Griessmeier, J. M.; Marcq, E.; Navarro, T.; Renner, S.; Schneider, J.; Schott, C.</p> <p>2016-12-01</p> <p>The websites Sciences pour <span class="hlt">les</span> Exoplanètes et <span class="hlt">les</span> Systèmes Planétaires (SESP) and Exoplanètes present planetary and exoplanetary sciences with courses, interactive tools, and a didactic catalogue connected to the Encyclopedia exoplanet.eu. These websites have been created in the context of the LabEx ESEP (Exploration Spatiale des Environnements Planétaires) and they are directed towards undergraduate level. They can be used as support for face-to-face courses and self-training. The websites will be translated and will be used to create e-learning degree courses. SESP: http://sesp.esep.pro/fr/index.html EXOPLANETES: http://exoplanetes.esep.pro/</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=fast&pg=2&id=EJ1008174','ERIC'); return false;" href="https://eric.ed.gov/?q=fast&pg=2&id=EJ1008174"><span>Listen to Your Heart: When False Somatic <span class="hlt">Feedback</span> Shapes Moral Behavior</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gu, Jun; Zhong, Chen-Bo; Page-Gould, Elizabeth</p> <p>2013-01-01</p> <p>A pounding heart is a common symptom people <span class="hlt">experience</span> when confronting moral dilemmas. The authors conducted 4 <span class="hlt">experiments</span> using a false <span class="hlt">feedback</span> paradigm to explore whether and when listening to a fast (vs. normal) heartbeat sound shaped ethical behavior. Study 1 found that perceived fast heartbeat increased volunteering for a just cause. Study…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA064483','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA064483"><span><span class="hlt">Feedback</span> System Theory</span></a></p> <p><a target="_blank" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>1978-11-01</p> <p>R 2. GOVT A $ SION NO. 3 RIEqLPýIVT’S.;TALOG NUMBER r/ 4. TITLE (and wbiFflT, -L M4 1 , <span class="hlt">FEEDBACK</span> SYSTEM THEORY ~r Inter in- 6. PERFORMING ORG. REPORT...ANNUAL REPORT <span class="hlt">FEEDBACK</span> SYSTEM THEORY AFOSR GRANT NO. 76-2946B Air Force Office of Scientific Research for year ending October 31, 1978 79 02 08 L|I...re less stringent than in other synthesis techniques which cannot handle significant parameter uncertainty. _I <span class="hlt">FEEDBACK</span> SYSTEM THEORY 1. Introduction</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Neurology&pg=2&id=EJ968980','ERIC'); return false;" href="https://eric.ed.gov/?q=Neurology&pg=2&id=EJ968980"><span>Clinical Skills Verification, Formative <span class="hlt">Feedback</span>, and Psychiatry Residency Trainees</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Dalack, Gregory W.; Jibson, Michael D.</p> <p>2012-01-01</p> <p>Objective: The authors describe the implementation of Clinical Skills Verification (CSV) in their program as an in-training assessment intended primarily to provide formative <span class="hlt">feedback</span> to trainees, strengthen the supervisory <span class="hlt">experience</span>, identify the need for remediation of interviewing skills, and secondarily to demonstrating resident competence…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2004PhDT.........3L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2004PhDT.........3L"><span>Formation des etoiles massives dans <span class="hlt">les</span> galaxies spirales</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Lelievre, Mario</p> <p></p> <p>Le but de cette thèse est de décrire la formation des étoiles massives dans <span class="hlt">les</span> galaxies spirales appartenant à divers types morphologiques. L'imagerie Hα profonde combinée à une robuste méthode d'identification des régions HII ont permis de détecter et de mesurer <span class="hlt">les</span> propriétés (position, taille, luminosité, taux de formation d'étoiles) de plusieurs régions HII situées dans le disque interne (R < R25) de dix galaxies mais aussi à leur périphérie (R ≥ R 25). De façon générale, la répartition des régions HII ne montre aucune évidence de structure morphologique à R < R25 (bras spiraux, anneau, barre) à moins de limiter l'analyse aux régions HII <span class="hlt">les</span> plus grosses ou <span class="hlt">les</span> plus lumineuses. La répartition des régions HII, de même que leur taille et leur luminosité, sont toutefois sujettes à de forts effets de sélection qui dépendent de la distance des galaxies et qu'il faut corriger en ramenant l'échantillon à une résolution spatiale commune. <span class="hlt">Les</span> fonctions de luminosité montrent que <span class="hlt">les</span> régions HII <span class="hlt">les</span> plus brillantes ont tendance à se former dans la portion interne du disque. De plus, l'analyse des pentes révèle une forte corrélation linéaire par rapport au type morphologique. Aucun pic n'est observé dans <span class="hlt">les</span> fonctions de luminosité à log L-37 qui révèlerait la transition entre <span class="hlt">les</span> régions HII bornées par l'ionisation et par la densité. Une relation cubique est obtenue entre la taille et la luminosité des régions HII, cette relation variant toutefois de façon significative entre le disque interne et la périphérie d'une même galaxie. La densité et la dynamique du gaz et des étoiles pourraient influencer de façon significative la stabilité des nuages moléculaires face à l'effondrement gravitationnel. D'une part, l'étendue du disque de régions HII pour cinq galaxies de l'échantillon coïncide avec celle de l'hydrogène atomique. D'autre part, en analysant la stabilité des disques galactiques, on conclue</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28671026','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28671026"><span>Beyond hypercorrection: remembering corrective <span class="hlt">feedback</span> for low-confidence errors.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Griffiths, Lauren; Higham, Philip A</p> <p>2018-02-01</p> <p>Correcting errors based on corrective <span class="hlt">feedback</span> is essential to successful learning. Previous studies have found that corrections to high-confidence errors are better remembered than low-confidence errors (the hypercorrection effect). The aim of this study was to investigate whether corrections to low-confidence errors can also be successfully retained in some cases. Participants completed an initial multiple-choice test consisting of control, trick and easy general-knowledge questions, rated their confidence after answering each question, and then received immediate corrective <span class="hlt">feedback</span>. After a short delay, they were given a cued-recall test consisting of the same questions. In two <span class="hlt">experiments</span>, we found high-confidence errors to control questions were better corrected on the second test compared to low-confidence errors - the typical hypercorrection effect. However, low-confidence errors to trick questions were just as likely to be corrected as high-confidence errors. Most surprisingly, we found that memory for the <span class="hlt">feedback</span> and original responses, not confidence or surprise, were significant predictors of error correction. We conclude that for some types of material, there is an effortful process of elaboration and problem solving prior to making low-confidence errors that facilitates memory of corrective <span class="hlt">feedback</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016SPIE.9891E..1XK','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016SPIE.9891E..1XK"><span>Semiconductor ring lasers subject to both on-chip filtered optical <span class="hlt">feedback</span> and external conventional optical <span class="hlt">feedback</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Khoder, Mulham; Van der Sande, Guy; Danckaert, Jan; Verschaffelt, Guy</p> <p>2016-05-01</p> <p>It is well known that the performance of semiconductor lasers is very sensitive to external optical <span class="hlt">feedback</span>. This <span class="hlt">feedback</span> can lead to changes in lasing characteristics and a variety of dynamical effects including chaos and coherence collapse. One way to avoid this external <span class="hlt">feedback</span> is by using optical isolation, but these isolators and their packaging will increase the cost of the total system. Semiconductor ring lasers nowadays are promising sources in photonic integrated circuits because they do not require cleaved facets or mirrors to form a laser cavity. Recently, some of us proposed to combine semiconductor ring lasers with on chip filtered optical <span class="hlt">feedback</span> to achieve tunable lasers. The <span class="hlt">feedback</span> is realized by employing two arrayed waveguide gratings to split/recombine light into different wavelength channels. Semiconductor optical amplifier gates are used to control the <span class="hlt">feedback</span> strength. In this work, we investigate how such lasers with filtered <span class="hlt">feedback</span> are influenced by an external conventional optical <span class="hlt">feedback</span>. The experimental results show intensity fluctuations in the time traces in both the clockwise and counterclockwise directions due to the conventional <span class="hlt">feedback</span>. We quantify the strength of the conventional <span class="hlt">feedback</span> induced dynamics be extracting the standard deviation of the intensity fluctuations in the time traces. By using filtered <span class="hlt">feedback</span>, we can shift the onset of the conventional <span class="hlt">feedback</span> induced dynamics to larger values of the <span class="hlt">feedback</span> rate [ Khoder et al, IEEE Photon. Technol. Lett. DOI: 10.1109/LPT.2016.2522184]. The on-chip filtered optical <span class="hlt">feedback</span> thus makes the semiconductor ring laser less senstive to the effect of (long) conventional optical <span class="hlt">feedback</span>. We think these conclusions can be extended to other types of lasers.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2004PhDT........95B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2004PhDT........95B"><span>The effect of force <span class="hlt">feedback</span> on student reasoning about gravity, mass, force and motion</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Bussell, Linda</p> <p></p> <p>The purpose of this study was to examine whether force <span class="hlt">feedback</span> within a computer simulation had an effect on reasoning by fifth grade students about gravity, mass, force, and motion, concepts which can be difficult for learners to grasp. Few studies have been done on cognitive learning and haptic <span class="hlt">feedback</span>, particularly with young learners, but there is an extensive base of literature on children's conceptions of science and a number of studies focus specifically on children's conceptions of force and motion. This case study used a computer-based paddleball simulation with guided inquiry as the primary stimulus. Within the simulation, the learner could adjust the mass of the ball and the gravitational force. The experimental group used the simulation with visual and force <span class="hlt">feedback</span>; the control group used the simulation with visual <span class="hlt">feedback</span> but without force <span class="hlt">feedback</span>. The proposition was that there would be differences in reasoning between the experimental and control groups, with force <span class="hlt">feedback</span> being helpful with concepts that are more obvious when felt. Participants were 34 fifth-grade students from three schools. Students completed a modal (visual, auditory, and haptic) learning preference assessment and a pretest. The sessions, including participant experimentation and interviews, were audio recorded and observed. The interviews were followed by a written posttest. These data were analyzed to determine whether there were differences based on treatment, learning style, demographics, prior gaming <span class="hlt">experience</span>, force <span class="hlt">feedback</span> <span class="hlt">experience</span>, or prior knowledge. Work with the simulation, regardless of group, was found to increase students' understanding of key concepts. The experimental group appeared to benefit from the supplementary help that force <span class="hlt">feedback</span> provided. Those in the experimental group scored higher on the posttest than those in the control group. The greatest difference between mean group scores was on a question concerning the effects of increased</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29537461','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29537461"><span>Testing Quick Response (QR) Codes as an Innovation to Improve <span class="hlt">Feedback</span> Among Geographically-Separated Clerkship Sites.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Snyder, Matthew J; Nguyen, Dana R; Womack, Jasmyne J; Bunt, Christopher W; Westerfield, Katie L; Bell, Adriane E; Ledford, Christy J W</p> <p>2018-03-01</p> <p>Collection of <span class="hlt">feedback</span> regarding medical student clinical <span class="hlt">experiences</span> for formative or summative purposes remains a challenge across clinical settings. The purpose of this study was to determine whether the use of a quick response (QR) code-linked online <span class="hlt">feedback</span> form improves the frequency and efficiency of rater <span class="hlt">feedback</span>. In 2016, we compared paper-based <span class="hlt">feedback</span> forms, an online <span class="hlt">feedback</span> form, and a QR code-linked online <span class="hlt">feedback</span> form at 15 family medicine clerkship sites across the United States. Outcome measures included usability, number of <span class="hlt">feedback</span> submissions per student, number of unique raters providing <span class="hlt">feedback</span>, and timeliness of <span class="hlt">feedback</span> provided to the clerkship director. The <span class="hlt">feedback</span> method was significantly associated with usability, with QR code scoring the highest, and paper second. Accessing <span class="hlt">feedback</span> via QR code was associated with the shortest time to prepare <span class="hlt">feedback</span>. Across four rotations, separate repeated measures analyses of variance showed no effect of <span class="hlt">feedback</span> system on the number of submissions per student or the number of unique raters. The results of this study demonstrate that preceptors in the family medicine clerkship rate QR code-linked <span class="hlt">feedback</span> as a high usability platform. Additionally, this platform resulted in faster form completion than paper or online forms. An overarching finding of this study is that <span class="hlt">feedback</span> forms must be portable and easily accessible. Potential implementation barriers and the social norm for providing <span class="hlt">feedback</span> in this manner need to be considered.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Canadian+AND+Time+AND+spend&id=EJ937207','ERIC'); return false;" href="https://eric.ed.gov/?q=Canadian+AND+Time+AND+spend&id=EJ937207"><span>Working Smarter, Not Working Harder: Revisiting Teacher <span class="hlt">Feedback</span> in the L2 Writing Classroom</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lee, Icy</p> <p>2011-01-01</p> <p>Although second language (L2) teachers spend a significant amount of time marking students' writing, many of them feel that their efforts do not pay off. While students want teachers to give them <span class="hlt">feedback</span> on their writing and value teacher <span class="hlt">feedback</span>, they might <span class="hlt">experience</span> feelings of frustration and confusion once they receive it. What is amiss in…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22136459','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22136459"><span>Positivity effect in healthy aging in observational but not active <span class="hlt">feedback</span>-learning.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Bellebaum, Christian; Rustemeier, Martina; Daum, Irene</p> <p>2012-01-01</p> <p>The present study investigated the impact of healthy aging on the bias to learn from positive or negative performance <span class="hlt">feedback</span> in observational and active <span class="hlt">feedback</span> learning. In active learning, a previous study had already shown a negative learning bias in healthy seniors older than 75 years, while no bias was found for younger seniors. However, healthy aging is accompanied by a 'positivity effect', a tendency to primarily attend to stimuli with positive valence. Based on recent findings of dissociable neural mechanisms in active and observational <span class="hlt">feedback</span> learning, the positivity effect was hypothesized to influence older participants' observational <span class="hlt">feedback</span> learning in particular. In two separate <span class="hlt">experiments</span>, groups of young (mean age 27) and older participants (mean age 60 years) completed an observational or active learning task designed to differentially assess positive and negative learning. Older but not younger observational learners showed a significant bias to learn better from positive than negative <span class="hlt">feedback</span>. In accordance with previous findings, no bias was found for active learning. This pattern of results is discussed in terms of differences in the neural underpinnings of active and observational learning from performance <span class="hlt">feedback</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27832321','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27832321"><span>A mathematical analysis of rebound in a target-mediated drug disposition model: II. With <span class="hlt">feedback</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Aston, Philip J; Derks, Gianne; Agoram, Balaji M; van der Graaf, Piet H</p> <p>2017-07-01</p> <p>We consider the possibility of free receptor (antigen/cytokine) levels rebounding to higher than the baseline level after the application of an antibody drug using a target-mediated drug disposition model. It is assumed that the receptor synthesis rate <span class="hlt">experiences</span> homeostatic <span class="hlt">feedback</span> from the receptor levels. It is shown for a very fast <span class="hlt">feedback</span> response, that the occurrence of rebound is determined by the ratio of the elimination rates, in a very similar way as for no <span class="hlt">feedback</span>. However, for a slow <span class="hlt">feedback</span> response, there will always be rebound. This result is illustrated with an example involving the drug efalizumab for patients with psoriasis. It is shown that slow <span class="hlt">feedback</span> can be a plausible explanation for the observed rebound in this example.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=reinforcement+AND+learning+AND+logistic&id=EJ1119131','ERIC'); return false;" href="https://eric.ed.gov/?q=reinforcement+AND+learning+AND+logistic&id=EJ1119131"><span>The Nature of <span class="hlt">Feedback</span>: How Peer <span class="hlt">Feedback</span> Features Affect Students' Implementation Rate and Quality of Revisions</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Patchan, Melissa M.; Schunn, Christian D.; Correnti, Richard J.</p> <p>2016-01-01</p> <p>Although <span class="hlt">feedback</span> is often seen as a critical component of the learning process, many open questions about how specific <span class="hlt">feedback</span> features contribute to the effectiveness of <span class="hlt">feedback</span> remain--especially in regards to peer <span class="hlt">feedback</span> of writing. Nelson and Schunn (2009) identified several important features of peer <span class="hlt">feedback</span> in their nature of feedback…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2806077','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2806077"><span>L’évaluation du risque cardiaque avant l’utilisation de stimulants chez <span class="hlt">les</span> enfants et <span class="hlt">les</span> adolescents</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Bélanger, SA; Warren, AE; Hamilton, RM; Gray, C; Gow, RM; Sanatani, S; Côté, J-M; Lougheed, J; LeBlanc, J; Martin, S; Miles, B; Mitchell, C; Gorman, DA; Weiss, M; Schachar, R</p> <p>2009-01-01</p> <p><span class="hlt">Les</span> décisions en matière de réglementation et <span class="hlt">les</span> documents scientifiques au sujet de la prise en charge du trouble de déficit de l’attention avec hyperactivité (TDAH) soulèvent des questions quant à l’innocuité des médicaments et à l’évaluation convenable à effectuer avant le traitement afin de déterminer la pertinence d’une pharmacothérapie. Ce constat est particulièrement vrai en présence de cardiopathies structurelles ou fonctionnelles. Le présent article contient l’analyse des données disponibles, y compris <span class="hlt">les</span> publications révisées par des pairs, des données tirées du site Web de la Food and Drug Administration des États-Unis au sujet des réactions indésirables déclarées chez des enfants qui prennent des stimulants, ainsi que des données de Santé Canada sur le même problème. Des lignes directrices consensuelles sur l’évaluation pertinente sont proposées d’après l’apport des membres de la Société canadienne de pédiatrie, de la Société canadienne de cardiologie et de l’Académie canadienne de psychiatrie de l’enfant et de l’adolescent, qui possèdent notamment des compétences et des connaissances précises tant dans le secteur du TDAH que de la cardiologie pédiatrique. Le présent document de principes prône une anamnèse et un examen physique détaillés avant la prescription de stimulants et s’attarde sur le dépistage des facteurs de risque de mort subite, mais il ne contient pas de recommandations systématiques de dépistage électrocardiographique ou de consultations avec un spécialiste en cardiologie, à moins que <span class="hlt">les</span> antécédents ou que l’examen physique ne le justifient. Le document contient un questionnaire pour repérer <span class="hlt">les</span> enfants potentiellement vulnérables à une mort subite (quel que soit le type de TDAH ou <span class="hlt">les</span> médicaments utilisés pour le traiter). Même si <span class="hlt">les</span> recommandations dépendent des meilleures données probantes disponibles, le comité s’entend pour affirmer que</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27111194','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27111194"><span>The role of automated <span class="hlt">feedback</span> in training and retaining biological recorders for citizen science.