Negative Feedback Enables Fast and Flexible Collective Decision-Making in Ants

PubMed Central

Grüter, Christoph; Schürch, Roger; Czaczkes, Tomer J.; Taylor, Keeley; Durance, Thomas; Jones, Sam M.; Ratnieks, Francis L. W.

2012-01-01

Positive feedback 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 feedback caused by trail pheromones allows fast collective responses but can compromise flexibility. Previous laboratory experiments 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 feedback 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 feedback prevents the frequently found bias towards one feeder (symmetry breaking) and leads to equal distribution of foragers. In a changing environment, negative feedback 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 feedback is important for efficient foraging in mass-recruiting insect colonies. PMID:22984518

Use of cues in virtual reality depends on visual feedback.

PubMed

Fulvio, Jacqueline M; Rokers, Bas

2017-11-22

3D motion perception is of central importance to daily life. However, when tested in laboratory settings, sensitivity to 3D motion signals is found to be poor, leading to the view that heuristics and prior assumptions are critical for 3D motion perception. Here we explore an alternative: sensitivity to 3D motion signals is context-dependent and must be learned based on explicit visual feedback in novel environments. The need for action-contingent visual feedback is well-established in the developmental literature. For example, young kittens that are passively moved through an environment, but unable to move through it themselves, fail to develop accurate depth perception. We find that these principles also obtain in adult human perception. Observers that do not experience visual consequences of their actions fail to develop accurate 3D motion perception in a virtual reality environment, even after prolonged exposure. By contrast, observers that experience the consequences of their actions improve performance based on available sensory cues to 3D motion. Specifically, we find that observers learn to exploit the small motion parallax cues provided by head jitter. Our findings advance understanding of human 3D motion processing and form a foundation for future study of perception in virtual and natural 3D environments.

Structure Learning in Bayesian Sensorimotor Integration

PubMed Central

Genewein, Tim; Hez, Eduard; Razzaghpanah, Zeynab; Braun, Daniel A.

2015-01-01

Previous studies have shown that sensorimotor processing can often be described by Bayesian learning, in particular the integration of prior and feedback information depending on its degree of reliability. Here we test the hypothesis that the integration process itself can be tuned to the statistical structure of the environment. We exposed human participants to a reaching task in a three-dimensional virtual reality environment where we could displace the visual feedback of their hand position in a two dimensional plane. When introducing statistical structure between the two dimensions of the displacement, we found that over the course of several days participants adapted their feedback integration process in order to exploit this structure for performance improvement. In control experiments we found that this adaptation process critically depended on performance feedback and could not be induced by verbal instructions. Our results suggest that structural learning is an important meta-learning component of Bayesian sensorimotor integration. PMID:26305797

Identifying clinical learning needs using structured group feedback: first year evaluation of pre-registration nursing and midwifery degree programmes.

PubMed

Frazer, Kate; Connolly, Michael; Naughton, Corina; Kow, Veronica

2014-07-01

Facilitating and supporting clinical learning for student nurses and midwives are essential within their practice environments. Clinical placements provide unique opportunities in preparation for future roles. Understanding the experiences of first year student nurses and midwives following clinical exposures and examining the clinical facilitators and barriers can assist in maintaining and developing clinical supports. The study used a structured group feedback approach with a convenience sample of 223 first year nursing and midwifery students in one Irish university in April 2011 to ascertain feedback on the clinical aspects of their degree programme. Approximately 200 students participated in the process. Two key clinical issues were identified by students: facilitating clinical learning and learning experiences and needs. Positive learning environments, supportive staff and increased opportunities for reflection were important issues for first year students. The role of supportive mentoring staff in clinical practice is essential to enhance student learning. Students value reflection in practice and require more opportunities to engage during placements. More collaborative approaches are required to ensure evolving and adapting practice environments can accommodate student learning. Copyright © 2014 Elsevier Ltd. All rights reserved.

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.

A virtual environment for medical radiation collaborative learning.

PubMed

Bridge, Pete; Trapp, Jamie V; Kastanis, Lazaros; Pack, Darren; Parker, Jacqui C

2015-06-01

A software-based environment was developed to provide practical training in medical radiation principles and safety. The Virtual Radiation Laboratory application allowed students to conduct virtual experiments using simulated diagnostic and radiotherapy X-ray generators. The experiments were designed to teach students about the inverse square law, half value layer and radiation protection measures and utilised genuine clinical and experimental data. Evaluation of the application was conducted in order to ascertain the impact of the software on students' understanding, satisfaction and collaborative learning skills and also to determine potential further improvements to the software and guidelines for its continued use. Feedback was gathered via an anonymous online survey consisting of a mixture of Likert-style questions and short answer open questions. Student feedback was highly positive with 80 % of students reporting increased understanding of radiation protection principles. Furthermore 72 % enjoyed using the software and 87 % of students felt that the project facilitated collaboration within small groups. The main themes arising in the qualitative feedback comments related to efficiency and effectiveness of teaching, safety of environment, collaboration and realism. Staff and students both report gains in efficiency and effectiveness associated with the virtual experiments. In addition students particularly value the visualisation of "invisible" physical principles and increased opportunity for experimentation and collaborative problem-based learning. Similar ventures will benefit from adopting an approach that allows for individual experimentation while visualizing challenging concepts.

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.

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

An Evaluation of the Measurement of Perceived Classroom Assessment Environment

ERIC Educational Resources Information Center

Alkharusi, Hussain

2015-01-01

A classroom assessment environment is a classroom context experienced by students as the teacher determines assessment purposes, develops assessment tasks, defines assessment criteria and standards, provides feedback, and monitors outcomes (Brookhart, 1997). It is usually a group experience varying from class to class dependent upon the teacher's…

Just Another Student Survey?--Point-of-Contact Survey Feedback Enhances the Student Experience and Lets Researchers Gather Data

ERIC Educational Resources Information Center

Lake, Warren; Boyd, William; Boyd, Wendy; Hellmundt, Suzi

2017-01-01

When student surveys are conducted within university environments, one outcome of feedback to the researcher is that it provides insight into the potential ways that curriculum can be modified and how content can be better delivered. However, the benefit to the current students undertaking the survey is not always evident. By modifying Biggs'…

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

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.

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.

Microsoft Research at TREC 2009. Web and Relevance Feedback Tracks

DTIC Science & Technology

2009-11-01

Information Processing Systems, pages 193–200, 2006. [2] J . M. Kleinberg. Authoritative sources in a hyperlinked environment. In Proc. of the 9th...Walker, S. Jones, M. Hancock-Beaulieu, and M. Gatford. Okapi at TREC-3. In Proc. of the 3rd Text REtrieval Conference, 1994. [8] J . J . Rocchio. Relevance...feedback in information retrieval. In Gerard Salton , editor, The SMART Retrieval System - Experiments in Automatic Document Processing. Prentice Hall

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, is timely, encouraging, and instructive. StudentPEP may create an arena for structured feedback and reflection.

Active member vibration control experiment in a KC-135 reduced gravity environment

NASA Technical Reports Server (NTRS)

Lawrence, C. R.; Lurie, B. J.; Chen, G.-S.; Swanson, A. D.

1991-01-01

An active member vibration control experiment in a KC-135 reduced gravity environment was carried out by the Air Force Flight Dynamics Laboratory and the Jet Propulsion Laboratory. Two active members, consisting of piezoelectric actuators, displacement sensors, and load cells, were incorporated into a 12-meter, 104 kg box-type test structure. The active member control design involved the use of bridge (compound) feedback concept, in which the collocated force and velocity signals are feedback locally. An impact-type test was designed to accommodate the extremely short duration of the reduced gravity testing window in each parabolic flight. The moving block analysis technique was used to estimate the modal frequencies and dampings from the free-decay responses. A broadband damping performance was demonstrated up to the ninth mode of 40 Hz. The best damping performance achieved in the flight test was about 5 percent in the fourth mode of the test structure.

Programmable immersive peripheral environmental system (PIPES): a prototype control system for environmental feedback devices

NASA Astrophysics Data System (ADS)

Frend, Chauncey; Boyles, Michael

2015-03-01

This paper describes an environmental feedback device (EFD) control system aimed at simplifying the VR development cycle. Programmable Immersive Peripheral Environmental System (PIPES) affords VR developers a custom approach to programming and controlling EFD behaviors while relaxing the required knowledge and expertise of electronic systems. PIPES has been implemented for the Unity engine and features EFD control using the Arduino integrated development environment. PIPES was installed and tested on two VR systems, a large format CAVE system and an Oculus Rift HMD system. A photocell based end-to-end latency experiment was conducted to measure latency within the system. This work extends previously unpublished prototypes of a similar design. Development and experiments described in this paper are part of the VR community goal to understand and apply environment effects to VEs that ultimately add to users' perceived presence.

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 feedback exchanges between ACIs and ATSs, which clinical education coordinators should consider when selecting clinical sites and training ACIs. PMID:24151809

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 and training ACIs.

Towards a Teleoperated Needle Driver Robot with Haptic Feedback for RFA of Breast Tumors under Continuous MRI1

PubMed Central

Kokes, Rebecca; Lister, Kevin; Gullapalli, Rao; Zhang, Bao; MacMillan, Alan; Richard, Howard; Desai, Jaydev P.

2009-01-01

Objective The purpose of this paper is to explore the feasibility of developing a MRI-compatible needle driver system for radiofrequency ablation (RFA) of breast tumors under continuous MRI imaging while being teleoperated by a haptic feedback device from outside the scanning room. The developed needle driver prototype was designed and tested for both tumor targeting capability as well as RFA. Methods The single degree-of-freedom (DOF) prototype was interfaced with a PHANToM haptic device controlled from outside the scanning room. Experiments were performed to demonstrate MRI-compatibility and position control accuracy with hydraulic actuation, along with an experiment to determine the PHANToM’s ability to guide the RFA tool to a tumor nodule within a phantom breast tissue model while continuously imaging within the MRI and receiving force feedback from the RFA tool. Results Hydraulic actuation is shown to be a feasible actuation technique for operation in an MRI environment. The design is MRI-compatible in all aspects except for force sensing in the directions perpendicular to the direction of motion. Experiments confirm that the user is able to detect healthy vs. cancerous tissue in a phantom model when provided with both visual (imaging) feedback and haptic feedback. Conclusion The teleoperated 1-DOF needle driver system presented in this paper demonstrates the feasibility of implementing a MRI-compatible robot for RFA of breast tumors with haptic feedback capability. PMID:19303805

Impact of a novel teaching method based on feedback, activity, individuality and relevance on students' learning.

PubMed

Edafe, Ovie; Brooks, William S; Laskar, Simone N; Benjamin, Miles W; Chan, Philip

2016-03-20

This study examines the perceived impact of a novel clinical teaching method based on FAIR principles (feedback, 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 experiences of feedback, activity, individuality and relevance model. The model provided multifaceted feedback; 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 feedback, relevance to upcoming exam and large group sizes. Students described negative experiences of "standard" clinical teaching. Progressive teaching programmes based on the FAIRness principles, feedback, activity, individuality and relevance, could be used as a model to improve current undergraduate clinical teaching.

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

Characterizing Feedbacks Between Environmental Forcing and Sediment Characteristics in Fluvial and Coastal Systems

NASA Astrophysics Data System (ADS)

Feehan, S.; Ruggiero, P.; Hempel, L. A.; Anderson, D. L.; Cohn, N.

2016-12-01

Characterizing Feedbacks Between Environmental Forcing and Sediment Characteristics in Fluvial and Coastal Systems American Geophysical Union, 2016 Fall Meeting: San Francisco, CA Authors: Scott Feehan, Peter Ruggiero, Laura Hempel, and Dylan Anderson Linking transport processes and sediment characteristics within different environments along the source to sink continuum provides critical insight into the dominant feedbacks between grain size distributions and morphological evolution. This research is focused on evaluating differences in sediment size distributions across both fluvial and coastal environments in the U.S. Pacific Northwest. The Cascades' high relief is characterized by diverse flow regimes with high peak/flashy flows and sub-threshold flows occurring in relative proximity and one of the most energetic wave climates in the world. Combining analyses of both fluvial and coastal environments provides a broader understanding of the dominant forces driving differences between each system's grain size distributions, sediment transport processes, and resultant evolution. We consider sediment samples taken during a large-scale flume experiment that simulated floods representative of both high/flashy peak flows analogous to runoff dominated rivers and sub-threshold flows, analogous to spring-fed rivers. High discharge flows resulted in narrower grain size distributions while low flows where less skewed. Relative sediment size showed clear dependence on distance from source and the environments' dominant fluid motion. Grain size distributions and sediment transport rates were also quantified in both wave dominated nearshore and aeolian dominated backshore portions of Long Beach Peninsula, Washington during SEDEX2, the Sandbar-aEolian-Dune EXchange Experiment of summer 2016. The distributions showed spatial patterns in mean grain size, skewness, and kurtosis dependent on the dominant sediment transport process. The feedback between these grain size distributions and the predominant driver of sediment transport controls the potential for geomorphic change on societally relevant time scales in multiple settings.

Microgravity vibration isolation technology: Development to demonstration. Ph.D. Thesis - Case Western Reserve Univ.

NASA Technical Reports Server (NTRS)

Grodsinsky, Carlos M.

1993-01-01

The low gravity environment provided by space flight has afforded the science community a unique area for the study of fundamental and technological sciences. However, the dynamic environment observed on space shuttle flights and predicted for Space Station Freedom has complicated the analysis of prior 'microgravity' experiments and prompted concern for the viability of proposed space experiments requiring long term, low gravity environments. Thus, isolation systems capable of providing significant improvements to this random environment have been developed. This dissertation deals with the design constraints imposed by acceleration sensitive, microgravity experiment payloads in the unique environment of space. A theoretical background for the inertial feedback and feedforward isolation of a payload was developed giving the basis for two experimental active inertial isolation systems developed for the demonstration of these advanced active isolation techniques. A prototype six degree of freedom digital active isolation system was designed and developed for the ground based testing of an actively isolated payload in three horizontal degrees of freedom. A second functionally equivalent system was built for the multi-dimensional testing of an active inertial isolation system in a reduced gravity environment during low gravity aircraft trajectories. These multi-input multi-output control systems are discussed in detail with estimates on acceleration noise floor performance as well as the actual performance acceleration data. The attenuation performance is also given for both systems demonstrating the advantages between inertial and non-inertial control of a payload for both the ground base environment and the low gravity aircraft acceleration environment. A future goal for this area of research is to validate the technical approaches developed to the 0.01 Hz regime by demonstrating a functional active inertial feedforward/feedback isolation system during orbital flight. A NASA IN-STEP flight experiment has been proposed to accomplish this goal, and the expected selection for the IN-STEP program has been set for Jul. of 1993.

From Cheerleader to Coach: The Developmental Progression of Bedside Teachers in Giving Feedback to Early Learners.

PubMed

Wenrich, Marjorie D; Jackson, Molly Blackley; Maestas, Ramoncita R; Wolfhagen, Ineke H A P; Scherpbier, Albert J J

2015-11-01

Medical students learn clinical skills at the bedside from teaching clinicians, who often learn to teach by teaching. Little is known about the process of becoming an effective clinical teacher. Understanding how teaching skills and approaches change with experience may help tailor faculty development for new teachers. Focusing on giving feedback to early learners, the authors asked: What is the developmental progression of clinician-teachers as they learn to give clinical skills feedback to medical students? This qualitative study included longitudinal interviews with clinician-teachers over five years in a new clinical skills teaching program for preclinical medical students. Techniques derived from grounded theory were used for initial analyses. The current study focused on one theme identified in initial analyses: giving feedback to students. Transcript passages were organized by interview year, coded, and discussed in year clusters; thematic codes were compared and emergent codes developed. Themes related to giving feedback demonstrated a dyadic structure: characteristic of less experienced teachers versus characteristic of experienced teachers. Seven dominant dyadic themes emerged, including teacher as cheerleader versus coach, concern about student fragility versus understanding resilience, and focus on creating a safe environment versus challenging students within a safe environment. With consistent teaching, clinical teachers demonstrated progress in giving feedback to students in multiple areas, including understanding students' developmental trajectory and needs, developing tools and strategies, and adopting a dynamic, challenging, inclusive team approach. Ongoing teaching opportunities with targeted faculty development may help improve clinician-teachers' feedback skills and approaches.

The Edison Responsive Environment Learning System, or the Talking Typewriter Developed by Thomas A. Edison Laboratory, a Subsidiary of McGraw Edison Company.

ERIC Educational Resources Information Center

Sanderson, Barbara A.; Kratochvil, Daniel W.

The "Talking Typewriter" is a computerized electric typewriter with visual and audio capabilities. It was designed to create an environment where learning to read would be a successful, enjoyable experience for the student by allowing him to explore, discover relationships, to progress at his own speed, and to receive feedback. This…

Impact of the Supervisor Feedback Environment on Creative Performance: A Moderated Mediation Model.

PubMed

Zhang, Jian; Gong, Zhenxing; Zhang, Shuangyu; Zhao, Yujia

2017-01-01

Studies on the relationship between feedback and creative performance have only focused on the feedback-self and have underestimated the value of the feedback environment. Building on Self Determined Theory, the purpose of this article is to examine the relationship among feedback environment, creative personality, goal self-concordance and creative performance. Hierarchical regression analysis of a sample of 162 supervisor-employee dyads from nine industry firms. The results indicate that supervisor feedback environment is positively related to creative performance, the relationship between the supervisor feedback environment and creative performance is mediated by goal self-concordance perfectly and moderated by creative personality significantly. The mediation effort of goal self-concordance is significantly influenced by creative personality. The implication of improving employees' creative performance is further discussed. The present study advances several perspectives of previous studies, echoes recent suggestions that organizations interested in stimulating employee creativity might profitably focus on developing work contexts that support it.

Feedback and feedforward adaptation to visuomotor delay during reaching and slicing movements.

PubMed

Botzer, Lior; Karniel, Amir

2013-07-01

It has been suggested that the brain and in particular the cerebellum and motor cortex adapt to represent the environment during reaching movements under various visuomotor perturbations. It is well known that significant delay is present in neural conductance and processing; however, the possible representation of delay and adaptation to delayed visual feedback has been largely overlooked. Here we investigated the control of reaching movements in human subjects during an imposed visuomotor delay in a virtual reality environment. In the first experiment, when visual feedback was unexpectedly delayed, the hand movement overshot the end-point target, indicating a vision-based feedback control. Over the ensuing trials, movements gradually adapted and became accurate. When the delay was removed unexpectedly, movements systematically undershot the target, demonstrating that adaptation occurred within the vision-based feedback control mechanism. In a second experiment designed to broaden our understanding of the underlying mechanisms, we revealed similar after-effects for rhythmic reversal (out-and-back) movements. We present a computational model accounting for these results based on two adapted forward models, each tuned for a specific modality delay (proprioception or vision), and a third feedforward controller. The computational model, along with the experimental results, refutes delay representation in a pure forward vision-based predictor and suggests that adaptation occurred in the forward vision-based predictor, and concurrently in the state-based feedforward controller. Understanding how the brain compensates for conductance and processing delays is essential for understanding certain impairments concerning these neural delays as well as for the development of brain-machine interfaces. © 2013 Federation of European Neuroscience Societies and John Wiley & Sons Ltd.

Strong species-environment feedback shapes plant community assembly along environmental gradients.

PubMed

Jiang, Jiang; Deangelis, Donald L

2013-10-01

An aim of community ecology is to understand the patterns of competing species assembly along environmental gradients. All species interact with their environments. However, theories of community assembly have seldom taken into account the effects of species that are able to engineer the environment. In this modeling study, we integrate the species' engineering trait together with processes of immigration and local dispersal into a theory of community assembly. We quantify the species' engineering trait as the degree to which it can move the local environment away from its baseline state towards the optimum state of the species (species-environment feedback). We find that, in the presence of immigration from a regional pool, strong feedback can increase local species richness; however, in the absence of continual immigration, species richness is a declining function of the strength of species-environment feedback. This shift from a negative effect of engineering strength on species richness to a positive effect, as immigration rate increases, is clearer when there is spatial heterogeneity in the form of a gradient in environmental conditions than when the environment is homogeneous or it is randomly heterogeneous. Increasing the scale over which local dispersal occurs can facilitate species richness when there is no species-environment feedback or when the feedback is weak. However, increases in the spatial scale of dispersal can reduce species richness when the species-environment feedback is strong. These results expand the theoretical basis for understanding the effects of the strength of species-environment feedback on community assembly.

Strong species-environment feedback shapes plant community assembly along environmental gradients

USGS Publications Warehouse

Jiang, Jiang; DeAngelis, Donald L.

2013-01-01

An aim of community ecology is to understand the patterns of competing species assembly along environmental gradients. All species interact with their environments. However, theories of community assembly have seldom taken into account the effects of species that are able to engineer the environment. In this modeling study, we integrate the species' engineering trait together with processes of immigration and local dispersal into a theory of community assembly. We quantify the species' engineering trait as the degree to which it can move the local environment away from its baseline state towards the optimum state of the species (species-environment feedback). We find that, in the presence of immigration from a regional pool, strong feedback can increase local species richness; however, in the absence of continual immigration, species richness is a declining function of the strength of species-environment feedback. This shift from a negative effect of engineering strength on species richness to a positive effect, as immigration rate increases, is clearer when there is spatial heterogeneity in the form of a gradient in environmental conditions than when the environment is homogeneous or it is randomly heterogeneous. Increasing the scale over which local dispersal occurs can facilitate species richness when there is no species-environment feedback or when the feedback is weak. However, increases in the spatial scale of dispersal can reduce species richness when the species-environment feedback is strong. These results expand the theoretical basis for understanding the effects of the strength of species-environment feedback on community assembly.

A Learning Experience: Parkway North Senior High School

ERIC Educational Resources Information Center

Progressive Architecture, 1973

1973-01-01

Drawing on lessons gained from past school commissions and clients, a young architectural firm demonstrates a knowledge of how to use feedback in humanizing the institutional environment to produce a people place'' school. Related articles are EA 503 949 and EA 503 951. (Author/MF)

Impact of a novel teaching method based on feedback, activity, individuality and relevance on students’ learning

PubMed Central

Brooks, William S.; Laskar, Simone N.; Benjamin, Miles W.; Chan, Philip

2016-01-01

Objectives This study examines the perceived impact of a novel clinical teaching method based on FAIR principles (feedback, activity, individuality and relevance) on students’ learning on clinical placement. Methods 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. Results Over 90% of essays reported positive experiences of feedback, activity, individuality and relevance model.  The model provided multifaceted feedback; 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 feedback, relevance to upcoming exam and large group sizes. Students described negative experiences of “standard” clinical teaching. Conclusions Progressive teaching programmes based on the FAIRness principles, feedback, activity, individuality and relevance, could be used as a model to improve current undergraduate clinical teaching. PMID:26995588

Center for the Built Environment: Research

Science.gov Websites

to design and development teams, leading to a situation in which many building industry professionals make economic and design decisions with insufficient feedback from experience, or input from objective building design, construction, and operations. Learn more about our sustainability and whole building

Impact of the Supervisor Feedback Environment on Creative Performance: A Moderated Mediation Model

PubMed Central

Zhang, Jian; Gong, Zhenxing; Zhang, Shuangyu; Zhao, Yujia

2017-01-01

Studies on the relationship between feedback and creative performance have only focused on the feedback-self and have underestimated the value of the feedback environment. Building on Self Determined Theory, the purpose of this article is to examine the relationship among feedback environment, creative personality, goal self-concordance and creative performance. Hierarchical regression analysis of a sample of 162 supervisor–employee dyads from nine industry firms. The results indicate that supervisor feedback environment is positively related to creative performance, the relationship between the supervisor feedback environment and creative performance is mediated by goal self-concordance perfectly and moderated by creative personality significantly. The mediation effort of goal self-concordance is significantly influenced by creative personality. The implication of improving employees’ creative performance is further discussed. The present study advances several perspectives of previous studies, echoes recent suggestions that organizations interested in stimulating employee creativity might profitably focus on developing work contexts that support it. PMID:28275362

Complexity in built environment, health, and destination walking: a neighborhood-scale analysis.

PubMed

Carlson, Cynthia; Aytur, Semra; Gardner, Kevin; Rogers, Shannon

2012-04-01

This study investigates the relationships between the built environment, the physical attributes of the neighborhood, and the residents' perceptions of those attributes. It focuses on destination walking and self-reported health, and does so at the neighborhood scale. The built environment, in particular sidewalks, road connectivity, and proximity of local destinations, correlates with destination walking, and similarly destination walking correlates with physical health. It was found, however, that the built environment and health metrics may not be simply, directly correlated but rather may be correlated through a series of feedback loops that may regulate risk in different ways in different contexts. In particular, evidence for a feedback loop between physical health and destination walking is observed, as well as separate feedback loops between destination walking and objective metrics of the built environment, and destination walking and perception of the built environment. These feedback loops affect the ability to observe how the built environment correlates with residents' physical health. Previous studies have investigated pieces of these associations, but are potentially missing the more complex relationships present. This study proposes a conceptual model describing complex feedback relationships between destination walking and public health, with the built environment expected to increase or decrease the strength of the feedback loop. Evidence supporting these feedback relationships is presented.

Optimizing Input/Output Using Adaptive File System Policies

NASA Technical Reports Server (NTRS)

Madhyastha, Tara M.; Elford, Christopher L.; Reed, Daniel A.

1996-01-01

Parallel input/output characterization studies and experiments with flexible resource management algorithms indicate that adaptivity is crucial to file system performance. In this paper we propose an automatic technique for selecting and refining file system policies based on application access patterns and execution environment. An automatic classification framework allows the file system to select appropriate caching and pre-fetching policies, while performance sensors provide feedback used to tune policy parameters for specific system environments. To illustrate the potential performance improvements possible using adaptive file system policies, we present results from experiments involving classification-based and performance-based steering.

Virtual reality environments for post-stroke arm rehabilitation.

PubMed

Subramanian, Sandeep; Knaut, Luiz A; Beaudoin, Christian; McFadyen, Bradford J; Feldman, Anatol G; Levin, Mindy F

2007-06-22

Optimal practice and feedback elements are essential requirements for maximal motor recovery in patients with motor deficits due to central nervous system lesions. A virtual environment (VE) was created that incorporates practice and feedback elements necessary for maximal motor recovery. It permits varied and challenging practice in a motivating environment that provides salient feedback. The VE gives the user knowledge of results feedback about motor behavior and knowledge of performance feedback about the quality of pointing movements made in a virtual elevator. Movement distances are related to length of body segments. We describe an immersive and interactive experimental protocol developed in a virtual reality environment using the CAREN system. The VE can be used as a training environment for the upper limb in patients with motor impairments.

NASA Virtual Glovebox: An Immersive Virtual Desktop Environment for Training Astronauts in Life Science Experiments

NASA Technical Reports Server (NTRS)

Twombly, I. Alexander; Smith, Jeffrey; Bruyns, Cynthia; Montgomery, Kevin; Boyle, Richard

2003-01-01

The International Space Station will soon provide an unparalleled research facility for studying the near- and longer-term effects of microgravity on living systems. Using the Space Station Glovebox Facility - a compact, fully contained reach-in environment - astronauts will conduct technically challenging life sciences experiments. Virtual environment technologies are being developed at NASA Ames Research Center to help realize the scientific potential of this unique resource by facilitating the experimental hardware and protocol designs and by assisting the astronauts in training. The Virtual GloveboX (VGX) integrates high-fidelity graphics, force-feedback devices and real- time computer simulation engines to achieve an immersive training environment. Here, we describe the prototype VGX system, the distributed processing architecture used in the simulation environment, and modifications to the visualization pipeline required to accommodate the display configuration.

New Directions in Formative Feedback in Interactive Learning Environments

ERIC Educational Resources Information Center

Goldin, Ilya; Narciss, Susanne; Foltz, Peter; Bauer, Malcolm

2017-01-01

Formative feedback is well known as a key factor in influencing learning. Modern interactive learning environments provide a broad range of ways to provide feedback to students as well as new tools to understand feedback and its relation to various learning outcomes. This issue focuses on the role of formative feedback through a lens of how…

Strengthening Internal Quality Assurance Processes: Facilitating Student Evaluation Committees to Contribute

ERIC Educational Resources Information Center

Stalmeijer, Renée; Whittingham, Jill; de Grave, Willem; Dolmans, Diana

2016-01-01

Student evaluation committees play a crucial role in internal quality assurance processes as representatives of the student body. However, the students on these committees sometimes experience difficulty in providing constructive and structured feedback to faculty in an environment characterised by a strong power differential between student and…

An Ethnographic Case Study on the Phenomena of Blended Learning Teachers

ERIC Educational Resources Information Center

Tiell, Lauren Renae

2017-01-01

This study determined the teacher-perceived experiences within the blended learning environment to fill a void in previous data. The three research questions defined blended learning, explained strengths and challenges, and provided feedback on teaching programs. This qualitative case study used an ethnographic framework through interviews,…

Effect of Temperature on Synthetic Positive and Negative Feedback Gene Networks

NASA Astrophysics Data System (ADS)

Charlebois, Daniel A.; Marshall, Sylvia; Balazsi, Gabor

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 feedback, we used mathematical modeling coupled with experiments 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 feedback-based circuit changed from unimodal to bimodal at high temperature, while the bifurcation point of the positive feedback 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).

Designing and Evaluating Tutoring Feedback Strategies for Digital Learning Environments on the Basis of the Interactive Tutoring Feedback Model

ERIC Educational Resources Information Center

Narciss, Susanne

2013-01-01

This paper describes the interactive tutoring feedback model (ITF-model; Narciss, 2006; 2008), and how it can be applied to the design and evaluation of feedback strategies for digital learning environments. The ITF-model conceptualizes formative tutoring feedback as a multidimensional instructional activity that aims at contributing to the…

Experimental study on line-of-sight (LOS) attitude control using control moment gyros under micro-gravity environment

NASA Astrophysics Data System (ADS)

Kojima, Hirohisa; Hiraiwa, Kana; Yoshimura, Yasuhiro

2018-02-01

This paper presents the results of line-of-sight (LOS) attitude control using control moment gyros under a micro-gravity environment generated by parabolic flight. The W-Z parameters are used to describe the spacecraft attitude. In order to stabilize the current LOS to the target LOS, backstepping-based feedback control is considered using the W-Z parameters. Numerical simulations and experiments under a micro-gravity environment are carried out, and their results are compared in order to validate the proposed control methods.

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.

Relationships among supervisor feedback environment, work-related stressors, and employee deviance.

PubMed

Peng, Jei-Chen; Tseng, Mei-Man; Lee, Yin-Ling

2011-03-01

Previous research has demonstrated that the employee deviance imposes enormous costs on organizational performance and productivity. Similar research supports the positive effect of favorable supervisor feedback on employee job performance. In light of such, it is important to understand the interaction between supervisor feedback environment and employee deviant behavior to streamline organization operations. The purposes of this study were to explore how the supervisor feedback environment influences employee deviance and to examine the mediating role played by work-related stressors. Data were collected from 276 subordinate-supervisor dyads at a regional hospital in Yilan. Structural equation modeling analyses were conducted to test hypotheses. Structural equation modeling analysis results show that supervisor feedback environment negatively related to interpersonal and organizational deviance. Moreover, work-related stressors were found to partially mediate the relationship between supervisor feedback environment and employee deviance. Study findings suggest that when employees (nurses in this case) perceive an appropriate supervisor-provided feedback environment, their deviance is suppressed because of the related reduction in work-related stressors. Thus, to decrease deviant behavior, organizations may foster supervisor integration of disseminated knowledge such as (a) how to improve employees' actual performance, (b) how to effectively clarify expected performance, and (c) how to improve continuous performance feedback. If supervisors absorb this integrated feedback knowledge, they should be in a better position to enhance their own daily interactions with nurses and reduce nurses' work-related stress and, consequently, decrease deviant behavior.

The Mediating Role of Affective Commitment in the Relation of the Feedback Environment to Work Outcomes

ERIC Educational Resources Information Center

Norris-Watts, Christina; Levy, Paul E.

2004-01-01

The Feedback Environment, as opposed to the formal performance appraisal process, is comprised of the daily interactions between members of an organization (Steelman, Levy, & Snell, in press). Relations between the feedback environment and work outcome variables such as Organizational Citizenship Behavior (OCB) were examined through the mediating…

The effects of substitute multisensory feedback on task performance and the sense of presence in a virtual reality environment

PubMed Central

Milella, Ferdinando; Pinto, Carlo; Cant, Iain; White, Mark; Meyer, Georg

2018-01-01

Objective and subjective measures of performance in virtual reality environments increase as more sensory cues are delivered and as simulation fidelity increases. Some cues (colour or sound) are easier to present than others (object weight, vestibular cues) so that substitute cues can be used to enhance informational content in a simulation at the expense of simulation fidelity. This study evaluates how substituting cues in one modality by alternative cues in another modality affects subjective and objective performance measures in a highly immersive virtual reality environment. Participants performed a wheel change in a virtual reality (VR) environment. Auditory, haptic and visual cues, signalling critical events in the simulation, were manipulated in a factorial design. Subjective ratings were recorded via questionnaires. The time taken to complete the task was used as an objective performance measure. The results show that participants performed best and felt an increased sense of immersion and involvement, collectively referred to as ‘presence’, when substitute multimodal sensory feedback was provided. Significant main effects of audio and tactile cues on task performance and on participants' subjective ratings were found. A significant negative relationship was found between the objective (overall completion times) and subjective (ratings of presence) performance measures. We conclude that increasing informational content, even if it disrupts fidelity, enhances performance and user’s overall experience. On this basis we advocate the use of substitute cues in VR environments as an efficient method to enhance performance and user experience. PMID:29390023

The effects of substitute multisensory feedback on task performance and the sense of presence in a virtual reality environment.

PubMed

Cooper, Natalia; Milella, Ferdinando; Pinto, Carlo; Cant, Iain; White, Mark; Meyer, Georg

2018-01-01

Objective and subjective measures of performance in virtual reality environments increase as more sensory cues are delivered and as simulation fidelity increases. Some cues (colour or sound) are easier to present than others (object weight, vestibular cues) so that substitute cues can be used to enhance informational content in a simulation at the expense of simulation fidelity. This study evaluates how substituting cues in one modality by alternative cues in another modality affects subjective and objective performance measures in a highly immersive virtual reality environment. Participants performed a wheel change in a virtual reality (VR) environment. Auditory, haptic and visual cues, signalling critical events in the simulation, were manipulated in a factorial design. Subjective ratings were recorded via questionnaires. The time taken to complete the task was used as an objective performance measure. The results show that participants performed best and felt an increased sense of immersion and involvement, collectively referred to as 'presence', when substitute multimodal sensory feedback was provided. Significant main effects of audio and tactile cues on task performance and on participants' subjective ratings were found. A significant negative relationship was found between the objective (overall completion times) and subjective (ratings of presence) performance measures. We conclude that increasing informational content, even if it disrupts fidelity, enhances performance and user's overall experience. On this basis we advocate the use of substitute cues in VR environments as an efficient method to enhance performance and user experience.

Biofeedback monitoring-devices for astronauts in space environment

NASA Astrophysics Data System (ADS)

Rotondo, G.; Pancheri, P.; Monesi, F.; Grantaliano, G.; DePascalis, V.

After a reconsideration of the state-of-the-art in biofeedback research the implementation of biofeedback systems is envisioned as a countermeasure of stress for the psychoprophylaxis of the astronaut. A one-session experiment performed on two groups of subjects to assess the interference from EMG-feedback on the performance in a simultaneous psychomotor trial with a view to expanding biofeedback application is described. The results show that the experimental group performed in the same way as the control without feedback, but with less CNS activation. Some general conclusions are drawn from the advances in technology.

Predictive Feedback and Conscious Visual Experience

PubMed Central

Panichello, Matthew F.; Cheung, Olivia S.; Bar, Moshe

2012-01-01

The human brain continuously generates predictions about the environment based on learned regularities in the world. These predictions actively and efficiently facilitate the interpretation of incoming sensory information. We review evidence that, as a result of this facilitation, predictions directly influence conscious experience. Specifically, we propose that predictions enable rapid generation of conscious percepts and bias the contents of awareness in situations of uncertainty. The possible neural mechanisms underlying this facilitation are discussed. PMID:23346068

A case study illustrating the use of an attachment video-feedback intervention strategy.

PubMed

Tarabulsy, George M; Dubois-Comtois, Karine; Baudry, Claire; Moss, Ellen; Roberge, Annie; Savage, Laura-Emilie; Cyr, Chantal; St-Laurent, Diane; Bernier, Annie

2018-05-21

Children from high-risk environments are more likely to experience problems in development. Many difficulties are linked to early experiences in the context of the emerging attachment relationship. Over the past 20 years, our group has collaborated with government agencies to develop and implement an attachment-based video-feedback intervention strategy (AVI) that targets parental sensitivity and attachment. This case study presents the manner in which a young mother and her 6-month-old son experienced AVI. The study shows how the absence of maternal sensitivity and responsiveness to infant signals, difficulties in helping the child regulate affect, and problems in autonomy support are addressed via eight semi-structured mentoring visits. Discussion focuses on how AVI may be a helpful addition to primary prevention programs. © 2018 Wiley Periodicals, Inc.

Nursing from the casual pool: focus group study to explore the experiences of casual nurses.

PubMed

FitzGerald, Mary; McMillan, Margaret; Maguire, Jane Margaret

2007-08-01

The use of flexible non-contract nursing staff is increasing in Australia and in other countries where there is currently a nursing shortage. There is sparse empirical evidence relating to the experience of these nurses. This focus group study with six groups of enrolled and registered nurses in one regional health authority in New South Wales reports on the challenges and rewards of working through the casual pool. The textual data were coded and reported in themes and subthemes; the overarching theme is balance of social and professional life, while subthemes are social politics, nursing work and professional performance. The results reveal that nurses who work from the casual pool have insight into the work environment and culture of clinical teams that is untapped formally. They have little or no chance to provide clinical teams with feedback or receive feedback on their own performance. The consequence of this study has been the development of a two-way performance intervention to promote high standards of care from nurses who work from the casual pool and the promotion of safe clinical environments and cultures.

Virtual Environments Using Video Capture for Social Phobia with Psychosis

PubMed Central

White, Richard; Clarke, Timothy; Turner, Ruth; Fowler, David

2013-01-01

Abstract A novel virtual environment (VE) system was developed and used as an adjunct to cognitive behavior therapy (CBT) with six socially anxious patients recovering from psychosis. The novel aspect of the VE system is that it uses video capture so the patients can see a life-size projection of themselves interacting with a specially scripted and digitally edited filmed environment played in real time on a screen in front of them. Within-session process outcomes (subjective units of distress and belief ratings on individual behavioral experiments), as well as patient feedback, generated the hypothesis that this type of virtual environment can potentially add value to CBT by helping patients understand the role of avoidance and safety behaviors in the maintenance of social anxiety and paranoia and by boosting their confidence to carry out “real-life” behavioral experiments. PMID:23659722

Children's differential susceptibility to parenting: An experimental test of "for better and for worse".

PubMed

Slagt, Meike; Dubas, Judith Semon; van Aken, Marcel A G; Ellis, Bruce J; Deković, Maja

2017-02-01

Differential susceptibility theory proposes that a subset of individuals exist who display enhanced susceptibility to both negative (risk-promoting) and positive (development-enhancing) environments. This experiment represents the first attempt to directly test this assumption by exposing children in the experimental group to both negative and positive feedback using puppet role-plays. It thereby serves as an empirical test as well as a methodological primer for testing differential susceptibility. Dutch children (N=190, 45.3% girls) between the ages of 4 and 6years participated. We examined whether negative and positive feedback would differentially affect changes in positive and negative affect, in prosocial and antisocial intentions and behavior, depending on children's negative emotionality. Results show that on hearing negative feedback, children in the experimental group increased in negative affect and decreased in positive affect more strongly than children in the control group. On hearing positive feedback, children in the experimental group tended to increase in positive affect and decrease in prosocial behavior. However, changes in response to negative or positive feedback did not depend on children's negative emotionality. Moreover, using reliable change scores, we found support for a subset of "vulnerable" children but not for a subset of "susceptible" children. The findings offer suggestions to guide future differential susceptibility experiments. Copyright © 2016 Elsevier Inc. All rights reserved.

No Such Thing as Failure, Only Feedback: Designing Innovative Opportunities for E-Assessment and Technology-Mediated Feedback

ERIC Educational Resources Information Center

Miller, Charles; Doering, Aaron; Scharber, Cassandra

2010-01-01

In this paper we challenge designers, researchers, teachers, students, and parents to re-assess and re-envision the value of technology-mediated feedback and e-assessment by examining the innovative roles feedback and assessment played in the design of three contemporary web-based learning environments. These environments include 1) an…

Involvement of inpatient mental health clients in the practical training and assessment of mental health nursing students: Can it benefit clients and students?

PubMed

Debyser, Bart; Grypdonck, Mieke H F; Defloor, Tom; Verhaeghe, Sofie T L

2011-02-01

Even though the central position of the client has been recognized in psychiatric nursing education, the client is seldom formally involved in the feedback provided to students during practical training. This research paper focuses on three questions: (1) What conditions support the gathering of meaningful client feedback to enhance the student's learning process and client's wellbeing? (2) Does the use of the practical model for client feedback lead to positive experiences, and if so, under what conditions? (3) To what extent is a client's feedback on the student's work performance, consistent with feedback from the mentor (nurse from the ward), the teacher and the student? Based on a literature review, participatory observation and contacts with experts, a practical model was developed to elicit client feedback. Using this model in two psychiatric inpatient services, clients were actively and formally involved in providing feedback to four, final year psychiatric nursing students. Clients, nurses, teachers and students were interviewed and data were analysed using a qualitative explorative research approach. Analyses revealed that client feedback becomes meaningful in a safe environment created by the psychiatric nurse. Client feedback generates a learning effect for the student and supports the student's recognition of the value and vulnerability of the psychiatric client. Copyright © 2010 Elsevier Ltd. All rights reserved.

Brain-computer interface: changes in performance using virtual reality techniques.

PubMed

Ron-Angevin, Ricardo; Díaz-Estrella, Antonio

2009-01-09

The ability to control electroencephalographic (EEG) signals when different mental tasks are carried out would provide a method of communication for people with serious motor function problems. This system is known as a brain-computer interface (BCI). Due to the difficulty of controlling one's own EEG signals, a suitable training protocol is required to motivate subjects, as it is necessary to provide some type of visual feedback allowing subjects to see their progress. Conventional systems of feedback are based on simple visual presentations, such as a horizontal bar extension. However, virtual reality is a powerful tool with graphical possibilities to improve BCI-feedback presentation. The objective of the study is to explore the advantages of the use of feedback based on virtual reality techniques compared to conventional systems of feedback. Sixteen untrained subjects, divided into two groups, participated in the experiment. A group of subjects was trained using a BCI system, which uses conventional feedback (bar extension), and another group was trained using a BCI system, which submits subjects to a more familiar environment, such as controlling a car to avoid obstacles. The obtained results suggest that EEG behaviour can be modified via feedback presentation. Significant differences in classification error rates between both interfaces were obtained during the feedback period, confirming that an interface based on virtual reality techniques can improve the feedback control, specifically for untrained subjects.

Optimal Control Design using an H(sub 2) Method for the Glovebox Integrated Microgravity Isolation Technology (G-Limit)

NASA Technical Reports Server (NTRS)

Calhoun, Philip C.; Hampton, R. David

2002-01-01

The acceleration environment on the International Space Station (ISS) will likely exceed the requirements of many micro-gravity experiments. The Glovebox Integrated Microgravity Isolation Technology (g-LIMIT) is being built by the NASA Marshall Space Flight Center to attenuate the nominal acceleration environment and provide some isolation for microgravity science experiments. G-LIMIT uses Lorentz (voice-coil) magnetic actuators to isolate a platform for mounting science payloads from the nominal acceleration environment. The system utilizes payload acceleration, relative position, and relative orientation measurements in a feedback controller to accomplish the vibration isolation task. The controller provides current commands to six magnetic actuators, producing the required experiment isolation from the ISS acceleration environment. This paper presents the development of a candidate control law to meet the acceleration attenuation requirements for the g-LIMIT experiment platform. The controller design is developed using linear optimal control techniques for frequency-weighted H(sub 2) norms. Comparison of the performance and robustness to plant uncertainty for this control design approach is included in the discussion.

Frequency Weighted H2 Control Design for the Glovebox Integrated Microgravity Isolation Technology (g-LIMIT)

NASA Technical Reports Server (NTRS)

Calhoun, Philip C.; Hampton, R. David

2004-01-01

The acceleration environment on the International Space Station (ISS) exceeds the requirements of many microgravity experiments. The Glovebox Integrated Microgravity Isolation Technology (g-LIMIT) has been built by the NASA Marshall Space Flight Center to attenuate the nominal acceleration environment and provide some isolation for microgravity science experiments. The g-LIMIT uses Lorentz (voice-coil) magnetic actuators to isolate a platform, for mounting science payloads, from the nominal acceleration environment. The system utilizes payload-acceleration, relative-position, and relative-orientation measurements in a feedback controller to accomplish the vibration isolation task. The controller provides current commands to six magnetic actuators, producing the required experiment isolation from the ISS acceleration environment. The present work documents the development of a candidate control law to meet the acceleration attenuation requirements for the g-LIMIT experiment platform. The controller design is developed using linear optimal control techniques for frequency-weighted H2 norms. Comparison of performance and robustness to plant uncertainty for this control design approach is included in the discussion. System performance is demonstrated in the presence of plant modeling error.

