The influence of trial order on learning from reward vs. punishment in a probabilistic categorization task: experimental and computational analyses.

PubMed

Moustafa, Ahmed A; Gluck, Mark A; Herzallah, Mohammad M; Myers, Catherine E

2015-01-01

Previous research has shown that trial ordering affects cognitive performance, but this has not been tested using category-learning tasks that differentiate learning from reward and punishment. Here, we tested two groups of healthy young adults using a probabilistic category learning task of reward and punishment in which there are two types of trials (reward, punishment) and three possible outcomes: (1) positive feedback for correct responses in reward trials; (2) negative feedback for incorrect responses in punishment trials; and (3) no feedback for incorrect answers in reward trials and correct answers in punishment trials. Hence, trials without feedback are ambiguous, and may represent either successful avoidance of punishment or failure to obtain reward. In Experiment 1, the first group of subjects received an intermixed task in which reward and punishment trials were presented in the same block, as a standard baseline task. In Experiment 2, a second group completed the separated task, in which reward and punishment trials were presented in separate blocks. Additionally, in order to understand the mechanisms underlying performance in the experimental conditions, we fit individual data using a Q-learning model. Results from Experiment 1 show that subjects who completed the intermixed task paradoxically valued the no-feedback outcome as a reinforcer when it occurred on reinforcement-based trials, and as a punisher when it occurred on punishment-based trials. This is supported by patterns of empirical responding, where subjects showed more win-stay behavior following an explicit reward than following an omission of punishment, and more lose-shift behavior following an explicit punisher than following an omission of reward. In Experiment 2, results showed similar performance whether subjects received reward-based or punishment-based trials first. However, when the Q-learning model was applied to these data, there were differences between subjects in the reward-first and punishment-first conditions on the relative weighting of neutral feedback. Specifically, early training on reward-based trials led to omission of reward being treated as similar to punishment, but prior training on punishment-based trials led to omission of reward being treated more neutrally. This suggests that early training on one type of trials, specifically reward-based trials, can create a bias in how neutral feedback is processed, relative to those receiving early punishment-based training or training that mixes positive and negative outcomes.

Explicit and Implicit Feedback, Modified Output, and SLA: Does Explicit and Implicit Feedback Promote Learning and Learner-Learner Interactions?

ERIC Educational Resources Information Center

Adams, Rebecca; Nuevo, Ana Maria; Egi, Takako

2011-01-01

Research on interactional feedback has typically focused on feedback learners receive from native speakers (i.e., NS-learner contexts). However, for many second language (L2) learners, the majority of their opportunities to engage in interaction occur with other learners (i.e., learner-learner contexts). The literature has suggested that feedback…

Intrinsic monitoring of learning success facilitates memory encoding via the activation of the SN/VTA-Hippocampal loop.

PubMed

Ripollés, Pablo; Marco-Pallarés, Josep; Alicart, Helena; Tempelmann, Claus; Rodríguez-Fornells, Antoni; Noesselt, Toemme

2016-09-20

Humans constantly learn in the absence of explicit rewards. However, the neurobiological mechanisms supporting this type of internally-guided learning (without explicit feedback) are still unclear. Here, participants who completed a task in which no external reward/feedback was provided, exhibited enhanced fMRI-signals within the dopaminergic midbrain, hippocampus, and ventral striatum (the SN/VTA-Hippocampal loop) when successfully grasping the meaning of new-words. Importantly, new-words that were better remembered showed increased activation and enhanced functional connectivity between the midbrain, hippocampus, and ventral striatum. Moreover, enhanced emotion-related physiological measures and subjective pleasantness ratings during encoding were associated with remembered new-words after 24 hr. Furthermore, increased subjective pleasantness ratings were also related to new-words remembered after seven days. These results suggest that intrinsic-potentially reward-related-signals, triggered by self-monitoring of correct performance, can promote the storage of new information into long-term memory through the activation of the SN/VTA-Hippocampal loop, possibly via dopaminergic modulation of the midbrain.

Intrinsic monitoring of learning success facilitates memory encoding via the activation of the SN/VTA-Hippocampal loop

PubMed Central

Ripollés, Pablo; Marco-Pallarés, Josep; Alicart, Helena; Tempelmann, Claus; Rodríguez-Fornells, Antoni; Noesselt, Toemme

2016-01-01

Humans constantly learn in the absence of explicit rewards. However, the neurobiological mechanisms supporting this type of internally-guided learning (without explicit feedback) are still unclear. Here, participants who completed a task in which no external reward/feedback was provided, exhibited enhanced fMRI-signals within the dopaminergic midbrain, hippocampus, and ventral striatum (the SN/VTA-Hippocampal loop) when successfully grasping the meaning of new-words. Importantly, new-words that were better remembered showed increased activation and enhanced functional connectivity between the midbrain, hippocampus, and ventral striatum. Moreover, enhanced emotion-related physiological measures and subjective pleasantness ratings during encoding were associated with remembered new-words after 24 hr. Furthermore, increased subjective pleasantness ratings were also related to new-words remembered after seven days. These results suggest that intrinsic—potentially reward-related—signals, triggered by self-monitoring of correct performance, can promote the storage of new information into long-term memory through the activation of the SN/VTA-Hippocampal loop, possibly via dopaminergic modulation of the midbrain. DOI: http://dx.doi.org/10.7554/eLife.17441.001 PMID:27644419

The influence of trial order on learning from reward vs. punishment in a probabilistic categorization task: experimental and computational analyses

PubMed Central

Moustafa, Ahmed A.; Gluck, Mark A.; Herzallah, Mohammad M.; Myers, Catherine E.

2015-01-01

Previous research has shown that trial ordering affects cognitive performance, but this has not been tested using category-learning tasks that differentiate learning from reward and punishment. Here, we tested two groups of healthy young adults using a probabilistic category learning task of reward and punishment in which there are two types of trials (reward, punishment) and three possible outcomes: (1) positive feedback for correct responses in reward trials; (2) negative feedback for incorrect responses in punishment trials; and (3) no feedback for incorrect answers in reward trials and correct answers in punishment trials. Hence, trials without feedback are ambiguous, and may represent either successful avoidance of punishment or failure to obtain reward. In Experiment 1, the first group of subjects received an intermixed task in which reward and punishment trials were presented in the same block, as a standard baseline task. In Experiment 2, a second group completed the separated task, in which reward and punishment trials were presented in separate blocks. Additionally, in order to understand the mechanisms underlying performance in the experimental conditions, we fit individual data using a Q-learning model. Results from Experiment 1 show that subjects who completed the intermixed task paradoxically valued the no-feedback outcome as a reinforcer when it occurred on reinforcement-based trials, and as a punisher when it occurred on punishment-based trials. This is supported by patterns of empirical responding, where subjects showed more win-stay behavior following an explicit reward than following an omission of punishment, and more lose-shift behavior following an explicit punisher than following an omission of reward. In Experiment 2, results showed similar performance whether subjects received reward-based or punishment-based trials first. However, when the Q-learning model was applied to these data, there were differences between subjects in the reward-first and punishment-first conditions on the relative weighting of neutral feedback. Specifically, early training on reward-based trials led to omission of reward being treated as similar to punishment, but prior training on punishment-based trials led to omission of reward being treated more neutrally. This suggests that early training on one type of trials, specifically reward-based trials, can create a bias in how neutral feedback is processed, relative to those receiving early punishment-based training or training that mixes positive and negative outcomes. PMID:26257616

Correcting a Metacognitive Error: Feedback Increases Retention of Low-Confidence Correct Responses

ERIC Educational Resources Information Center

Butler, Andrew C.; Karpicke, Jeffrey D.; Roediger, Henry L., III

2008-01-01

Previous studies investigating posttest feedback have generally conceptualized feedback as a method for correcting erroneous responses, giving virtually no consideration to how feedback might promote learning of correct responses. Here, the authors show that when correct responses are made with low confidence, feedback serves to correct this…

The Differential Effects of Implicit and Explicit Feedback on Second Language (L2) Learners at Different Proficiency Levels

ERIC Educational Resources Information Center

Li, Shaofeng

2009-01-01

The present study investigates the differential effects of explicit and implicit feedback on L2 learners at different proficiency levels as measured by L2 development and learner uptake, which is defined as the learner's responses following feedback. Twenty-three learners of Chinese as a foreign language at two different levels of proficiency at a…

Delivering Faster Congestion Feedback with the Mark-Front Strategy

NASA Technical Reports Server (NTRS)

Liu, Chunlei; Jain, Raj

2001-01-01

Computer networks use congestion feedback from the routers and destinations to control the transmission load. Delivering timely congestion feedback is essential to the performance of networks. Reaction to the congestion can be more effective if faster feedback is provided. Current TCP/IP networks use timeout, duplicate Acknowledgement Packets (ACKs) and explicit congestion notification (ECN) to deliver the congestion feedback, each provides a faster feedback than the previous method. In this paper, we propose a markfront strategy that delivers an even faster congestion feedback. With analytical and simulation results, we show that mark-front strategy reduces buffer size requirement, improves link efficiency and provides better fairness among users. Keywords: Explicit Congestion Notification, mark-front, congestion control, buffer size requirement, fairness.

A Comparison of Answer until Correct Feedback and Knowledge of Correct Response Feedback under Two Conditions of Contextualization.

ERIC Educational Resources Information Center

Clariana, Roy B.

1990-01-01

Discussion of various types of feedback used in computer-assisted instruction focuses on a study of low-ability eleventh graders that compared the effectiveness of answer until correct (AUC) feedback with knowledge of correct response (KCR) feedback. Achievement data on posttests as well as time data are analyzed. (11 references) (LRW)

The continued influence of implied and explicitly stated misinformation in news reports.

PubMed

Rich, Patrick R; Zaragoza, Maria S

2016-01-01

The piecemeal reporting of unfolding news events can lead to the reporting of mistaken information (or misinformation) about the cause of the newsworthy event, which later needs to be corrected. Studies of the continued influence effect have shown, however, that corrections are not entirely effective in reversing the effects of initial misinformation. Instead, participants continue to rely on the discredited misinformation when asked to draw inferences and make judgments about the news story. Most prior studies have employed misinformation that explicitly states the likely cause of an outcome. However, news stories do not always provide misinformation explicitly, but instead merely imply that something or someone might be the cause of an adverse outcome. Two experiments employing both direct and indirect measures of misinformation reliance were conducted to assess whether implied misinformation is more resistant to correction than explicitly stated misinformation. The results supported this prediction. Experiment 1 showed that corrections reduced misinformation reliance in both the explicit and implied conditions, but the correction was much less effective following implied misinformation. Experiment 2 showed that implied misinformation was more resistant to correction than explicit misinformation, even when the correction was paired with an alternative explanation. Finally, Experiment 3 showed that greater resistance to correction in the implied misinformation condition did not reflect greater disbelief in the correction. Potential reasons why implied misinformation is more difficult to correct than explicitly provided misinformation are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Fitts' Law in the Control of Isometric Grip Force With Naturalistic Targets.

PubMed

Thumser, Zachary C; Slifkin, Andrew B; Beckler, Dylan T; Marasco, Paul D

2018-01-01

Fitts' law models the relationship between amplitude, precision, and speed of rapid movements. It is widely used to quantify performance in pointing tasks, study human-computer interaction, and generally to understand perceptual-motor information processes, including research to model performance in isometric force production tasks. Applying Fitts' law to an isometric grip force task would allow for quantifying grasp performance in rehabilitative medicine and may aid research on prosthetic control and design. We examined whether Fitts' law would hold when participants attempted to accurately produce their intended force output while grasping a manipulandum when presented with images of various everyday objects (we termed this the implicit task). Although our main interest was the implicit task, to benchmark it and establish validity, we examined performance against a more standard visual feedback condition via a digital force-feedback meter on a video monitor (explicit task). Next, we progressed from visual force feedback with force meter targets to the same targets without visual force feedback (operating largely on feedforward control with tactile feedback). This provided an opportunity to see if Fitts' law would hold without vision, and allowed us to progress toward the more naturalistic implicit task (which does not include visual feedback). Finally, we changed the nature of the targets from requiring explicit force values presented as arrows on a force-feedback meter (explicit targets) to the more naturalistic and intuitive target forces implied by images of objects (implicit targets). With visual force feedback the relation between task difficulty and the time to produce the target grip force was predicted by Fitts' law (average r 2 = 0.82). Without vision, average grip force scaled accurately although force variability was insensitive to the target presented. In contrast, images of everyday objects generated more reliable grip forces without the visualized force meter. In sum, population means were well-described by Fitts' law for explicit targets with vision ( r 2 = 0.96) and implicit targets ( r 2 = 0.89), but not as well-described for explicit targets without vision ( r 2 = 0.54). Implicit targets should provide a realistic see-object-squeeze-object test using Fitts' law to quantify the relative speed-accuracy relationship of any given grasper.

Computer-Mediated Corrective Feedback and the Development of L2 Grammar

ERIC Educational Resources Information Center

Sauro, Shannon

2009-01-01

This paper reports on a study that investigated the impact of two types of computer-mediated corrective feedback on the development of adult learners' L2 knowledge: (1) corrective feedback that reformulates the error in the form of recasts, and (2) corrective feedback that supplies the learner with metalinguistic information about the nature of…

The Effects of Corrective Feedback on Chinese Learners' Writing Accuracy: A Quantitative Analysis in an EFL Context

ERIC Educational Resources Information Center

Wang, Xin

2017-01-01

Scholars debate whether corrective feedback contributes to improving L2 learners' grammatical accuracy in writing performance. Some researchers take a stance on the ineffectiveness of corrective feedback based on the impracticality of providing detailed corrective feedback for all L2 learners and detached grammar instruction in language…

The Use of Online Corrective Feedback in Academic Writing by L1 Malay Learners

ERIC Educational Resources Information Center

Yoke, Soo Kum; Rajendran, Cecilia Bai; Sain, Noridah; Kamaludin, Puteri Nur Hidayah; Nawi, Sofwah Md; Yusof, Suhaili

2013-01-01

Conventional corrective feedback has been widely practiced but has been said to be tedious, stressful and time consuming. As such, the focus of this study is to investigate the use of an alternative method to giving corrective feedback namely, an online corrective feedback through e-mail. In order to examine if this innovative form of corrective…

Supporting metacognitive monitoring in mathematics learning for young people with autism spectrum disorder: A classroom-based study.

PubMed

Maras, Katie; Gamble, Tim; Brosnan, Mark

2017-10-01

Previous research suggests impaired metacognitive monitoring and mathematics under-achievement in autism spectrum disorder. Within educational settings, metacognitive monitoring is supported through the provision of feedback (e.g. with goal reminders and by explicitly correcting errors). Given the strength of the relationship between metacognition, learning and educational attainment, this research tested new computer-based metacognitive support (the 'Maths Challenge') for mathematics learners with autism spectrum disorder within the context of their classroom. The Maths Challenge required learners to engage in metacognitive monitoring before and after answering each question (e.g. intentions and judgements of accuracy) and negotiate with the system the level of difficulty. Forty secondary school children with autism spectrum disorder and 95 typically developing learners completed the Maths Challenge in either a Feedback condition, with metacognitive monitoring support regarding the accuracy of their answers, goal reminders and strategy support, or with No Feedback. Contrary to previous findings, learners with autism showed an undiminished ability to detect errors. They did, however, demonstrate reduced cohesion between their pre- and post-test intentions. Crucially, support from the Feedback condition significantly improved task performance for both groups. Findings highlight important implications for educational interventions regarding the provision of metacognitive support for learners with autism to ameliorate under-performance in mathematics within the classroom.

The Brain's Reward Response Occurs Even Without Actual Reward!

PubMed

Fielding, A; Fu, Y; Franz, E A

2018-06-01

What if the brain's response to reward occurs even when there is no reward? Wouldn't that be a further concern for people prone to problem gambling and other forms of addiction, like those related to eating? Electroencephalography was employed to investigate this possibility using probabilistic feedback manipulations and measures of known event-related potentials (ERPs) related to reward processing. We tested the hypothesis-that reward-based ERPs would occur even in the absence of a tangible reward and when manipulations on expectation are implicit. The well-known P300 response potential was a key focus, and was assessed in non-gambling volunteer undergraduates on a task involving experimentally-manipulated probabilities of positive or negative feedback comprising three trial types-80, 50, or 20% positive feedback. A feedback stimulus (F1) followed a guess response between two possible outcomes (implicit win/loss), and then a second feedback stimulus (F2) was presented to confirm an alleged 'win' or 'loss' (explicit win/loss). Results revealed that amplitude of the P300 in F1-locked data (implicit manipulation) was larger (more positive) on average for feedback outcomes that were manipulated to be less likely than expected. The effect is pronounced after increased time on task (later trials), even though the majority of participants were not explicitly aware of our probability manipulations. For the explicit effects in F2-locked data, no meaningful or significant effects were observed. These findings point to the existence of proposed success-response mechanisms that operate not only explicitly but also with implicit manipulations that do not involve any direct indication of a win or loss, and are not associated with tangible rewards. Thus, there seems to be a non-explicit form of perception (we call 'implicit') associated with an internal experience of wins/losses (in the absence of actual rewards or losses) that can be measured in associated brain processes. The potential significance of these findings is discussed in terms of implications for problem gambling.

Evaluating Corrective Feedback Self-Efficacy Changes among Counselor Educators and Site Supervisors

ERIC Educational Resources Information Center

Motley, Veronica; Reese, Mary Kate; Campos, Peter

2014-01-01

Analysis of pretest-posttest scores on the Corrective Feedback Self-Efficacy Instrument (Page & Hulse-Killacky, [Page, B. J., 1999]) following a supervision workshop indicated a significant positive relationship between workshop training and supervisors' feedback self-efficacy in giving corrective feedback. Furthermore, the association…

A Meta-Analysis Suggests Different Neural Correlates for Implicit and Explicit Learning.

PubMed

Loonis, Roman F; Brincat, Scott L; Antzoulatos, Evan G; Miller, Earl K

2017-10-11

A meta-analysis of non-human primates performing three different tasks (Object-Match, Category-Match, and Category-Saccade associations) revealed signatures of explicit and implicit learning. Performance improved equally following correct and error trials in the Match (explicit) tasks, but it improved more after correct trials in the Saccade (implicit) task, a signature of explicit versus implicit learning. Likewise, error-related negativity, a marker for error processing, was greater in the Match (explicit) tasks. All tasks showed an increase in alpha/beta (10-30 Hz) synchrony after correct choices. However, only the implicit task showed an increase in theta (3-7 Hz) synchrony after correct choices that decreased with learning. In contrast, in the explicit tasks, alpha/beta synchrony increased with learning and decreased thereafter. Our results suggest that explicit versus implicit learning engages different neural mechanisms that rely on different patterns of oscillatory synchrony. Copyright © 2017 Elsevier Inc. All rights reserved.

The Value of a Focused Approach to Written Corrective Feedback

ERIC Educational Resources Information Center

Bitchener, John; Knoch, Ute

2009-01-01

Investigations into the most effective ways to provide ESL learners with written corrective feedback have often been overly comprehensive in the range of error categories examined. As a result, clear conclusions about the efficacy of such feedback have not been possible. On the other hand, oral corrective feedback studies have produced clear,…

Relationship between Counseling Students' Childhood Memories and Current Negative Self-Evaluations When Receiving Corrective Feedback

ERIC Educational Resources Information Center

Stroud, Daniel; Olguin, David; Marley, Scott

2016-01-01

This article entails a study focused on the relationship between counseling students' negative childhood memories of receiving corrective feedback and current negative self-evaluations when receiving similar feedback in counselor education programs. Participants (N = 186) completed the Corrective Feedback Instrument-Revised (CFI-R; Hulse-Killacky…

Fitts’ Law in the Control of Isometric Grip Force With Naturalistic Targets

PubMed Central

Thumser, Zachary C.; Slifkin, Andrew B.; Beckler, Dylan T.; Marasco, Paul D.

2018-01-01

Fitts’ law models the relationship between amplitude, precision, and speed of rapid movements. It is widely used to quantify performance in pointing tasks, study human-computer interaction, and generally to understand perceptual-motor information processes, including research to model performance in isometric force production tasks. Applying Fitts’ law to an isometric grip force task would allow for quantifying grasp performance in rehabilitative medicine and may aid research on prosthetic control and design. We examined whether Fitts’ law would hold when participants attempted to accurately produce their intended force output while grasping a manipulandum when presented with images of various everyday objects (we termed this the implicit task). Although our main interest was the implicit task, to benchmark it and establish validity, we examined performance against a more standard visual feedback condition via a digital force-feedback meter on a video monitor (explicit task). Next, we progressed from visual force feedback with force meter targets to the same targets without visual force feedback (operating largely on feedforward control with tactile feedback). This provided an opportunity to see if Fitts’ law would hold without vision, and allowed us to progress toward the more naturalistic implicit task (which does not include visual feedback). Finally, we changed the nature of the targets from requiring explicit force values presented as arrows on a force-feedback meter (explicit targets) to the more naturalistic and intuitive target forces implied by images of objects (implicit targets). With visual force feedback the relation between task difficulty and the time to produce the target grip force was predicted by Fitts’ law (average r2 = 0.82). Without vision, average grip force scaled accurately although force variability was insensitive to the target presented. In contrast, images of everyday objects generated more reliable grip forces without the visualized force meter. In sum, population means were well-described by Fitts’ law for explicit targets with vision (r2 = 0.96) and implicit targets (r2 = 0.89), but not as well-described for explicit targets without vision (r2 = 0.54). Implicit targets should provide a realistic see-object-squeeze-object test using Fitts’ law to quantify the relative speed-accuracy relationship of any given grasper. PMID:29773999

Planar Steering of a Single Ferrofluid Drop by Optimal Minimum Power Dynamic Feedback Control of Four Electromagnets at a Distance

PubMed Central

Probst, R.; Lin, J.; Komaee, A.; Nacev, A.; Cummins, Z.