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>van der Wal, René; Sharma, Nirwan; Mellish, Chris; Robinson, Annie; Siddharthan, Advaith</p> <p>2016-06-01</p> <p>The rapid rise of citizen science, with lay people forming often extensive biodiversity sensor networks, is seen as a solution to the mismatch between data demand and supply while simultaneously engaging citizens with environmental topics. However, citizen science recording schemes require careful consideration of how to motivate, train, and retain volunteers. We evaluated a novel computing science framework that allowed for the automated generation of <span class="hlt">feedback</span> to citizen scientists using natural language generation (NLG) technology. We worked with a photo-based citizen science program in which users also volunteer species identification aided by an online key. <span class="hlt">Feedback</span> is provided after photo (and identification) submission and is aimed to improve volunteer species identification skills and to enhance volunteer <span class="hlt">experience</span> and retention. To assess the utility of NLG <span class="hlt">feedback</span>, we conducted two <span class="hlt">experiments</span> with novices to assess short-term (single session) and longer-term (5 sessions in 2 months) learning, respectively. Participants identified a specimen in a series of photos. One group received only the correct answer after each identification, and the other group received the correct answer and NLG <span class="hlt">feedback</span> explaining reasons for misidentification and highlighting key features that facilitate correct identification. We then developed an identification training tool with NLG <span class="hlt">feedback</span> as part of the citizen science program BeeWatch and analyzed learning by users. Finally, we implemented NLG <span class="hlt">feedback</span> in the live program and evaluated this by randomly allocating all BeeWatch users to treatment groups that received different types of <span class="hlt">feedback</span> upon identification submission. After 6 months separate surveys were sent out to assess whether views on the citizen science program and its <span class="hlt">feedback</span> differed among the groups. Identification accuracy and retention of novices were higher for those who received automated <span class="hlt">feedback</span> than for those who received only confirmation of the</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED048913.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED048913.pdf"><span>User <span class="hlt">Feedback</span> Procedures; Part III of Scientific Report No. ISR-18, Information Storage and Retrieval...</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cornell Univ., Ithaca, NY. Dept. of Computer Science.</p> <p></p> <p>Part Three of this five part report on Salton's Magical Automatic Retriever of Texts (SMART) project contains four papers. The first: "Variations on the Query Splitting Technique with Relevance <span class="hlt">Feedback</span>" by T. P. Baker discusses some <span class="hlt">experiments</span> in relevance <span class="hlt">feedback</span> performed with variations on the technique of query splitting. The…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=mythology&pg=2&id=EJ961375','ERIC'); return false;" href="https://eric.ed.gov/?q=mythology&pg=2&id=EJ961375"><span>The Mythology of <span class="hlt">Feedback</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Adcroft, Andy</p> <p>2011-01-01</p> <p>Much of the general education and discipline-specific literature on <span class="hlt">feedback</span> suggests that it is a central and important element of student learning. This paper examines <span class="hlt">feedback</span> from a social process perspective and suggests that <span class="hlt">feedback</span> is best understood through an analysis of the interactions between academics and students. The paper argues…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4162709','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4162709"><span>Approche en soins primaires pour <span class="hlt">les</span> problèmes de consommation de cannabis</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Turner, Suzanne D.; Spithoff, Sheryl; Kahan, Meldon</p> <p>2014-01-01</p> <p>Résumé Objectif Étudier <span class="hlt">les</span> caractéristiques et complications cliniques de la consommation à risque de cannabis et du trouble de consommation de cannabis, et présenter un protocole en cabinet pour le dépistage, l’identification et la prise en charge de ces problèmes. Sources des données Une recherche des essais contrôlés, des études d’observation et des révisions sur l’usage de cannabis par <span class="hlt">les</span> adolescents et <span class="hlt">les</span> jeunes adultes; <span class="hlt">les</span> méfaits psychiatriques et médicaux liés au cannabis; le trouble de consommation de cannabis et son traitement; et <span class="hlt">les</span> lignes directrices sur la consommation à faible risque de cannabis a été effectuée dans PubMed. Message principal <span class="hlt">Les</span> médecins doivent questionner tous leurs patients quant à leur usage de cannabis. Ils doivent questionner plus souvent <span class="hlt">les</span> adolescents et jeunes adultes de même que <span class="hlt">les</span> personnes qui présentent un risque élevé de problèmes liés au cannabis (qui ont un trouble psychiatrique ou de consommation de drogue concomitant). <span class="hlt">Les</span> problèmes pouvant être causés par le cannabis, comme <span class="hlt">les</span> troubles de l’humeur, la psychose et <span class="hlt">les</span> symptômes respiratoires, devraient susciter des questions sur la consommation de cannabis. Aux patients qui rapportent un usage de cannabis, <span class="hlt">les</span> médecins devraient poser des questions sur la fréquence et la quantité consommée, la présence de symptômes de tolérance ou de sevrage, <span class="hlt">les</span> tentatives de réduire leur consommation et la présence de problèmes liés au cannabis. <span class="hlt">Les</span> usagers à faible risque fument, inhalent ou ingèrent le cannabis occasionnellement sans aucun signe de dysfonctionnement scolaire, professionnel ou social; <span class="hlt">les</span> personnes dont l’usage est problématique consomment tous <span class="hlt">les</span> jours ou presque tous <span class="hlt">les</span> jours, ont de la difficulté à réduire leur consommation et leur fonctionnement scolaire, professionnel et social est perturbé. <span class="hlt">Les</span> médecins devraient offrir à tous <span class="hlt">les</span> patients dont l’usage est problématique des conseils</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Real-time+AND+systems&pg=2&id=EJ1028392','ERIC'); return false;" href="https://eric.ed.gov/?q=Real-time+AND+systems&pg=2&id=EJ1028392"><span><span class="hlt">Feedback</span> as Real-Time Constructions</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Keiding, Tina Bering; Qvortrup, Ane</p> <p>2014-01-01</p> <p>This article offers a re-description of <span class="hlt">feedback</span> and the significance of time in <span class="hlt">feedback</span> constructions based on systems theory. It describes <span class="hlt">feedback</span> as internal, real-time constructions in a learning system. From this perspective, <span class="hlt">feedback</span> is neither immediate nor delayed, but occurs in the very moment it takes place. This article argues for a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2003PhDT.......311S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2003PhDT.......311S"><span>Le transfert de connaissances entre <span class="hlt">les</span> mathematiques et <span class="hlt">les</span> sciences. Une etude exploratoire aupres d'eleves de 4e secondaire</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Samson, Ghislain</p> <p>2003-06-01</p> <p>Au moment ou dans plusieurs pays on travaille a refondre <span class="hlt">les</span> programmes d'etudes, tant au primaire qu'au secondaire, l'interet pour le transfert renait. Un des concepts fondamentaux en apprentissage consiste en l'habilete a reutiliser de facon consciente et efficace un acquis d'une situation a une autre situation. Cette recherche emane de preoccupations professionnelles au moment ou le chercheur etait enseignant au secondaire. Au cours de ces annees, il lui a ete possible de constater que plusieurs eleves percevaient difficilement <span class="hlt">les</span> liens presents entre <span class="hlt">les</span> disciplines mathematiques et scientifiques. Des travaux en psychologie cognitive et plus particulierement selon une perspective du traitement de l'information ont servi de cadre de reference pour evaluer et analyser <span class="hlt">les</span> capacites de transfert aupres d'eleves de 4e secondaire. Ce cadre de reference permet de formuler le principal objectif qui est de mieux comprendre le processus de transfert chez des eleves en situation de resolution de problemes scientifiques. Cette these s'interesse donc au transfert en tant que phenomene important du processus d'apprentissage au sens de l'integration. La methode de recherche choisie, de nature qualitative, est principalement axee sur l'evaluation de la capacite a transferer des connaissances lors d'une epreuve et d'un entretien. Pour evaluer ce potentiel de transfert, nous avons elabore deux outils: une epreuve en mathematiques et en sciences et un guide d'entretien. Pour la passation de l'epreuve, le chercheur a pu compter sur la collaboration de 130 sujets provenant de deux ecoles. L'entretien complete la prise de donnees avec 13 sujets ayant accepte de poursuivre l'etude. <span class="hlt">Les</span> donnees recueillies par ces instruments font ensuite l'objet d'une analyse de contenu. En premier lieu, <span class="hlt">les</span> verbatims de l'epreuve et de l'entretien ont ete transcrits, puis codifies. La correction des reponses fournies pour <span class="hlt">les</span> problemes resolus s'est faite a partir d'une grille d</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li class="active"><span>21</span></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_21 --> <div id="page_22" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li class="active"><span>22</span></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="421"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23838295','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23838295"><span>Utilising <span class="hlt">feedback</span> from patients and their families as a learning strategy in a Foundation Degree in palliative and supportive care: a qualitative study.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Pal, Laura M; Dixon, Rachael E; Faull, Christina M</p> <p>2014-03-01</p> <p>In the UK, support workers provide much of the care that palliative care patients receive, and a novel Foundation Degree was developed to enhance their skills. <span class="hlt">Feedback</span> on performance is a recognised educational tool that reinforces good practice, and gives insight into areas of weakness, but its use with this workforce has not been described. The aim of this qualitative study is to explore tutor and support workers' <span class="hlt">experiences</span> of seeking and receiving <span class="hlt">feedback</span> from patients and their families; focusing on its values and challenges. Support workers enrolled onto the Foundation Degree in Palliative and Supportive Care, were asked to seek <span class="hlt">feedback</span> from patients and/or their families about the care that they provided using a 'My <span class="hlt">Experience</span>' questionnaire. Forms were returned anonymously to the course tutor who discussed results with the student as a formative education strategy. The students' <span class="hlt">experience</span> of this was explored in focus group interviews at three time points. Two tutors' <span class="hlt">experiences</span> were similarly explored. Results were analysed thematically. Students enjoyed receiving <span class="hlt">feedback</span>. Positive <span class="hlt">feedback</span> helped to increase confidence, and negative <span class="hlt">feedback</span> allowed students to look critically at their practice and identify areas of weakness. Some experienced challenges in approaching patients/families due to having a small number of suitable patients/families; a reluctance to burden patients; high patient turnover and brevity of care relationships. The tutors enjoyed delivering <span class="hlt">feedback</span>, recognising its benefits as an educational strategy. Some concern was expressed about how to balance delivering negative <span class="hlt">feedback</span> while continuing to provide tutorial support throughout the Foundation Degree. User <span class="hlt">feedback</span> is considered a key formative educational strategy. Its use in health and social support workers is not established. The <span class="hlt">experiences</span> of students and tutors in this Foundation Degree demonstrate some of the benefits and challenges of this as an educational</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2008PhDT.......161D','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2008PhDT.......161D"><span><span class="hlt">Les</span> cooperatives et l'electrification rurale du Quebec, 1945--1964</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Dorion, Marie-Josee</p> <p></p> <p>Cette these est consacree a l'histoire de l'electrification rurale du Quebec, et, plus particulierement, a l'histoire des cooperatives d'electricite. Fondees par vagues successives a partir de 1945, <span class="hlt">les</span> cooperatives rurales d'electricite ont ete actives dans plusieurs regions du Quebec et elles ont electrifie une partie significative des zones rurales. Afin de comprendre le contexte de la creation des cooperatives d'electricite, notre these debute (premiere partie) par une analyse du climat sociopolitique des annees precedant la naissance du systeme cooperatif d'electrification rurale. Nous y voyons de quelle facon l'electrification rurale devient progressivement, a partir de la fin des annees 1920, une question d'actualite a laquelle <span class="hlt">les</span> divers gouvernements qui se succedent tentent de trouver une solution, sans engager---ou si peu---<span class="hlt">les</span> fonds de l'Etat. En ce sens, la premiere etatisation et la mise sur pied d'Hydro-Quebec, en 1944, marquent une rupture quant au mode d'action privilegie jusque-la. La nouvelle societe d'Etat se voit cependant retirer son mandat d'electrifier le monde rural un an apres sa fondation, car le gouvernement Duplessis, de retour au pouvoir, prefere mettre en place son propre modele d'electrification rurale. Ce systeme repose sur des cooperatives d'electricite, soutenues par un organisme public, l'Office de l'electrification rurale (OER). L'OER suscite de grandes attentes de la part des ruraux et c'est par centaines qu'ils se manifestent. Cet engouement pour <span class="hlt">les</span> cooperatives complique la tache de l'OER, qui doit superviser de nouvelles societes tout en assurant sa propre organisation. Malgre des hesitations et quelques delais introduits par un manque de connaissances techniques et de personnel qualifie, <span class="hlt">les</span> commissaires de l'OER se revelent perspicaces et parviennent a mettre sur pied un systeme cooperatif d'electrification rurale qui produit des resultats rapides. Il leur faudra cependant compter sur l'aide des autres acteurs engages</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016PhDT.......181A','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016PhDT.......181A"><span>Evaluation de la qualite osseuse par <span class="hlt">les</span> ondes guidees ultrasonores =</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Abid, Alexandre</p> <p></p> <p>La caracterisation des proprietes mecaniques de l'os cortical est un domaine d'interet pour la recherche orthopedique. En effet, cette caracterisation peut apporter des informations primordiales pour determiner le risque de fracture, la presence de microfractures ou encore depister l'osteoporose. <span class="hlt">Les</span> deux principales techniques actuelles de caracterisation de ces proprietes sont le Dual-energy X-ray Absorptiometry (DXA) et le Quantitative Computed Tomogaphy (QCT). Ces techniques ne sont pas optimales et presentent certaines limites, ainsi l'efficacite du DXA est questionnee dans le milieu orthopedique tandis que le QCT necessite des niveaux de radiations problematiques pour en faire un outil de depistage. <span class="hlt">Les</span> ondes guidees ultrasonores sont utilisees depuis de nombreuses annees pour detecter <span class="hlt">les</span> fissures, la geometrie et <span class="hlt">les</span> proprietes mecaniques de cylindres, tuyaux et autres structures dans des milieux industriels. De plus, leur utilisation est plus abordable que celle du DXA et n'engendrent pas de radiation ce qui <span class="hlt">les</span> rendent prometteuses pour detecter <span class="hlt">les</span> proprietes mecaniques des os. Depuis moins de dix ans, de nombreux laboratoires de recherche tentent de transposer ces techniques au monde medical, en propageant <span class="hlt">les</span> ondes guidees ultrasonores dans <span class="hlt">les</span> os. Le travail presente ici a pour but de demontrer le potentiel des ondes guidees ultrasonores pour determiner l'evolution des proprietes mecaniques de l'os cortical. Il commence par une introduction generale sur <span class="hlt">les</span> ondes guidees ultrasonores et une revue de la litterature des differentes techniques relatives a l'utilisation des ondes guidees ultrasonores sur <span class="hlt">les</span> os. L'article redige lors de ma maitrise est ensuite presente. L'objectif de cet article est d'exciter et de detecter certains modes des ondes guides presentant une sensibilite a la deterioration des proprietes mecaniques de l'os cortical. Ce travail est realise en modelisant par elements finis la propagation de ces ondes dans deux modeles osseux</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5685459','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5685459"><span>Déprescription des antihyperglycémiants chez <span class="hlt">les</span> personnes âgées</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Farrell, Barbara; Black, Cody; Thompson, Wade; McCarthy, Lisa; Rojas-Fernandez, Carlos; Lochnan, Heather; Shamji, Salima; Upshur, Ross; Bouchard, Manon; Welch, Vivian</p> <p>2017-01-01</p> <p>Résumé Objectif Formuler des lignes directrices fondées sur <span class="hlt">les</span> données probantes afin d’aider <span class="hlt">les</span> cliniciens à décider du moment et de la façon sécuritaire de réduire la dose des antihyperglycémiants, de mettre fin au traitement ou de passer à un autre agent chez <span class="hlt">les</span> personnes âgées. Méthodes Nous nous sommes concentrés sur <span class="hlt">les</span> données <span class="hlt">les</span> plus probantes disponibles et avons cherché à obtenir <span class="hlt">les</span> commentaires des professionnels de première ligne durant le processus de rédaction, de révision et d’adoption des lignes directrices. L’équipe était formée de 7 professionnels de la santé (2 médecins de famille, 3 pharmaciens, 1 infirmière praticienne et 1 endocrinologue) et d’une spécialiste de la méthodologie; <span class="hlt">les</span> membres ont divulgué tout conflit d’intérêts. Nous avons eu recours à un processus rigoureux, y compris l’approche GRADE (Grading of Recommendations Assessment, Development and Evaluation) pour formuler <span class="hlt">les</span> lignes directrices. Nous avons effectué une revue systématique dans le but d’évaluer <span class="hlt">les</span> données probantes indiquant <span class="hlt">les</span> bienfaits et <span class="hlt">les</span> torts liés à la déprescription des antihyperglycémiants. Nous avons révisé <span class="hlt">les</span> revues des torts liés à la poursuite du traitement antihyperglycémiant, et effectué des synthèses narratives des préférences des patients et des répercussions sur <span class="hlt">les</span> ressources. Ces synthèses et évaluations de la qualité des données selon l’approche GRADE ont servi à formuler <span class="hlt">les</span> recommandations. L’équipe a peaufiné le texte sur le contenu et <span class="hlt">les</span> recommandations des lignes directrices par consensus et a synthétisé <span class="hlt">les</span> considérations cliniques afin de répondre aux questions courantes des cliniciens de première ligne. Une version préliminaire des lignes directrices a été distribuée aux cliniciens et aux intervenants aux fins d’examen, et des révisions ont été apportées au texte à chaque étape. Un algorithme d’appui décisionnel a été conçu pour</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19732807','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19732807"><span>Evaluative-<span class="hlt">feedback</span> stimuli selectively activate the self-related brain area: an fMRI study.