Optimal Control Design Using an H2 Method for the Glovebox Integrated Microgravity Isolation Technology (g-LIMIT)

NASA Technical Reports Server (NTRS)

Calhoun, Phillip C.; Hampton, R. David; Whorton, Mark S.

2001-01-01

The acceleration environment on the International Space Station (ISS) will likely exceed the requirements of many micro-gravity experiments. The Glovebox Integrated Microgravity Isolation Technology (g-LIMIT) is being built by the NASA Marshall Space Flight Center to attenuate the nominal acceleration environment and provide some isolation for micro-gravity science experiments. G-LIMIT uses Lorentz (voice-coil) magnetic actuators to isolate a platform for mounting science payloads from the nominal acceleration environment. The system utilizes payload acceleration, relative position, and relative orientation measurements in a feedback controller to accomplish the vibration isolation task. The controller provides current command to six magnetic actuators, producing the required experiment isolation from the ISS acceleration environment. This paper presents the development of a candidate control law to meet the acceleration attenuation requirements for the g-LIMIT experiment platform. The controller design is developed using linear optimal control techniques for both frequency-weighted H(sub 2) and H(sub infinity) norms. Comparison of the performance and robustness to plant uncertainty for these two optimal control design approaches are included in the discussion.

Stinger Team Performance During Engagement operations in a chemical Environment: The Effect of Experience

DTIC Science & Technology

1993-06-01

IFF subsystem in size, weight, cabling requirements, and provides the same audio feedback to the gunner. Mie Training Set Guided Missile was the...brought to the HIS site by an instructor who in no way interfered with the test or coached them during the test. The Southwest Asia veterans were brought...and experience group [F((, 14) = 8.04, R<.05]. Mie High Experience Group had a higher kill rate in MrPPO than in MDPP4, whereas this was reversed for

The implementation of an AR (augmented reality) approach to support mammographic interpretation training: an initial feasibility study

NASA Astrophysics Data System (ADS)

Tang, Qiang; Chen, Yan; Gale, Alastair G.

2017-03-01

Appropriate feedback plays an important role in optimising mammographic interpretation training whilst also ensuring good interpretation performance. The traditional keyboard, mouse and workstation technical approach has a critical limitation in providing supplementary image-related information and providing complex feedback in real time. Augmented Reality (AR) provides a possible superior approach in this situation, as feedback can be provided directly overlaying the displayed mammographic images so making a generic approach which can also be vendor neutral. In this study, radiological feedback was dynamically remapped virtually into the real world, using perspective transformation, in order to provide a richer user experience in mammographic interpretation training. This is an initial attempt of an AR approach to dynamically superimpose pre-defined feedback information of a DICOM image on top of a radiologist's view, whilst the radiologist is examining images on a clinical workstation. The study demonstrates the feasibility of the approach, although there are limitations on interactive operations which are due to the hardware used. The results of this fully functional approach provide appropriate feedback/image correspondence in a simulated mammographic interpretation environment. Thus, it is argued that employing AR is a feasible way to provide rich feedback in the delivery of mammographic interpretation training.

A 2D virtual reality system for visual goal-driven navigation in zebrafish larvae

PubMed Central

Jouary, Adrien; Haudrechy, Mathieu; Candelier, Raphaël; Sumbre, German

2016-01-01

Animals continuously rely on sensory feedback to adjust motor commands. In order to study the role of visual feedback in goal-driven navigation, we developed a 2D visual virtual reality system for zebrafish larvae. The visual feedback can be set to be similar to what the animal experiences in natural conditions. Alternatively, modification of the visual feedback can be used to study how the brain adapts to perturbations. For this purpose, we first generated a library of free-swimming behaviors from which we learned the relationship between the trajectory of the larva and the shape of its tail. Then, we used this technique to infer the intended displacements of head-fixed larvae, and updated the visual environment accordingly. Under these conditions, larvae were capable of aligning and swimming in the direction of a whole-field moving stimulus and produced the fine changes in orientation and position required to capture virtual prey. We demonstrate the sensitivity of larvae to visual feedback by updating the visual world in real-time or only at the end of the discrete swimming episodes. This visual feedback perturbation caused impaired performance of prey-capture behavior, suggesting that larvae rely on continuous visual feedback during swimming. PMID:27659496

Affective e-Learning: Using "Emotional" Data to Improve Learning in Pervasive Learning Environment

ERIC Educational Resources Information Center

Shen, Liping; Wang, Minjuan; Shen, Ruimin

2009-01-01

Using emotion detection technologies from biophysical signals, this study explored how emotion evolves during learning process and how emotion feedback could be used to improve learning experiences. This article also described a cutting-edge pervasive e-Learning platform used in a Shanghai online college and proposed an affective e-Learning model,…

The Online Writing Lab (OWL) and the Forum: A Tool for Writers in Distance Education Environments.

ERIC Educational Resources Information Center

Terryberry, Karl

2002-01-01

Demonstrates how to integrate static web pages with the dynamic forum for an effective learning experience on the online writing lab (OWL). Explains why asynchronous feedback provides effective, individualized writing instruction to students with various learning styles and how collaborative learning is fostered through threaded discussion groups.…

Mobile Voting Tools for Creating Collaboration Environment and a New Educational Design of the University Lecture

ERIC Educational Resources Information Center

Titova, Svetlana

2014-01-01

Mobile devices can enhance learning experience in many ways: provide instant feedback and better diagnosis of learning problems; enhance learner autonomy; create mobile networking collaboration; help design enquiry-based activities based on augmented reality, geo-location awareness and video-capture. One of the main objectives of the international…

Teaching through 10,000 Earthquakes: Constructive Practice for Instructors in a Post-Disaster Environment

ERIC Educational Resources Information Center

Wright, Sarah; Wordsworth, Russell

2013-01-01

The authors describe their experiences of teaching through a series of major earthquakes and the lessons learned regarding sustaining teaching and learning through an ongoing natural disaster. Student feedback data from across the university is analyzed to generate a model of constructive practice for instructors responding to a crisis. The…

Formative Assessment in Complex Problem-Solving Domains: The Emerging Role of Assessment Technologies

ERIC Educational Resources Information Center

Bhagat, Kaushal Kumar; Spector, J. Michael

2017-01-01

Much of the focus on learning technologies has been on structuring innovative learning experiences and on managing distance and hybrid learning environments. This article focuses on the use of technology as an important formative assessment and feedback tool. The rationale for this focus is based on prior research findings that suggest that timely…

Haptic augmentation of science instruction: Does touch matter?

NASA Astrophysics Data System (ADS)

Jones, M. Gail; Minogue, James; Tretter, Thomas R.; Negishi, Atsuko; Taylor, Russell

2006-01-01

This study investigated the impact of haptic augmentation of a science inquiry program on students' learning about viruses and nanoscale science. The study assessed how the addition of different types of haptic feedback (active touch and kinesthetic feedback) combined with computer visualizations influenced middle and high school students' experiences. The influences of a PHANToM (a sophisticated haptic desktop device), a Sidewinder (a haptic gaming joystick), and a mouse (no haptic feedback) interface were compared. The levels of engagement in the instruction and students' attitudes about the instructional program were assessed using a combination of constructed response and Likert scale items. Potential cognitive differences were examined through an analysis of spontaneously generated analogies that appeared during student discourse. Results showed that the addition of haptic feedback from the haptic-gaming joystick and the PHANToM provided a more immersive learning environment that not only made the instruction more engaging but may also influence the way in which the students construct their understandings about abstract science concepts.

What is coded into memory in the absence of outcome feedback?

PubMed

Henriksson, Maria P; Elwin, Ebba; Juslin, Peter

2010-01-01

Although people often have to learn from environments with scarce and highly selective outcome feedback, the question of how nonfeedback trials are represented in memory and affect later performance has received little attention in models of learning and decision making. In this article, the authors use the generalized context model (Nosofsky, 1986) as a vehicle to test contrasting hypotheses about the coding of nonfeedback trials. Data across 3 experiments with selective decision-contingent and selective outcome-contingent feedback provide support for the hypothesis of constructivist coding (Elwin, Juslin, Olsson, & Enkvist, 2007), according to which the outcomes on nonfeedback trials are coded with the most likely outcome, as inferred by the individual. The relation to sampling-based approaches to judgment, and the adaptive significance of constructivist coding, are discussed. (PsycINFO Database Record (c) 2009 APA, all rights reserved).

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

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.

Peer Assessment among Secondary School Students: Introducing a Peer Feedback Tool in the Context of a Computer Supported Inquiry Learning Environment in Science

ERIC Educational Resources Information Center

Tsivitanidou, Olia; Zacharia, Zacharias C.; Hovardas, Tasos; Nicolaou, Aphrodite

2012-01-01

In this study we introduced a peer feedback tool to secondary school students while aiming at investigating whether this tool leads to a feedback dialogue when using a computer supported inquiry learning environment in science. Moreover, we aimed at examining what type of feedback students ask for and receive and whether the students use the…

Peer Feedback to Facilitate Project-Based Learning in an Online Environment

ERIC Educational Resources Information Center

Ching, Yu-Hui; Hsu, Yu-Chang

2013-01-01

There has been limited research examining the pedagogical benefits of peer feedback for facilitating project-based learning in an online environment. Using a mixed method approach, this paper examines graduate students' participation and perceptions of peer feedback activity that supports project-based learning in an online instructional design…

Managing Volunteer Performance: The Role of the Feedback Environment.

ERIC Educational Resources Information Center

Paull, Megan

2000-01-01

Volunteers (n=85) in Australian organizations who responded to a survey indicated that they received both positive and negative feedback from supervisors and coworkers. The feedback environment facilitated or hindered its effectiveness. Effectiveness was enhanced by an organizational culture that was supportive and open and development of…

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,…

myExperiment: a repository and social network for the sharing of bioinformatics workflows

PubMed Central

Goble, Carole A.; Bhagat, Jiten; Aleksejevs, Sergejs; Cruickshank, Don; Michaelides, Danius; Newman, David; Borkum, Mark; Bechhofer, Sean; Roos, Marco; Li, Peter; De Roure, David

2010-01-01

myExperiment (http://www.myexperiment.org) is an online research environment that supports the social sharing of bioinformatics workflows. These workflows are procedures consisting of a series of computational tasks using web services, which may be performed on data from its retrieval, integration and analysis, to the visualization of the results. As a public repository of workflows, myExperiment allows anybody to discover those that are relevant to their research, which can then be reused and repurposed to their specific requirements. Conversely, developers can submit their workflows to myExperiment and enable them to be shared in a secure manner. Since its release in 2007, myExperiment currently has over 3500 registered users and contains more than 1000 workflows. The social aspect to the sharing of these workflows is facilitated by registered users forming virtual communities bound together by a common interest or research project. Contributors of workflows can build their reputation within these communities by receiving feedback and credit from individuals who reuse their work. Further documentation about myExperiment including its REST web service is available from http://wiki.myexperiment.org. Feedback and requests for support can be sent to bugs@myexperiment.org. PMID:20501605

Niche construction through phenological plasticity: life history dynamics and ecological consequences.

PubMed

Donohue, Kathleen

2005-04-01

The ability of an organism to alter the environment that it experiences has been termed 'niche construction'. Plants have several ways whereby they can determine the environment to which they are exposed at different life stages. This paper discusses three of these: plasticity in dispersal, flowering timing and germination timing. It reviews pathways through which niche construction alters evolutionary and ecological trajectories by altering the selective environment to which organisms are exposed, the phenotypic expression of plastic characters, and the expression of genetic variation. It provides examples whereby niche construction creates positive or negative feedbacks between phenotypes and environments, which in turn cause novel evolutionary constraints and novel life-history expression. Copyright New Phytologist (2005).

An integrative model linking feedback environment and organizational citizenship behavior.

PubMed

Peng, Jei-Chen; Chiu, Su-Fen

2010-01-01

Past empirical evidence has suggested that a positive supervisor feedback environment may enhance employees' organizational citizenship behavior (OCB). In this study, we aim to extend previous research by proposing and testing an integrative model that examines the mediating processes underlying the relationship between supervisor feedback environment and employee OCB. Data were collected from 259 subordinate-supervisor dyads across a variety of organizations in Taiwan. We used structural equation modeling to test our hypotheses. The results demonstrated that supervisor feedback environment influenced employees' OCB indirectly through (1) both positive affective-cognition and positive attitude (i.e., person-organization fit and organizational commitment), and (2) both negative affective-cognition and negative attitude (i.e., role stressors and job burnout). Theoretical and practical implications are discussed.

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.

Evaluation of students' perception of their learning environment and approaches to learning

NASA Astrophysics Data System (ADS)

Valyrakis, Manousos; Cheng, Ming

2015-04-01

This work presents the results of two case studies designed to assess the various approaches undergraduate and postgraduate students undertake for their education. The first study describes the results and evaluation of an undergraduate course in Water Engineering which aims to develop the fundamental background knowledge of students on introductory practical applications relevant to the practice of water and hydraulic engineering. The study assesses the effectiveness of the course design and learning environment from the perception of students using a questionnaire addressing several aspects that may affect student learning, performance and satisfaction, such as students' motivation, factors to effective learning, and methods of communication and assessment. The second study investigates the effectiveness of supervisory arrangements based on the perceptions of engineering undergraduate and postgraduate students. Effective supervision requires leadership skills that are not taught in the University, yet there is rarely a chance to get feedback, evaluate this process and reflect. Even though the results are very encouraging there are significant lessons to learn in improving ones practice and develop an effective learning environment to student support and guidance. The findings from these studies suggest that students with high level of intrinsic motivation are deep learners and are also top performers in a student-centered learning environment. A supportive teaching environment with a plethora of resources and feedback made available over different platforms that address students need for direct communication and feedback has the potential to improve student satisfaction and their learning experience. Finally, incorporating a multitude of assessment methods is also important in promoting deep learning. These results have deep implications about student learning and can be used to further improve course design and delivery in the future.

The benefits of sensorimotor knowledge: body-object interaction facilitates semantic processing.

PubMed

Siakaluk, Paul D; Pexman, Penny M; Sears, Christopher R; Wilson, Kim; Locheed, Keri; Owen, William J

2008-04-05

This article examined the effects of body-object interaction (BOI) on semantic processing. BOI measures perceptions of the ease with which a human body can physically interact with a word's referent. In Experiment 1, BOI effects were examined in 2 semantic categorization tasks (SCT) in which participants decided if words are easily imageable. Responses were faster and more accurate for high BOI words (e.g., mask) than for low BOI words (e.g., ship). In Experiment 2, BOI effects were examined in a semantic lexical decision task (SLDT), which taps both semantic feedback and semantic processing. The BOI effect was larger in the SLDT than in the SCT, suggesting that BOI facilitates both semantic feedback and semantic processing. The findings are consistent with the embodied cognition perspective (e.g., Barsalou's, 1999, Perceptual Symbols Theory), which proposes that sensorimotor interactions with the environment are incorporated in semantic knowledge. 2008 Cognitive Science Society, Inc.

Feedback and the rationing of time and effort among competing tasks.

PubMed

Northcraft, Gregory B; Schmidt, Aaron M; Ashford, Susan J

2011-09-01

The study described here tested a model of how characteristics of the feedback environment influence the allocation of resources (time and effort) among competing tasks. Results demonstrated that performers invest more resources on tasks for which higher quality (more timely and more specific) feedback is available; this effect was partially mediated by task salience and task expectancies. Feedback timing and feedback specificity demonstrated both main and interaction effects on resource allocations. Results also demonstrated that performers do better on tasks for which higher quality feedback is available; this effect was mediated by resources allocated to tasks. The practical and theoretical implications of the role of the feedback environment in managing performance are discussed. PsycINFO Database Record (c) 2011 APA, all rights reserved

An Agent-Based Intervention to Assist Drivers Under Stereotype Threat: Effects of In-Vehicle Agents' Attributional Error Feedback.

PubMed

Joo, Yeon Kyoung; Lee-Won, Roselyn J

2016-10-01

For members of a group negatively stereotyped in a domain, making mistakes can aggravate the influence of stereotype threat because negative stereotypes often blame target individuals and attribute the outcome to their lack of ability. Virtual agents offering real-time error feedback may influence performance under stereotype threat by shaping the performers' attributional perception of errors they commit. We explored this possibility with female drivers, considering the prevalence of the "women-are-bad-drivers" stereotype. Specifically, we investigated how in-vehicle voice agents offering error feedback based on responsibility attribution (internal vs. external) and outcome attribution (ability vs. effort) influence female drivers' performance under stereotype threat. In addressing this question, we conducted an experiment in a virtual driving simulation environment that provided moment-to-moment error feedback messages. Participants performed a challenging driving task and made mistakes preprogrammed to occur. Results showed that the agent's error feedback with outcome attribution moderated the stereotype threat effect on driving performance. Participants under stereotype threat had a smaller number of collisions when the errors were attributed to effort than to ability. In addition, outcome attribution feedback moderated the effect of responsibility attribution on driving performance. Implications of these findings are discussed.

Neuromimetic Event-Based Detection for Closed-Loop Tactile Feedback Control of Upper Limb Prostheses

PubMed Central

Osborn, Luke; Kaliki, Rahul; Soares, Alcimar; Thakor, Nitish

2016-01-01

Upper limb amputees lack the valuable tactile sensing that helps provide context about the surrounding environment. Here we utilize tactile information to provide active touch feedback to a prosthetic hand. First, we developed fingertip tactile sensors for producing biomimetic spiking responses for monitoring contact, release, and slip of an object grasped by a prosthetic hand. We convert the sensor output into pulses, mimicking the rapid and slowly adapting spiking responses of receptor afferents found in the human body. Second, we designed and implemented two neuromimetic event-based algorithms, Compliant Grasping and Slip Prevention, on a prosthesis to create a local closed-loop tactile feedback control system (i.e. tactile information is sent to the prosthesis). Grasping experiments were designed to assess the benefit of this biologically inspired neuromimetic tactile feedback to a prosthesis. Results from able-bodied and amputee subjects show the average number of objects that broke or slipped during grasping decreased by over 50% and the average time to complete a grasping task decreased by at least 10% for most trials when comparing neuromimetic tactile feedback with no feedback on a prosthesis. Our neuromimetic method of closed-loop tactile sensing is a novel approach to improving the function of upper limb prostheses. PMID:27777640

The Sensorium: Psychophysiological Evaluation of Responses to a Multimodal Neurofeedback Environment.

PubMed

Hinterberger, Thilo; Fürnrohr, Elena

2016-09-01

The Sensorium is a multimodal neurofeedback environment that reflects a person's physiological state by presenting physiological signals via orchestral sounds from a speaker and multi-coloured lights projected onto a white surface. The software manages acquisition, real-time processing, storage, and sonification of various physiological signals such as the electroencephalogram (EEG) or electrocardiogram (ECG). Each of the 36 participants completed 6 interventional conditions consisting of three different Sensorium-phases with EEG and ECG feedback, a mindfulness meditation, a guided body scan exercise, and a Pseudo-Sensorium using pre-recorded data that did not reflect the subject's own physiology. During all phases EEG, ECG, skin conductance, and respiration were recorded. A feedback questionnaire assessed the participants' subjective reports of changes in well-being, perception, and life-spirit. The results indicate that the Sensorium sessions were not statistically inferior compared to their corresponding active control conditions with respect to improvements in subjective reports concerning well-being and perception. Additionally, the Sensorium was rated as being a more extraordinary experience, as compared to meditation. During the Sensorium conditions the EEG showed lower levels of theta2 (7-8.5 Hz), alpha (9-12 Hz) and beta (12.5-25 Hz) activity. Since participants reported benefit from the Sensorium experience regardless of any prior experience with meditation, we propose this novel method of meditative and extraordinary self-experience to be utilized as a modern alternative to more traditional forms of meditation.

Wetland eco-engineering: measuring and modeling feedbacks of oxidation processes between plants and clay-rich material

NASA Astrophysics Data System (ADS)

Saaltink, Rémon; Dekker, Stefan C.; Griffioen, Jasper; Wassen, Martin J.

2016-09-01

Interest is growing in using soft sediment as a foundation in eco-engineering projects. Wetland construction in the Dutch lake Markermeer is an example: here, dredging some of the clay-rich lake-bed sediment and using it to construct wetland will soon begin. Natural processes will be utilized during and after construction to accelerate ecosystem development. Knowing that plants can eco-engineer their environment via positive or negative biogeochemical plant-soil feedbacks, we conducted a 6-month greenhouse experiment to identify the key biogeochemical processes in the mud when Phragmites australis is used as an eco-engineering species. We applied inverse biogeochemical modeling to link observed changes in pore water composition to biogeochemical processes. Two months after transplantation we observed reduced plant growth and shriveling and yellowing of foliage. The N : P ratios of the plant tissue were low, and these were affected not by hampered uptake of N but by enhanced uptake of P. Subsequent analyses revealed high Fe concentrations in the leaves and roots. Sulfate concentrations rose drastically in our experiment due to pyrite oxidation; as reduction of sulfate will decouple Fe-P in reducing conditions, we argue that plant-induced iron toxicity hampered plant growth, forming a negative feedback loop, while simultaneously there was a positive feedback loop, as iron toxicity promotes P mobilization as a result of reduced conditions through root death, thereby stimulating plant growth and regeneration. Given these two feedback mechanisms, we propose the use of Fe-tolerant species rather than species that thrive in N-limited conditions. The results presented in this study demonstrate the importance of studying the biogeochemical properties of the situated sediment and the feedback mechanisms between plant and soil prior to finalizing the design of the eco-engineering project.

Neural signatures of experience-based improvements in deterministic decision-making.

PubMed

Tremel, Joshua J; Laurent, Patryk A; Wolk, David A; Wheeler, Mark E; Fiez, Julie A

2016-12-15

Feedback about our choices is a crucial part of how we gather information and learn from our environment. It provides key information about decision experiences that can be used to optimize future choices. However, our understanding of the processes through which feedback translates into improved decision-making is lacking. Using neuroimaging (fMRI) and cognitive models of decision-making and learning, we examined the influence of feedback on multiple aspects of decision processes across learning. Subjects learned correct choices to a set of 50 word pairs across eight repetitions of a concurrent discrimination task. Behavioral measures were then analyzed with both a drift-diffusion model and a reinforcement learning model. Parameter values from each were then used as fMRI regressors to identify regions whose activity fluctuates with specific cognitive processes described by the models. The patterns of intersecting neural effects across models support two main inferences about the influence of feedback on decision-making. First, frontal, anterior insular, fusiform, and caudate nucleus regions behave like performance monitors, reflecting errors in performance predictions that signal the need for changes in control over decision-making. Second, temporoparietal, supplementary motor, and putamen regions behave like mnemonic storage sites, reflecting differences in learned item values that inform optimal decision choices. As information about optimal choices is accrued, these neural systems dynamically adjust, likely shifting the burden of decision processing from controlled performance monitoring to bottom-up, stimulus-driven choice selection. Collectively, the results provide a detailed perspective on the fundamental ability to use past experiences to improve future decisions. Copyright © 2016 Elsevier B.V. All rights reserved.

Mind wandering and motor control: off-task thinking disrupts the online adjustment of behavior.

PubMed

Kam, Julia W Y; Dao, Elizabeth; Blinn, Patricia; Krigolson, Olav E; Boyd, Lara A; Handy, Todd C

2012-01-01

Mind wandering episodes have been construed as periods of "stimulus-independent" thought, where our minds are decoupled from the external sensory environment. In two experiments, we used behavioral and event-related potential (ERP) measures to determine whether mind wandering episodes can also be considered as periods of "response-independent" thought, with our minds disengaged from adjusting our behavioral outputs. In the first experiment, participants performed a motor tracking task and were occasionally prompted to report whether their attention was "on-task" or "mind wandering." We found greater tracking error in periods prior to mind wandering vs. on-task reports. To ascertain whether this finding was due to attenuation in visual perception per se vs. a disruptive effect of mind wandering on performance monitoring, we conducted a second experiment in which participants completed a time-estimation task. They were given feedback on the accuracy of their estimations while we recorded their EEG, and were also occasionally asked to report their attention state. We found that the sensitivity of behavior and the P3 ERP component to feedback signals were significantly reduced just prior to mind wandering vs. on-task attentional reports. Moreover, these effects co-occurred with decreases in the error-related negativity elicited by feedback signals (fERN), a direct measure of behavioral feedback assessment in cortex. Our findings suggest that the functional consequences of mind wandering are not limited to just the processing of incoming stimulation per se, but extend as well to the control and adjustment of behavior.

Neural signatures of experience-based improvements in deterministic decision-making

PubMed Central

Tremel, Joshua J.; Laurent, Patryk A.; Wolk, David A.; Wheeler, Mark E.; Fiez, Julie A.

2016-01-01

Feedback about our choices is a crucial part of how we gather information and learn from our environment. It provides key information about decision experiences that can be used to optimize future choices. However, our understanding of the processes through which feedback translates into improved decision-making is lacking. Using neuroimaging (fMRI) and cognitive models of decision-making and learning, we examined the influence of feedback on multiple aspects of decision processes across learning. Subjects learned correct choices to a set of 50 word pairs across eight repetitions of a concurrent discrimination task. Behavioral measures were then analyzed with both a drift-diffusion model and a reinforcement learning model. Parameter values from each were then used as fMRI regressors to identify regions whose activity fluctuates with specific cognitive processes described by the models. The patterns of intersecting neural effects across models support two main inferences about the influence of feedback on decision-making. First, frontal, anterior insular, fusiform, and caudate nucleus regions behave like performance monitors, reflecting errors in performance predictions that signal the need for changes in control over decision-making. Second, temporoparietal, supplementary motor, and putamen regions behave like mnemonic storage sites, reflecting differences in learned item values that inform optimal decision choices. As information about optimal choices is accrued, these neural systems dynamically adjust, likely shifting the burden of decision processing from controlled performance monitoring to bottom-up, stimulus-driven choice selection. Collectively, the results provide a detailed perspective on the fundamental ability to use past experiences to improve future decisions. PMID:27523644

Mind wandering and motor control: off-task thinking disrupts the online adjustment of behavior

PubMed Central

Kam, Julia W. Y.; Dao, Elizabeth; Blinn, Patricia; Krigolson, Olav E.; Boyd, Lara A.; Handy, Todd C.

2012-01-01

Mind wandering episodes have been construed as periods of “stimulus-independent” thought, where our minds are decoupled from the external sensory environment. In two experiments, we used behavioral and event-related potential (ERP) measures to determine whether mind wandering episodes can also be considered as periods of “response-independent” thought, with our minds disengaged from adjusting our behavioral outputs. In the first experiment, participants performed a motor tracking task and were occasionally prompted to report whether their attention was “on-task” or “mind wandering.” We found greater tracking error in periods prior to mind wandering vs. on-task reports. To ascertain whether this finding was due to attenuation in visual perception per se vs. a disruptive effect of mind wandering on performance monitoring, we conducted a second experiment in which participants completed a time-estimation task. They were given feedback on the accuracy of their estimations while we recorded their EEG, and were also occasionally asked to report their attention state. We found that the sensitivity of behavior and the P3 ERP component to feedback signals were significantly reduced just prior to mind wandering vs. on-task attentional reports. Moreover, these effects co-occurred with decreases in the error-related negativity elicited by feedback signals (fERN), a direct measure of behavioral feedback assessment in cortex. Our findings suggest that the functional consequences of mind wandering are not limited to just the processing of incoming stimulation per se, but extend as well to the control and adjustment of behavior. PMID:23248596

Decentralized control experiments on the JPL flexible spacecraft

NASA Technical Reports Server (NTRS)

Ozguner, U.; Ossman, K.; Donne, J.; Boesch, M.; Ahmed, A.

1990-01-01

Decentralized control experiments were successfully demonstrated for the JPL/AFAL Flexible Structure. A simulation package using MATRIXx showed strong correlation between the simulations and experimental result, while providing a means for test and debug of the various control strategies. Implementation was simplified by a modular software design that was easily transported from the simulation environment to the experimental environment. Control designs worked well for suppression of the dominant modes of the structure. Static decentralized output feedback dampened the excited modes of the structure, but sometimes excited higher order modes upon startup of the controller. A second-order frequency shaping controller helped to eliminate excitation of the higher order modes by attenuating high frequencies in the control effort. However, it also resulted in slightly longer settling times.

Learning to choose: Cognitive aging and strategy selection learning in decision making.

PubMed

Mata, Rui; von Helversen, Bettina; Rieskamp, Jörg

2010-06-01

Decision makers often have to learn from experience. In these situations, people must use the available feedback to select the appropriate decision strategy. How does the ability to select decision strategies on the basis of experience change with age? We examined younger and older adults' strategy selection learning in a probabilistic inference task using a computational model of strategy selection learning. Older adults showed poorer decision performance compared with younger adults. In particular, older adults performed poorly in an environment favoring the use of a more cognitively demanding strategy. The results suggest that the impact of cognitive aging on strategy selection learning depends on the structure of the decision environment. (c) 2010 APA, all rights reserved

What supervisors say in their feedback: construction of CanMEDS roles in workplace settings.

PubMed

Renting, Nienke; Dornan, Tim; Gans, Rijk O B; Borleffs, Jan C C; Cohen-Schotanus, Janke; Jaarsma, A Debbie C

2016-05-01

The CanMEDS framework has been widely adopted in residency education and feedback processes are guided by it. It is, however, only one of many influences on what is actually discussed in feedback. The sociohistorical culture of medicine and individual supervisors' contexts, experiences and beliefs are also influential. Our aim was to find how CanMEDS roles are constructed in feedback in a postgraduate curriculum-in-action. We applied a set of discourse analytic tools to written feedback from 591 feedback forms from 7 hospitals, including 3150 feedback comments in which 126 supervisors provided feedback to 120 residents after observing their performance in authentic settings. The role of Collaborator was constructed in two different ways: a cooperative discourse of equality with other workers and patients; and a discourse, which gave residents positions of power-delegating, asserting and 'taking a firm stance'. Efficiency-being fast and to the point emerged as an important attribute of physicians. Patients were seldom part of the discourses and, when they were, they were constructed as objects of communication and collaboration rather than partners. Although some of the discourses are in line with what might be expected, others were in striking contrast to the spirit of CanMEDS. This study's findings suggest that it takes more than a competency framework, evaluation instruments, and supervisor training to change the culture of workplaces. The impact on residents of training in such demanding, efficiency-focused clinical environments is an important topic for future research.

Expanding nursing education through e-learning: A case study in Malaysia.

PubMed

Syed-Mohamad, Sharifah-Mastura; Pardi, Kasmah-Wati; Zainal, Nor-Azmi; Ismail, Zalina

2006-01-01

The School of Health Sciences, Universiti Sains Malaysia (SHS) is planning to expand its contribution to produce more graduate nurses by offering a nursing degree through e-learning. After three years of using e-learning by four lecturers in seven nursing courses, we conducted a study to get the lecturers feedback and to compare the students' preference and their actual experiences in e-learning. Lecturers' feedback were collected based on six open-ended questions. Feedback from all the 36 final year nursing students were collected using Constructivist On-line Learning Environment Survey (COLLES)--the Student Experience/Preferred Form. Results show that lecturers and students have positive perception on e-learning. They perceive e-learning as a powerful and effective tool for expanding nursing education to meet the demand for a labour force that is knowledgeable, highly skilled and equipped with positive values. We believe blended learning is the most suitable approach to implement e-learning and social constructivism theory provides the dynamic view of learning. To increase success in e-learning implementation for the nursing programme, lecturers should be educated regarding proper instructional design so that their content delivery blends well with the technology and pedagogy.

Medical students' professional identity development from being actors in an objective structured teaching exercise.

PubMed

De Grasset, Jehanne; Audetat, Marie-Claude; Bajwa, Nadia; Jastrow, Nicole; Richard-Lepouriel, Hélène; Nendaz, Mathieu; Junod Perron, Noelle

2018-04-22

Medical students develop professional identity through structured activities and impromptu interactions in various settings. We explored if contributing to an Objective Structured Teaching Exercise (OSTE) influenced students' professional identity development. University clinical faculty members participated in a faculty development program on clinical supervision. Medical students who participated in OSTEs as simulated residents were interviewed in focus groups about what they learnt from the experience and how the experience influenced their vision of learning and teaching. Transcripts were analyzed using the Goldie's personality and social structure perspective model. Twenty-five medical students out of 32 students involved in OSTEs participated. On an institutional level, students developed a feeling of belonging to the institution. At an interactional level, students realized they could influence the teaching interaction by actively seeking or giving feedback. On the personal level, students realized that errors could become sources of learning and felt better prepared to receive faculty feedback. Taking part in OSTEs as a simulated resident has a positive impact on students' vision regarding the institution as a learning environment and their own role by actively seeking or giving feedback. OSTEs support their professional identity development regarding learning and teaching while sustaining faculty development.

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.

Influencing Gameplay in Support of Early Synthetic Prototyping Studies

DTIC Science & Technology

2016-06-01

Synthetic Prototyping, acquisition, video games, crowdsourcing, Engineering Resilient Systems, science and technology, game environment 15. NUMBER OF...even though he did not play video games for entertainment, he would find time to participate in ESP (Vogt, Megiveron, & Smith, 2015). Meckler’s...reward used in video games: 1) score systems, 2) experience points, 3) item granting, 4) collectible resources, 5) achievement systems, 6) feedback

Cognitive Load and Learning Effects of Having Students Organize Pictures and Words in Multimedia Environments: The Role of Student Interactivity and Feedback

ERIC Educational Resources Information Center

Moreno, Roxana; Valdez, Alfred

2005-01-01

The cognitive load and learning effects of dual-code and interactivity--two multimedia methods intended to promote meaningful learning--were examined. In Experiment 1, college students learned about the causal chain of events leading to the process of lightning formation with a set of words and corresponding pictures (Group WP), pictures (Group…

An Assessment of Feedback Procedures and Information Provided to Instructors within Computer Managed Learning Environments--Implications for Instruction and Software Redesign.

ERIC Educational Resources Information Center

Kotesky, Arturo A.

Feedback procedures and information provided to instructors within computer managed learning environments were assessed to determine current usefulness and meaningfulness to users, and to present the design of a different instructor feedback instrument. Kaufman's system model was applied to accomplish the needs assessment phase of the study; and…

Using Hi-FAME (High Feedback-Assessment-Multimedia-Environment) Instructional Model in WBI: A Case Study for Biology Teacher Education.

ERIC Educational Resources Information Center

Wang, Tzu-Hua; Wang, Wei-Lung; Wang, Kuo-Hua; Huang, Shih-Chieh

The study attempted to adapt two web tools, FFS system (Frontpage Feedback System) and WATA system (Web-based Assessment and Test Analysis System), to construct a Hi-FAME (High Feedback-Assessment-Multimedia-Environment) Model in WBI (Web-based Instruction) to facilitate pre-service teacher training. Participants were 30 junior pre-service…

Ten tips for receiving feedback effectively in clinical practice

PubMed Central

Algiraigri, Ali H.

2014-01-01

Background Despite being recognized as a fundamental part of the educational process and emphasized for several decades in medical education, the influence of the feedback 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 feedback process and improvement needs to be shifted. Learners need to be empowered with the skills needed to receive and utilize feedback and compensate for less than ideal feedback delivery due to the busy clinical environment. Methods Based on the available feedback literature and clinical experience regarding feedback, the author developed 10 tips to empower learners with the necessary skills to seek, receive, and handle feedback 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 feedback process. These tips not only help the learner to ask, receive, and handle the feedback, but will also ease the process for the teachers. Collectively, these tips help to overcome most, if not all, of the barriers to feedback and bridge the gaps in busy clinical practices. Conclusions Feedback 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 feedback. The focus in medical education needs to balance the two sides of the feedback 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

Dynamical nexus of water supply, hydropower and environment based on the modeling of multiple socio-natural processes: from socio-hydrological perspective

NASA Astrophysics Data System (ADS)

Liu, D.; Wei, X.; Li, H. Y.; Lin, M.; Tian, F.; Huang, Q.

2017-12-01

In the socio-hydrological system, the ecological functions and environmental services, which are chosen to maintain, are determined by the preference of the society, which is making the trade-off among the values of riparian vegetation, fish, river landscape, water supply, hydropower, navigation and so on. As the society develops, the preference of the value will change and the ecological functions and environmental services which are chosen to maintain will change. The aim of the study is to focus on revealing the feedback relationship of water supply, hydropower and environment and the dynamical feedback mechanism at macro-scale, and to establish socio-hydrological evolution model of the watershed based on the modeling of multiple socio-natural processes. The study will aim at the Han River in China, analyze the impact of the water supply and hydropower on the ecology, hydrology and other environment elements, and study the effect on the water supply and hydropower to ensure the ecological and environmental water of the different level. Water supply and ecology are usually competitive. In some reservoirs, hydropower and ecology are synergic relationship while they are competitive in some reservoirs. The study will analyze the multiple mechanisms to implement the dynamical feedbacks of environment to hydropower, set up the quantitative relationship description of the feedback mechanisms, recognize the dominant processes in the feedback relationships of hydropower and environment and then analyze the positive and negative feedbacks in the feedback networks. The socio-hydrological evolution model at the watershed scale will be built and applied to simulate the long-term evolution processes of the watershed of the current situation. Dynamical nexus of water supply, hydropower and environment will be investigated.

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.

Comparison of grasping movements made by healthy subjects in a 3-dimensional immersive virtual versus physical environment.

PubMed

Magdalon, Eliane C; Michaelsen, Stella M; Quevedo, Antonio A; Levin, Mindy F

2011-09-01

Virtual reality (VR) technology is being used with increasing frequency as a training medium for motor rehabilitation. However, before addressing training effectiveness in virtual environments (VEs), it is necessary to identify if movements made in such environments are kinematically similar to those made in physical environments (PEs) and the effect of provision of haptic feedback on these movement patterns. These questions are important since reach-to-grasp movements may be inaccurate when visual or haptic feedback is altered or absent. Our goal was to compare kinematics of reaching and grasping movements to three objects performed in an immersive three-dimensional (3D) VE with haptic feedback (cyberglove/grasp system) viewed through a head-mounted display to those made in an equivalent physical environment (PE). We also compared movements in PE made with and without wearing the cyberglove/grasp haptic feedback system. Ten healthy subjects (8 women, 62.1±8.8years) reached and grasped objects requiring 3 different grasp types (can, diameter 65.6mm, cylindrical grasp; screwdriver, diameter 31.6mm, power grasp; pen, diameter 7.5mm, precision grasp) in PE and visually similar virtual objects in VE. Temporal and spatial arm and trunk kinematics were analyzed. Movements were slower and grip apertures were wider when wearing the glove in both the PE and the VE compared to movements made in the PE without the glove. When wearing the glove, subjects used similar reaching trajectories in both environments, preserved the coordination between reaching and grasping and scaled grip aperture to object size for the larger object (cylindrical grasp). However, in VE compared to PE, movements were slower and had longer deceleration times, elbow extension was greater when reaching to the smallest object and apertures were wider for the power and precision grip tasks. Overall, the differences in spatial and temporal kinematics of movements between environments were greater than those due only to wearing the cyberglove/grasp system. Differences in movement kinematics due to the viewing environment were likely due to a lack of prior experience with the virtual environment, an uncertainty of object location and the restricted field-of-view when wearing the head-mounted display. The results can be used to inform the design and disposition of objects within 3D VEs for the study of the control of prehension and for upper limb rehabilitation. Copyright © 2011 Elsevier B.V. All rights reserved.

Evaluation of stiffness feedback for hard nodule identification on a phantom silicone model

PubMed Central

Konstantinova, Jelizaveta; Xu, Guanghua; He, Bo; Aminzadeh, Vahid; Xie, Jun; Wurdemann, Helge; Althoefer, Kaspar

2017-01-01

Haptic information in robotic surgery can significantly improve clinical outcomes and help detect hard soft-tissue inclusions that indicate potential abnormalities. Visual representation of tissue stiffness information is a cost-effective technique. Meanwhile, direct force feedback, although considerably more expensive than visual representation, is an intuitive method of conveying information regarding tissue stiffness to surgeons. In this study, real-time visual stiffness feedback by sliding indentation palpation is proposed, validated, and compared with force feedback involving human subjects. In an experimental tele-manipulation environment, a dynamically updated color map depicting the stiffness of probed soft tissue is presented via a graphical interface. The force feedback is provided, aided by a master haptic device. The haptic device uses data acquired from an F/T sensor attached to the end-effector of a tele-manipulated robot. Hard nodule detection performance is evaluated for 2 modes (force feedback and visual stiffness feedback) of stiffness feedback on an artificial organ containing buried stiff nodules. From this artificial organ, a virtual-environment tissue model is generated based on sliding indentation measurements. Employing this virtual-environment tissue model, we compare the performance of human participants in distinguishing differently sized hard nodules by force feedback and visual stiffness feedback. Results indicate that the proposed distributed visual representation of tissue stiffness can be used effectively for hard nodule identification. The representation can also be used as a sufficient substitute for force feedback in tissue palpation. PMID:28248996

Evaluation of stiffness feedback for hard nodule identification on a phantom silicone model.

PubMed

Li, Min; Konstantinova, Jelizaveta; Xu, Guanghua; He, Bo; Aminzadeh, Vahid; Xie, Jun; Wurdemann, Helge; Althoefer, Kaspar

2017-01-01

Haptic information in robotic surgery can significantly improve clinical outcomes and help detect hard soft-tissue inclusions that indicate potential abnormalities. Visual representation of tissue stiffness information is a cost-effective technique. Meanwhile, direct force feedback, although considerably more expensive than visual representation, is an intuitive method of conveying information regarding tissue stiffness to surgeons. In this study, real-time visual stiffness feedback by sliding indentation palpation is proposed, validated, and compared with force feedback involving human subjects. In an experimental tele-manipulation environment, a dynamically updated color map depicting the stiffness of probed soft tissue is presented via a graphical interface. The force feedback is provided, aided by a master haptic device. The haptic device uses data acquired from an F/T sensor attached to the end-effector of a tele-manipulated robot. Hard nodule detection performance is evaluated for 2 modes (force feedback and visual stiffness feedback) of stiffness feedback on an artificial organ containing buried stiff nodules. From this artificial organ, a virtual-environment tissue model is generated based on sliding indentation measurements. Employing this virtual-environment tissue model, we compare the performance of human participants in distinguishing differently sized hard nodules by force feedback and visual stiffness feedback. Results indicate that the proposed distributed visual representation of tissue stiffness can be used effectively for hard nodule identification. The representation can also be used as a sufficient substitute for force feedback in tissue palpation.

The effect of haptic guidance and visual feedback on learning a complex tennis task.

PubMed

Marchal-Crespo, Laura; van Raai, Mark; Rauter, Georg; Wolf, Peter; Riener, Robert

2013-11-01

While haptic guidance can improve ongoing performance of a motor task, several studies have found that it ultimately impairs motor learning. However, some recent studies suggest that the haptic demonstration of optimal timing, rather than movement magnitude, enhances learning in subjects trained with haptic guidance. Timing of an action plays a crucial role in the proper accomplishment of many motor skills, such as hitting a moving object (discrete timing task) or learning a velocity profile (time-critical tracking task). The aim of the present study is to evaluate which feedback conditions-visual or haptic guidance-optimize learning of the discrete and continuous elements of a timing task. The experiment consisted in performing a fast tennis forehand stroke in a virtual environment. A tendon-based parallel robot connected to the end of a racket was used to apply haptic guidance during training. In two different experiments, we evaluated which feedback condition was more adequate for learning: (1) a time-dependent discrete task-learning to start a tennis stroke and (2) a tracking task-learning to follow a velocity profile. The effect that the task difficulty and subject's initial skill level have on the selection of the optimal training condition was further evaluated. Results showed that the training condition that maximizes learning of the discrete time-dependent motor task depends on the subjects' initial skill level. Haptic guidance was especially suitable for less-skilled subjects and in especially difficult discrete tasks, while visual feedback seems to benefit more skilled subjects. Additionally, haptic guidance seemed to promote learning in a time-critical tracking task, while visual feedback tended to deteriorate the performance independently of the task difficulty and subjects' initial skill level. Haptic guidance outperformed visual feedback, although additional studies are needed to further analyze the effect of other types of feedback visualization on motor learning of time-critical tasks.