2010-01-01

Any single permanent or electro magnet will always attract a magnetic fluid. For this reason it is difficult to precisely position and manipulate ferrofluid at a distance from magnets. We develop and experimentally demonstrate optimal (minimum electrical power) 2-dimensional manipulation of a single droplet of ferrofluid by feedback control of 4 external electromagnets. The control algorithm we have developed takes into account, and is explicitly designed for, the nonlinear (fast decay in space, quadratic in magnet strength) nature of how the magnets actuate the ferrofluid, and it also corrects for electro-magnet charging time delays. With this control, we show that dynamic actuation of electro-magnets held outside a domain can be used to position a droplet of ferrofluid to any desired location and steer it along any desired path within that domain – an example of precision control of a ferrofluid by magnets acting at a distance. PMID:21218157

Written Corrective Feedback in IELTS Writing Task 2: Teachers' Priorities, Practices, and Beliefs

ERIC Educational Resources Information Center

Pearson, William S.

2018-01-01

Teacher corrective feedback is widely recognised as integral in supporting developing L2 writers. The potentially high pressure IELTS test preparation classroom presents a context where feedback has not yet been extensively studied. Consequently, teachers' approaches to corrective feedback on Writing Task 2, the essay component of IELTS Writing,…

The Effects of Writing Anxiety and Motivation on EFL College Students' Self-Evaluative Judgments of Corrective Feedback.

PubMed

Tsao, Jui-Jung; Tseng, Wen-Ta; Wang, Chaochang

2017-04-01

Feedback is regarded as a way to foster students' motivation and to ensure linguistic accuracy. However, mixed findings are reported in the research on written corrective feedback because of its multifaceted nature and its correlations with learners' individual differences. It is necessary, therefore, to conduct further research on corrective feedback from the student's perspective and to examine how individual differences in terms of factors such as writing anxiety and motivation predict learners' self-evaluative judgments of both teacher-corrected and peer-corrected feedback. For this study, 158 Taiwanese college sophomores participated in a survey that comprised three questionnaires. Results demonstrated that intrinsic motivation and different types of writing anxiety predicted English as foreign language learners' evaluative judgments of teacher and peer feedback. The findings have implications for English-writing instruction.

Estimating the implicit component of visuomotor rotation learning by constraining movement preparation time.

PubMed

Leow, Li-Ann; Gunn, Reece; Marinovic, Welber; Carroll, Timothy J

2017-08-01

When sensory feedback is perturbed, accurate movement is restored by a combination of implicit processes and deliberate reaiming to strategically compensate for errors. Here, we directly compare two methods used previously to dissociate implicit from explicit learning on a trial-by-trial basis: 1 ) asking participants to report the direction that they aim their movements, and contrasting this with the directions of the target and the movement that they actually produce, and 2 ) manipulating movement preparation time. By instructing participants to reaim without a sensory perturbation, we show that reaiming is possible even with the shortest possible preparation times, particularly when targets are narrowly distributed. Nonetheless, reaiming is effortful and comes at the cost of increased variability, so we tested whether constraining preparation time is sufficient to suppress strategic reaiming during adaptation to visuomotor rotation with a broad target distribution. The rate and extent of error reduction under preparation time constraints were similar to estimates of implicit learning obtained from self-report without time pressure, suggesting that participants chose not to apply a reaiming strategy to correct visual errors under time pressure. Surprisingly, participants who reported aiming directions showed less implicit learning according to an alternative measure, obtained during trials performed without visual feedback. This suggests that the process of reporting can affect the extent or persistence of implicit learning. The data extend existing evidence that restricting preparation time can suppress explicit reaiming and provide an estimate of implicit visuomotor rotation learning that does not require participants to report their aiming directions. NEW & NOTEWORTHY During sensorimotor adaptation, implicit error-driven learning can be isolated from explicit strategy-driven reaiming by subtracting self-reported aiming directions from movement directions, or by restricting movement preparation time. Here, we compared the two methods. Restricting preparation times did not eliminate reaiming but was sufficient to suppress reaiming during adaptation with widely distributed targets. The self-report method produced a discrepancy in implicit learning estimated by subtracting aiming directions and implicit learning measured in no-feedback trials. Copyright © 2017 the American Physiological Society.

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

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…

Written Corrective Feedback: Student Preferences and Teacher Feedback Practices

ERIC Educational Resources Information Center

Irwin, Bradley

2017-01-01

This case study explores the intricate interaction between students' preferences for written corrective feedback and actual teacher feedback practices in a second year academic EFL writing class in a Japanese university. Specific institutional and instructional details establish the context in which written feedback is being provided. A…

Feedback Specificity, Information Processing, and Transfer of Training

ERIC Educational Resources Information Center

Goodman, Jodi S.; Wood, Robert E.; Chen, Zheng

2011-01-01

This study examines the effects of feedback specificity on transfer of training and the mechanisms through which feedback can enhance or inhibit transfer. We used concurrent verbal protocol methodology to elicit and operationalize the explicit information processing activities used by 48 trainees performing the Furniture Factory computer…

Improving Second Language Speaking Proficiency via Interactional Feedback

ERIC Educational Resources Information Center

Swanson, Peter B.; Schlig, Carmen

2010-01-01

Researchers have suggested that interactional feedback is associated with foreign/second language learning because it prompts learners to notice foreign/second language forms. Using Vygotsky's zone of proximal development and Long's interaction hypothesis as conceptual frameworks, this study explores the use of systematic explicit feedback to…

The Role of Feedback in Implicit and Explicit Artificial Grammar Learning: A Comparison between Dyslexic and Non-Dyslexic Adults

ERIC Educational Resources Information Center

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

2017-01-01

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,…

Watch what you type: the role of visual feedback from the screen and hands in skilled typewriting.

PubMed

Snyder, Kristy M; Logan, Gordon D; Yamaguchi, Motonori

2015-01-01

Skilled typing is controlled by two hierarchically structured processing loops (Logan & Crump, 2011): The outer loop, which produces words, commands the inner loop, which produces keystrokes. Here, we assessed the interplay between the two loops by investigating how visual feedback from the screen (responses either were or were not echoed on the screen) and the hands (the hands either were or were not covered with a box) influences the control of skilled typing. Our results indicated, first, that the reaction time of the first keystroke was longer when responses were not echoed than when they were. Also, the interkeystroke interval (IKSI) was longer when the hands were covered than when they were visible, and the IKSI for responses that were not echoed was longer when explicit error monitoring was required (Exp. 2) than when it was not required (Exp. 1). Finally, explicit error monitoring was more accurate when response echoes were present than when they were absent, and implicit error monitoring (i.e., posterror slowing) was not influenced by visual feedback from the screen or the hands. These findings suggest that the outer loop adjusts the inner-loop timing parameters to compensate for reductions in visual feedback. We suggest that these adjustments are preemptive control strategies designed to execute keystrokes more cautiously when visual feedback from the hands is absent, to generate more cautious motor programs when visual feedback from the screen is absent, and to enable enough time for the outer loop to monitor keystrokes when visual feedback from the screen is absent and explicit error reports are required.

Help Seeking: Agentic Learners Initiating Feedback

ERIC Educational Resources Information Center

Fletcher, Anna Katarina

2018-01-01

Effective feedback is an essential tool for making learning explicit and an essential feature of classroom practice that promotes learner autonomy. Yet, it remains a pressing challenge for teachers to scaffold the active involvement of students as critical, reflective and autonomous learners who use feedback constructively. This paper seeks to…

Beyond hypercorrection: remembering corrective feedback for low-confidence errors.

PubMed

Griffiths, Lauren; Higham, Philip A

2018-02-01

Correcting errors based on corrective feedback is essential to successful learning. Previous studies have found that corrections to high-confidence errors are better remembered than low-confidence errors (the hypercorrection effect). The aim of this study was to investigate whether corrections to low-confidence errors can also be successfully retained in some cases. Participants completed an initial multiple-choice test consisting of control, trick and easy general-knowledge questions, rated their confidence after answering each question, and then received immediate corrective feedback. After a short delay, they were given a cued-recall test consisting of the same questions. In two experiments, we found high-confidence errors to control questions were better corrected on the second test compared to low-confidence errors - the typical hypercorrection effect. However, low-confidence errors to trick questions were just as likely to be corrected as high-confidence errors. Most surprisingly, we found that memory for the feedback and original responses, not confidence or surprise, were significant predictors of error correction. We conclude that for some types of material, there is an effortful process of elaboration and problem solving prior to making low-confidence errors that facilitates memory of corrective feedback.

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.

Pedagogical Knowledge Base Underlying EFL Teachers' Provision of Oral Corrective Feedback in Grammar Instruction

ERIC Educational Resources Information Center

Atai, Mahmood Reza; Shafiee, Zahra

2017-01-01

The present study investigated the pedagogical knowledge base underlying EFL teachers' provision of oral corrective feedback in grammar instruction. More specifically, we explored the consistent thought patterns guiding the decisions of three Iranian teachers regarding oral corrective feedback on grammatical errors. We also examined the potential…

The Written Corrective Feedback Debate: Next Steps for Classroom Teachers and Practitioners

ERIC Educational Resources Information Center

Brown, Dan

2012-01-01

Language teachers spend much of their time providing corrective feedback on students' writing in hope of helping them improve grammatical accuracy. Turning to research for guidance, however, can leave practitioners with few concrete answers as to the effectiveness of written corrective feedback (CF). Debate in the literature continues, reflecting…

EFL Students' Preferences toward the Lecturer's Corrective Feedback in Business Letters Writing

ERIC Educational Resources Information Center

Sanu, La Ode

2016-01-01

This study aimed to investigate the students' preferences toward the lecturer's corrective feedback in the business letter writing and their reasons why they preferred particular corrective feedback types. A case study was used by involving 15 EFL students who enrolled in the Business Correspondence Course. The questionnaire and interview were…

Performance Feedback Processing Is Positively Biased As Predicted by Attribution Theory.

PubMed

Korn, Christoph W; Rosenblau, Gabriela; Rodriguez Buritica, Julia M; Heekeren, Hauke R

2016-01-01

A considerable literature on attribution theory has shown that healthy individuals exhibit a positivity bias when inferring the causes of evaluative feedback on their performance. They tend to attribute positive feedback internally (e.g., to their own abilities) but negative feedback externally (e.g., to environmental factors). However, all empirical demonstrations of this bias suffer from at least one of the three following drawbacks: First, participants directly judge explicit causes for their performance. Second, participants have to imagine events instead of experiencing them. Third, participants assess their performance only after receiving feedback and thus differences in baseline assessments cannot be excluded. It is therefore unclear whether the classically reported positivity bias generalizes to setups without these drawbacks. Here, we aimed at establishing the relevance of attributions for decision-making by showing an attribution-related positivity bias in a decision-making task. We developed a novel task, which allowed us to test how participants changed their evaluations in response to positive and negative feedback about performance. Specifically, we used videos of actors expressing different facial emotional expressions. Participants were first asked to evaluate the actors' credibility in expressing a particular emotion. After this initial rating, participants performed an emotion recognition task and did--or did not--receive feedback on their veridical performance. Finally, participants re-rated the actors' credibility, which provided a measure of how they changed their evaluations after feedback. Attribution theory predicts that participants change their evaluations of the actors' credibility toward the positive after receiving positive performance feedback and toward the negative after negative performance feedback. Our results were in line with this prediction. A control condition without feedback showed that correct or incorrect performance alone could not explain the observed positivity bias. Furthermore, participants' behavior in our task was linked to the most widely used measure of attribution style. In sum, our findings suggest that positive and negative performance feedback influences the evaluation of task-related stimuli, as predicted by attribution theory. Therefore, our study points to the relevance of attribution theory for feedback processing in decision-making and provides a novel outlook for decision-making biases.

Performance Feedback Processing Is Positively Biased As Predicted by Attribution Theory

PubMed Central

Rodriguez Buritica, Julia M.; Heekeren, Hauke R.

2016-01-01

A considerable literature on attribution theory has shown that healthy individuals exhibit a positivity bias when inferring the causes of evaluative feedback on their performance. They tend to attribute positive feedback internally (e.g., to their own abilities) but negative feedback externally (e.g., to environmental factors). However, all empirical demonstrations of this bias suffer from at least one of the three following drawbacks: First, participants directly judge explicit causes for their performance. Second, participants have to imagine events instead of experiencing them. Third, participants assess their performance only after receiving feedback and thus differences in baseline assessments cannot be excluded. It is therefore unclear whether the classically reported positivity bias generalizes to setups without these drawbacks. Here, we aimed at establishing the relevance of attributions for decision-making by showing an attribution-related positivity bias in a decision-making task. We developed a novel task, which allowed us to test how participants changed their evaluations in response to positive and negative feedback about performance. Specifically, we used videos of actors expressing different facial emotional expressions. Participants were first asked to evaluate the actors’ credibility in expressing a particular emotion. After this initial rating, participants performed an emotion recognition task and did—or did not—receive feedback on their veridical performance. Finally, participants re-rated the actors’ credibility, which provided a measure of how they changed their evaluations after feedback. Attribution theory predicts that participants change their evaluations of the actors’ credibility toward the positive after receiving positive performance feedback and toward the negative after negative performance feedback. Our results were in line with this prediction. A control condition without feedback showed that correct or incorrect performance alone could not explain the observed positivity bias. Furthermore, participants’ behavior in our task was linked to the most widely used measure of attribution style. In sum, our findings suggest that positive and negative performance feedback influences the evaluation of task-related stimuli, as predicted by attribution theory. Therefore, our study points to the relevance of attribution theory for feedback processing in decision-making and provides a novel outlook for decision-making biases. PMID:26849646

Frequency-specific hippocampal-prefrontal interactions during associative learning

PubMed Central

Brincat, Scott L.; Miller, Earl K.

2015-01-01

Much of our knowledge of the world depends on learning associations (e.g., face-name), for which the hippocampus (HPC) and prefrontal cortex (PFC) are critical. HPC-PFC interactions have rarely been studied in monkeys, whose cognitive/mnemonic abilities are akin to humans. Here, we show functional differences and frequency-specific interactions between HPC and PFC of monkeys learning object-pair associations, an animal model of human explicit memory. PFC spiking activity reflected learning in parallel with behavioral performance, while HPC neurons reflected feedback about whether trial-and-error guesses were correct or incorrect. Theta-band HPC-PFC synchrony was stronger after errors, was driven primarily by PFC to HPC directional influences, and decreased with learning. In contrast, alpha/beta-band synchrony was stronger after correct trials, was driven more by HPC, and increased with learning. Rapid object associative learning may occur in PFC, while HPC may guide neocortical plasticity by signaling success or failure via oscillatory synchrony in different frequency bands. PMID:25706471

Automatic Analysis of Pronunciations for Children with Speech Sound Disorders.

PubMed

Dudy, Shiran; Bedrick, Steven; Asgari, Meysam; Kain, Alexander

2018-07-01

Computer-Assisted Pronunciation Training (CAPT) systems aim to help a child learn the correct pronunciations of words. However, while there are many online commercial CAPT apps, there is no consensus among Speech Language Therapists (SLPs) or non-professionals about which CAPT systems, if any, work well. The prevailing assumption is that practicing with such programs is less reliable and thus does not provide the feedback necessary to allow children to improve their performance. The most common method for assessing pronunciation performance is the Goodness of Pronunciation (GOP) technique. Our paper proposes two new GOP techniques. We have found that pronunciation models that use explicit knowledge about error pronunciation patterns can lead to more accurate classification whether a phoneme was correctly pronounced or not. We evaluate the proposed pronunciation assessment methods against a baseline state of the art GOP approach, and show that the proposed techniques lead to classification performance that is more similar to that of a human expert.

Impact of Feedback on Three Phases of Performance Monitoring

PubMed Central

Appelgren, Alva; Penny, William; Bengtsson, Sara L

2013-01-01

We investigated if certain phases of performance monitoring show differential sensitivity to external feedback and thus rely on distinct mechanisms. The phases of interest were: the error phase (FE), the phase of the correct response after errors (FEC), and the phase of correct responses following corrects (FCC). We tested accuracy and reaction time (RT) on 12 conditions of a continuous-choice-response task; the 2-back task. External feedback was either presented or not in FE and FEC, and delivered on 0%, 20%, or 100% of FCC trials. The FCC20 was matched to FE and FEC in the number of sounds received so that we could investigate when external feedback was most valuable to the participants. We found that external feedback led to a reduction in accuracy when presented on all the correct responses. Moreover, RT was significantly reduced for FCC100, which in turn correlated with the accuracy reduction. Interestingly, the correct response after an error was particularly sensitive to external feedback since accuracy was reduced when external feedback was presented during this phase but not for FCC20. Notably, error-monitoring was not influenced by feedback-type. The results are in line with models suggesting that the internal error-monitoring system is sufficient in cognitively demanding tasks where performance is ∼ 80%, as well as theories stipulating that external feedback directs attention away from the task. Our data highlight the first correct response after an error as particularly sensitive to external feedback, suggesting that important consolidation of response strategy takes place here. PMID:24217138

The Provision of Feedback Types to EFL Learners in Synchronous Voice Computer Mediated Communication

ERIC Educational Resources Information Center

Ko, Chao-Jung

2015-01-01

This study examined the relationship between Synchronous Voice Computer Mediated Communication (SVCMC) interaction and the use of feedback types, especially pronunciation feedback types, in distance tutoring contexts. The participants, divided into two groups (explicit and recast), were twelve beginning/low-intermediate level English as a Foreign…

Reconfiguring and Realigning the Assessment Feedback Processes for an Undergraduate Criminology Degree

ERIC Educational Resources Information Center

Case, Stephen

2007-01-01

A reconfigured and realigned system of assessment feedback was implemented with undergraduates taking criminology modules at Swansea University. The reformulated system integrated explicit engagement with assessment criteria in feedback given on an electronic template form with the use of a statement bank and the offer of follow-up, feedback…

Evaluating Preference for Graphic Feedback on Correct versus Incorrect Performance

ERIC Educational Resources Information Center

Sigurdsson, Sigurdur O.; Ring, Brandon M.

2013-01-01

The current study evaluated preferences of undergraduate students for graphic feedback on percentage of incorrect performance versus feedback on percentage of correct performance. A total of 108 participants were enrolled in the study and received graphic feedback on performance on 12 online quizzes. One half of participants received graphic…

Corrective Feedback, Learner Uptake, and Feedback Perception in a Chinese as a Foreign Language Classroom

ERIC Educational Resources Information Center

Fu, Tingfeng; Nassaji, Hossein

2016-01-01

The role of corrective feedback in second language classrooms has received considerable research attention in the past few decades. However, most of this research has been conducted in English-teaching settings, either ESL or EFL. This study examined teacher feedback, learner uptake as well as learner and teacher perception of feedback in an adult…

Teacher Cognition in Corrective Feedback in Japan

ERIC Educational Resources Information Center

Mori, Reiko

2011-01-01

Based on qualitative data, the current study explored how the knowledge and beliefs of two EFL professionals shaped their corrective feedback practices. The two teachers teaching in Japan had in common two main agendas that they kept in mind as they provided or opted not to provide corrective feedback. They aimed to teach the language and to…

An Investigation on the Use of Oral Corrective Feedback in Turkish EFL Classrooms

ERIC Educational Resources Information Center

Öztürk, Gökhan

2016-01-01

This classroom research study investigates corrective feedback implications in a sample of Turkish EFL classrooms. The types of corrective feedback, their distribution and the reasons of error ignorance were the foci. Four speaking classes in the English preparatory program of a Turkish state university were video-recorded for 12 hours in total…

Using Track Changes and Word Processor to Provide Corrective Feedback to Learners in Writing

ERIC Educational Resources Information Center

AbuSeileek, A. F.

2013-01-01

This study investigated the effect of computer-mediated corrective feedback types in an English as a foreign language (EFL) intact class over time. The participants were 64 English majors who were assigned randomly into three treatment conditions that gave and received computer-mediated corrective feedback while writing (track changes, word…

Feedback That Corrects and Contrasts Students' Erroneous Solutions with Expert Ones Improves Expository Instruction for Conceptual Change

ERIC Educational Resources Information Center

Asterhan, Christa S. C.; Dotan, Aviv

2018-01-01

In the present study, we examined the effects of feedback that corrects and contrasts a student's own erroneous solutions with the canonical, correct one (CEC&C feedback) on learning in a conceptual change task. Sixty undergraduate students received expository instruction about natural selection, which presented the canonical, scientifically…

The Effects of Computer-Mediated Synchronous and Asynchronous Direct Corrective Feedback on Writing: A Case Study

ERIC Educational Resources Information Center

Shintani, Natsuko

2016-01-01

This case study investigated the characteristics of computer-mediated synchronous corrective feedback (SCF, provided while students wrote) and asynchronous corrective feedback (ACF, provided after students had finished writing) in an EFL writing task. The task, designed to elicit the use of the hypothetical conditional, was completed by two…

Learning versus correct models: influence of model type on the learning of a free-weight squat lift.