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Pan, Xiaohong; Hu, Yang; Li, Lei; Li, Jianqi</p> <p>2009-11-06</p> <p>Evaluative-<span class="hlt">feedback</span>, occurring in our daily life, generally contains subjective appraisal of one's specific abilities and personality characteristics besides objective right-or-wrong information. Traditional psychological researches have proved it to be important in building up one's self-concept; however, the neural basis underlying its cognitive processing remains unclear. The present neuroimaging study revealed the mechanism of evaluative-<span class="hlt">feedback</span> processing at the neural level. 19 healthy Chinese subjects participated in this <span class="hlt">experiment</span>, and completed the time-estimation task to better their performance according to four types of <span class="hlt">feedback</span>, namely positive evaluative- and performance-<span class="hlt">feedback</span> as well as negative evaluative- and performance-<span class="hlt">feedback</span>. Neuroimaging findings showed that evaluative- rather than performance-<span class="hlt">feedback</span> can induce increased activities mainly distributed in the cortical midline structures (CMS), including medial prefrontal cortex (BA 8/9)/anterior cigulate cortex (ACC, BA 20), precuneus (BA 7/31) adjacent to posterior cingulate gyrus (PCC, BA 23) of both hemispheres, as well as right inferior lobule (BA 40). This phenomenon can provide evidence that evaluative-<span class="hlt">feedback</span> may significantly elicit the self-related processing in our brain. In addition, our results also revealed that more brain areas, particularly some self-related neural substrates were activated by the positive evaluative-<span class="hlt">feedback</span>, in comparative with the negative one. In sum, this study suggested that evaluative-<span class="hlt">feedback</span> was closely correlated with the self-concept processing, which distinguished it from the performance-<span class="hlt">feedback</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016PhyA..441..121S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016PhyA..441..121S"><span>Theory of <span class="hlt">feedback</span> controlled brain stimulations for Parkinson's disease</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Sanzeni, A.; Celani, A.; Tiana, G.; Vergassola, M.</p> <p>2016-01-01</p> <p>Limb tremor and other debilitating symptoms caused by the neurodegenerative Parkinson's disease are currently treated by administering drugs and by fixed-frequency deep brain stimulation. The latter interferes directly with the brain dynamics by delivering electrical impulses to neurons in the subthalamic nucleus. While deep brain stimulation has shown therapeutic benefits in many instances, its mechanism is still unclear. Since its understanding could lead to improved protocols of stimulation and <span class="hlt">feedback</span> control, we have studied a mathematical model of the many-body neural network dynamics controlling the dynamics of the basal ganglia. On the basis of the results obtained from the model, we propose a new procedure of active stimulation, that depends on the <span class="hlt">feedback</span> of the network and that respects the constraints imposed by existing technology. We show by numerical simulations that the new protocol outperforms the standard ones for deep brain stimulation and we suggest future <span class="hlt">experiments</span> that could further improve the <span class="hlt">feedback</span> procedure.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Shunji&id=EJ571982','ERIC'); return false;" href="https://eric.ed.gov/?q=Shunji&id=EJ571982"><span>The Role of Implicit Negative <span class="hlt">Feedback</span> in SLA: Models and Recasts in Japanese and Spanish.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Long, Michael; Inagaki, Shunji; Ortega, Lourdes</p> <p>1998-01-01</p> <p>Two <span class="hlt">experiments</span> were conducted to assess relative utility of models and recasts in second-language (L2) Japanese and Spanish. Using pretest, posttest, control group design, each study provided evidence of adults' ability to learn from implicit negative <span class="hlt">feedback</span>; in one case, support for notion that reactive implicit negative <span class="hlt">feedback</span> can be more…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27160895','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27160895"><span>Smartphones, Smart <span class="hlt">Feedback</span>: Using Mobile Devices to Collect In-the-Moment <span class="hlt">Feedback</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Havel, Lauren Koehler; Powell, Samantha D; Cabaniss, Deborah L; Arbuckle, Melissa R</p> <p>2017-02-01</p> <p>The goal of this study was to streamline the collection of resident <span class="hlt">feedback</span> in order to support faculty development and program improvement in psychiatry training. The authors developed and implemented a brief, free, mobile survey to track resident <span class="hlt">feedback</span> and class attendance. Prior to instituting this system, resident <span class="hlt">feedback</span> was obtained semi-annually for each course (n = 90) and not each individual class. In comparison, this new system allowed the authors to collect <span class="hlt">feedback</span> on 477 of the 519 classes held over the 2014-15 academic year (92 %). Written comments about the curriculum increased over tenfold from 42 in 2013-14 to 541 during a comparative time period in 2014-15. One year after instituting this new system, resident participation increased to 81 % on average (compared to 64 % previously). Mobile devices may provide an inexpensive and relatively untapped mechanism for improving the process of collecting resident <span class="hlt">feedback</span> and tracking class attendance.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3486685','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3486685"><span>Des recommandations probantes pour surveiller l’innocuité des antipsychotiques de deuxième génération chez <span class="hlt">les</span> enfants et <span class="hlt">les</span> adolescents</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Pringsheim, Tamara; Panagiotopoulos, Constadina; Davidson, Jana; Ho, Josephine</p> <p>2012-01-01</p> <p>HISTORIQUE : Au Canada, l’utilisation d’antipsychotiques, notamment <span class="hlt">les</span> antipsychotiques de deuxième génération (ADG), a augmenté de façon considérable depuis cinq ans chez <span class="hlt">les</span> enfants ayant des troubles de santé mentale. Ces médicaments ont le potentiel de causer de graves complications métaboliques et neurologiques lorsqu’on <span class="hlt">les</span> utilise de manière chronique. OBJECTIF : Synthétiser <span class="hlt">les</span> données probantes relatives aux effets secondaires métaboliques et neurologiques précis associés à l’usage d’ADG chez <span class="hlt">les</span> enfants et fournir des recommandations probantes sur la surveillance de ces effets secondaires. MÉTHODOLOGIE : <span class="hlt">Les</span> auteurs ont procédé à une analyse systématique des essais cliniques contrôlés des ADG auprès d’enfants. Ils ont fait des recommandations à l’égard de la surveillance de l’innocuité des ADG d’après un modèle de classification fondé sur le système GRADE (système de notation de l’évaluation et de l’élaboration des recommandations). Lorsque <span class="hlt">les</span> données probantes n’étaient pas suffisantes, ils fondaient leurs recommandations sur le consensus et l’avis d’experts. Un groupe consensuel multidisciplinaire a analysé toutes <span class="hlt">les</span> données probantes pertinentes et est parvenu à un consensus à l’égard des recommandations. RÉSULTATS : <span class="hlt">Les</span> recommandations probantes portant sur la surveillance de l’innocuité des ADG figurent dans <span class="hlt">les</span> présentes lignes directrices. <span class="hlt">Les</span> auteurs indiquent la qualité des recommandations relatives à des examens physiques et tests de laboratoire précis à l’égard de chaque ADG à des moments déterminés. CONCLUSION : De multiples essais aléatoires et contrôlés ont permis d’évaluer l’efficacité de bon nombre des ADG utilisés pour traiter <span class="hlt">les</span> troubles de santé mentale en pédiatrie. Toutefois, leurs avantages ne sont pas sans risques : on observe à la fois des effets secondaires métaboliques et neurologiques chez <span class="hlt">les</span> enfants traités au moyen d</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2011PrAeS..47..546T','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011PrAeS..47..546T"><span>Computation of unsteady turbomachinery flows: Part 2—<span class="hlt">LES</span> and hybrids</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Tucker, P. G.</p> <p>2011-10-01</p> <p>The choice of turbulence model can have a strong impact on results for many turbomachinery zones. Palliative corrections to them and also transition modeling can have a further profound solution impact. The spectral gaps necessary for theoretically valid URANS solutions are also lacking in certain turbomachinery zones. Large Eddy Simulation (<span class="hlt">LES</span>) alleviates the serious area of turbulence modeling uncertainty but with an extreme increase in computational cost. However, there seems a lack of validation data to explore in depth the performance of <span class="hlt">LES</span> and thus strategies to refine it. <span class="hlt">LES</span> best practices are needed. Although <span class="hlt">LES</span> is, obviously, much less model dependent than RANS, grids currently used for more practical simulations are clearly insufficiently fine for the <span class="hlt">LES</span> model and numerical schemes not to be playing an excessively strong role. Very few turbomachinery simulations make use of properly constructed, correlated turbulence inflow. Even if this is attempted, most measurement sets are incomplete and lack an adequate basis for modeling this inflow. Gas turbines are highly complex coupled systems and hence inflow and outflow boundary condition specification needs to go beyond just synthesizing turbulent structures and preventing their reflection. Despite the strong limitations of the dissipative Smagorinsky model, it still sees the most wide spread use, generally, in excessively dissipative flow solvers. Monotone Integrated <span class="hlt">LES</span> (MILES) related approaches, hybrid <span class="hlt">LES</span>-RANS and more advanced <span class="hlt">LES</span> models seem to have an equal but subservient frequency of use in turbomachinery applications. Clearly the introduction of a RANS layer can have a substantial accuracy penalty. However, it does allow <span class="hlt">LES</span> to be rationally used, albeit in a diluted sense for industrial applications. The Reynolds numbers found in turbomachinery are substantial. However, in certain areas evidence suggests they will not be enough to ensure a long inertial subrange and hence the use of standard</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014EJPh...35e5009N','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014EJPh...35e5009N"><span>Rapid <span class="hlt">feedback</span> control and stabilization of an optical tweezers with a budget microcontroller</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Nino, Daniel; Wang, Haowei; Milstein, Joshua N.</p> <p>2014-09-01</p> <p>Laboratories ranging the scientific disciplines employ <span class="hlt">feedback</span> control to regulate variables within their <span class="hlt">experiments</span>, from the flow of liquids within a microfluidic device to the temperature within a cell incubator. We have built an inexpensive, yet fast and rapidly deployed, <span class="hlt">feedback</span> control system that is straightforward and flexible to implement from a commercially available Arduino Due microcontroller. This is in comparison with the complex, time-consuming and often expensive electronics that are commonly implemented. As an example of its utility, we apply our <span class="hlt">feedback</span> controller to the task of stabilizing the main trapping laser of an optical tweezers. The <span class="hlt">feedback</span> controller, which is inexpensive yet fast and rapidly deployed, was implemented from hacking an open source Arduino Due microcontroller. Our microcontroller based <span class="hlt">feedback</span> system can stabilize the laser intensity to a few tenths of a per cent at 200 kHz, which is an order of magnitude better than the laser's base specifications, illustrating the utility of these devices.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/pages/biblio/1339556-self-sustained-micro-mechanical-oscillator-linear-feedback','SCIGOV-DOEP'); return false;" href="https://www.osti.gov/pages/biblio/1339556-self-sustained-micro-mechanical-oscillator-linear-feedback"><span>Self-sustained micro mechanical oscillator with linear <span class="hlt">feedback</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/pages">DOE PAGES</a></p> <p>Chen, Changyao; Zanette, Damian H.; Guest, Jeffrey R.; ...</p> <p>2016-07-01</p> <p>Autonomous oscillators, such as clocks and lasers, produce periodic signals without any external frequency reference. In order to sustain stable periodic motions, there needs to be external energy supply as well as nonlinearity built into the oscillator to regulate the amplitude. Usually, nonlinearity is provided by the sustaining <span class="hlt">feedback</span> mechanism, which also supplies energy, whereas the constituent resonator that determines the output frequency stays linear. Here we propose a new self-sustaining scheme that relies on the nonlinearity originating from the resonator itself to limit the oscillation amplitude, while the <span class="hlt">feedback</span> remains linear. We introduce a model to describe the workingmore » principle of the self-sustained oscillations and validate it with <span class="hlt">experiments</span> performed on a nonlinear microelectromechanical (MEMS) based oscillator.« less</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/19920021448','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19920021448"><span>Microgravity vibration isolation: Optimal preview and <span class="hlt">feedback</span> control</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Hampton, R. D.; Knospe, C. R.; Grodsinsky, C. M.; Allaire, P. E.; Lewis, D. W.</p> <p>1992-01-01</p> <p>In order to achieve adequate low-frequency vibration isolation for certain space <span class="hlt">experiments</span> an active control is needed, due to inherent passive-isolator limitations. Proposed here are five possible state-space models for a one-dimensional vibration isolation system with a quadratic performance index. The five models are subsets of a general set of nonhomogeneous state space equations which includes disturbance terms. An optimal control is determined, using a differential equations approach, for this class of problems. This control is expressed in terms of constant, Linear Quadratic Regulator (LQR) <span class="hlt">feedback</span> gains and constant feedforward (preview) gains. The gains can be easily determined numerically. They result in a robust controller and offers substantial improvements over a control that uses standard LQR <span class="hlt">feedback</span> alone.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26033332','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26033332"><span>The Effect of Combination of Video <span class="hlt">Feedback</span> and Audience <span class="hlt">Feedback</span> on Social Anxiety: Preliminary Findings.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Chen, Junwen; Mak, Rebecca; Fujita, Satoko</p> <p>2015-09-01</p> <p>Although video <span class="hlt">feedback</span> (VF) is shown to improve appraisals of social performance in socially anxious individuals, its impact on state anxiety during a social situation is mixed. The current study investigated the effect of combined video <span class="hlt">feedback</span> and audience <span class="hlt">feedback</span> (AF) on self-perceptions of performance and bodily sensations as well as state anxiety pertaining to a speech task. Forty-one socially anxious students were randomly allocated to combined video <span class="hlt">feedback</span> with audience <span class="hlt">feedback</span> (VF + AF), video <span class="hlt">feedback</span> only (VF), audience <span class="hlt">feedback</span> only (AF), or a control condition. Following a 3-min speech, participants in the VF + AF, VF, and AF conditions watched the videotape of their speech with cognitive preparation in the presence of three confederates who served as audience, and/or received <span class="hlt">feedback</span> from the confederates, while the control group watched their videotaped speech without cognitive preparation. Both VF + AF and AF conditions improved distorted appraisal of performance and bodily sensations as well as state anxiety. The clinical implications of these findings are discussed. © The Author(s) 2015.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28381280','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28381280"><span>Influence of <span class="hlt">feedback</span> characteristics on perceived learning value of <span class="hlt">feedback</span> in clerkships: does culture matter?</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Suhoyo, Yoyo; Van Hell, Elisabeth A; Kerdijk, Wouter; Emilia, Ova; Schönrock-Adema, Johanna; Kuks, Jan B M; Cohen-Schotanus, Janke</p> <p>2017-04-05</p> <p>Various <span class="hlt">feedback</span> characteristics have been suggested to positively influence student learning. It is not clear how these <span class="hlt">feedback</span> characteristics contribute to students' perceived learning value of <span class="hlt">feedback</span> in cultures classified low on the cultural dimension of individualism and high on power distance. This study was conducted to validate the influence of five <span class="hlt">feedback</span> characteristics on students' perceived learning value of <span class="hlt">feedback</span> in an Indonesian clerkship context. We asked clerks in Neurology (n = 169) and Internal Medicine (n = 132) to assess on a 5-point Likert scale the learning value of the <span class="hlt">feedback</span> they received. We asked them to record whether the <span class="hlt">feedback</span> provider (1) informed the student what went well, (2) mentioned which aspects of performance needed improvement, (3) compared the student's performance to a standard, (4) further explained or demonstrated the correct performance, and (5) prepared an action plan with the student to improve performance. Data were analyzed using multilevel regression. A total of 250 students participated in this study, 131 from Internal Medicine (response rate 99%) and 119 from Neurology (response rate 70%). Of these participants, 225 respondents (44% males, 56% females) completed the form and reported 889 <span class="hlt">feedback</span> moments. Students perceived <span class="hlt">feedback</span> as more valuable when the <span class="hlt">feedback</span> provider mentioned their weaknesses (β = 0.153, p < 0.01), compared their performance to a standard (β = 0.159, p < 0.01), explained or demonstrated the correct performance (β = 0.324, p < 0.001) and prepared an action plan with the student (β =0.496, p < 0.001). Appraisal of good performance did not influence the perceived learning value of <span class="hlt">feedback</span>. No gender differences were found for perceived learning value. In Indonesia, we could validate four out of the five characteristics for effective <span class="hlt">feedback</span>. We argue that our findings relate to culture, in particular to the levels of individualism and power distance. The</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2002JPhy4..12...11B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2002JPhy4..12...11B"><span>Magnétochiralité et résonances stochastiques dans <span class="hlt">les</span> lasers</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Bonnet, C.; Bretenaker, F.; Brunel, M.; Chauvat, D.; Emile, O.; Lai, N. D.; Le Floch, A.; Ropars, G.; Ruchon, T.; Singh, K.; Thépot, J.-Y.; Vallet, M.