Coherent feedback control of a single qubit in diamond

NASA Astrophysics Data System (ADS)

Hirose, Masashi; Cappellaro, Paola

2016-04-01

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 feedback 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 experiments. Here we implement a feedback-control algorithm using a solid-state spin qubit system associated with the nitrogen vacancy centre in diamond, using coherent feedback to overcome the limitations of measurement-based feedback, and show that it can protect the qubit against intrinsic dephasing noise for milliseconds. In coherent feedback, 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 feedback action (by a conditional gate). In contrast to open-loop dynamical decoupling techniques, feedback 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 feedback 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 after the feedback algorithm voids the protection, even if the rest of the dynamics is unchanged.

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.

Online Instructor's Use of Audio Feedback to Increase Social Presence and Student Satisfaction

ERIC Educational Resources Information Center

Portolese Dias, Laura; Trumpy, Robert

2014-01-01

This study investigates the impact of written group feedback, versus audio feedback, based upon four student satisfaction measures in the online classroom environment. Undergraduate students in the control group were provided both individual written feedback and group written feedback, while undergraduate students in the experimental treatment…

The Use of Team-Building Activities to Build a Better Resident.

PubMed

Ireland, James D; Deloney, Linda A; Renfroe, Shyann; Jambhekar, Kedar

We implemented team building activities to build a better resident during our orientation process and we have refined the choice of activities each year since. Resident satisfaction with their team building actives provided feedback to improve the following years' experience. While there is no definite way to demonstrate the effectiveness of our team building initiative, our expectation is it will improve the residency experience and work environment, and ultimately, result in better patient care. We focus on five aspects of team building - personal history sharing, creativity and imagination, common bonds, cooperation, and shared experience. The purpose of this paper is to recommend activities in each of these areas based on our experience. Published by Elsevier Inc.

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.

Unipedal balance in healthy adults: effect of visual environments yielding decreased lateral velocity feedback.

PubMed

Deyer, T W; Ashton-Miller, J A

1999-09-01

To test the (null) hypotheses that the reliability of unipedal balance is unaffected by the attenuation of visual velocity feedback and that, relative to baseline performance, deterioration of balance success rates from attenuated visual velocity feedback will not differ between groups of young men and older women, and the presence (or absence) of a vertical foreground object will not affect balance success rates. Single blind, single case study. University research laboratory. Two volunteer samples: 26 healthy young men (mean age, 20.0yrs; SD, 1.6); 23 healthy older women (mean age, 64.9 yrs; SD, 7.8). Normalized success rates in unipedal balance task. Subjects were asked to transfer to and maintain unipedal stance for 5 seconds in a task near the limit of their balance capabilities. Subjects completed 64 trials: 54 trials of three experimental visual scenes in blocked randomized sequences of 18 trials and 10 trials in a normal visual environment. The experimental scenes included two that provided strong velocity/weak position feedback, one of which had a vertical foreground object (SVWP+) and one without (SVWP-), and one scene providing weak velocity/strong position (WVSP) feedback. Subjects' success rates in the experimental environments were normalized by the success rate in the normal environment in order to allow comparisons between subjects using a mixed model repeated measures analysis of variance. The normalized success rate was significantly greater in SVWP+ than in WVSP (p = .0001) and SVWP- (p = .013). Visual feedback significantly affected the normalized unipedal balance success rates (p = .001); neither the group effect nor the group X visual environment interaction was significant (p = .9362 and p = .5634, respectively). Normalized success rates did not differ significantly between the young men and older women in any visual environment. Near the limit of the young men's or older women's balance capability, the reliability of transfer to unipedal balance was adversely affected by visual environments offering attenuated visual velocity feedback cues and those devoid of vertical foreground objects.

The Effect of Dining Room Physical Environmental Renovations on Person-Centered Care Practice and Residents' Dining Experiences in Long-Term Care Facilities.

PubMed

Hung, Lillian; Chaudhury, Habib; Rust, Tiana

2016-12-01

This qualitative study evaluated the effect of dining room physical environmental changes on staff practices and residents' mealtime experiences in two units of a long-term care facility in Edmonton, Canada. Focus groups with staff (n = 12) and individual interviews with unit managers (n = 2) were conducted. We also developed and used the Dining Environment Assessment Protocol (DEAP) to conduct a systematic physical environmental evaluation of the dining rooms. Four themes emerged on the key influences of the renovations: (a) supporting independence and autonomy, (b) creating familiarity and enjoyment, (c) providing a place for social experience, and (d) challenges in supporting change. Feedback from the staff and managers provided evidence on the importance of physical environmental features, as well as the integral nature of the role of the physical environment and organizational support to provide person-centered care for residents. © The Author(s) 2015.

A stepwise approach for introducing numerical modeling in Environmental Engineering MSc unit: The impact of clear assessment criteria and detailed feedback

NASA Astrophysics Data System (ADS)

Rosolem, R.; Pritchard, J.

2017-12-01

An important aspect for the new generation of hydrologists and water resources managers is the understanding of hydrological processes through the application of numerical environmental models. Despite its importance, teaching numerical modeling subjects to young students in our MSc Water and Environment Management programme has been difficult, for instance, due to the wide range of student background and lack or poor contact with numerical modeling tools in the past. In previous years, this numerical skills concept has been introduced as a project assignment in our Terrestrial Hydrometeorology unit. However, previous efforts have shown non-optimal engagement by students with often signs of lack of interest or anxiety. Given our initial experience with this unit, we decided to make substantial changes to the coursework format with the aim to introduce a more efficient learning environment to the students. The proposed changes include: (1) a clear presentation and discussion of the assessment criteria at the beginning of the unit, (2) a stepwise approach in which students use our learning environment to acquire knowledge for individual components of the model step-by-step, and (3) access to timely and detailed feedback allowing for particular steps to be retraced or retested. In order to understand the overall impact on assessment and feedback, we carried out two surveys at the beginning and end of the module. Our results indicate a positive impact to student learning experience, as the students have clearly benefited from the early discussion on assignment criteria and appeared to have correctly identified the skills and knowledge required to carry out the assignment. In addition, we have observed a substantial increase in the quality of the reports. Our results results support that student engagement has increased since changes to the format of the coursework were introduced. Interestingly, we also observed a positive impact on the assignment to the final exam marks, even for students who did not particularly performed well in the coursework. This indicates that despite not reaching ideal marks, students were able to use this new learning environment to acquire their knowledge of key concepts which are needed for their final exam.

Case study on perspicacity of collaborative learning experiences

NASA Astrophysics Data System (ADS)

Abdullah, Fadzidah; Majid, Noor Hanita Abdul; Numen, Ibrahim; Kesuma Azmin, Aida; Abd. Rahim, Zaiton; Denan, Zuraini; Emin Sisman, Muhammet

2017-12-01

In the attempt to relate to the architectural practice, architectural education today has augmented the development of collaborative learning environment in the campus scenario. Presently, collaborative work among students from the same program and university is considered common. Hence, attempts of collaboration is extended into having learning and teaching collaboration by means of inter-universities. The School of Architecture, at the International Islamic University Malaysia (IIUM) has explored into having collaboration across the continent with Fatih Sultan Mehmet Waqf University (FSMWU), among faculty members and students of the two (2) universities This paper explicates the empirical study on students’ perspicacity of their collaborative learning experiences; in term of effectiveness, generative behaviour, and teamwork. Survey with three (3) open-ended questions are distributed to students to express their opinions on learning collaboration that they have had during the execution of the Joint Summer School Program (JSSP). Feedback on their perspicacity is obtained and organised into numerical and understandable data display, using qualitative data processing software. Albeit the relevancy of collaborative learning, students gave both positive and negative feedbacks on their experiences. Suggestions are given to enhance the quality of collaborative learning experience for future development

Effects of Feedback in an Online Algebra Intervention

ERIC Educational Resources Information Center

Bokhove, Christian; Drijvers, Paul

2012-01-01

The design and arrangement of appropriate automatic feedback in digital learning environment is a widely recognized issue. In this article, we investigate the effect of feedback on the design and the results of a digital intervention for algebra. Three feedback principles guided the intervention: timing and fading, crises, and feedback variation.…

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…

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.

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.

In-training assessment: qualitative study of effects on supervision and feedback in an undergraduate clinical rotation.

PubMed

Daelmans, H E M; Overmeer, R M; van der Hem-Stokroos, H H; Scherpbier, A J J A; Stehouwer, C D A; van der Vleuten, C P M

2006-01-01

Supervision and feedback are essential factors that contribute to the learning environment in the context of workplace learning and their frequency and quality can be improved. Assessment is a powerful tool with which to influence students' learning and supervisors' teaching and thus the learning environment. To investigate an in-training assessment (ITA) programme in action and to explore its effects on supervision and feedback. A qualitative study using individual, semistructured interviews. Eight students and 17 assessors (9 members of staff and 8 residents) in the internal medicine undergraduate clerkship at Vrije Universiteit Medical Centre, Amsterdam, the Netherlands. The ITA programme in action differed from the intended programme. Assessors provided hardly any follow-up on supervision and feedback given during assessments. Although students wanted more supervision and feedback, they rarely asked for it. Students and assessors failed to integrate the whole range of competencies included in the ITA programme into their respective learning and supervision and feedback. When giving feedback, assessors rarely gave borderline or fail judgements. If an ITA programme in action is to be congruent with the intended programme, the implementation of the programme must be monitored. It is also necessary to provide full information about the programme and to ensure this information is given repeatedly. Introducing an ITA programme that includes the assessment of several competencies does not automatically lead to more attention being paid to these competencies in terms of supervision and feedback. Measures that facilitate change in the learning environment seem to be a prerequisite for enabling the assessment programme to steer the learning environment.

Low cost heads-up virtual reality (HUVR) with optical tracking and haptic feedback

NASA Astrophysics Data System (ADS)

Margolis, Todd; DeFanti, Thomas A.; Dawe, Greg; Prudhomme, Andrew; Schulze, Jurgen P.; Cutchin, Steve

2011-03-01

Researchers at the University of California, San Diego, have created a new, relatively low-cost augmented reality system that enables users to touch the virtual environment they are immersed in. The Heads-Up Virtual Reality device (HUVR) couples a consumer 3D HD flat screen TV with a half-silvered mirror to project any graphic image onto the user's hands and into the space surrounding them. With his or her head position optically tracked to generate the correct perspective view, the user maneuvers a force-feedback (haptic) device to interact with the 3D image, literally 'touching' the object's angles and contours as if it was a tangible physical object. HUVR can be used for training and education in structural and mechanical engineering, archaeology and medicine as well as other tasks that require hand-eye coordination. One of the most unique characteristics of HUVR is that a user can place their hands inside of the virtual environment without occluding the 3D image. Built using open-source software and consumer level hardware, HUVR offers users a tactile experience in an immersive environment that is functional, affordable and scalable.

OzBot and haptics: remote surveillance to physical presence

NASA Astrophysics Data System (ADS)

Mullins, James; Fielding, Mick; Nahavandi, Saeid

2009-05-01

This paper reports on robotic and haptic technologies and capabilities developed for the law enforcement and defence community within Australia by the Centre for Intelligent Systems Research (CISR). The OzBot series of small and medium surveillance robots have been designed in Australia and evaluated by law enforcement and defence personnel to determine suitability and ruggedness in a variety of environments. Using custom developed digital electronics and featuring expandable data busses including RS485, I2C, RS232, video and Ethernet, the robots can be directly connected to many off the shelf payloads such as gas sensors, x-ray sources and camera systems including thermal and night vision. Differentiating the OzBot platform from its peers is its ability to be integrated directly with haptic technology or the 'haptic bubble' developed by CISR. Haptic interfaces allow an operator to physically 'feel' remote environments through position-force control and experience realistic force feedback. By adding the capability to remotely grasp an object, feel its weight, texture and other physical properties in real-time from the remote ground control unit, an operator's situational awareness is greatly improved through Haptic augmentation in an environment where remote-system feedback is often limited.

A Review of Simulators with Haptic Devices for Medical Training.

PubMed

Escobar-Castillejos, David; Noguez, Julieta; Neri, Luis; Magana, Alejandra; Benes, Bedrich

2016-04-01

Medical procedures often involve the use of the tactile sense to manipulate organs or tissues by using special tools. Doctors require extensive preparation in order to perform them successfully; for example, research shows that a minimum of 750 operations are needed to acquire sufficient experience to perform medical procedures correctly. Haptic devices have become an important training alternative and they have been considered to improve medical training because they let users interact with virtual environments by adding the sense of touch to the simulation. Previous articles in the field state that haptic devices enhance the learning of surgeons compared to current training environments used in medical schools (corpses, animals, or synthetic skin and organs). Consequently, virtual environments use haptic devices to improve realism. The goal of this paper is to provide a state of the art review of recent medical simulators that use haptic devices. In particular we focus on stitching, palpation, dental procedures, endoscopy, laparoscopy, and orthopaedics. These simulators are reviewed and compared from the viewpoint of used technology, the number of degrees of freedom, degrees of force feedback, perceived realism, immersion, and feedback provided to the user. In the conclusion, several observations per area and suggestions for future work are provided.

Forgone but not forgotten: the effects of partial and full feedback in "harsh" and "kind" environments.

PubMed

Rakow, Tim; Newell, Ben R; Wright, Louise

2015-12-01

In a perfect world, the choice of any course of action would lead to a satisfactory outcome, and we would obtain feedback about both our chosen course and those we have chosen to forgo. In reality, however, we often face harsh environments in which we can only minimize losses, and we receive impoverished feedback. In these studies, we examined how decision makers dealt with these challenges in a simple task in which we manipulated three features of the decision: The outcomes from the available options were either mostly positive or mostly negative (kind or harsh environment); feedback was either full or partial (outcomes revealed for all options or only for the chosen option); and for the final 20 trials in a sequence, participants either chose on each trial or set an "advance-directive" policy. The propensity to choose the better option was explained by several factors: Full feedback was more beneficial in harsh than in kind environments; policy decisions encouraged better decisions and ameliorated the adverse impact of a harsh environment; and beliefs about the value of strategy diversification predicted switch rates and choice quality. The results suggest a subtle interplay between bottom-up and top-down processes: Although harsh environments encourage poor choices, and some decision makers choose less well than others, this need not imply that the decision maker has failed to identify the better option.

A food environments feedback system (FoodBack) for empowering citizens and change agents to create healthier community food places.

PubMed

Vandevijvere, Stefanie; Williams, Rachel; Tawfiq, Essa; Swinburn, Boyd

2017-11-14

This study developed a systems-based approach (called FoodBack) to empower citizens and change agents to create healthier community food places. Formative evaluations were held with citizens and change agents in six diverse New Zealand communities, supplemented by semi-structured interviews with 85 change agents in Auckland and Hamilton in 2015-2016. The emerging system was additionally reviewed by public health experts from diverse organizations. A food environments feedback system was constructed to crowdsource key indicators of the healthiness of diverse community food places (i.e. schools, hospitals, supermarkets, fast food outlets, sport centers) and outdoor spaces (i.e. around schools), comments/pictures about barriers and facilitators to healthy eating and exemplar stories on improving the healthiness of food environments. All the information collected is centrally processed and translated into 'short' (immediate) and 'long' (after analyses) feedback loops to stimulate actions to create healthier food places. FoodBack, as a comprehensive food environment feedback system (with evidence databases and feedback and recognition processes), has the potential to increase food sovereignty, and generate a sustainable, fine-grained database of food environments for real-time food policy research. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

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.

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…

Virtual reality simulation: basic concepts and use in endoscopic neurosurgery training.

PubMed

Cohen, Alan R; Lohani, Subash; Manjila, Sunil; Natsupakpong, Suriya; Brown, Nathan; Cavusoglu, M Cenk

2013-08-01

Virtual reality simulation is a promising alternative to training surgical residents outside the operating room. It is also a useful aide to anatomic study, residency training, surgical rehearsal, credentialing, and recertification. Surgical simulation is based on a virtual reality with varying degrees of immersion and realism. Simulators provide a no-risk environment for harmless and repeatable practice. Virtual reality has three main components of simulation: graphics/volume rendering, model behavior/tissue deformation, and haptic feedback. The challenge of accurately simulating the forces and tactile sensations experienced in neurosurgery limits the sophistication of a virtual simulator. The limited haptic feedback available in minimally invasive neurosurgery makes it a favorable subject for simulation. Virtual simulators with realistic graphics and force feedback have been developed for ventriculostomy, intraventricular surgery, and transsphenoidal pituitary surgery, thus allowing preoperative study of the individual anatomy and increasing the safety of the procedure. The authors also present experiences with their own virtual simulation of endoscopic third ventriculostomy.

Training Toddlers Seated on Mobile Robots to Steer Using Force-Feedback Joystick.

PubMed

Agrawal, S K; Xi Chen; Ragonesi, C; Galloway, J C

2012-01-01

The broader goal of our research is to train infants with special needs to safely and purposefully drive a mobile robot to explore the environment. The hypothesis is that these impaired infants will benefit from mobility in their early years and attain childhood milestones, similar to their healthy peers. In this paper, we present an algorithm and training method using a force-feedback joystick with an "assist-as-needed" paradigm for driving training. In this "assist-as-needed" approach, if the child steers the joystick outside a force tunnel centered on the desired direction, the driver experiences a bias force on the hand. We show results with a group study on typically developing toddlers that such a haptic guidance algorithm is superior to training with a conventional joystick. We also provide a case study on two special needs children, under three years old, who learn to make sharp turns during driving, when trained over a five-day period with the force-feedback joystick using the algorithm.

New Postgraduate Student Experience and Engagement in Human Communication Studies

ERIC Educational Resources Information Center

Steele, Godfrey A.

2015-01-01

New postgraduate students' feedback on their learning offers insights into engagement. Student feedback to students and teachers can contribute to teacher feedback to students. When this happens, students can feel engaged or connected to their learning experiences. Adopting a more inclusive notion of feedback on learning, this paper explores the…

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

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

High-fidelity bilateral teleoperation systems and the effect of multimodal haptics.

PubMed

Tavakoli, Mahdi; Aziminejad, Arash; Patel, Rajni V; Moallem, Mehrdad

2007-12-01

In master-slave teleoperation applications that deal with a delicate and sensitive environment, it is important to provide haptic feedback of slave/environment interactions to the user's hand as it improves task performance and teleoperation transparency (fidelity), which is the extent of telepresence of the remote environment available to the user through the master-slave system. For haptic teleoperation, in addition to a haptics-capable master interface, often one or more force sensors are also used, which warrant new bilateral control architectures while increasing the cost and the complexity of the teleoperation system. In this paper, we investigate the added benefits of using force sensors that measure hand/master and slave/environment interactions and of utilizing local feedback loops on the teleoperation transparency. We compare the two-channel and the four-channel bilateral control systems in terms of stability and transparency, and study the stability and performance robustness of the four-channel method against nonidealities that arise during bilateral control implementation, which include master-slave communication latency and changes in the environment dynamics. The next issue addressed in the paper deals with the case where the master interface is not haptics capable, but the slave is equipped with a force sensor. In the context of robotics-assisted soft-tissue surgical applications, we explore through human factors experiments whether slave/environment force measurements can be of any help with regard to improving task performance. The last problem we study is whether slave/environment force information, with and without haptic capability in the master interface, can help improve outcomes under degraded visual conditions.

Advanced Maintenance Simulation by Means of Hand-Based Haptic Interfaces

NASA Astrophysics Data System (ADS)

Nappi, Michele; Paolino, Luca; Ricciardi, Stefano; Sebillo, Monica; Vitiello, Giuliana

Aerospace industry has been involved in virtual simulation for design and testing since the birth of virtual reality. Today this industry is showing a growing interest in the development of haptic-based maintenance training applications, which represent the most advanced way to simulate maintenance and repair tasks within a virtual environment by means of a visual-haptic approach. The goal is to allow the trainee to experiment the service procedures not only as a workflow reproduced at a visual level but also in terms of the kinaesthetic feedback involved with the manipulation of tools and components. This study, conducted in collaboration with aerospace industry specialists, is aimed to the development of an immersive virtual capable of immerging the trainees into a virtual environment where mechanics and technicians can perform maintenance simulation or training tasks by directly manipulating 3D virtual models of aircraft parts while perceiving force feedback through the haptic interface. The proposed system is based on ViRstperson, a virtual reality engine under development at the Italian Center for Aerospace Research (CIRA) to support engineering and technical activities such as design-time maintenance procedure validation, and maintenance training. This engine has been extended to support haptic-based interaction, enabling a more complete level of interaction, also in terms of impedance control, and thus fostering the development of haptic knowledge in the user. The user’s “sense of touch” within the immersive virtual environment is simulated through an Immersion CyberForce® hand-based force-feedback device. Preliminary testing of the proposed system seems encouraging.

Constructing wetlands: measuring and modeling feedbacks of oxidation processes between plants and clay-rich material

NASA Astrophysics Data System (ADS)

Saaltink, Rémon; Dekker, Stefan C.; Griffioen, Jasper; Wassen, Martin J.

2016-04-01

Interest is growing in using soft sediment as a building material in eco-engineering projects. Wetland construction in the Dutch lake Markermeer is an example: here the option of dredging some of the clay-rich lake-bed sediment and using it to construct 10.000 ha of wetland will soon go under construction. Natural processes will be utilized during and after construction to accelerate ecosystem development. Knowing that plants can eco-engineer their environment via positive or negative biogeochemical plant-soil feedbacks, we conducted a six-month greenhouse experiment to identify the key biogeochemical processes in the mud when Phragmites australis is used as an eco-engineering species. We applied inverse biogeochemical modeling to link observed changes in pore water composition to biogeochemical processes. Two months after transplantation we observed reduced plant growth and shriveling as well as yellowing of foliage. The N:P ratios of plant tissue were low and were affected not by hampered uptake of N but by enhanced uptake of P. Plant analyses revealed high Fe concentrations in the leaves and roots. Sulfate concentrations rose drastically in our experiment due to pyrite oxidation; as reduction of sulfate will decouple Fe-P in reducing conditions, we argue that plant-induced iron toxicity hampered plant growth, forming a negative feedback loop, while simultaneously there was a positive feedback loop, as iron toxicity promotes P mobilization as a result of reduced conditions through root death, thereby stimulating plant growth and regeneration. Given these two feedback mechanisms, we propose that when building wetlands from these mud deposits Fe-tolerant species are used rather than species that thrive in N-limited conditions. The results presented in this study demonstrate the importance of studying the biogeochemical properties of the building material and the feedback mechanisms between plant and soil prior to finalizing the design of the eco-engineering project.

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.

Impossible spaces: maximizing natural walking in virtual environments with self-overlapping architecture.

PubMed

Suma, Evan A; Lipps, Zachary; Finkelstein, Samantha; Krum, David M; Bolas, Mark

2012-04-01

Walking is only possible within immersive virtual environments that fit inside the boundaries of the user's physical workspace. To reduce the severity of the restrictions imposed by limited physical area, we introduce "impossible spaces," a new design mechanic for virtual environments that wish to maximize the size of the virtual environment that can be explored with natural locomotion. Such environments make use of self-overlapping architectural layouts, effectively compressing comparatively large interior environments into smaller physical areas. We conducted two formal user studies to explore the perception and experience of impossible spaces. In the first experiment, we showed that reasonably small virtual rooms may overlap by as much as 56% before users begin to detect that they are in an impossible space, and that the larger virtual rooms that expanded to maximally fill our available 9.14 m x 9.14 m workspace may overlap by up to 31%. Our results also demonstrate that users perceive distances to objects in adjacent overlapping rooms as if the overall space was uncompressed, even at overlap levels that were overtly noticeable. In our second experiment, we combined several well-known redirection techniques to string together a chain of impossible spaces in an expansive outdoor scene. We then conducted an exploratory analysis of users' verbal feedback during exploration, which indicated that impossible spaces provide an even more powerful illusion when users are naive to the manipulation.

Are there age-related differences in learning to optimize speed, accuracy, and energy expenditure?

PubMed

Welsh, Timothy N; Higgins, Laura; Elliott, Digby

2007-12-01

Studies of age-related differences in manual aiming have indicated that older adults take longer to complete their movements than their younger counterparts because they tend to rely on time-consuming feedback-based control processes. Many authors have suggested that the reliance on feedback is the result of a "play-it-safe" strategy that has been adopted to compensate for a deterioration in accurate and consistent force generation. That is, perhaps because older adults know that their motor systems are not as reliable as the systems were at a younger age, they plan shorter movements that conserve time and space for feedback control to correct their programmed actions. The vast majority of the previous studies that have revealed these age-related differences in aiming, however, have used computer-based tasks that involve the transformation of perceptual into motor space. In the present experiment, older and younger adults completed real aiming movements over three sessions. The results suggest that, when acting in a real environment, the main difference between older and younger adults in movement execution lies in the efficient use of response-related feedback, not in the programming of movement.

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).

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…

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

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…

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.

The Art and Science of Learning, Teaching, and Delivering Feedback in Psychosomatic Medicine.

PubMed

Lokko, Hermioni N; Gatchel, Jennifer R; Becker, Madeleine A; Stern, Theodore A

2016-01-01

The teaching and learning of psychosomatic medicine has evolved with the better understanding of effective teaching methods and feedback delivery in medicine and psychiatry. We sought to review the variety of teaching methods used in psychosomatic medicine, to present principles of adult learning (and how these theories can be applied to students of psychosomatic medicine), and to discuss the role of effective feedback delivery in the process of teaching and learning psychosomatic medicine. In addition to drawing on the clinical and teaching experiences of the authors of the paper, we reviewed the literature on teaching methods, adult learning theories, and effective feedback delivery methods in medicine to draw parallels for psychosomatic medicine education. We provide a review of teaching methods that have been employed to teach psychosomatic medicine over the past few decades. We outline examples of educational methods using the affective, behavioral, and cognitive domains. We provide examples of learning styles together with the principles of adult learning theory and how they can be applied to psychosomatic medicine learners. We discuss barriers to feedback delivery and offer suggestions as to how to give feedback to trainees on a psychosomatic medicine service. The art of teaching psychosomatic medicine is dynamic and will continue to evolve with advances in the field. Psychosomatic medicine educators must familiarize themselves with learning domains, learning styles, and principles of adult learning in order to be impactful. Effective feedback delivery methods are critical to fostering a robust learning environment for psychosomatic medicine. Copyright © 2016 The Academy of Psychosomatic Medicine. Published by Elsevier Inc. All rights reserved.

The Personal Motion Platform

NASA Technical Reports Server (NTRS)

Park, Brian Vandellyn

1993-01-01

The Neutral Body Posture experienced in microgravity creates a biomechanical equilibrium by enabling the internal forces within the body to find their own balance. A patented reclining chair based on this posture provides a minimal stress environment for interfacing with computer systems for extended periods. When the chair is mounted on a 3 or 6 axis motion platform, a generic motion simulator for simulated digital environments is created. The Personal Motion Platform provides motional feedback to the occupant in synchronization with their movements inside the digital world which enhances the simulation experience. Existing HMD based simulation systems can be integrated to the turnkey system. Future developments are discussed.

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.

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

Mobile robot trajectory tracking using noisy RSS measurements: an RFID approach.

PubMed

Miah, M Suruz; Gueaieb, Wail

2014-03-01

Most RF beacons-based mobile robot navigation techniques rely on approximating line-of-sight (LOS) distances between the beacons and the robot. This is mostly performed using the robot's received signal strength (RSS) measurements from the beacons. However, accurate mapping between the RSS measurements and the LOS distance is almost impossible to achieve in reverberant environments. This paper presents a partially-observed feedback controller for a wheeled mobile robot where the feedback signal is in the form of noisy RSS measurements emitted from radio frequency identification (RFID) tags. The proposed controller requires neither an accurate mapping between the LOS distance and the RSS measurements, nor the linearization of the robot model. The controller performance is demonstrated through numerical simulations and real-time experiments. ©2013 Published by ISA. All rights reserved.

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 is discussed. © 2015 The Authors.

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 feedback is discussed. PMID:26438278

The Neglected Importance of Feedback Perception in Learning: An Analysis of Children and Adults' Uptake of Quantitative Feedback in a Mathematics Simulation Environment

ERIC Educational Resources Information Center

Blair, Kristen Pilner

2009-01-01

Research addressing the effectiveness of feedback for learning has focused on many dimensions of feedback, including the timing (Kulik & Kulik, 1988), type (Mory, 2004), and amount of available information (Dempsey et. al, 1993). Much of the feedback research in education has tacitly assumed that the available information is perceived, and any…

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).

Error amplification to promote motor learning and motivation in therapy robotics.

PubMed

Shirzad, Navid; Van der Loos, H F Machiel

2012-01-01

To study the effects of different feedback error amplification methods on a subject's upper-limb motor learning and affect during a point-to-point reaching exercise, we developed a real-time controller for a robotic manipulandum. The reaching environment was visually distorted by implementing a thirty degrees rotation between the coordinate systems of the robot's end-effector and the visual display. Feedback error amplification was provided to subjects as they trained to learn reaching within the visually rotated environment. Error amplification was provided either visually or through both haptic and visual means, each method with two different amplification gains. Subjects' performance (i.e., trajectory error) and self-reports to a questionnaire were used to study the speed and amount of adaptation promoted by each error amplification method and subjects' emotional changes. We found that providing haptic and visual feedback promotes faster adaptation to the distortion and increases subjects' satisfaction with the task, leading to a higher level of attentiveness during the exercise. This finding can be used to design a novel exercise regimen, where alternating between error amplification methods is used to both increase a subject's motor learning and maintain a minimum level of motivational engagement in the exercise. In future experiments, we will test whether such exercise methods will lead to a faster learning time and greater motivation to pursue a therapy exercise regimen.

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

Grip force control during virtual object interaction: effect of force feedback,accuracy demands, and training.

PubMed

Gibo, Tricia L; Bastian, Amy J; Okamura, Allison M

2014-03-01

When grasping and manipulating objects, people are able to efficiently modulate their grip force according to the experienced load force. Effective grip force control involves providing enough grip force to prevent the object from slipping, while avoiding excessive force to avoid damage and fatigue. During indirect object manipulation via teleoperation systems or in virtual environments, users often receive limited somatosensory feedback about objects with which they interact. This study examines the effects of force feedback, accuracy demands, and training on grip force control during object interaction in a virtual environment. The task required subjects to grasp and move a virtual object while tracking a target. When force feedback was not provided, subjects failed to couple grip and load force, a capability fundamental to direct object interaction. Subjects also exerted larger grip force without force feedback and when accuracy demands of the tracking task were high. In addition, the presence or absence of force feedback during training affected subsequent performance, even when the feedback condition was switched. Subjects' grip force control remained reminiscent of their employed grip during the initial training. These results motivate the use of force feedback during telemanipulation and highlight the effect of force feedback during training.

Radiography student perceptions of clinical stressors.

PubMed

Mason, Starla L

2006-01-01

Technological change and the increasingly rapid pace of life in the United States and globally have contributed to increased levels of stress and burnout experienced by workers and their families. Although studies are available on the levels of workplace stress and burnout affecting radiographers, little to no research has been conducted to assess the stressors encountered by radiography students in the clinical environment. This study was designed to pinpoint the primary sources of stress for radiography students and to determine the most effective measures to alleviate the stress that students experience in the clinical environment. It also sought to identify the clinical activities and practices that enhance learning. A convenience sample of radiography students attending an Association of Collegiate Educators in Radiologic Technology meeting was surveyed. Students were asked to rank their greatest stressors in the clinical environment, the most desired qualities in a clinical instructor and clinical environment, and the clinical practices and activities that best enhance their learning. Descriptive statistics were used to report the results. Data were collected for 82 first-year and second-year students. Students identified 7 primary clinical stressors: fear of making a mistake/repeat, feeling unprepared/inexperienced, intimidation by staff and by instructors, difficult/critical patients, hurtful criticism, too much supervision and negative responses to questions/requests for help. Students indicated that more frequent feedback, availability of the clinical instructor and other staff, assurance that mistakes happen and the opportunity to make mistakes were clinical practices that eased stress. The majority of students cited hands-on learning and repetition as the clinical activities that most reinforced their learning. Summary Radiography students in this survey experience some of the same clinical stressors as radiographers and other allied health workers, although the source of stress may be different. Factors that promote an optimum clinical learning environment for students include instructor availability, opportunities to practice skills and make mistakes, frequent performance feedback and assurance that mistakes happen.

Increases in brain activity during social competition predict decreases in working memory performance and later recall.

PubMed

DiMenichi, Brynne C; Tricomi, Elizabeth

2017-01-01

In our fMRI experiment, participants completed a learning task in both a noncompetitive and a socially competitive learning environment. Despite reporting a preference for completing the task while competing, participants remembered significantly more during the task and later recalled more from the noncompetitive learning environment. Furthermore, during working memory maintenance, there was performance-related deactivation in the medial prefrontal cortex (mPFC) and the precuneus/PCC. During feedback presentation, there was greater activation in the mPFC and the precuneus/PCC while competing. Differential activation in the precuneus/PCC predicted worse later recall for information learned competitively. Since previous research suggests that the mPFC is involved in social-referencing, while the precuneus/PCC is implicated in off-task thoughts, our results suggest that receiving feedback regarding competition produces more activation in brain regions implicated in social interaction, as well as task distraction. While competition may make a task more enjoyable, the goal of winning may distract from maximizing performance. Hum Brain Mapp 38:457-471, 2017. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

Field experiments using SPEAR: a speech control system for UGVs

NASA Astrophysics Data System (ADS)

Chhatpar, Siddharth R.; Blanco, Chris; Czerniak, Jeffrey; Hoffman, Orin; Juneja, Amit; Pruthi, Tarun; Liu, Dongqing; Karlsen, Robert; Brown, Jonathan

2009-05-01

This paper reports on a Field Experiment carried out by the Human Research and Engineering Directorate at Ft. Benning to evaluate the efficacy of using speech to control an Unmanned Ground Vehicle (UGV) concurrently with a handcontroller. The SPEAR system, developed by Think-A-Move, provides speech-control of UGVs. The system picks up user-speech in the ear canal with an in-ear microphone. This property allows it to work efficiently in high-noise environments, where traditional speech systems, employing external microphones, fail. It has been integrated with an iRobot PackBot 510 with EOD kit. The integrated system allows the hand-controller to be supplemented with speech for concurrent control. At Ft. Benning, the integrated system was tested by soldiers from the Officer Candidate School. The Experiment had dual focus: 1) Quantitative measurement of the time taken to complete each station and the cognitive load on users; 2) Qualitative evaluation of ease-of-use and ergonomics through soldier-feedback. Also of significant benefit to Think-A-Move was soldier-feedback on the speech-command vocabulary employed: What spoken commands are intuitive, and how the commands should be executed, e.g., limited-motion vs. unlimited-motion commands. Overall results from the Experiment are reported in the paper.

E-simulation: preregistration nursing students' evaluation of an online patient deterioration program.

PubMed

Cant, Robyn; Young, Susan; Cooper, Simon J; Porter, Joanne

2015-03-01

This study explores preregistration nursing students' views of a Web-based simulation program: FIRST ACTWeb (Feedback Incorporating Review and Simulation Techniques to Act on Clinical Trends-Web). The multimedia program incorporating three videoed scenarios portrayed by a standardized patient (human actor) aims to improve students' recognition and management of hospital patient deterioration. Participants were 367 final-year nursing students from three universities who completed an online evaluation survey and 19 students from two universities who attended one of five focus groups. Two researchers conducted a thematic analysis of the transcribed narratives. Three core themes identified were as follows: "ease of program use," "experience of e-Simulation," and "satisfaction with the learning experience." The Web-based clinical learning environment was endorsed as functional, feasible, and easy to use and was reported to have high fidelity and realism. Feedback in both focus groups and surveys showed high satisfaction with the learning experience. Overall, evaluation suggested that the Web-based simulation program successfully integrated elements essential for blended learning. Although Web-based educational applications are resource intensive to develop, positive appraisal of program quality, plus program accessibility and repeatability, appears to provide important educational benefits. Further research is needed to determine the transferability of these learning experiences into real-world practice.

An Integrative, Multi-Scale Computational Model of a Swimming Lamprey Fully Coupled to Its Fluid Environment and Incorporating Proprioceptive Feedback

NASA Astrophysics Data System (ADS)

Hamlet, C. L.; Hoffman, K.; Fauci, L.; Tytell, E.

2016-02-01

The lamprey is a model organism for both neurophysiology and locomotion studies. To study the role of sensory feedback as an organism moves through its environment, a 2D, integrative, multi-scale model of an anguilliform swimmer driven by neural activation from a central pattern generator (CPG) is constructed. The CPG in turn drives muscle kinematics and is fully coupled to the surrounding fluid. The system is numerically evolved in time using an immersed boundary framework producing an emergent swimming mode. Proprioceptive feedback to the CPG based on experimental observations adjust the activation signal as the organism interacts with its environment. Effects on the speed, stability and cost (metabolic work) of swimming due to nonlinear dependencies associated with muscle force development combined with proprioceptive feedback to neural activation are estimated and examined.

Features of an effective operative dentistry learning environment: students' perceptions and relationship with performance.

PubMed

Suksudaj, N; Lekkas, D; Kaidonis, J; Townsend, G C; Winning, T A

2015-02-01

Students' perceptions of their learning environment influence the quality of outcomes they achieve. Learning dental operative techniques in a simulated clinic environment is characterised by reciprocal interactions between skills training, staff- and student-related factors. However, few studies have examined how students perceive their operative learning environments and whether there is a relationship between their perceptions and subsequent performance. Therefore, this study aimed to clarify which learning activities and interactions students perceived as supporting their operative skills learning and to examine relationships with their outcomes. Longitudinal data about examples of operative laboratory sessions that were perceived as effective or ineffective for learning were collected twice a semester, using written critical incidents and interviews. Emergent themes from these data were identified using thematic analysis. Associations between perceptions of learning effectiveness and performance were analysed using chi-square tests. Students indicated that an effective learning environment involved interactions with tutors and peers. This included tutors arranging group discussions to clarify processes and outcomes, providing demonstrations and constructive feedback. Feedback focused on mistakes, and not improvement, was reported as being ineffective for learning. However, there was no significant association between students' perceptions of the effectiveness of their learning experiences and subsequent performance. It was clear that learning in an operative technique setting involved various factors related not only to social interactions and observational aspects of learning but also to cognitive, motivational and affective processes. Consistent with studies that have demonstrated complex interactions between students, their learning environment and outcomes, other factors need investigation. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

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…

The Potential of Automated Corrective Feedback to Remediate Cohesion Problems in Advanced Students' Writing

ERIC Educational Resources Information Center

Strobl, Carola

2017-01-01

This study explores the potential of a feedback environment using simple string-based pattern matching technology for the provision of automated corrective feedback on cohesion problems. Thirty-eight high-frequent problems, including non-target like use of connectives and co-references were addressed providing both direct and indirect feedback.…

Examining Feedback in an Instructional Video Game Using Process Data and Error Analysis. CRESST Report 817

ERIC Educational Resources Information Center

Buschang, Rebecca E.; Kerr, Deirdre S.; Chung, Gregory K. W. K.

2012-01-01

Appropriately designed technology-based learning environments such as video games can be used to give immediate and individualized feedback to students. However, little is known about the design and use of feedback in instructional video games. This study investigated how feedback used in a mathematics video game about fractions impacted student…

The Impact of Text versus Video Communication on Instructor Feedback in Blended Courses

ERIC Educational Resources Information Center

Borup, Jered; West, Richard E.; Thomas, Rebecca

2015-01-01

In this study we examined student and instructor perceptions of text and video feedback in technology integration courses that combined face-to-face with online instruction for teacher candidates. Items from the Feedback Environment Scale (Steelman et al. 2004) were used to measure student perceptions of feedback quality and delivery. Independent…

Voluntary Medication Error Reporting by ED Nurses: Examining the Association With Work Environment and Social Capital.

PubMed

Farag, Amany; Blegen, Mary; Gedney-Lose, Amalia; Lose, Daniel; Perkhounkova, Yelena

2017-05-01

Medication errors are one of the most frequently occurring errors in health care settings. The complexity of the ED work environment places patients at risk for medication errors. Most hospitals rely on nurses' voluntary medication error reporting, but these errors are under-reported. The purpose of this study was to examine the relationship among work environment (nurse manager leadership style and safety climate), social capital (warmth and belonging relationships and organizational trust), and nurses' willingness to report medication errors. A cross-sectional descriptive design using a questionnaire with a convenience sample of emergency nurses was used. Data were analyzed using descriptive, correlation, Mann-Whitney U, and Kruskal-Wallis statistics. A total of 71 emergency nurses were included in the study. Emergency nurses' willingness to report errors decreased as the nurses' years of experience increased (r = -0.25, P = .03). Their willingness to report errors increased when they received more feedback about errors (r = 0.25, P = .03) and when their managers used a transactional leadership style (r = 0.28, P = .01). ED nurse managers can modify their leadership style to encourage error reporting. Timely feedback after an error report is particularly important. Engaging experienced nurses to understand error root causes could increase voluntary error reporting. Published by Elsevier Inc.

Learning in a Virtual Environment Using Haptic Systems for Movement Re-Education: Can This Medium Be Used for Remodeling Other Behaviors and Actions?

PubMed Central

Merians, Alma S; Fluet, Gerard G; Qiu, Qinyin; Lafond, Ian; Adamovich, Sergei V

2011-01-01

Robotic systems that are interfaced with virtual reality gaming and task simulations are increasingly being developed to provide repetitive intensive practice to promote increased compliance and facilitate better outcomes in rehabilitation post-stroke. A major development in the use of virtual environments (VEs) has been to incorporate tactile information and interaction forces into what was previously an essentially visual experience. Robots of varying complexity are being interfaced with more traditional virtual presentations to provide haptic feedback that enriches the sensory experience and adds physical task parameters. This provides forces that produce biomechanical and neuromuscular interactions with the VE that approximate real-world movement more accurately than visual-only VEs, simulating the weight and force found in upper extremity tasks. The purpose of this article is to present an overview of several systems that are commercially available for ambulation training and for training movement of the upper extremity. We will also report on the system that we have developed (NJIT-RAVR system) that incorporates motivating and challenging haptic feedback effects into VE simulations to facilitate motor recovery of the upper extremity post-stroke. The NJIT-RAVR system trains both the upper arm and the hand. The robotic arm acts as an interface between the participants and the VEs, enabling multiplanar movements against gravity in a three-dimensional workspace. The ultimate question is whether this medium can provide a motivating, challenging, gaming experience with dramatically decreased physical difficulty levels, which would allow for participation by an obese person and facilitate greater adherence to exercise regimes. PMID:21527097

Online Higher Education in the Natural Sciences

NASA Astrophysics Data System (ADS)

Pearson, Karen; Liddicoat, Joseph

2013-04-01

Online courses in higher education allow traditional and non-traditional students to complete course work in all disciplines with great flexibility. Courses in the Natural Sciences are no exception because the online environment allows students to collapse time and space; to access a course anywhere; to get immediate feedback, tutoring and coaching; and to receive real-time interaction between themselves and the instructor. This presentation will highlight successful examples of course content from the areas of astronomy, environmental, and earth and physical sciences. Content examples will focus on helping students use their 'environment' as part of the laboratory experience in courses traditionally thought of as lecture and laboratory courses. These examples will include real and virtual field trips, use of multimedia content, collaboration between students and faculty to design and conduct experiments and field work, and modifications to traditional lecture methods for the online environment. Dr. Karen Pearson former director of Online-Learning and Academic Technologies and Professor Science and Mathematics at the Fashion Institute of Technology (SUNY) and Dr. Joseph Liddicoat will focus on how courses in the Natural Sciences can be delivered in the online environment while maintaining high academic standards and not losing the "hands" on experience students need while completing a laboratory science course as part of a liberal arts curriculum.

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.

Using a New Learning Environment Questionnaire for Reflection in Teacher Action Research

ERIC Educational Resources Information Center

Aldridge, Jill M.; Fraser, Barry J.; Bell, Lisa; Dorman, Jeffrey

2012-01-01

This article reports the development, validation and use of an instrument designed to provide teachers with feedback information, based on students' perceptions, about their classroom environments. The instrument was developed to provide teachers with feedback that they could use to reflect on their teaching practices and, in turn, guide the…

Feedback and Feed-Forward for Promoting Problem-Based Learning in Online Learning Environments

ERIC Educational Resources Information Center

Webb, Ashley; Moallem, Mahnaz

2016-01-01

Purpose: The study aimed to (1) review the literature to construct conceptual models that could guide instructional designers in developing problem/project-based learning environments while applying effective feedback strategies, (2) use the models to design, develop, and implement an online graduate course, and (3) assess the efficiency of the…

Facilitation of Learning by Social-Emotional Feedback in Humans Is Beta-Noradrenergic-Dependent

ERIC Educational Resources Information Center

Mihov, Yoan; Mayer, Simon; Musshoff, Frank; Maier, Wolfgang; Kendrick, Keith M.; Hurlemann, Rene

2010-01-01

Adaptive behavior in dynamic environments critically depends on the ability to learn rapidly and flexibly from the outcomes of prior choices. In social environments, facial expressions of emotion often serve as performance feedback and thereby guide declarative learning. Abundant evidence implicates beta-noradrenergic signaling in the modulatory…

Student and Instructor Responses to Emotional Motivational Feedback Messages in an Online Instructional Environment

ERIC Educational Resources Information Center

Sarsar, Firat

2017-01-01

The purpose of this study was to investigate the effectiveness of Emotional Motivational Feedback Message (EMFEM) in an online learning environment. This exploratory research was conducted using mixed method single case study design. Participants were 15 undergraduate students enrolled in an instructional technology course in a large state…

Attentive Facework during Instructional Feedback: Key to Perceiving Mentorship and an Optimal Learning Environment

ERIC Educational Resources Information Center

Kerssen-Griep, Jeff; Trees, April R.; Hess, Jon A.