PubMed

McCullagh, P; Meyer, K N

1997-03-01

It has been assumed that demonstrating the correct movement is the best way to impart task-relevant information. However, empirical verification with simple laboratory skills has shown that using a learning model (showing an individual in the process of acquiring the skill to be learned) may accelerate skill acquisition and increase retention more than using a correct model. The purpose of the present study was to compare the effectiveness of viewing correct versus learning models on the acquisition of a sport skill (free-weight squat lift). Forty female participants were assigned to four learning conditions: physical practice receiving feedback, learning model with model feedback, correct model with model feedback, and learning model without model feedback. Results indicated that viewing either a correct or learning model was equally effective in learning correct form in the squat lift.

Teacher feedback during active learning: current practices in primary schools.

PubMed

van den Bergh, Linda; Ros, Anje; Beijaard, Douwe

2013-06-01

Feedback is one of the most powerful tools, which teachers can use to enhance student learning. It appears difficult for teachers to give qualitatively good feedback, especially during active learning. In this context, teachers should provide facilitative feedback that is focused on the development of meta-cognition and social learning. The purpose of the present study is to contribute to the existing knowledge about feedback and to give directions to improve teacher feedback in the context of active learning. The participants comprised 32 teachers who practiced active learning in the domain of environmental studies in the sixth, seventh, or eighth grade of 13 Dutch primary schools. A total of 1,465 teacher-student interactions were examined. Video observations were made of active learning lessons in the domain of environmental studies. A category system was developed based on the literature and empirical data. Teacher-student interactions were assessed using this system. Results. About half of the teacher-student interactions contained feedback. This feedback was usually focused on the tasks that were being performed by the students and on the ways in which these tasks were processed. Only 5% of the feedback was explicitly related to a learning goal. In their feedback, the teachers were directing (rather than facilitating) the learning processes. During active learning, feedback on meta-cognition and social learning is important. Feedback should be explicitly related to learning goals. In practice, these kinds of feedback appear to be scarce. Therefore, giving feedback during active learning seems to be an important topic for teachers' professional development. © 2012 The British Psychological Society.

How you provide corrective feedback makes a difference: the motivating role of communicating in an autonomy-supporting way.

PubMed

Mouratidis, Athanasios; Lens, Willy; Vansteenkiste, Maarten

2010-10-01

We relied on self-determination theory (SDT; Deci & Ryan, 2000) to investigate to what extent autonomy-supporting corrective feedback (i.e., feedback that coaches communicate to their athletes after poor performance or mistakes) is associated with athletes' optimal motivation and well-being. To test this hypothesis, we conducted a cross-sectional study with 337 (67.1% males) Greek adolescent athletes (age M = 15.59, SD = 2.37) from various sports. Aligned with SDT, we found through path analysis that an autonomy-supporting versus controlling communication style was positively related to future intentions to persist and well-being and negatively related to ill-being. These relations were partially mediated by the perceived legitimacy of the corrective feedback (i.e., the degree of acceptance of corrective feedback), and, in turn, by intrinsic motivation, identified regulation, and external regulation for doing sports. Results indicate that autonomy-supporting feedback can be still motivating even in cases in which such feedback conveys messages of still too low competence.

Assessing Feedback in a Mobile Videogame.

PubMed

Brand, Leah; Beltran, Alicia; Hughes, Sheryl; O'Connor, Teresia; Baranowski, Janice; Nicklas, Theresa; Chen, Tzu-An; Dadabhoy, Hafza R; Diep, Cassandra S; Buday, Richard; Baranowski, Tom

2016-06-01

Player feedback is an important part of serious games, although there is no consensus regarding its delivery or optimal content. "Mommio" is a serious game designed to help mothers motivate their preschoolers to eat vegetables. The purpose of this study was to assess optimal format and content of player feedback for use in "Mommio." The current study posed 36 potential "Mommio" gameplay feedback statements to 20 mothers using a Web survey and interview. Mothers were asked about the meaning and helpfulness of each feedback statement. Several themes emerged upon thematic analysis, including identifying an effective alternative in the case of corrective feedback, avoiding vague wording, using succinct and correct grammar, avoiding provocation of guilt, and clearly identifying why players' game choice was correct or incorrect. Guidelines are proposed for future feedback statements.

Explicit Instruction Elements in Core Reading Programs

ERIC Educational Resources Information Center

Child, Angela R.

2012-01-01

Classroom teachers are provided instructional recommendations for teaching reading from their adopted core reading programs (CRPs). Explicit instruction elements or what is also called instructional moves, including direct explanation, modeling, guided practice, independent practice, discussion, feedback, and monitoring, were examined within CRP…

Emerging Critical Meta-Awareness among Black and Latina/o Youth during Corrective Feedback Practices in Urban English Language Arts Classrooms

ERIC Educational Resources Information Center

Martinez, Danny C.

2017-01-01

This article addresses teachers' uptake of Black and Latina/o youth linguistic repertoires within the official space of an English Language Arts (ELA) classroom and how youth respond to corrective feedback that is focused on the form of their messages, rather than their function. Corrective feedback offered by one Latina teacher indexed larger…

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.…

Assessing Feedback in a Mobile Videogame

PubMed Central

Brand, Leah; Beltran, Alicia; Hughes, Sheryl; O'Connor, Teresia; Baranowski, Janice; Nicklas, Theresa; Chen, Tzu-An; Dadabhoy, Hafza R.; Diep, Cassandra S.; Buday, Richard

2016-01-01

Abstract Background: Player feedback is an important part of serious games, although there is no consensus regarding its delivery or optimal content. “Mommio” is a serious game designed to help mothers motivate their preschoolers to eat vegetables. The purpose of this study was to assess optimal format and content of player feedback for use in “Mommio.” Materials and Methods: The current study posed 36 potential “Mommio” gameplay feedback statements to 20 mothers using a Web survey and interview. Mothers were asked about the meaning and helpfulness of each feedback statement. Results: Several themes emerged upon thematic analysis, including identifying an effective alternative in the case of corrective feedback, avoiding vague wording, using succinct and correct grammar, avoiding provocation of guilt, and clearly identifying why players' game choice was correct or incorrect. Conclusions: Guidelines are proposed for future feedback statements. PMID:27058403

The Effect Of Different Corrective Feedback Methods on the Outcome and Self Confidence of Young Athletes

PubMed Central

Tzetzis, George; Votsis, Evandros; Kourtessis, Thomas

2008-01-01

This experiment investigated the effects of three corrective feedback methods, using different combinations of correction, or error cues and positive feedback for learning two badminton skills with different difficulty (forehand clear - low difficulty, backhand clear - high difficulty). Outcome and self-confidence scores were used as dependent variables. The 48 participants were randomly assigned into four groups. Group A received correction cues and positive feedback. Group B received cues on errors of execution. Group C received positive feedback, correction cues and error cues. Group D was the control group. A pre, post and a retention test was conducted. A three way analysis of variance ANOVA (4 groups X 2 task difficulty X 3 measures) with repeated measures on the last factor revealed significant interactions for each depended variable. All the corrective feedback methods groups, increased their outcome scores over time for the easy skill, but only groups A and C for the difficult skill. Groups A and B had significantly better outcome scores than group C and the control group for the easy skill on the retention test. However, for the difficult skill, group C was better than groups A, B and D. The self confidence scores of groups A and C improved over time for the easy skill but not for group B and D. Again, for the difficult skill, only group C improved over time. Finally a regression analysis depicted that the improvement in performance predicted a proportion of the improvement in self confidence for both the easy and the difficult skill. It was concluded that when young athletes are taught skills of different difficulty, different type of instruction, might be more appropriate in order to improve outcome and self confidence. A more integrated approach on teaching will assist coaches or physical education teachers to be more efficient and effective. Key pointsThe type of the skill is a critical factor in determining the effectiveness of the feedback types.Different instructional methods of corrective feedback could have beneficial effects in the outcome and self-confidence of young athletesInstructions focusing on the correct cues or errors increase performance of easy skills.Positive feedback or correction cues increase self-confidence of easy skills but only the combination of error and correction cues increase self confidence and outcome scores of difficult skills. PMID:24149905

The Effect of Direct and Indirect Corrective Feedback on Iranian EFL Learners' Spelling Errors

ERIC Educational Resources Information Center

Ghandi, Maryam; Maghsoudi, Mojtaba

2014-01-01

The aim of the current study was to investigate the impact of indirect corrective feedback on promoting Iranian high school students' spelling accuracy in English (as a foreign language). It compared the effect of direct feedback with indirect feedback on students' written work dictated by their teacher from Chicken Soup for the Mother and…

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…

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.

When more is less: Feedback effects in perceptual category learning ☆

PubMed Central

Maddox, W. Todd; Love, Bradley C.; Glass, Brian D.; Filoteo, J. Vincent

2008-01-01

Rule-based and information-integration category learning were compared under minimal and full feedback conditions. Rule-based category structures are those for which the optimal rule is verbalizable. Information-integration category structures are those for which the optimal rule is not verbalizable. With minimal feedback subjects are told whether their response was correct or incorrect, but are not informed of the correct category assignment. With full feedback subjects are informed of the correctness of their response and are also informed of the correct category assignment. An examination of the distinct neural circuits that subserve rule-based and information-integration category learning leads to the counterintuitive prediction that full feedback should facilitate rule-based learning but should also hinder information-integration learning. This prediction was supported in the experiment reported below. The implications of these results for theories of learning are discussed. PMID:18455155

Efficacy of Error for the Correction of Initially Incorrect Assumptions and of Feedback for the Affirmation of Correct Responding: Learning in the Classroom

ERIC Educational Resources Information Center

Brosvic, Gary M.; Epstein, Michael L.; Cook, Michael J.; Dihoff, Roberta E.

2005-01-01

Participants completed 5 classroom examinations during which the timing of knowledge of results (no feedback: Scantron form; delayed feedback: end-of-test, 24 hour delay; immediate feedback: educator, response form) and iterative responding (1 response, up to 4 responses) were manipulated. At the end of the semester, each participant completed a…

Using eye-tracking to examine how embedding risk corrective statements improves cigarette risk beliefs: Implications for tobacco regulatory policy.

PubMed

Lochbuehler, Kirsten; Tang, Kathy Z; Souprountchouk, Valentina; Campetti, Dana; Cappella, Joseph N; Kozlowski, Lynn T; Strasser, Andrew A

2016-07-01

Tobacco companies have deliberately used explicit and implicit misleading information in marketing campaigns. The aim of the current study was to experimentally investigate whether the editing of explicit and implicit content of a print advertisement improves smokers' risk beliefs and smokers' knowledge of explicit and implicit information. Using a 2(explicit/implicit)×2(accurate/misleading) between-subject design, 203 smokers were randomly assigned to one of four advertisement conditions. The manipulation of graphic content was examined as an implicit factor to convey product harm. The inclusion of a text corrective in the body of the ad was defined as the manipulated explicit factor. Participants' eye movements and risk beliefs/recall were measured during and after ad exposure, respectively. Results indicate that exposure to a text corrective decreases false beliefs about the product (p<.01) and improves correct recall of information provided by the corrective (p<.05). Accurate graphic content did not alter the harmfulness of the product. Independent of condition, smokers who focused longer on the warning label made fewer false inferences about the product (p=.01) and were more likely to correctly recall the warning information (p<.01). Nonetheless, most smokers largely ignored the text warning. Embedding a corrective statement in the body of the ad is an effective strategy to convey health information to consumers, which can be mandated under the Tobacco Control Act. Eye-tracking results objectively demonstrate that text-only warnings are not viewed by smokers, thus minimizing their effectiveness for conveying risk information. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Using Eye-tracking to Examine How Embedding Risk Corrective Statements Improves Cigarette Risk Beliefs: Implications for Tobacco Regulatory Policy

PubMed Central

Lochbuehler, Kirsten; Tang, Kathy Z.; Souprountchouk, Valentina; Campetti, Dana; Cappella, Joseph N.; Kozlowski, Lynn T.; Strasser, Andrew A.

2016-01-01

Background Tobacco companies have deliberately used explicit and implicit misleading information in marketing campaigns. The aim of the current study was to experimentally investigate whether the editing of explicit and implicit content of a print advertisement improves smokers’ risk beliefs and smokers’ knowledge of explicit and implicit information. Methods Using a 2(explicit/implicit) x 2(accurate/misleading) between-subject design, 203 smokers were randomly assigned to one of four advertisement conditions. The manipulation of graphic content was examined as an implicit factor to convey product harm. The inclusion of a text corrective in the body of the ad was defined as the manipulated explicit factor. Participants’ eye movements and risk beliefs/recall were measured during and after ad exposure, respectively. Results Results indicate that exposure to a text corrective decreases false beliefs about the product (p < .01) and improves correct recall of information provided by the corrective (p < .05). Accurate graphic content did not alter the harmfulness of the product. Independent of condition, smokers who focused longer on the warning label made fewer false inferences about the product (p = .01) and were more likely to correctly recall the warning information (p < .01). Nonetheless, most smokers largely ignored the text warning. Conclusions Embedding a corrective statement in the body of the ad is an effective strategy to convey health information to consumers, which can be mandated under the Tobacco Control Act (2009). Eye-tracking results objectively demonstrate that text-only warnings are not viewed by smokers, thus minimizing their effectiveness for conveying risk information. PMID:27160034

Teaching Problem Explanations Using Instructive Feedback

ERIC Educational Resources Information Center

Tullis, Christopher A.; Frampton, Sarah E.; Delfs, Caitlin H.; Shillingsburg, M. Alice

2017-01-01

Instructive feedback (IF) is a procedure in which extra information is presented to a participant during the consequence portion of instruction for other skills. Previous research has demonstrated that participants with intellectual disabilities may acquire a portion of non-targeted skills (secondary targets) without explicit instruction when…

Feedback on students' clinical reasoning skills during fieldwork education

PubMed Central

de Beer, Marianne; Mårtensson, Lena

2015-01-01

Background/aim Feedback on clinical reasoning skills during fieldwork education is regarded as vital in occupational therapy students' professional development. The nature of supervisors' feedback however, could be confirmative and/or corrective and corrective feedback could be with or without suggestions on how to improve. The aim of the study was to evaluate the impact of supervisors' feedback on final-year occupational therapy students' clinical reasoning skills through comparing the nature of feedback with the students' subsequent clinical reasoning ability. Method A mixed-method approach with a convergent parallel design was used combining the collection and analysis of qualitative and quantitative data. From focus groups and interviews with students, data were collected and analysed qualitatively to determine how the students experienced the feedback they received from their supervisors. By quantitatively comparing the final practical exam grades with the nature of the feedback, their fieldwork End-of-Term grades and average academic performance it became possible to merge the results for comparison and interpretation. Results Students' clinical reasoning skills seem to be improved through corrective feedback if accompanied by suggestions on how to improve, irrespective of their average academic performance. Supervisors were inclined to underrate high performing students and overrate lower performing students. Conclusions Students who obtained higher grades in the final practical examinations received more corrective feedback with suggestions on how to improve from their supervisors. Confirmative feedback alone may not be sufficient for improving the clinical reasoning skills of students. PMID:26256854

Multimodal Strategies Allowing Corrective Feedback to Be Softened during Webconferencing-Supported Interactions

ERIC Educational Resources Information Center

Wigham, Ciara R.; Vidal, Julie

2016-01-01

This paper focuses on corrective feedback and examines how trainee-teachers use different semiotic resources to soften feedback sequences during synchronous online interactions. The ISMAEL corpus of webconferencing-supported L2 interactions in French provided data for this qualitative study. Using multimodal transcriptions, the analysis describes…

How feedback, motor imagery, and reward influence brain self-regulation using real-time fMRI.

PubMed

Sepulveda, Pradyumna; Sitaram, Ranganatha; Rana, Mohit; Montalba, Cristian; Tejos, Cristian; Ruiz, Sergio

2016-09-01

The learning process involved in achieving brain self-regulation is presumed to be related to several factors, such as type of feedback, reward, mental imagery, duration of training, among others. Explicitly instructing participants to use mental imagery and monetary reward are common practices in real-time fMRI (rtfMRI) neurofeedback (NF), under the assumption that they will enhance and accelerate the learning process. However, it is still not clear what the optimal strategy is for improving volitional control. We investigated the differential effect of feedback, explicit instructions and monetary reward while training healthy individuals to up-regulate the blood-oxygen-level dependent (BOLD) signal in the supplementary motor area (SMA). Four groups were trained in a two-day rtfMRI-NF protocol: GF with NF only, GF,I with NF + explicit instructions (motor imagery), GF,R with NF + monetary reward, and GF,I,R with NF + explicit instructions (motor imagery) + monetary reward. Our results showed that GF increased significantly their BOLD self-regulation from day-1 to day-2 and GF,R showed the highest BOLD signal amplitude in SMA during the training. The two groups who were instructed to use motor imagery did not show a significant learning effect over the 2 days. The additional factors, namely motor imagery and reward, tended to increase the intersubject variability in the SMA during the course of training. Whole brain univariate and functional connectivity analyses showed common as well as distinct patterns in the four groups, representing the varied influences of feedback, reward, and instructions on the brain. Hum Brain Mapp 37:3153-3171, 2016. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

Error correcting mechanisms during antisaccades: contribution of online control during primary saccades and offline control via secondary saccades.

PubMed

Bedi, Harleen; Goltz, Herbert C; Wong, Agnes M F; Chandrakumar, Manokaraananthan; Niechwiej-Szwedo, Ewa

2013-01-01

Errors in eye movements can be corrected during the ongoing saccade through in-flight modifications (i.e., online control), or by programming a secondary eye movement (i.e., offline control). In a reflexive saccade task, the oculomotor system can use extraretinal information (i.e., efference copy) online to correct errors in the primary saccade, and offline retinal information to generate a secondary corrective saccade. The purpose of this study was to examine the error correction mechanisms in the antisaccade task. The roles of extraretinal and retinal feedback in maintaining eye movement accuracy were investigated by presenting visual feedback at the spatial goal of the antisaccade. We found that online control for antisaccade is not affected by the presence of visual feedback; that is whether visual feedback is present or not, the duration of the deceleration interval was extended and significantly correlated with reduced antisaccade endpoint error. We postulate that the extended duration of deceleration is a feature of online control during volitional saccades to improve their endpoint accuracy. We found that secondary saccades were generated more frequently in the antisaccade task compared to the reflexive saccade task. Furthermore, we found evidence for a greater contribution from extraretinal sources of feedback in programming the secondary "corrective" saccades in the antisaccade task. Nonetheless, secondary saccades were more corrective for the remaining antisaccade amplitude error in the presence of visual feedback of the target. Taken together, our results reveal a distinctive online error control strategy through an extension of the deceleration interval in the antisaccade task. Target feedback does not improve online control, rather it improves the accuracy of secondary saccades in the antisaccade task.

Feedback: The Student Perspective

ERIC Educational Resources Information Center

Brown, James

2007-01-01

The usefulness of the feedback received on assessments undertaken by accounting students during their degree programme is an area about which little has been written. Given the increasing significance of transparency in the academic process, as evidenced through the development of explicit programme and module learning outcomes, it seems anomalous…

The Context Matters: Outcome Probability and Expectation Mismatch Modulate the Feedback Negativity When Self-Evaluation of Response Correctness Is Possible

PubMed Central

Leue, Anja; Cano Rodilla, Carmen; Beauducel, André

2015-01-01

Individuals typically evaluate whether their performance and the obtained feedback match. Previous research has shown that feedback negativity (FN) depends on outcome probability and feedback valence. It is, however, less clear to what extent previous effects of outcome probability on FN depend on self-evaluations of response correctness. Therefore, we investigated the effects of outcome probability on FN amplitude in a simple go/no-go task that allowed for the self-evaluation of response correctness. We also investigated effects of performance incompatibility and feedback valence. In a sample of N = 22 participants, outcome probability was manipulated by means of precues, feedback valence by means of monetary feedback, and performance incompatibility by means of feedback that induced a match versus mismatch with individuals' performance. We found that the 100% outcome probability condition induced a more negative FN following no-loss than the 50% outcome probability condition. The FN following loss was more negative in the 50% compared to the 100% outcome probability condition. Performance-incompatible loss resulted in a more negative FN than performance-compatible loss. Our results indicate that the self-evaluation of the correctness of responses should be taken into account when the effects of outcome probability and expectation mismatch on FN are investigated. PMID:26783525

The Context Matters: Outcome Probability and Expectation Mismatch Modulate the Feedback Negativity When Self-Evaluation of Response Correctness Is Possible.

PubMed

Leue, Anja; Cano Rodilla, Carmen; Beauducel, André

2015-01-01

Individuals typically evaluate whether their performance and the obtained feedback match. Previous research has shown that feedback negativity (FN) depends on outcome probability and feedback valence. It is, however, less clear to what extent previous effects of outcome probability on FN depend on self-evaluations of response correctness. Therefore, we investigated the effects of outcome probability on FN amplitude in a simple go/no-go task that allowed for the self-evaluation of response correctness. We also investigated effects of performance incompatibility and feedback valence. In a sample of N = 22 participants, outcome probability was manipulated by means of precues, feedback valence by means of monetary feedback, and performance incompatibility by means of feedback that induced a match versus mismatch with individuals' performance. We found that the 100% outcome probability condition induced a more negative FN following no-loss than the 50% outcome probability condition. The FN following loss was more negative in the 50% compared to the 100% outcome probability condition. Performance-incompatible loss resulted in a more negative FN than performance-compatible loss. Our results indicate that the self-evaluation of the correctness of responses should be taken into account when the effects of outcome probability and expectation mismatch on FN are investigated.