</p> <p>2002-06-01</p> <p><span class="hlt">Les</span> états propres d'un laser constituent un outil de choix pour étudier <span class="hlt">les</span> différents rô<span class="hlt">les</span> joués par le bruit dans un système. D'une part, si on veut isoler un effet petit difficilement accessible par <span class="hlt">les</span> méthodes classiques, ces états propres permettent de réaliser des mesures différentielles de haute précision, à condition de pouvoir éliminer <span class="hlt">les</span> bruits mécaniques, optiques, électroniques. A titre d'exemple, nous avons utilisé <span class="hlt">les</span> états propageant et contrapropageant d'un laser ionique en anneau pour mesurer une interaction fondamentale faible: la biréfringence magnétochirale. Cette "biréfringence" se manifeste en effet par une petite variation d'indice selon le sens de parcours de l'anneau, de l'ordre de Δ n.10^{-11}, indépendante de la polarisation. A l'opposé, <span class="hlt">les</span> deux états propres d'un laser du type Fabry-Perot constituent un système idéal pour explorer <span class="hlt">les</span> résonances stochastiques à deux dimensions. <span class="hlt">Les</span> résonances stochastiques par inhibition et par rotation sont isolées en présence de bruits blancs gaussiens tant pour <span class="hlt">les</span> bruits optiques que magnétiques. L'utilisation possible de l'émission spontanée comme bruit actif est démontrée.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=gear&pg=6&id=EJ1002434','ERIC'); return false;" href="https://eric.ed.gov/?q=gear&pg=6&id=EJ1002434"><span>Seven Keys to Effective <span class="hlt">Feedback</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wiggins, Grant</p> <p>2012-01-01</p> <p>The term "<span class="hlt">feedback</span>" is often used to describe all kinds of comments made after the fact, including advice, praise, and evaluation. But none of these are <span class="hlt">feedback</span>, strictly speaking. Basically, <span class="hlt">feedback</span> is information about how one is doing in his or her efforts to reach a goal. Whether <span class="hlt">feedback</span> is just there to be grasped or is provided by another…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3188240','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3188240"><span><span class="hlt">Les</span> Protheses d'Expansion dans le Traitement des Sequelles de Brulures</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Tourabi, K.; Ribag, Y.; Arrob, A.; Moussaoui, A.; Ihrai, H.</p> <p>2010-01-01</p> <p>Summary <span class="hlt">Les</span> Auteurs présentent leur protocole pour l'expansion cutanée et rapportent quatre cas colligés au service des brûlures de leur hôpital au Maroc. Ils décrivent leur technique opératoire et <span class="hlt">les</span> résultats obtenus. L'expansion cutanée reste la méthode de choix pour la couverture des pertes de substance étendues et la correction des séquelles de brûlure, et l'expérience rapportée par <span class="hlt">les</span> Auteurs confirme <span class="hlt">les</span> bons résultats que l'on peut obtenir avec cette technique, y compris <span class="hlt">les</span> résultats esthétiques. PMID:21991194</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Rule+AND+thumb&pg=2&id=EJ999458','ERIC'); return false;" href="https://eric.ed.gov/?q=Rule+AND+thumb&pg=2&id=EJ999458"><span>Understanding <span class="hlt">Feedback</span>: A Learning Theory Perspective</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Thurlings, Marieke; Vermeulen, Marjan; Bastiaens, Theo; Stijnen, Sjef</p> <p>2013-01-01</p> <p>This article aims to review literature on <span class="hlt">feedback</span> to teachers. Because research has hardly focused on <span class="hlt">feedback</span> among teachers, the review's scope also includes <span class="hlt">feedback</span> in classrooms. The review proposes that the effectiveness of <span class="hlt">feedback</span> and <span class="hlt">feedback</span> processes depend on the learning theory adhered to. Findings show that regardless of the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3188170','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3188170"><span><span class="hlt">Les</span> Brulures Electriques par Haut Voltage - A Propos de 10 Cas</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Belmir, R.; Fejjal, N.; El Omari, M.; El Mazouz, S.; Gharib, N.; Abassi, A.; Belmahi, A.</p> <p>2008-01-01</p> <p>Summary <span class="hlt">Les</span> accidents électriques par haute tension (AEHT) provoquent des brûlures profondes par effet Joule le long des axes vasculo-nerveux entre <span class="hlt">les</span> points d'entrée et de sortie, qui sont le siège de lésions délabrantes. <span class="hlt">Les</span> Auteurs rapportent une série de dix cas d'AEHT admis au service de chirurgie réparatrice et de brûlés de l'Hôpital Ibn Sina de Rabat à travers laquelle ils étudient <span class="hlt">les</span> caractéristiques épidémiologiques, cliniques et thérapeutiques. Tous <span class="hlt">les</span> patients étaient des adultes de sexe masculin dont l'âge moyen était de 31 ans. Dans 70% des cas, ces brûlures étaient secondaires à un contact avec <span class="hlt">les</span> distributeurs d'électricité avec une surface brûlée inférieure à 20%. Le traitement des lésions électrothermiques a nécessité des interventions itératives avec amputation des segments de membres nécrosés dans 70% des cas, dont <span class="hlt">les</span> suites étaient marquées par des séquelles fonctionnelles invalidantes. La prévention des AEHT, en particulier pour <span class="hlt">les</span> accidents du travail au sein des professions exposées, reste fondamentale. PMID:21991124</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li class="active"><span>22</span></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_22 --> <div id="page_23" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li class="active"><span>23</span></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="441"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19994484','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19994484"><span>Children's reasoning about evaluative <span class="hlt">feedback</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Heyman, Gail D; Fu, Genyue; Sweet, Monica A; Lee, Kang</p> <p>2009-11-01</p> <p>Children's reasoning about the willingness of peers to convey accurate positive and negative performance <span class="hlt">feedback</span> to others was investigated among a total of 179 6- to 11-year-olds from the USA and China. In Study 1, which was conducted in the USA only, participants responded that peers would be more likely to provide positive <span class="hlt">feedback</span> than negative <span class="hlt">feedback</span>, and this tendency was strongest among the younger children. In Study 2, the expectation that peers would preferentially disclose positive <span class="hlt">feedback</span> was replicated among children from the USA, and was also seen among younger but not older children from China. Participants in all groups took the relationship between communication partners into account when predicting whether peers would express evaluative <span class="hlt">feedback</span>. Results of open-ended responses suggested cross-cultural differences, including a greater emphasis by Chinese children on the implications of evaluative <span class="hlt">feedback</span> for future performance, and reference by some older Chinese children to the possibility that positive <span class="hlt">feedback</span> might make the recipient 'too proud'.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2011APS..DFDA15006H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011APS..DFDA15006H"><span><span class="hlt">Experiments</span> and High-resolution Simulations of Density and Viscosity <span class="hlt">Feedbacks</span> on Convective Mixing</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Hidalgo, Juan J.; Fe, Jaime; MacMinn, Christopher W.; Cueto-Felgueroso, Luis; Juanes, Ruben</p> <p>2011-11-01</p> <p>Dissolution by convective mixing is one of the main trapping mechanisms during CO2 sequestration in saline aquifers. Initially, the buoyant CO2 dissolves into the underlying brine by diffusion. The CO2-brine mixture is denser than the two initial fluids, leading to a Rayleigh-Bénard-type instability known as convective mixing, which greatly accelerates CO2 dissolution. Although this is a well-known process, it remains unclear how convective mixing scales with the governing parameters of the system and its impact on the actual mixing of CO2 and brine. We explore the dependence of the CO2 dissolution flux on the nonlinearity of the density and viscosity of the fluid mixture by means of high-resolution numerical simulations and laboratory <span class="hlt">experiments</span> with an analogue fluid system (water and propylene glycol). We find that the value of the concentration for which the density of the mixture is maximum, and the viscosity contrast between the fluids, both exert a powerful control on the convective flux. From the experimental and simulation results, we obtain the scaling behavior of convective mixing, and clarify the role of nonlinear density and viscosity <span class="hlt">feedbacks</span>. JJH acknowledges the support from the FP7 Marie Curie Actions of the European Commission, via the CO2-MATE project (PIOF-GA-2009-253678).</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013PhDT........27R','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013PhDT........27R"><span>Effectiveness of In-Home <span class="hlt">Feedback</span> Devices in Conjunction with Energy Use Information on Residential Energy Consumption</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Rungta, Shaily</p> <p></p> <p>Residential energy consumption accounts for 22% of the total energy use in the United States. The consumer's perception of energy usage and conservation are very inaccurate which is leading to growing number of individuals who try to seek out ways to use energy more wisely. Hence behavioral change in consumers with respect to energy use, by providing energy use <span class="hlt">feedback</span> may be important in reducing home energy consumption. Real-time energy information <span class="hlt">feedback</span> delivered via technology along with <span class="hlt">feedback</span> interventions has been reported to produce up to 20 percent declines in residential energy consumption through past research and pilot studies. There are, however, large differences in the estimates of the effect of these different types of <span class="hlt">feedback</span> on energy use. As part of the Energize Phoenix Program, (a U.S. Department of Energy funded program), a Dashboard Study was conducted by the Arizona State University to estimate the impact of real-time, home-energy displays in conjunction with other <span class="hlt">feedback</span> interventions on the residential rate of energy consumption in Phoenix, while also creating awareness and encouragement to households to reduce energy consumption. The research evaluates the effectiveness of these <span class="hlt">feedback</span> initiatives. In the following six months of field <span class="hlt">experiment</span>, a selected number of low-income multi-family apartments in Phoenix, were divided in three groups of <span class="hlt">feedback</span> interventions, where one group received residential energy use related education and information, the second group received the same education as well as was equipped with the in-home <span class="hlt">feedback</span> device and the third was given the same education, the <span class="hlt">feedback</span> device and added budgeting information. Results of the <span class="hlt">experiment</span> at the end of the six months did not lend a consistent support to the results from literature and past pilot studies. The data revealed a statistically insignificant reduction in energy consumption for the <span class="hlt">experiment</span> group overall and inconsistent results for</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/16366796','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/16366796"><span>The role of <span class="hlt">feedback</span> information for calibration and attunement in perceiving length by dynamic touch.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Withagen, Rob; Michaels, Claire F</p> <p>2005-12-01</p> <p>Two processes have been hypothesized to underlie improvement in perception: attunement and calibration. These processes were examined in a dynamic touch paradigm in which participants were asked to report the lengths of unseen, wielded rods differing in length, diameter, and material. Two <span class="hlt">experiments</span> addressed whether <span class="hlt">feedback</span> informs about the need for reattunement and recalibration. <span class="hlt">Feedback</span> indicating actual length induced both recalibration and reattunement. Recalibration did not occur when <span class="hlt">feedback</span> indicated only whether 2 rods were of the same length or of different lengths. Such <span class="hlt">feedback</span>, however, did induce reattunement. These results suggest that attunement and calibration are dissociable processes and that <span class="hlt">feedback</span> informs which is needed. The observed change in variable use has implications also for research on what mechanical variables underlie length perception by dynamic touch. (c) 2005 APA, all rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=making+AND+invisible+AND+visible&pg=2&id=EJ1040517','ERIC'); return false;" href="https://eric.ed.gov/?q=making+AND+invisible+AND+visible&pg=2&id=EJ1040517"><span>Toward Making the Invisible Visible Using a Scale: Prospective Teachers' Thoughts and Affective Reactions to <span class="hlt">Feedback</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Akkuzu, Nalan; Uyulgan, Melis Arzu</p> <p>2014-01-01</p> <p>This paper presents the development and initial validation of a <span class="hlt">feedback</span> scale which measures the thoughts and affective reactions of prospective teachers concerning <span class="hlt">feedback</span> on their teaching <span class="hlt">experiences</span>. To reach this goal, data from 512 prospective teachers were used to test the internal consistency, exploratory and confirmative factor…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/pages/biblio/1427243-uncertainty-quantification-les-channel-flow','SCIGOV-DOEP'); return false;" href="https://www.osti.gov/pages/biblio/1427243-uncertainty-quantification-les-channel-flow"><span>Uncertainty quantification in <span class="hlt">LES</span> of channel flow</span></a></p> <p><a target="_blank" href="http://www.osti.gov/pages">DOE PAGES</a></p> <p>Safta, Cosmin; Blaylock, Myra; Templeton, Jeremy; ...</p> <p>2016-07-12</p> <p>Here, in this paper, we present a Bayesian framework for estimating joint densities for large eddy simulation (<span class="hlt">LES</span>) sub-grid scale model parameters based on canonical forced isotropic turbulence direct numerical simulation (DNS) data. The framework accounts for noise in the independent variables, and we present alternative formulations for accounting for discrepancies between model and data. To generate probability densities for flow characteristics, posterior densities for sub-grid scale model parameters are propagated forward through <span class="hlt">LES</span> of channel flow and compared with DNS data. Synthesis of the calibration and prediction results demonstrates that model parameters have an explicit filter width dependence andmore » are highly correlated. Discrepancies between DNS and calibrated <span class="hlt">LES</span> results point to additional model form inadequacies that need to be accounted for.« less</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23971889','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23971889"><span>Written <span class="hlt">feedback</span> and continuity of learning in a geographically distributed medical education program.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Harvey, Pam; Radomski, Natalie; O'Connor, Dennis</p> <p>2013-12-01</p> <p>The provision of effective <span class="hlt">feedback</span> on clinical performance for medical students is important for their continued learning. Written <span class="hlt">feedback</span> is an underutilised medium for linking clinical performances over time. The aim of this study is to investigate how clinical supervisors construct performance orientated written <span class="hlt">feedback</span> and learning goals for medical students in a geographically distributed medical education (GDME) programme. This qualitative study uses textual analysis to examine the structure and content of written <span class="hlt">feedback</span> statements in 1000 mini-CEX records from 33 Australian undergraduate medical students during their 36 week GDME programme. The students were in their second clinical year. Forty percent of mini-CEX records contained written <span class="hlt">feedback</span> statements. Within these statements, 80% included comments relating to student clinical performance. The way in which written <span class="hlt">feedback</span> statements were recorded varied in structure and content. Only 16% of the statements contained student learning goals focused on improving a student's clinical performance over time. Very few of the written <span class="hlt">feedback</span> statements identified forward-focused learning goals. Training clinical supervisors in understanding how their <span class="hlt">feedback</span> contributes to a student's continuity of learning across their GDME clinical placements will enable more focused learning <span class="hlt">experiences</span> based on student need. To enhance student learning over time and place, effective written <span class="hlt">feedback</span> should contain focused, coherent phrases that help reflection on current and future clinical performance. It also needs to provide enough detail for other GDME clinical supervisors to understand current student performance and plan future directions for their teaching.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017PhDT........65D','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017PhDT........65D"><span>Le niobate de lithium a haute temperature pour <span class="hlt">les</span> applications ultrasons =</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>De Castilla, Hector</p> <p></p> <p>L'objectif de ce travail de maitrise en sciences appliquees est de trouver puis etudier un materiau piezoelectrique qui est potentiellement utilisable dans <span class="hlt">les</span> transducteurs ultrasons a haute temperature. En effet, ces derniers sont actuellement limites a des temperatures de fonctionnement en dessous de 300°C a cause de l'element piezoelectrique qui <span class="hlt">les</span> compose. Palier a cette limitation permettrait des controles non destructifs par ultrasons a haute temperature. Avec de bonnes proprietes electromecaniques et une temperature de Curie elevee (1200°C), le niobate de lithium (LiNbO 3) est un bon candidat. Mais certaines etudes affirment que des processus chimiques tels que l'apparition de conductivite ionique ou l'emergence d'une nouvelle phase ne permettent pas son utilisation dans <span class="hlt">les</span> transducteurs ultrasons au-dessus de 600°C. Cependant, d'autres etudes plus recentes ont montre qu'il pouvait generer des ultrasons jusqu'a 1000°C et qu'aucune conductivite n'etait visible. Une hypothese a donc emerge : une conductivite ionique est presente dans le niobate de lithium a haute temperature (>500°C) mais elle n'affecte que faiblement ses proprietes a hautes frequences (>100 kHz). Une caracterisation du niobate de lithium a haute temperature est donc necessaire afin de verifier cette hypothese. Pour cela, la methode par resonance a ete employee. Elle permet une caracterisation de la plupart des coefficients electromecaniques avec une simple spectroscopie d'impedance electrochimique et un modele reliant de facon explicite <span class="hlt">les</span> proprietes au spectre d'impedance. Il s'agit de trouver <span class="hlt">les</span> coefficients du modele permettant de superposer au mieux le modele avec <span class="hlt">les</span> mesures experimentales. Un banc experimental a ete realise permettant de controler la temperature des echantillons et de mesurer leur impedance electrochimique. Malheureusement, <span class="hlt">les</span> modeles actuellement utilises pour la methode par resonance sont imprecis en presence de couplages entre <span class="hlt">les</span> modes de vibration. Cela</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=relations+AND+interpersonal+AND+learning&pg=7&id=EJ1009276','ERIC'); return false;" href="https://eric.ed.gov/?q=relations+AND+interpersonal+AND+learning&pg=7&id=EJ1009276"><span>Moving <span class="hlt">Feedback</span> Forward: Theory to Practice</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Orsmond, Paul; Maw, Stephen J.; Park, Julian R.; Gomez, Stephen; Crook, Anne C.</p> <p>2013-01-01</p> <p>There is substantial research interest in tutor <span class="hlt">feedback</span> and students' perception and use of such <span class="hlt">feedback</span>. This paper considers some of the major issues raised in relation to tutor <span class="hlt">feedback</span> and student learning. We explore some of the current <span class="hlt">feedback</span> drivers, most notably the need for <span class="hlt">feedback</span> to move away from simply a monologue from a tutor to…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/biblio/22410419-coherent-control-plasma-dynamics-feedback-optimized-wavefront-manipulation','SCIGOV-STC'); return false;" href="https://www.osti.gov/biblio/22410419-coherent-control-plasma-dynamics-feedback-optimized-wavefront-manipulation"><span>Coherent control of plasma dynamics by <span class="hlt">feedback</span>-optimized wavefront manipulation</span></a></p> <p><a target="_blank" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>He, Z.-H.; Hou, B.; Gao, G.