2008-01-01

This study investigated how the face threat mitigation students received from their teachers during feedback influenced their judgments about mentored relationships with their teachers and the supportiveness of the classroom learning environment. Public speaking students (N=345) at three universities completed an online survey about the speech…

Student Perceptions of the Classroom Environment: Actionable Feedback to Guide Core Instruction

ERIC Educational Resources Information Center

Nelson, Peter M.; Ysseldyke, James E.; Christ, Theodore J.

2015-01-01

The impact and feasibility of using student perceptions of the classroom teaching environment as an instructional feedback tool were explored. Thirty-one teachers serving 797 middle school students collected data twice across 3 weeks using the Responsive Environmental Assessment for Classroom Teaching (REACT). Researchers randomly assigned half of…

The Patient Feedback Response Framework - Understanding why UK hospital staff find it difficult to make improvements based on patient feedback: A qualitative study.

PubMed

Sheard, Laura; Marsh, Claire; O'Hara, Jane; Armitage, Gerry; Wright, John; Lawton, Rebecca

2017-04-01

Patients are increasingly being asked for feedback about their healthcare experiences. However, healthcare staff often find it difficult to act on this feedback in order to make improvements to services. This paper draws upon notions of legitimacy and readiness to develop a conceptual framework (Patient Feedback Response Framework - PFRF) which outlines why staff may find it problematic to respond to patient feedback. 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 feedback. 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 feedback 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 feedback is likely to be acted upon to improve services. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

An uncertainty principle for star formation - II. A new method for characterising the cloud-scale physics of star formation and feedback across cosmic history

NASA Astrophysics Data System (ADS)

Kruijssen, J. M. Diederik; Schruba, Andreas; Hygate, Alexander P. S.; Hu, Chia-Yu; Haydon, Daniel T.; Longmore, Steven N.

2018-05-01

The cloud-scale physics of star formation and feedback represent the main uncertainty in galaxy formation studies. Progress is hampered by the limited empirical constraints outside the restricted environment of the Local Group. In particular, the poorly-quantified time evolution of the molecular cloud lifecycle, star formation, and feedback obstructs robust predictions on the scales smaller than the disc scale height that are resolved in modern galaxy formation simulations. We present a new statistical method to derive the evolutionary timeline of molecular clouds and star-forming regions. By quantifying the excess or deficit of the gas-to-stellar flux ratio around peaks of gas or star formation tracer emission, we directly measure the relative rarity of these peaks, which allows us to derive their lifetimes. We present a step-by-step, quantitative description of the method and demonstrate its practical application. The method's accuracy is tested in nearly 300 experiments using simulated galaxy maps, showing that it is capable of constraining the molecular cloud lifetime and feedback time-scale to <0.1 dex precision. Access to the evolutionary timeline provides a variety of additional physical quantities, such as the cloud-scale star formation efficiency, the feedback outflow velocity, the mass loading factor, and the feedback energy or momentum coupling efficiencies to the ambient medium. We show that the results are robust for a wide variety of gas and star formation tracers, spatial resolutions, galaxy inclinations, and galaxy sizes. Finally, we demonstrate that our method can be applied out to high redshift (z≲ 4) with a feasible time investment on current large-scale observatories. This is a major shift from previous studies that constrained the physics of star formation and feedback in the immediate vicinity of the Sun.

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.

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.

Human Performance Issues of Lunar-Sited Teleoperations

NASA Technical Reports Server (NTRS)

Kaiser, Mary K.; Null, Cynthia H. (Technical Monitor)

1995-01-01

Teleoperations in terrestrial environments present a number of challenges to system operators and designers. Transmission lags, restricted visual fields, and reduced or distorted tactile/kinesthetic feedback can compromise performance, especially for innerloop control tasks (e.g., vehicle or manipulator control). These problems are likely to be exacerbated in lunar operations, since teleoperation may occur across large distances. Further, the lunar environment will introduce unique concerns. For example, the teleoperated systems will reflect the reduced gravity of the moon. In addition to the novelty of these dynamics, operators will often have to cope with them while physically located in a terrestrial or microgravity environment. Similarly, the optical characteristics of the lunar environment differ from our usual experience (e.g., lack of atmospheric attenuation) in ways that may impact normative depth, distance, and motion perception. These human factors issues are related to the question of humans adapting to a lunar environment. However, teleoperations requires the operator to maintain functionality in both the control station and end-effector environments, defeating more straightforward environmental adaptation strategies.

Adaptive Control for Microgravity Vibration Isolation System

NASA Technical Reports Server (NTRS)

Yang, Bong-Jun; Calise, Anthony J.; Craig, James I.; Whorton, Mark S.

2005-01-01

Most active vibration isolation systems that try to a provide quiescent acceleration environment for space science experiments have utilized linear design methods. In this paper, we address adaptive control augmentation of an existing classical controller that employs a high-gain acceleration feedback together with a low-gain position feedback to center the isolated platform. The control design feature includes parametric and dynamic uncertainties because the hardware of the isolation system is built as a payload-level isolator, and the acceleration Sensor exhibits a significant bias. A neural network is incorporated to adaptively compensate for the system uncertainties, and a high-pass filter is introduced to mitigate the effect of the measurement bias. Simulations show that the adaptive control improves the performance of the existing acceleration controller and keep the level of the isolated platform deviation to that of the existing control system.

Eukaryotic Cell Cycle as a Test Case for Modeling Cellular Regulation in a Collaborative Problem-Solving Environment

DTIC Science & Technology

2007-03-01

mitoses, some cells arrest in G2 while other cells continue to divide. In sea urchin and frog embryos, the first 12 cell cycles are known to be driven...with interlaced feedback and feed forward control loops, the hand-waving approach flounders in a stormy sea of conflicting signals, endless...we reduced the rate constants for degradation of Clb2, as described in the publication. Experiment Copies/cell, mean ± SEM (fold increase

System identification and sensorimotor determinants of flight maneuvers in an insect

NASA Astrophysics Data System (ADS)

Sponberg, Simon; Hall, Robert; Roth, Eatai

Locomotor maneuvers are inherently closed-loop processes. They are generally characterized by the integration of multiple sensory inputs and adaptation or learning over time. To probe sensorimotor processing we take a system identification approach treating the underlying physiological systems as dynamic processes and altering the feedback topology in experiment and analysis. As a model system, we use agile hawk moths (Manduca sexta), which feed from real and robotic flowers while hovering in mid air. Moths rely on vision and mechanosensation to track floral targets and can do so at exceptionally low luminance levels despite hovering being a mechanically unstable behavior that requires neural feedback to stabilize. By altering the sensory environment and placing mechanical and visual signals in conflict we show a surprisingly simple linear summation of visual and mechanosensation produces a generative prediction of behavior to novel stimuli. Tracking performance is also limited more by the mechanics of flight than the magnitude of the sensory cue. A feedback systems approach to locomotor control results in new insights into how behavior emerges from the interaction of nonlinear physiological systems.

A virtual reality-based method of decreasing transmission time of visual feedback for a tele-operative robotic catheter operating system.

PubMed

Guo, Jin; Guo, Shuxiang; Tamiya, Takashi; Hirata, Hideyuki; Ishihara, Hidenori

2016-03-01

An Internet-based tele-operative robotic catheter operating system was designed for vascular interventional surgery, to afford unskilled surgeons the opportunity to learn basic catheter/guidewire skills, while allowing experienced physicians to perform surgeries cooperatively. Remote surgical procedures, limited by variable transmission times for visual feedback, have been associated with deterioration in operability and vascular wall damage during surgery. At the patient's location, the catheter shape/position was detected in real time and converted into three-dimensional coordinates in a world coordinate system. At the operation location, the catheter shape was reconstructed in a virtual-reality environment, based on the coordinates received. The data volume reduction significantly reduced visual feedback transmission times. Remote transmission experiments, conducted over inter-country distances, demonstrated the improved performance of the proposed prototype. The maximum error for the catheter shape reconstruction was 0.93 mm and the transmission time was reduced considerably. The results were positive and demonstrate the feasibility of remote surgery using conventional network infrastructures. Copyright © 2015 John Wiley & Sons, Ltd.

Calcification response of a key phytoplankton family to millennial-scale environmental change.

PubMed

McClelland, H L O; Barbarin, N; Beaufort, L; Hermoso, M; Ferretti, P; Greaves, M; Rickaby, R E M

2016-09-28

Coccolithophores are single-celled photosynthesizing marine algae, responsible for half of the calcification in the surface ocean, and exert a strong influence on the distribution of carbon among global reservoirs, and thus Earth's climate. Calcification in the surface ocean decreases the buffering capacity of seawater for CO 2 , whilst photosynthetic carbon fixation has the opposite effect. Experiments in culture have suggested that coccolithophore calcification decreases under high CO 2 concentrations ([CO 2 (aq)]) constituting a negative feedback. However, the extent to which these results are representative of natural populations, and of the response over more than a few hundred generations is unclear. Here we describe and apply a novel rationale for size-normalizing the mass of the calcite plates produced by the most abundant family of coccolithophores, the Noëlaerhabdaceae. On average, ancient populations subjected to coupled gradual increases in [CO 2 (aq)] and temperature over a few million generations in a natural environment become relatively more highly calcified, implying a positive climatic feedback. We hypothesize that this is the result of selection manifest in natural populations over millennial timescales, so has necessarily eluded laboratory experiments.

Heart smart: a multifaceted cardiovascular risk reduction program for grade school students.

PubMed

Hunter, S M; Johnson, C C; Little-Christian, S; Nicklas, T A; Harsha, D; Arbeit, M L; Webber, L S; Berenson, G S

1990-05-01

Abstract Heart Smart Program is a health education intervention for grades kindergarten through six which encourages the acquisition and maintenance of health-enhancing behaviors. These include nutritious eating habits; physical fitness and exercise; saying "no" to cigarette smoking, alcohol, and drugs; and control of stress. Social Cognitive Theory is used to derive the necessary training concepts for children with reinforcement of these concepts occurring in six areas: the curriculum, school lunch, staff development, physical activity, environment, and parental support. The necessary training mechanisms provide mastery experiences, knowledge transfer, role modeling, and emotional and physiological feedback. The program incorporates the influence of the social environment on learning and builds support from parents, teachers and school staff.

Active Response Gravity Offload and Method

NASA Technical Reports Server (NTRS)

Dungan, Larry K. (Inventor); Lieberman, Asher P. (Inventor); Shy, Cecil (Inventor); Bankieris, Derek R. (Inventor); Valle, Paul S. (Inventor); Redden, Lee (Inventor)

2015-01-01

A variable gravity field simulator can be utilized to provide three dimensional simulations for simulated gravity fields selectively ranging from Moon, Mars, and micro-gravity environments and/or other selectable gravity fields. The gravity field simulator utilizes a horizontally moveable carriage with a cable extending from a hoist. The cable can be attached to a load which experiences the effects of the simulated gravity environment. The load can be a human being or robot that makes movements that induce swinging of the cable whereby a horizontal control system reduces swinging energy. A vertical control system uses a non-linear feedback filter to remove noise from a load sensor that is in the same frequency range as signals from the load sensor.

Building a Positive Environment in Classrooms through Feedback and Praise

ERIC Educational Resources Information Center

Al-Ghamdi, Asmaa

2017-01-01

There are many important pedagogical factors that need to be implemented in classrooms including language classrooms in order to build an incentive learning environment for the students. This paper sheds light on two of these main pedagogical factors which are feedback and praise. The main purpose of this paper is to alter negative perceptions…

Open and Anonymous Peer Review in a Digital Online Environment Compared in Academic Writing Context

ERIC Educational Resources Information Center

Razi, Salim

2016-01-01

This study compares the impact of "open" and "anonymous" peer feedback as an adjunct to teacher-mediated feedback in a digital online environment utilising data gathered on an academic writing course at a Turkish university. Students were divided into two groups with similar writing proficiencies. Students peer reviewed papers…

Unbending mind: Individuals with hoarding disorder do not modify decision strategy in response to feedback under risk.

PubMed

Pushkarskaya, Helen; Tolin, David F; Henick, Daniel; Levy, Ifat; Pittenger, Christopher

2018-01-01

Cognitive-behavioral models of hoarding disorder emphasize impairments in information processing and decision making in the genesis of hoarding symptomology. We propose and test the novel hypothesis that individuals with hoarding are maladaptively biased towards a deliberative decision style. While deliberative strategies are often considered normative, they are not always adaptable to the limitations imposed by many real-world decision contexts. We examined decision-making patterns in 19 individuals with hoarding and 19 healthy controls, using a behavioral task that quantifies selection of decision strategies in a novel environment with known probabilities (risk) in response to feedback. Consistent with prior literature, we found that healthy individuals tend to explore different decision strategies in the beginning of the experiment, but later, in response to feedback, they shift towards a compound strategy that balances expected values and risks. In contrast, individuals with hoarding follow a simple, deliberative, risk-neutral, value-based strategy from the beginning to the end of the task, irrespective of the feedback. This seemingly rational approach was not ecologically rational: individuals with hoarding and healthy individuals earned about the same amount of money, but it took individuals with hoarding a lot longer to do it: additional cognitive costs did not lead to additional benefits. Copyright © 2017 Elsevier B.V. All rights reserved.

Adaptive Locomotor Behavior in Larval Zebrafish

PubMed Central

Portugues, Ruben; Engert, Florian

2011-01-01

In this study we report that larval zebrafish display adaptive locomotor output that can be driven by unexpected visual feedback. We develop a new assay that addresses visuomotor integration in restrained larval zebrafish. The assay involves a closed-loop environment in which the visual feedback a larva receives depends on its own motor output in a way that resembles freely swimming conditions. The experimenter can control the gain of this closed feedback loop, so that following a given motor output the larva experiences more or less visual feedback depending on whether the gain is high or low. We show that increases and decreases in this gain setting result in adaptive changes in behavior that lead to a generalized decrease or increase of motor output, respectively. Our behavioral analysis shows that both the duration and tail beat frequency of individual swim bouts can be modified, as well as the frequency with which bouts are elicited. These changes can be implemented rapidly, following an exposure to a new gain of just 175 ms. In addition, modifications in some behavioral parameters accumulate over tens of seconds and effects last for at least 30 s from trial to trial. These results suggest that larvae establish an internal representation of the visual feedback expected from a given motor output and that the behavioral modifications are driven by an error signal that arises from the discrepancy between this expectation and the actual visual feedback. The assay we develop presents a unique possibility for studying visuomotor integration using imaging techniques available in the larval zebrafish. PMID:21909325

Adaptive locomotor behavior in larval zebrafish.

PubMed

Portugues, Ruben; Engert, Florian

2011-01-01

In this study we report that larval zebrafish display adaptive locomotor output that can be driven by unexpected visual feedback. We develop a new assay that addresses visuomotor integration in restrained larval zebrafish. The assay involves a closed-loop environment in which the visual feedback a larva receives depends on its own motor output in a way that resembles freely swimming conditions. The experimenter can control the gain of this closed feedback loop, so that following a given motor output the larva experiences more or less visual feedback depending on whether the gain is high or low. We show that increases and decreases in this gain setting result in adaptive changes in behavior that lead to a generalized decrease or increase of motor output, respectively. Our behavioral analysis shows that both the duration and tail beat frequency of individual swim bouts can be modified, as well as the frequency with which bouts are elicited. These changes can be implemented rapidly, following an exposure to a new gain of just 175 ms. In addition, modifications in some behavioral parameters accumulate over tens of seconds and effects last for at least 30 s from trial to trial. These results suggest that larvae establish an internal representation of the visual feedback expected from a given motor output and that the behavioral modifications are driven by an error signal that arises from the discrepancy between this expectation and the actual visual feedback. The assay we develop presents a unique possibility for studying visuomotor integration using imaging techniques available in the larval zebrafish.

Subjective evaluation of HEVC in mobile devices

NASA Astrophysics Data System (ADS)

Garcia, Ray; Kalva, Hari

2013-03-01

Mobile compute environments provide a unique set of user needs and expectations that designers must consider. With increased multimedia use in mobile environments, video encoding methods within the smart phone market segment are key factors that contribute to positive user experience. Currently available display resolutions and expected cellular bandwidth are major factors the designer must consider when determining which encoding methods should be supported. The desired goal is to maximize the consumer experience, reduce cost, and reduce time to market. This paper presents a comparative evaluation of the quality of user experience when HEVC and AVC/H.264 video coding standards were used. The goal of the study was to evaluate any improvements in user experience when using HEVC. Subjective comparisons were made between H.264/AVC and HEVC encoding standards in accordance with Doublestimulus impairment scale (DSIS) as defined by ITU-R BT.500-13. Test environments are based on smart phone LCD resolutions and expected cellular bit rates, such as 200kbps and 400kbps. Subjective feedback shows both encoding methods are adequate at 400kbps constant bit rate. However, a noticeable consumer experience gap was observed for 200 kbps. Significantly less H.264 subjective quality is noticed with video sequences that have multiple objects moving and no single point of visual attraction. Video sequences with single points of visual attraction or few moving objects tended to have higher H.264 subjective quality.

Improving the quality of educational strategies in postgraduate dental education using student and graduate feedback: findings from a qualitative study in New Zealand.

PubMed

Subramanian, J; Anderson, V R; Morgaine, K C; Thomson, W M

2013-02-01

Research suggests that students' perceptions should be considered in any discussion of their education. However, to date, there has been no systematic examination of New Zealand postgraduate dental students' learning processes in both the research and clinical settings. This study aimed to obtain in-depth qualitative insights into student and graduate perspectives of effective and ineffective learning experiences during their postgraduate dental education. Data were collected in 2010 using semi-structured individual interviews. Participants included 2010 final-year students and 2009 graduates of the University of Otago Doctor of Clinical Dentistry programme. Using the Critical Incident Technique, participants were asked to describe at least one effective and one ineffective learning experience in detail. Interview transcripts were analysed using a general inductive approach. Broad themes which emerged included supervisory approaches, characteristics of the learning process and characteristics of the physical learning environment. The focus of this article is to report and discuss the learning processes that participants identified as promoting and precluding effective learning experiences in the clinical and research settings. Students and graduates in the study had largely similar perspectives of learning processes likely to result in effective clinical and research learning. These included self-directed and collaborative learning; timely, constructive and detailed feedback with directions for further improvement; and discreet clinical feedback. Learning processes that precluded effective learning included unsupported and isolated learning, delayed and overly critical/destructive feedback and open criticism in the clinical context. The in-depth findings of this study contribute to the scientific literature that identifies learning process characteristics which facilitate effective learning from New Zealand postgraduate students' and graduates' perspectives. Additional cross-sectional and longitudinal studies (both qualitative and quantitative) would lead to a better understanding of what constitutes effective teaching in postgraduate dental education. © 2012 John Wiley & Sons A/S.

Model depicting aspects of audit and feedback that impact physicians' acceptance of clinical performance feedback.

PubMed

Payne, Velma L; Hysong, Sylvia J

2016-07-13

Audit and feedback (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 feedback and whether feedback impacts clinical practice. The objectives of our research were to (1) investigate aspects of A&F that impact physicians' acceptance of performance feedback; (2) determine actions physicians take when receiving feedback; and (3) determine if feedback 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 feedback to maintain and improve quality of care, and determine perceived utility of performance feedback. 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 feedback acceptance and physicians' patient-management behavior. The model is comprised of three core components - Reaction, Action and Impact - and depicts elements associated with feedback recipients' reaction to feedback, action taken when feedback is received, and physicians modifying their patient-management behavior. Feedback characteristics, the environment, external locus-of-control components, core values, emotion and the assessment process induce or deter reaction, action and impact. Feedback characteristics (content and timeliness), and the procedural justice of the assessment process (unjust penalties) impact feedback acceptance. External locus-of-control elements (financial incentives, competition), the environment (patient volume, time constraints) and emotion impact patient-management behavior. Receiving feedback generated intense emotion within physicians. The underlying source of the emotion was the assessment process, not the feedback. The emotional response impacted acceptance, impelled action or inaction, and impacted patient-management behavior. Emotion intensity was associated with type of action taken (defensive, proactive, retroactive). Feedback acceptance and impact have as much to do with the performance assessment process as it does the feedback. In order to enhance feedback acceptance and the impact of feedback, developers of clinical performance systems and feedback interventions should consider multiple design elements.

Control theory for scanning probe microscopy revisited.

PubMed

Stirling, Julian

2014-01-01

We derive a theoretical model for studying SPM feedback in the context of control theory. Previous models presented in the literature that apply standard models for proportional-integral-derivative controllers predict a highly unstable feedback environment. This model uses features specific to the SPM implementation of the proportional-integral controller to give realistic feedback behaviour. As such the stability of SPM feedback for a wide range of feedback gains can be understood. Further consideration of mechanical responses of the SPM system gives insight into the causes of exciting mechanical resonances of the scanner during feedback operation.

A Community-Based Participatory Approach to Personalized, Computer-Generated Nutrition Feedback Reports: The Healthy Environments Partnership

PubMed Central

Kannan, Srimathi; Schulz, Amy; Israel, Barbara; Ayra, Indira; Weir, Sheryl; Dvonch, Timothy J.; Rowe, Zachary; Miller, Patricia; Benjamin, Alison

2008-01-01

Background Computer tailoring and personalizing recommendations for dietary health-promoting behaviors are in accordance with community-based participatory research (CBPR) principles, which emphasizes research that benefits the participants and community involved. Objective To describe the CBPR process utilized to computer-generate and disseminate personalized nutrition feedback reports (NFRs) for Detroit Healthy Environments Partnership (HEP) study participants. METHODS The CBPR process included discussion and feedback from HEP partners on several draft personalized reports. The nutrition feedback process included defining the feedback objectives; prioritizing the nutrients; customizing the report design; reviewing and revising the NFR template and readability; producing and disseminating the report; and participant follow-up. Lessons Learned Application of CBPR principles in designing the NFR resulted in a reader-friendly product with useful recommendations to promote heart health. Conclusions A CBPR process can enhance computer tailoring of personalized NFRs to address racial and socioeconomic disparities in cardiovascular disease (CVD). PMID:19337572

The Integrated Virtual Environment Rehabilitation Treadmill System

PubMed Central

Feasel, Jeff; Whitton, Mary C.; Kassler, Laura; Brooks, Frederick P.; Lewek, Michael D.

2015-01-01

Slow gait speed and interlimb asymmetry are prevalent in a variety of disorders. Current approaches to locomotor retraining emphasize the need for appropriate feedback during intensive, task-specific practice. This paper describes the design and feasibility testing of the integrated virtual environment rehabilitation treadmill (IVERT) system intended to provide real-time, intuitive feedback regarding gait speed and asymmetry during training. The IVERT system integrates an instrumented, split-belt treadmill with a front-projection, immersive virtual environment. The novel adaptive control system uses only ground reaction force data from the treadmill to continuously update the speeds of the two treadmill belts independently, as well as to control the speed and heading in the virtual environment in real time. Feedback regarding gait asymmetry is presented 1) visually as walking a curved trajectory through the virtual environment and 2) proprioceptively in the form of different belt speeds on the split-belt treadmill. A feasibility study involving five individuals with asymmetric gait found that these individuals could effectively control the speed of locomotion and perceive gait asymmetry during the training session. Although minimal changes in overground gait symmetry were observed immediately following a single training session, further studies should be done to determine the IVERT’s potential as a tool for rehabilitation of asymmetric gait by providing patients with congruent visual and proprioceptive feedback. PMID:21652279

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…

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…

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

The role of feedback in implicit and explicit artificial grammar learning: a comparison between dyslexic and non-dyslexic adults.

PubMed

Schiff, Rachel; Sasson, Ayelet; Star, Galit; Kahta, Shani

2017-10-01

The importance of feedback for learning has been firmly established over the past few decades. The question of whether feedback plays a significant role in the statistical learning abilities of adults with dyslexia, however, is currently unresolved. Here, we examined the role of feedback in grammaticality judgment, type of structural knowledge, and confidence rating in both typically developed and dyslexic adults. We implemented two artificial grammar learning experiments: implicit and explicit. The second experiment was directly analogous to the first experiment in all respects except training format: the standard memorization instruction was replaced with an explicit rule-search instruction. Each experiment was conducted with and without performance feedback. While both groups showed significantly improved learning in the feedback-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.

Effects of distractors and force feedback on an aimed movement task in a CDTI environment

NASA Astrophysics Data System (ADS)

Monk, Kevin J., II

New onboard technologies will be required for future cockpits to support the altered responsibilities of pilots under the NextGen program. Effective Cockpit Displays of Information (CD Tis) should provide more flexibility to pilots en route and reduce the probability of conflicts. However, precise input from pilots can be difficult due to the unstable environment in the cockpit. The present study used a non-traditional input device (Novint Falcon) to examine the effect of force feedback on operator performance during point-and-click movements in a CDTI environment when distractors are present. Twelve participants performed point-and-click tasks with varying amounts of force feedback, distractor locations, target sizes, distances, and movement directions. Overall movement times (OMTs) were recorded. Results demonstrated that force feedback did not reduce or match OMTs relative to the computer mouse. However, significant interactions with other target variables highlighted conditional differences between the force levels, as well as distractor effects.

A Comparison of Two Methods for Boolean Query Relevancy Feedback.

ERIC Educational Resources Information Center

Salton, G.; And Others

1984-01-01

Evaluates and compares two recently proposed automatic methods for relevance feedback of Boolean queries (Dillon method, which uses probabilistic approach as basis, and disjunctive normal form method). Conclusions are drawn concerning the use of effective feedback methods in a Boolean query environment. Nineteen references are included. (EJS)

Enhancing Students' Learning: Instant Feedback Cards

ERIC Educational Resources Information Center

Mohrweis, Lawrence C.; Shinham, Kathe M.

2015-01-01

This study illustrates an active learning approach using instant feedback cards in the first course in accounting. The objectives of this study are to (1) describe instant feedback cards and (2) show how this tool, when used in an active learning environment, can enhance learning. We examined whether students exposed to immediate feedback…

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.

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.

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.

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

"I Like the Sound of That"--An Evaluation of Providing Audio Feedback via the Virtual Learning Environment for Summative Assessment

ERIC Educational Resources Information Center

Carruthers, Clare; McCarron, Brenda; Bolan, Peter; Devine, Adrian; McMahon-Beattie, Una; Burns, Amy

2015-01-01

This study aims to ascertain student and staff attitudes to and perceptions of audio feedback made available via the virtual learning environment (VLE) for summative assessment. Consistent with action research and reflective practice, this study identifies best practice, highlighting issues in relation to implementation with the intention of…

A System for Reflective Learning Using Handwriting Tablet Devices for Real-Time Event Bookmarking into Simultaneously Recorded Videos

ERIC Educational Resources Information Center

Nakajima, Taira

2012-01-01

The author demonstrates a new system useful for reflective learning. Our new system offers an environment that one can use handwriting tablet devices to bookmark symbolic and descriptive feedbacks into simultaneously recorded videos in the environment. If one uses video recording and feedback check sheets in reflective learning sessions, one can…

Randomized Video-Feedback Intervention in Home-Based Childcare: Improvement of Children's Wellbeing Dependent on Time Spent with Trusted Caregiver

ERIC Educational Resources Information Center

Groeneveld, Marleen G.; Vermeer, Harriet J.; van IJzendoorn, Marinus H.; Linting, Mariëlle

2016-01-01

Background: The childcare environment offers a wide array of developmental opportunities for children. Providing children with a feeling of security to explore this environment is one of the most fundamental goals of childcare. Objective: In the current study the effectiveness of Video-feedback Intervention to promote Positive Parenting-Child Care…

Utilising feedback from patients and their families as a learning strategy in a Foundation Degree in palliative and supportive care: a qualitative study.

PubMed

Pal, Laura M; Dixon, Rachael E; Faull, Christina M

2014-03-01

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. Feedback 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' experiences of seeking and receiving feedback 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 feedback from patients and/or their families about the care that they provided using a 'My Experience' questionnaire. Forms were returned anonymously to the course tutor who discussed results with the student as a formative education strategy. The students' experience of this was explored in focus group interviews at three time points. Two tutors' experiences were similarly explored. Results were analysed thematically. Students enjoyed receiving feedback. Positive feedback helped to increase confidence, and negative feedback 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 feedback, recognising its benefits as an educational strategy. Some concern was expressed about how to balance delivering negative feedback while continuing to provide tutorial support throughout the Foundation Degree. User feedback is considered a key formative educational strategy. Its use in health and social support workers is not established. The experiences of students and tutors in this Foundation Degree demonstrate some of the benefits and challenges of this as an educational strategy. Copyright © 2013 Elsevier Ltd. All rights reserved.

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.

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.

A Written, Reflective and Dialogic Strategy for Assessment Feedback That Can Enhance Student/Teacher Relationships

ERIC Educational Resources Information Center

Crimmins, Gail; Nash, Gregory; Oprescu, Florin; Liebergreen, Marama; Turley, Janet; Bond, Richard; Dayton, Jeanne

2016-01-01

In response to the shortcomings of current assessment feedback practice, this paper presents the results of a study designed to examine students' and teachers' experience of engaging in a written, reflective and dialogic feedback (WRDF) strategy. The strategy was designed to enhance the learning experience of students undertaking a large…

Social control, social learning, and cheating: Evidence from lab and online experiments on dishonesty.

PubMed

Kroher, Martina; Wolbring, Tobias

2015-09-01

Varying the conditions of the decision-making environment we offered participants the opportunity to increase their payoff by undetectable lies. In addition to a baseline treatment, in which subjects rolled a die in private and showed a high extent of dishonest behavior, we increased the degree of social control by a novel treatment in which subjects played in randomly assigned pairs of two. The presence of others proved to substantially, but only temporarily reduce dishonest behavior. Furthermore, one treatment group received feedback on unethical behavior of participants in a similar experiment. Knowing that others betrayed in the experiment facilitated social learning and led to a higher prevalence of cheating. Finally, increasing the degree of anonymity by re-running the experiment online increased the extent of norm transgressions slightly. Copyright © 2015 Elsevier Inc. All rights reserved.

A strategic map for high-impact virtual experience design

NASA Astrophysics Data System (ADS)

Faste, Haakon; Bergamasco, Massimo

2009-02-01

We have employed methodologies of human centered design to inspire and guide the engineering of a definitive low-cost aesthetic multimodal experience intended to stimulate cultural growth. Using a combination of design research, trend analysis and the programming of immersive virtual 3D worlds, over 250 innovative concepts have been brainstormed, prototyped, evaluated and refined. These concepts have been used to create a strategic map for the development of highimpact virtual art experiences, the most promising of which have been incorporated into a multimodal environment programmed in the online interactive 3D platform XVR. A group of test users have evaluated the experience as it has evolved, using a multimodal interface with stereo vision, 3D audio and haptic feedback. This paper discusses the process, content, results, and impact on our engineering laboratory that this research has produced.

Examining recognition criterion rigidity during testing using a biased feedback technique: Evidence for adaptive criterion learning

PubMed Central

Han, Sanghoon; Dobbins, Ian G.

2009-01-01

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 feedback using a novel, biased feedback technique designed to tacitly encourage certain errors by indicating they were correct choices. Experiment 1 demonstrated that fully correct feedback had little effect on criterion placement, whereas biased feedback during Experiments 2 and 3 yielded prominent, durable, and adaptive criterion shifts, with observers reporting they were unaware of the manipulation in Experiment 3. These data suggest recognition criteria can be easily modified during testing through a form of feedback 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 feedback highlighting those manipulations. PMID:18604954

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…

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)

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…

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, suggesting that plant-soil feedback is a likely explanation of the patterns observed in the field. All of the results indicate that intraspecific negative plant-soil feedback, either biotic or abiotic, may be a key factor determining the performance of the plants in our field translocation experiment. The possible effects of negative feedback should thus be considered when evaluating results of translocation experiments in future studies.

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 correlated between the two experiments, suggesting that plant-soil feedback is a likely explanation of the patterns observed in the field. Conclusions All of the results indicate that intraspecific negative plant-soil feedback, either biotic or abiotic, may be a key factor determining the performance of the plants in our field translocation experiment. The possible effects of negative feedback should thus be considered when evaluating results of translocation experiments in future studies. PMID:27336400

Fire, Carbon and Climate Change in Boreal Forests

NASA Astrophysics Data System (ADS)

Flannigan, M. D.; Amiro, B. D.; Logan, K. A.

2005-12-01

Disturbances are the major stand-renewing agents for much of the circumboreal forest. In Canada, fire has received much of the attention in carbon cycle science because it affects about 3 million ha of Canadian forest annually, impacts air quality, and can threaten life, property and infrastructure. Fire affects the carbon balance through three processes. First, carbon and other greenhouse gases are emitted to the atmosphere during the combustion process. We estimate this to average about 27 Tg C/year in Canada over the past 40 years, which is close to 20% of industrial carbon emissions. However, in some years this can exceed 100 Tg C. Efforts are underway to estimate global fire activity and greenhouse gas emissions using observations, remote sensing and modelling. The second process is the decomposition of fire-killed vegetation. This forms a pool of coarse woody debris that can take decades to decompose, or can be quite rapid, depending on the post-fire environment. The third process is succession of vegetation following fire, a dynamic process that involves the interplay among species establishment and competition. Weather and climate affects all of these processes. Estimates of the future environment indicate that much of boreal Canada will experience warmer and drier conditions, although there will be regional differences and transient effects. The projections suggest that we may experience a doubling of area burned over the next century because of anthropogenic climate changes. This may have further implications to the global carbon budget by increasing atmospheric carbon dioxide concentrations. This increase in fire activity may lead to a positive feedback cycle with the increased release of greenhouse gases. A run-away scenario is unlikely because young successional boreal vegetation often does not burn as readily and would limit the positive feedback cycle. Also, changes to the forest composition following fire increases surface albedo and alters the energy balance; effects that may cause climate cooling. However, the impacts of landscape feedbacks and human intervention limiting future fire are not well known.

Learning feedback and feedforward control in a mirror-reversed visual environment.

PubMed

Kasuga, Shoko; Telgen, Sebastian; Ushiba, Junichi; Nozaki, Daichi; Diedrichsen, Jörn

2015-10-01

When we learn a novel task, the motor system needs to acquire both feedforward and feedback control. Currently, little is known about how the learning of these two mechanisms relate to each other. In the present study, we tested whether feedforward and feedback control need to be learned separately, or whether they are learned as common mechanism when a new control policy is acquired. Participants were trained to reach to two lateral and one central target in an environment with mirror (left-right)-reversed visual feedback. One group was allowed to make online movement corrections, whereas the other group only received visual information after the end of the movement. Learning of feedforward control was assessed by measuring the accuracy of the initial movement direction to lateral targets. Feedback control was measured in the responses to sudden visual perturbations of the cursor when reaching to the central target. Although feedforward control improved in both groups, it was significantly better when online corrections were not allowed. In contrast, feedback control only adaptively changed in participants who received online feedback and remained unchanged in the group without online corrections. Our findings suggest that when a new control policy is acquired, feedforward and feedback control are learned separately, and that there may be a trade-off in learning between feedback and feedforward controllers. Copyright © 2015 the American Physiological Society.

Learning feedback and feedforward control in a mirror-reversed visual environment

PubMed Central

Kasuga, Shoko; Telgen, Sebastian; Ushiba, Junichi; Nozaki, Daichi

2015-01-01

When we learn a novel task, the motor system needs to acquire both feedforward and feedback control. Currently, little is known about how the learning of these two mechanisms relate to each other. In the present study, we tested whether feedforward and feedback control need to be learned separately, or whether they are learned as common mechanism when a new control policy is acquired. Participants were trained to reach to two lateral and one central target in an environment with mirror (left-right)-reversed visual feedback. One group was allowed to make online movement corrections, whereas the other group only received visual information after the end of the movement. Learning of feedforward control was assessed by measuring the accuracy of the initial movement direction to lateral targets. Feedback control was measured in the responses to sudden visual perturbations of the cursor when reaching to the central target. Although feedforward control improved in both groups, it was significantly better when online corrections were not allowed. In contrast, feedback control only adaptively changed in participants who received online feedback and remained unchanged in the group without online corrections. Our findings suggest that when a new control policy is acquired, feedforward and feedback control are learned separately, and that there may be a trade-off in learning between feedback and feedforward controllers. PMID:26245313

Learning in a virtual environment using haptic systems for movement re-education: can this medium be used for remodeling other behaviors and actions?

PubMed

Merians, Alma S; Fluet, Gerard G; Qiu, Qinyin; Lafond, Ian; Adamovich, Sergei V

2011-03-01

Robotic systems that are interfaced with virtual reality gaming and task simulations are increasingly being developed to provide repetitive intensive practice to promote increased compliance and facilitate better outcomes in rehabilitation post-stroke. A major development in the use of virtual environments (VEs) has been to incorporate tactile information and interaction forces into what was previously an essentially visual experience. Robots of varying complexity are being interfaced with more traditional virtual presentations to provide haptic feedback that enriches the sensory experience and adds physical task parameters. This provides forces that produce biomechanical and neuromuscular interactions with the VE that approximate real-world movement more accurately than visual-only VEs, simulating the weight and force found in upper extremity tasks. The purpose of this article is to present an overview of several systems that are commercially available for ambulation training and for training movement of the upper extremity. We will also report on the system that we have developed (NJIT-RAVR system) that incorporates motivating and challenging haptic feedback effects into VE simulations to facilitate motor recovery of the upper extremity post-stroke. The NJIT-RAVR system trains both the upper arm and the hand. The robotic arm acts as an interface between the participants and the VEs, enabling multiplanar movements against gravity in a three-dimensional workspace. The ultimate question is whether this medium can provide a motivating, challenging, gaming experience with dramatically decreased physical difficulty levels, which would allow for participation by an obese person and facilitate greater adherence to exercise regimes. © 2011 Diabetes Technology Society.

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.

A 3-RSR Haptic Wearable Device for Rendering Fingertip Contact Forces.

PubMed

Leonardis, Daniele; Solazzi, Massimiliano; Bortone, Ilaria; Frisoli, Antonio

2017-01-01

A novel wearable haptic device for modulating contact forces at the fingertip is presented. Rendering of forces by skin deformation in three degrees of freedom (DoF), with contact-no contact capabilities, was implemented through rigid parallel kinematics. The novel asymmetrical three revolute-spherical-revolute (3-RSR) configuration allowed compact dimensions with minimum encumbrance of the hand workspace. The device was designed to render constant to low frequency deformation of the fingerpad in three DoF, combining light weight with relatively high output forces. A differential method for solving the non-trivial inverse kinematics is proposed and implemented in real time for controlling the device. The first experimental activity evaluated discrimination of different fingerpad stretch directions in a group of five subjects. The second experiment, enrolling 19 subjects, evaluated cutaneous feedback provided in a virtual pick-and-place manipulation task. Stiffness of the fingerpad plus device was measured and used to calibrate the physics of the virtual environment. The third experiment with 10 subjects evaluated interaction forces in a virtual lift-and-hold task. Although with different performance in the two manipulation experiments, overall results show that participants better controlled interaction forces when the cutaneous feedback was active, with significant differences between the visual and visuo-haptic experimental conditions.

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.

Distributed agile software development for the SKA

NASA Astrophysics Data System (ADS)

Wicenec, Andreas; Parsons, Rebecca; Kitaeff, Slava; Vinsen, Kevin; Wu, Chen; Nelson, Paul; Reed, David

2012-09-01

The SKA software will most probably be developed by many groups distributed across the globe and coming from dierent backgrounds, like industries and research institutions. The SKA software subsystems will have to cover a very wide range of dierent areas, but still they have to react and work together like a single system to achieve the scientic goals and satisfy the challenging data ow requirements. Designing and developing such a system in a distributed fashion requires proper tools and the setup of an environment to allow for ecient detection and tracking of interface and integration issues in particular in a timely way. Agile development can provide much faster feedback mechanisms and also much tighter collaboration between the customer (scientist) and the developer. Continuous integration and continuous deployment on the other hand can provide much faster feedback of integration issues from the system level to the subsystem developers. This paper describes the results obtained from trialing a potential SKA development environment based on existing science software development processes like ALMA, the expected distribution of the groups potentially involved in the SKA development and experience gained in the development of large scale commercial software projects.

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…

Walking Flexibility after Hemispherectomy: Split-Belt Treadmill Adaptation and Feedback Control

ERIC Educational Resources Information Center

Choi, Julia T.; Vining, Eileen P. G.; Reisman, Darcy S.; Bastian, Amy J.

2009-01-01

Walking flexibility depends on use of feedback or reactive control to respond to unexpected changes in the environment, and the ability to adapt feedforward or predictive control for sustained alterations. Recent work has demonstrated that cerebellar damage impairs feedforward adaptation, but not feedback control, during human split-belt treadmill…

Building a Culture of Engagement through Participatory Feedback Processes

ERIC Educational Resources Information Center

Hatchimonji, Danielle R.; Linsky, Arielle V.; DeMarchena, Sarah; Nayman, Samuel J.; Kim, Sarah; Elias, Maurice J.

2018-01-01

In response to school environments in which teachers and students feel disconnected from the learning process, we developed a three-part curriculum feedback system with the goal of creating a school-wide culture of engagement through participatory feedback processes. Here we describe the barriers to participation and ownership that are addressed…

Impact of Incentives on the Use of Feedback in Educational Videogames. CRESST Report 813

ERIC Educational Resources Information Center

Delacruz, Girlie C.

2012-01-01

Educational videogames can be designed to provide instructional feedback that is responsive to specific actions. However, existing research indicates that students tend to ignore videogame feedback and subsequently use less effective help-seeking strategies. Research on help-seeking in learning environments has primarily focused on the role of…

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

Biodiversity maintenance in food webs with regulatory environmental feedbacks.

PubMed

Bagdassarian, Carey K; Dunham, Amy E; Brown, Christopher G; Rauscher, Daniel

2007-04-21

Although the food web is one of the most fundamental and oldest concepts in ecology, elucidating the strategies and structures by which natural communities of species persist remains a challenge to empirical and theoretical ecologists. We show that simple regulatory feedbacks between autotrophs and their environment when embedded within complex and realistic food-web models enhance biodiversity. The food webs are generated through the niche-model algorithm and coupled with predator-prey dynamics, with and without environmental feedbacks at the autotroph level. With high probability and especially at lower, more realistic connectance levels, regulatory environmental feedbacks result in fewer species extinctions, that is, in increased species persistence. These same feedback couplings, however, also sensitize food webs to environmental stresses leading to abrupt collapses in biodiversity with increased forcing. Feedback interactions between species and their material environments anchor food-web persistence, adding another dimension to biodiversity conservation. We suggest that the regulatory features of two natural systems, deep-sea tubeworms with their microbial consortia and a soil ecosystem manifesting adaptive homeostatic changes, can be embedded within niche-model food-web dynamics.

Simulation for System Change: Holland Bloorview's Experience Using Simulation to Enhance the Use of Technology at the Point-Of-Care.

PubMed

Hubley, Darlene; Peacocke, Sean; Maxwell, Joanne; Parker, Kathryn

2015-01-01

Simulation has the potential to invigorate teaching practices, facilitate professional development and impact client care. However, there is little literature on using simulation at the level of organizational change in healthcare. In this paper, the authors explore Holland Bloorview Kids Rehabilitation Hospital's experience using simulation to enhance the use of technology at the point-of-care. The simulation event demonstrated documentation using technology in two typical practice environments and allowed learners to discuss the challenges and opportunities. Participant feedback was positive overall, and this article reveals important lessons to support the future use of simulation as an educational tool for organizational change.

Frequency modulation atomic force microscopy in ambient environments utilizing robust feedback tuning

NASA Astrophysics Data System (ADS)

Kilpatrick, J. I.; Gannepalli, A.; Cleveland, J. P.; Jarvis, S. P.

2009-02-01

Frequency modulation atomic force microscopy (FM-AFM) is rapidly evolving as the technique of choice in the pursuit of high resolution imaging of biological samples in ambient environments. The enhanced stability afforded by this dynamic AFM mode combined with quantitative analysis enables the study of complex biological systems, at the nanoscale, in their native physiological environment. The operational bandwidth and accuracy of constant amplitude FM-AFM in low Q environments is heavily dependent on the cantilever dynamics and the performance of the demodulation and feedback loops employed to oscillate the cantilever at its resonant frequency with a constant amplitude. Often researchers use ad hoc feedback gains or instrument default values that can result in an inability to quantify experimental data. Poor choice of gains or exceeding the operational bandwidth can result in imaging artifacts and damage to the tip and/or sample. To alleviate this situation we present here a methodology to determine feedback gains for the amplitude and frequency loops that are specific to the cantilever and its environment, which can serve as a reasonable "first guess," thus making quantitative FM-AFM in low Q environments more accessible to the nonexpert. This technique is successfully demonstrated for the low Q systems of air (Q ˜40) and water (Q ˜1). In addition, we present FM-AFM images of MC3T3-E1 preosteoblast cells acquired using the gains calculated by this methodology demonstrating the effectiveness of this technique.