Whiteboard Confessionals: Investigating a New Model Using Student Representations in Teaching Astro 101

NASA Astrophysics Data System (ADS)

Prather, Edward

2018-01-01

Astronomy education researchers in the Department of Astronomy at the University of Arizona have been investigating a new framework for getting students to engage in discussions about fundamental astronomy topics. This framework is intended to also provide students with explicit feedback on the correctness and coherency of their mental models on these topics. This framework builds upon our prior efforts to create productive Pedagogical Discipline Representations (PDR). Students are asked to work collaboratively to generate their own representations (drawings, graphs, data tables, etc.) that reflect important characteristics of astrophysical scenarios presented in class. We have found these representation tasks offer tremendous insight into the broad range of ideas and knowledge students possess after instruction that includes both traditional lecture and actively learning strategies. In particular, we find that some of our students are able to correctly answer challenging multiple-choice questions on topics, however, they struggle to accurately create representations of these same topics themselves. Our work illustrates that some of our students are not developing a robust level of discipline fluency with many core ideas in astronomy, even after engaging with active learning strategies.

Form and Objective of the Decision Rule in Absolute Identification

NASA Technical Reports Server (NTRS)

Balakrishnan, J. D.

1997-01-01

In several conditions of a line length identification experiment, the subjects' decision making strategies were systematically biased against the responses on the edges of the stimulus range. When the range and number of the stimuli were small, the bias caused the percentage of correct responses to be highest in the center and lowest on the extremes of the range. Two general classes of decision rules that would explain these results are considered. The first class assumes that subjects intend to adopt an optimal decision rule, but systematically misrepresent one or more parameters of the decision making context. The second class assumes that subjects use a different measure of performance than the one assumed by the experimenter: instead of maximizing the chances of a correct response, the subject attempts to minimize the expected size of the response error (a "fidelity criterion"). In a second experiment, extended experience and feedback did not diminish the bias effect, but explicitly penalizing all response errors equally, regardless of their size, did reduce or eliminate it in some subjects. Both results favor the fidelity criterion over the optimal rule.

Read Code Quality Assurance

PubMed Central

Schulz, Erich; Barrett, James W.; Price, Colin

1998-01-01

As controlled clinical vocabularies assume an increasing role in modern clinical information systems, so the issue of their quality demands greater attention. In order to meet the resulting stringent criteria for completeness and correctness, a quality assurance system comprising a database of more than 500 rules is being developed and applied to the Read Thesaurus. The authors discuss the requirement to apply quality assurance processes to their dynamic editing database in order to ensure the quality of exported products. Sources of errors include human, hardware, and software factors as well as new rules and transactions. The overall quality strategy includes prevention, detection, and correction of errors. The quality assurance process encompasses simple data specification, internal consistency, inspection procedures and, eventually, field testing. The quality assurance system is driven by a small number of tables and UNIX scripts, with “business rules” declared explicitly as Structured Query Language (SQL) statements. Concurrent authorship, client-server technology, and an initial failure to implement robust transaction control have all provided valuable lessons. The feedback loop for error management needs to be short. PMID:9670131

Read Code quality assurance: from simple syntax to semantic stability.

PubMed

Schulz, E B; Barrett, J W; Price, C

1998-01-01

As controlled clinical vocabularies assume an increasing role in modern clinical information systems, so the issue of their quality demands greater attention. In order to meet the resulting stringent criteria for completeness and correctness, a quality assurance system comprising a database of more than 500 rules is being developed and applied to the Read Thesaurus. The authors discuss the requirement to apply quality assurance processes to their dynamic editing database in order to ensure the quality of exported products. Sources of errors include human, hardware, and software factors as well as new rules and transactions. The overall quality strategy includes prevention, detection, and correction of errors. The quality assurance process encompasses simple data specification, internal consistency, inspection procedures and, eventually, field testing. The quality assurance system is driven by a small number of tables and UNIX scripts, with "business rules" declared explicitly as Structured Query Language (SQL) statements. Concurrent authorship, client-server technology, and an initial failure to implement robust transaction control have all provided valuable lessons. The feedback loop for error management needs to be short.

Internet-Mediated Corrective Feedback for Digital Natives

ERIC Educational Resources Information Center

Saadat, Mahboobeh; Mehrpour, Saeed; Khajavi, Yaser

2016-01-01

In this article, the authors examine different ways of using the Internet to receive feedback, and discuss advantages of language learners' use of the Internet to improve their own writing. In effect, the article elaborates on how Internet-mediated corrective feedback (IMCF) can be used as an efficient tool by language learners to become competent…

Comparative Effects of Ability and Feedback Form in Computer-Assisted Instruction.

ERIC Educational Resources Information Center

Clariana, Roy B.; Smith, Lana J.

A study involving 50 experimental and 99 control subjects (graduate education majors) was undertaken to assess the interchangeability of knowledge of correct response feedback (KRC) and answer until correct feedback (AUC) in computer-assisted instruction. P. L. Smith's model (1988) suggests that AUC in better for high-ability students. W. Dick and…

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…

Task-dependent vestibular feedback responses in reaching.

PubMed

Keyser, Johannes; Medendorp, W Pieter; Selen, Luc P J

2017-07-01

When reaching for an earth-fixed object during self-rotation, the motor system should appropriately integrate vestibular signals and sensory predictions to compensate for the intervening motion and its induced inertial forces. While it is well established that this integration occurs rapidly, it is unknown whether vestibular feedback is specifically processed dependent on the behavioral goal. Here, we studied whether vestibular signals evoke fixed responses with the aim to preserve the hand trajectory in space or are processed more flexibly, correcting trajectories only in task-relevant spatial dimensions. We used galvanic vestibular stimulation to perturb reaching movements toward a narrow or a wide target. Results show that the same vestibular stimulation led to smaller trajectory corrections to the wide than the narrow target. We interpret this reduced compensation as a task-dependent modulation of vestibular feedback responses, tuned to minimally intervene with the task-irrelevant dimension of the reach. These task-dependent vestibular feedback corrections are in accordance with a central prediction of optimal feedback control theory and mirror the sophistication seen in feedback responses to mechanical and visual perturbations of the upper limb. NEW & NOTEWORTHY Correcting limb movements for external perturbations is a hallmark of flexible sensorimotor behavior. While visual and mechanical perturbations are corrected in a task-dependent manner, it is unclear whether a vestibular perturbation, naturally arising when the body moves, is selectively processed in reach control. We show, using galvanic vestibular stimulation, that reach corrections to vestibular perturbations are task dependent, consistent with a prediction of optimal feedback control theory. Copyright © 2017 the American Physiological Society.

Understanding Written Corrective Feedback in Second-Language Grammar Acquisition

ERIC Educational Resources Information Center

Wagner, Jason Paul; Wulf, Douglas J.

2016-01-01

Written Corrective Feedback (WCF) is used extensively in second-language (L2) writing classrooms despite controversy over its effectiveness. This study examines indirect WCF, an instructional procedure that flags L2 students' errors with editing symbols that guide their corrections. WCF practitioners assume that this guidance will lead to…

Written Corrective Feedback and Peer Review in the BYOD Classroom

ERIC Educational Resources Information Center

Ferreira, Daniel

2013-01-01

Error correction in the English as a Foreign Language (EFL) writing curriculum is a practice both teachers and students agree is important for writing proficiency development (Ferris, 2004; Van Beuningen, De Jong, & Kuiken, 2012; Vyatkina, 2010, 2011). Research suggests student dependency on teacher corrective feedback yields few long-term…

La parole, vue et prise par les etudiants (Speech as Seen and Understood by Student).

ERIC Educational Resources Information Center

Gajo, Laurent, Ed.; Jeanneret, Fabrice, Ed.

1998-01-01

Articles on speech and second language learning include: "Les sequences de correction en classe de langue seconde: evitement du 'non' explicite" ("Error Correction Sequences in Second Language Class: Avoidance of the Explicit 'No'") (Anne-Lise de Bosset); "Analyse hierarchique et fonctionnelle du discours: conversations…

Anticipatory stress influences decision making under explicit risk conditions.

PubMed

Starcke, Katrin; Wolf, Oliver T; Markowitsch, Hans J; Brand, Matthias

2008-12-01

Recent research has suggested that stress may affect memory, executive functioning, and decision making on the basis of emotional feedback processing. The current study examined whether anticipatory stress affects decision making measured with the Game of Dice Task (GDT), a decision-making task with explicit and stable rules that taps both executive functioning and feedback learning. The authors induced stress in 20 participants by having them anticipate giving a public speech and also examined 20 comparison subjects. The authors assessed the level of stress with questionnaires and endocrine markers (salivary cortisol and alpha-amylase), both revealing that speech anticipation led to increased stress. Results of the GDT showed that participants under stress scored significantly lower than the comparison group and that GDT performance was negatively correlated with the increase of cortisol. Our results indicate that stress can lead to disadvantageous decision making even when explicit and stable information about outcome contingencies is provided.

Correcting false memories: Errors must be noticed and replaced.

PubMed

Mullet, Hillary G; Marsh, Elizabeth J

2016-04-01

Memory can be unreliable. For example, after reading The new baby stayed awake all night, people often misremember that the new baby cried all night (Brewer, 1977); similarly, after hearing bed, rest, and tired, people often falsely remember that sleep was on the list (Roediger & McDermott, 1995). In general, such false memories are difficult to correct, persisting despite warnings and additional study opportunities. We argue that errors must first be detected to be corrected; consistent with this argument, two experiments showed that false memories were nearly eliminated when conditions facilitated comparisons between participants' errors and corrective feedback (e.g., immediate trial-by-trial feedback that allowed direct comparisons between their responses and the correct information). However, knowledge that they had made an error was insufficient; unless the feedback message also contained the correct answer, the rate of false memories remained relatively constant. On the one hand, there is nothing special about correcting false memories: simply labeling an error as "wrong" is also insufficient for correcting other memory errors, including misremembered facts or mistranslations. However, unlike these other types of errors--which often benefit from the spacing afforded by delayed feedback--false memories require a special consideration: Learners may fail to notice their errors unless the correction conditions specifically highlight them.

Learning how to learn using simulation: Unpacking disguised feedback using a qualitative analysis of doctors' telephone talk.

PubMed

Eppich, Walter J; Rethans, Jan-Joost; Dornan, Timothy; Teunissen, Pim W

2018-05-04

Telephone talk between clinicians represents a substantial workplace activity in postgraduate clinical education, yet junior doctors receive little training in goal-directed, professional telephone communication. To assess educational needs for telephone talk and develop a simulation-based educational intervention. Thematic analysis of 17 semi-structured interviews with doctors-in-training from various training levels and specialties. We identified essential elements to incorporate into simulation-based telephone talk, including common challenging situations for junior doctors as well as explicit and informal aspects that promote learning. These elements have implications for both junior doctors and clinical supervisors, including: (a) explicit teaching and feedback practices and (b) informal conversational interruptions and questions. The latter serve as "disguised" feedback, which aligns with recent conceptualizations of feedback as "performance relevant information". In addition to preparing clinical supervisors to support learning through telephone talk, we propose several potential educational strategies: (a) embedding telephone communication skills throughout simulation activities and (b) developing stand-alone curricular elements to sensitize junior doctors to "disguised" feedback during telephone talk as a mechanism to augment future workplace learning, i.e. 'learning how to learn' through simulation.

The Differential Effect of Two Types of Direct Written Corrective Feedback on Noticing and Uptake: Reformulation vs. Error Correction

ERIC Educational Resources Information Center

Santos, Maria; Lopez-Serrano, Sonia; Manchon, Rosa M.

2010-01-01

Framed in a cognitively-oriented strand of research on corrective feedback (CF) in SLA, the controlled three-stage (composition/comparison-noticing/revision) study reported in this paper investigated the effects of two forms of direct CF (error correction and reformulation) on noticing and uptake, as evidenced in the written output produced by a…

The Effects of Two Methods of Error Correction on L2 Writing: The Case of Acquisition of the Spanish Preterite and Imperfect

ERIC Educational Resources Information Center

Munoz, Carlos A.

2011-01-01

Very often, second language (L2) writers commit the same type of errors repeatedly, despite being corrected directly or indirectly by teachers or peers (Semke, 1984; Truscott, 1996). Apart from discouraging teachers from providing error correction feedback, this also makes them hesitant as to what form of corrective feedback to adopt. Ferris…

Peer Response to L2 Student Writing: Patterns and Expectations

ERIC Educational Resources Information Center

Abdalla Salih, Abdel Rahman

2013-01-01

This paper reports the corrective feedback patterns in L2 writing and the student writers' preferences for peer feedback. The study examines the actual focus of peer review and the types of corrective feedback provided in L2 composing process. Sixteen L2 matriculation students at a Malaysian university took part in five peer review sessions,…

Learners' Beliefs about Corrective Feedback in the Language Classroom: Perspectives from Two International Contexts

ERIC Educational Resources Information Center

Kartchava, Eva

2016-01-01

This study compared the beliefs college-level students hold about corrective feedback in different learning contexts: English as a second language (Canada, n = 197) and English as a foreign language (Russia, n = 224). The participants completed a 40-item questionnaire that dealt with various aspects of feedback found in the literature. While the…

Structural learning in feedforward and feedback control.

PubMed

Yousif, Nada; Diedrichsen, Jörn

2012-11-01

For smooth and efficient motor control, the brain needs to make fast corrections during the movement to resist possible perturbations. It also needs to adapt subsequent movements to improve future performance. It is important that both feedback corrections and feedforward adaptation need to be made based on noisy and often ambiguous sensory data. Therefore, the initial response of the motor system, both for online corrections and adaptive responses, is guided by prior assumptions about the likely structure of perturbations. In the context of correcting and adapting movements perturbed by a force field, we asked whether these priors are hard wired or whether they can be modified through repeated exposure to differently shaped force fields. We found that both feedback corrections to unexpected perturbations and feedforward adaptation to a new force field changed, such that they were appropriate to counteract the type of force field that participants had experienced previously. We then investigated whether these changes were driven by a common mechanism or by two separate mechanisms. Participants experienced force fields that were either temporally consistent, causing sustained adaptation, or temporally inconsistent, causing little overall adaptation. We found that the consistent force fields modified both feedback and feedforward responses. In contrast, the inconsistent force field modified the temporal shape of feedback corrections but not of the feedforward adaptive response. These results indicate that responses to force perturbations can be modified in a structural manner and that these modifications are at least partly dissociable for feedback and feedforward control.

Structural learning in feedforward and feedback control

PubMed Central

Diedrichsen, Jörn

2012-01-01

For smooth and efficient motor control, the brain needs to make fast corrections during the movement to resist possible perturbations. It also needs to adapt subsequent movements to improve future performance. It is important that both feedback corrections and feedforward adaptation need to be made based on noisy and often ambiguous sensory data. Therefore, the initial response of the motor system, both for online corrections and adaptive responses, is guided by prior assumptions about the likely structure of perturbations. In the context of correcting and adapting movements perturbed by a force field, we asked whether these priors are hard wired or whether they can be modified through repeated exposure to differently shaped force fields. We found that both feedback corrections to unexpected perturbations and feedforward adaptation to a new force field changed, such that they were appropriate to counteract the type of force field that participants had experienced previously. We then investigated whether these changes were driven by a common mechanism or by two separate mechanisms. Participants experienced force fields that were either temporally consistent, causing sustained adaptation, or temporally inconsistent, causing little overall adaptation. We found that the consistent force fields modified both feedback and feedforward responses. In contrast, the inconsistent force field modified the temporal shape of feedback corrections but not of the feedforward adaptive response. These results indicate that responses to force perturbations can be modified in a structural manner and that these modifications are at least partly dissociable for feedback and feedforward control. PMID:22896725

Using intervention-oriented evaluation to diagnose and correct students' persistent climate change misconceptions: A Singapore case study.

PubMed

Pascua, Liberty; Chang, Chew-Hung

2015-10-01

The evaluation of classroom-based educational interventions is fraught with tensions, the most critical of which is choosing between focusing the inquiry on measuring the effects of treatment or in proximately utilizing the data to improve practice. This paper attempted to achieve both goals through the use of intervention-oriented evaluation of a professional development program intended to diagnose and correct students' misconceptions of climate change. Data was gathered, monitored and analyzed in three stages of a time-series design: the baseline, treatment and follow-up stages. The evaluation itself was the 'intervention' such that the data was allowed to 'contaminate' the treatment. This was achieved through giving the teacher unimpeded access to the collected information and to introduce midcourse corrections as she saw fit to her instruction. Results showed a significant development in students' conceptual understanding only after the teacher's decision to use direct and explicit refutation of misconceptions. Due to the accessibility of feedback, it was possible to locate specifically at which point in the process that the intervention was most effective. The efficacy of the intervention was then measured through comparing the scores across the three research stages. The inclusion of a comparison group to the design is recommended for future studies. Copyright © 2015 Elsevier Ltd. All rights reserved.

Comparison of meaning and graphophonemic feedback strategies for guided reading instruction of children with language delays.

PubMed

Kouri, Theresa A; Selle, Carrie A; Riley, Sarah A

2006-08-01

Guided reading is a common practice recommended for children in the early stages of literacy development. While experts agree that oral reading facilitates literacy skills, controversy exists concerning which corrective feedback strategies are most effective. The purpose of this study was to compare feedback procedures stemming from 2 different theoretical perspectives on literacy development. Fourteen children with specific language impairment (SLI) and 21 with typically developing language read aloud 2 stories to an adult examiner who presented corrective feedback prompts when reading miscues (errors) occurred. One type of feedback based on whole language principles emphasized meaning aspects of a text. The other type consisted of graphophonemic (GP) word-decoding strategies. Before reading, participants were provided instruction on 5 key words taken from each story text. This instruction emphasized either meaning or GP aspects of specific key words. Story comprehension questions followed readings. Findings indicated that more miscued words were corrected overall through the use of GP feedback cues; however, some meaning-based instructional advantages were indicated for key word identifications for children with SLI. Higher story comprehension scores were yielded in the GP condition for both groups. Both meaning-based and phonemic key word reviews, prior to oral reading, appear to be effective strategies for children with SLI. The use of GP word-decoding cues may be more effective than meaning-based cues for facilitating correction of reading miscues during children's oral readings. Further research findings are discussed along with clinical implications for using corrective feedback procedures.

The Effects of Different Levels of Performance Feedback on "TOEFL iBT"® Reading Practice Test Performance. TOEFL iBT Research Report. TOEFL iBT-29. ETS Research Report. RR-17-31

ERIC Educational Resources Information Center

Sawaki, Yasuyo

2017-01-01

The purpose of the present study is to examine whether performance on the "TOEFL iBT"® Reading practice test is affected by 3 different levels of feedback provided to learners upon completion of reading exercises: (a) correctness of learner response (the knowledge of correct results [KCR] feedback), (b) KCR feedback and rationales for…

The Effect of Error Correction Feedback on the Collocation Competence of Iranian EFL Learners

ERIC Educational Resources Information Center

Jafarpour, Ali Akbar; Sharifi, Abolghasem

2012-01-01

Collocations are one of the most important elements in language proficiency but the effect of error correction feedback of collocations has not been thoroughly examined. Some researchers report the usefulness and importance of error correction (Hyland, 1990; Bartram & Walton, 1991; Ferris, 1999; Chandler, 2003), while others showed that error…

A Three-Stage Model for Implementing Focused Written Corrective Feedback

ERIC Educational Resources Information Center

Chong, Sin Wang

2017-01-01

This article aims to show how the findings from written corrective feedback (WCF) research can be applied in practice. One particular kind of WCF--focused WCF--is brought into the spotlight. The article first summarizes major findings from focused WCF research to reveal the potential advantages of correcting a few preselected language items…

Error Correcting Mechanisms during Antisaccades: Contribution of Online Control during Primary Saccades and Offline Control via Secondary Saccades

PubMed Central

Bedi, Harleen; Goltz, Herbert C.; Wong, Agnes M. F.; Chandrakumar, Manokaraananthan; Niechwiej-Szwedo, Ewa

2013-01-01

Errors in eye movements can be corrected during the ongoing saccade through in-flight modifications (i.e., online control), or by programming a secondary eye movement (i.e., offline control). In a reflexive saccade task, the oculomotor system can use extraretinal information (i.e., efference copy) online to correct errors in the primary saccade, and offline retinal information to generate a secondary corrective saccade. The purpose of this study was to examine the error correction mechanisms in the antisaccade task. The roles of extraretinal and retinal feedback in maintaining eye movement accuracy were investigated by presenting visual feedback at the spatial goal of the antisaccade. We found that online control for antisaccade is not affected by the presence of visual feedback; that is whether visual feedback is present or not, the duration of the deceleration interval was extended and significantly correlated with reduced antisaccade endpoint error. We postulate that the extended duration of deceleration is a feature of online control during volitional saccades to improve their endpoint accuracy. We found that secondary saccades were generated more frequently in the antisaccade task compared to the reflexive saccade task. Furthermore, we found evidence for a greater contribution from extraretinal sources of feedback in programming the secondary “corrective” saccades in the antisaccade task. Nonetheless, secondary saccades were more corrective for the remaining antisaccade amplitude error in the presence of visual feedback of the target. Taken together, our results reveal a distinctive online error control strategy through an extension of the deceleration interval in the antisaccade task. Target feedback does not improve online control, rather it improves the accuracy of secondary saccades in the antisaccade task. PMID:23936308

Feedback first: the surprisingly weak effects of magnetic fields, viscosity, conduction and metal diffusion on sub-L* galaxy formation

NASA Astrophysics Data System (ADS)

Su, Kung-Yi; Hopkins, Philip F.; Hayward, Christopher C.; Faucher-Giguère, Claude-André; Kereš, Dušan; Ma, Xiangcheng; Robles, Victor H.