</p> <p>2015-05-15</p> <p>Plasmas generated by an intense laser pulse can support coherent structures such as large amplitude wakefield that can affect the outcome of an <span class="hlt">experiment</span>. We investigate the coherent control of plasma dynamics by <span class="hlt">feedback</span>-optimized wavefront manipulation using a deformable mirror. The experimental outcome is directly used as <span class="hlt">feedback</span> in an evolutionary algorithm for optimization of the phase front of the driving laser pulse. In this paper, we applied this method to two different <span class="hlt">experiments</span>: (i) acceleration of electrons in laser driven plasma waves and (ii) self-compression of optical pulses induced by ionization nonlinearity. The manipulation of the laser wavefront leadsmore » to orders of magnitude improvement to electron beam properties such as the peak charge, beam divergence, and transverse emittance. The demonstration of coherent control for plasmas opens new possibilities for future laser-based accelerators and their applications.« less</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19204126','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19204126"><span><span class="hlt">Feedback</span> from incident reporting: information and action to improve patient safety.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Benn, J; Koutantji, M; Wallace, L; Spurgeon, P; Rejman, M; Healey, A; Vincent, C</p> <p>2009-02-01</p> <p>Effective <span class="hlt">feedback</span> from incident reporting systems in healthcare is essential if organisations are to learn from failures in the delivery of care. Despite the wide-scale development and implementation of incident reporting in healthcare, studies in the UK suggest that information concerning system vulnerabilities could be better applied to improve operational safety within organisations. In this article, the findings and implications of research to identify forms of effective <span class="hlt">feedback</span> from incident reporting are discussed, to promote best practices in this area. The research comprised a mixed methods review to investigate mechanisms of effective <span class="hlt">feedback</span> for healthcare, drawing upon <span class="hlt">experience</span> within established reporting programmes in high-risk industry and transport domains. Systematic searches of published literature were undertaken, and 23 case studies describing incident reporting programmes with <span class="hlt">feedback</span> were identified for analysis from the international healthcare literature. Semistructured interviews were undertaken with 19 subject matter experts across a range of domains, including: civil aviation, maritime, energy, rail, offshore production and healthcare. In analysis, qualitative information from several sources was synthesised into practical requirements for developing effective <span class="hlt">feedback</span> in healthcare. Both action and information <span class="hlt">feedback</span> mechanisms were identified, serving safety awareness, improvement and motivational functions. The provision of actionable <span class="hlt">feedback</span> that visibly improved systems was highlighted as important in promoting future reporting. Fifteen requirements for the design of effective <span class="hlt">feedback</span> systems were identified, concerning: the role of leadership, the credibility and content of information, effective dissemination channels, the capacity for rapid action and the need for <span class="hlt">feedback</span> at all levels of the organisation, among others. Above all, the safety-<span class="hlt">feedback</span> cycle must be closed by ensuring that reporting, analysis and</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Measurement%2bof%2bmass%2bof%2bdetails%2bof%2bplanes&pg=4&id=EJ1083299','ERIC'); return false;" href="https://eric.ed.gov/?q=Measurement%2bof%2bmass%2bof%2bdetails%2bof%2bplanes&pg=4&id=EJ1083299"><span>Non-Numeric Intrajudge Consistency <span class="hlt">Feedback</span> in an Angoff Procedure</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Harrison, George M.</p> <p>2015-01-01</p> <p>The credibility of standard-setting cut scores depends in part on two sources of consistency evidence: intrajudge and interjudge consistency. Although intrajudge consistency <span class="hlt">feedback</span> has often been provided to Angoff judges in practice, more evidence is needed to determine whether it achieves its intended effect. In this randomized <span class="hlt">experiment</span> with…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22269519','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22269519"><span>The effects of driver identity on driving safety in a retrospective <span class="hlt">feedback</span> system.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Zhao, Guozhen; Wu, Changxu</p> <p>2012-03-01</p> <p>Retrospective <span class="hlt">feedback</span> that provides detailed information on a driver's performance in critical driving situations at the end of a trip enhances his/her driving behaviors and safe driving habits. Although this has been demonstrated by a previous study, retrospective <span class="hlt">feedback</span> can be further improved and applied to non-critical driving situations, which is needed for transportation safety. To propose a new retrospective <span class="hlt">feedback</span> system that uses driver identity (i.e., a driver's name) and to experimentally study its effects on measures of driving performance and safety in a driving simulator. We conducted a behavioral experimental study with 30 participants. "<span class="hlt">Feedback</span> type" was a between-subject variable with three conditions: no <span class="hlt">feedback</span> (control group), <span class="hlt">feedback</span> without driver identity, and <span class="hlt">feedback</span> with driver identity. We measured multiple aspects of participants' driving behavior. To control for potential confounds, factors that were significantly correlated with driving behavior (e.g., age and driving <span class="hlt">experience</span>) were all entered as covariates into a multivariate analysis of variance. To examine the effects of speeding on collision severity in driving simulation studies, we also developed a new index - momentum of potential collision - with a set of equations. Subjects who used a <span class="hlt">feedback</span> system with driver identity had the fewest speeding violations and central-line crossings, spent the least amount of time speeding and crossing the central line, had the lowest speeding and central-line crossing magnitude, ran the fewest red lights, and had the smallest momentum of potential collision compared to the groups with <span class="hlt">feedback</span> without driver identity and without <span class="hlt">feedback</span> (control group). The new retrospective <span class="hlt">feedback</span> system with driver identity has the potential to enhance a person's driving safety (e.g., speeding, central-line crossing, momentum of potential collision), which is an indication of the valence of one's name in a <span class="hlt">feedback</span> system design. Copyright </p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25063472','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25063472"><span>Stereotype threat engenders neural attentional bias toward negative <span class="hlt">feedback</span> to undermine performance.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Forbes, Chad E; Leitner, Jordan B</p> <p>2014-10-01</p> <p>Stereotype threat, a situational pressure individuals <span class="hlt">experience</span> when they fear confirming a negative group stereotype, engenders a cascade of physiological stress responses, negative appraisals, and performance monitoring processes that tax working memory resources necessary for optimal performance. Less is known, however, about how stereotype threat biases attentional processing in response to performance <span class="hlt">feedback</span>, and how such attentional biases may undermine performance. Women received <span class="hlt">feedback</span> on math problems in stereotype threatening compared to stereotype-neutral contexts while continuous EEG activity was recorded. Findings revealed that stereotype threatened women elicited larger midline P100 ERPs, increased phase locking between anterior cingulate cortex and dorsolateral prefrontal cortex (two regions integral for attentional processes), and increased power in left fusiform gyrus in response to negative <span class="hlt">feedback</span> compared to positive <span class="hlt">feedback</span> and women in stereotype-neutral contexts. Increased power in left fusiform gyrus in response to negative <span class="hlt">feedback</span> predicted underperformance on the math task among stereotype threatened women only. Women in stereotype-neutral contexts exhibited the opposite trend. Findings suggest that in stereotype threatening contexts, neural networks integral for attention and working memory are biased toward negative, stereotype confirming <span class="hlt">feedback</span> at very early speeds of information processing. This bias, in turn, plays a role in undermining performance. Copyright © 2014 Elsevier B.V. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/19890006146','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19890006146"><span>Spacelab 3 flight <span class="hlt">experiment</span> No. 3AFT23: Autogenic-<span class="hlt">feedback</span> training as a preventive method for space adaptation syndrome</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Cowings, Patricia S.; Toscano, William B.; Kamiya, Joe; Miller, Neal E.; Sharp, Joseph C.</p> <p>1988-01-01</p> <p>Space adaptation syndrome is a motion sickness-like disorder which affects up to 50 percent of all people exposed to microgravity in space. This <span class="hlt">experiment</span> tested a physiological conditioning procedure (Autogenic-<span class="hlt">Feedback</span> Training, AFT) as an alternative to pharmacological management. Four astronauts participated as subjects in this <span class="hlt">experiment</span>. Crewmembers A and B served as treatment subjects. Both received preflight training for control of heart rate, respiration rate, peripheral blood volume, and skin conductance. Crewmembers C and D served as controls (i.e., did not receive training). Crewmember A showed reliable control of his own physiological responses, and a significant increase in motion sickness tolerance after training. Crewmember B, however, demonstrated much less control and only a moderate increase in motion sickness tolerance was observed after training. The inflight symptom reports and physiological data recordings revealed that Crewmember A did not <span class="hlt">experience</span> any severe symptom episodes during the mission, while Crewmember B reported one severe symptom episode. Both control group subjects, C and D (who took antimotion sickness medication), reported multiple symptom episodes on mission day 0. Both inflight data and crew reports indicate that AFT may be an effective countermeasure. Additional data must be obtained inflight (a total of eight treatment and eight control subjects) before final evaluation of this treatment can be made.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26827272','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26827272"><span>[Computerized ranking test in three French universities: Staff <span class="hlt">experience</span> and students' <span class="hlt">feedback</span>].</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Roux, D; Meyer, G; Cymbalista, F; Bouaziz, J-D; Falgarone, G; Tesniere, A; Gervais, J; Cariou, A; Peffault de Latour, R; Marat, M; Moenaert, E; Guebli, T; Rodriguez, O; Lefort, A; Dreyfuss, D; Hajage, D; Ricard, J-D</p> <p>2016-03-01</p> <p>The year 2016 will be pivotal for the evaluation of French medical students with the introduction of the first computerized National Ranking Test (ECNi). The SIDES, online electronic system for medical student evaluation, was created for this purpose. All the universities have already organized faculty exams but few a joint computerized ranking test at several universities simultaneously. We report our <span class="hlt">experience</span> on the organization of a mock ECNi by universities Paris Descartes, Paris Diderot and Paris 13. Docimological, administrative and technical working groups were created to organize this ECNi. Students in their fifth year of medical studies, who will be the first students to sit for the official ECNi in 2016, were invited to attend this mock exam that represented more than 50% of what will be proposed in 2016. A final electronic questionnaire allowed a docimological and organizational evaluation by students. An analysis of ratings and rankings and their distribution on a 1000-point scale were performed. Sixty-four percent of enrolled students (i.e., 654) attended the three half-day exams. No difference in total score and ranking between the three universities was observed. Students' <span class="hlt">feedback</span> was extremely positive. Normalized over 1000 points, 99% of students were scored on 300 points only. Progressive clinical cases were the most discriminating test. The organization of a mock ECNi involving multiple universities was a docimological and technical success but required an important administrative, technical and teaching investment. Copyright © 2016 Société nationale française de médecine interne (SNFMI). Published by Elsevier SAS. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22100135','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22100135"><span>Effects of altered auditory <span class="hlt">feedback</span> across effector systems: production of melodies by keyboard and singing.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Pfordresher, Peter Q; Mantell, James T</p> <p>2012-01-01</p> <p>We report an <span class="hlt">experiment</span> that tested whether effects of altered auditory <span class="hlt">feedback</span> (AAF) during piano performance differ from its effects during singing. These effector systems differ with respect to the mapping between motor gestures and pitch content of auditory <span class="hlt">feedback</span>. Whereas this action-effect mapping is highly reliable during phonation in any vocal motor task (singing or speaking), mapping between finger movements and pitch occurs only in limited situations, such as piano playing. Effects of AAF in both tasks replicated results previously found for keyboard performance (Pfordresher, 2003), in that asynchronous (delayed) <span class="hlt">feedback</span> slowed timing whereas alterations to <span class="hlt">feedback</span> pitch increased error rates, and the effect of asynchronous <span class="hlt">feedback</span> was similar in magnitude across tasks. However, manipulations of <span class="hlt">feedback</span> pitch had larger effects on singing than on keyboard production, suggesting effector-specific differences in sensitivity to action-effect mapping with respect to <span class="hlt">feedback</span> content. These results support the view that disruption from AAF is based on abstract, effector independent, response-effect associations but that the strength of associations differs across effector systems. Copyright © 2011. Published by Elsevier B.V.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://images.nasa.gov/#/details-S88-52693.html','SCIGOVIMAGE-NASA'); return false;" href="https://images.nasa.gov/#/details-S88-52693.html"><span>Newly designed launch and entry suit (<span class="hlt">LES</span>) modeled by technician</span></a></p> <p><a target="_blank" href="https://images.nasa.gov/">NASA Image and Video Library</a></p> <p></p> <p>1988-11-14</p> <p>Space shuttle orange launch and entry suit (<span class="hlt">LES</span>), a partial pressure suit, is modeled by a technician. <span class="hlt">LES</span> was designed for STS-26, the return to flight mission, and subsequent missions. Included in the crew escape system (CES) package are launch and entry helmet (LEH) with communications carrier (COMM CAP), parachute pack and harness, life raft, life preserver unit (LPU), <span class="hlt">LES</span> gloves, suit oxygen manifold and valves, boots, and survival gear.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=pre+AND+test+AND+posttest+AND+design&pg=3&id=EJ1042902','ERIC'); return false;" href="https://eric.ed.gov/?q=pre+AND+test+AND+posttest+AND+design&pg=3&id=EJ1042902"><span>Prompting Secondary Students' Use of Criteria, <span class="hlt">Feedback</span> Specificity and <span class="hlt">Feedback</span> Levels during an Investigative Task</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gan, Mark J. S.; Hattie, John</p> <p>2014-01-01</p> <p>This study investigates the effects of prompting on secondary students' written peer <span class="hlt">feedback</span> in chemistry investigation reports. In particular, we examined students' <span class="hlt">feedback</span> features in relation to the use of criteria, <span class="hlt">feedback</span> specificity, and <span class="hlt">feedback</span> levels. A quasi-experimental pre-test post-test design was adopted. Reviewers in…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=sunil+AND+sunil+AND+sunil&pg=4&id=EJ589976','ERIC'); return false;" href="https://eric.ed.gov/?q=sunil+AND+sunil+AND+sunil&pg=4&id=EJ589976"><span>Leveraging Student <span class="hlt">Feedback</span> To Improve Teaching in Web-Based Courses.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Schnorr, Donna; Hazari, Sunil</p> <p>1999-01-01</p> <p>Explores cognitive aspects of learning and demonstrates how student <span class="hlt">feedback</span> can be applied to improve Web-based teaching drawing on <span class="hlt">experiences</span> with undergraduate courses at California State University, San Bernardino. Highlights include Web interactivity; HTML forms; and Web resources with forms for informal assessment. (LRW)</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li class="active"><span>23</span></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_23 --> <div id="page_24" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li class="active"><span>24</span></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="461"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015APS..MARF45003G','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015APS..MARF45003G"><span>High-Precision Tests of Stochastic Thermodynamics in a <span class="hlt">Feedback</span> Trap</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Gavrilov, Momčilo; Jun, Yonggun; Bechhoefer, John</p> <p>2015-03-01</p> <p><span class="hlt">Feedback</span> traps can trap and manipulate small particles and molecules in solution. They have been applied to the measurement of physical and chemical properties of particles and to explore fundamental questions in the non-equilibrium statistical mechanics of small systems. <span class="hlt">Feedback</span> traps allow one to choose an arbitrary virtual potential, do any time-dependent transformation of the potential, and measure various thermodynamic quantities such as stochastic work, heat, or entropy. In <span class="hlt">feedback</span>-trap <span class="hlt">experiments</span>, the dynamics of a trapped object is determined by the imposed potential but is also affected by drifts due to electrochemical reactions and by temperature variations in the electronic amplifier. Although such drifts are small for measurements on the order of seconds, they dominate on time scales of minutes or slower. In this talk, we present a recursive algorithm that allows real-time estimations of drifts and other particle properties. These estimates let us do a real-time calibration of the <span class="hlt">feedback</span> trap. Having eliminated systematic errors, we were able to show that erasing a one-bit memory requires at least kT ln 2 of work, in accordance with Landauer's principle. This work was supported by NSERC (Canada).