Measurement Tools for Integrated Worker Health Protection and Promotion: Lessons Learned From the SafeWell Project.

PubMed

Pronk, Nicolaas P; McLellan, Deborah L; McGrail, Michael P; Olson, Shawn M; McKinney, Zeke J; Katz, Jeffrey N; Wagner, Gregory R; Sorensen, Glorian

2016-07-01

To describe (a) a conceptual approach, (b) measurement tools and data collection processes, (c) characteristics of an integrated feedback report and action plan, and (d) experiences of three companies with an integrated measurement approach to worker safety and health. Three companies implemented measurement tools designed to create an integrated view of health protection and promotion based on organizational- and individual-level assessments. Feedback and recommended actions were presented following assessments at baseline and 1-year follow-up. Measurement processes included group dialogue sessions, walk-through, online surveys, and focus groups. The approach and measurement tools generated actionable recommendations and documented changes in the physical (eg, safety hazards) and psychosocial (eg, health and safety culture) work environment between baseline and 1-year follow-up. The measurement tools studied were feasible, acceptable, and meaningful to companies in the SafeWell study.

Modeling of Steer-by-Wire System Used in New Braking Handwheel Concept

NASA Astrophysics Data System (ADS)

Messaoudène, K.; Oufroukh, N. Ait; Mammar, S.

2008-06-01

The handwheel is one of the primary control mechanisms of automobile thus interaction between the handwheel and the driver is critical to safety. The driver applies forces that direct the vehicle while the handwheel communicates feedback information to the driver of the forces experience by the car within its environment. The handwheel also provides a predictable mechanical feel to the driver to allow smooth and safe control. Many researchers tried to reproduce this feeling by creating steer-by-wire systems. This paper explores this new concept of handwheel and it describes the modeling steps of the components including the restitution mechanism for force feedback and its various links with the vehicle lateral dynamics and the pneumatic contacts. The aim is to explore the possibility to combine a braking device within the steer-by-wire system in order to provide a more suitable and ergonomic device to the driver.

Design And Implementation Of PID Controller Using Relay Feedback On TRMS (Twin Rotor MIMO System)

NASA Astrophysics Data System (ADS)

Shah, Dipesh H.

2011-12-01

Today, many process control problems can be adequately and routinely solved by conventional PID control strategies. The overriding reason that the PID controller is so widely accepted is its simple structure which has proved to be very robust with regard to many commonly met process control problems as for instance disturbances and nonlinearities. Relay feedback methods have been widely used in tuning proportional-integral-derivative controllers due to its closed loop nature. In this work, Relay based PID controller is designed and successfully implemented on TRMS (Twin Rotor MIMO System) in SISO and MIMO configurations. The performance of a Relay based PID controller for control of TRMS is investigated and performed satisfactorily. The system shares some features with a helicopter, such as important interactions between the vertical and horizontal motions. The RTWT toolbox in the MATLAB environment is used to perform real-time experiments.

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…

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…

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.

Using Tele-Coaching to Increase Behavior-Specific Praise Delivered by Secondary Teachers in an Augmented Reality Learning Environment

ERIC Educational Resources Information Center

Elford, Martha Denton

2013-01-01

This study analyzes the effects of real-time feedback on teacher behavior in an augmented reality simulation environment. Real-time feedback prompts teachers to deliver behavior-specific praise to students in the TeachLivE KU Lab as an evidence-based practice known to decrease disruptive behavior in inclusive classrooms. All educators face the…

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…

Illusory Reversal of Causality between Touch and Vision has No Effect on Prism Adaptation Rate.

PubMed

Tanaka, Hirokazu; Homma, Kazuhiro; Imamizu, Hiroshi

2012-01-01

Learning, according to Oxford Dictionary, is "to gain knowledge or skill by studying, from experience, from being taught, etc." In order to learn from experience, the central nervous system has to decide what action leads to what consequence, and temporal perception plays a critical role in determining the causality between actions and consequences. In motor adaptation, causality between action and consequence is implicitly assumed so that a subject adapts to a new environment based on the consequence caused by her action. Adaptation to visual displacement induced by prisms is a prime example; the visual error signal associated with the motor output contributes to the recovery of accurate reaching, and a delayed feedback of visual error can decrease the adaptation rate. Subjective feeling of temporal order of action and consequence, however, can be modified or even reversed when her sense of simultaneity is manipulated with an artificially delayed feedback. Our previous study (Tanaka et al., 2011; Exp. Brain Res.) demonstrated that the rate of prism adaptation was unaffected when the subjective delay of visual feedback was shortened. This study asked whether subjects could adapt to prism adaptation and whether the rate of prism adaptation was affected when the subjective temporal order was illusory reversed. Adapting to additional 100 ms delay and its sudden removal caused a positive shift of point of simultaneity in a temporal order judgment experiment, indicating an illusory reversal of action and consequence. We found that, even in this case, the subjects were able to adapt to prism displacement with the learning rate that was statistically indistinguishable to that without temporal adaptation. This result provides further evidence to the dissociation between conscious temporal perception and motor adaptation.

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 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.

Wishful seeing: more desired objects are seen as closer.

PubMed

Balcetis, Emily; Dunning, David

2010-01-01

Although people assume that they see the surrounding environment as it truly is, we suggest that perception of the natural environment is dependent upon the internal goal states of perceivers. Five experiments demonstrated that perceivers tend to see desirable objects (i.e., those that can fulfill immediate goals-a water bottle to assuage their thirst, money they can win, a personality test providing favorable feedback) as physically closer to them than less desirable objects. Biased distance perception was revealed through verbal reports and through actions toward the object (e.g., underthrowing a beanbag at a desirable object). We suggest that seeing desirable objects as closer than less desirable objects serves the self-regulatory function of energizing the perceiver to approach objects that fulfill needs and goals.

'Finding the person the disease has'--the case for multisensory environments.

PubMed

Hope, K W; Easby, R; Waterman, H

2004-10-01

Education about, and exposure to, the utilization of a multisensory environment (MSE) was provided to clinical staff as a response to findings from the problem identification stage of an action research study. Feedback was obtained about their experience and perceptions of its use. Through the auspices of focus groups and one-to-one interviews, respondents commented on the impact that using the MSE had on their perception of their clients and on subsequent care. The case is made that MSEs afford an opportunity to impact on care through their mediating influence on formal carers' perceptions of their clients and, as such represent a significant but as yet unrealized potential for improving the quality of care of older people with dementia.

FTAP: a Linux-based program for tapping and music experiments.

PubMed

Finney, S A

2001-02-01

This paper describes FTAP, a flexible data collection system for tapping and music experiments. FTAP runs on standard PC hardware with the Linux operating system and can process input keystrokes and auditory output with reliable millisecond resolution. It uses standard MIDI devices for input and output and is particularly flexible in the area of auditory feedback manipulation. FTAP can run a wide variety of experiments, including synchronization/continuation tasks (Wing & Kristofferson, 1973), synchronization tasks combined with delayed auditory feedback (Aschersleben & Prinz, 1997), continuation tasks with isolated feedback perturbations (Wing, 1977), and complex alterations of feedback in music performance (Finney, 1997). Such experiments have often been implemented with custom hardware and software systems, but with FTAP they can be specified by a simple ASCII text parameter file. FTAP is available at no cost in source-code form.

A qualitative study on trainees' and supervisors' perceptions of assessment for learning in postgraduate medical education.

PubMed

Dijksterhuis, Marja G K; Schuwirth, Lambert W T; Braat, Didi D M; Teunissen, Pim W; Scheele, Fedde

2013-08-01

Recent changes in postgraduate medical training curricula usually encompass a shift towards more formative assessment, or assessment for learning. However, though theoretically well suited to postgraduate training, evidence is emerging that engaging in formative assessment in daily clinical practice is complex. We aimed to explore trainees' and supervisors' perceptions of what factors determine active engagement in formative assessment. Focus group study with postgraduate trainees and supervisors in obstetrics and gynaecology. Three higher order themes emerged: individual perspectives on feedback, supportiveness of the learning environment and the credibility of feedback and/or feedback giver. Engaging in formative assessment with a genuine impact on learning is complex and quite a challenge to both trainees and supervisors. Individual perspectives on feedback, a supportive learning environment and credibility of feedback are all important in this process. Every one of these should be taken into account when the utility of formative assessment in postgraduate medical training is evaluated.

Local and Remote Cooperation With Virtual and Robotic Agents: A P300 BCI Study in Healthy and People Living With Spinal Cord Injury.

PubMed

Tidoni, Emmanuele; Abu-Alqumsan, Mohammad; Leonardis, Daniele; Kapeller, Christoph; Fusco, Gabriele; Guger, Cristoph; Hintermuller, Cristoph; Peer, Angelika; Frisoli, Antonio; Tecchia, Franco; Bergamasco, Massimo; Aglioti, Salvatore Maria

2017-09-01

The development of technological applications that allow people to control and embody external devices within social interaction settings represents a major goal for current and future brain-computer interface (BCI) systems. Prior research has suggested that embodied systems may ameliorate BCI end-user's experience and accuracy in controlling external devices. Along these lines, we developed an immersive P300-based BCI application with a head-mounted display for virtual-local and robotic-remote social interactions and explored in a group of healthy participants the role of proprioceptive feedback in the control of a virtual surrogate (Study 1). Moreover, we compared the performance of a small group of people with spinal cord injury (SCI) to a control group of healthy subjects during virtual and robotic social interactions (Study 2), where both groups received a proprioceptive stimulation. Our attempt to combine immersive environments, BCI technologies and neuroscience of body ownership suggests that providing realistic multisensory feedback still represents a challenge. Results have shown that healthy and people living with SCI used the BCI within the immersive scenarios with good levels of performance (as indexed by task accuracy, optimizations calls and Information Transfer Rate) and perceived control of the surrogates. Proprioceptive feedback did not contribute to alter performance measures and body ownership sensations. Further studies are necessary to test whether sensorimotor experience represents an opportunity to improve the use of future embodied BCI applications.

The role of feedback in ameliorating burnout.

PubMed

Gordon, Emily K; Baranov, Dimitry Y; Fleisher, Lee A

2018-06-01

Assessment of the current literature surrounding interventions directed toward the prevention of burnout in the field of medicine and particularly in anesthesiology. Recently, burnout has been noted to lead to medication errors and subsequently increased harm to our patients. On a personal level, burnout can lead to depression and even suicide amongst physicians. Strategies to prevent burnout amongst anesthesiologists that have been studied in the literature include multisource feedback, mentorship and early recognition. There remains no clear or definitive intervention to prevent burnout for physicians. However, changing our environment to embrace mentorship, the continual exchange of feedback and the fostering self-care could startlingly improve our work environment.

Stereoscopic visualization and haptic technology used to create a virtual environment for remote surgery - biomed 2011.

PubMed

Bornhoft, J M; Strabala, K W; Wortman, T D; Lehman, A C; Oleynikov, D; Farritor, S M

2011-01-01

The objective of this research is to study the effectiveness of using a stereoscopic visualization system for performing remote surgery. The use of stereoscopic vision has become common with the advent of the da Vinci® system (Intuitive, Sunnyvale CA). This system creates a virtual environment that consists of a 3-D display for visual feedback and haptic tactile feedback, together providing an intuitive environment for remote surgical applications. This study will use simple in vivo robotic surgical devices and compare the performance of surgeons using the stereoscopic interfacing system to the performance of surgeons using one dimensional monitors. The stereoscopic viewing system consists of two cameras, two monitors, and four mirrors. The cameras are mounted to a multi-functional miniature in vivo robot; and mimic the depth perception of the actual human eyes. This is done by placing the cameras at a calculated angle and distance apart. Live video streams from the left and right cameras are displayed on the left and right monitors, respectively. A system of angled mirrors allows the left and right eyes to see the video stream from the left and right monitor, respectively, creating the illusion of depth. The haptic interface consists of two PHANTOM Omni® (SensAble, Woburn Ma) controllers. These controllers measure the position and orientation of a pen-like end effector with three degrees of freedom. As the surgeon uses this interface, they see a 3-D image and feel force feedback for collision and workspace limits. The stereoscopic viewing system has been used in several surgical training tests and shows a potential improvement in depth perception and 3-D vision. The haptic system accurately gives force feedback that aids in surgery. Both have been used in non-survival animal surgeries, and have successfully been used in suturing and gallbladder removal. Bench top experiments using the interfacing system have also been conducted. A group of participants completed two different surgical training tasks using both a two dimensional visual system and the stereoscopic visual system. Results suggest that the stereoscopic visual system decreased the amount of time taken to complete the tasks. All participants also reported that the stereoscopic system was easier to utilize than the two dimensional system. Haptic controllers combined with stereoscopic vision provides for a more intuitive virtual environment. This system provides the surgeon with 3-D vision, depth perception, and the ability to receive feedback through forces applied in the haptic controller while performing surgery. These capabilities potentially enable the performance of more complex surgeries with a higher level of precision.

Peer Assessment: Judging the Quality of Students' Work by Comments Rather than Marks

ERIC Educational Resources Information Center

Davies, Phil

2006-01-01

This paper reports the results of a study into the quality of peer feedback provided by students within a computerised peer-assessment environment. The study looks at the creation of a "feedback index" that represents the quality of an essay based upon the feedback provided during a peer-marking process and identifies a significant…

Student Perceptions of Asynchronous Multimodal Instructor Feedback: A Multiple Case Study

ERIC Educational Resources Information Center

Lenards, Nishele Dyan

2017-01-01

Student dissatisfaction has been a problem in higher education with regard to the provision of assessment-related feedback. Due to the distant nature of online learning, instructors are faced with many challenges in delivering quality feedback because the communication is asynchronous and lacks social cues that are present in a F2F environment.…

Teaching with a Dual-Channel Classroom Feedback System in the Digital Classroom Environment

ERIC Educational Resources Information Center

Yu, Yuan-Chih

2017-01-01

Teaching with a classroom feedback system can benefit both teaching and learning practices of interactivity. In this paper, we propose a dual-channel classroom feedback system integrated with a back-end e-Learning system. The system consists of learning agents running on the students' computers and a teaching agent running on the instructor's…

The Impact of Cognitive Complexity on Feedback Efficacy during Online Versus Face-to-Face Interactive Tasks

ERIC Educational Resources Information Center

Baralt, Melissa

2013-01-01

Informed by the cognition hypothesis (Robinson, 2011), recent studies indicate that more cognitively complex tasks can result in better incorporation of feedback during interaction and, as a consequence, more learning. It is not known, however, how task complexity and feedback work together in computerized environments. The present study addressed…

Drive-amplitude-modulation atomic force microscopy: From vacuum to liquids

PubMed Central

Jaafar, Miriam; Cuenca, Mariano; Melcher, John; Raman, Arvind

2012-01-01

Summary We introduce drive-amplitude-modulation atomic force microscopy as a dynamic mode with outstanding performance in all environments from vacuum to liquids. As with frequency modulation, the new mode follows a feedback scheme with two nested loops: The first keeps the cantilever oscillation amplitude constant by regulating the driving force, and the second uses the driving force as the feedback variable for topography. Additionally, a phase-locked loop can be used as a parallel feedback allowing separation of the conservative and nonconservative interactions. We describe the basis of this mode and present some examples of its performance in three different environments. Drive-amplutide modulation is a very stable, intuitive and easy to use mode that is free of the feedback instability associated with the noncontact-to-contact transition that occurs in the frequency-modulation mode. PMID:22563531

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…

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.

Communicating remote sensing concepts in an interdisciplinary environment

NASA Technical Reports Server (NTRS)

Chung, R.

1981-01-01

Although remote sensing is currently multidisciplinary in its applications, many of its terms come from the engineering sciences, particularly from the field of pattern recognition. Scholars from fields such as the social sciences, botany, and biology, may experience initial difficulty with remote sensing terminology, even though parallel concepts exist in their own fields. Some parallel concepts and terminologies from nonengineering fields, which might enhance the understanding of remote sensing concepts in an interdisciplinary situation are identified. Feedbacks which this analogue strategy might have on remote sensing itself are explored.

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…

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.

Peer teaching experience of the first year medical students from Turkey.

PubMed

Cansever, Zeliha; Avsar, Zeynep; Cayir, Yasemin; Acemoglu, Hamit

2015-02-01

To document peer teaching activity performed by first-year medical students and their views on the teaching activity. Survey. Medical Education Department, Ataturk University, Erzurum, Turkey, in the 2012 - 2013 academic year. Volunteer students were selected for peer teaching model by an academician from the Medical Education Department. Students were taught subjects selected from classes such as biochemistry and microbiology in the same way as the academicians do. Following each class activity, the teaching student was assessed by the other students on a 5-point rating scale. Written and verbal feedback was also obtained from both teaching students and participated students. Verbal feedbacks were noted by a faculty member and similar opinions were categorized. Data were analyzed by SPSS version 20 statistical program. Eleven students took part in the program. Feedback was received from students 171 times. The mean number of students participated was 24.4 ± 14.3 in each program. Statistical analysis revealed that mean value for teaching materials, peer instructors and teaching environment were 4.62 ± 0.49, 4.63 ± 0.47 and 3.88 ± 1. 27 respectively. Peer teaching method is a pretty good way of teaching for medical students. It is a practicable technique that can be used in medical training. Taking part in this program as a lecturer, student increased students' self-confidence in the learning and teaching activities. Quite positive feedbacks were received.

Control of constraint forces and trajectories in a rich sensory and actuation environment.

PubMed

Hemami, Hooshang; Dariush, Behzad

2010-12-01

A simple control strategy is proposed and applied to a class of non-linear systems that have abundant sensory and actuation channels as in living systems. The main objective is the independent control of constrained trajectories of motion, and control of the corresponding constraint forces. The peripheral controller is a proportional, derivative and integral (PID) controller. A central controller produces, via pattern generators, reference signals that are the desired constrained position and velocity trajectories, and the desired constraint forces. The basic tenet of the this hybrid control strategy is the use of two mechanisms: 1. linear state and force feedback, and 2. non-linear constraint velocity feedback - sliding mode feedback. The first mechanism can be envisioned as a high gain feedback systems. The high gain attribute imitates the agonist-antagonist co-activation in natural systems. The strategy is applied to the control of the force and trajectory of a two-segment thigh-leg planar biped leg with a mass-less foot cranking a pedal that is analogous to a bicycle pedal. Five computational experiments are presented to show the effectiveness of the strategy and the performance of the controller. The findings of this paper are applicable to the design of orthoses and prostheses to supplement functional electrical stimulation for support purposes in the spinally injured cases. Copyright © 2010 Elsevier Inc. All rights reserved.

Vibration Influences Haptic Perception of Surface Compliance During Walking

PubMed Central

Visell, Yon; Giordano, Bruno L.; Millet, Guillaume; Cooperstock, Jeremy R.

2011-01-01

Background The haptic perception of ground compliance is used for stable regulation of dynamic posture and the control of locomotion in diverse natural environments. Although rarely investigated in relation to walking, vibrotactile sensory channels are known to be active in the discrimination of material properties of objects and surfaces through touch. This study investigated how the perception of ground surface compliance is altered by plantar vibration feedback. Methodology/Principal Findings Subjects walked in shoes over a rigid floor plate that provided plantar vibration feedback, and responded indicating how compliant it felt, either in subjective magnitude or via pairwise comparisons. In one experiment, the compliance of the floor plate was also varied. Results showed that perceived compliance of the plate increased monotonically with vibration feedback intensity, and depended to a lesser extent on the temporal or frequency distribution of the feedback. When both plate stiffness (inverse compliance) and vibration amplitude were manipulated, the effect persisted, with both factors contributing to compliance perception. A significant influence of vibration was observed even for amplitudes close to psychophysical detection thresholds. Conclusions/Significance These findings reveal that vibrotactile sensory channels are highly salient to the perception of surface compliance, and suggest that correlations between vibrotactile sensory information and motor activity may be of broader significance for the control of human locomotion than has been previously acknowledged. PMID:21464979

A mobile application to support collection and analytics of real-time critical care data.

PubMed

Vankipuram, Akshay; Vankipuram, Mithra; Ghaemmaghami, Vafa; Patel, Vimla L

2017-11-01

Data collection, in high intensity environments, poses several challenges including the ability to observe multiple streams of information. These problems are especially evident in critical care, where monitoring of the Advanced Trauma Life Support (ATLS) protocol provides an excellent opportunity to study the efficacy of applications that allow for the rapid capture of event information, providing theoretically-driven feedback using the data. Our goal was, (a) to design and implement a way to capture data on deviation from the standard practice based on the theoretical foundation of error classification from our past research, (b) to provide a means to meaningfully visualize the collected data, and (c) to provide a proof-of-concept for this implementation, using some understanding of user experience in clinical practice. We present the design and development of a web application designed to be used primarily on mobile devices and a summary data viewer to allow clinicians to, (a) track their activities, (b) provide real-time feedback of deviations from guidelines and protocols, and (c) provide summary feedback highlighting decisions made. We used a framework previously developed to classify activities in trauma as the theoretical foundation of the rules designed to do the same algorithmically, in our application. Attending physicians at a Level 1 trauma center used the application in the clinical setting and provided feedback for iterative development. Informal interviews and surveys were used to gain some deeper understanding of the user experience using this application in-situ. Activity visualizations were created highlighting decisions made during a trauma code as well as classification of tasks per the theoretical framework. The attendings reviewed the efficacy of the data visualizations as part of their interviews. We also conducted a proof-of-concept evaluation by way of usability questionnaire. Two attendings rated 4 out of the usability 6 categories highly (inter-rater reliability: R = 0.87; weighted kappa = 0.59). This could be attributed to the fact that they were able to fit the use of the application into their regular workflow during a trauma code relatively seamlessly. A deeper evaluation is required to answer explain this further. Our application can be used to capture and present data to provide an accurate reflection of work activities in real-time in complex critical care environments, without any significant interruptions to workflow. Copyright © 2017 Elsevier B.V. All rights reserved.

How Can Students' Academic Performance in Statistics Be Improved? Testing the Influence of Social and Temporal-Self Comparison Feedback in a Web-Based Training Environment

ERIC Educational Resources Information Center

Delaval, Marine; Michinov, Nicolas; Le Bohec, Olivier; Le Hénaff, Benjamin

2017-01-01

The aim of this study was to examine how social or temporal-self comparison feedback, delivered in real-time in a web-based training environment, could influence the academic performance of students in a statistics examination. First-year psychology students were given the opportunity to train for a statistics examination during a semester by…

Regulating recognition decisions through incremental reinforcement learning.

PubMed

Han, Sanghoon; Dobbins, Ian G

2009-06-01

Does incremental reinforcement learning influence recognition memory judgments? We examined this question by subtly altering the relative validity or availability of feedback in order to differentially reinforce old or new recognition judgments. Experiment 1 probabilistically and incorrectly indicated that either misses or false alarms were correct in the context of feedback that was otherwise accurate. Experiment 2 selectively withheld feedback for either misses or false alarms in the context of feedback that was otherwise present. Both manipulations caused prominent shifts of recognition memory decision criteria that remained for considerable periods even after feedback had been altogether removed. Overall, these data demonstrate that incremental reinforcement-learning mechanisms influence the degree of caution subjects exercise when evaluating explicit memories.

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

Virtual reality and exercise: behavioral and psychological effects of visual feedback.

PubMed

Mestre, Daniel R; Ewald, Marine; Maiano, Christophe

2011-01-01

We herein report an experimental study examining the potential positive effects of Virtual Reality (VR) feedback during an indoor bicycling exercise. Using a regular bike coupled to a VR system, we compared conditions of no VR feedback, VR feedback and VR feedback with the presence of a virtual coach, acting as a pacer. In VR feedback conditions, we observed a decreased level of perceived exertion and an increased level of enjoyment of physical activity, when compared to a regular exercise situation (no VR feedback). We also observed a shift in the subjects' attentional focus, from association (in the absence of VR feedback) to dissociation (in VR feedback conditions). Moreover, the presence of a virtual coach in the VR environment triggered a systematic regulation of the (virtual) displacement speed, whose relationship with perceived enjoyment and exertion require further work.

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.

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.

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.

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…

\\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.

Calcification response of a key phytoplankton family to millennial-scale environmental change

NASA Astrophysics Data System (ADS)

McClelland, H. L. O.; Barbarin, N.; Beaufort, L.; Hermoso, M.; Ferretti, P.; Greaves, M.; Rickaby, R. E. M.

2016-09-01

Coccolithophores are single-celled photosynthesizing marine algae, responsible for half of the calcification in the surface ocean, and exert a strong influence on the distribution of carbon among global reservoirs, and thus Earth’s climate. Calcification in the surface ocean decreases the buffering capacity of seawater for CO2, whilst photosynthetic carbon fixation has the opposite effect. Experiments in culture have suggested that coccolithophore calcification decreases under high CO2 concentrations ([CO2(aq)]) constituting a negative feedback. However, the extent to which these results are representative of natural populations, and of the response over more than a few hundred generations is unclear. Here we describe and apply a novel rationale for size-normalizing the mass of the calcite plates produced by the most abundant family of coccolithophores, the Noëlaerhabdaceae. On average, ancient populations subjected to coupled gradual increases in [CO2(aq)] and temperature over a few million generations in a natural environment become relatively more highly calcified, implying a positive climatic feedback. We hypothesize that this is the result of selection manifest in natural populations over millennial timescales, so has necessarily eluded laboratory experiments.

Virtual reality simulation: using three-dimensional technology to teach nursing students.

PubMed

Jenson, Carole E; Forsyth, Diane McNally

2012-06-01

The use of computerized technology is rapidly growing in the classroom and in healthcare. An emerging computer technology strategy for nursing education is the use of virtual reality simulation. This computer-based three-dimensional educational tool simulates real-life patient experiences in a risk-free environment, allows for repeated practice sessions, requires clinical decision making, exposes students to diverse patient conditions, provides immediate feedback, and is portable. The purpose of this article was to review the importance of virtual reality simulation as a computerized teaching strategy. In addition, a project to explore readiness of nursing faculty at one major Midwestern university for the use of virtual reality simulation as a computerized teaching strategy is described where faculty thought virtual reality simulation would increase students' knowledge of an intravenous line insertion procedure. Faculty who practiced intravenous catheter insertion via virtual reality simulation expressed a wide range of learning experiences from using virtual reality simulation that is congruent with the literature regarding the barriers to student learning. Innovative teaching strategies, such as virtual reality simulation, address barriers of increasing patient acuity, high student-to-faculty ratio, patient safety concerns from faculty, and student anxiety and can offer rapid feedback to students.

Calcification response of a key phytoplankton family to millennial-scale environmental change

PubMed Central

McClelland, H. L. O.; Barbarin, N.; Beaufort, L.; Hermoso, M.; Ferretti, P.; Greaves, M.; Rickaby, R. E. M.

2016-01-01

Coccolithophores are single-celled photosynthesizing marine algae, responsible for half of the calcification in the surface ocean, and exert a strong influence on the distribution of carbon among global reservoirs, and thus Earth’s climate. Calcification in the surface ocean decreases the buffering capacity of seawater for CO2, whilst photosynthetic carbon fixation has the opposite effect. Experiments in culture have suggested that coccolithophore calcification decreases under high CO2 concentrations ([CO2(aq)]) constituting a negative feedback. However, the extent to which these results are representative of natural populations, and of the response over more than a few hundred generations is unclear. Here we describe and apply a novel rationale for size-normalizing the mass of the calcite plates produced by the most abundant family of coccolithophores, the Noëlaerhabdaceae. On average, ancient populations subjected to coupled gradual increases in [CO2(aq)] and temperature over a few million generations in a natural environment become relatively more highly calcified, implying a positive climatic feedback. We hypothesize that this is the result of selection manifest in natural populations over millennial timescales, so has necessarily eluded laboratory experiments. PMID:27677230

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.

The Value of Adding Ambient Energy Feedback to Conservation Tips and Goal-Setting in a Dormitory

ERIC Educational Resources Information Center

Karp, Abigail; McCauley, Michelle; Byrne, Jack

2016-01-01

Purpose: The majority of research on energy feedback has been conducted in residential households; in this study, the authors aim to examine the effectiveness of similar initiatives in a college environment. The our goal was to see how much additional electricity savings could be induced using feedback beyond average savings achieved by…

Using Confidence as Feedback in Multi-Sized Learning Environments

ERIC Educational Resources Information Center

Hench, Thomas L.

2014-01-01

This paper describes the use of existing confidence and performance data to provide feedback by first demonstrating the data's fit to a simple linear model. The paper continues by showing how the model's use as a benchmark provides feedback to allow current or future students to infer either the difficulty or the degree of under or over…

Enhancing Feedback and Feed-Forward via Integrated Virtual Learning Environment Based Evaluation and Support

ERIC Educational Resources Information Center

Penn, P.; Wells, I.

2017-01-01

Over the last 15 years, the subject of feedback on assessment has come under considerable scrutiny in the literature, with a particular focus on the utility of feedback for subsequent assessment (i.e. feed-forward). Organisations such as the Higher Education Academy (HEA) have synthesised research on this topic into guidance for tutors through the…

Case-Based Learning with Worked Examples in Complex Domains: Two Experimental Studies in Undergraduate Medical Education

ERIC Educational Resources Information Center

Stark, Robin; Kopp, Veronika; Fischer, Martin R.

2011-01-01

To investigate the effects of example format (erroneous examples vs. correct examples) and feedback format (elaborated feedback vs. knowledge of results feedback) on medical students' diagnostic competence in the context of a web-based learning environment containing case-based worked examples, two studies with a 2 x 2 design were conducted in the…

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…

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.

Improvement in acute care surgery medical student education and clerkships: use of feedback and loop closure.

PubMed

Cherry-Bukowiec, Jill R; Machado-Aranda, David; To, Kathleen; Englesbe, Michael; Ryszawa, Susan; Napolitano, Lena M

2015-11-01

The unpredictable and sometimes chaotic environment present in acute care surgery services (trauma, burn, surgical critical care, and nontrauma emergency surgery) can cause high levels of anxiety and stress that could impact a medical students' experience during their third year of medical school surgical clerkship. This negative perception perhaps is a determinant influence in diverting talented students into other medical subspecialties. We sought out to objectively identify potential areas of improvement through direct feedback and implement programmatic changes to address these areas. We hypothesized that as the changes were made, students' perception of the rotation would improve. Review of end of clerkship third year of medical school trauma burn surgery rotation evaluations and comments was performed for the 2010-2011 academic year. Trends in negative feedback were identified and categorized into five areas for improvement as follows: logistics, student expectations, communication, team integration, and feedback. A plan was designed and implemented for each category. Feedback on improvements to the rotation was monitored via surveys and during monthly end of rotation face-to-face student feedback sessions with the rotation faculty facilitator and surgery clerkship director. Data were compiled and reviewed. Perceptions of the rotation markedly improved within the first month of the changes and continued to improve over the study time frame (2011-2013) in all five categories. We also observed an increase in the number of students selecting a surgical residency in the National Resident Matching Program match from a low of 8% in 2009-2010 before any interventions to 25% after full implementation of the improvement measures in 2011-2012. A systematic approach using direct feedback from students to address service-specific issues improves perceptions of students on the educational value of a busy trauma-burn acute care surgery service and may have a positive influence on students considering surgical careers to pursue a surgical specialty. Published by Elsevier Inc.

Improving the Usefulness and Use of Patient Survey Programs: National Health Service Interview Study

PubMed Central

Darzi, Ara; Gancarczyk, Sarah; Mayer, Erik

2018-01-01

Background A growing body of evidence suggests a concerning lag between collection of patient experience data and its application in service improvement. This study aims to identify what health care staff perceive to be the barriers and facilitators to using patient-reported feedback and showcase successful examples of doing so. Objective This study aimed to apply a systems perspective to suggest policy improvements that could support efforts to use data on the frontlines. Methods Qualitative interviews were conducted in eight National Health Service provider locations in the United Kingdom, which were selected based on National Inpatient Survey scores. Eighteen patient-experience leads were interviewed about using patient-reported feedback with relevant staff. Interviews were transcribed and underwent thematic analysis. Staff-identified barriers and facilitators to using patient experience feedback were obtained. Results The most frequently cited barriers to using patient reported feedback pertained to interpreting results, understanding survey methodology, presentation of data in both national Care Quality Commission and contractor reports, inability to link data to other sources, and organizational structure. In terms of a wish list for improved practice, staff desired more intuitive survey methodologies, the ability to link patient experience data to other sources, and more examples of best practice in patient experience improvement. Three organizations also provided examples of how they successfully used feedback to improve care. Conclusions Staff feedback provides a roadmap for policy makers to reconsider how data is collected and whether or not the national regulations on surveys and patient experience data are meeting the quality improvement needs of local organizations. PMID:29691207

Comparing Feedback Types in Multimedia Learning of Speech by Young Children With Common Speech Sound Disorders: Research Protocol for a Pretest Posttest Independent Measures Control Trial.

PubMed

Doubé, Wendy; Carding, Paul; Flanagan, Kieran; Kaufman, Jordy; Armitage, Hannah

2018-01-01

Children with speech sound disorders benefit from feedback about the accuracy of sounds they make. Home practice can reinforce feedback received from speech pathologists. Games in mobile device applications could encourage home practice, but those currently available are of limited value because they are unlikely to elaborate "Correct"/"Incorrect" feedback with information that can assist in improving the accuracy of the sound. This protocol proposes a "Wizard of Oz" experiment that aims to provide evidence for the provision of effective multimedia feedback for speech sound development. Children with two common speech sound disorders will play a game on a mobile device and make speech sounds when prompted by the game. A human "Wizard" will provide feedback on the accuracy of the sound but the children will perceive the feedback as coming from the game. Groups of 30 young children will be randomly allocated to one of five conditions: four types of feedback and a control which does not play the game. The results of this experiment will inform not only speech sound therapy, but also other types of language learning, both in general, and in multimedia applications. This experiment is a cost-effective precursor to the development of a mobile application that employs pedagogically and clinically sound processes for speech development in young children.

Comparing Feedback Types in Multimedia Learning of Speech by Young Children With Common Speech Sound Disorders: Research Protocol for a Pretest Posttest Independent Measures Control Trial

PubMed Central

Doubé, Wendy; Carding, Paul; Flanagan, Kieran; Kaufman, Jordy; Armitage, Hannah

2018-01-01

Children with speech sound disorders benefit from feedback about the accuracy of sounds they make. Home practice can reinforce feedback received from speech pathologists. Games in mobile device applications could encourage home practice, but those currently available are of limited value because they are unlikely to elaborate “Correct”/”Incorrect” feedback with information that can assist in improving the accuracy of the sound. This protocol proposes a “Wizard of Oz” experiment that aims to provide evidence for the provision of effective multimedia feedback for speech sound development. Children with two common speech sound disorders will play a game on a mobile device and make speech sounds when prompted by the game. A human “Wizard” will provide feedback on the accuracy of the sound but the children will perceive the feedback as coming from the game. Groups of 30 young children will be randomly allocated to one of five conditions: four types of feedback and a control which does not play the game. The results of this experiment will inform not only speech sound therapy, but also other types of language learning, both in general, and in multimedia applications. This experiment is a cost-effective precursor to the development of a mobile application that employs pedagogically and clinically sound processes for speech development in young children. PMID:29674986

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.

Real-time evaluation and visualization of learner performance in a mixed-reality environment for clinical breast examination.

PubMed

Kotranza, Aaron; Lind, D Scott; Lok, Benjamin

2012-07-01

We investigate the efficacy of incorporating real-time feedback of user performance within mixed-reality environments (MREs) for training real-world tasks with tightly coupled cognitive and psychomotor components. This paper presents an approach to providing real-time evaluation and visual feedback of learner performance in an MRE for training clinical breast examination (CBE). In a user study of experienced and novice CBE practitioners (n = 69), novices receiving real-time feedback performed equivalently or better than more experienced practitioners in the completeness and correctness of the exam. A second user study (n = 8) followed novices through repeated practice of CBE in the MRE. Results indicate that skills improvement in the MRE transfers to the real-world task of CBE of human patients. This initial case study demonstrates the efficacy of MREs incorporating real-time feedback for training real-world cognitive-psychomotor tasks.

Light on! Real world evaluation of a P300-based brain-computer interface (BCI) for environment control in a smart home.

PubMed

Carabalona, Roberta; Grossi, Ferdinando; Tessadri, Adam; Castiglioni, Paolo; Caracciolo, Antonio; de Munari, Ilaria

2012-01-01

Brain-computer interface (BCI) systems aim to enable interaction with other people and the environment without muscular activation by the exploitation of changes in brain signals due to the execution of cognitive tasks. In this context, the visual P300 potential appears suited to control smart homes through BCI spellers. The aim of this work is to evaluate whether the widely used character-speller is more sustainable than an icon-based one, designed to operate smart home environment or to communicate moods and needs. Nine subjects with neurodegenerative diseases and no BCI experience used both speller types in a real smart home environment. User experience during BCI tasks was evaluated recording concurrent physiological signals. Usability was assessed for each speller type immediately after use. Classification accuracy was lower for the icon-speller, which was also more attention demanding. However, in subjective evaluations, the effect of a real feedback partially counterbalanced the difficulty in BCI use. Since inclusive BCIs require to consider interface sustainability, we evaluated different ergonomic aspects of the interaction of disabled users with a character-speller (goal: word spelling) and an icon-speller (goal: operating a real smart home). We found the first one as more sustainable in terms of accuracy and cognitive effort.

The role of constructive feedback in patient safety and continuous quality improvement.

PubMed

Altmiller, Gerry

2012-09-01

Constructive feedback is essential for personal and professional growth. It is an integral part of continuous quality improvement and essential in maintaining patient safety in the clinical environment. The perception of feedback can interfere with professionals giving and receiving feedback, which can have negative consequences on patient outcomes. Delivering and receiving feedback effectively are learned skills that should be introduced early in prelicensure education. Faculty have the opportunity to influence the perception of feedback to be viewed as an opportunity so that students can learn to appreciate its value in maintaining patient safety and high-quality care in clinical practice. Copyright © 2012 Elsevier Inc. All rights reserved.

Curriculum renewal: Alignment of introductory pharmacy practice experiences with didactic course content.

PubMed

Nuffer, Wesley; Botts, Sheila; Franson, Kari; Gilliam, Eric; Knutsen, Randy; Nuffer, Monika; O'Brien, Elizabeth; Saseen, Joseph; Thompson, Megan; Vande Griend, Joseph; Willis, Robert

2017-11-01

The University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences (SSPPS) used the opportunity of curriculum renewal to integrate knowledge and skills learned from didactic courses into the introductory pharmacy practice experiences (IPPEs) occurring simultaneously. This paper describes and evaluates the meaningful application of course content into IPPEs, and evaluates the success using qualitative feedback. Students entering the renewed curriculum starting in fall 2012 were provided a list of pharmacy skills and activities from didactic course directors that reinforced course content for that semester. The skills and activities were to be completed during the students' IPPE visits in the community or health systems settings, depending on the program year and semester. Students successfully completed course assignments during their IPPE course program. Not all activities could be completed as designed, and many required modification, including simulated experiences. Feedback from faculty and preceptor members of the school's experiential education committee demonstrated that these activities were valuable and improved learning of course material, but were challenging to implement. A renewed curriculum that mapped course assignments for completion in experiential settings was successfully established, after some modifications. The program was modified at regular intervals to improve the ability of preceptors to complete these activities in their individual practice environment. A balance between the school providing guidance on what activities students should perform and allowing unstructured independent learning with the preceptor is needed for an optimal experience. Copyright © 2017 Elsevier Inc. All rights reserved.

A Symbiotic Brain-Machine Interface through Value-Based Decision Making

PubMed Central

Mahmoudi, Babak; Sanchez, Justin C.

2011-01-01

Background In the development of Brain Machine Interfaces (BMIs), there is a great need to enable users to interact with changing environments during the activities of daily life. It is expected that the number and scope of the learning tasks encountered during interaction with the environment as well as the pattern of brain activity will vary over time. These conditions, in addition to neural reorganization, pose a challenge to decoding neural commands for BMIs. We have developed a new BMI framework in which a computational agent symbiotically decoded users' intended actions by utilizing both motor commands and goal information directly from the brain through a continuous Perception-Action-Reward Cycle (PARC). Methodology The control architecture designed was based on Actor-Critic learning, which is a PARC-based reinforcement learning method. Our neurophysiology studies in rat models suggested that Nucleus Accumbens (NAcc) contained a rich representation of goal information in terms of predicting the probability of earning reward and it could be translated into an evaluative feedback for adaptation of the decoder with high precision. Simulated neural control experiments showed that the system was able to maintain high performance in decoding neural motor commands during novel tasks or in the presence of reorganization in the neural input. We then implanted a dual micro-wire array in the primary motor cortex (M1) and the NAcc of rat brain and implemented a full closed-loop system in which robot actions were decoded from the single unit activity in M1 based on an evaluative feedback that was estimated from NAcc. Conclusions Our results suggest that adapting the BMI decoder with an evaluative feedback that is directly extracted from the brain is a possible solution to the problem of operating BMIs in changing environments with dynamic neural signals. During closed-loop control, the agent was able to solve a reaching task by capturing the action and reward interdependency in the brain. PMID:21423797

Interactive balance training integrating sensor-based visual feedback of movement performance: a pilot study in older adults.

PubMed

Schwenk, Michael; Grewal, Gurtej S; Honarvar, Bahareh; Schwenk, Stefanie; Mohler, Jane; Khalsa, Dharma S; Najafi, Bijan

2014-12-13

Wearable sensor technology can accurately measure body motion and provide incentive feedback during exercising. The aim of this pilot study was to evaluate the effectiveness and user experience of a balance training program in older adults integrating data from wearable sensors into a human-computer interface designed for interactive training. Senior living community residents (mean age 84.6) with confirmed fall risk were randomized to an intervention (IG, n = 17) or control group (CG, n = 16). The IG underwent 4 weeks (twice a week) of balance training including weight shifting and virtual obstacle crossing tasks with visual/auditory real-time joint movement feedback using wearable sensors. The CG received no intervention. Outcome measures included changes in center of mass (CoM) sway, ankle and hip joint sway measured during eyes open (EO) and eyes closed (EC) balance test at baseline and post-intervention. Ankle-hip postural coordination was quantified by a reciprocal compensatory index (RCI). Physical performance was quantified by the Alternate-Step-Test (AST), Timed-up-and-go (TUG), and gait assessment. User experience was measured by a standardized questionnaire. After the intervention sway of CoM, hip, and ankle were reduced in the IG compared to the CG during both EO and EC condition (p = .007-.042). Improvement was obtained for AST (p = .037), TUG (p = .024), fast gait speed (p = . 010), but not normal gait speed (p = .264). Effect sizes were moderate for all outcomes. RCI did not change significantly. Users expressed a positive training experience including fun, safety, and helpfulness of sensor-feedback. Results of this proof-of-concept study suggest that older adults at risk of falling can benefit from the balance training program. Study findings may help to inform future exercise interventions integrating wearable sensors for guided game-based training in home- and community environments. Future studies should evaluate the added value of the proposed sensor-based training paradigm compared to traditional balance training programs and commercial exergames. http://www.clinicaltrials.govNCT02043834.

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

PubMed

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

2014-04-01

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. EEG was recorded in three experiments while participants performed a time estimation task and received two different types of performance feedback. 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. 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. 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. Copyright © 2013 International Federation of Clinical Neurophysiology. Published by Elsevier Ireland Ltd. All rights reserved.

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.

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

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.

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

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.

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

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…

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…

"Look at My Drawing!"

ERIC Educational Resources Information Center

Wilson, Maja

2012-01-01

Every student experiences feedback in different ways, and there is a real trick to knowing when no feedback is needed. Feedback of any kind can sometimes paralyze a student, interrupting the flow of his or her work. Teachers need to understand and recognize when and why this happens. The author's sketch of three goals for giving feedback in this…

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…

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…

Optimizing electricity consumption: A case of function learning.

PubMed

Guath, Mona; Millroth, Philip; Juslin, Peter; Elwin, Ebba

2015-12-01

A popular way to improve consumers' control over their electricity consumption is by providing outcome feedback on the cost with in-home displays. Research on function learning, however, suggests that outcome feedback may not always be ideal for learning, especially if the feedback signal is noisy. In this study, we relate research on function learning to in-home displays and use a laboratory task simulating a household to investigate the role of outcome feedback and function learning on electricity optimization. Three function training schemes (FTSs) are presented that convey specific properties of the functions that relate the electricity consumption to the utility and cost. In Experiment 1, we compared learning from outcome feedback with 3 FTSs, 1 of which allowed maximization of the utility while keeping the budget, despite no feedback about the total monthly cost. In Experiment 2, we explored the combination of this FTS and outcome feedback. The results suggested that electricity optimization may be facilitated if feedback learning is preceded by a brief period of function training. (c) 2015 APA, all rights reserved).