2017-10-01

Using high-resolution simulations with explicit treatment of stellar feedback physics based on the FIRE (Feedback In Realistic Environments) project, we study how galaxy formation and the interstellar medium (ISM) are affected by magnetic fields, anisotropic Spitzer-Braginskii conduction and viscosity, and sub-grid metal diffusion from unresolved turbulence. We consider controlled simulations of isolated (non-cosmological) galaxies but also a limited set of cosmological 'zoom-in' simulations. Although simulations have shown significant effects from these physics with weak or absent stellar feedback, the effects are much weaker than those of stellar feedback when the latter is modelled explicitly. The additional physics have no systematic effect on galactic star formation rates (SFRs). In contrast, removing stellar feedback leads to SFRs being overpredicted by factors of ˜10-100. Without feedback, neither galactic winds nor volume-filling hot-phase gas exist, and discs tend to runaway collapse to ultra-thin scaleheights with unphysically dense clumps congregating at the galactic centre. With stellar feedback, a multi-phase, turbulent medium with galactic fountains and winds is established. At currently achievable resolutions and for the investigated halo mass range 1010-1013 M⊙, the additional physics investigated here (magnetohydrodynamic, conduction, viscosity, metal diffusion) have only weak (˜10 per cent-level) effects on regulating SFR and altering the balance of phases, outflows or the energy in ISM turbulence, consistent with simple equipartition arguments. We conclude that galactic star formation and the ISM are primarily governed by a combination of turbulence, gravitational instabilities and feedback. We add the caveat that active galactic nucleus feedback is not included in the present work.

When money is not enough: awareness, success, and variability in motor learning.

PubMed

Manley, Harry; Dayan, Peter; Diedrichsen, Jörn

2014-01-01

When performing a skill such as throwing a dart, many different combinations of joint motions suffice to hit the target. The motor system adapts rapidly to reduce bias in the desired outcome (i.e., the first-order moment of the error); however, the essence of skill is to produce movements with less variability (i.e., to reduce the second-order moment). It is easy to see how feedback about success or failure could sculpt performance to achieve this aim. However, it is unclear whether the dimensions responsible for success or failure need to be known explicitly by the subjects, or whether learning can proceed without explicit awareness of the movement parameters that need to change. Here, we designed a redundant, two-dimensional reaching task in which we could selectively manipulate task success and the variability of action outcomes, whilst also manipulating awareness of the dimension along which performance could be improved. Variability was manipulated either by amplifying natural errors, leaving the correlation between the executed movement and the visual feedback intact, or by adding extrinsic noise, decorrelating movement and feedback. We found that explicit, binary, feedback about success or failure was only sufficient for learning when participants were aware of the dimension along which motor behavior had to change. Without such awareness, learning was only present when extrinsic noise was added to the feedback, but not when task success or variability was manipulated in isolation; learning was also much slower. Our results highlight the importance of conscious awareness of the relevant dimension during motor learning, and suggest that higher-order moments of outcome signals are likely to play a significant role in skill learning in complex tasks.

Effectiveness of Feedback for Enhancing English Pronunciation in an ASR-Based CALL System

ERIC Educational Resources Information Center

Wang, Y.-H.; Young, S. S.-C.

2015-01-01

This paper presents a study on implementing the ASR-based CALL (computer-assisted language learning based upon automatic speech recognition) system embedded with both formative and summative feedback approaches and using implicit and explicit strategies to enhance adult and young learners' English pronunciation. Two groups of learners including 18…

The Effects of Feedback during Exploratory Mathematics Problem Solving: Prior Knowledge Matters

ERIC Educational Resources Information Center

Fyfe, Emily R.; Rittle-Johnson, Bethany; DeCaro, Marci S.

2012-01-01

Providing exploratory activities prior to explicit instruction can facilitate learning. However, the level of guidance provided during the exploration has largely gone unstudied. In this study, we examined the effects of 1 form of guidance, feedback, during exploratory mathematics problem solving for children with varying levels of prior domain…

Corrective Feedback and Student Uptakes in English Immersion Classrooms in Japan: Is the Counter-Balance Hypothesis Valid?

ERIC Educational Resources Information Center

Sakurai, Shogo

2014-01-01

There are a number of studies on teachers' corrective feedback and students' uptakes in immersion settings, but the majority is carried out in the North American context. Based on limited data, "the counter­-balance hypothesis" was proposed by Lyster and Mori (2006) to explain distributions of teacher feedback and students' uptakes in…

Exploring the Effects of Teachers' and Learners' Conflicting Beliefs on the Provision of Corrective Feedback during Undisturbed Classroom Interactions

ERIC Educational Resources Information Center

Garcia-Ponce, Edgar Emmanuell; Mora-Pablo, Irasema

2017-01-01

Extensive research literature suggests that corrective feedback (CF), when effective, has a beneficial impact on the development of learners' interlanguage. This is because CF provides learners with language data concerning the correctness of their utterances and thus pushes their oral production towards greater clarity, accuracy and…

On Written Corrective Feedback in L2 Writing

ERIC Educational Resources Information Center

Shao, Xu

2015-01-01

Truscott (1996) questions the practicability of grammar correction, and he believes that written corrective feedback (WCF) is not only a waste of time, but even harmful to the students as well. This has led to a great deal of discussion and research on WCF in second-language (L2) writing. Ferris (1999) is the representative opponent of Truscott's…

The Effectiveness of Written Corrective Feedback and the Impact Lao Learners' Beliefs Have on Uptake

ERIC Educational Resources Information Center

Rummel, Stephanie; Bitchener, John

2015-01-01

This article presents the results of a study examining the effectiveness of written corrective feedback (CF) on the simple past tense and the impact beliefs may have on students' uptake of the feedback they receive. A seven-week study was carried out with 42 advanced EFL learners in Vientiane, Laos. Students' beliefs about written CF were first…

Investigating the Effects of Three Types of Corrective Feedback on the Acquisition of English Wh-Question Forms by Iranian EFL Learners

ERIC Educational Resources Information Center

Rassaei, Ehsan; Moinzadeh, Ahmad

2011-01-01

The current research examines the immediate and delayed effects of three types of corrective feedback, namely recasts, metalinguistic feedback, and clarification requests, on the acquisition of English wh-question forms by Iranian EFL learners. To this end, 134 Iranian EFL learners comprising 4 intact classes participated in the study. Learners in…

The Effect of Written Corrective Feedback on Omani Students' Accuracy in the Use of English Prepositions

ERIC Educational Resources Information Center

Al Ajmi, Ahmed Ali Saleh

2015-01-01

A quasi-experimental study was conducted to examine the effectiveness of providing written corrective feedback (WCF) to Arab speakers of English on ten uses of English prepositions. Arab speakers commonly find it difficult to correctly use English prepositions, mainly due to the differences between the two languages (e.g. Ortega, 2009). Examples…

Written Corrective Feedback in L2 Writing: Connors & Lunsford (1988); Lunsford & Lunsford (2008); Lalande (1982) Dana Ferris

ERIC Educational Resources Information Center

Ferris, Dana

2015-01-01

Written corrective feedback (CF) has been the most heavily researched topic in second language (L2) writing over the past 20 years. As a recent research timeline article in this journal (Ferris 2012; see also Bitchener & Ferris 2012) shows, studies of error correction in student writing have crossed disciplines (composition and rhetoric,…

The Effect of Different Types of Corrective Feedback on ESL Student Writing

ERIC Educational Resources Information Center

Bitchener, John; Young, Stuart; Cameron, Denise

2005-01-01

Debate about the value of providing corrective feedback on L2 writing has been prominent in recent years as a result of Truscott's [Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46, 327-369] claim that it is both ineffective and harmful and should therefore be abandoned. A growing body of…

The Effects of Expectancy-Incongruent Feedback and Self-Affirmation on Task Performance of Secondary School Students

ERIC Educational Resources Information Center

Baadte, Christiane; Kurenbach, Friederike

2017-01-01

In the present study, the assumption was tested that expectancy-incongruent feedback in conjunction with explicit self-affirmation directs attention away from the task and to the self. As a result, performance should decrease in resource-sensitive text/picture comprehension tasks as compared to resource-insensitive tasks. Three hundred and…

Computer-Based Feedback and Goal Intervention: Learning Effects

ERIC Educational Resources Information Center

Valdez, Alfred

2012-01-01

This study investigated how a goal intervention influences the learning effects gained from feedback when acquiring concepts and rules pertaining to the topic of descriptive statistics. Three feedback conditions; knowledge of correct response feedback (KCRF), principle-based feedback (PBF), and no-feedback (NF), were crossed with two goal…

Delay-based virtual congestion control in multi-tenant datacenters

NASA Astrophysics Data System (ADS)

Liu, Yuxin; Zhu, Danhong; Zhang, Dong

2018-03-01

With the evolution of cloud computing and virtualization, the congestion control of virtual datacenters has become the basic issue for multi-tenant datacenters transmission. Regarding to the friendly conflict of heterogeneous congestion control among multi-tenant, this paper proposes a delay-based virtual congestion control, which translates the multi-tenant heterogeneous congestion control into delay-based feedback uniformly by setting the hypervisor translation layer, modifying three-way handshake of explicit feedback and packet loss feedback and throttling receive window. The simulation results show that the delay-based virtual congestion control can effectively solve the unfairness of heterogeneous feedback congestion control algorithms.

To What Extent Do Learners Benefit from Indirect Written Corrective Feedback? A Study Targeting Learners of Different Proficiency and Heritage Language Status

ERIC Educational Resources Information Center

Park, Eun Sung; Song, Sunhee; Shin, Yu Kyoung

2016-01-01

Should teachers spend hours correcting students' errors, or should they simply underline the errors, leaving it up to the students to self-correct them? The current study examines the utility of indirect feedback on learners' written output. Journal entries from students enrolled in intact second language (L2) Korean classes (n = 40) were…

"Why Are These Underlined?" Depth of Processing and Type of Written Corrective Feedback in L2 Spanish Compositions

ERIC Educational Resources Information Center

Caras, Allison Marie

2017-01-01

There is an ongoing debate as to whether written corrective feedback (WCF) is effective for the improvement of adult second language (L2) writers' accuracy. Ever since Truscott (1996, 1999) began arguing against grammar correction in L2 writing courses, researchers have challenged his position (i.e. below). Although most of these studies show WCF…

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).

Effect of Immediate Feedback and Revision on Psychometric Properties of Open-Ended Sentence- Completion Items. ETS GRE Board Research Report No. 03-15. ETS RR-08-16

ERIC Educational Resources Information Center

Attali, Yigal; Powers, Don; Hawthorn, John

2008-01-01

Registered examinees for the GRE® General Test answered open-ended sentence-completion items. For half of the items, participants received immediate feedback on the correctness of their answers and up to two opportunities to revise their answers. A significant feedback-and-revision effect was found. Participants were able to correct many of their…

Discrete-time infinity control problem with measurement feedback

NASA Technical Reports Server (NTRS)

Stoorvogel, A. A.; Saberi, A.; Chen, B. M.

1992-01-01

The paper is concerned with the discrete-time H(sub infinity) control problem with measurement feedback. The authors extend previous results by having weaker assumptions on the system parameters. The authors also show explicitly the structure of H(sub infinity) controllers. Finally, they show that it is in certain cases possible, without loss of performance, to reduce the dynamical order of the controllers.

Effects of two types of intra-team feedback on developing a shared mental model in Command & Control teams.

PubMed

Rasker, P C; Post, W M; Schraagen, J M

2000-08-01

In two studies, the effect of two types of intra-team feedback on developing a shared mental model in Command & Control teams was investigated. A distinction is made between performance monitoring and team self-correction. Performance monitoring is the ability of team members to monitor each other's task execution and give feedback during task execution. Team self-correction is the process in which team members engage in evaluating their performance and in determining their strategies after task execution. In two experiments the opportunity to engage in performance monitoring, respectively team self-correction, was varied systematically. Both performance monitoring as well as team self-correction appeared beneficial in the improvement of team performance. Teams that had the opportunity to engage in performance monitoring, however, performed better than teams that had the opportunity to engage in team self-correction.

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

Multidisciplinary Views on Applying Explicit and Implicit Motor Learning in Practice: An International Survey

PubMed Central

Kleynen, Melanie; Braun, Susy M.; Rasquin, Sascha M. C.; Bleijlevens, Michel H. C.; Lexis, Monique A. S.; Halfens, Jos; Wilson, Mark R.; Masters, Rich S. W.; Beurskens, Anna J.

2015-01-01

Background A variety of options and techniques for causing implicit and explicit motor learning have been described in the literature. The aim of the current paper was to provide clearer guidance for practitioners on how to apply motor learning in practice by exploring experts’ opinions and experiences, using the distinction between implicit and explicit motor learning as a conceptual departure point. Methods A survey was designed to collect and aggregate informed opinions and experiences from 40 international respondents who had demonstrable expertise related to motor learning in practice and/or research. The survey was administered through an online survey tool and addressed potential options and learning strategies for applying implicit and explicit motor learning. Responses were analysed in terms of consensus (≥ 70%) and trends (≥ 50%). A summary figure was developed to illustrate a taxonomy of the different learning strategies and options indicated by the experts in the survey. Results Answers of experts were widely distributed. No consensus was found regarding the application of implicit and explicit motor learning. Some trends were identified: Explicit motor learning can be promoted by using instructions and various types of feedback, but when promoting implicit motor learning, instructions and feedback should be restricted. Further, for implicit motor learning, an external focus of attention should be considered, as well as practicing the entire skill. Experts agreed on three factors that influence motor learning choices: the learner’s abilities, the type of task, and the stage of motor learning (94.5%; n = 34/36). Most experts agreed with the summary figure (64.7%; n = 22/34). Conclusion The results provide an overview of possible ways to cause implicit or explicit motor learning, signposting examples from practice and factors that influence day-to-day motor learning decisions. PMID:26296203

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…

Dynamic Assessment of Writing: The Impact of Implicit/Explicit Mediations on L2 Learners' Internalization of Writing Skills and Strategies

ERIC Educational Resources Information Center

Alavi, Sayyed Mohammad; Taghizadeh, Mahboubeh

2014-01-01

Dynamic assessment is a procedure in which development is simultaneously assessed and improved with regard to the individual's or group's Zone of Proximal Development (ZPD; Lantolf & Poehner, 2004). This study aimed to follow dynamic assessment and investigate the impact of three types of implicit and explicit feedback on the essay writing of…

Erratum: Correction to: On the relative strength of radiative feedbacks under climate variability and change

NASA Astrophysics Data System (ADS)

Colman, Robert; Hanson, Lawson

2018-06-01

Two errors were discovered in the calculation of decadal feedbacks under RCP8.5: (i) cloud short wave (SW) and total feedbacks were miscalculated; and (ii) surface albedo and SW water vapour feedbacks were swapped when calculating regressions with climate change feedbacks.

Learning new vocabulary in German: the effects of inferring word meanings, type of feedback, and time of test.

PubMed

Carpenter, Shana K; Sachs, Riebana E; Martin, Beth; Schmidt, Kristian; Looft, Ruxandra

2012-02-01

In the present study, introductory-level German students read a simplified story and learned the meanings of new German words by reading English translations in marginal glosses versus trying to infer (i.e., guess) their translations. Students who inferred translations were given feedback in English or in German, or no feedback at all. Although immediate retention of new vocabulary was better for students who used marginal glosses, students who inferred word meanings and then received English feedback forgot fewer translations over time. Plausible but inaccurate inferences (i.e., those that made sense in the context) were more likely to be corrected by students who received English feedback as compared with German feedback, providing support for the beneficial effects of mediating information. Implausible inaccurate inferences, however, were more likely to be corrected on the delayed vocabulary test by students who received German feedback as compared with English feedback, possibly because of the additional contextual support provided by German feedback.

Learner Affect in Computerised L2 Oral Grammar Practice with Corrective Feedback

ERIC Educational Resources Information Center

Bodnar, Stephen; Cucchiarini, Catia; Penning de Vries, Bart; Strik, Helmer; van Hout, Roeland

2017-01-01

Although corrective feedback (CF) has received much interest in the second language acquisition literature, relatively little research has investigated the relationship between CF and learner affect in concrete practice situations. The present study investigates learners' affective states and practice behaviour in a novel context: oral grammar…

Computer-Mediated Corrective Feedback and Language Accuracy in Telecollaborative Exchanges

ERIC Educational Resources Information Center

Vinagre, Margarita; Munoz, Beatriz

2011-01-01

Recent studies illustrate the potential that intercultural telecollaborative exchanges entail for language development through the use of corrective feedback from collaborating partners (Kessler, 2009; Lee, 2008; Sauro, 2009; Ware & O'Dowd, 2008). We build on this growing body of research by presenting the findings of a three-month-long…

Effects and limitations of an AED with audiovisual feedback for cardiopulmonary resuscitation: a randomized manikin study.

PubMed

Fischer, Henrik; Gruber, Julia; Neuhold, Stephanie; Frantal, Sophie; Hochbrugger, Eva; Herkner, Harald; Schöchl, Herbert; Steinlechner, Barbara; Greif, Robert

2011-07-01

Correctly performed basic life support (BLS) and early defibrillation are the most effective measures to treat sudden cardiac arrest. Audiovisual feedback improves BLS. Automated external defibrillators (AED) with feedback technology may play an important role in improving CPR quality. The aim of this simulation study was to investigate if an AED with audiovisual feedback improves CPR parameters during standard BLS performed by trained laypersons. With ethics committee approval and informed consent, 68 teams (2 flight attendants each) performed 12 min of standard CPR with the AED's audiovisual feedback mechanism enabled or disabled. We recorded CPR quality parameters during resuscitation on a manikin in this open, prospective, randomized controlled trial. Between the feedback and control-group we measured differences in compression depth and rate as main outcome parameters and effective compressions, correct hand position, and incomplete decompression as secondary outcome parameters. An effective compression was defined as a compression with correct depth, hand position, and decompression. The feedback-group delivered compression rates closest to the recommended guidelines (101 ± 9 vs. 109 ± 15/min, p=0.009), more effective compressions (20 ± 18 vs. 5 ± 6%, p<0.001), more compressions with correct hand position (96 ± 13 vs. 88 ± 16%, p<0.001), and less leaning (21 ± 31 vs. 77 ± 33%, p<0.001). However, only the control-group adhered to the recommended compression depth (44 ± 7 mm vs. 39 ± 6, p=0.003). Use of an AED's audiovisual feedback system improved some CPR-quality parameters, thus confirming findings of earlier studies with the notable exception of decreased compression depth, which is a key parameter that might be linked to reduced cardiac output. Copyright © 2011 Elsevier Ireland Ltd. All rights reserved.

A general decay result of a viscoelastic equation with past history and boundary feedback

NASA Astrophysics Data System (ADS)

Messaoudi, Salim A.; Al-Gharabli, Mohammad M.

2015-08-01

In this paper, we consider a viscoelastic equation with a nonlinear feedback localized on a part of the boundary and in the presence of infinite memory term. In the domain as well as on a part of the boundary, we use the multiplier method and some properties of the convex functions to prove an explicit and general decay result.

From Traditional Accountability to Shared Responsibility: The Benefits and Challenges of Student Consultants Gathering Midcourse Feedback in College Classrooms

ERIC Educational Resources Information Center

Cook-Sather, Alison

2009-01-01

The explicit purpose of gathering feedback in college classes is to improve those courses, usually along the lines of structure, organisation, pace, or some other aspect of the course over which the professor typically has control. A potential outcome that is less immediately obvious is the shift that can take place regarding who is responsible…

An Event Related Field Study of Rapid Grammatical Plasticity in Adult Second-Language Learners

PubMed Central

Bastarrika, Ainhoa; Davidson, Douglas J.

2017-01-01

The present study used magnetoencephalography (MEG) to investigate how Spanish adult learners of Basque respond to morphosyntactic violations after a short period of training on a small fragment of Basque grammar. Participants (n = 17) were exposed to violation and control phrases in three phases (pretest, training, generalization-test). In each phase participants listened to short Basque phrases and they judged whether they were correct or incorrect. During the pre-test and generalization-test, participants did not receive any feedback. During the training blocks feedback was provided after each response. We also ran two Spanish control blocks before and after training. We analyzed the event-related magnetic- field (ERF) recorded in response to a critical word during all three phases. In the pretest, classification was below chance and we found no electrophysiological differences between violation and control stimuli. Then participants were explicitly taught a Basque grammar rule. From the first training block participants were able to correctly classify control and violation stimuli and an evoked violation response was present. Although the timing of the electrophysiological responses matched participants' L1 effect, the effect size was smaller for L2 and the topographical distribution differed from the L1. While the L1 effect was bilaterally distributed on the auditory sensors, the L2 effect was present at right frontal sensors. During training blocks two and three, the violation-control effect size increased and the topography evolved to a more L1-like pattern. Moreover, this pattern was maintained in the generalization test. We conclude that rapid changes in neuronal responses can be observed in adult learners of a simple morphosyntactic rule, and that native-like responses can be achieved at least in small fragments of second language. PMID:28174530

Acquisition and Retention of Esperanto: The Case for Error Correction and Immediate Feedback

ERIC Educational Resources Information Center

Brosvic, Gary M.; Epstein, Michael L.; Dihoff, Roberta E.; Cook, Michael J.