</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3428176','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3428176"><span><span class="hlt">Les</span> tuberculomes intracraniens: à propos de 125 cas</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Moufid, Faycal; Oulali, Noureddine; El Fatemi, Nizare; Gana, Rachid; Maaqili, Rachid; Bellakhdar, Fouad</p> <p>2012-01-01</p> <p><span class="hlt">Les</span> tuberculomes intracrâniens représentent l'une des localisations <span class="hlt">les</span> plus graves de la tuberculose, leur incidence varie en fonction du contexte représentant 0,2% des processus intracrâniens dans <span class="hlt">les</span> pays occidentaux et 5 à 10% des masses intracrâniennes dans <span class="hlt">les</span> pays en voie de développement. Nous rapportons une étude rétrospective de 125 cas. L'hypertension intracrânienne (45%) et le déficit neurologique (36%) sont <span class="hlt">les</span> signes cliniques <span class="hlt">les</span> plus fréquents. La lésion était localisée dans 60% des cas en sus-tentoriel et dans 40% des cas en sous-tentoriel. L'approche thérapeutique a consisté en un abord direct du tuberculome dans 67 cas (53%), une biopsie stéréotaxique dans 32 cas (25%), le traitement médical en première intention sans confirmation histologique dans 26 cas (20%). Avant 1993 notre service ne disposait pas de cadre de stéréotaxie, notre attitude thérapeutique consistait soit en un abord direct de la lésion dans 70% des cas, soit un traitement antituberculeux en première intention sans confirmation histologique (30%). Cette attitude était corrélée à une mortalité et morbidité non négligeables respectivement 3% et 10%. Après 1993; le taux d'abords direct a chuté a 38%, avec 47% de biopsies stéréotaxiques et seulement 13% des patients traités par antibacillaires sans preuve histologique. Ceci s'est accompagné d'une réduction significative de mortalité a 1,4% (p = 0,0003) et de morbidité a 2% (p = 0,0027). PMID:22937196</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5009216','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5009216"><span>Self-reinnervated muscles lose autogenic length <span class="hlt">feedback</span>, but intermuscular <span class="hlt">feedback</span> can recover functional connectivity</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Prilutsky, Boris I.; Gregor, Robert J.; Abelew, Thomas A.; Nichols, T. Richard</p> <p>2016-01-01</p> <p>In this study, we sought to identify sensory circuitry responsible for motor deficits or compensatory adaptations after peripheral nerve cut and repair. Self-reinnervation of the ankle extensor muscles abolishes the stretch reflex and increases ankle yielding during downslope walking, but it remains unknown whether this finding generalizes to other muscle groups and whether muscles become completely deafferented. In decerebrate cats at least 19 wk after nerve cut and repair, we examined the influence of quadriceps (Q) muscles' self-reinnervation on autogenic length <span class="hlt">feedback</span>, as well as intermuscular length and force <span class="hlt">feedback</span>, among the primary extensor muscles in the cat hindlimb. Effects of gastrocnemius and soleus self-reinnervation on intermuscular circuitry were also evaluated. We found that autogenic length <span class="hlt">feedback</span> was lost after Q self-reinnervation, indicating that loss of the stretch reflex appears to be a generalizable consequence of muscle self-reinnervation. However, intermuscular force and length <span class="hlt">feedback</span>, evoked from self-reinnervated muscles, was preserved in most of the interactions evaluated with similar relative inhibitory or excitatory magnitudes. These data indicate that intermuscular spinal reflex circuitry has the ability to regain functional connectivity, but the restoration is not absolute. Explanations for the recovery of intermuscular <span class="hlt">feedback</span> are discussed, based on identified mechanisms responsible for lost autogenic length <span class="hlt">feedback</span>. Functional implications, due to permanent loss of autogenic length <span class="hlt">feedback</span> and potential for compensatory adaptations from preserved intermuscular <span class="hlt">feedback</span>, are discussed. PMID:27306676</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017NatNa..12..218W','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017NatNa..12..218W"><span>Strong suppression of shot noise in a <span class="hlt">feedback</span>-controlled single-electron transistor</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Wagner, Timo; Strasberg, Philipp; Bayer, Johannes C.; Rugeramigabo, Eddy P.; Brandes, Tobias; Haug, Rolf J.</p> <p>2017-03-01</p> <p><span class="hlt">Feedback</span> control of quantum mechanical systems is rapidly attracting attention not only due to fundamental questions about quantum measurements, but also because of its novel applications in many fields in physics. Quantum control has been studied intensively in quantum optics but progress has recently been made in the control of solid-state qubits as well. In quantum transport only a few active and passive <span class="hlt">feedback</span> <span class="hlt">experiments</span> have been realized on the level of single electrons, although theoretical proposals exist. Here we demonstrate the suppression of shot noise in a single-electron transistor using an exclusively electronic closed-loop <span class="hlt">feedback</span> to monitor and adjust the counting statistics. With increasing <span class="hlt">feedback</span> response we observe a stronger suppression and faster freezing of charge current fluctuations. Our technique is analogous to the generation of squeezed light with in-loop photodetection as used in quantum optics. Sub-Poisson single-electron sources will pave the way for high-precision measurements in quantum transport similar to optical or optomechanical equivalents.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25603806','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25603806"><span>Computer-supported <span class="hlt">feedback</span> message tailoring: theory-informed adaptation of clinical audit and <span class="hlt">feedback</span> for learning and behavior change.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Landis-Lewis, Zach; Brehaut, Jamie C; Hochheiser, Harry; Douglas, Gerald P; Jacobson, Rebecca S</p> <p>2015-01-21</p> <p>Evidence shows that clinical audit and <span class="hlt">feedback</span> can significantly improve compliance with desired practice, but it is unclear when and how it is effective. Audit and <span class="hlt">feedback</span> is likely to be more effective when <span class="hlt">feedback</span> messages can influence barriers to behavior change, but barriers to change differ across individual health-care providers, stemming from differences in providers' individual characteristics. The purpose of this article is to invite debate and direct research attention towards a novel audit and <span class="hlt">feedback</span> component that could enable interventions to adapt to barriers to behavior change for individual health-care providers: computer-supported tailoring of <span class="hlt">feedback</span> messages. We argue that, by leveraging available clinical data, theory-informed knowledge about behavior change, and the knowledge of clinical supervisors or peers who deliver <span class="hlt">feedback</span> messages, a software application that supports <span class="hlt">feedback</span> message tailoring could improve <span class="hlt">feedback</span> message relevance for barriers to behavior change, thereby increasing the effectiveness of audit and <span class="hlt">feedback</span> interventions. We describe a prototype system that supports the provision of tailored <span class="hlt">feedback</span> messages by generating a menu of graphical and textual messages with associated descriptions of targeted barriers to behavior change. Supervisors could use the menu to select messages based on their awareness of each <span class="hlt">feedback</span> recipient's specific barriers to behavior change. We anticipate that such a system, if designed appropriately, could guide supervisors towards giving more effective <span class="hlt">feedback</span> for health-care providers. A foundation of evidence and knowledge in related health research domains supports the development of <span class="hlt">feedback</span> message tailoring systems for clinical audit and <span class="hlt">feedback</span>. Creating and evaluating computer-supported <span class="hlt">feedback</span> tailoring tools is a promising approach to improving the effectiveness of clinical audit and <span class="hlt">feedback</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=peer&id=EJ1166719','ERIC'); return false;" href="https://eric.ed.gov/?q=peer&id=EJ1166719"><span>Training Peer-<span class="hlt">Feedback</span> Skills on Geometric Construction Tasks: Role of Domain Knowledge and Peer-<span class="hlt">Feedback</span> Levels</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Alqassab, Maryam; Strijbos, Jan-Willem; Ufer, Stefan</p> <p>2018-01-01</p> <p>Peer <span class="hlt">feedback</span> is widely used to train assessment skills and to support collaborative learning of various learning tasks, but research on peer <span class="hlt">feedback</span> in the domain of mathematics is limited. Although domain knowledge seems to be a prerequisite for peer-<span class="hlt">feedback</span> provision, it only recently received attention in the peer-<span class="hlt">feedback</span> literature. In…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3328233','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3328233"><span><span class="hlt">Les</span> agressions sexuelles des jeunes ayant une incapacité ou une maladie chronique</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Kaufman, M</p> <p>2011-01-01</p> <p>Pour diverses raisons, <span class="hlt">les</span> enfants et <span class="hlt">les</span> adolescents ayant une incapacité ou une maladie chronique sont plus vulnérables aux agressions sexuelles. <span class="hlt">Les</span> dispensateurs de soins, de même que <span class="hlt">les</span> parents et <span class="hlt">les</span> éducateurs, doivent se méfier davantage de la possibilité d’agression sexuelle au sein de cette population. <span class="hlt">Les</span> médecins, tout particulièrement, doivent prôner des politiques pour prévenir ou déceler <span class="hlt">les</span> agressions dans <span class="hlt">les</span> hôpitaux, <span class="hlt">les</span> écoles et autres établissements. Ces politiques incluent le dépistage détaillé et la surveillance étroite des employés et des bénévoles, la présence d’un chaperon aux examens physiques et aux interventions thérapeutiques, la supervision des sorties et une culture qui favorise la vie privée du patient en établissement. De plus, <span class="hlt">les</span> médecins doivent favoriser la conscience de soi et l’habilitation des patients et leur donner très tôt des conseils préventifs au sujet de la sexualité, de l’habilitation personnelle et des risques d’agression. Le présent document de principes remplace celui que la Société canadienne de pédiatrie a publié en 1997.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29479283','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29479283"><span>Mise à jour sur la vaccination contre la méningococcie invasive chez <span class="hlt">les</span> enfants et <span class="hlt">les</span> adolescents canadiens.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Robinson, Joan L</p> <p>2018-02-01</p> <p>La méningococcie invasive (MI) est une maladie grave qui est souvent à l'origine d'un sepsis fulminant ou d'une méningite. Au Canada, elle est surtout attribuable aux sérogroupes B et C. Des programmes de vaccination systématique contre le méningocoque du sérogroupe C sont prévus à l'âge de 12 mois, et dans certaines régions sociosanitaires, le calendrier comprend l'administration de doses supplémentaires aux enfants plus jeunes. <span class="hlt">Les</span> adolescents reçoivent systématiquement une dose de rappel du vaccin contre le sérogroupe C ou d'un vaccin quadrivalent (sérogroupes A, C, W et Y). L'utilisation systématique des vaccins contre le sérogroupe B n'est pas recommandée tant qu'on n'aura pas recueilli de données supplémentaires sur l'efficacité des vaccins sur le marché et la durée de la protection qu'ils confèrent. Cependant, <span class="hlt">les</span> enfants d'au moins deux mois qui courent un risque accru de MI devraient être vaccinés contre <span class="hlt">les</span> sérogroupes B et C dans <span class="hlt">les</span> plus brefs délais.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=116298','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=116298"><span>Retrieval <span class="hlt">feedback</span> in MEDLINE.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Srinivasan, P</p> <p>1996-01-01</p> <p>OBJECTIVE: To investigate a new approach for query expansion based on retrieval <span class="hlt">feedback</span>. The first objective in this study was to examine alternative query-expansion methods within the same retrieval-<span class="hlt">feedback</span> framework. The three alternatives proposed are: expansion on the MeSH query field alone, expansion on the free-text field alone, and expansion on both the MeSH and the free-text fields. The second objective was to gain further understanding of retrieval <span class="hlt">feedback</span> by examining possible dependencies on relevant documents during the <span class="hlt">feedback</span> cycle. DESIGN: Comparative study of retrieval effectiveness using the original unexpanded and the alternative expanded user queries on a MEDLINE test collection of 75 queries and 2,334 MEDLINE citations. MEASUREMENTS: Retrieval effectivenesses of the original unexpanded and the alternative expanded queries were compared using 11-point-average precision scores (11-AvgP). These are averages of precision scores obtained at 11 standard recall points. RESULTS: All three expansion strategies significantly improved the original queries in terms of retrieval effectiveness. Expansion on MeSH alone was equivalent to expansion on both MeSH and the free-text fields. Expansion on the free-text field alone improved the queries significantly less than did the other two strategies. The second part of the study indicated that retrieval-<span class="hlt">feedback</span>-based expansion yields significant performance improvements independent of the availability of relevant documents for <span class="hlt">feedback</span> information. CONCLUSIONS: Retrieval <span class="hlt">feedback</span> offers a robust procedure for query expansion that is most effective for MEDLINE when applied to the MeSH field. PMID:8653452</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26473377','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26473377"><span>A <span class="hlt">feedback</span> system in residency to evaluate CanMEDS roles and provide high-quality <span class="hlt">feedback</span>: Exploring its application.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Renting, Nienke; Gans, Rijk O B; Borleffs, Jan C C; Van Der Wal, Martha A; Jaarsma, A Debbie C; Cohen-Schotanus, Janke</p> <p>2016-07-01</p> <p>Residents benefit from regular, high quality <span class="hlt">feedback</span> on all CanMEDS roles during their training. However, <span class="hlt">feedback</span> mostly concerns Medical Expert, leaving the other roles behind. A <span class="hlt">feedback</span> system was developed to guide supervisors in providing <span class="hlt">feedback</span> on CanMEDS roles. We analyzed whether <span class="hlt">feedback</span> was provided on the intended roles and explored differences in quality of written <span class="hlt">feedback</span>. In the <span class="hlt">feedback</span> system, CanMEDS roles were assigned to five authentic situations: Patient Encounter, Morning Report, On-call, CAT, and Oral Presentation. Quality of <span class="hlt">feedback</span> was operationalized as specificity and inclusion of strengths and improvement points. Differences in specificity between roles were tested with Mann-Whitney U tests with a Bonferroni correction (α = 0.003). Supervisors (n = 126) provided residents (n = 120) with <span class="hlt">feedback</span> (591 times). <span class="hlt">Feedback</span> was provided on the intended roles, most frequently on Scholar (78%) and Communicator (71%); least on Manager (47%), and Collaborator (56%). Strengths (78%) were mentioned more frequently than improvement points (52%), which were lacking in 40% of the <span class="hlt">feedback</span> on Manager, Professional, and Collaborator. <span class="hlt">Feedback</span> on Scholar was more frequently (p = 0.000) and on Reflective Professional was less frequently (p = 0.003) specific. Assigning roles to authentic situations guides supervisors in providing <span class="hlt">feedback</span> on different CanMEDS roles. We recommend additional supervisor training on how to observe and evaluate the roles.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Audio&pg=5&id=EJ903315','ERIC'); return false;" href="https://eric.ed.gov/?q=Audio&pg=5&id=EJ903315"><span>"Are You Listening Please?" The Advantages of Electronic Audio <span class="hlt">Feedback</span> Compared to Written <span class="hlt">Feedback</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lunt, Tom; Curran, John</p> <p>2010-01-01</p> <p><span class="hlt">Feedback</span> on students' work is, probably, one of the most important aspects of learning, yet students' report, according to the National Union of Students (NUS) Survey of 2008, unhappiness with the <span class="hlt">feedback</span> process. Students were unhappy with the quality, detail and timing of <span class="hlt">feedback</span>. This paper examines the benefits of using audio, as opposed to…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED571413.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED571413.pdf"><span>The Impact of Middle-School Students' <span class="hlt">Feedback</span> Choices and Performance on Their <span class="hlt">Feedback</span> Memory</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cutumisu, Maria; Schwartz, Daniel L.</p> <p>2016-01-01</p> <p>This paper presents a novel examination of the impact of students' <span class="hlt">feedback</span> choices and performance on their <span class="hlt">feedback</span> memory. An empirical study was designed to collect the choices to seek critical <span class="hlt">feedback</span> from a hundred and six Grade 8 middle-school students via Posterlet, a digital assessment game in which students design posters. Upon…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017MSSP...85..267M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017MSSP...85..267M"><span>Combined input shaping and <span class="hlt">feedback</span> control for double-pendulum systems</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Mar, Robert; Goyal, Anurag; Nguyen, Vinh; Yang, Tianle; Singhose, William</p> <p>2017-02-01</p> <p>A control system combining input shaping and <span class="hlt">feedback</span> is developed for double-pendulum systems subjected to external disturbances. The proposed control method achieves fast point-to-point response similar to open-loop input-shaping control. It also minimizes transient deflections during the motion of the system, and disturbance-induced residual swing using the <span class="hlt">feedback</span> control. Effects of parameter variations such as the mass ratio of the double pendulum, the suspension length ratio, and the move distance were studied via numerical simulation. The most important results were also verified with <span class="hlt">experiments</span> on a small-scale crane. The controller effectively suppresses the disturbances and is robust to modelling uncertainties and task variations.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018PlST...20b5404S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018PlST...20b5404S"><span><span class="hlt">Feedback</span> model of secondary electron emission in DC gas discharge plasmas</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Saravanan, ARUMUGAM; Prince, ALEX; Suraj, Kumar SINHA</p> <p>2018-01-01</p> <p><span class="hlt">Feedback</span> is said to exist in any amplifier when the fraction of output power in fed back as an input. Similarly, in gaseous discharge ions that incident on the cathode act as a natural <span class="hlt">feedback</span> element to stabilize and self sustain the discharge. The present investigation is intended to emphasize the <span class="hlt">feedback</span> nature of ions that emits secondary electrons (SEs) from the cathode surface in DC gas discharges. The average number of SEs emitted per incident ion and non ionic species (energetic neutrals, metastables and photons) which results from ion is defined as effective secondary electron emission coefficient (ESEEC,{γ }{{E}}). In this study, we derive an analytic expression that corroborates the relation between {γ }{{E}} and power influx by ion to the cathode based on the <span class="hlt">feedback</span> theory of an amplifier. In addition, experimentally, we confirmed the typical positive <span class="hlt">feedback</span> nature of SEE from the cathode in argon DC glow discharges. The <span class="hlt">experiment</span> is done for three different cathode material of same dimension (tungsten (W), copper (Cu) and brass) under identical discharge conditions (pressure: 0.45 mbar, cathode bias: -600 V, discharge gab: 15 cm and operating gas: argon). Further, we found that the {γ }{{E}} value of these cathode material controls the amount of <span class="hlt">feedback</span> power given by ions. The difference in <span class="hlt">feedback</span> leads different final output i.e the power carried by ion at cathode ({P}{{i}}{\\prime }{| }{{C}}). The experimentally obtained value of {P}{{i}}{\\prime }{| }{{C}} is 4.28 W, 6.87 W and 9.26 W respectively for W, Cu and brass. In addition, the present investigation reveals that the amount of <span class="hlt">feedback</span> power in a DC gas discharges not only affect the fraction of power fed back to the cathode but also the entire characteristics of the discharge.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=microscope&pg=7&id=EJ1062892','ERIC'); return false;" href="https://eric.ed.gov/?q=microscope&pg=7&id=EJ1062892"><span>How to Give Professional <span class="hlt">Feedback</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Brookhart, Susan M.; Moss, Connie M.