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.

NEW DIRECTIONS: VOCS AND BIOSPHERE-ATMOSPHERE FEEDBACKS

EPA Science Inventory

Shallcross and Monks [New Directions: a Role For Isoprene in Biosphere-Climate-Chemistry Feedbacks, Atmospheric Environment, Vol. 34 (2000) pp. 1659-1660] recently summarized the importance of biogenic isoprene in a biosphere-atmosphere system under constant change. In this art...

Structuring the Peer Assessment Process: A Multilevel Approach for the Impact on Product Improvement and Peer Feedback Quality

ERIC Educational Resources Information Center

Gielen, M.; De Wever, B.

2015-01-01

In order to optimize students' peer feedback processes, this study investigates how an instructional intervention in the peer assessment process can have a beneficial effect on students' performance in a wiki environment in first-year higher education. The main aim was to study the effect of integrating a peer feedback template with a varying…

When do counterstereotypic ingroup members inspire versus deflate? The effect of successful professional women on young women's leadership self-concept.

PubMed

Asgari, Shaki; Dasgupta, Nilanjana; Stout, Jane G

2012-03-01

Three experiments tested whether and when exposure to counterstereotypic ingroup members enhances women's implicit leadership self-concept. Participants read about professional women leaders framed as similar to versus different from most women (Experiment 1) or having the same versus different collegiate background as participants (Experiment 3). Experiment 2 manipulated similarity by giving false feedback about participants' similarity to women leaders. In all cases, seeing women leaders reduced implicit self-stereotyping relative to controls but only when they were portrayed as similar to one's ingroup (Experiment 1) and oneself (Experiments 2-3). Leaders portrayed as dissimilar either had no effect on self-beliefs (Experiment 1 and 3) or increased implicit self-stereotyping (Experiment 2). Dissimilar leaders also deflated participants' career goals and explicit leadership beliefs (Experiment 3). Finally, implicit self-beliefs became less stereotypic regardless of whether women believed the similarity feedback, but explicit self-beliefs changed only when they believed the feedback to be true (Experiment 2).

Medical Students' Perspectives on Implementing Curriculum Change at One Institution.

PubMed

Yengo-Kahn, Aaron M; Baker, Courtney E; Lomis, And Kimberly D

2017-04-01

Training physicians to be effective practitioners throughout their careers begins in undergraduate medical education with particular focus on self-directed inquiry, professional and interprofessional development, and competency-based assessment. A select number of medical schools are restructuring their curricula by placing the student at the center of content delivery to enhance the learning experience. While this restructuring may benefit the adult learner, administrators often make assumptions about how students will perceive and respond to such innovative and unfamiliar educational concepts. This can create a disconnect between students and their curriculum. Administrative mindfulness of student experiences is needed to ensure successful implementation of curricular change, facilitate the transition from old to new modalities, and train competent physician graduates.Vanderbilt University School of Medicine (VUSM) recently completed a curriculum update, and student representatives have been essential participants in the transition, from the earliest stages in preplanning to rapid-cycle feedback as the curriculum runs. Two of the authors are members of VUSM's Student Curriculum Committee, which facilitates gathering and relaying student feedback to the administration. Drawing from their experiences, five specific considerations to address and manage when implementing student-centered curricular change are presented: (1) Communicate the rationale, (2) acknowledge anxiety, (3) adjust extracurricular leadership roles, (4) manage "The Bulge" of learners in the clinical environment, and (5) foster ongoing collaboration of students and administrators. For each consideration, examples and proposed solutions are provided.

Integrated control system environment for high-throughput tomography

NASA Astrophysics Data System (ADS)

Khokhriakov, Igor; Lottermoser, Lars; Beckmann, Felix

2017-10-01

The extensive progress in hardware in recent years makes it now possible to develop nearly real time control system for tomography experiments. Such system can perform all the routines that are necessary for the experiment and provide real time feedback to the user. This feedback can be used for instant monitoring and/or for real time reconstruction. The initial design and implementation of such system was presented in the SPIE publication in 2014 [1]. In this paper an update to the system is presented. The paper will cover the following 4 topics. The first topic simply gives an overview of the system. The second topic presents the way how we integrate different software components to achieve simplicity and flexibility. As it is still in research and design phase we need a possibility to easily adjust the system to our needs introducing new components or removing old ones. The third topic presents a hardware driven tomography experiment design implemented at one of our beamlines. The basic idea is that a hardware signal is sent to the instrument hardware (camera, shutter etc). This signal is emitted by the controller of the sample axis which defines the moment when the system is ready to capture the next image i.e. next rotation angle. Finally as our software is in a constant process of evaluation a continuous integration process was implemented to reduce the time cost of redeployment and configuration of new versions.

Walking simulator for evaluation of ophthalmic devices

NASA Astrophysics Data System (ADS)

Barabas, James; Woods, Russell L.; Peli, Eli

2005-03-01

Simulating mobility tasks in a virtual environment reduces risk for research subjects, and allows for improved experimental control and measurement. We are currently using a simulated shopping mall environment (where subjects walk on a treadmill in front of a large projected video display) to evaluate a number of ophthalmic devices developed at the Schepens Eye Research Institute for people with vision impairment, particularly visual field defects. We have conducted experiments to study subject's perception of "safe passing distance" when walking towards stationary obstacles. The subject's binary responses about potential collisions are analyzed by fitting a psychometric function, which gives an estimate of the subject's perceived safe passing distance, and the variability of subject responses. The system also enables simulations of visual field defects using head and eye tracking, enabling better understanding of the impact of visual field loss. Technical infrastructure for our simulated walking environment includes a custom eye and head tracking system, a gait feedback system to adjust treadmill speed, and a handheld 3-D pointing device. Images are generated by a graphics workstation, which contains a model with photographs of storefronts from an actual shopping mall, where concurrent validation experiments are being conducted.

First validation of the PASSPORT training environment for arthroscopic skills.

PubMed

Tuijthof, Gabriëlle J M; van Sterkenburg, Maayke N; Sierevelt, Inger N; van Oldenrijk, Jakob; Van Dijk, C Niek; Kerkhoffs, Gino M M J

2010-02-01

The demand for high quality care is in contrast to reduced training time for residents to develop arthroscopic skills. Thereto, simulators are introduced to train skills away from the operating room. In our clinic, a physical simulation environment to Practice Arthroscopic Surgical Skills for Perfect Operative Real-life Treatment (PASSPORT) is being developed. The PASSPORT concept consists of maintaining the normal arthroscopic equipment, replacing the human knee joint by a phantom, and integrating registration devices to provide performance feedback. The first prototype of the knee phantom allows inspection, treatment of menisci, irrigation, and limb stressing. PASSPORT was evaluated for face and construct validity. Construct validity was assessed by measuring the performance of two groups with different levels of arthroscopic experience (20 surgeons and 8 residents). Participants performed a navigation task five times on PASSPORT. Task times were recorded. Face validity was assessed by completion of a short questionnaire on the participants' impressions and comments for improvements. Construct validity was demonstrated as the surgeons (median task time 19.7 s [8.0-37.6]) were more efficient than the residents (55.2 s [27.9-96.6]) in task completion for each repetition (Mann-Whitney U test, P < 0.05). The prototype of the knee phantom sufficiently imitated limb outer appearance (79%), portal resistance (82%), and arthroscopic view (81%). Improvements are required for the stressing device and the material of cruciate ligaments. Our physical simulation environment (PASSPORT) demonstrates its potential to evolve as a training modality. In future, automated performance feedback is aimed for.

Stuttering adults' lack of pre-speech auditory modulation normalizes when speaking with delayed auditory feedback.

PubMed

Daliri, Ayoub; Max, Ludo

2018-02-01

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 feedback contributions to speech motor learning and (b) the effect on pre-speech auditory modulation of real-time versus delayed auditory feedback. Experiment 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 feedback. In Experiment 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 feedback, we included speaking conditions with non-altered auditory feedback (NAF) and delayed auditory feedback (DAF). Experiment I showed that auditory-motor learning was limited for AWS versus AWNS, and the extent of learning was negatively correlated with stuttering frequency. Experiment 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 (Experiment II) and extent of auditory-motor learning (Experiment 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-speech modulation is not directly related to limited auditory-motor adaptation; and in AWS, DAF paradoxically tends to normalize their otherwise limited pre-speech auditory modulation. Copyright © 2017 Elsevier Ltd. All rights reserved.

Manipulating the fidelity of lower extremity visual feedback to identify obstacle negotiation strategies in immersive virtual reality.

PubMed

Kim, Aram; Zhou, Zixuan; Kretch, Kari S; Finley, James M

2017-07-01

The ability to successfully navigate obstacles in our environment requires integration of visual information about the environment with estimates of our body's state. Previous studies have used partial occlusion of the visual field to explore how information about the body and impending obstacles are integrated to mediate a successful clearance strategy. However, because these manipulations often remove information about both the body and obstacle, it remains to be seen how information about the lower extremities alone is utilized during obstacle crossing. Here, we used an immersive virtual reality (VR) interface to explore how visual feedback of the lower extremities influences obstacle crossing performance. Participants wore a head-mounted display while walking on treadmill and were instructed to step over obstacles in a virtual corridor in four different feedback trials. The trials involved: (1) No visual feedback of the lower extremities, (2) an endpoint-only model, (3) a link-segment model, and (4) a volumetric multi-segment model. We found that the volumetric model improved success rate, placed their trailing foot before crossing and leading foot after crossing more consistently, and placed their leading foot closer to the obstacle after crossing compared to no model. This knowledge is critical for the design of obstacle negotiation tasks in immersive virtual environments as it may provide information about the fidelity necessary to reproduce ecologically valid practice environments.

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.

Haptic force-feedback devices for the office computer: performance and musculoskeletal loading issues.

PubMed

Dennerlein, J T; Yang, M C

2001-01-01

Pointing devices, essential input tools for the graphical user interface (GUI) of desktop computers, require precise motor control and dexterity to use. Haptic force-feedback devices provide the human operator with tactile cues, adding the sense of touch to existing visual and auditory interfaces. However, the performance enhancements, comfort, and possible musculoskeletal loading of using a force-feedback device in an office environment are unknown. Hypothesizing that the time to perform a task and the self-reported pain and discomfort of the task improve with the addition of force feedback, 26 people ranging in age from 22 to 44 years performed a point-and-click task 540 times with and without an attractive force field surrounding the desired target. The point-and-click movements were approximately 25% faster with the addition of force feedback (paired t-tests, p < 0.001). Perceived user discomfort and pain, as measured through a questionnaire, were also smaller with the addition of force feedback (p < 0.001). However, this difference decreased as additional distracting force fields were added to the task environment, simulating a more realistic work situation. These results suggest that for a given task, use of a force-feedback device improves performance, and potentially reduces musculoskeletal loading during mouse use. Actual or potential applications of this research include human-computer interface design, specifically that of the pointing device extensively used for the graphical user interface.

Smart environment architecture for emotion detection and regulation.

PubMed

Fernández-Caballero, Antonio; Martínez-Rodrigo, Arturo; Pastor, José Manuel; Castillo, José Carlos; Lozano-Monasor, Elena; López, María T; Zangróniz, Roberto; Latorre, José Miguel; Fernández-Sotos, Alicia

2016-12-01

This paper introduces an architecture as a proof-of-concept for emotion detection and regulation in smart health environments. The aim of the proposal is to detect the patient's emotional state by analysing his/her physiological signals, facial expression and behaviour. Then, the system provides the best-tailored actions in the environment to regulate these emotions towards a positive mood when possible. The current state-of-the-art in emotion regulation through music and colour/light is implemented with the final goal of enhancing the quality of life and care of the subject. The paper describes the three main parts of the architecture, namely "Emotion Detection", "Emotion Regulation" and "Emotion Feedback Control". "Emotion Detection" works with the data captured from the patient, whereas "Emotion Regulation" offers him/her different musical pieces and colour/light settings. "Emotion Feedback Control" performs as a feedback control loop to assess the effect of emotion regulation over emotion detection. We are currently testing the overall architecture and the intervention in real environments to achieve our final goal. Copyright © 2016 Elsevier Inc. All rights reserved.

Apparatus for providing vibrotactile sensory substitution of force feedback

NASA Technical Reports Server (NTRS)

Massimino, Michael J. (Inventor); Sheridan, Thomas B. (Inventor); Patrick, Nicholas J. M. (Inventor)

1997-01-01

A feedback apparatus for an operator to control an effector that is remote from the operator to interact with a remote environment has a local input device to be manipulated by the operator. Sensors in the effector's environment are capable of sensing the amplitude of forces arising between the effector and its environment, the direction of application of such forces, or both amplitude and direction. A feedback signal corresponding to such a component of the force, is generated and transmitted to the environment of the operator. The signal is transduced into a vibrotactile sensory substitution signal to which the operator is sensitive. Vibration producing apparatus present the vibrotactile signal to the operator. The full range of the force amplitude may be represented by a single, mechanical vibrator. Vibrotactile display elements can be located on the operator's limbs, such as on the hand, fingers, arms, legs, feet, etc. The location of the application of the force may also be specified by the location of a vibrotactile display on the operator's body. Alternatively, the location may be specified by the frequency of a vibrotactile signal.

Feedback between environment and traits under selection in a seasonal environment: consequences for experimental evolution.

PubMed

Collot, Dorian; Nidelet, Thibault; Ramsayer, Johan; Martin, Olivier C; Méléard, Sylvie; Dillmann, Christine; Sicard, Delphine; Legrand, Judith

2018-04-11

Batch cultures are frequently used in experimental evolution to study the dynamics of adaptation. Although they are generally considered to simply drive a growth rate increase, other fitness components can also be selected for. Indeed, recurrent batches form a seasonal environment where different phases repeat periodically and different traits can be under selection in the different seasons. Moreover, the system being closed, organisms may have a strong impact on the environment. Thus, the study of adaptation should take into account the environment and eco-evolutionary feedbacks. Using data from an experimental evolution on yeast Saccharomyces cerevisiae , we developed a mathematical model to understand which traits are under selection, and what is the impact of the environment for selection in a batch culture. We showed that two kinds of traits are under selection in seasonal environments: life-history traits, related to growth and mortality, but also transition traits, related to the ability to react to environmental changes. The impact of environmental conditions can be summarized by the length of the different seasons which weight selection on each trait: the longer a season is, the higher the selection on associated traits. Since phenotypes drive season length, eco-evolutionary feedbacks emerge. Our results show how evolution in successive batches can affect season lengths and strength of selection on different traits. © 2018 The Author(s).

Teachers and Technology Use in Secondary Science Classrooms: Investigating the Experiences of Middle School Science Teachers Implementing the Web-based Inquiry Science Environment (WISE)

NASA Astrophysics Data System (ADS)

Schulz, Rachel Corinne

This study investigated the intended teacher use of a technology-enhanced learning tool, Web-based Inquiry Science Environment (WISE), and the first experiences of teachers new to using it and untrained in its use. The purpose of the study was to learn more about the factors embedded into the design of the technology that enabled it or hindered it from being used as intended. The qualitative research design applied grounded theory methods. Using theoretical sampling and a constant comparative analysis, a document review of WISE website led to a model of intended teacher use. The experiences of four middle school science teachers as they enacted WISE for the first time were investigated through ethnographic field observations, surveys and interviews using thematic analysis to construct narratives of each teachers use. These narratives were compared to the model of intended teacher use of WISE. This study found two levels of intended teacher uses for WISE. A basic intended use involved having student running the project to completion while the teacher provides feedback and assesses student learning. A more optimal description of intended use involved the supplementing the core curriculum with WISE as well as enhancing the core scope and sequence of instruction and aligning assessment with the goals of instruction through WISE. Moreover, WISE projects were optimally intended to be facilitated through student-centered teaching practices and inquiry-based instruction in a collaborative learning environment. It is also optimally intended for these projects to be shared with other colleagues for feedback and iterative development towards improving the Knowledge Integration of students. Of the four teachers who participated in this study, only one demonstrated the use of WISE as intended in the most basic way. This teacher also demonstrated the use of WISE in a number of optimal ways. Teacher confusion with certain tools available within WISE suggests that there may be a way to develop the user experience through these touch points and help teachers learn how to use the technology as they are selecting and setting up a project run. Further research may study whether improving these touch points can improve the teachers' use of WISE as intended both basically and optimally. It may also study whether or not teacher in basic and optimal ways directly impact student learning results.

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.

Ascending and Descending in Virtual Reality: Simple and Safe System Using Passive Haptics.

PubMed

Nagao, Ryohei; Matsumoto, Keigo; Narumi, Takuji; Tanikawa, Tomohiro; Hirose, Michitaka

2018-04-01

This paper presents a novel interactive system that provides users with virtual reality (VR) experiences, wherein users feel as if they are ascending/descending stairs through passive haptic feedback. The passive haptic stimuli are provided by small bumps under the feet of users; these stimuli are provided to represent the edges of the stairs in the virtual environment. The visual stimuli of the stairs and shoes, provided by head-mounted displays, evoke a visuo-haptic interaction that modifies a user's perception of the floor shape. Our system enables users to experience all types of stairs, such as half-turn and spiral stairs, in a VR setting. We conducted a preliminary user study and two experiments to evaluate the proposed technique. The preliminary user study investigated the effectiveness of the basic idea associated with the proposed technique for the case of a user ascending stairs. The results demonstrated that the passive haptic feedback produced by the small bumps enhanced the user's feeling of presence and sense of ascending. We subsequently performed an experiment to investigate an improved viewpoint manipulation method and the interaction of the manipulation and haptics for both the ascending and descending cases. The experimental results demonstrated that the participants had a feeling of presence and felt a steep stair gradient under the condition of haptic feedback and viewpoint manipulation based on the characteristics of actual stair walking data. However, these results also indicated that the proposed system may not be as effective in providing a sense of descending stairs without an optimization of the haptic stimuli. We then redesigned the shape of the small bumps, and evaluated the design in a second experiment. The results indicated that the best shape to present haptic stimuli is a right triangle cross section in both the ascending and descending cases. Although it is necessary to install small protrusions in the determined direction, by using this optimized shape the users feeling of presence of the stairs and the sensation of walking up and down was enhanced.

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

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

Clement, Mitchell; Hanson, Jeremy; Bialek, Jim

DIII-D experiments 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 experiments 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. 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 N experiments also show that advanced feedback techniques using external control coils may be as e ective as internal control coil feedback using classical control techniques.« less

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

DOE PAGES

Clement, Mitchell; Hanson, Jeremy; Bialek, Jim; ...

2018-02-28

DIII-D experiments 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 experiments 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. 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 N experiments also show that advanced feedback techniques using external control coils may be as e ective as internal control coil feedback using classical control techniques.« less

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.

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.

Risk assessment and adaptive runoff utilization in water resource system considering the complex relationship among water supply, electricity generation and environment

NASA Astrophysics Data System (ADS)

Zhou, J.; Zeng, X.; Mo, L.; Chen, L.; Jiang, Z.; Feng, Z.; Yuan, L.; He, Z.

2017-12-01

Generally, the adaptive utilization and regulation of runoff in the source region of China's southwest rivers is classified as a typical multi-objective collaborative optimization problem. There are grim competitions and incidence relation in the subsystems of water supply, electricity generation and environment, which leads to a series of complex problems represented by hydrological process variation, blocked electricity output and water environment risk. Mathematically, the difficulties of multi-objective collaborative optimization focus on the description of reciprocal relationships and the establishment of evolving model of adaptive systems. Thus, based on the theory of complex systems science, this project tries to carry out the research from the following aspects: the changing trend of coupled water resource, the covariant factor and driving mechanism, the dynamic evolution law of mutual feedback dynamic process in the supply-generation-environment coupled system, the environmental response and influence mechanism of coupled mutual feedback water resource system, the relationship between leading risk factor and multiple risk based on evolutionary stability and dynamic balance, the transfer mechanism of multiple risk response with the variation of the leading risk factor, the multidimensional coupled feedback system of multiple risk assessment index system and optimized decision theory. Based on the above-mentioned research results, the dynamic method balancing the efficiency of multiple objectives in the coupled feedback system and optimized regulation model of water resources is proposed, and the adaptive scheduling mode considering the internal characteristics and external response of coupled mutual feedback system of water resource is established. In this way, the project can make a contribution to the optimal scheduling theory and methodology of water resource management under uncertainty in the source region of Southwest River.

The role of patient experience surveys in quality assurance and improvement: a focus group study in English general practice.

PubMed

Boiko, Olga; Campbell, John L; Elmore, Natasha; Davey, Antoinette F; Roland, Martin; Burt, Jenni

2015-12-01

Despite widespread adoption of patient feedback surveys in international health-care systems, including the English NHS, evidence of a demonstrable impact of surveys on service improvement is sparse. To explore the views of primary care practice staff regarding the utility of patient experience surveys. Qualitative focus groups. Staff from 14 English general practices. Whilst participants engaged with feedback from patient experience surveys, they routinely questioned its validity and reliability. Participants identified surveys as having a number of useful functions: for patients, as a potentially therapeutic way of getting their voice heard; for practice staff, as a way of identifying areas of improvement; and for GPs, as a source of evidence for professional development and appraisal. Areas of potential change stimulated by survey feedback included redesigning front-line services, managing patient expectations and managing the performance of GPs. Despite this, practice staff struggled to identify and action changes based on survey feedback alone. Whilst surveys may be used to endorse existing high-quality service delivery, their use in informing changes in service delivery is more challenging for practice staff. Drawing on the Utility Index framework, we identified concerns relating to reliability and validity, cost and feasibility acceptability and educational impact, which combine to limit the utility of patient survey feedback. Feedback from patient experience surveys has great potential. However, without a specific and renewed focus on how to translate feedback into action, this potential will remain incompletely realized. © 2014 The Authors Health Expectations Published by John Wiley & Sons Ltd.

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…

Virtual reality and telerobotics applications of an Address Recalculation Pipeline

NASA Technical Reports Server (NTRS)

Regan, Matthew; Pose, Ronald

1994-01-01

The technology described in this paper was designed to reduce latency to user interactions in immersive virtual reality environments. It is also ideally suited to telerobotic applications such as interaction with remote robotic manipulators in space or in deep sea operations. in such circumstances the significant latency is observed response to user stimulus which is due to communications delays, and the disturbing jerkiness due to low and unpredictable frame rates on compressed video user feedback or computationally limited virtual worlds, can be masked by our techniques. The user is provided with highly responsive visual feedback independent of communication or computational delays in providing physical video feedback or in rendering virtual world images. Virtual and physical environments can be combined seamlessly using these techniques.

Robotics and neuroscience: a rhythmic interaction.

PubMed

Ronsse, Renaud; Lefèvre, Philippe; Sepulchre, Rodolphe

2008-05-01

At the crossing between motor control neuroscience and robotics system theory, the paper presents a rhythmic experiment that is amenable both to handy laboratory implementation and simple mathematical modeling. The experiment is based on an impact juggling task, requiring the coordination of two upper-limb effectors and some phase-locking with the trajectories of one or several juggled objects. We describe the experiment, its implementation and the mathematical model used for the analysis. Our underlying research focuses on the role of sensory feedback in rhythmic tasks. In a robotic implementation of our experiment, we study the minimum feedback that is required to achieve robust control. A limited source of feedback, measuring only the impact times, is shown to give promising results. A second field of investigation concerns the human behavior in the same impact juggling task. We study how a variation of the tempo induces a transition between two distinct control strategies with different sensory feedback requirements. Analogies and differences between the robotic and human behaviors are obviously of high relevance in such a flexible setup.

The impact of radiation feedback on the assembly of star clusters in a galactic context

NASA Astrophysics Data System (ADS)

Guillard, Nicolas; Emsellem, Eric; Renaud, Florent

2018-07-01

Massive star clusters are observed in galaxies spanning a broad range of luminosities and types, and are assumed to form in dense gas-rich environments. Using a parsec-resolution hydrodynamical simulation of an isolated gas-rich low-mass galaxy, we discuss here the non-linear effects of stellar feedback on the properties of star clusters with a focus on the progenitors of nuclear clusters. Our simulation shows two categories of star clusters: those for which feedback expels gas leftovers associated with their formation sites, and those, in a denser environment, around which feedback fails to totally clear the gas. We confirm that radiation feedback (photoionization and radiative pressure) plays a more important role than Type II supernovae in destroying dense gas structures, and in altering or quenching the subsequent cluster formation. Radiation feedback also disturbs the cluster mass growth, by increasing the internal energy of the gas component to the point at which radiation pressure overcomes the cluster gravity. We discuss how these effects may depend on the local properties of the interstellar medium, and also on the details of the subgrid recipes, which can affect the available cluster gas reservoirs, the evolution of potential nuclear cluster progenitors, and the overall galaxy morphology.

Learnings From the Pilot Implementation of Mobile Medical Milestones Application.

PubMed

Page, Cristen P; Reid, Alfred; Coe, Catherine L; Carlough, Martha; Rosenbaum, Daryl; Beste, Janalynn; Fagan, Blake; Steinbacher, Erika; Jones, Geoffrey; Newton, Warren P

2016-10-01

Implementation of the educational milestones benefits from mobile technology that facilitates ready assessments in the clinical environment. We developed a point-of-care resident evaluation tool, the Mobile Medical Milestones Application (M3App), and piloted it in 8 North Carolina family medicine residency programs. We sought to examine variations we found in the use of the tool across programs and explored the experiences of program directors, faculty, and residents to better understand the perceived benefits and challenges of implementing the new tool. Residents and faculty completed presurveys and postsurveys about the tool and the evaluation process in their program. Program directors were interviewed individually. Interviews and open-ended survey responses were analyzed and coded using the constant comparative method, and responses were tabulated under themes. Common perceptions included increased data collection, enhanced efficiency, and increased perceived quality of the information gathered with the M3App. Residents appreciated the timely, high-quality feedback they received. Faculty reported becoming more comfortable with the tool over time, and a more favorable evaluation of the tool was associated with higher utilization. Program directors reported improvements in faculty knowledge of the milestones and resident satisfaction with feedback. Faculty and residents credited the M3App with improving the quality and efficiency of resident feedback. Residents appreciated the frequency, proximity, and specificity of feedback, and faculty reported the app improved their familiarity with the milestones. Implementation challenges included lack of a physician champion and competing demands on faculty time.

Laying the cornerstone: an employee-driven customer service program.

PubMed

Davis, Stephen M; Chinnis, Ann S; Dunmire, J Erin

2006-01-01

In the 21st-century healthcare environment, customer service remains critical to the fiscal viability of healthcare organizations. Continued competition for patients and diminishing reimbursements have necessitated the establishment of customer service programs to attract patients and retain outstanding employees. These programs should increase quality experiences for both internal customers (employees) and external customers (patients). This article describes a unique employee-driven customer service initiative titled Serving Together Achieving Results. Obstacles to implementing a customer service program in a multifaceted academic setting are highlighted, and the use of a novel tool, Q technique, to prioritize employee feedback is discussed.

Action research to improve methods of delivery and feedback in an Access Grid Room environment

NASA Astrophysics Data System (ADS)

McArthur, Lynne C.; Klass, Lara; Eberhard, Andrew; Stacey, Andrew

2011-12-01

This article describes a qualitative study which was undertaken to improve the delivery methods and feedback opportunity in honours mathematics lectures which are delivered through Access Grid Rooms. Access Grid Rooms are facilities that provide two-way video and audio interactivity across multiple sites, with the inclusion of smart boards. The principal aim was to improve the student learning experience, given the new environment. The specific aspects of the course delivery that the study focused on included presentation of materials and provision of opportunities for interaction between the students and between students and lecturers. The practical considerations in the delivery of distance learning are well documented in the literature, and similar problems arise in the Access Grid Room environment; in particular, those of limited access to face-to-face interaction and the reduction in peer support. The nature of the Access Grid Room classes implies that students studying the same course can be physically situated in different cities, and possibly in different countries. When studying, it is important that students have opportunity to discuss new concepts with others; particularly their peers and their lecturer. The Access Grid Room environment also presents new challenges for the lecturer, who must learn new skills in the delivery of materials. The unique nature of Access Grid Room technology offers unprecedented opportunity for effective course delivery and positive outcomes for students, and was developed in response to a need to be able to interact with complex data, other students and the instructor, in real-time, at a distance and from multiple sites. This is a relatively new technology and as yet there has been little or no studies specifically addressing the use and misuse of the technology. The study found that the correct placement of cameras and the use of printed material and smart boards were all crucial to the student experience. In addition, the inclusion of special tutorial type sessions were necessary to provide opportunities to students for one-on-one discussion with both lecturer and other students. This study contributes to the broader understanding of distance education in general and future Access Grid Room course delivery in particular.

Rolling bearing fault diagnosis based on time-delayed feedback monostable stochastic resonance and adaptive minimum entropy deconvolution

NASA Astrophysics Data System (ADS)

Li, Jimeng; Li, Ming; Zhang, Jinfeng

2017-08-01

Rolling bearings are the key components in the modern machinery, and tough operation environments often make them prone to failure. However, due to the influence of the transmission path and background noise, the useful feature information relevant to the bearing fault contained in the vibration signals is weak, which makes it difficult to identify the fault symptom of rolling bearings in time. Therefore, the paper proposes a novel weak signal detection method based on time-delayed feedback monostable stochastic resonance (TFMSR) system and adaptive minimum entropy deconvolution (MED) to realize the fault diagnosis of rolling bearings. The MED method is employed to preprocess the vibration signals, which can deconvolve the effect of transmission path and clarify the defect-induced impulses. And a modified power spectrum kurtosis (MPSK) index is constructed to realize the adaptive selection of filter length in the MED algorithm. By introducing the time-delayed feedback item in to an over-damped monostable system, the TFMSR method can effectively utilize the historical information of input signal to enhance the periodicity of SR output, which is beneficial to the detection of periodic signal. Furthermore, the influence of time delay and feedback intensity on the SR phenomenon is analyzed, and by selecting appropriate time delay, feedback intensity and re-scaling ratio with genetic algorithm, the SR can be produced to realize the resonance detection of weak signal. The combination of the adaptive MED (AMED) method and TFMSR method is conducive to extracting the feature information from strong background noise and realizing the fault diagnosis of rolling bearings. Finally, some experiments and engineering application are performed to evaluate the effectiveness of the proposed AMED-TFMSR method in comparison with a traditional bistable SR method.

The effect of autogenic training and biofeedback on motion sickness tolerance.

PubMed

Jozsvai, E E; Pigeau, R A

1996-10-01

Motion sickness is characterized by symptoms of vomiting, drowsiness, fatigue and idiosyncratic changes in autonomic nervous system (ANS) responses such as heart rate (HR) and skin temperature (ST). Previous studies found that symptoms of motion sickness are controllable through self-regulation of ANS responses and the best method to teach such control is autogenic-feedback (biofeedback) training. Recent experiments indicated that biofeedback training is ineffective in reducing symptoms of motion sickness or in increasing tolerance to motion. If biofeedback facilitates learning of ANS self-regulation then autogenic training with true feedback (TFB) should lead to better control over ANS responses and better motion tolerance than autogenic training with false feedback (FFB). If there is a relationship between ANS self-regulation and coping with motion stress, a significant correlation should be found between amounts of control over ANS responses and measures of motion tolerance and/or symptoms of motion sickness. There were 3 groups of 6 subjects exposed for 6 weeks to weekly sessions of Coriolis stimulation to induce motion sickness. Between the first and second Coriolis sessions, subjects in the experimental groups received five episodes of autogenic training with either true (group TFB) or false (group FFB) feedback on their HR and ST. The control group (CTL) received no treatment. Subjects learned to control their HR and ST independent of whether they received true or false feedback. Learned control of ST and HR was not related to severity of motion sickness or subject's ability to withstand Coriolis stimulation following treatment. A lack of significant correlation between these variables suggested that subjects were not able to apply their skills of ANS self-regulation in the motion environment, and/ or such skills had little value in reducing symptoms of motion sickness or enhancing their ability to withstand rotations.

Psychodrama: an innovative way of improving self-awareness of nurses.

PubMed

Oflaz, F; Meriç, M; Yuksel, Ç; Ozcan, C T

2011-09-01

The aim of this educational session was to form a group interaction model for improving the self-awareness of nurses via psychodrama. The structured group interaction session was conducted three times, with three separate groups, during the 'Intensive Care Nursing' training programme at a teaching hospital in Ankara. An assessment was made using the written records and observations of the group director and co-directors and feedback from nurses regarding the session. The nurses were highly motivated, adapting readily to the learning environment and following the instructions without difficulty. They were able to describe their personal experience with a specific patient and also to identify the fundamental emotion engendered by that interaction. Their feedback regarding the session was favourable. The psychodrama technique helped the nurses to understand themselves, to explore the perspective of others and to make the connection between their own thoughts/feelings and those of their patients. Psychodrama can be an effective teaching tool in addressing the communication issues that arise in nursing. © 2011 Blackwell Publishing.

Adaptive servo control for umbilical mating

NASA Technical Reports Server (NTRS)

Zia, Omar

1988-01-01

Robotic applications at Kennedy Space Center are unique and in many cases require the fime positioning of heavy loads in dynamic environments. Performing such operations is beyond the capabilities of an off-the-shelf industrial robot. Therefore Robotics Applications Development Laboratory at Kennedy Space Center has put together an integrated system that coordinates state of the art robotic system providing an excellent easy to use testbed for NASA sensor integration experiments. This paper reviews the ways of improving the dynamic response of the robot operating under force feedback with varying dynamic internal perturbations in order to provide continuous stable operations under variable load conditions. The goal is to improve the stability of the system with force feedback using the adaptive control feature of existing system over a wide range of random motions. The effect of load variations on the dynamics and the transfer function (order or values of the parameters) of the system has been investigated, more accurate models of the system have been determined and analyzed.

Warning: This keyboard will deconstruct--the role of the keyboard in skilled typewriting.

PubMed

Crump, Matthew J C; Logan, Gordon D

2010-06-01

Skilled actions are commonly assumed to be controlled by precise internal schemas or cognitive maps. We challenge these ideas in the context of skilled typing, where prominent theories assume that typing is controlled by a well-learned cognitive map that plans finger movements without feedback. In two experiments, we demonstrate that online physical interaction with the keyboard critically mediates typing skill. Typists performed single-word and paragraph typing tasks on a regular keyboard, a laser-projection keyboard, and two deconstructed keyboards, made by removing successive layers of a regular keyboard. Averaged over the laser and deconstructed keyboards, response times for the first keystroke increased by 37%, the interval between keystrokes increased by 120%, and error rate increased by 177%, relative to those of the regular keyboard. A schema view predicts no influence of external motor feedback, because actions could be planned internally with high precision. We argue that the expert knowledge mediating action control emerges during online interaction with the physical environment.

Stimulating Contributions to Public Goods through Information Feedback: Some Experimental Results

PubMed Central

Janssen, Marco A.; Lee, Allen; Sundaram, Hari

2016-01-01

In traditional public good experiments participants receive an endowment from the experimenter that can be invested in a public good or kept in a private account. In this paper we present an experimental environment where participants can invest time during five days to contribute to a public good. Participants can make contributions to a linear public good by logging into a web application and performing virtual actions. We compared four treatments, with different group sizes and information of (relative) performance of other groups. We find that information feedback about performance of other groups has a small positive effect if we control for various attributes of the groups. Moreover, we find a significant effect of the contributions of others in the group in the previous day on the number of points earned in the current day. Our results confirm that people participate more when participants in their group participate more, and are influenced by information about the relative performance of other groups. PMID:27459070

The Manipulation of Pace within Endurance Sport

PubMed Central

Skorski, Sabrina; Abbiss, Chris R.

2017-01-01

In any athletic event, the ability to appropriately distribute energy is essential to prevent premature fatigue prior to the completion of the event. In sport science literature this is termed “pacing.” Within the past decade, research aiming to better understand the underlying mechanisms influencing the selection of an athlete's pacing during exercise has dramatically increased. It is suggested that pacing is a combination of anticipation, knowledge of the end-point, prior experience and sensory feedback. In order to better understand the role each of these factors have in the regulation of pace, studies have often manipulated various conditions known to influence performance such as the feedback provided to participants, the starting strategy or environmental conditions. As with all research there are several factors that should be considered in the interpretation of results from these studies. Thus, this review aims at discussing the pacing literature examining the manipulation of: (i) energy expenditure and pacing strategies, (ii) kinematics or biomechanics, (iii) exercise environment, and (iv) fatigue development. PMID:28289392

How to become a better clinical teacher: a collaborative peer observation process.

PubMed

Finn, Kathleen; Chiappa, Victor; Puig, Alberto; Hunt, Daniel P

2011-01-01

Peer observation of teaching (PoT) is most commonly done as a way of evaluating educators in lecture or small group teaching. Teaching in the clinical environment is a complex and hectic endeavor that requires nimble and innovative teaching on a daily basis. Most junior faculty start their careers with little formal training in education and with limited opportunity to be observed or to observe more experienced faculty. Formal PoT would potentially ameliorate these challenges. This article describes a collaborative peer observation process that a group of 11 clinician educators is using as a longitudinal faculty development program. The process described in this article provides detailed and specific teaching feedback for the observed teaching attending while prompting the observing faculty to reflect on their own teaching style and to borrow effective teaching techniques from the observation. This article provides detailed examples from written feedback obtained during collaborative peer observation to emphasize the richness of this combined experience.

Development of a novel haptic glove for improving finger dexterity in poststroke rehabilitation.

PubMed

Lin, Chi-Ying; Tsai, Chia-Min; Shih, Pei-Cheng; Wu, Hsiao-Ching

2015-01-01

Almost all stroke patients experience a certain degree of fine motor impairment, and impeded finger movement may limit activities in daily life. Thus, to improve the quality of life of stroke patients, designing an efficient training device for fine motor rehabilitation is crucial. This study aimed to develop a novel fine motor training glove that integrates a virtual-reality based interactive environment with vibrotactile feedback for more effective post stroke hand rehabilitation. The proposed haptic rehabilitation device is equipped with small DC vibration motors for vibrotactile feedback stimulation and piezoresistive thin-film force sensors for motor function evaluation. Two virtual-reality based games ``gopher hitting'' and ``musical note hitting'' were developed as a haptic interface. According to the designed rehabilitation program, patients intuitively push and practice their fingers to improve the finger isolation function. Preliminary tests were conducted to assess the feasibility of the developed haptic rehabilitation system and to identify design concerns regarding the practical use in future clinical testing.

Doctors' engagements with patient experience surveys in primary and secondary care: a qualitative study.

PubMed

Farrington, Conor; Burt, Jenni; Boiko, Olga; Campbell, John; Roland, Martin

2017-06-01

Patient experience surveys are increasingly important in the measurement of, and attempts to improve, health-care quality. To date, little research has focused upon doctors' attitudes to surveys which give them personalized feedback. This paper explores doctors' perceptions of patient experience surveys in primary and secondary care settings in order to deepen understandings of how doctors view the plausibility of such surveys. We conducted a qualitative study with doctors in two regions of England, involving in-depth semi-structured interviews with doctors working in primary care (n = 21) and secondary care (n = 20) settings. The doctors in both settings had recently received individualized feedback from patient experience surveys. Doctors in both settings express strong personal commitments to incorporating patient feedback in quality improvement efforts. However, they also concurrently express strong negative views about the credibility of survey findings and patients' motivations and competence in providing feedback. Thus, individual doctors demonstrate contradictory views regarding the plausibility of patient surveys, leading to complex, varied and on balance negative engagements with patient feedback. Doctors' contradictory views towards patient experience surveys are likely to limit the impact of such surveys in quality improvement initiatives in primary and secondary care. We highlight the need for 'sensegiving' initiatives (i.e. attempts to influence perceptions by communicating particular ideas, narratives and visions) to engage with doctors regarding the plausibility of patient experience surveys. This study highlights the importance of engaging with doctors' views about patient experience surveys when developing quality improvement initiatives. © 2016 The Authors. Health Expectations Published by John Wiley & Sons Ltd.

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.

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'.

Can patient involvement improve patient safety? A cluster randomised control trial of the Patient Reporting and Action for a Safe Environment (PRASE) intervention

PubMed Central

Lawton, Rebecca; Sheard, Laura; Armitage, Gerry; Cocks, Kim; Buckley, Hannah; Corbacho, Belen; Reynolds, Caroline; Marsh, Claire; Moore, Sally; Watt, Ian; Wright, John

2017-01-01

Objective To evaluate the efficacy of the Patient Reporting and Action for a Safe Environment intervention. Design A multicentre cluster randomised controlled trial. Setting Clusters were 33 hospital wards within five hospitals in the UK. Participants All patients able to give informed consent were eligible to take part. Wards were allocated to the intervention or control condition. Intervention The ward-level intervention comprised two tools: (1) a questionnaire that asked patients about factors contributing to safety (patient measure of safety (PMOS)) and (2) a proforma for patients to report both safety concerns and positive experiences (patient incident reporting tool). Feedback was considered in multidisciplinary action planning meetings. Measurements Primary outcomes were routinely collected ward-level harm-free care (HFC) scores and patient-level feedback on safety (PMOS). Results Intervention uptake and retention of wards was 100% and patient participation was high (86%). We found no significant effect of the intervention on any outcomes at 6 or 12 months. However, for new harms (ie, those for which the wards were directly accountable) intervention wards did show greater, though non-significant, improvement compared with control wards. Analyses also indicated that improvements were largest for wards that showed the greatest compliance with the intervention. Limitations Adherence to the intervention, particularly the implementation of action plans, was poor. Patient safety outcomes may represent too blunt a measure. Conclusions Patients are willing to provide feedback about the safety of their care. However, we were unable to demonstrate any overall effect of this intervention on either measure of patient safety and therefore cannot recommend this intervention for wider uptake. Findings indicate promise for increasing HFC where wards implement ≥75% of the intervention components. Trial registration number ISRCTN07689702; pre-results. PMID:28159854

Fast Photochemistry of Prototypical Phytochromes—A Species vs. Subunit Specific Comparison

PubMed Central

Ihalainen, Janne A.; Takala, Heikki; Lehtivuori, Heli

2015-01-01

Phytochromes are multi-domain red light photosensor proteins, which convert red light photons to biological activity utilizing the multitude of structural and chemical reactions. The steady increase in structural information obtained from various bacteriophytochromes has increased understanding about the functional mechanism of the photochemical processes of the phytochromes. Furthermore, a number of spectroscopic studies have revealed kinetic information about the light-induced reactions. The spectroscopic changes are, however, challenging to connect with the structural changes of the chromophore and the protein environment, as the excited state properties of the chromophores are very sensitive to the small structural and chemical changes of their environment. In this article, we concentrate on the results of ultra-fast spectroscopic experiments which reveal information about the important initial steps of the photoreactions of the phytochromes. We survey the excited state properties obtained during the last few decades. The differences in kinetics between different research laboratories are traditionally related to the differences of the studied species. However, we notice that the variation in the excited state properties depends on the subunit composition of the protein as well. This observation illustrates a feedback mechanism from the other domains to the chromophore. We propose that two feedback routes exist in phytochromes between the chromophore and the remotely located effector domain. The well-known connection between the subunits is the so-called tongue region, which changes its secondary structure while changing the light-activated state of the system. The other feedback route which we suggest is less obvious, it is made up of several water molecules ranging from the dimer interface to the vicinity of the chromophore, allowing even proton transfer reactions nearby the chromophore. PMID:26779488

Investigating the Prospective Sense of Agency: Effects of Processing Fluency, Stimulus Ambiguity, and Response Conflict.

PubMed

Sidarus, Nura; Vuorre, Matti; Metcalfe, Janet; Haggard, Patrick

2017-01-01

How do we know how much control we have over our environment? The sense of agency refers to the feeling that we are in control of our actions, and that, through them, we can control our external environment. Thus, agency clearly involves matching intentions, actions, and outcomes. The present studies investigated the possibility that processes of action selection, i.e., choosing what action to make, contribute to the sense of agency. Since selection of action necessarily precedes execution of action, such effects must be prospective. In contrast, most literature on sense of agency has focussed on the retrospective computation whether an outcome fits the action performed or intended. This hypothesis was tested in an ecologically rich, dynamic task based on a computer game. Across three experiments, we manipulated three different aspects of action selection processing: visual processing fluency, categorization ambiguity, and response conflict. Additionally, we measured the relative contributions of prospective, action selection-based cues, and retrospective, outcome-based cues to the sense of agency. Manipulations of action selection were orthogonally combined with discrepancy of visual feedback of action. Fluency of action selection had a small but reliable effect on the sense of agency. Additionally, as expected, sense of agency was strongly reduced when visual feedback was discrepant with the action performed. The effects of discrepant feedback were larger than the effects of action selection fluency, and sometimes suppressed them. The sense of agency is highly sensitive to disruptions of action-outcome relations. However, when motor control is successful, and action-outcome relations are as predicted, fluency or dysfluency of action selection provides an important prospective cue to the sense of agency.