2006-01-01

Participants completed 5 laboratory examinations during which the number of responses permitted (1 response, up to 4 responses) and the timing of feedback (no feedback control: Scantron form; delayed feedback: end-of-test, 24-hr delay; immediate feedback: assistant, response form) were manipulated. Participants completed a 100-item cumulative…

The Effects of Computer-Assisted Feedback Strategies in Technology Education: A Comparison of Learning Outcomes

ERIC Educational Resources Information Center

Adams, Ruifang Hope; Strickland, Jane

2012-01-01

This study investigated the effects of computer-assisted feedback strategies that have been utilized by university students in a technology education curriculum. Specifically, the study examined the effectiveness of the computer-assisted feedback strategy "Knowledge of Response feedback" (KOR), and the "Knowledge of Correct Responses feedback"…

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.

Algorithms for calculating mass-velocity and Darwin relativistic corrections with n-electron explicitly correlated Gaussians with shifted centers

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

Stanke, Monika, E-mail: monika@fizyka.umk.pl; Palikot, Ewa, E-mail: epalikot@doktorant.umk.pl; Adamowicz, Ludwik, E-mail: ludwik@email.arizona.edu

2016-05-07

Algorithms for calculating the leading mass-velocity (MV) and Darwin (D) relativistic corrections are derived for electronic wave functions expanded in terms of n-electron explicitly correlated Gaussian functions with shifted centers and without pre-exponential angular factors. The algorithms are implemented and tested in calculations of MV and D corrections for several points on the ground-state potential energy curves of the H{sub 2} and LiH molecules. The algorithms are general and can be applied in calculations of systems with an arbitrary number of electrons.

Efficacy of an ICALL Tutoring System and Process-Oriented Corrective Feedback

ERIC Educational Resources Information Center

Choi, Inn-Chull

2016-01-01

A Web-based form-focused intelligent computer-assisted language learning (ICALL) tutoring system equipped with a process-oriented corrective feedback function was developed to investigate the extent to which such a program may serve as a viable method of teaching grammar to Korean secondary and elementary students. The present study was also…

Differential Effects of Oral and Written Corrective Feedback in the ESL Classroom

ERIC Educational Resources Information Center

Sheen, Younghee

2010-01-01

This article examines whether there is any difference between the effect of oral and written corrective feedback (CF) on learners' accurate use of English articles. To this end, the current research presents the results of a quasi-experimental study with a pretest, immediate-posttest, delayed-posttest design, using 12 intact intermediate…

Counterpoint Piece: The Case for Variety in Corrective Feedback Research

ERIC Educational Resources Information Center

Lyster, Roy; Ranta, Leila

2013-01-01

Goo and Mackey (this issue) outline several apparent design flaws in studies that have compared the impact of different types of corrective feedback (CF). Furthermore, they argue that SLA researchers should stop comparing recasts to other types of CF because they are inherently different kinds of phenomena. Our response to their article addresses…

Oral Corrective Feedback in Second Language Classrooms

ERIC Educational Resources Information Center

Lyster, Roy; Saito, Kazuya; Sato, Masatoshi

2013-01-01

This article reviews research on oral corrective feedback (CF) in second language (L2) classrooms. Various types of oral CF are first identified, and the results of research revealing CF frequency across instructional contexts are presented. Research on CF preferences is then reviewed, revealing a tendency for learners to prefer receiving CF more…

Teachers' Choice and Learners' Preference of Corrective Feedback Types

ERIC Educational Resources Information Center

Yoshida, Reiko

2008-01-01

Corrective feedback (CF) has been investigated in relation to learners' error types that trigger CF and learners' responses to CF. These research findings generally suggest that recasts, the most frequently used type of CF, did not trigger learners' reformulation of their erroneous utterances very frequently. In these studies, however, teachers'…

Learners' Perception of Corrective Feedback in Pair Work

ERIC Educational Resources Information Center

Yoshida, Reiko

2008-01-01

The present study examines Japanese language learners' perception of corrective feedback (CF) in pair work in relation to their noticing and understanding of their partners' CF and the factors that influence it. This study focuses on three learners, who worked together in pair work. The data collection methods consist of classroom observation,…

Chinese Secondary EFL Learners' and Teachers' Preferences for Types of Written Corrective Feedback

ERIC Educational Resources Information Center

Li, Haishan; He, Qingshun

2017-01-01

How learners perceive written corrective feedback (CF) associates with its effectiveness in language learning. This research investigates students' preferences for three types of written CF, i.e., direct, indirect and metalinguistic written CF, and explores the factors that encourage the teachers to employ these CFs in teaching practice. The…

Evidence in Support of Written Corrective Feedback

ERIC Educational Resources Information Center

Bitchener, John

2008-01-01

The extent to which ESL learners benefit from written corrective feedback has been debated at length since Truscott (1996) mounted a case for its abolition. Ten years later, the debate continues, not only because little attention has been given to testing its efficacy over time but also because studies that have investigated the issue have not…

Individual Differences in Written Corrective Feedback: A Multi-Case Study

ERIC Educational Resources Information Center

Li, Su; Li, Pengjing

2012-01-01

Written corrective feedback (WCF) has been a long time practice in L2 writing instruction. However, in many cases, the effects are not satisfactory. There have been controversies about it both theoretically and empirically. This paper reports a multi-case study exploring individual differences that impact learners' responses to WCF. Four students'…

Written Corrective Feedback: Practitioners' Perspectives

ERIC Educational Resources Information Center

Evans, Norman W.; Hartshorn, K. James; Tuioti, Emily Allen

2010-01-01

Considerable attention has been given to written corrective feedback (WCF) in second language writing (L2) over the past several decades. One of the central questions has focused on the appropriateness of its use in L2 writing. In these academic discussions, scholars frequently describe how WCF is utilized in the classroom. However, many of these…

Types and Timing of Oral Corrective Feedback in EFL Classrooms: Voices from Students

ERIC Educational Resources Information Center

Ölmezer-Öztürk, Elçin; Öztürk, Gökhan

2016-01-01

Oral corrective feedback in language classrooms has received considerable attention for the last few decades. However, most of the studies focus on teachers' practices, and how learners perceive these practices still needs investigation. Based on this, the current study examined the perceptions and preferences of EFL learners regarding the types…

Asynchronous Computer-Mediated Corrective Feedback and the Correct Use of Prepositions: Is It Really Effective?

ERIC Educational Resources Information Center

Hosseini, Seyyed Behrooz

2012-01-01

An area that has recently attracted increasing attention is providing feedback on learners' writing accuracy through the Internet. However, research in this area has largely focused on synchronous communication, i.e., chatting, with fewer studies assessing asynchronous technologies, i.e., e-mailing. Therefore, this study investigates the…

Corrective Feedback via Instant Messenger Learning Activities in NS-NNS and NNS-NNS Dyads

ERIC Educational Resources Information Center

Sotillo, Susana

2005-01-01

This exploratory study examines corrective feedback in native speaker-nonnative speaker (NS-NNS) and NNS-NNS dyads while participants were engaged in communicative and problem-solving activities via "Yahoo! Instant Messenger" (YIM). As "negotiation of meaning" studies of the 1990s have shown, linguistic items which learners negotiate in…

The Noticeability and Effectiveness of Corrective Feedback in Relation to Target Type

ERIC Educational Resources Information Center

Kartchava, Eva; Ammar, Ahlem

2014-01-01

This quasi-experimental study investigated the noticeability and effectiveness of three corrective feedback (CF) techniques (recasts, prompts and a combination of the two) delivered in the language classroom. The participants were four groups of high-beginner college level francophone learners of English as a second language (ESL) (n = 99) and…

Causal Loop Analysis of coastal geomorphological systems

NASA Astrophysics Data System (ADS)

Payo, Andres; Hall, Jim W.; French, Jon; Sutherland, James; van Maanen, Barend; Nicholls, Robert J.; Reeve, Dominic E.

2016-03-01

As geomorphologists embrace ever more sophisticated theoretical frameworks that shift from simple notions of evolution towards single steady equilibria to recognise the possibility of multiple response pathways and outcomes, morphodynamic modellers are facing the problem of how to keep track of an ever-greater number of system feedbacks. Within coastal geomorphology, capturing these feedbacks is critically important, especially as the focus of activity shifts from reductionist models founded on sediment transport fundamentals to more synthesist ones intended to resolve emergent behaviours at decadal to centennial scales. This paper addresses the challenge of mapping the feedback structure of processes controlling geomorphic system behaviour with reference to illustrative applications of Causal Loop Analysis at two study cases: (1) the erosion-accretion behaviour of graded (mixed) sediment beds, and (2) the local alongshore sediment fluxes of sand-rich shorelines. These case study examples are chosen on account of their central role in the quantitative modelling of geomorphological futures and as they illustrate different types of causation. Causal loop diagrams, a form of directed graph, are used to distil the feedback structure to reveal, in advance of more quantitative modelling, multi-response pathways and multiple outcomes. In the case of graded sediment bed, up to three different outcomes (no response, and two disequilibrium states) can be derived from a simple qualitative stability analysis. For the sand-rich local shoreline behaviour case, two fundamentally different responses of the shoreline (diffusive and anti-diffusive), triggered by small changes of the shoreline cross-shore position, can be inferred purely through analysis of the causal pathways. Explicit depiction of feedback-structure diagrams is beneficial when developing numerical models to explore coastal morphological futures. By explicitly mapping the feedbacks included and neglected within a model, the modeller can readily assess if critical feedback loops are included.

Smartwatch feedback device for high-quality chest compressions by a single rescuer during infant cardiac arrest: a randomized, controlled simulation study.

PubMed

Lee, Juncheol; Song, Yeongtak; Oh, Jaehoon; Chee, Youngjoon; Ahn, Chiwon; Shin, Hyungoo; Kang, Hyunggoo; Lim, Tae Ho

2018-02-12

According to the guidelines, rescuers should provide chest compressions (CC) ∼1.5 inches (40 mm) for infants. Feedback devices could help rescuers perform CC with adequate rates (CCR) and depths (CCD). However, there is no CC feedback device for infant cardiopulmonary resuscitation (CPR). We suggest a smartwatch-based CC feedback application for infant CPR. We created a smartwatch-based CC feedback application. This application provides feedback on CCD and CCR by colour and text for infant CPR. To evaluate the application, 30 participants were divided randomly into two groups on the basis of whether CC was performed with or without the assistance of the smartwatch application. Both groups performed continuous CC-only CPR for 2 min on an infant mannequin placed on a firm table. We collected CC parameters from the mannequin, including the proportion of correct depth, CCR, CCD and the proportion of correct decompression depth. Demographics between the two groups were not significantly different. The median (interquartile range) proportion of correct depth was 99 (97-100) with feedback compared with 83 (58-97) without feedback (P=0.002). The CCR and proportion of correct decompression depth were not significantly different between the two groups (P=0.482 and 0.089). The CCD of the feedback group was significantly deeper than that of the control group [feedback vs. 41.2 (39.8-41.7) mm vs. 38.6 (36.1-39.6) mm; P=0.004]. Rescuers who receive feedback of CC parameters from a smartwatch could perform adequate CC during infant CPR.This is an open-access article distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives License 4.0 (CCBY-NC-ND), where it is permissible to download and share the work provided it is properly cited. The work cannot be changed in any way or used commercially without permission from the journal. http://creativecommons.org/licenses/by-nc-nd/4.0/.

Jump conditions in transonic equilibria

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

Guazzotto, L.; Betti, R.; Jardin, S. C.

2013-04-15

In the present paper, the numerical calculation of transonic equilibria, first introduced with the FLOW code in Guazzotto et al.[Phys. Plasmas 11, 604 (2004)], is critically reviewed. In particular, the necessity and effect of imposing explicit jump conditions at the transonic discontinuity are investigated. It is found that 'standard' (low-{beta}, large aspect ratio) transonic equilibria satisfy the correct jump condition with very good approximation even if the jump condition is not explicitly imposed. On the other hand, it is also found that high-{beta}, low aspect ratio equilibria require the correct jump condition to be explicitly imposed. Various numerical approaches aremore » described to modify FLOW to include the jump condition. It is proved that the new methods converge to the correct solution even in extreme cases of very large {beta}, while they agree with the results obtained with the old implementation of FLOW in lower-{beta} equilibria.« less

Expert monitoring and verbal feedback as sources of performance pressure.

PubMed

Buchanan, John J; Park, Inchon; Chen, Jing; Mehta, Ranjana K; McCulloch, Austin; Rhee, Joohyun; Wright, David L

2018-05-01

The influence of monitoring-pressure and verbal feedback on the performance of the intrinsically stable bimanual coordination patterns of in-phase and anti-phase was examined. The two bimanual patterns were produced under three conditions: 1) no-monitoring, 2) monitoring-pressure (viewed by experts), and 3) monitoring-pressure (viewed by experts) combined with verbal feedback emphasizing poor performance. The bimanual patterns were produced at self-paced movement frequencies. Anti-phase coordination was always less stable than in-phase coordination across all three conditions. When performed under conditions 2 and 3, both bimanual patterns were performed with less variability in relative phase across a wide range of self-paced movement frequencies compared to the no-monitoring condition. Thus, monitoring-pressure resulted in performance stabilization rather than degradation and the presence of verbal feedback had no impact on the influence of monitoring pressure. The current findings are inconsistent with the predictions of explicit monitoring theory; however, the findings are consistent with studies that have revealed increased stability for the system's intrinsic dynamics as a result of attentional focus and intentional control. The results are discussed within the contexts of the dynamic pattern theory of coordination, explicit monitoring theory, and action-focused theories as explanations for choking under pressure. Copyright © 2018. Published by Elsevier B.V.

Learner Perceptions of Online Peer Pronunciation Feedback through P-Check

ERIC Educational Resources Information Center

Yonesaka, Suzanne M.

2017-01-01

Receiving adequate pronunciation feedback is an ongoing challenge for L2 learners. Although instructors are the most important source of corrective pronunciation feedback (Szpyra, 2014; Timson, 2007), L2 learners can also benefit from peer pronunciation feedback (Lord, 2008; Kim & Yoon, 2014; Roccamo, 2015). This paper examines Japanese…

Impact of web searching and social feedback on consumer decision making: a prospective online experiment.

PubMed

Lau, Annie Y S; Coiera, Enrico W

2008-01-22

The World Wide Web has increasingly become an important source of information in health care consumer decision making. However, little is known about whether searching online resources actually improves consumers' understanding of health issues. The aim was to study whether searching on the World Wide Web improves consumers' accuracy in answering health questions and whether consumers' understanding of health issues is subject to further change under social feedback. This was a pre/post prospective online study. A convenience sample of 227 undergraduate students was recruited from the population of the University of New South Wales. Subjects used a search engine that retrieved online documents from PubMed, MedlinePlus, and HealthInsite and answered a set of six questions (before and after use of the search engine) designed for health care consumers. They were then presented with feedback consisting of a summary of the post-search answers provided by previous subjects for the same questions and were asked to answer the questions again. There was an improvement in the percentage of correct answers after searching (pre-search 61.2% vs post-search 82.0%, P <.001) and after feedback with other subjects' answers (pre-feedback 82.0% vs post-feedback 85.3%, P =.051). The proportion of subjects with highly confident correct answers (ie, confident or very confident) and the proportion with highly confident incorrect answers significantly increased after searching (correct pre-search 61.6% vs correct post-search 95.5%, P <.001; incorrect pre-search 55.3% vs incorrect post-search 82.0%, P <.001). Subjects who were not as confident in their post-search answers were 28.5% more likely than those who were confident or very confident to change their answer after feedback with other subjects' post-search answers (chi(2) (1)= 66.65, P <.001). Searching across quality health information sources on the Web can improve consumers' accuracy in answering health questions. However, a consumer's confidence in an answer is not a good indicator of the answer being correct. Consumers who are not confident in their answers after searching are more likely to be influenced to change their views when provided with feedback from other consumers.

Advanced ESL Students' Prior EFL Education and Their Perceptions of Oral Corrective Feedback

ERIC Educational Resources Information Center

Lee, Eun Jeong

2016-01-01

The author in this study examines how advanced-level adult English as a Second Language (ESL) students' previous English as a Foreign Language (EFL) classroom experiences influence their perceptions of their teachers' oral corrective feedback (CF). It uses in-depth qualitative data to characterize the participants' prior English learning, and to…

The Impact of Public Feedback on Three Recycling-Related Behaviors in South Korea

ERIC Educational Resources Information Center

Kim, Sungbum; Oah, Shezeen; Dickinson, Alyce M.

2005-01-01

The effectiveness of posted feedback on recycling in a lounge area at a South Korean university was studied. Participants were college students, professors, and staff members. The dependent variables were the percentage and number of correctly separated aluminum cans, the percentage and number of correctly separated paper cups, and the weight of…

The Effectiveness of Synchronous and Asynchronous Written Corrective Feedback on Grammatical Accuracy in a Computer-Mediated Environment

ERIC Educational Resources Information Center

Shintani, Natsuko; Aubrey, Scott

2016-01-01

This study extends research on written corrective feedback (CF) by investigating how timing of CF affects grammar acquisition. Specifically, it examined the relative effects of synchronous and asynchronous CF on the accurate use of the hypothetical conditional structure. Participants were 68 intermediate-level students of English at a university…

Retesting the Limits of Data-Driven Learning: Feedback and Error Correction

ERIC Educational Resources Information Center

Crosthwaite, Peter

2017-01-01

An increasing number of studies have looked at the value of corpus-based data-driven learning (DDL) for second language (L2) written error correction, with generally positive results. However, a potential conundrum for language teachers involved in the process is how to provide feedback on students' written production for DDL. The study looks at…

What Effect Does Reading Academic Articles on Oral Corrective Feedback Have on ESL Teachers?

ERIC Educational Resources Information Center

Kamiya, Nobuhiro

2016-01-01

This study focuses on four teachers teaching a speaking and listening class at an intensive English program in the United States who read three academic articles on oral corrective feedback (CF). The researcher investigated their stated beliefs and classroom practices of CF as well as their responses to the readings through three classroom…

Providing Graduated Corrective Feedback in an Intelligent Computer-Assisted Language Learning Environment

ERIC Educational Resources Information Center

Ai, Haiyang

2017-01-01

Corrective feedback (CF), a response to linguistic errors made by second language (L2) learners, has received extensive scholarly attention in second language acquisition. While much of the previous research in the field has focused on whether CF facilitates or impedes L2 development, few studies have examined the efficacy of gradually modifying…

The Effect of Teachers' Written Corrective Feedback (WCF) Types on Intermediate EFL Learners' Writing Performance

ERIC Educational Resources Information Center

Aghajanloo, Khadijeh; Mobini, Fariba; Khosravi, Robab

2016-01-01

Written Corrective Feedback (WCF) is a controversial topic among theorists and researchers in L2 studies. Ellis, Sheen, Murakami, and Takashima (2008) identify two dominant dichotomies in this regard, that is focused vs. unfocused WCF and direct vs. indirect WCF. This study considered both dichotomies in a matrix format, resulted in the…

The Effects of Corrective Feedback on Instructed L2 Speech Perception

ERIC Educational Resources Information Center

Lee, Andrew H.; Lyster, Roy

2016-01-01

To what extent do second language (L2) learners benefit from instruction that includes corrective feedback (CF) on L2 speech perception? This article addresses this question by reporting the results of a classroom-based experimental study conducted with 32 young adult Korean learners of English. An instruction-only group and an instruction + CF…

A Comparison of EFL Teachers' and Students' Attitudes to Oral Corrective Feedback

ERIC Educational Resources Information Center

Roothooft, Hanne; Breeze, Ruth

2016-01-01

A relatively small number of studies on beliefs about oral corrective feedback (CF) have uncovered a mismatch between teachers' and students' attitudes which is potentially harmful to the language learning process, not only because students may become demotivated when their expectations are not met, but also because teachers appear to be reluctant…

Corrective Feedback in SLA: Theoretical Relevance and Empirical Research

ERIC Educational Resources Information Center

Chen, Jin; Lin, Jianghao; Jiang, Lin

2016-01-01

Corrective feedback (CF) refers to the responses or treatments from teachers to a learner's nontargetlike second language (L2) production. CF has been a crucial and controversial topic in the discipline of second language acquisition (SLA). Some SLA theorists believe that CF is harmful to L2 acquisition and should be ruled out completely while…

How Do Teachers and Learners Perceive Corrective Feedback in the Japanese Language Classroom?