</p> <p>2015-01-01</p> <p>Professional learning "should be a joy," the authors write, "not an affliction." <span class="hlt">Feedback</span> experts Brookhart and Moss show how professional <span class="hlt">feedback</span> can best motivate educators to learn. Professional conversations should be dialogs between the teacher and the principal, and <span class="hlt">feedback</span> should feed teacher professional learning…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016APS..DFDH17002V','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016APS..DFDH17002V"><span><span class="hlt">LES</span> Modeling of Supersonic Combustion at SCRAMJET Conditions</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Vane, Zachary; Lacaze, Guilhem; Oefelein, Joseph</p> <p>2016-11-01</p> <p>Results from a series of large-eddy simulations (<span class="hlt">LES</span>) of the Hypersonic International Flight Research <span class="hlt">Experiment</span> (HIFiRE) are examined with emphasis placed on the coupled performance of the wall and combustion models. The test case of interest corresponds to the geometry and conditions found in the ground based <span class="hlt">experiments</span> performed in the HIFiRE Direct Connect Rig (HDCR) in dual-mode operation. In these calculations, the turbulence and mixing characteristics of the high Reynolds number turbulent boundary layer with multi-species fuel injection are analyzed using a simplified chemical model and combustion closure to predict the heat release measured experimentally. These simulations are then used to identify different flame regimes in the combustor section. Concurrently, the performance of an equilibrium wall-model is evaluated in the vicinity of the fuel injectors and in the flame-holding cavity where regions of boundary layer and thermochemical non-equilibrium are present. Support for this research was provided by the Defense Advanced Research Projects Agency (DARPA).</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4231249','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4231249"><span><span class="hlt">Les</span> déterminants du statut “perdu de vue” chez <span class="hlt">les</span> patients pris en charge pour cancer au Maroc: situation avant le Plan Cancer</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Najdi, Adil; Berraho, Mohamed; Bendahhou, Karima; Obtel, Majdouline; Zidouh, Ahmed; Errihani, Hassan; Nejjari, Chakib</p> <p>2014-01-01</p> <p>Introduction Le cancer au Maroc représente un problème majeur de santé publique, sa prise en charge doit être globale, active et complète pour tous <span class="hlt">les</span> patients. L'objectif de ce travail était d'estimer la fréquence des perdus de vue « PDV » en oncologie au Maroc durant la première année de suivi et de déterminer <span class="hlt">les</span> facteurs associés à ce problème. Méthodes Par une étude rétrospective portant sur 2854 dossiers de malades hospitalisés dans <span class="hlt">les</span> trois principaux centres d'oncologie au Maroc depuis janvier 2003 jusqu’à juin 2007 et concernant <span class="hlt">les</span> cinq principales localisations de cancer au Maroc, nous avons cherché la date des dernières nouvelles des patients ayant un recul de 18 mois minimum afin de déterminer le statut de ces malades après un an de suivi. Résultats La moyenne d’âge était de 52±14 ans, une proportion féminine de 63%, <span class="hlt">les</span> sujets actifs constituaient 28%, <span class="hlt">les</span> mariés 71%, <span class="hlt">les</span> analphabètes 51%, 70% des patients habitaient en milieu urbain et seulement 11% des malades disposaient d'une couverture sociale. La localisation cancéreuse la plus fréquente était le poumon (23,8%) suivie du colon-rectum (23,5%) puis le col (21,9%), le sein (20,4%) et <span class="hlt">les</span> lymphomes (10,4%). Le taux des «PDV» à un an de suivi était de 48%, ce statut était significativement lié au sexe, à l’âge, au NSE et au statut matrimonial. Sur le plan médical, le statut «PDV» était lié à la localisation du cancer, au stade de diagnostic et au type de traitement reçu. Conclusion Notre étude a mis en évidence la grande ampleur du problème des PDV en cancérologie au Maroc ainsi que ces déterminants. Ces résultats incitent tous <span class="hlt">les</span> acteurs dans le domaine de la cancérologie à collaborer ensemble pour prendre <span class="hlt">les</span> mesures qui s'imposent pour y pallier PMID:25400850</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017APS..MAR.V6010C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017APS..MAR.V6010C"><span>Effect of Temperature on Synthetic Positive and Negative <span class="hlt">Feedback</span> Gene Networks</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Charlebois, Daniel A.; Marshall, Sylvia; Balazsi, Gabor</p> <p></p> <p>Synthetic biological systems are built and tested under well controlled laboratory conditions. How altering the environment, such as the ambient temperature affects their function is not well understood. To address this question for synthetic gene networks with positive and negative <span class="hlt">feedback</span>, we used mathematical modeling coupled with <span class="hlt">experiments</span> in the budding yeast Saccharomyces cerevisiae. We found that cellular growth rates and gene expression dose responses change significantly at temperatures above and below the physiological optimum for yeast. Gene expression distributions for the negative <span class="hlt">feedback</span>-based circuit changed from unimodal to bimodal at high temperature, while the bifurcation point of the positive <span class="hlt">feedback</span> circuit shifted up with temperature. These results demonstrate that synthetic gene network function is context-dependent. Temperature effects should thus be tested and incorporated into their design and validation for real-world applications. NSERC Postdoctoral Fellowship (Grant No. PDF-453977-2014).</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Audio&pg=6&id=EJ1004882','ERIC'); return false;" href="https://eric.ed.gov/?q=Audio&pg=6&id=EJ1004882"><span>Providing Students with Formative Audio <span class="hlt">Feedback</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Brearley, Francis Q.; Cullen, W. Rod</p> <p>2012-01-01</p> <p>The provision of timely and constructive <span class="hlt">feedback</span> is increasingly challenging for busy academics. Ensuring effective student engagement with <span class="hlt">feedback</span> is equally difficult. Increasingly, studies have explored provision of audio recorded <span class="hlt">feedback</span> to enhance effectiveness and engagement with <span class="hlt">feedback</span>. Few, if any, of these focus on purely formative…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28788779','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28788779"><span>Time delay signature elimination of chaos in a semiconductor laser by dispersive <span class="hlt">feedback</span> from a chirped FBG.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Wang, Daming; Wang, Longsheng; Zhao, Tong; Gao, Hua; Wang, Yuncai; Chen, Xianfeng; Wang, Anbang</p> <p>2017-05-15</p> <p>Time delay signature (TDS) of a semiconductor laser subject to dispersive optical <span class="hlt">feedback</span> from a chirped fibre Bragg grating (CFBG) is investigated experimentally and numerically. Different from mirror, CFBG provides additional frequency-dependent delay caused by dispersion, and thus induces external-cavity modes with irregular mode separation rather than a fixed separation induced by mirror <span class="hlt">feedback</span>. Compared with mirror <span class="hlt">feedback</span>, the CFBG <span class="hlt">feedback</span> can greatly depress and even eliminate the TDS, although it leads to a similar quasi-period route to chaos with increases of <span class="hlt">feedback</span>. In <span class="hlt">experiments</span>, by using a CFBG with dispersion of 2000ps/nm, the TDS is decreased by 90% to about 0.04 compared with mirror <span class="hlt">feedback</span>. Furthermore, both numerical and experimental results show that the TDS evolution is quite different: the TDS decreases more quickly down to a lower plateau (even background noise level of autocorrelation function) and never rises again. This evolution tendency is also different from that of FBG <span class="hlt">feedback</span>, of which the TDS first decreases to a minimal value and then increases again as <span class="hlt">feedback</span> strength increases. In addition, the CFBG <span class="hlt">feedback</span> has no filtering effects and does not require amplification for <span class="hlt">feedback</span> light.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li class="active"><span>24</span></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_24 --> <div id="page_25" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li class="active"><span>25</span></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="481"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3440389','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3440389"><span>Negative <span class="hlt">Feedback</span> Enables Fast and Flexible Collective Decision-Making in Ants</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Grüter, Christoph; Schürch, Roger; Czaczkes, Tomer J.; Taylor, Keeley; Durance, Thomas; Jones, Sam M.; Ratnieks, Francis L. W.</p> <p>2012-01-01</p> <p>Positive <span class="hlt">feedback</span> plays a major role in the emergence of many collective animal behaviours. In many ants pheromone trails recruit and direct nestmate foragers to food sources. The strong positive <span class="hlt">feedback</span> caused by trail pheromones allows fast collective responses but can compromise flexibility. Previous laboratory <span class="hlt">experiments</span> have shown that when the environment changes, colonies are often unable to reallocate their foragers to a more rewarding food source. Here we show both experimentally, using colonies of Lasius niger, and with an agent-based simulation model, that negative <span class="hlt">feedback</span> caused by crowding at feeding sites allows ant colonies to maintain foraging flexibility even with strong recruitment to food sources. In a constant environment, negative <span class="hlt">feedback</span> prevents the frequently found bias towards one feeder (symmetry breaking) and leads to equal distribution of foragers. In a changing environment, negative <span class="hlt">feedback</span> allows a colony to quickly reallocate the majority of its foragers to a superior food patch that becomes available when foraging at an inferior patch is already well underway. The model confirms these experimental findings and shows that the ability of colonies to switch to a superior food source does not require the decay of trail pheromones. Our results help to resolve inconsistencies between collective foraging patterns seen in laboratory studies and observations in the wild, and show that the simultaneous action of negative and positive <span class="hlt">feedback</span> is important for efficient foraging in mass-recruiting insect colonies. PMID:22984518</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28189820','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28189820"><span>The Patient <span class="hlt">Feedback</span> Response Framework - Understanding why UK hospital staff find it difficult to make improvements based on patient <span class="hlt">feedback</span>: A qualitative study.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Sheard, Laura; Marsh, Claire; O'Hara, Jane; Armitage, Gerry; Wright, John; Lawton, Rebecca</p> <p>2017-04-01</p> <p>Patients are increasingly being asked for <span class="hlt">feedback</span> about their healthcare <span class="hlt">experiences</span>. However, healthcare staff often find it difficult to act on this <span class="hlt">feedback</span> in order to make improvements to services. This paper draws upon notions of legitimacy and readiness to develop a conceptual framework (Patient <span class="hlt">Feedback</span> Response Framework - PFRF) which outlines why staff may find it problematic to respond to patient <span class="hlt">feedback</span>. A large qualitative study was conducted with 17 ward based teams between 2013 and 2014, across three hospital Trusts in the North of England. This was a process evaluation of a wider study where ward staff were encouraged to make action plans based on patient <span class="hlt">feedback</span>. We focus on three methods here: i) examination of taped discussion between ward staff during action planning meetings ii) facilitators notes of these meetings iii) telephone interviews with staff focusing on whether action plans had been achieved six months later. Analysis employed an abductive approach. Through the development of the PFRF, we found that making changes based on patient <span class="hlt">feedback</span> is a complex multi-tiered process and not something that ward staff can simply 'do'. First, staff must exhibit normative legitimacy - the belief that listening to patients is a worthwhile exercise. Second, structural legitimacy has to be in place - ward teams need adequate autonomy, ownership and resource to enact change. Some ward teams are able to make improvements within their immediate control and environment. Third, for those staff who require interdepartmental co-operation or high level assistance to achieve change, organisational readiness must exist at the level of the hospital otherwise improvement will rarely be enacted. Case studies drawn from our empirical data demonstrate the above. It is only when appropriate levels of individual and organisational capacity to change exist, that patient <span class="hlt">feedback</span> is likely to be acted upon to improve services. Copyright © 2017 The Authors. Published</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA512741','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA512741"><span>FUB at TREC 2008 Relevance <span class="hlt">Feedback</span> Track: Extending Rocchio with Distributional Term Analysis</span></a></p> <p><a target="_blank" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>2008-11-01</p> <p>starting point is the improved version [ Salton and Buckley 1990] of the original Rocchio’s formula [Rocchio 1971]: newQ = α ⋅ origQ + β R r r∈R ∑ − γR...earlier studies about the low effect of the main relevance <span class="hlt">feedback</span> parameters on retrieval performance (e.g., Salton and Buckley 1990), while they seem...Relevance <span class="hlt">feedback</span> in information retrieval. In The SMART retrieval system - <span class="hlt">experiments</span> in automatic document processing, Salton , G., Ed., Prentice Hall</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4046553','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4046553"><span><span class="hlt">Les</span> bisphosphonates dans le traitement de l’ostéoporose</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Brown, Jacques P.; Morin, Suzanne; Leslie, William; Papaioannou, Alexandra; Cheung, Angela M.; Davison, Kenneth S.; Goltzman, David; Hanley, David Arthur; Hodsman, Anthony; Josse, Robert; Jovaisas, Algis; Juby, Angela; Kaiser, Stephanie; Karaplis, Andrew; Kendler, David; Khan, Aliya; Ngui, Daniel; Olszynski, Wojciech; Ste-Marie, Louis-Georges; Adachi, Jonathan</p> <p>2014-01-01</p> <p>Résumé Objectif Exposer l’efficacité et <span class="hlt">les</span> risques du traitement par <span class="hlt">les</span> bisphosphonates dans la prise en charge de l’ostéoporose et décrire <span class="hlt">les</span> patients qui seraient de bons candidats aux congés thérapeutiques. Qualité des données Une recherche dans MEDLINE (PubMed, jusqu’au 31 décembre 2012) a permis de relever <span class="hlt">les</span> publications pertinentes pour l’inclusion. La plupart des données probantes citées sont de niveau II (tirées d’essais non randomisés, de cohorte et d’autres essais comparatifs). Message principal L’efficacité des bisphosphonates de premier recours homologués pour la prévention des fractures a été éprouvée dans le cadre d’essais cliniques randomisés et contrôlés. Cependant, l’usage clinique répandu et prolongé des bisphosphonates a donné lieu à des rapports de manifestations indésirables rares, mais graves. L’ostéonécrose maxillaire et <span class="hlt">les</span> fractures atypiques sous-trochantériennes ou diaphysaires du fémur seraient liées à l’emploi des bisphosphonates dans le traitement de l’ostéoporose, mais ces manifestations sont extrêmement rares et lorsqu’elles surviennent, elles sont accompagnées d’autres comorbidités ou de l’emploi concomitant de médicaments. <span class="hlt">Les</span> congés thérapeutiques ne peuvent être envisagés que chez <span class="hlt">les</span> patients à faible risque et dans un groupe restreint de patients dont le risque de fracture est modéré après un traitement de 3 à 5 ans. Conclusion Lorsque <span class="hlt">les</span> bisphosphonates sont prescrits à des patients dont le risque de fracture est élevé, leur effet de prévention des fractures l’emporte de loin sur leurs torts potentiels. Chez <span class="hlt">les</span> patients qui prennent des bisphosphonates depuis 3 à 5 ans, il faut réévaluer le besoin de poursuivre le traitement.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26995588','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26995588"><span>Impact of a novel teaching method based on <span class="hlt">feedback</span>, activity, individuality and relevance on students' learning.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Edafe, Ovie; Brooks, William S; Laskar, Simone N; Benjamin, Miles W; Chan, Philip</p> <p>2016-03-20</p> <p>This study examines the perceived impact of a novel clinical teaching method based on FAIR principles (<span class="hlt">feedback</span>, activity, individuality and relevance) on students' learning on clinical placement. This was a qualitative research study. Participants were third year and final year medical students attached to one UK vascular firm over a four-year period (N=108). Students were asked to write a reflective essay on how FAIRness approach differs from previous clinical placement, and its advantages and disadvantages. Essays were thematically analysed and globally rated (positive, negative or neutral) by two independent researchers. Over 90% of essays reported positive <span class="hlt">experiences</span> of <span class="hlt">feedback</span>, activity, individuality and relevance model. The model provided multifaceted <span class="hlt">feedback</span>; active participation; longitudinal improvement; relevance to stage of learning and future goals; structured teaching; professional development; safe learning environment; consultant involvement in teaching. Students perceived preparation for tutorials to be time intensive for tutors/students; a lack of teaching on medical sciences and direct observation of performance; more than once weekly sessions would be beneficial; some issues with peer and public <span class="hlt">feedback</span>, relevance to upcoming exam and large group sizes. Students described negative <span class="hlt">experiences</span> of "standard" clinical teaching. Progressive teaching programmes based on the FAIRness principles, <span class="hlt">feedback</span>, activity, individuality and relevance, could be used as a model to improve current undergraduate clinical teaching.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2012PhPro..25..749L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2012PhPro..25..749L"><span>On the <span class="hlt">Feed-back</span> Mechanism of Chinese Stock Markets</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Lu, Shu Quan; Ito, Takao; Zhang, Jianbo</p> <p></p> <p><span class="hlt">Feed-back</span> models in the stock markets research imply an adjustment process toward investors' expectation for current information and past <span class="hlt">experiences</span>. Error-correction and cointegration are often used to evaluate the long-run relation. The Efficient Capital Market Hypothesis, which had ignored the effect of the accumulation of information, cannot explain some anomalies such as bubbles and partial predictability in the stock markets. In order to investigate the <span class="hlt">feed-back</span> mechanism and to determine an effective model, we use daily data of the stock index of two Chinese stock markets with the expectational model, which is one kind of geometric lag models. Tests and estimations of error-correction show that long-run equilibrium seems to be seldom achieved in Chinese stock markets. Our result clearly shows the common coefficient of expectations and fourth-order autoregressive disturbance exist in the two Chinese stock markets. Furthermore, we find the same coefficient of expectations has an autoregressive effect on disturbances in the two Chinese stock markets. Therefore the presence of such <span class="hlt">feed-back</span> is also supported in Chinese stock markets.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Motivation+AND+process&id=EJ955369','ERIC'); return false;" href="https://eric.ed.gov/?q=Motivation+AND+process&id=EJ955369"><span><span class="hlt">Feedback</span> Providing Improvement Strategies and Reflection on <span class="hlt">Feedback</span> Use: Effects on Students' Writing Motivation, Process, and Performance</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Duijnhouwer, Hendrien; Prins, Frans J.; Stokking, Karel M.