Investigating the Prospective Sense of Agency: Effects of Processing Fluency, Stimulus Ambiguity, and Response Conflict

PubMed Central

Sidarus, Nura; Vuorre, Matti; Metcalfe, Janet; Haggard, Patrick

2017-01-01

How do we know how much control we have over our environment? The sense of agency refers to the feeling that we are in control of our actions, and that, through them, we can control our external environment. Thus, agency clearly involves matching intentions, actions, and outcomes. The present studies investigated the possibility that processes of action selection, i.e., choosing what action to make, contribute to the sense of agency. Since selection of action necessarily precedes execution of action, such effects must be prospective. In contrast, most literature on sense of agency has focussed on the retrospective computation whether an outcome fits the action performed or intended. This hypothesis was tested in an ecologically rich, dynamic task based on a computer game. Across three experiments, we manipulated three different aspects of action selection processing: visual processing fluency, categorization ambiguity, and response conflict. Additionally, we measured the relative contributions of prospective, action selection-based cues, and retrospective, outcome-based cues to the sense of agency. Manipulations of action selection were orthogonally combined with discrepancy of visual feedback of action. Fluency of action selection had a small but reliable effect on the sense of agency. Additionally, as expected, sense of agency was strongly reduced when visual feedback was discrepant with the action performed. The effects of discrepant feedback were larger than the effects of action selection fluency, and sometimes suppressed them. The sense of agency is highly sensitive to disruptions of action-outcome relations. However, when motor control is successful, and action-outcome relations are as predicted, fluency or dysfluency of action selection provides an important prospective cue to the sense of agency. PMID:28450839

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

Development of a Hospital-based Massage Therapy Course at an Academic Medical Center.

PubMed

Dion, Liza J; Cutshall, Susanne M; Rodgers, Nancy J; Hauschulz, Jennifer L; Dreyer, Nikol E; Thomley, Barbara S; Bauer, Brent

2015-03-01

Massage therapy is offered increasingly in US medical facilities. Although the United States has many massage schools, their education differs, along with licensure and standards. As massage therapy in hospitals expands and proves its value, massage therapists need increased training and skills in working with patients who have various complex medical concerns, to provide safe and effective treatment. These services for hospitalized patients can impact patient experience substantially and provide additional treatment options for pain and anxiety, among other symptoms. The present article summarizes the initial development and description of a hospital-based massage therapy course at a Midwest medical center. A hospital-based massage therapy course was developed on the basis of clinical experience and knowledge from massage therapists working in the complex medical environment. This massage therapy course had three components in its educational experience: online learning, classroom study, and a 25-hr shadowing experience. The in-classroom study portion included an entire day in the simulation center. The hospital-based massage therapy course addressed the educational needs of therapists transitioning to work with interdisciplinary medical teams and with patients who have complicated medical conditions. Feedback from students in the course indicated key learning opportunities and additional content that are needed to address the knowledge and skills necessary when providing massage therapy in a complex medical environment. The complexity of care in medical settings is increasing while the length of hospital stay is decreasing. For this reason, massage provided in the hospital requires more specialized training to work in these environments. This course provides an example initial step in how to address some of the educational needs of therapists who are transitioning to working in the complex medical environment.

Development of a Hospital-based Massage Therapy Course at an Academic Medical Center

PubMed Central

Dion, Liza J.; Cutshall, Susanne M.; Rodgers, Nancy J.; Hauschulz, Jennifer L.; Dreyer, Nikol E.; Thomley, Barbara S.; Bauer, Brent

2015-01-01

Background: Massage therapy is offered increasingly in US medical facilities. Although the United States has many massage schools, their education differs, along with licensure and standards. As massage therapy in hospitals expands and proves its value, massage therapists need increased training and skills in working with patients who have various complex medical concerns, to provide safe and effective treatment. These services for hospitalized patients can impact patient experience substantially and provide additional treatment options for pain and anxiety, among other symptoms. The present article summarizes the initial development and description of a hospital-based massage therapy course at a Midwest medical center. Methods: A hospital-based massage therapy course was developed on the basis of clinical experience and knowledge from massage therapists working in the complex medical environment. This massage therapy course had three components in its educational experience: online learning, classroom study, and a 25-hr shadowing experience. The in-classroom study portion included an entire day in the simulation center. Results: The hospital-based massage therapy course addressed the educational needs of therapists transitioning to work with interdisciplinary medical teams and with patients who have complicated medical conditions. Feedback from students in the course indicated key learning opportunities and additional content that are needed to address the knowledge and skills necessary when providing massage therapy in a complex medical environment. Conclusions: The complexity of care in medical settings is increasing while the length of hospital stay is decreasing. For this reason, massage provided in the hospital requires more specialized training to work in these environments. This course provides an example initial step in how to address some of the educational needs of therapists who are transitioning to working in the complex medical environment. PMID:25780472

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.

Feedback Practices and Signature Pedagogies: What Can the Liberal Arts Learn from the Design Critique?

ERIC Educational Resources Information Center

Schrand, Tom; Eliason, John

2012-01-01

To examine the differences between feedback practices in liberal arts courses and in design courses, we surveyed 373 students with experiences of both. Our study found that students perceived the feedback they received in design courses as more effective in advancing their learning, and that the emotional effects of feedback presented verbally and…

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…

The Value and Effectiveness of Feedback in Improving Students' Learning and Professionalizing Teaching in Higher Education

ERIC Educational Resources Information Center

Ahea, Md. Mamoon-Al-Bashir; Ahea, Md. Rezaul Kabir; Rahman, Ismat

2016-01-01

There is a great importance of feedback in improving learning experience for the students. This has also significant effect in professionalizing teaching in the higher education level. However, feedback is considered as a difficult issue in this arena. Most of the lecturers are still continuing with the tradition form of feedback. This form of…

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.

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...

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.

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.

GLOBE Observer and the Association of Science & Technology Centers: Leveraging Citizen Science and Partnerships for an International Science Experiment to Build Climate Literacy

NASA Astrophysics Data System (ADS)

Riebeek Kohl, H.; Chambers, L. H.; Murphy, T.

2016-12-01

For more that 20 years, the Global Learning and Observations to Benefit the Environment (GLOBE) Program has sought to increase environment literacy in students by involving them in the process of data collection and scientific research. In 2016, the program expanded to accept observations from citizen scientists of all ages through a relatively simple app. Called GLOBE Observer, the new program aims to help participants feel connected to a global community focused on advancing the scientific understanding of Earth system science while building climate literacy among participants and increasing valuable environmental data points to expand both student and scientific research. In October 2016, GLOBE Observer partnered with the Association of Science & Technology Centers (ASTC) in an international science experiment in which museums and patrons around the world collected cloud observations through GLOBE Observer to create a global cloud map in support of NASA satellite science. The experiment was an element of the International Science Center and Science Museum Day, an event planned in partnership with UNESCO and ASTC. Museums and science centers provided the climate context for the observations, while GLOBE Observer offered a uniform experience and a digital platform to build a connected global community. This talk will introduce GLOBE Observer and will present the results of the experiment, including evaluation feedback on gains in climate literacy through the event.

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.

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.

The effect of bandwidth on telerobot system performance

NASA Technical Reports Server (NTRS)

Uebel, Mark; Ali, Michael S.; Minis, Ioannis

1991-01-01

The purpose of the experiment was to determine the effect that various slave-joint bandwidths have on telerobot system performance. The telerobot system consisted of a slave arm controlled by a master. The slave incorporated an impedance loop to provide local compliance in addition to the compliance provided by the operator via force feedback. Three joint bandwidths, 0.5, 1.0, and 2.0 Hz, were used. The performance measures were the task completion time and the sums of the squared forces and moments exerted on the environment. The task consisted of peg-in-hole insertion and removal. The results of the experiment indicate a significant performance decrease at 0.5-Hz bandwidth relative to the 1- and 2-Hz bandwidths. There was no significant change in performance between the 1- and 2-Hz bandwidths.

Configurable, wearable sensing and vibrotactile feedback system for real-time postural balance and gait training: proof-of-concept.

PubMed

Xu, Junkai; Bao, Tian; Lee, Ung Hee; Kinnaird, Catherine; Carender, Wendy; Huang, Yangjian; Sienko, Kathleen H; Shull, Peter B

2017-10-11

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 feedback system for real-time postural balance and gait training targeted for home-based treatments and other portable usage. Sensing and vibrotactile feedback 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 feedback according to movement training requirements. In the first experiment, 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 feedback (via feedback 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 feedback zone to correct their posture. A second experiment 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 feedback was provided via feedback 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 experiment, the wearable system enabled participants to significantly reduce trunk tilt and increase the amount of time inside the no feedback zone. In the second experiment, 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 that the configurable, wearable sensing and feedback system is portable and effective for different types of real-time human movement training and thus may be suitable for home-based or clinic-based rehabilitation applications.

A temporal bone surgery simulator with real-time feedback for surgical training.

PubMed

Wijewickrema, Sudanthi; Ioannou, Ioanna; Zhou, Yun; Piromchai, Patorn; Bailey, James; Kennedy, Gregor; O'Leary, Stephen

2014-01-01

Timely feedback on surgical technique is an important aspect of surgical skill training in any learning environment, be it virtual or otherwise. Feedback on technique should be provided in real-time to allow trainees to recognize and amend their errors as they occur. Expert surgeons have typically carried out this task, but they have limited time available to spend with trainees. Virtual reality surgical simulators offer effective, repeatable training at relatively low cost, but their benefits may not be fully realized while they still require the presence of experts to provide feedback. We attempt to overcome this limitation by introducing a real-time feedback system for surgical technique within a temporal bone surgical simulator. Our evaluation study shows that this feedback system performs exceptionally well with respect to accuracy and effectiveness.

Catching What We Can't See: Manual Interception of Occluded Fly-Ball Trajectories

PubMed Central

Bosco, Gianfranco; Delle Monache, Sergio; Lacquaniti, Francesco

2012-01-01

Control of interceptive actions may involve fine interplay between feedback-based and predictive mechanisms. These processes rely heavily on target motion information available when the target is visible. However, short-term visual memory signals as well as implicit knowledge about the environment may also contribute to elaborate a predictive representation of the target trajectory, especially when visual feedback is partially unavailable because other objects occlude the visual target. To determine how different processes and information sources are integrated in the control of the interceptive action, we manipulated a computer-generated visual environment representing a baseball game. Twenty-four subjects intercepted fly-ball trajectories by moving a mouse cursor and by indicating the interception with a button press. In two separate sessions, fly-ball trajectories were either fully visible or occluded for 750, 1000 or 1250 ms before ball landing. Natural ball motion was perturbed during the descending trajectory with effects of either weightlessness (0 g) or increased gravity (2 g) at times such that, for occluded trajectories, 500 ms of perturbed motion were visible before ball disappearance. To examine the contribution of previous visual experience with the perturbed trajectories to the interception of invisible targets, the order of visible and occluded sessions was permuted among subjects. Under these experimental conditions, we showed that, with fully visible targets, subjects combined servo-control and predictive strategies. Instead, when intercepting occluded targets, subjects relied mostly on predictive mechanisms based, however, on different type of information depending on previous visual experience. In fact, subjects without prior experience of the perturbed trajectories showed interceptive errors consistent with predictive estimates of the ball trajectory based on a-priori knowledge of gravity. Conversely, the interceptive responses of subjects previously exposed to fully visible trajectories were compatible with the fact that implicit knowledge of the perturbed motion was also taken into account for the extrapolation of occluded trajectories. PMID:23166653

Catching what we can't see: manual interception of occluded fly-ball trajectories.

PubMed

Bosco, Gianfranco; Delle Monache, Sergio; Lacquaniti, Francesco

2012-01-01

Control of interceptive actions may involve fine interplay between feedback-based and predictive mechanisms. These processes rely heavily on target motion information available when the target is visible. However, short-term visual memory signals as well as implicit knowledge about the environment may also contribute to elaborate a predictive representation of the target trajectory, especially when visual feedback is partially unavailable because other objects occlude the visual target. To determine how different processes and information sources are integrated in the control of the interceptive action, we manipulated a computer-generated visual environment representing a baseball game. Twenty-four subjects intercepted fly-ball trajectories by moving a mouse cursor and by indicating the interception with a button press. In two separate sessions, fly-ball trajectories were either fully visible or occluded for 750, 1000 or 1250 ms before ball landing. Natural ball motion was perturbed during the descending trajectory with effects of either weightlessness (0 g) or increased gravity (2 g) at times such that, for occluded trajectories, 500 ms of perturbed motion were visible before ball disappearance. To examine the contribution of previous visual experience with the perturbed trajectories to the interception of invisible targets, the order of visible and occluded sessions was permuted among subjects. Under these experimental conditions, we showed that, with fully visible targets, subjects combined servo-control and predictive strategies. Instead, when intercepting occluded targets, subjects relied mostly on predictive mechanisms based, however, on different type of information depending on previous visual experience. In fact, subjects without prior experience of the perturbed trajectories showed interceptive errors consistent with predictive estimates of the ball trajectory based on a-priori knowledge of gravity. Conversely, the interceptive responses of subjects previously exposed to fully visible trajectories were compatible with the fact that implicit knowledge of the perturbed motion was also taken into account for the extrapolation of occluded trajectories.

Beyond bricks and mortar: a rural network approach to preclinical medical education.

PubMed

Myhre, Douglas L; Adamiak, Paul; Turley, Nathan; Spice, Ron; Woloschuk, Wayne

2014-08-09

Countries with expansive rural regions often experience an unequal distribution of physicians between rural and urban communities. A growing body of evidence suggests that the exposure to positive rural learning experiences has an influence on a physician's choice of practice location. Capitalizing on this observation, many medical schools have developed approaches that integrate rural exposure into their curricula during clerkship. It is postulated that a preclinical rural exposure may also be effective. However, to proceed further in development, accreditation requirements must be considered. In this investigation, academic equivalence between a preclinical rural community based teaching method and the established education model was assessed. Two separate preclinical courses from the University of Calgary's three year Undergraduate Medical program were taught at two different rural sites in 2010 (11 students) and 2012 (12 students). The same academic content was delivered in the pilot sites as in the main teaching centre. To ensure consistency of teaching skills, faculty development was provided at each pilot site. Academic equivalence between the rural based learners and a matched cohort at the main University of Calgary site was determined using course examination scores, and the quality of the experience was evaluated through learner feedback. In both pilot courses there was no significant difference between examination scores of the rural distributed learners and the learners at the main University of Calgary site (p > 0.05). Feedback from the participating students demonstrated that the preceptors were very positively rated and, relative to the main site, the small group learning environment appeared to provide strengthened social support. These results suggest that community distributed education in pre-clerkship may offer academically equivalent training to existing traditional medical school curricula while also providing learners with positive rural social learning environments. The approach described may offer the potential to increase exposure to rural practice without the cost of constructing additional physical learning sites.

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…

Phenotypic Evolution With and Beyond Genome Evolution.

PubMed

Félix, M-A

2016-01-01

DNA does not make phenotypes on its own. In this volume entitled "Genes and Phenotypic Evolution," the present review draws the attention on the process of phenotype construction-including development of multicellular organisms-and the multiple interactions and feedbacks between DNA, organism, and environment at various levels and timescales in the evolutionary process. First, during the construction of an individual's phenotype, DNA is recruited as a template for building blocks within the cellular context and may in addition be involved in dynamical feedback loops that depend on the environmental and organismal context. Second, in the production of phenotypic variation among individuals, stochastic, environmental, genetic, and parental sources of variation act jointly. While in controlled laboratory settings, various genetic and environmental factors can be tested one at a time or in various combinations, they cannot be separated in natural populations because the environment is not controlled and the genotype can rarely be replicated. Third, along generations, genotype and environment each have specific properties concerning the origin of their variation, the hereditary transmission of this variation, and the evolutionary feedbacks. Natural selection acts as a feedback from phenotype and environment to genotype. This review integrates recent results and concrete examples that illustrate these three points. Although some themes are shared with recent calls and claims to a new conceptual framework in evolutionary biology, the viewpoint presented here only means to add flesh to the standard evolutionary synthesis. © 2016 Elsevier Inc. All rights reserved.

On the Adaptation of Pelvic Motion by Applying 3-dimensional Guidance Forces Using TPAD.

PubMed

Kang, Jiyeon; Vashista, Vineet; Agrawal, Sunil K

2017-09-01

Pelvic movement is important to human locomotion as the center of mass is located near the center of pelvis. Lateral pelvic motion plays a crucial role to shift the center of mass on the stance leg, while swinging the other leg and keeping the body balanced. In addition, vertical pelvic movement helps to reduce metabolic energy expenditure by exchanging potential and kinetic energy during the gait cycle. However, patient groups with cerebral palsy or stroke have excessive pelvic motion that leads to high energy expenditure. In addition, they have higher chances of falls as the center ofmass could deviate outside the base of support. In this paper, a novel control method is suggested using tethered pelvic assist device (TPAD) to teach subjects to walk with a specified target pelvic trajectory while walking on a treadmill. In this method, a force field is applied to the pelvis to guide it to move on a target trajectory and correctional forces are applied, if the pelvis motion has excessive deviations from the target trajectory. Three different experimentswith healthy subjects were conducted to teach them to walk on a new target pelvic trajectory with the presented control method. For all three experiments, the baseline trajectory of the pelvis was experimentally determined for each participating subject. To design a target pelvic trajectory which is different from the baseline, Experiment I scaled up the lateral component of the baseline pelvic trajectory, while Experiment II scaled down the lateral component of the baseline trajectory. For both Experiments I and II, the controller generated a 2-D force field in the transverse plane to provide the guidance force. In this paper, seven subjects were recruited for each experiment who walked on the treadmill with suggested control methods and visual feedback of their pelvic trajectory. The results show that the subjects were able to learn the target pelvic trajectory in each experiment and also retained the training effects after the completion of the experiment. In Experiment III, both lateral and vertical components of the pelvic trajectory were scaled down from the baseline trajectory. The force field was extended to three dimensions in order to correct the vertical pelvic movement as well. Three subgroups (force feedback alone, visual feedback alone, and both force and visual feedback) were recruited to understand the effects of force feedback and visual feedback alone to distinguish the results from Experiments I and II. The results showthat a trainingmethod that combines visual and force feedback is superior to the training methods with visual or force feedback alone. We believe that the present control strategy holds potential in training and correcting abnormal pelvic movements in different patient populations.

Striving to be known by significant others: automatic activation of self-verification goals in relationship contexts.

PubMed

Kraus, Michael W; Chen, Serena

2009-07-01

Extending research on the automatic activation of goals associated with significant others, the authors hypothesized that self-verification goals typically pursued with significant others are automatically elicited when a significant-other representation is activated. Supporting this hypothesis, the activation of a significant-other representation through priming (Experiments 1 and 3) or through a transference encounter (Experiment 2) led participants to seek feedback that verifies their preexisting self-views. Specifically, significant-other primed participants desired self-verifying feedback, in general (Experiment 1), from an upcoming interaction partner (Experiment 2), and relative to acquaintance-primed participants and favorable feedback (Experiment 3). Finally, self-verification goals were activated, especially for relational self-views deemed high in importance to participants' self-concepts (Experiment 2) and held with high certainty (Experiment 3). Implications for research on self-evaluative goals, the relational self, and the automatic goal activation literature are discussed, as are consequences for close relationships. (PsycINFO Database Record (c) 2009 APA, all rights reserved).

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-results. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Bringing your a-game: Educational gaming for student success.

PubMed

Strickland, Haley P; Kaylor, Sara K

2016-05-01

The purpose of this article is to describe the theoretical basis for the integration of gaming in nursing education and discuss aspects related to the implementation of "The Race for Nursing Student Success" game. This game was designed for 112 junior-level baccalaureate nursing students enrolled in a fundamentals nursing course. Students were divided into groups of 5-8 and rotated through ten specific learning activities that took place in various locations throughout the nursing building. Student and faculty feedback indicated positive responses to this instructional strategy and also promoted a learner-centered teaching environment. This learning activity supports the use of educational gaming as a means to develop learner-centered environments that provide experiential experiences, enhance learning, and stimulate interest, and motivation for students to learn. Copyright © 2016 Elsevier Ltd. All rights reserved.

The FARE Software

ERIC Educational Resources Information Center

Pitarello, Adriana

2015-01-01

This article highlights the importance of immediate corrective feedback in tutorial software for language teaching in an academic learning environment. We aim to demonstrate that, rather than simply reporting on the performance of the foreign language learner, this feedback can act as a mediator of students' cognitive and metacognitive activity.…

Automated Formative Feedback and Summative Assessment Using Individualised Spreadsheet Assignments

ERIC Educational Resources Information Center

Blayney, Paul; Freeman, Mark

2004-01-01

This paper reports on the effects of automating formative feedback at the student's discretion and automating summative assessment with individualised spreadsheet assignments. Quality learning outcomes are achieved when students adopt deep approaches to learning (Ramsden, 2003). Learning environments designed to align assessment to learning…

An Investigation into Effectiveness of Peer Feedback

ERIC Educational Resources Information Center

Lin, Grace Hui Chin; Chien, Paul Shih Chieh

2009-01-01

Copious researches argue the effectiveness of peer-correction in writing courses (e.g., Connor & Asenavage, 1994). Also, Coit (2004) mentions using peer feedback for correcting articles through a student-centered environment is a beneficial pedagogy to extend learners' academic-style writing practice. Therefore, this study focused on…

Setting out the Role of Feedback in the Assessment Process through Both the Student and Tutor Perspective

ERIC Educational Resources Information Center

Hepplestone, Stuart; Glover, Ian; Irwin, Brian; Parkin, Helen J.

2016-01-01

Despite assessment and feedback being important elements of the student experience, it is not clear how students connect these two elements together to improve their learning. What are students doing with the assignment feedback that they receive from tutors, and how do they make use of this feedback in their future assessments? A research study…

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…

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…

Delayed Intermodal Contingency Affects Young Children's Recognition of Their Current Self

ERIC Educational Resources Information Center

Miyazaki, Michiko; Hiraki, Kazuo

2006-01-01

This study investigated whether 2-, 3-, and 4-year-olds use their video feedback as a reflection of their current state, even when their feedback was presented with a short temporal delay. In Experiment 1, the effects of 1- and 2-s delayed feedback were examined on an analog of the mark test. In the case of live and 1-s delayed feedback,…

Development, Evaluation and Use of a Student Experience Survey in Undergraduate Science Laboratories: The Advancing Science by Enhancing Learning in the Laboratory Student Laboratory Learning Experience Survey

NASA Astrophysics Data System (ADS)

Barrie, Simon C.; Bucat, Robert B.; Buntine, Mark A.; Burke da Silva, Karen; Crisp, Geoffrey T.; George, Adrian V.; Jamie, Ian M.; Kable, Scott H.; Lim, Kieran F.; Pyke, Simon M.; Read, Justin R.; Sharma, Manjula D.; Yeung, Alexandra

2015-07-01

Student experience surveys have become increasingly popular to probe various aspects of processes and outcomes in higher education, such as measuring student perceptions of the learning environment and identifying aspects that could be improved. This paper reports on a particular survey for evaluating individual experiments that has been developed over some 15 years as part of a large national Australian study pertaining to the area of undergraduate laboratories-Advancing Science by Enhancing Learning in the Laboratory. This paper reports on the development of the survey instrument and the evaluation of the survey using student responses to experiments from different institutions in Australia, New Zealand and the USA. A total of 3153 student responses have been analysed using factor analysis. Three factors, motivation, assessment and resources, have been identified as contributing to improved student attitudes to laboratory activities. A central focus of the survey is to provide feedback to practitioners to iteratively improve experiments. Implications for practitioners and researchers are also discussed.

Building inhabitant feedback: Creating a reflective practice for environmental design using activity theory

NASA Astrophysics Data System (ADS)

Cunningham, Dara Suzanne

The way buildings are designed now, there is little feedback from use involved in the design process. Attempts to correct this problem have been made in the form of Post Occupancy Evaluations (POEs) for 50-years but have largely failed. POEs are the accepted method for environmental designers to collect feedback about buildings in use. They are infrequently conducted, after the building is built, in a one-time only evaluation, and not funded as part of the build process. Other products receive feedback about the design in use from online critiques. Online critiques could provide a platform for feedback from actors engaged with buildings in use for environmental designers to utilize in developing reflective design rationale to avoid adverse consequences in future designs or correct consequences in past and current designs. Since buildings constitute such a large part of the human environment, it's important to research the effects of buildings on their inhabitants. In order for environmental designers to act on feedback from situated use, designers need to have access to that feedback and all actors interacting with the building design need to have an easy, inexpensive, and accessible method to submit feedback. These needs can be addressed by utilizing modern networked and mobile computing to collect and access building feedback. The analysis presented in this dissertation is informed by a thorough evaluation of the theory of reflective practice, activity theory, environmental design, and cognitive science research. From this analysis, I developed the following contributions. First, I expanded Schon's reflective practice by combining his theory with a modified version of activity theory, using activity theory to enrich reflective practice and create Reflective Activity Systems Theory (RAST), which provides a new framework to develop design rationale based on feedback from use and a focus on the activity. Second, I suggest the design of an activity information system, Socio-Technical Environments for Evolutionary Design (STEED), which provides an interactive platform for actor and artifact feedback from the use situation. Third, I discuss implications for practice by discussing how the feedback from actors and artifacts in situated use can be used to create reflective design rationale.

Apparatus for providing sensory substitution of force feedback

NASA Technical Reports Server (NTRS)

Massimino, Michael J. (Inventor); Sheridan, Thomas B. (Inventor)

1995-01-01

A feedback apparatus for an operator to control an effector that is remote from the operator to interact with a remote environment has a local input device to be manipulated by the operator. Sensors in the effector's environment are capable of sensing the amplitude of forces arising between the effector and its environment, the direction of application of such forces, or both amplitude and direction. A feedback signal corresponding to such a component of the force, is generated and transmitted to the environment of the operator. The signal is transduced into an auditory sensory substitution signal to which the operator is sensitive. Sound production apparatus present the auditory signal to the operator. The full range of the force amplitude may be represented by a single, audio speaker. Auditory display elements may be stereo headphones or free standing audio speakers, numbering from one to many more than two. The location of the application of the force may also be specified by the location of audio speakers that generate signals corresponding to specific forces. Alternatively, the location may be specified by the frequency of an audio signal, or by the apparent location of an audio signal, as simulated by a combination of signals originating at different locations.

A qualitative study of the variable effects of audit and feedback in the ICU.

PubMed

Sinuff, Tasnim; Muscedere, John; Rozmovits, Linda; Dale, Craig M; Scales, Damon C

2015-06-01

Audit and feedback 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 experience of audit and feedback 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 feedback as fragmented and variable in its effectiveness. Moreover, clinicians felt disconnected from the process. The audit process was perceived as being insufficiently transparent. Feedback 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 feedback into discussions at daily rounds); providing effective feedback which contains specific, transparent and actionable information; delivering timely feedback (ie, balancing feedback proximate to events with trends over time) and increasing engagement by senior management. ICU clinicians experience audit and feedback as fragmented communication with feedback being especially problematic. Attention to improving communication, integration of the process into daily clinical activities and making feedback timely, specific and actionable may increase the effectiveness of audit and feedback 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.

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 required to determine the usability and acceptability of the survey to patients and healthcare professionals, as well as identifying how governance structures should accommodate patient feedback when relating to multiple health or social care providers. PMID:27406641

Flight-test experience in digital control of a remotely piloted vehicle.

NASA Technical Reports Server (NTRS)

Edwards, J. W.

1972-01-01

The development of a remotely piloted vehicle system consisting of a remote pilot cockpit and a ground-based digital computer coupled to the aircraft through telemetry data links is described. The feedback control laws are implemented in a FORTRAN program. Flight-test experience involving high feedback gain limits for attitude and attitude rate feedback variables, filtering of sampled data, and system operation during intermittent telemetry data link loss is discussed. Comparisons of closed-loop flight tests with analytical calculations, and pilot comments on system operation are included.

Reinforcement Learning with Autonomous Small Unmanned Aerial Vehicles in Cluttered Environments

NASA Technical Reports Server (NTRS)

Tran, Loc; Cross, Charles; Montague, Gilbert; Motter, Mark; Neilan, James; Qualls, Garry; Rothhaar, Paul; Trujillo, Anna; Allen, B. Danette

2015-01-01

We present ongoing work in the Autonomy Incubator at NASA Langley Research Center (LaRC) exploring the efficacy of a data set aggregation approach to reinforcement learning for small unmanned aerial vehicle (sUAV) flight in dense and cluttered environments with reactive obstacle avoidance. The goal is to learn an autonomous flight model using training experiences from a human piloting a sUAV around static obstacles. The training approach uses video data from a forward-facing camera that records the human pilot's flight. Various computer vision based features are extracted from the video relating to edge and gradient information. The recorded human-controlled inputs are used to train an autonomous control model that correlates the extracted feature vector to a yaw command. As part of the reinforcement learning approach, the autonomous control model is iteratively updated with feedback from a human agent who corrects undesired model output. This data driven approach to autonomous obstacle avoidance is explored for simulated forest environments furthering autonomous flight under the tree canopy research. This enables flight in previously inaccessible environments which are of interest to NASA researchers in Earth and Atmospheric sciences.

Academic Feedback in Veterinary Medicine: A comparison of School Leaver and Graduate Entry cohorts

ERIC Educational Resources Information Center

Hughes, Kirsty Jean; McCune, Velda; Rhind, Susan

2013-01-01

This study analysed the expectations and experiences of students on a five-year undergraduate ("n"?=?91) and four-year graduate entry ("n"?=?47) veterinary medicine degree programme relating to academic feedback. Qualitative and quantitative methodologies were used to explore new students' expectations and prior experiences of…

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.…

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…

Effects of computer-based immediate feedback on foreign language listening comprehension and test-associated anxiety.

PubMed

Lee, Shu-Ping; Su, Hui-Kai; Lee, Shin-Da

2012-06-01

This study investigated the effects of immediate feedback on computer-based foreign language listening comprehension tests and on intrapersonal test-associated anxiety in 72 English major college students at a Taiwanese University. Foreign language listening comprehension of computer-based tests designed by MOODLE, a dynamic e-learning environment, with or without immediate feedback together with the state-trait anxiety inventory (STAI) were tested and repeated after one week. The analysis indicated that immediate feedback during testing caused significantly higher anxiety and resulted in significantly higher listening scores than in the control group, which had no feedback. However, repeated feedback did not affect the test anxiety and listening scores. Computer-based immediate feedback did not lower debilitating effects of anxiety but enhanced students' intrapersonal eustress-like anxiety and probably improved their attention during listening tests. Computer-based tests with immediate feedback might help foreign language learners to increase attention in foreign language listening comprehension.

Attitudes towards and perceptions of eco-driving and the role of feedback systems.

PubMed

Harvey, Joan; Thorpe, Neil; Fairchild, Richard

2013-01-01

This paper addresses whether eco-driving may be encouraged by providing drivers with feedback, and how eco-driving attitudes fit with other environmental attitudes. Eight focus groups, including fleet drivers, discussed how feedback and other motives might affect driving behaviour. A survey of 350 respondents investigated attitudes towards saving fuel, the role of incentives and use of eco-friendly products. The focus groups' findings show that the environment is a lower priority than comfort and convenience, that feedback might provide a stimulus to eco-driving and that saving money was less important than saving time. The attitude survey showed that price, convenience, attitudes and eco-driving are not conceptually linked together, that convenience is rated as more important than saving money from fuel efficiency and that although the environment is of concern, it is not a high enough priority to increase fuel efficiency. The findings are discussed in relation to the low level of priority given to environmental concerns and the inability of financial incentives presenting significant challenges in terms of changing the subjective norms of the majority of drivers. This paper, using focus groups and a questionnaire, aims to understand how feedback devices, attitudes and motivation can improve eco-driving behaviours. The incentive to save money by better fuel economy was found to be insufficient, and roles for feedback devices and how information is presented are identified.

Vision-Based Haptic Feedback for Remote Micromanipulation in-SEM Environment

NASA Astrophysics Data System (ADS)

Bolopion, Aude; Dahmen, Christian; Stolle, Christian; Haliyo, Sinan; Régnier, Stéphane; Fatikow, Sergej

2012-07-01

This article presents an intuitive environment for remote micromanipulation composed of both haptic feedback and virtual reconstruction of the scene. To enable nonexpert users to perform complex teleoperated micromanipulation tasks, it is of utmost importance to provide them with information about the 3-D relative positions of the objects and the tools. Haptic feedback is an intuitive way to transmit such information. Since position sensors are not available at this scale, visual feedback is used to derive information about the scene. In this work, three different techniques are implemented, evaluated, and compared to derive the object positions from scanning electron microscope images. The modified correlation matching with generated template algorithm is accurate and provides reliable detection of objects. To track the tool, a marker-based approach is chosen since fast detection is required for stable haptic feedback. Information derived from these algorithms is used to propose an intuitive remote manipulation system that enables users situated in geographically distant sites to benefit from specific equipments, such as SEMs. Stability of the haptic feedback is ensured by the minimization of the delays, the computational efficiency of vision algorithms, and the proper tuning of the haptic coupling. Virtual guides are proposed to avoid any involuntary collisions between the tool and the objects. This approach is validated by a teleoperation involving melamine microspheres with a diameter of less than 2 μ m between Paris, France and Oldenburg, Germany.

A Parallel Relational Database Management System Approach to Relevance Feedback in Information Retrieval.

ERIC Educational Resources Information Center

Lundquist, Carol; Frieder, Ophir; Holmes, David O.; Grossman, David

1999-01-01

Describes a scalable, parallel, relational database-drive information retrieval engine. To support portability across a wide range of execution environments, all algorithms adhere to the SQL-92 standard. By incorporating relevance feedback algorithms, accuracy is enhanced over prior database-driven information retrieval efforts. Presents…

The Management Development Needs of Front-Line Managers: Voices from the Field.

ERIC Educational Resources Information Center

Longenecker, Clinton O.; Neubert, Mitchell

2003-01-01

A survey of 524 managers identified key practices to improve performance in a changing environment: clarifying roles, goals, and expectations; ongoing performance evaluation, feedback, and coaching; mentoring; challenging assignments; formal career planning; customer contact; cross-training; and 360-degree feedback. (Contains 31 references.) (SK)

EFL Learners' Perceptions of Blog Assignments and Instructors' E-Feedbacks

ERIC Educational Resources Information Center

Aliakbari, Mohammad; Mohammadi, Saeedeh

2016-01-01

The use of blogs in EFL settings considerably supports learner-centered interactive learning and constructivist environments. Moreover, using blogs to provide instructor's feedback has a crucial role in the language learning process. The present study aimed to explore Iranian EFL learners' perceptions of blog assignments and instructor's…

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.

75 FR 26345 - Agency Information Collection (Ethics Consultation Feedback Tool (ECFT)) New Enrollee Survey...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-05-11

... Collection (Ethics Consultation Feedback Tool (ECFT)) New Enrollee Survey) Activity Under OMB Review AGENCY...).'' SUPPLEMENTARY INFORMATION: Title: Ethics Consultation Feedback Tool (ECFT), VA Form 10-0502. OMB Control Number... collect data from patients and family members about their experience during the Ethics Consultation...

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…

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…

Coleadership Among Chief Residents: Exploration of Experiences Across Specialties

PubMed Central

Pettit, Jeffrey E.

2015-01-01

Background Many departments have multiple chief residents. How these coleaders relate to each other could affect their performance, the residency program, and the department. Objective This article reports on how co-chiefs work together during the chief year, and what may allow them to be more effective coleaders. Methods A phenomenological research design was used to investigate experiences of outgoing chief residents from 13 specialties at the University of Iowa Hospitals and Clinics over a 2-year period from 2012 through 2013. Thematic analysis of semistructured interviews was conducted to investigate commonalities and recommendations. Results Face-to-face interviews with 19 chief residents from 13 different specialties identified experiences that helped co-chiefs work effectively with each other in orienting new co-chiefs, setting goals and expectations, making decisions, managing interpersonal conflict, leadership styles, communicating, working with program directors, and providing evaluations and feedback. Although the interviewed chief residents received guidance on how to be an effective chief resident, none had been given advice on how to effectively work with a co-chief, and 26% (5 of 19) of the respondents reported having an ineffective working relationship with their co-chief. Conclusions Chief residents often colead in carrying out their multiple functions. To successfully function in a multichief environment, chief residents may benefit from a formal co-orientation in which they discuss goals and expectations, agree on a decision-making process, understand each other's leadership style, and receive feedback on their efficacy as leaders. PMID:26221435

Proprioceptive role for palisade endings in extraocular muscles: evidence from the Jendrassik Maneuver.

PubMed

Niechwiej-Szwedo, E; González, E; Bega, S; Verrier, M C; Wong, A M; Steinbach, M J

2006-07-01

A proprioceptive hypothesis for the control of eye movements has been recently proposed based on neuroanatomical tracing studies. It has been suggested that the non-twitch motoneurons could be involved in modulating the gain of sensory feedback from the eye muscles analogous to the gamma (gamma) motoneurons which control the gain of proprioceptive feedback in skeletal muscles. We conducted behavioral and psychophysical experiments to test the above hypothesis using the Jendrassik Maneuver (JM) to alter the activity of gamma motoneurons. It was hypothesized that the JM would alter the proprioceptive feedback from the eye muscles which would result in misregistration of eye position and mislocalization of targets. In the first experiment, vergence eye movements and pointing responses were examined. Data showed that the JM affected the localization responses but not the actual eye position. Perceptual judgments were tested in the second experiment, and the results showed that targets were perceived as farther when the afferent feedback was altered by the JM. Overall, the results from the two experiments showed that eye position was perceived as more divergent with the JM, but the actual eye movements were not affected. We tested this further in Experiment 3 by examining the effect of JM on the amplitude and velocity of saccadic eye movements. As expected, there were no significant differences in saccadic parameters between the control and experimental conditions. Overall, the present study provides novel insight into the mechanism which may be involved in the use of sensory feedback from the eye muscles. Data from the first two experiments support the hypothesis that the JM alters the registered eye position, as evidenced by the localization errors. We propose that the altered eye position signal is due to the effect of the JM which changes the gain of the sensory feedback from the eye muscles, possibly via the activity of non-twitch motoneurons.

The use of patient experience survey data by out-of-hours primary care services: a qualitative interview study.

PubMed

Barry, Heather E; Campbell, John L; Asprey, Anthea; Richards, Suzanne H

2016-11-01

English National Quality Requirements mandate out-of-hours primary care services to routinely audit patient experience, but do not state how it should be done. We explored how providers collect patient feedback data and use it to inform service provision. We also explored staff views on the utility of out-of-hours questions from the English General Practice Patient Survey (GPPS). A qualitative study was conducted with 31 staff (comprising service managers, general practitioners and administrators) from 11 out-of-hours primary care providers in England, UK. Staff responsible for patient experience audits within their service were sampled and data collected via face-to-face semistructured interviews. Although most providers regularly audited their patients' experiences by using patient surveys, many participants expressed a strong preference for additional qualitative feedback. Staff provided examples of small changes to service delivery resulting from patient feedback, but service-wide changes were not instigated. Perceptions that patients lacked sufficient understanding of the urgent care system in which out-of-hours primary care services operate were common and a barrier to using feedback to enable change. Participants recognised the value of using patient experience feedback to benchmark services, but perceived weaknesses in the out-of-hours items from the GPPS led them to question the validity of using these data for benchmarking in its current form. The lack of clarity around how out-of-hours providers should audit patient experience hinders the utility of the National Quality Requirements. Although surveys were common, patient feedback data had only a limited role in service change. Data derived from the GPPS may be used to benchmark service providers, but refinement of the out-of-hours items is needed. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

What Do Medical Students Perceive as Meaningful in the Psychiatry Clerkship Learning Environment? A Content Analysis of Critical Incident Narratives.

PubMed

Gathright, Molly M; Thrush, Carol; Guise, J Benjamin; Krain, Lewis; Clardy, James

2016-04-01

In order to better understand the professional development of medical students during their psychiatry clerkship, this study identifies common themes and characteristics of students' critical incident narratives which are designed to capture a recount of clerkship experiences they perceived as meaningful. A total of 205 narratives submitted by psychiatry clerkship students in 2010-2011 were subjected to a thematic analysis using a methodological approach and adaptation of categories derived from prior similar research. Descriptive content analysis was also carried out to assess the valence of the narrative content, characters involved, and whether there was evidence that the experience changed students' perspectives in some way. Narratives contained a variety of positive (19%) and negative content (24%) and many contained a hybrid of both (57%). The most common theme (29%) concerned issues of respect and disrespect in patient, clinical, and coworker interactions. In general, the majority (68%) of students' meaningful experience narratives reflected a change in their perspective (e.g., I learned that...). Narratives containing positive and hybrid content were associated with a change in students' perspective (χ(2) = 10.61, df = 2, p < 0.005). Medical students are keenly aware of the learning environment. Positive and hybrid critical incident narratives were associated with a stated change in their beliefs, attitudes, or behaviors due to the experience. Understanding the events that are meaningful to students can also provide rich feedback to medical educators regarding the ways in which students perceive clinical learning environments and how to best foster their professional development.

Climbing the Ladder of Star Formation Feedback

NASA Astrophysics Data System (ADS)

Frank, Adam

2012-10-01

While much is understood about isolated star formation, the opposite is true for star formation in clusters of both low and high mass. In particular the mechanisms by which many coevally formed stars affect their parent cloud environment remains poorly characterized. Fundamental questions such as interplay between multiple outflows, ionization fronts and turbulence are just beginning to be fully articulated. Distinguishing between the nature of feedback in clusters of different mass is also critical. In high mass clusters O stars are expected to dominate energetics while in low mass clusters multiple collimated outflows may represent the dominant feedback mechanism. Thus the issue of feedback modalities in clusters of different masses represents one of the major challenges to the next generation of star formation studies. In this proposal we seek to carry forward a focused theoretical study of feedback in both low and high-mass cluster environments with direct connections to observations. Using a state-of-the-art Adaptive Mesh Refinement MHD multi-physics code {developed by our group} we propose two computational studies: {1} multiple, interacting outflows and their role in altering the properties of a parent low mass cluster {2} Poorly collimated outburst/outflows from massive star{s} and their effect on high mass cluster star forming environments. In both cases we will use initial conditions derived from high-resolution AMR MHD simulations of cloud/cluster formation. Synthetic observations derived from the simulations {in a variety of emission lines from ions to atoms to molecules} will allow for direct contact with HST and other star formation databases.

Oxytocin selectively facilitates learning with social feedback and increases activity and functional connectivity in emotional memory and reward processing regions.

PubMed

Hu, Jiehui; Qi, Song; Becker, Benjamin; Luo, Lizhu; Gao, Shan; Gong, Qiyong; Hurlemann, René; Kendrick, Keith M

2015-06-01

In male Caucasian subjects, learning is facilitated by receipt of social compared with non-social feedback, and the neuropeptide oxytocin (OXT) facilitates this effect. In this study, we have first shown a cultural difference in that male Chinese subjects actually perform significantly worse in the same reinforcement associated learning task with social (emotional faces) compared with non-social feedback. Nevertheless, in two independent double-blind placebo (PLC) controlled between-subject design experiments we found OXT still selectively facilitated learning with social feedback. Similar to Caucasian subjects this OXT effect was strongest with feedback using female rather than male faces. One experiment performed in conjunction with functional magnetic resonance imaging showed that during the response, but not feedback phase of the task, OXT selectively increased activity in the amygdala, hippocampus, parahippocampal gyrus and putamen during the social feedback condition, and functional connectivity between the amygdala and insula and caudate. Therefore, OXT may be increasing the salience and reward value of anticipated social feedback. In the PLC group, response times and state anxiety scores during social feedback were associated with signal changes in these same regions but not in the OXT group. OXT may therefore have also facilitated learning by reducing anxiety in the social feedback condition. Overall our results provide the first evidence for cultural differences in social facilitation of learning per se, but a similar selective enhancement of learning with social feedback under OXT. This effect of OXT may be associated with enhanced responses and functional connectivity in emotional memory and reward processing regions. © 2015 Wiley Periodicals, Inc.

Predicting mineral precipitation in fractures: The influence of local heterogeneity on the feedback between precipitation and permeability

NASA Astrophysics Data System (ADS)

Jones, T.; Detwiler, R. L.