ERIC Educational Resources Information Center

Yoshida, Reiko

2010-01-01

This study examined Japanese language teachers' and learners' perceptions of corrective feedback (CF), focusing on the cases in which the learners responded to the teachers' CF. Data were collected from the second-year course of an Australian university for 1 semester by classroom observation and audio recording and stimulated recall interviews.…

Reading-Writing Integrated Tasks, Comprehensive Corrective Feedback, and EFL Writing Development

ERIC Educational Resources Information Center

Zhang, Xiaoyan

2017-01-01

The study examines whether there is any difference between the effects of a reading-writing integrated task and comprehensive corrective feedback (CF) on English as a foreign language (EFL) learners' writing development, and whether the input language in the integrated task makes a difference in L2 writing development over time and the language…

An Explanation of the Effectiveness of Written Corrective Feedback in Second-Language Acquisition

ERIC Educational Resources Information Center

Wagner, Jason

2016-01-01

The purpose of this study is to provide a theoretical explanation for the effectiveness of Written Corrective Feedback (WCF) in increasing second-language (L2) students' grammatical accuracy. WCF is examined via Skill Acquisition Theory (SAT) in order to account for uneven patterns of its effectiveness. As the study demonstrates, WCF is effective…

Written Corrective Feedback from Sociocultural Theoretical Perspectives: A Research Agenda

ERIC Educational Resources Information Center

Storch, Neomy

2018-01-01

Using key constructs from sociocultural theory and activity theory, this paper outlines three broad areas of future research on written corrective feedback (WCF) that may be of interest to second language (L2) researchers and practitioners. The first area uses the constructs of the Zone of Proximal Development (ZPD) and scaffolding to assess the…

Chinese EFL Learners' Noticing of Recasts: Its Relation to Target Structures, Uptake, and Working Memory Capacity

ERIC Educational Resources Information Center

Chen, Xiaoqing

2013-01-01

Recasts are one type of corrective feedback that reformulates all or part of a learner's erroneous utterance during communicative interaction without changing the meaning. Categorized as implicit and input-providing corrective feedback, recasts have become the focus of debate in the area of interaction research in recent years. The debate…

The Relative Effectiveness of Different Types of Direct Written Corrective Feedback

ERIC Educational Resources Information Center

Bitchener, John; Knoch, Ute

2009-01-01

The effectiveness of different types of written corrective feedback has been investigated over the last twenty years but it is still not possible to make firm conclusions about which options are the most beneficial to ESL learners. This article first provides an overview of the currently available research findings and then presents the results of…

Saudi EFL Preparatory Year Students' Perception about Corrective Feedback in Oral Communication

ERIC Educational Resources Information Center

Alhaysony, Maha

2016-01-01

This study sought to investigate the attitudes of Saudi EFL students towards corrective feedback (henceforth CF) on classroom oral errors. The subjects were 3200 (1223 male and 1977 female) students enrolled in an intensive English language programme in the preparatory year at the University of Ha'il. A questionnaire was the main instrument. This…

Instructed Vision: Navigating Grammatical Rules by Using Landmarks for Linguistic Structures in Corrective Feedback Sequences

ERIC Educational Resources Information Center

Majlesi, Ali Reza

2018-01-01

This study aims to show how multimodality, that is, the mobilization of various communicative resources in social actions (Mondada, 2016), can be used to teach grammar. Drawing on ethnomethodological conversation analysis (Sacks, 1992), the article provides a detailed analysis of 2 corrective feedback sequences in a Swedish-as-a-second-language…

The Contribution of Written Corrective Feedback to Language Development: A Ten Month Investigation

ERIC Educational Resources Information Center

Bitchener, John; Knoch, Ute

2010-01-01

The call for longitudinal evidence on the efficacy of written corrective feedback (WCF) for ESL (English as a second language) writers has been made repeatedly since Truscott (1996) claimed that it is ineffective, harmful, and should therefore be abandoned. This article discusses some of the theoretical issues raised against the practice, outlines…

The Effects of Virtual Coaching on Teacher Candidates' Perceptions and Concerns Regarding On-Demand Corrective Feedback

ERIC Educational Resources Information Center

Wake, Donna; Dailey, Debbie; Cotabish, Alicia; Benson, Tammy

2017-01-01

A virtual coaching intervention utilizing Skype and Bluetooth (Bug-in-the-Ear) technology provided immediate corrective feedback to non-traditional teacher candidates during a semester-long internship experience. Participants completed their student teaching internship as a requirement of a teacher preparation program at a mid-size Southeastern…

Nonverbal Behavior and Corrective Feedback in Nine ESL University-Level Classrooms

ERIC Educational Resources Information Center

Wang, Weiqing; Loewen, Shawn

2016-01-01

Nonverbal behavior is an area of recent interest in second language acquisition (SLA). Some researchers have found that teachers' nonverbal behavior plays a role in second language (L2) learners' learning. Furthermore, corrective feedback during L2 interaction can also be facilitative of L2 development; however, little is known about how nonverbal…

Teaching Email Requests in the Academic Context: A Focus on the Role of Corrective Feedback

ERIC Educational Resources Information Center

Nguyen, Thi Thuy Minh; Do, Thi Thanh Ha; Nguyen, Anh Tuan; Pham, Thi Thanh Thuy

2015-01-01

As email requests from students to professors have become increasingly common in academic settings, research has also shown second-language (L2) students' unfamiliarity with email etiquette in L2 has adversely affected their communication with their professors. The present study examines whether giving corrective feedback on students' performance…

Conditions Fostering the Use of Informative Feedback by Young Children.

ERIC Educational Resources Information Center

Teager, Joyce; Stern, Carolyn

In order to investigate the effect of reinforcement on learning, 21 disadvantaged black children, 4 to 5 years of age, were divided among three treatment groups. Group I children received only feedback (information) as to the correctness or incorrectness of their responses. Group II children received a raisin for each correct response, and group…

Counterintuitive Effects of Online Feedback in Middle School Math: Results from a Randomized Controlled Trial in ASSISTments

ERIC Educational Resources Information Center

McGuire, Patrick; Tu, Shihfen; Logue, Mary Ellin; Mason, Craig A.; Ostrow, Korinn

2017-01-01

This study compared the effects of three different feedback formats provided to sixth grade mathematics students within a web-based online learning platform, ASSISTments. A sample of 196 students were randomly assigned to one of three conditions: (1) text-based feedback; (2) image-based feedback; and (3) correctness only feedback. Regardless of…

Neural correlates of sensory prediction errors in monkeys: evidence for internal models of voluntary self-motion in the cerebellum.

PubMed

Cullen, Kathleen E; Brooks, Jessica X

2015-02-01

During self-motion, the vestibular system makes essential contributions to postural stability and self-motion perception. To ensure accurate perception and motor control, it is critical to distinguish between vestibular sensory inputs that are the result of externally applied motion (exafference) and that are the result of our own actions (reafference). Indeed, although the vestibular sensors encode vestibular afference and reafference with equal fidelity, neurons at the first central stage of sensory processing selectively encode vestibular exafference. The mechanism underlying this reafferent suppression compares the brain's motor-based expectation of sensory feedback with the actual sensory consequences of voluntary self-motion, effectively computing the sensory prediction error (i.e., exafference). It is generally thought that sensory prediction errors are computed in the cerebellum, yet it has been challenging to explicitly demonstrate this. We have recently addressed this question and found that deep cerebellar nuclei neurons explicitly encode sensory prediction errors during self-motion. Importantly, in everyday life, sensory prediction errors occur in response to changes in the effector or world (muscle strength, load, etc.), as well as in response to externally applied sensory stimulation. Accordingly, we hypothesize that altering the relationship between motor commands and the actual movement parameters will result in the updating in the cerebellum-based computation of exafference. If our hypothesis is correct, under these conditions, neuronal responses should initially be increased--consistent with a sudden increase in the sensory prediction error. Then, over time, as the internal model is updated, response modulation should decrease in parallel with a reduction in sensory prediction error, until vestibular reafference is again suppressed. The finding that the internal model predicting the sensory consequences of motor commands adapts for new relationships would have important implications for understanding how responses to passive stimulation endure despite the cerebellum's ability to learn new relationships between motor commands and sensory feedback.

The simple rules of social contagion.

PubMed

Hodas, Nathan O; Lerman, Kristina

2014-03-11

It is commonly believed that information spreads between individuals like a pathogen, with each exposure by an informed friend potentially resulting in a naive individual becoming infected. However, empirical studies of social media suggest that individual response to repeated exposure to information is far more complex. As a proxy for intervention experiments, we compare user responses to multiple exposures on two different social media sites, Twitter and Digg. We show that the position of exposing messages on the user-interface strongly affects social contagion. Accounting for this visibility significantly simplifies the dynamics of social contagion. The likelihood an individual will spread information increases monotonically with exposure, while explicit feedback about how many friends have previously spread it increases the likelihood of a response. We provide a framework for unifying information visibility, divided attention, and explicit social feedback to predict the temporal dynamics of user behavior.

The Simple Rules of Social Contagion

NASA Astrophysics Data System (ADS)

Hodas, Nathan O.; Lerman, Kristina

2014-03-01

It is commonly believed that information spreads between individuals like a pathogen, with each exposure by an informed friend potentially resulting in a naive individual becoming infected. However, empirical studies of social media suggest that individual response to repeated exposure to information is far more complex. As a proxy for intervention experiments, we compare user responses to multiple exposures on two different social media sites, Twitter and Digg. We show that the position of exposing messages on the user-interface strongly affects social contagion. Accounting for this visibility significantly simplifies the dynamics of social contagion. The likelihood an individual will spread information increases monotonically with exposure, while explicit feedback about how many friends have previously spread it increases the likelihood of a response. We provide a framework for unifying information visibility, divided attention, and explicit social feedback to predict the temporal dynamics of user behavior.

The role of automated feedback in training and retaining biological recorders for citizen science.

PubMed

van der Wal, René; Sharma, Nirwan; Mellish, Chris; Robinson, Annie; Siddharthan, Advaith

2016-06-01

The rapid rise of citizen science, with lay people forming often extensive biodiversity sensor networks, is seen as a solution to the mismatch between data demand and supply while simultaneously engaging citizens with environmental topics. However, citizen science recording schemes require careful consideration of how to motivate, train, and retain volunteers. We evaluated a novel computing science framework that allowed for the automated generation of feedback to citizen scientists using natural language generation (NLG) technology. We worked with a photo-based citizen science program in which users also volunteer species identification aided by an online key. Feedback is provided after photo (and identification) submission and is aimed to improve volunteer species identification skills and to enhance volunteer experience and retention. To assess the utility of NLG feedback, we conducted two experiments with novices to assess short-term (single session) and longer-term (5 sessions in 2 months) learning, respectively. Participants identified a specimen in a series of photos. One group received only the correct answer after each identification, and the other group received the correct answer and NLG feedback explaining reasons for misidentification and highlighting key features that facilitate correct identification. We then developed an identification training tool with NLG feedback as part of the citizen science program BeeWatch and analyzed learning by users. Finally, we implemented NLG feedback in the live program and evaluated this by randomly allocating all BeeWatch users to treatment groups that received different types of feedback upon identification submission. After 6 months separate surveys were sent out to assess whether views on the citizen science program and its feedback differed among the groups. Identification accuracy and retention of novices were higher for those who received automated feedback than for those who received only confirmation of the correct identification without explanation. The value of NLG feedback in the live program, captured through questionnaires and evaluation of the online photo-based training tool, likewise showed that the automated generation of informative feedback fostered learning and volunteer engagement and thus paves the way for productive and long-lived citizen science projects. © 2016 The Authors. Conservation Biology published by Wiley Periodicals, Inc. on behalf of Society for Conservation Biology.

Low Cloud Feedback to Surface Warming in the World's First Global Climate Model with Explicit Embedded Boundary Layer Turbulence

NASA Astrophysics Data System (ADS)

Parishani, H.; Pritchard, M. S.; Bretherton, C. S.; Wyant, M. C.; Khairoutdinov, M.; Singh, B.

2017-12-01

Biases and parameterization formulation uncertainties in the representation of boundary layer clouds remain a leading source of possible systematic error in climate projections. Here we show the first results of cloud feedback to +4K SST warming in a new experimental climate model, the ``Ultra-Parameterized (UP)'' Community Atmosphere Model, UPCAM. We have developed UPCAM as an unusually high-resolution implementation of cloud superparameterization (SP) in which a global set of cloud resolving arrays is embedded in a host global climate model. In UP, the cloud-resolving scale includes sufficient internal resolution to explicitly generate the turbulent eddies that form marine stratocumulus and trade cumulus clouds. This is computationally costly but complements other available approaches for studying low clouds and their climate interaction, by avoiding parameterization of the relevant scales. In a recent publication we have shown that UP, while not without its own complexity trade-offs, can produce encouraging improvements in low cloud climatology in multi-month simulations of the present climate and is a promising target for exascale computing (Parishani et al. 2017). Here we show results of its low cloud feedback to warming in multi-year simulations for the first time. References: Parishani, H., M. S. Pritchard, C. S. Bretherton, M. C. Wyant, and M. Khairoutdinov (2017), Toward low-cloud-permitting cloud superparameterization with explicit boundary layer turbulence, J. Adv. Model. Earth Syst., 9, doi:10.1002/2017MS000968.

Developmental and Gender Related Differences in Response Switches after Nonrepresentative Negative Feedback

ERIC Educational Resources Information Center

Jansen, Brenda R. J.; van Duijvenvoorde, Anna C. K.; Huizenga, Hilde M.

2014-01-01

In many decision making tasks negative feedback is probabilistic and, as a consequence, may be given when the decision is actually correct. This feedback can be referred to as nonrepresentative negative feedback. In the current study, we investigated developmental and gender related differences in such switching after nonrepresentative negative…

The base rate principle and the fairness principle in social judgment

PubMed Central

Cao, Jack; Banaji, Mahzarin R.

2016-01-01

Meet Jonathan and Elizabeth. One person is a doctor and the other is a nurse. Who is the doctor? When nothing else is known, the base rate principle favors Jonathan to be the doctor and the fairness principle favors both individuals equally. However, when individuating facts reveal who is actually the doctor, base rates and fairness become irrelevant, as the facts make the correct answer clear. In three experiments, explicit and implicit beliefs were measured before and after individuating facts were learned. These facts were either stereotypic (e.g., Jonathan is the doctor, Elizabeth is the nurse) or counterstereotypic (e.g., Elizabeth is the doctor, Jonathan is the nurse). Results showed that before individuating facts were learned, explicit beliefs followed the fairness principle, whereas implicit beliefs followed the base rate principle. After individuating facts were learned, explicit beliefs correctly aligned with stereotypic and counterstereotypic facts. Implicit beliefs, however, were immune to counterstereotypic facts and continued to follow the base rate principle. Having established the robustness and generality of these results, a fourth experiment verified that gender stereotypes played a causal role: when both individuals were male, explicit and implicit beliefs alike correctly converged with individuating facts. Taken together, these experiments demonstrate that explicit beliefs uphold fairness and incorporate obvious and relevant facts, but implicit beliefs uphold base rates and appear relatively impervious to counterstereotypic facts. PMID:27325760

The base rate principle and the fairness principle in social judgment.

PubMed

Cao, Jack; Banaji, Mahzarin R

2016-07-05

Meet Jonathan and Elizabeth. One person is a doctor and the other is a nurse. Who is the doctor? When nothing else is known, the base rate principle favors Jonathan to be the doctor and the fairness principle favors both individuals equally. However, when individuating facts reveal who is actually the doctor, base rates and fairness become irrelevant, as the facts make the correct answer clear. In three experiments, explicit and implicit beliefs were measured before and after individuating facts were learned. These facts were either stereotypic (e.g., Jonathan is the doctor, Elizabeth is the nurse) or counterstereotypic (e.g., Elizabeth is the doctor, Jonathan is the nurse). Results showed that before individuating facts were learned, explicit beliefs followed the fairness principle, whereas implicit beliefs followed the base rate principle. After individuating facts were learned, explicit beliefs correctly aligned with stereotypic and counterstereotypic facts. Implicit beliefs, however, were immune to counterstereotypic facts and continued to follow the base rate principle. Having established the robustness and generality of these results, a fourth experiment verified that gender stereotypes played a causal role: when both individuals were male, explicit and implicit beliefs alike correctly converged with individuating facts. Taken together, these experiments demonstrate that explicit beliefs uphold fairness and incorporate obvious and relevant facts, but implicit beliefs uphold base rates and appear relatively impervious to counterstereotypic facts.

Immediate detailed feedback to test-enhanced learning: an effective online educational tool.

PubMed

Wojcikowski, Ken; Kirk, Leslie

2013-11-01

Test-enhanced learning has gained popularity because it is an effective way to increase retention of knowledge; provided the student receives the correct answer soon after the test is taken. To determine whether detailed feedback provided to test-enhanced learning questions is an effective online educational tool for improving performance on complex biomedical information exams. A series of online multiple choice tests were developed to test knowledge of biomedical information that students were expected to know after each patient-case. Following submission of the student answers, one cohort (n = 52) received answers only while the following year, a second cohort (n = 51) received the answers with detailed feedback explaining why each answer was correct or incorrect. Students in both groups progressed through the series of online tests with little assessor intervention. Students receiving the answers along with the explanations within their feedback performed significantly better in the final biomedical information exam than those students receiving correct answers only. This pilot study found that the detailed feedback to test-enhanced learning questions is an important online learning tool. The increase in student performance in the complex biomedical information exam in this study suggests that detailed feedback should be investigated not only for increasing knowledge, but also be investigated for its effect on retention and application of knowledge.

The Effects of Standardized Feedback on Orthopedic Patient Evaluation Skills.

ERIC Educational Resources Information Center

DaRosa, Debra A.; And Others

1984-01-01

A study examined whether there are performance differences between surgery clerks provided corrective reinforcement on orthopedic history and physical examination write-ups and those assessed by traditional feedback means when both groups are exposed to the feedback instrument. (MLW)

Student Beliefs towards Written Corrective Feedback: The Case of Filipino High School Students

ERIC Educational Resources Information Center

Balanga, Roselle A.; Fidel, Irish Van B.; Gumapac, Mone Virma Ginry P.; Ho, Howell T.; Tullo, Riza Mae C.; Villaraza, Patricia Monette L.; Vizconde, Camilla J.

2016-01-01

The study identified the beliefs of high school students toward Written Corrective Feedback (WCF), based on the framework of Anderson (2010). It also investigated the most common errors that students commit in writing stories and the type of WCF students receive from teachers. Data in the form of stories which were checked by teachers were…

Effects of Different Types of Corrective Feedback on Receptive Skills in a Second Language: A Speech Perception Training Study

ERIC Educational Resources Information Center

Lee, Andrew H.; Lyster, Roy

2016-01-01

This study investigated the effects of different types of corrective feedback (CF) provided during second language (L2) speech perception training. One hundred Korean learners of L2 English, randomly assigned to five groups (n = 20 per group), participated in eight computer-assisted perception training sessions targeting two minimal pairs of…

Corrective Feedback in L2 Latvian Classrooms: Teacher Perceptions versus the Observed Actualities of Practice

ERIC Educational Resources Information Center

Dilans, Gatis

2016-01-01

This two-part study aims to investigate teacher perceptions about providing oral corrective feedback (CF) to minority students of Latvian as a second language and compare the perceptions to the actual provision of CF in L2 Latvian classrooms. The survey sample represents sixty-six L2 Latvian teachers while the classroom observations involved 13…

Corrective Feedback Episodes in Oral Interaction: A Comparison of a CLIL and an EFL Classroom

ERIC Educational Resources Information Center

Milla, Ruth; García Mayo, María Pilar

2014-01-01

This paper addresses the issue of corrective feedback (CF), a topic widely investigated in the last few decades (Sheen, 2011), and instructional context. We observed and recorded the oral interaction of an intact class of thirty Spanish intermediate-level high-school learners and two teachers in two settings: a traditional form-oriented English as…

Corrective Feedback in L2 Writing: Theoretical Perspectives, Empirical Insights, and Future Directions

ERIC Educational Resources Information Center

Van Beuningen, Catherine

2010-01-01

The role of (written) corrective feedback (CF) in the process of acquiring a second language (L2) has been an issue of considerable controversy among theorists and researchers alike. Although CF is a widely applied pedagogical tool and its use finds support in SLA theory, practical and theoretical objections to its usefulness have been raised…

Activity Theory in Spanish Mixed Classrooms: Exploring Corrective Feedback as an Artifact

ERIC Educational Resources Information Center

Valentín-Rivera, Laura

2016-01-01

This study draws upon activity theory to better understand the implications of corrective feedback (CF) as an artifact on (1) the coconstruction of knowledge and (2) the action-oriented decisions of 10 mixed pairs comprising a foreign language learner (FLL) and a heritage language learner (HLL) of Spanish. To this end, the dyads were divided into…

Peer Interaction and Corrective Feedback for Accuracy and Fluency Development: Monitoring, Practice, and Proceduralization

ERIC Educational Resources Information Center

Sato, Masatoshi; Lyster, Roy

2012-01-01

This quasi-experimental study is aimed at (a) teaching learners how to provide corrective feedback (CF) during peer interaction and (b) assessing the effects of peer interaction and CF on second language (L2) development. Four university-level English classes in Japan participated (N = 167), each assigned to one of four treatment conditions. Of…

The Value of Written Corrective Feedback for Migrant and International Students

ERIC Educational Resources Information Center

Bitchener, John; Knoch, Ute

2008-01-01

This article provides an overview of research that has investigated the effectiveness of written corrective feedback (WCF) on ESL student writing. In doing so, it highlights a number of shortcomings in the design of some studies and explains what needs to be done in future research so that answers to the issues that have been raised can be…

Direct Written Corrective Feedback, Learner Differences, and the Acquisition of Second Language Article Use for Generic and Specific Plural Reference

ERIC Educational Resources Information Center

Stefanou, Charis; Revesz, Andrea

2015-01-01

This article reports on a classroom-based study that investigated the effectiveness of direct written corrective feedback in relation to learner differences in grammatical sensitivity and knowledge of metalanguage. The study employed a pretest-posttest-delayed posttest design with two treatment sessions. Eighty-nine Greek English as a foreign…

Repair with Confianza: Rethinking the Context of Corrective Feedback for English Learners (ELS)

ERIC Educational Resources Information Center

Razfar, Aria

2010-01-01

In this paper, I focus on a prevalent and controversial practice in English instruction, namely corrective feedback or repair. While the pros and cons of this practice have been rigorously debated by language scholars for many years, the issue is mostly approached from a cognitive point of view with the focus being on the individual learner and…

Detecting and Correcting Errors in Rapid Aiming Movements: Effects of Movement Time, Distance, and Velocity

ERIC Educational Resources Information Center

Sherwood, David E.