</p> <p>2012-01-01</p> <p>This study investigated the effects of <span class="hlt">feedback</span> providing improvement strategies and a reflection assignment on students' writing motivation, process, and performance. Students in the experimental <span class="hlt">feedback</span> condition (n = 41) received <span class="hlt">feedback</span> including improvement strategies, whereas students in the control <span class="hlt">feedback</span> condition (n = 41) received…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26155967','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26155967"><span>Semantic richness effects in lexical decision: The role of <span class="hlt">feedback</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Yap, Melvin J; Lim, Gail Y; Pexman, Penny M</p> <p>2015-11-01</p> <p>Across lexical processing tasks, it is well established that words with richer semantic representations are recognized faster. This suggests that the lexical system has access to meaning before a word is fully identified, and is consistent with a theoretical framework based on interactive and cascaded processing. Specifically, semantic richness effects are argued to be produced by <span class="hlt">feedback</span> from semantic representations to lower-level representations. The present study explores the extent to which richness effects are mediated by <span class="hlt">feedback</span> from lexical- to letter-level representations. In two lexical decision <span class="hlt">experiments</span>, we examined the joint effects of stimulus quality and four semantic richness dimensions (imageability, number of features, semantic neighborhood density, semantic diversity). With the exception of semantic diversity, robust additive effects of stimulus quality and richness were observed for the targeted dimensions. Our results suggest that semantic <span class="hlt">feedback</span> does not typically reach earlier levels of representation in lexical decision, and further reinforces the idea that task context modulates the processing dynamics of early word recognition processes.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/19980019502','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19980019502"><span>Cloud Radiation Forcings and <span class="hlt">Feedbacks</span>: General Circulation Model Tests and Observational Validation</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Lee,Wan-Ho; Iacobellis, Sam F.; Somerville, Richard C. J.</p> <p>1997-01-01</p> <p>Using an atmospheric general circulation model (the National Center for Atmospheric Research Community Climate Model: CCM2), the effects on climate sensitivity of several different cloud radiation parameterizations have been investigated. In addition to the original cloud radiation scheme of CCM2, four parameterizations incorporating prognostic cloud water were tested: one version with prescribed cloud radiative properties and three other versions with interactive cloud radiative properties. The authors' numerical <span class="hlt">experiments</span> employ perpetual July integrations driven by globally constant sea surface temperature forcings of two degrees, both positive and negative. A diagnostic radiation calculation has been applied to investigate the partial contributions of high, middle, and low cloud to the total cloud radiative forcing, as well as the contributions of water vapor, temperature, and cloud to the net climate <span class="hlt">feedback</span>. The high cloud net radiative forcing is positive, and the middle and low cloud net radiative forcings are negative. The total net cloud forcing is negative in all of the model versions. The effect of interactive cloud radiative properties on global climate sensitivity is significant. The net cloud radiative <span class="hlt">feedbacks</span> consist of quite different shortwave and longwave components between the schemes with interactive cloud radiative properties and the schemes with specified properties. The increase in cloud water content in the warmer climate leads to optically thicker middle- and low-level clouds and in turn to negative shortwave <span class="hlt">feedbacks</span> for the interactive radiative schemes, while the decrease in cloud amount simply produces a positive shortwave <span class="hlt">feedback</span> for the schemes with a specified cloud water path. For the longwave <span class="hlt">feedbacks</span>, the decrease in high effective cloudiness for the schemes without interactive radiative properties leads to a negative <span class="hlt">feedback</span>, while for the other cases, the longwave <span class="hlt">feedback</span> is positive. These cloud radiation</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016PhDT.......251B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016PhDT.......251B"><span>Revetements nanostructures pour la protection des metaux dans <span class="hlt">les</span> environnements marins</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Brassard, Jean-Denis</p> <p></p> <p>L'objectif de cette recherche est de verifier qu'un materiau superhydrophobe peut diminuer l'adherence et l'accumulation de la glace tout en conservant de bonnes proprietes anticorrosion. Afin de verifier cette assertion, trois familles de nouveaux revetements micros et nanostructures, identifiees par <span class="hlt">les</span> lettres A, B, et C, ont ete developpes de facon a pouvoir en determiner l'efficacite glaciophobe en relation avec l'angle de contact particulier a chaque structure obtenue. <span class="hlt">Les</span> revetements ont tous ete optimises pour que l'angle de contact et l'adherence au substrat soient maximaux. <span class="hlt">Les</span> trois revetements optimises sont <span class="hlt">les</span> suivants: Le revetement A a ete developpe pour application sur l'acier galvanise. <span class="hlt">Les</span> microrugosites creees sont celles de la structure de la couche du zinc electrodepose en surface et <span class="hlt">les</span> nanorugosites sont celles creees par le film de silicone copolymerise nanostructure. Un temps optimal de 10 min a ete retenu pour l'electrodeposition du zinc, ce dernier maximisant l'angle de contact a 155° lorsqu'enduit d'un film de silicone de 100 nm d'epaisseur. Le revetement B a ete developpe pour application sur un alliage d'aluminium. <span class="hlt">Les</span> microrugosites creees sont celles de la microstructure granulaire obtenue par gravure de l'aluminium immerge dans un bain de HCl et <span class="hlt">les</span> nanorugosites sont celles creees d'un meme film nanostructure de silicone copolymerise. La valeur optimale du temps de gravure est de 8 minutes et donne l'angle de contact le plus eleve a 154°, lorsqu'enduit du meme film de silicone de 100 nm d'epaisseur depose sur le revetement A. Le revetement C a ete developpe pour etre applique indifferemment sur tout substrat degraisse d'aluminium ou d'acier. <span class="hlt">Les</span> microrugosites et <span class="hlt">les</span> nanorugosites sont celles creees par <span class="hlt">les</span> agregats de nanoparticules de ZnO rendues hydrophobes melangees au silicone qui sont pulverisees sur une couche d'appret composee de silicone et de polymethylhydrosiloxane. On obtient alors un produit composite rigide ou <span class="hlt">les</span></p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=evaluative&pg=3&id=EJ1163095','ERIC'); return false;" href="https://eric.ed.gov/?q=evaluative&pg=3&id=EJ1163095"><span>A Journey towards Sustainable <span class="hlt">Feedback</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mutch, Allyson; Young, Charlotte; Davey, Tamzyn; Fitzgerald, Lisa</p> <p>2018-01-01</p> <p>Meeting students' expectations associated with the provision of <span class="hlt">feedback</span> is a perennial challenge for tertiary education. Efforts to provide comprehensive, timely <span class="hlt">feedback</span> within our own first year undergraduate public health courses have not always met students' expectations. In response, we sought to develop peer <span class="hlt">feedback</span> activities to support…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Audio&pg=2&id=EJ1032057','ERIC'); return false;" href="https://eric.ed.gov/?q=Audio&pg=2&id=EJ1032057"><span>Engaging Students with Audio <span class="hlt">Feedback</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cann, Alan</p> <p>2014-01-01</p> <p>Students express widespread dissatisfaction with academic <span class="hlt">feedback</span>. Teaching staff perceive a frequent lack of student engagement with written <span class="hlt">feedback</span>, much of which goes uncollected or unread. Published evidence shows that audio <span class="hlt">feedback</span> is highly acceptable to students but is underused. This paper explores methods to produce and deliver audio…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27631857','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27631857"><span>Utilizing measure-based <span class="hlt">feedback</span> in control-mastery theory: A clinical error.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Snyder, John; Aafjes-van Doorn, Katie</p> <p>2016-09-01</p> <p>Clinical errors and ruptures are an inevitable part of clinical practice. Often times, therapists are unaware that a clinical error or rupture has occurred, leaving no space for repair, and potentially leading to patient dropout and/or less effective treatment. One way to overcome our blind spots is by frequently and systematically collecting measure-based <span class="hlt">feedback</span> from the patient. Patient <span class="hlt">feedback</span> measures that focus on the process of psychotherapy such as the Patient's <span class="hlt">Experience</span> of Attunement and Responsiveness scale (PEAR) can be used in conjunction with treatment outcome measures such as the Outcome Questionnaire 45.2 (OQ-45.2) to monitor the patient's therapeutic <span class="hlt">experience</span> and progress. The regular use of these types of measures can aid clinicians in the identification of clinical errors and the associated patient deterioration that might otherwise go unnoticed and unaddressed. The current case study describes an instance of clinical error that occurred during the 2-year treatment of a highly traumatized young woman. The clinical error was identified using measure-based <span class="hlt">feedback</span> and subsequently understood and addressed from the theoretical standpoint of the control-mastery theory of psychotherapy. An alternative hypothetical response is also presented and explained using control-mastery theory. (PsycINFO Database Record (c) 2016 APA, all rights reserved).</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/16894704','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/16894704"><span>The effects of <span class="hlt">feedback</span> self-consistency, therapist status, and attitude toward therapy on reaction to personality <span class="hlt">feedback</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Collins, David R; Stukas, Arthur A</p> <p>2006-08-01</p> <p>Individuals' reactions to interpersonal <span class="hlt">feedback</span> may depend on characteristics of the <span class="hlt">feedback</span> and the <span class="hlt">feedback</span> source. The present authors examined the effects of experimentally manipulated personality <span class="hlt">feedback</span> that they--in the guise of therapists--e-mailed to participants on the degree of their acceptance of the <span class="hlt">feedback</span>. Consistent with Self-Verification Theory (W. B. Swann Jr., 1987), participants accepted <span class="hlt">feedback</span> that was consistent with their self-views more readily than they did <span class="hlt">feedback</span> that was inconsistent with their self-views. Furthermore, the authors found main effects for therapist's status and participant's attitude toward therapy. Significant interactions showed effects in which high-status therapists and positive client attitudes increased acceptance of self-inconsistent <span class="hlt">feedback</span>, effects that were only partially mediated by clients' perceptions of therapist competence. The present results indicate the possibility that participants may be susceptible to self-concept change or to self-fulfilling prophecy effects in therapy when they have a positive attitude toward therapy or are working with a high-status therapist.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=marketing+AND+effect&pg=4&id=EJ1132685','ERIC'); return false;" href="https://eric.ed.gov/?q=marketing+AND+effect&pg=4&id=EJ1132685"><span>The Effects of Source, Revision Possibility, and Amount of <span class="hlt">Feedback</span> on Marketing Students' Impressions of <span class="hlt">Feedback</span> on an Assignment</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ackerman, David S.; Dommeyer, Curt J.; Gross, Barbara L.</p> <p>2017-01-01</p> <p>This study examines how three factors affect students' reactions to critical <span class="hlt">feedback</span> on an assignment--amount of <span class="hlt">feedback</span> (none vs. low amount vs. high amount), source of <span class="hlt">feedback</span> (instructor-provided <span class="hlt">feedback</span> vs. peer-provided <span class="hlt">feedback</span>), and the situational context of the <span class="hlt">feedback</span> (revision of paper is or is not possible). An incomplete 3 × 2 ×…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013APS..DFDG26009T','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013APS..DFDG26009T"><span>A New <span class="hlt">LES</span>/PDF Method for Computational Modeling of Turbulent Reacting Flows</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Turkeri, Hasret; Muradoglu, Metin; Pope, Stephen B.</p> <p>2013-11-01</p> <p>A new <span class="hlt">LES</span>/PDF method is developed for computational modeling of turbulent reacting flows. The open source package, OpenFOAM, is adopted as the <span class="hlt">LES</span> solver and combined with the particle-based Monte Carlo method to solve the <span class="hlt">LES</span>/PDF model equations. The dynamic Smagorinsky model is employed to account for the subgrid-scale motions. The <span class="hlt">LES</span> solver is first validated for the Sandia Flame D using a steady flamelet method in which the chemical compositions, density and temperature fields are parameterized by the mean mixture fraction and its variance. In this approach, the modeled transport equations for the mean mixture fraction and the square of the mixture fraction are solved and the variance is then computed from its definition. The results are found to be in a good agreement with the experimental data. Then the <span class="hlt">LES</span> solver is combined with the particle-based Monte Carlo algorithm to form a complete solver for the <span class="hlt">LES</span>/PDF model equations. The in situ adaptive tabulation (ISAT) algorithm is incorporated into the <span class="hlt">LES</span>/PDF method for efficient implementation of detailed chemical kinetics. The <span class="hlt">LES</span>/PDF method is also applied to the Sandia Flame D using the GRI-Mech 3.0 chemical mechanism and the results are compared with the experimental data and the earlier PDF simulations. The Scientific and Technical Research Council of Turkey (TUBITAK), Grant No. 111M067.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017AIPC.1850k0001B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017AIPC.1850k0001B"><span>Fluid flow analysis behind heliostat using <span class="hlt">LES</span> and RANS: A step towards optimized field design in desert regions</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Boddupalli, Nibodh; Goenka, Vikash; Chandra, Laltu</p> <p>2017-06-01</p> <p>Heliostats are used for concentrating beam radiation onto a receiver. The flow induced dust deposition on these reflectors will lead to failure of the receiver. For this purpose, the wake behind a heliostat is analyzed at 25° of inclination and at a Reynolds number of 60000. In this paper the Reynolds Averaged Navier-Stokes (RANS) and the Large Eddy Simulation (<span class="hlt">LES</span>) approaches are used for analyzing the air-flow behind a heliostat. <span class="hlt">LES</span> and RANS are performed with a wall-resolved grid. For the purpose of validation, the horizontal velocity is measured in a wind-tunnel with a model heliostat using laser Doppler velocimetry technique. RANS and <span class="hlt">LES</span> approaches are found to qualitatively predict the statistical quantities, like the mean horizontal-velocity in comparison to <span class="hlt">experiment</span>. RANS under-predicts root-mean-square of the horizontal-velocity and even failed to capture the flow features behind heliostat. Thus, it is concluded that RANS will suffice with well-resolved grid for analyzing mean flow features. For analyzing wake and to understand the induced dust deposition <span class="hlt">LES</span> is required. Further, the analysis reveals that the wake-affected region is up to three times the length of the heliostat's mirror. This can be recommended as the minimum distance between any two aligned heliostats in Jodhpur.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21833250','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21833250"><span>Frequent external-focus <span class="hlt">feedback</span> enhances motor learning.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Wulf, Gabriele; Chiviacowsky, Suzete; Schiller, Eduardo; Avila, Luciana Toaldo Gentilini</p> <p>2010-01-01</p> <p>The present study examined the hypothesis that <span class="hlt">feedback</span> inducing an external focus of attention enhances motor learning if it is provided frequently (i.e., 100%) rather than less frequently. Children (10- to 12-year-olds) practiced a soccer throw-in task and were provided <span class="hlt">feedback</span> about movement form. The <span class="hlt">feedback</span> statements, provided either after every (100%) or every third (33%) practice trial, were similar in content but induced either an internal focus (body-movement related) or external focus (movement-effect related). The results demonstrated that learning of the movement form was enhanced by external-focus <span class="hlt">feedback</span> after every trial (100%) relative to external-focus <span class="hlt">feedback</span> after every third trial (33%) or internal-focus <span class="hlt">feedback</span> (100%, 33%), as demonstrated by immediate and delayed transfer tests without <span class="hlt">feedback</span>. There was no difference between the two internal-focus <span class="hlt">feedback</span> groups. These findings indicate that the attentional focus induced by <span class="hlt">feedback</span> is an important factor in determining the effectiveness of different <span class="hlt">feedback</span> frequencies. We argue that the informational properties of <span class="hlt">feedback</span> cannot sufficiently account for these and related findings, and suggest that the attentional role of <span class="hlt">feedback</span> be given greater consideration in future studies.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29758227','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29758227"><span>Effects of <span class="hlt">feedback</span> delay on learning from positive and negative <span class="hlt">feedback</span> in patients with Parkinson's disease off medication.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Weismüller, Benjamin; Ghio, Marta; Logmin, Kazimierz; Hartmann, Christian; Schnitzler, Alfons; Pollok, Bettina; Südmeyer, Martin; Bellebaum, Christian</p> <p>2018-05-11</p> <p>Phasic dopamine (DA) signals conveyed from the substantia nigra to the striatum and the prefrontal cortex crucially affect learning from <span class="hlt">feedback</span>, with DA bursts facilitating learning from positive <span class="hlt">feedback</span> and DA dips facilitating learning from negative <span class="hlt">feedback</span>. Consequently, diminished nigro-striatal dopamine levels as in unmedicated patients suffering from Parkinson's Disease (PD) have been shown to lead to a negative learning bias. Recent studies suggested a diminished striatal contribution to <span class="hlt">feedback</span> processing when the outcome of an action is temporally delayed. This study investigated whether the bias towards negative <span class="hlt">feedback</span> learning induced by a lack of DA in PD patients OFF medication is modulated by <span class="hlt">feedback</span> delay. To this end, PD patients OFF medication and healthy controls completed a probabilistic selection task, in which <span class="hlt">feedback</span> was given immediately (after 800 ms) or delayed (after 6800 ms). PD patients were impaired in immediate but not delayed <span class="hlt">feedback</span> learning. However, differences in the preference for positive/negative learning between patients and controls were seen for both learning from immediate and delayed <span class="hlt">feedback</span>, with evidence of stronger negative learning in patients than controls. A Bayesian analysis of the data supports the conclusion that <span class="hlt">feedback</span> timing did not affect the learning bias in the patients. These results hint at reduced, but still relevant nigro-striatal contribution to <span class="hlt">feedback</span> learning, when <span class="hlt">feedback</span> is delayed. Copyright © 2018 Elsevier Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=mentor&pg=5&id=EJ1087404','ERIC'); return false;" href="https://eric.ed.gov/?q=mentor&pg=5&id=EJ1087404"><span>Identifying Mentors' Observations for Providing <span class="hlt">Feedback</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hudson, Peter</p> <p>2016-01-01</p> <p>Mentors' <span class="hlt">feedback</span> can assist preservice teachers' development; yet <span class="hlt">feedback</span> tends to be variable from one mentor to the next. What do mentors observe for providing <span class="hlt">feedback</span>? In this study, 24 mentors observed a final-year preservice teacher through a professionally video-recorded lesson and provided written notes for <span class="hlt">feedback</span>. 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