2016-12-01

Long-term subsurface energy production and contaminant storage strategies often rely on induced-mineralization to control the transport of dissolved ions. In low-permeability rocks, precipitation is most likely to occur in fractures that act as leakage pathways for fluids that are in chemical disequilibrium with the formation minerals. These fractures are commonly idealized as parallel-plate channels with uniform surface mineralogy, and as a result, our predictions often suggest that precipitation leads to fast permeability reduction. However, natural fractures contain both heterogeneous mineralogy and three-dimensional surface roughness, and our understanding of how precipitation affects local permeability in these environments is limited. To examine the impacts of local heterogeneity on the feedback between mineral precipitation and permeability, we performed two long-term experiments in transparent analog fractures: (i) uniform-aperture and (ii) variable-aperture. We controlled the initial heterogeneous surface mineralogy in both experiments by seeding the bottom borosilicate fracture surfaces with randomly distributed clusters of CaCO3 crystals. Continuous flow ISCO pumps injected a well-mixed CaCl2-NaHCO3 solution, log(ΩCaCO3) = 1.44, into the fracture at 0.5 ml/min and transmitted-light techniques provided high-resolution (83 x 83 µm), direct measurements of aperture and fluid transport across the fracture. In experiment (i), precipitation decreased local aperture at discrete CaCO3 reaction sites near the fracture inlet, but transport variations across the fracture remained relatively small due to the initial lack of aperture heterogeneity. In contrast, the feedback between precipitation and aperture in experiment (ii) focused flow into large-aperture, preferential flow paths that contained significantly less CaCO3 area than the fracture scale average. Precipitation-induced aperture reduction in (ii) reduced dissolved ion transport into small-aperture regions of the fracture that were abundant with CaCO3 and led to a 72% decrease in measured precipitation rate. These results suggest that incorporating the effects of local heterogeneity may dramatically improve our ability to predict precipitation-induced permeability alterations in fractured rocks.

New MHD feedback control schemes using the MARTe framework in RFX-mod

NASA Astrophysics Data System (ADS)

Piron, Chiara; Manduchi, Gabriele; Marrelli, Lionello; Piovesan, Paolo; Zanca, Paolo

2013-10-01

Real-time feedback 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 experiment that can also operate as a tokamak, is a well suited device to investigate this topic. It is equipped with a sophisticated magnetic feedback 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 feedback algorithms relevant to both RFP and tokamak operation and to contribute to the debate on the optimal feedback strategy. This work focuses on the design of new feedback 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 feedback strategy performance is described in both RFP and tokamak experiments.

Dual-learning systems during speech category learning

PubMed Central

Chandrasekaran, Bharath; Yi, Han-Gyol; Maddox, W. Todd

2013-01-01

Dual-systems models of visual category learning posit the existence of an explicit, hypothesis-testing ‘reflective’ system, as well as an implicit, procedural-based ‘reflexive’ system. The reflective and reflexive learning systems are competitive and neurally dissociable. Relatively little is known about the role of these domain-general learning systems in speech category learning. Given the multidimensional, redundant, and variable nature of acoustic cues in speech categories, our working hypothesis is that speech categories are learned reflexively. To this end, we examined the relative contribution of these learning systems to speech learning in adults. Native English speakers learned to categorize Mandarin tone categories over 480 trials. The training protocol involved trial-by-trial feedback and multiple talkers. Experiment 1 and 2 examined the effect of manipulating the timing (immediate vs. delayed) and information content (full vs. minimal) of feedback. Dual-systems models of visual category learning predict that delayed feedback and providing rich, informational feedback enhance reflective learning, while immediate and minimally informative feedback enhance reflexive learning. Across the two experiments, our results show feedback manipulations that targeted reflexive learning enhanced category learning success. In Experiment 3, we examined the role of trial-to-trial talker information (mixed vs. blocked presentation) on speech category learning success. We hypothesized that the mixed condition would enhance reflexive learning by not allowing an association between talker-related acoustic cues and speech categories. Our results show that the mixed talker condition led to relatively greater accuracies. Our experiments demonstrate that speech categories are optimally learned by training methods that target the reflexive learning system. PMID:24002965

Effects of realistic force feedback in a robotic assisted minimally invasive surgery system.

PubMed

Moradi Dalvand, Mohsen; Shirinzadeh, Bijan; Nahavandi, Saeid; Smith, Julian

2014-06-01

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 feedback 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 feedback in palpation in a more realistic fashion. A parallel robot assisted minimally invasive surgery system (PRAMiSS) with force feedback capabilities was employed to study the effects of realistic force feedback 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 experiments using only vision feedback, only force feedback, simultaneous force and vision feedback and direct manipulation were conducted to evaluate the role of sensory feedback 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 experiments for at least 1440 trials. Friedman and Wilcoxon signed-rank tests were employed to statistically analyse the experimental results. Providing realistic force feedback in robotic assisted surgery systems improves the quality of tissue characterization procedures. Force feedback capability also increases the certainty of characterizing soft tissues compared with direct palpation using the lateral sides of index fingers. The force feedback 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.

Tactile Cueing as a Gravitational Substitute for Spatial Navigation During Parabolic Flight

NASA Technical Reports Server (NTRS)

Montgomery, K. L.; Beaton, K. H.; Barba, J. M.; Cackler, J. M.; Son, J. H.; Horsfield, S. P.; Wood, S. J.

2010-01-01

INTRODUCTION: Spatial navigation requires an accurate awareness of orientation in your environment. The purpose of this experiment was to examine how spatial awareness was impaired with changing gravitational cues during parabolic flight, and the extent to which vibrotactile feedback of orientation could be used to help improve performance. METHODS: Six subjects were restrained in a chair tilted relative to the plane floor, and placed at random positions during the start of the microgravity phase. Subjects reported their orientation using verbal reports, and used a hand-held controller to point to a desired target location presented using a virtual reality video mask. This task was repeated with and without constant tactile cueing of "down" direction using a belt of 8 tactors placed around the mid-torso. Control measures were obtained during ground testing using both upright and tilted conditions. RESULTS: Perceptual estimates of orientation and pointing accuracy were impaired during microgravity or during rotation about an upright axis in 1g. The amount of error was proportional to the amount of chair displacement. Perceptual errors were reduced during movement about a tilted axis on earth. CONCLUSIONS: Reduced perceptual errors during tilts in 1g indicate the importance of otolith and somatosensory cues for maintaining spatial awareness. Tactile cueing may improve navigation in operational environments or clinical populations, providing a non-visual non-auditory feedback of orientation or desired direction heading.

Can podcasts for assessment guidance and feedback promote self-efficacy among undergraduate nursing students? A qualitative study.

PubMed

McSwiggan, Linda C; Campbell, Maureen

2017-02-01

Improving assessment guidance and feedback 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 feedback, is required. To explore students' experiences of using podcasts for assessment guidance and feedback. To consider how these podcasts shaped beliefs about their ability to successfully engage with, and act on, assessment guidance and feedback 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 feedback 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' experiences of using podcasts for assessment guidance and feedback. 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 feedback 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 feedback, whereas those with low self-efficacy tended to overlook opportunities to access feedback due to feelings of helplessness and futility. Adopting well-structured podcasts as an educational tool, based around the four major sources of information (performance accomplishments, vicarious experience, social persuasion, and physiological and emotional states), has potential to promote self efficacy for individuals, as well as groups of students, in terms of assessment guidance and feedback. Copyright © 2016 Elsevier Ltd. All rights reserved.

The neural coding of expected and unexpected monetary performance outcomes: dissociations between active and observational learning.

PubMed

Bellebaum, C; Jokisch, D; Gizewski, E R; Forsting, M; Daum, I

2012-02-01

Successful adaptation to the environment requires the learning of stimulus-response-outcome associations. Such associations can be learned actively by trial and error or by observing the behaviour and accompanying outcomes in other persons. The present study investigated similarities and differences in the neural mechanisms of active and observational learning from monetary feedback using functional magnetic resonance imaging. Two groups of 15 subjects each - active and observational learners - participated in the experiment. On every trial, active learners chose between two stimuli and received monetary feedback. Each observational learner observed the choices and outcomes of one active learner. Learning performance as assessed via active test trials without feedback was comparable between groups. Different activation patterns were observed for the processing of unexpected vs. expected monetary feedback in active and observational learners, particularly for positive outcomes. Activity for unexpected vs. expected reward was stronger in the right striatum in active learning, while activity in the hippocampus was bilaterally enhanced in observational and reduced in active learning. Modulation of activity by prediction error (PE) magnitude was observed in the right putamen in both types of learning, whereas PE related activations in the right anterior caudate nucleus and in the medial orbitofrontal cortex were stronger for active learning. The striatum and orbitofrontal cortex thus appear to link reward stimuli to own behavioural reactions and are less strongly involved when the behavioural outcome refers to another person's action. Alternative explanations such as differences in reward value between active and observational learning are also discussed. Copyright © 2011 Elsevier B.V. All rights reserved.

Development of regenerative peripheral nerve interfaces for motor control of neuroprosthetic devices

NASA Astrophysics Data System (ADS)

Kemp, Stephen W. P.; Urbanchek, Melanie G.; Irwin, Zachary T.; Chestek, Cynthia A.; Cederna, Paul S.

2017-05-01

Traumatic peripheral nerve injuries suffered during amputation commonly results in debilitating neuropathic pain in the affected limb. Modern prosthetic technologies allow for intuitive, simultaneous control of multiple degrees of freedom. However, these state-of-the-art devices require separate, independent control signals for each degree of freedom, which is currently not possible. As a result, amputees reject up to 75% of myoelectric devices preferring instead to use body-powered artificial limbs which offer subtle sensory feedback. Without meaningful and intuitive sensory feedback, even the most advanced myoelectric prostheses remain insensate, burdensome, and are associated with enormous cognitive demand and mental fatigue. The ideal prosthetic device is one which is capable of providing intuitive somatosensory feedback essential for interaction with the environment. Critical to the design of such a bioprosthetic device is the development of a reliable biologic interface between human and machine. This ideal patient-prosthetic interface allows for transmission of both afferent somatosensory information and efferent motor signals for a closed-loop feedback system of neural control. Our lab has developed the Regenerative Peripheral Nerve Interface (RPNI) as a biologic nerve interface designed for stable integration of a prosthetic device with transected peripheral nerves in a residual limb. The RPNI is constructed by surgically implanting the distal end of a transected peripheral nerve into an autogenous muscle graft. Animal experiments in our lab have shown recording of motor signals from RPNI's implanted into both rodents and monkeys. Here, we achieve high amplitude EMG signals with a high signal to noise (SNR) ratio.

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,…

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-…

Listen to Your Heart: When False Somatic Feedback Shapes Moral Behavior

ERIC Educational Resources Information Center

Gu, Jun; Zhong, Chen-Bo; Page-Gould, Elizabeth

2013-01-01

A pounding heart is a common symptom people experience when confronting moral dilemmas. The authors conducted 4 experiments using a false feedback 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…

Experimental Microfluidic System

NASA Technical Reports Server (NTRS)

Culbertson, Christopher; Gonda, Steve; Ramsey, John Michael

2005-01-01

The ultimate goal of this project is to integrate microfluidic devices with NASA's space bioreactor systems. In such a system, the microfluidic device would provide realtime feedback control of the bioreactor by monitoring pH, glucose, and lactate levels in the cell media; and would provide an analytical capability to the bioreactor in exterrestrial environments for monitoring bioengineered cell products and health changes in cells due to environmental stressors. Such integrated systems could be used as biosentinels both in space and on planet surfaces. The objective is to demonstrate the ability of microfabricated devices to repeatedly and reproducibly perform bead cytometry experiments in micro, lunar, martian, and hypergravity (1.8g).

Sex-Specific Effects of Unpredictable Variable Prenatal Stress: Implications for Mammalian Developmental Programming During Spaceflight

NASA Technical Reports Server (NTRS)

Talyansky, Y.; Moyer, E. L.; Oijala, E.; Baer, L. A.; Ronca, A. E.

2016-01-01

During adaptation to the microgravity environment, adult mammals experience stress mediated by the Hypothalamic-Pituitary-Adrenal axis. In our previous studies of pregnant rats exposed to 2-g hypergravity via centrifugation, we reported decreased corticosterone and increased body mass and leptin in adult male, but not female, offspring. In this study, we utilized Unpredictable Variable Prenatal Stress to simulate the stressors of spaceflight by exposing dams to different stressors. Stress response modulation occurs via both positive and negative feedback in the hypothalamus, anterior pituitary gland, and adrenal cortex resulting in the differential release of corticosterone (CORT), a murine analog to human cortisol.

Naval Research Laboratory Ecological -- Photochemical -- Bio-optical--Numerical Experiment (Neptune) Version 1: A Portable, Flexible Modeling Environment Designed to Resolve Time-dependent Feedbacks Between Upper Ocean Ecology, Photochemistry, and Optics

DTIC Science & Technology

2007-02-21

dependent upon the carbon gross growth efficiency ( GGE ) and the C:N:P ratio of the organic substrate. This calculation and its structural...product of the temperature adjusted maximum gross carbon assimilation rate, the carbon gross growth efficiency ( GGE ), and the uptake kinetics for DOC...substrate: max T 4 [ ]( ) [ ]Cb b DOCg g GGE n DOC ⎛ ⎞ = ⎜ ⎟+⎝ ⎠ (21) and ( )( 30)max T m30 m30min[ , ]Kt Tb b bg g g e −= (22) To

Not virtual, but a real, live, online, interactive reference service.

PubMed

Jerant, Lisa Lott; Firestein, Kenneth

2003-01-01

In today's fast-paced environment, traditional medical reference services alone are not adequate to meet users' information needs. Efforts to find new ways to provide comprehensive service to users, where and when needed, have often included the use of new and developing technologies. This paper describes the experience of an academic health science library in developing and providing an online, real-time reference service. Issues discussed include selecting software, training librarians, staffing the service, and considering the future of the service. Use statistics, question type analysis, and feedback from users of the service and librarians who staff the service, are also presented.

Data for improvement and clinical excellence: protocol for an audit with feedback intervention in home care and supportive living.

PubMed

Fraser, Kimberly D; Sales, Anne E; O'Rourke, Hannah M; Schalm, Corinne

2012-01-18

Although considerable evidence exists about the effectiveness of audit coupled with feedback, very few audit-with-feedback interventions have been done in either home care or supportive living settings to date. With little history of audit and feedback in home care or supportive living there is potential for greater effects, at least initially. This study extends the work of an earlier study designed to assess the effects of an audit-with-feedback intervention. It will be delivered quarterly over a one-year period in seven home care offices and 11 supportive living sites. The research questions are the same as in the first study but in a different environment. They are as follows: 1. What effects do feedback reports have on processes and outcomes over time? 2. How do different provider groups in home care and supportive living sites respond to feedback reports based on quality indicator data? The research team conducting this study includes researchers and decision makers in continuing care in the province of Alberta, Canada. The intervention consists of quarterly feedback reports in 19 home care offices and supportive living sites across Alberta. Data for the feedback reports are based on the Resident Assessment Instrument Home Care tool, a standardized instrument mandated for use in home care and supportive living environments throughout Alberta. The feedback reports consist of one page, printed front and back, presenting both graphic and textual information. Reports are delivered to all employees working in each site. The primary evaluation uses a controlled interrupted time-series design, both adjusted and unadjusted for covariates. The concurrent process evaluation includes observation, focus groups, and self-reports to assess uptake of the feedback reports. The project described in this protocol follows a similar intervention conducted in our previous study, Data for Improvement and Clinical Excellence--Long-Term Care. We will offer dissemination strategies and spread of the feedback report approach in several ways suited to various audiences and stakeholders throughout Alberta. This study will generate knowledge about the effects of an audit with feedback intervention in home care and supportive living settings. Our dissemination activities will focus on supporting sites to continue to use the Resident Assessment Instrument data in their quality improvement activities.

Pyff - a pythonic framework for feedback applications and stimulus presentation in neuroscience.

PubMed

Venthur, Bastian; Scholler, Simon; Williamson, John; Dähne, Sven; Treder, Matthias S; Kramarek, Maria T; Müller, Klaus-Robert; Blankertz, Benjamin

2010-01-01

This paper introduces Pyff, the Pythonic feedback framework for feedback applications and stimulus presentation. Pyff provides a platform-independent framework that allows users to develop and run neuroscientific experiments 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., feedback and stimulus applications) easily programmable. It includes base classes for various types of common feedbacks 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 feedbacks and stimuli. It can be used as a standalone application, for instance providing stimulus presentation in psychophysics experiments, or within a closed loop such as in biofeedback or brain-computer interfacing experiments. 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.

Pyff – A Pythonic Framework for Feedback Applications and Stimulus Presentation in Neuroscience

PubMed Central

Venthur, Bastian; Scholler, Simon; Williamson, John; Dähne, Sven; Treder, Matthias S.; Kramarek, Maria T.; Müller, Klaus-Robert; Blankertz, Benjamin

2010-01-01

This paper introduces Pyff, the Pythonic feedback framework for feedback applications and stimulus presentation. Pyff provides a platform-independent framework that allows users to develop and run neuroscientific experiments 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., feedback and stimulus applications) easily programmable. It includes base classes for various types of common feedbacks 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 feedbacks and stimuli. It can be used as a standalone application, for instance providing stimulus presentation in psychophysics experiments, or within a closed loop such as in biofeedback or brain–computer interfacing experiments. 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

Co-designing for quality: Creating a user-driven tool to improve quality in youth mental health services.

PubMed

Hackett, Christina L; Mulvale, Gillian; Miatello, Ashleigh

2018-04-29

Although high quality mental health care for children and youth is a goal of many health systems, little is known about the dimensions of quality mental health care from users' perspectives. We engaged young people, caregivers and service providers to share experiences, which shed light on quality dimensions for youth mental health care. Using experience-based co-design, we collected qualitative data from young people aged 16-24 with a mental disorder (n = 19), identified caregivers (n = 12) and service providers (n = 14) about their experiences with respect to youth mental health services. Experience data were collected using multiple approaches including interviews, a suite of online and smartphone applications (n = 22), and a co-design event (n = 16) and analysed to extract touch points. These touch points were used to prioritize and co-design a user-driven prototype of a questionnaire to provide feedback to service providers. Young people, caregiver and service provider reports of service experiences were used to identify aspects of care quality at eight mental health service contact points: Access to mental health care; Transfer to/from hospital; Intake into hospital; Services provided; Assessment and treatment; Treatment environment; and Caregiver involvement in care. In some cases, low quality care was harmful to users and their caregivers. Young people co-designed a prototype of a user-driven feedback questionnaire to improve quality of service experiences that was supported by service providers and caregivers at the co-design event. By using EBCD to capture in-depth data regarding experiences of young people, their caregivers and service providers, study participants have begun to establish a baseline for acceptable quality of mental health care for young people. © 2018 The Authors. Health Expectations published by John Wiley & Sons Ltd.

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…

Effect of Integrated Feedback on Classroom Climate of Secondary School Teachers

ERIC Educational Resources Information Center

Patel, Nilesh Kumar

2018-01-01

This study aimed at finding out the effect of Integrated feedback 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 experiment. Integrated feedback was treatment and independent variable, Classroom climate was…

Motivated or Paralyzed? Individuals' Beliefs about Intelligence Influence Performance Outcome of Expecting Rapid Feedback

ERIC Educational Resources Information Center

Zhao, Qin; Zhang, Jie; Vance, Kaleigh

2013-01-01

The current research examines whether and how beliefs about intelligence moderate the effects of expecting rapid feedback on exam performance. Thirty-six undergraduates participated in a field experiment with two between-subjects independent variables: anticipated feedback proximity and beliefs about intelligence. The results show that expecting…

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…

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…

Recasts, Metalinguistic Feedback, and Learners' Perceptions: A Case of Persian EFL Learners

ERIC Educational Resources Information Center

Rassaei, Ehsan; Moinzadeh, Ahmad

2014-01-01

In the current study, we present the results of an experiment with 30 Persian EFL learners in which we explored the learners' perceptions of recasts and metalinguistic corrective feedback. The participant learners received either recasts or metalinguistic feedback for their errors during task-based interactions with their interlocutors and then…

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…

Student Feedback Systems in Higher Education: A Focused Literature Review and Environmental Scan

ERIC Educational Resources Information Center

Alderman, Lyn; Towers, Stephen; Bannah, Sylvia

2012-01-01

In recent times, higher education institutions have paid increasing attention to the views of students to obtain feedback on their experience 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 feedback is…

Sensori-Motor Learning with Movement Sonification: Perspectives from Recent Interdisciplinary Studies.

PubMed

Bevilacqua, Frédéric; Boyer, Eric O; Françoise, Jules; Houix, Olivier; Susini, Patrick; Roby-Brami, Agnès; Hanneton, Sylvain

2016-01-01

This article reports on an interdisciplinary research project on movement sonification for sensori-motor learning. First, we describe different research fields which have contributed to movement sonification, from music technology including gesture-controlled sound synthesis, sonic interaction design, to research on sensori-motor learning with auditory-feedback. In particular, we propose to distinguish between sound-oriented tasks and movement-oriented tasks in experiments involving interactive sound feedback. We describe several research questions and recently published results on movement control, learning and perception. In particular, we studied the effect of the auditory feedback on movements considering several cases: from experiments on pointing and visuo-motor tracking to more complex tasks where interactive sound feedback can guide movements, or cases of sensory substitution where the auditory feedback can inform on object shapes. We also developed specific methodologies and technologies for designing the sonic feedback and movement sonification. We conclude with a discussion on key future research challenges in sensori-motor learning with movement sonification. We also point out toward promising applications such as rehabilitation, sport training or product design.

Enhancing the Therapy Experience Using Principles of Video Game Design.

PubMed

Folkins, John Wm; Brackenbury, Tim; Krause, Miriam; Haviland, Allison

2016-02-01

This article considers the potential benefits that applying design principles from contemporary video games may have on enhancing therapy experiences. Six principles of video game design are presented, and their relevance for enriching clinical experiences is discussed. The motivational and learning benefits of each design principle have been discussed in the education literature as having positive impacts on student motivation and learning and are related here to aspects of clinical practice. The essential experience principle suggests connecting all aspects of the experience around a central emotion or cognitive connection. The discovery principle promotes indirect learning in focused environments. The risk-taking principle addresses the uncertainties clients face when attempting newly learned skills in novel situations. The generalization principle encourages multiple opportunities for skill transfer. The reward system principle directly relates to the scaffolding of frequent and varied feedback in treatment. Last, the identity principle can assist clients in using their newly learned communication skills to redefine self-perceptions. These principles highlight areas for research and interventions that may be used to reinforce or advance current practice.

What Do You Mean You Never Got Any Feedback?

ERIC Educational Resources Information Center

Jones, Irma S.; Blankenship, Dianna

2014-01-01

Students are continuously using their cell phones, iPads and text or video messaging services to obtain instant feedback on virtually every aspect of their lives. This mindset of gaining an immediate response to questions asked translates into the classroom environment as well. Although online learning and virtual classes offer students freedom…

What Is Coded into Memory in the Absence of Outcome Feedback?

ERIC Educational Resources Information Center

Henriksson, Maria P.; Elwin, Ebba; Juslin, Peter

2010-01-01

Although people often have to learn from environments with scarce and highly selective outcome feedback, the question of how nonfeedback trials are represented in memory and affect later performance has received little attention in models of learning and decision making. In this article, the authors use the generalized context model (Nosofsky,…

How Does Early Feedback in an Online Programming Course Change Problem Solving?

ERIC Educational Resources Information Center

Ebrahimi, Alireza

2012-01-01

How does early feedback change the programming problem solving in an online environment and help students choose correct approaches? This study was conducted in a sample of students learning programming in an online course entitled Introduction to C++ and OOP (Object Oriented Programming) using the ANGEL learning management system platform. My…

The Feedback Environment Scale: Construct Definition, Measurement, and Validation

ERIC Educational Resources Information Center

Steelman, Lisa A.; Levy, Paul E.; Snell, Andrea F.

2004-01-01

Managers are increasingly being held accountable for providing resources that support employee development, particularly in the form of feedback and coaching. To support managers as trainers and coaches, organizations must provide managers with the tools they need to succeed in this area. This article presents a new tool to assist in the diagnosis…

Feedback as Dialogue: Exploring the Links between Formative Assessment and Social Software in Distance Learning

ERIC Educational Resources Information Center

Hatzipanagos, Stylianos; Warburton, Steven

2009-01-01

The paper explores the relationship between formative assessment and social software. Formative assessment practices though beneficial for student learning become marginalised and constrained in open and distance learning environments in higher education. Feedback is a key factor in formative assessment and learners can benefit from the deployment…

Using Real-Time Visual Feedback to Improve Posture at Computer Workstations

ERIC Educational Resources Information Center

Sigurdsson, Sigurdur O.; Austin, John

2008-01-01

The purpose of the current study was to examine the effects of a multicomponent intervention that included discrimination training, real-time visual feedback, and self-monitoring on postural behavior at a computer workstation in a simulated office environment. Using a nonconcurrent multiple baseline design across 8 participants, the study assessed…

Neuromorphic audio-visual sensor fusion on a sound-localizing robot.

PubMed

Chan, Vincent Yue-Sek; Jin, Craig T; van Schaik, André

2012-01-01

This paper presents the first robotic system featuring audio-visual (AV) sensor fusion with neuromorphic sensors. We combine a pair of silicon cochleae and a silicon retina on a robotic platform to allow the robot to learn sound localization through self motion and visual feedback, using an adaptive ITD-based sound localization algorithm. After training, the robot can localize sound sources (white or pink noise) in a reverberant environment with an RMS error of 4-5° in azimuth. We also investigate the AV source binding problem and an experiment is conducted to test the effectiveness of matching an audio event with a corresponding visual event based on their onset time. Despite the simplicity of this method and a large number of false visual events in the background, a correct match can be made 75% of the time during the experiment.

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.

Feedback control in planarian stem cell systems.

PubMed

Mangel, Marc; Bonsall, Michael B; Aboobaker, Aziz

2016-02-13

In planarian flatworms, the mechanisms underlying the activity of collectively pluripotent adult stem cells (neoblasts) and their descendants can now be studied from the level of the individual gene to the entire animal. Flatworms maintain startling developmental plasticity and regenerative capacity in response to variable nutrient conditions or injury. We develop a model for cell dynamics in such animals, assuming that fully differentiated cells exert feedback control on neoblast activity. Our model predicts a number of whole organism level and general cell biological and behaviours, some of which have been empirically observed or inferred in planarians and others that have not. As previously observed empirically we find: 1) a curvilinear relationship between external food and planarian steady state size; 2) the fraction of neoblasts in the steady state is constant regardless of planarian size; 3) a burst of controlled apoptosis during regeneration after amputation as the number of differentiated cells are adjusted towards their homeostatic/steady state level. In addition our model describes the following properties that can inform and be tested by future experiments: 4) the strength of feedback control from differentiated cells to neoblasts (i.e. the activity of the signalling system) and from neoblasts on themselves in relation to absolute number depends upon the level of food in the environment; 5) planarians adjust size when food level reduces initially through increased apoptosis and then through a reduction in neoblast self-renewal activity; 6) following wounding or excision of differentiated cells, different time scales characterize both recovery of size and the two feedback functions; 7) the temporal pattern of feedback controls differs noticeably during recovery from a removal or neoblasts or a removal of differentiated cells; 8) the signaling strength for apoptosis of differentiated cells depends upon both the absolute and relative deviations of the number of differentiated cells from their homeostatic level; and 9) planaria prioritize resource use for cell divisions. We offer the first analytical framework for organizing experiments on planarian flatworm stem cell dynamics in a form that allows models to be compared with quantitative cell data based on underlying molecular mechanisms and thus facilitate the interplay between empirical studies and modeling. This framework is the foundation for studying cell migration during wound repair, the determination of homeostatic levels of differentiated cells by natural selection, and stochastic effects.

The foreign language effect on the self-serving bias: A field experiment in the high school classroom.

PubMed

van Hugten, Joeri; van Witteloostuijn, Arjen

2018-01-01

The rise of bilingual education triggers an important question: which language is preferred for a particular school activity? Our field experiment (n = 120) shows that students (aged 13-15) who process feedback in non-native English have greater self-serving bias than students who process feedback in their native Dutch. By contrast, literature on the foreign-language emotionality effect suggests a weaker self-serving bias in the non-native language, so our result adds nuance to that literature. The result is important to schools as it suggests that teachers may be able to reduce students' defensiveness and demotivation by communicating negative feedback in the native language, and teachers may be able to increase students' confidence and motivation by communicating positive feedback in the foreign language.

Validation of a Statistical Methodology for Extracting Vegetation Feedbacks: Focus on North African Ecosystems in the Community Earth System Model

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

Yu, Yan; Notaro, Michael; Wang, Fuyao

Generalized equilibrium feedback assessment (GEFA) is a potentially valuable multivariate statistical tool for extracting vegetation feedbacks to the atmosphere in either observations or coupled Earth system models. The reliability of GEFA at capturing the terrestrial impacts on regional climate is demonstrated in this paper using the National Center for Atmospheric Research Community Earth System Model (CESM), with focus on North Africa. The feedback is assessed statistically by applying GEFA to output from a fully coupled control run. To reduce the sampling error caused by short data records, the traditional or full GEFA is refined through stepwise GEFA by dropping unimportantmore » forcings. Two ensembles of dynamical experiments are developed for the Sahel or West African monsoon region against which GEFA-based vegetation feedbacks are evaluated. In these dynamical experiments, regional leaf area index (LAI) is modified either alone or in conjunction with soil moisture, with the latter runs motivated by strong regional soil moisture–LAI coupling. Stepwise GEFA boasts higher consistency between statistically and dynamically assessed atmospheric responses to land surface anomalies than full GEFA, especially with short data records. GEFA-based atmospheric responses are more consistent with the coupled soil moisture–LAI experiments, indicating that GEFA is assessing the combined impacts of coupled vegetation and soil moisture. Finally, both the statistical and dynamical assessments reveal a negative vegetation–rainfall feedback in the Sahel associated with an atmospheric stability mechanism in CESM versus a weaker positive feedback in the West African monsoon region associated with a moisture recycling mechanism in CESM.« less

Validation of a Statistical Methodology for Extracting Vegetation Feedbacks: Focus on North African Ecosystems in the Community Earth System Model

DOE PAGES

Yu, Yan; Notaro, Michael; Wang, Fuyao; ...

2018-02-05

Generalized equilibrium feedback assessment (GEFA) is a potentially valuable multivariate statistical tool for extracting vegetation feedbacks to the atmosphere in either observations or coupled Earth system models. The reliability of GEFA at capturing the terrestrial impacts on regional climate is demonstrated in this paper using the National Center for Atmospheric Research Community Earth System Model (CESM), with focus on North Africa. The feedback is assessed statistically by applying GEFA to output from a fully coupled control run. To reduce the sampling error caused by short data records, the traditional or full GEFA is refined through stepwise GEFA by dropping unimportantmore » forcings. Two ensembles of dynamical experiments are developed for the Sahel or West African monsoon region against which GEFA-based vegetation feedbacks are evaluated. In these dynamical experiments, regional leaf area index (LAI) is modified either alone or in conjunction with soil moisture, with the latter runs motivated by strong regional soil moisture–LAI coupling. Stepwise GEFA boasts higher consistency between statistically and dynamically assessed atmospheric responses to land surface anomalies than full GEFA, especially with short data records. GEFA-based atmospheric responses are more consistent with the coupled soil moisture–LAI experiments, indicating that GEFA is assessing the combined impacts of coupled vegetation and soil moisture. Finally, both the statistical and dynamical assessments reveal a negative vegetation–rainfall feedback in the Sahel associated with an atmospheric stability mechanism in CESM versus a weaker positive feedback in the West African monsoon region associated with a moisture recycling mechanism in CESM.« less

Multisource feedback to graduate nurses: a multimethod study.

PubMed

McPhee, Samantha; Phillips, Nicole M; Ockerby, Cherene; Hutchinson, Alison M

2017-11-01

(1) To explore graduate nurses' perceptions of the influence of multisource feedback on their performance and (2) to explore perceptions of Clinical Nurse Educators involved in providing feedback regarding feasibility and benefit of the approach. Graduate registered nurses are expected to provide high-quality care for patients in demanding and unpredictable clinical environments. Receiving feedback is essential to their development. Performance appraisals are a common method used to provide feedback and typically involve a single source of feedback. Alternatively, multisource feedback allows the learner to gain insight into performance from a variety of perspectives. This study explores multisource feedback in an Australian setting within the graduate nurse context. Multimethod study. Eleven graduates were given structured performance feedback from four raters: Nurse Unit Manager, Clinical Nurse Educator, preceptor and a self-appraisal. Thirteen graduates received standard single-rater appraisals. Data regarding perceptions of feedback for both groups were obtained using a questionnaire. Semistructured interviews were conducted with nurses who received multisource feedback and the educators. In total, 94% (n = 15) of survey respondents perceived feedback was important during the graduate year. Four themes emerged from interviews: informal feedback, appropriateness of raters, elements of delivery and creating an appraisal process that is 'more real'. Multisource feedback was perceived as more beneficial compared to single-rater feedback. Educators saw value in multisource feedback; however, perceived barriers were engaging raters and collating feedback. Some evidence exists to indicate that feedback from multiple sources is valued by graduates. Further research in a larger sample and with more experienced nurses is required. Evidence resulting from this study indicates that multisource feedback is valued by both graduates and educators and informs graduates' development and transition into the role. Thus, a multisource approach to feedback for graduate nurses should be considered. © 2016 John Wiley & Sons Ltd.

Do Student Evaluations of University Reflect Inaccurate Beliefs or Actual Experience? A Relative Rank Model

PubMed Central

Brown, Gordon D A; Wood, Alex M; Ogden, Ruth S; Maltby, John

2015-01-01

It was shown that student satisfaction ratings are influenced by context in ways that have important theoretical and practical implications. Using questions from the UK's National Student Survey, the study examined whether and how students' expressed satisfaction with issues such as feedback promptness and instructor enthusiasm depends on the context of comparison (such as possibly inaccurate beliefs about the feedback promptness or enthusiasm experienced at other universities) that is evoked. Experiment 1 found strong effects of experimentally provided comparison context—for example, satisfaction with a given feedback time depended on the time's relative position within a context. Experiment 2 used a novel distribution-elicitation methodology to determine the prior beliefs of individual students about what happens in universities other than their own. It found that these beliefs vary widely and that students' satisfaction was predicted by how they believed their experience ranked within the distribution of others' experiences. A third study found that relative judgement principles also predicted students' intention to complain. An extended model was developed to show that purely rank-based principles of judgement can account for findings previously attributed to range effects. It was concluded that satisfaction ratings and quality of provision are different quantities, particularly when the implicit context of comparison includes beliefs about provision at other universities. Quality and satisfaction should be assessed separately, with objective measures (such as actual times to feedback), rather than subjective ratings (such as satisfaction with feedback promptness), being used to measure quality wherever practicable. © 2014 The Authors. Journal of Behavioral Decision Making published by John Wiley & Sons Ltd. PMID:25620847

Knowledge of Previous Tasks: Task Similarity Influences Bias in Task Duration Predictions

PubMed Central

Thomas, Kevin E.; König, Cornelius J.

2018-01-01

Bias in predictions of task duration has been attributed to misremembering previous task duration and using previous task duration as a basis for predictions. This research sought to further examine how previous task information affects prediction bias by manipulating task similarity and assessing the role of previous task duration feedback. Task similarity was examined through participants performing two tasks 1 week apart that were the same or different. Duration feedback was provided to all participants (Experiment 1), its recall was manipulated (Experiment 2), and its provision was manipulated (Experiment 3). In all experiments, task similarity influenced bias on the second task, with predictions being less biased when the first task was the same task. However, duration feedback did not influence bias. The findings highlight the pivotal role of knowledge about previous tasks in task duration prediction and are discussed in relation to the theoretical accounts of task duration prediction bias. PMID:29881362

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 Control and Feedback Plus = 8.28 ± 7.2 (p = 0.02)). Conclusions This study provides preliminary evidence that facilitated patient feedback can improve patients’ experiences such that a full trial is justified. These findings suggest that merely informing nurses of patient survey results in writing does not stimulate improvements, even if results are disaggregated by ward, but the addition of ward meetings had an important and significant impact. PMID:23826970

Problem solving strategies used by RN-to-BSN students in an online problem-based learning course.

PubMed

Oldenburg, Nancy L; Hung, Wei-Chen

2010-04-01

It is essential that nursing students develop the problem solving and critical thinking skills required in the current health care environment. Problem-based learning has been promoted as a way to help students acquire those skills; however, gaps exist in the knowledge base of the strategies used by learners. The purpose of this case study was to gain insight into the problem solving experience of a group of six RN-to-BSN students in an online problem-based learning course. Data, including discussion transcripts, reflective papers, and interview transcripts, were analyzed using a qualitative approach. Students expanded their use of resources and resolved the cases, identifying relevant facts and clinical applications. They had difficulty communicating their findings, establishing the credibility of sources, and offering challenging feedback. Increased support and direction are needed to facilitate the development of problem solving abilities of students in the problem-based learning environment.

Towards An Understanding of Mobile Touch Navigation in a Stereoscopic Viewing Environment for 3D Data Exploration.

PubMed

López, David; Oehlberg, Lora; Doger, Candemir; Isenberg, Tobias

2016-05-01

We discuss touch-based navigation of 3D visualizations in a combined monoscopic and stereoscopic viewing environment. We identify a set of interaction modes, and a workflow that helps users transition between these modes to improve their interaction experience. In our discussion we analyze, in particular, the control-display space mapping between the different reference frames of the stereoscopic and monoscopic displays. We show how this mapping supports interactive data exploration, but may also lead to conflicts between the stereoscopic and monoscopic views due to users' movement in space; we resolve these problems through synchronization. To support our discussion, we present results from an exploratory observational evaluation with domain experts in fluid mechanics and structural biology. These experts explored domain-specific datasets using variations of a system that embodies the interaction modes and workflows; we report on their interactions and qualitative feedback on the system and its workflow.

A real time, FEM based optimal control algorithm and its implementation using parallel processing hardware (transistors) in a microprocessor environment

NASA Technical Reports Server (NTRS)

Patten, William Neff

1989-01-01

There is an evident need to discover a means of establishing reliable, implementable controls for systems that are plagued by nonlinear and, or uncertain, model dynamics. The development of a generic controller design tool for tough-to-control systems is reported. The method utilizes a moving grid, time infinite element based solution of the necessary conditions that describe an optimal controller for a system. The technique produces a discrete feedback controller. Real time laboratory experiments are now being conducted to demonstrate the viability of the method. The algorithm that results is being implemented in a microprocessor environment. Critical computational tasks are accomplished using a low cost, on-board, multiprocessor (INMOS T800 Transputers) and parallel processing. Progress to date validates the methodology presented. Applications of the technique to the control of highly flexible robotic appendages are suggested.

Feedbacks between subglacial dynamics and long-term glacial landscape evolution (Invited)

NASA Astrophysics Data System (ADS)

Brædstrup, C. F.; Egholm, D. L.; Ugelvig, S. V.; Christensen, A. D.; Andersen, J. L.

2011-12-01

Several well-known glacial landforms (such as U-shaped troughs and cirques) are associated with characteristic length scales, indicating that the viscosity of the ice and the stress gradients associated with ice flow exert first-order controls on their formation. The evolution of these glacial landforms has so far mostly been explored using phenomenological models that simply link the subglacial erosion rate to sliding or ice discharge. In order to improve our understanding of the causal links between the glacial landforms and the physics of the subglacial environment, we have performed computational experiments with a higher-order ice sheet model (Egholm et al., 2009) capable of simulating the long-term evolution of subglacial dynamics at a high spatial resolution. The orientation and magnitude of subglacial stress components depend not only on ice thickness and ice surface gradients, but also on the details of the bed topography and the regional variations in ice flow velocity. As glaciers erode their beds and modify the morphology of glaciated valleys, the subglacial dynamics therefore change with important implications for the sliding patterns and the continued erosion rates. We focus this presentation on feedbacks between the evolving bed topography and the subglacial erosion patterns. We have performed our experiments with different sliding and erosion laws, including highly non-linear rules representing coulomb-type slip at the bed (Schoof, 2010) and a quarrying model associated to the level of cavitation (Iverson, 2012). The highly non-linear computational experiments are made possible by new and very efficient GPU-accelerated multigrid algorithms. The computational experiments show that higher-order stress effects associated with local changes to the bed gradient provide important stabilizing effects for example in overdeepenings and near topographic steps. The experiments also show how a narrow and meandering pre-glacial valley represents a much more stable environment for a glacier than a glacially eroded valley where slip instabilities can readily propagate upstream. References: Egholm, D. L. et al. Modeling the flow of glaciers in steep terrains: The integrated second-order shallow ice approximation (iSOSIA). Journal of Geophysical Research, 116, F02012 (2011). Iverson, N. R. A theory of glacial quarrying for landscape evolution models. Geology, v. 40, no. 8, 679-682 (2012). Schoof, C. The effect of cavitation on glacier sliding. Proc. R. Soc. A , 461, 609-627 (2005).

Feedbacks between subglacial dynamics and long-term glacial landscape evolution (Invited)

NASA Astrophysics Data System (ADS)

Brædstrup, C. F.; Egholm, D. L.; Ugelvig, S. V.; Christensen, A. D.; Andersen, J. L.

2013-12-01

Several well-known glacial landforms (such as U-shaped troughs and cirques) are associated with characteristic length scales, indicating that the viscosity of the ice and the stress gradients associated with ice flow exert first-order controls on their formation. The evolution of these glacial landforms has so far mostly been explored using phenomenological models that simply link the subglacial erosion rate to sliding or ice discharge. In order to improve our understanding of the causal links between the glacial landforms and the physics of the subglacial environment, we have performed computational experiments with a higher-order ice sheet model (Egholm et al., 2009) capable of simulating the long-term evolution of subglacial dynamics at a high spatial resolution. The orientation and magnitude of subglacial stress components depend not only on ice thickness and ice surface gradients, but also on the details of the bed topography and the regional variations in ice flow velocity. As glaciers erode their beds and modify the morphology of glaciated valleys, the subglacial dynamics therefore change with important implications for the sliding patterns and the continued erosion rates. We focus this presentation on feedbacks between the evolving bed topography and the subglacial erosion patterns. We have performed our experiments with different sliding and erosion laws, including highly non-linear rules representing coulomb-type slip at the bed (Schoof, 2010) and a quarrying model associated to the level of cavitation (Iverson, 2012). The highly non-linear computational experiments are made possible by new and very efficient GPU-accelerated multigrid algorithms. The computational experiments show that higher-order stress effects associated with local changes to the bed gradient provide important stabilizing effects for example in overdeepenings and near topographic steps. The experiments also show how a narrow and meandering pre-glacial valley represents a much more stable environment for a glacier than a glacially eroded valley where slip instabilities can readily propagate upstream. References: Egholm, D. L. et al. Modeling the flow of glaciers in steep terrains: The integrated second-order shallow ice approximation (iSOSIA). Journal of Geophysical Research, 116, F02012 (2011). Iverson, N. R. A theory of glacial quarrying for landscape evolution models. Geology, v. 40, no. 8, 679-682 (2012). Schoof, C. The effect of cavitation on glacier sliding. Proc. R. Soc. A , 461, 609-627 (2005).

Learning from the Implementers in a Design Experiment

ERIC Educational Resources Information Center

Toh, Tin Lam; Dindyal, Jaguthsing; Tay, Eng Guan

2013-01-01

In a design experiment, the feedback from the teacher-implementer is crucial to the success of the innovation simply because the teacher is finally the one that brings the innovation to life in front of the students. We describe in this paper the feedback made by the teacher-implementer after teaching one cycle of the problem solving module in a…

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.…

75 FR 20854 - Medical Device Use in the Home Environment: Implications for the Safe and Effective Use of...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-04-21

...] Medical Device Use in the Home Environment: Implications for the Safe and Effective Use of Medical Device... related to the safe and effective use of medical device technology in the home environment. The workshop... the home environment. FDA will solicit feedback on: 1. The agency's current working definition of...

Effects of Achievement Goals on Challenge Seeking and Feedback Processing: Behavioral and fMRI Evidence

PubMed Central

Lee, Woogul; Kim, Sung-il

2014-01-01

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 feedback processing. The results of the behavioral experiment 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 experiment uncovered a significant decrease in ventral striatal activity when participants received negative feedback for any task type and both forms of achievement goals. During the processing of negative feedback 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 feedback or focus on task-relevant information provided alongside the negative feedback. In contrast, mastery-oriented participants are more likely to modulate aversive valuations to negative feedback and focus on the constructive elements of feedback 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

An Exploration of Asynchronous and Synchronous Feedback Modes in EFL Writing

ERIC Educational Resources Information Center

Shang, Hui-Fang

2017-01-01

In the English as a foreign language (EFL) writing context, most of the research studies on the feedback process are conducted in a face-to-face context and few research studies have been conducted to investigate what actually happens in online feedback conditions. Thus, this study aimed to compare 44 EFL university students' experience of…

Category Rating Is Based on Prototypes and Not Instances: Evidence from Feedback-Dependent Context Effects

ERIC Educational Resources Information Center

Petrov, Alexander A.

2011-01-01

Context effects in category rating on a 7-point scale are shown to reverse direction depending on feedback. Context (skewed stimulus frequencies) was manipulated between and feedback within subjects in two experiments. The diverging predictions of prototype- and exemplar-based scaling theories were tested using two representative models: ANCHOR…

Attending to Student Voice: The Impact of Descriptive Feedback on Learning and Teaching

ERIC Educational Resources Information Center

Rodgers, Carol R.

2006-01-01

This article explores the central role that description of experience, 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 feedback." Descriptive feedback is neither…