2010-01-01

According to closed-loop accounts of motor control, movement errors are detected by comparing sensory feedback to an acquired reference state. Differences between the reference state and the movement-produced feedback results in an error signal that serves as a basis for a correction. The main question addressed in the current study was how…

The Comparative Effects of Comprehensible Input, Output and Corrective Feedback on the Receptive Acquisition of L2 Vocabulary Items

ERIC Educational Resources Information Center

Nowbakht, Mohammad; Shahnazari, Mohammadtaghi

2015-01-01

In the present study, the comparative effects of comprehensible input, output and corrective feedback on the receptive acquisition of L2 vocabulary items were investigated. Two groups of beginning EFL learners participated in the study. The control group received comprehensible input only, while the experimental group received input and was…

The Effect of Two Types of Corrective Feedback on EFL Learners' Writing Skill

ERIC Educational Resources Information Center

Farshi, Sina Soltanabadi; Safa, Saeedeh Khalili

2015-01-01

The purpose of this study was to compare the effects of two types of corrective feedback on EFL learners' writing skill. Thirty five advanced learners in three groups participated in this study. Structures of written texts were taught in all three classes during fourteen sessions of treatment; and each session, a related topic was given and the…

Feedback Codes and Action Plans: Building the Capacity of First-Year Students to Apply Feedback to a Scientific Report

ERIC Educational Resources Information Center

Bird, Fiona L.; Yucel, Robyn

2015-01-01

Effective feedback can build self-assessment skills in students so that they become more competent and confident to identify and self-correct weaknesses in their work. In this study, we trialled a feedback code as part of an integrated programme of formative and summative assessment tasks, which provided feedback to first-year students on their…

Types of high self-esteem and prejudice: how implicit self-esteem relates to ethnic discrimination among high explicit self-esteem individuals.

PubMed

Jordan, Christian H; Spencer, Steven J; Zanna, Mark P

2005-05-01

There is increasing recognition that high self-esteem is heterogeneous. Recent research suggests that individuals who report having high self-esteem (i.e., have high explicit self-esteem) behave more defensively to the extent that they have relatively low implicit self-esteem. The current studies test whether individuals with high explicit self-esteem are more likely to discriminate ethnically, as a defensive technique, to the extent that they have relatively low implicit self-esteem. The results support this prediction. Among participants with high explicit self-esteem, all of whom were threatened by negative performance feedback, those with relatively low implicit self-esteem recommended a more severe punishment for a Native, but not a White, student who started a fist-fight. In Study 2, this pattern was not apparent for participants with relatively low explicit self-esteem.

Detection of nuclear resonance signals: modification of the receiver operating characteristics using feedback.

PubMed

Blauch, A J; Schiano, J L; Ginsberg, M D

2000-06-01

The performance of a nuclear resonance detection system can be quantified using binary detection theory. Within this framework, signal averaging increases the probability of a correct detection and decreases the probability of a false alarm by reducing the variance of the noise in the average signal. In conjunction with signal averaging, we propose another method based on feedback control concepts that further improves detection performance. By maximizing the nuclear resonance signal amplitude, feedback raises the probability of correct detection. Furthermore, information generated by the feedback algorithm can be used to reduce the probability of false alarm. We discuss the advantages afforded by feedback that cannot be obtained using signal averaging. As an example, we show how this method is applicable to the detection of explosives using nuclear quadrupole resonance. Copyright 2000 Academic Press.

Adaptive control for accelerators

DOEpatents

Eaton, Lawrie E.; Jachim, Stephen P.; Natter, Eckard F.

1991-01-01

An adaptive feedforward control loop is provided to stabilize accelerator beam loading of the radio frequency field in an accelerator cavity during successive pulses of the beam into the cavity. A digital signal processor enables an adaptive algorithm to generate a feedforward error correcting signal functionally determined by the feedback error obtained by a beam pulse loading the cavity after the previous correcting signal was applied to the cavity. Each cavity feedforward correcting signal is successively stored in the digital processor and modified by the feedback error resulting from its application to generate the next feedforward error correcting signal. A feedforward error correcting signal is generated by the digital processor in advance of the beam pulse to enable a composite correcting signal and the beam pulse to arrive concurrently at the cavity.

Independent voluntary correction and savings in locomotor learning.

PubMed

Leech, Kristan A; Roemmich, Ryan T

2018-06-14

People can acquire new walking patterns in many different ways. For example, we can change our gait voluntarily in response to instruction or adapt by sensing our movement errors. Here we investigated how acquisition of a new walking pattern through simultaneous voluntary correction and adaptive learning affected the resulting motor memory of the learned pattern. We studied adaptation to split-belt treadmill walking with and without visual feedback of stepping patterns. As expected, visual feedback enabled faster acquisition of the new walking pattern. However, upon later re-exposure to the same split-belt perturbation, participants exhibited similar motor memories whether they had learned with or without visual feedback. Participants who received feedback did not re-engage the mechanism used to accelerate initial acquisition of the new walking pattern to similarly accelerate subsequent relearning. These findings reveal that voluntary correction neither benefits nor interferes with the ability to save a new walking pattern over time. © 2018. Published by The Company of Biologists Ltd.

When pretesting fails to enhance learning concepts from reading texts.

PubMed

Hausman, Hannah; Rhodes, Matthew G

2018-05-03

Prior research suggests that people can learn more from reading a text when they attempt to answer pretest questions first. Specifically, pretests on factual information explicitly stated in a text increases the likelihood that participants can answer identical questions after reading than if they had not answered pretest questions. Yet, a central goal of education is to develop deep conceptual understanding. The present experiments investigated whether conceptual pretests facilitate learning concepts from reading texts. In Experiment 1, participants were given factual or conceptual pretest questions; a control group was not given a pretest. Participants then read a passage and took a final test consisting of both factual and conceptual questions. Some of the final test questions were repeated from the pretest and some were new. Although factual pretesting improved learning for identical factual questions, conceptual pretesting did not enhance conceptual learning. Conceptual pretest errors were significantly more likely to be repeated on the final test than factual pretest errors. Providing correct answers (Experiment 2) or correct/incorrect feedback (Experiment 3) following pretest questions enhanced performance on repeated conceptual test items, although these benefits likely reflect memorization and not conceptual understanding. Thus, pretesting appears to provide little benefit for learning conceptual information. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Explicit calculation of the two-loop corrections to the chiral magnetic effect with the NJL model

NASA Astrophysics Data System (ADS)

Chu, Kit-fai; Huang, Peng-hui; Liu, Hui

2018-05-01

The chiral magnetic effect (CME) is usually believed to not receive higher-order corrections due to the nonrenormalization of the AVV triangle diagram in the framework of quantum field theory. However, the CME-relevant triangle, which is obtained by expanding the current-current correlation, requires zero momentum on the axial vertex and is not equivalent to the general AVV triangle when taking the zero-momentum limit owing to the infrared problem on the axial vertex. Therefore, it is still significant to check if there exists perturbative higher-order corrections to the current-current correlation. In this paper, we explicitly calculate the two-loop corrections of CME within the Nambu-Jona-Lasinio model with a Chern-Simons term, which ensures a consistent μ5 . The result shows the two-loop corrections to the CME conductivity are zero, which confirms the nonrenomalization of CME conductivity.

The Use of Video Feedback in Teaching Process-Approach EFL Writing

ERIC Educational Resources Information Center

Özkul, Sertaç; Ortaçtepe, Deniz

2017-01-01

This experimental study investigated the use of video feedback as an alternative to feedback with correction codes at an institution where the latter was commonly used for teaching process-approach English as a foreign language (EFL) writing. Over a 5-week period, the control and the experimental groups were provided with feedback based on…

Exploring Learner Perception and Use of Task-Based Interactional Feedback in FTF and CMC Modes

ERIC Educational Resources Information Center

Gurzynski-Weiss, Laura; Baralt, Melissa

2014-01-01

Theoretical claims about the benefits of corrective feedback have been largely premised on learners' noticing of feedback (e.g., Gass & Mackey, 2006; Long, 1996; Schmidt, 1990, 1995; Swain, 1995), and findings have demonstrated that both the feedback target (Mackey, Gass, & McDonough, 2000) and the mode of provision (Lai & Zhao,…

Effects of Feedback on the Vigilance Task Performance of Hyperactive and Hypoactive Children.

ERIC Educational Resources Information Center

Ozolins, Delmar A.; Anderson, Robert P.

1980-01-01

The effects of feedback on the approaches of 20 hyperactive and 20 hypoactive children (ages 6 to 10) to a vigilance task were studied. Results showed that hyperactive Ss had more errors than hypoactive Ss under the feedback for correct responses condition and fewer errors under the feedback for false alarms condition. (PHR)

A role for descending auditory cortical projections in songbird vocal learning

PubMed Central

Mandelblat-Cerf, Yael; Las, Liora; Denisenko, Natalia; Fee, Michale S

2014-01-01

Many learned motor behaviors are acquired by comparing ongoing behavior with an internal representation of correct performance, rather than using an explicit external reward. For example, juvenile songbirds learn to sing by comparing their song with the memory of a tutor song. At present, the brain regions subserving song evaluation are not known. In this study, we report several findings suggesting that song evaluation involves an avian 'cortical' area previously shown to project to the dopaminergic midbrain and other downstream targets. We find that this ventral portion of the intermediate arcopallium (AIV) receives inputs from auditory cortical areas, and that lesions of AIV result in significant deficits in vocal learning. Additionally, AIV neurons exhibit fast responses to disruptive auditory feedback presented during singing, but not during nonsinging periods. Our findings suggest that auditory cortical areas may guide learning by transmitting song evaluation signals to the dopaminergic midbrain and/or other subcortical targets. DOI: http://dx.doi.org/10.7554/eLife.02152.001 PMID:24935934

Vibrotactile grasping force and hand aperture feedback for myoelectric forearm prosthesis users.

PubMed

Witteveen, Heidi J B; Rietman, Hans S; Veltink, Peter H

2015-06-01

User feedback about grasping force and hand aperture is very important in object handling with myoelectric forearm prostheses but is lacking in current prostheses. Vibrotactile feedback increases the performance of healthy subjects in virtual grasping tasks, but no extensive validation on potential users has been performed. Investigate the performance of upper-limb loss subjects in grasping tasks with vibrotactile stimulation, providing hand aperture, and grasping force feedback. Cross-over trial. A total of 10 subjects with upper-limb loss performed virtual grasping tasks while perceiving vibrotactile feedback. Hand aperture feedback was provided through an array of coin motors and grasping force feedback through a single miniature stimulator or an array of coin motors. Objects with varying sizes and weights had to be grasped by a virtual hand. Percentages correctly applied hand apertures and correct grasping force levels were all higher for the vibrotactile feedback condition compared to the no-feedback condition. With visual feedback, the results were always better compared to the vibrotactile feedback condition. Task durations were comparable for all feedback conditions. Vibrotactile grasping force and hand aperture feedback improves grasping performance of subjects with upper-limb loss. However, it should be investigated whether this is of additional value in daily-life tasks. This study is a first step toward the implementation of sensory vibrotactile feedback for users of myoelectric forearm prostheses. Grasping force feedback is crucial for optimal object handling, and hand aperture feedback is essential for reduction of required visual attention. Grasping performance with feedback is evaluated for the potential users. © The International Society for Prosthetics and Orthotics 2014.

Does Grading Undermine Feedback? the Influence of Grades on the Effectiveness of Corrective Feedback on L2 Writing

ERIC Educational Resources Information Center

Dlaska, Andrea; Krekeler, Christian

2017-01-01

It has been questioned whether students notice, act upon and, ultimately, learn from feedback if feedback about a task is received in conjunction with grades. If grades undermine feedback, it could be argued that it is a waste of teachers' time to add comments to students' written work if the students also receive grades. With reference to SLA…

The Effect of Written Corrective Feedback on Grammatical Accuracy of EFL Students: An Improvement over Previous Unfocused Designs

ERIC Educational Resources Information Center

Khanlarzadeh, Mobin; Nemati, Majid

2016-01-01

The effectiveness of written corrective feedback (WCF) in the improvement of language learners' grammatical accuracy has been a topic of interest in SLA studies for the past couple of decades. The present study reports the findings of a three-month study investigating the effect of direct unfocused WCF on the grammatical accuracy of elementary…

A Study of the Design and Implementation of the ASR-Based iCASL System with Corrective Feedback to Facilitate English Learning

ERIC Educational Resources Information Center

Wang, Yi-Hsuan; Young, Shelley Shwu-Ching

2014-01-01

The purpose of the study is to explore and describe how to implement a pedagogical ASR-based intelligent computer-assisted speaking learning (iCASL) system to support adult learners with a private, flexible and individual learning environment to practice English pronunciation. The iCASL system integrates multiple levels of corrective feedback and…

Effects of Form-Focused Instruction and Corrective Feedback on L2 Pronunciation Development of /[alveolar approximant]/ by Japanese Learners of English

ERIC Educational Resources Information Center

Saito, Kazuya; Lyster, Roy

2012-01-01

Sixty-five Japanese learners of English participated in the current study, which investigated the acquisitional value of form-focused instruction (FFI) with and without corrective feedback (CF) on learners' pronunciation development. All students received a 4-hr FFI treatment designed to encourage them to notice and practice the target feature of…

The Effects of Direct Written Corrective Feedback on Improvement of Grammatical Accuracy of High-Proficient L2 Learners

ERIC Educational Resources Information Center

Farrokhi, Farahman; Sattarpour, Simin

2012-01-01

The present article reports the findings of a study that explored(1) whether direct written corrective feedback (CF) can help high-proficient L2 learners, who has already achieved a rather high level of accuracy in English, improve in the accurate use of two functions of English articles (the use of "a" for first mention and…

Evaluating the Effects of Formal Corrective Feedback on Off-Task/On-Task Behavior of Mild Intellectually Disabled Students: An Action Research Study

ERIC Educational Resources Information Center

George, Kevin

2016-01-01

The off-task behavior demonstrated by the study participants appears to interfere with classroom instruction, contribute to poor academic performance and in many instances lead to disciplinary actions such as suspension. The purpose of the study entailed determining if formal corrective feedback has an effect on the off-task/on-task behavior of…

Second Language Writing Research and Written Corrective Feedback in SLA: Intersections and Practical Applications

ERIC Educational Resources Information Center

Ferris, Dana R.

2010-01-01

For more than a decade now, a great deal of research has been done on the topic of written corrective feedback (CF) in SLA and second language (L2) writing. Nonetheless, what those research efforts really have shown as well as the possible implications for practice remain in dispute. Although L2 writing and SLA researchers often examine similar…

Robot-Arm Dynamic Control by Computer

NASA Technical Reports Server (NTRS)

Bejczy, Antal K.; Tarn, Tzyh J.; Chen, Yilong J.

1987-01-01

Feedforward and feedback schemes linearize responses to control inputs. Method for control of robot arm based on computed nonlinear feedback and state tranformations to linearize system and decouple robot end-effector motions along each of cartesian axes augmented with optimal scheme for correction of errors in workspace. Major new feature of control method is: optimal error-correction loop directly operates on task level and not on joint-servocontrol level.

Feed-backs among inbreeding, inbreeding depression in sperm traits, and sperm competition can drive evolution of costly polyandry.

PubMed

Bocedi, Greta; Reid, Jane M

2017-12-01

Ongoing ambitions are to understand the evolution of costly polyandry and its consequences for species ecology and evolution. Emerging patterns could stem from feed-back dynamics between the evolving mating system and its genetic environment, defined by interactions among kin including inbreeding. However, such feed-backs are rarely considered in nonselfing systems. We use a genetically explicit model to demonstrate a mechanism by which inbreeding depression can select for polyandry to mitigate the negative consequences of mating with inbred males, rather than to avoid inbreeding, and to elucidate underlying feed-backs. Specifically, given inbreeding depression in sperm traits, costly polyandry evolved to ensure female fertility, without requiring explicit inbreeding avoidance. Resulting sperm competition caused evolution of sperm traits and further mitigated the negative effect of inbreeding depression on female fertility. The evolving mating system fed back to decrease population-wide homozygosity, and hence inbreeding. However, the net overall decrease was small due to compound effects on the variances in sex-specific reproductive success and paternity skew. Purging of deleterious mutations did not eliminate inbreeding depression in sperm traits or hence selection for polyandry. Overall, our model illustrates that polyandry evolution, both directly and through sperm competition, might facilitate evolutionary rescue for populations experiencing sudden increases in inbreeding. © 2017 The Author(s). Evolution © 2017 The Society for the Study of Evolution.

Harmonic Chain with Velocity Flips: Thermalization and Kinetic Theory

NASA Astrophysics Data System (ADS)

Lukkarinen, Jani; Marcozzi, Matteo; Nota, Alessia

2016-12-01

We consider the detailed structure of correlations in harmonic chains with pinning and a bulk velocity flip noise during the heat relaxation phase which occurs on diffusive time scales, for t=O(L^2) where L is the chain length. It has been shown earlier that for non-degenerate harmonic interactions these systems thermalize, and the dominant part of the correlations is given by local thermal equilibrium determined by a temperature profile which satisfies a linear heat equation. Here we are concerned with two new aspects about the thermalization process: the first order corrections in 1 / L to the local equilibrium correlations and the applicability of kinetic theory to study the relaxation process. Employing previously derived explicit uniform estimates for the temperature profile, we first derive an explicit form for the first order corrections to the particle position-momentum correlations. By suitably revising the definition of the Wigner transform and the kinetic scaling limit we derive a phonon Boltzmann equation whose predictions agree with the explicit computation. Comparing the two results, the corrections can be understood as arising from two different sources: a current-related term and a correction to the position-position correlations related to spatial changes in the phonon eigenbasis.

The Simple Rules of Social Contagion

PubMed Central

Hodas, Nathan O.; Lerman, Kristina

2014-01-01

It is commonly believed that information spreads between individuals like a pathogen, with each exposure by an informed friend potentially resulting in a naive individual becoming infected. However, empirical studies of social media suggest that individual response to repeated exposure to information is far more complex. As a proxy for intervention experiments, we compare user responses to multiple exposures on two different social media sites, Twitter and Digg. We show that the position of exposing messages on the user-interface strongly affects social contagion. Accounting for this visibility significantly simplifies the dynamics of social contagion. The likelihood an individual will spread information increases monotonically with exposure, while explicit feedback about how many friends have previously spread it increases the likelihood of a response. We provide a framework for unifying information visibility, divided attention, and explicit social feedback to predict the temporal dynamics of user behavior. PMID:24614301

Secondary adaptation of memory-guided saccades

PubMed Central

Srimal, Riju; Curtis, Clayton E.

2011-01-01

Adaptation of saccade gains in response to errors keeps vision and action co-registered in the absence of awareness or effort. Timing is key, as the visual error must be available shortly after the saccade is generated or adaptation does not occur. Here, we tested the hypothesis that when feedback is delayed, learning still occurs, but does so through small secondary corrective saccades. Using a memory-guided saccade task, we gave feedback about the accuracy of saccades that was falsely displaced by a consistent amount, but only after long delays. Despite the delayed feedback, over time subjects improved in accuracy toward the false feedback. They did so not by adjusting their primary saccades, but via directed corrective saccades made before feedback was given. We propose that saccade learning may be driven by different types of feedback teaching signals. One teaching signal relies upon a tight temporal relation with the saccade and contributes to obligatory learning independent of awareness. When this signal is ineffective due to delayed error feedback, a second compensatory teaching signal enables flexible adjustments to the spatial goal of saccades and helps maintain sensorimotor accuracy. PMID:20803135

[On efficiency of biomanagement with negative feedback from patient's EEG in correction of functional disorders, caused by stress].

PubMed

Fedotchev, A I

2010-01-01

The perspective approach to non-pharmacological correction of the stress induced functional disorders in humans, based on the double negative feedback from patient's EEG was validated and experimentally tested. The approach implies a simultaneous use of narrow frequency EEG-oscillators, characteristic for each patient and recorded in real time span, in two independent contours of negative feedback--traditional contour of adaptive biomanagement and additional contour of resonance stimulation. In the last the signals of negative feedback from individual narrow frequency EEG oscillators are not recognized by the subject, but serve for an automatic modulation of the parameters of the sensory impact. Was shown that due to combination of active (conscious perception) and passive (automatic modulation) use of signals of negative feedback from narrow frequency EEG components of the patient, opens a possibility of considerable increase of efficiency of the procedures of EEG biomanagement.

Examining action effects in the execution of a skilled soccer kick by using erroneous feedback.

PubMed

Ford, Paul; Hodges, Nicola J; Williams, A Mark

2007-11-01

The authors examined the role of action effects (i.e., ball trajectory) during the performance of a soccer kick. Participants were 20 expert players who kicked a ball over a height barrier toward a ground-level target. The authors occluded participants' vision of the ball trajectory after foot-to-ball contact. Participants in a 1st group received erroneous feedback from a video that showed a ball-trajectory apex approximately 75 cm lower than that of their actual kick, although the ball's landing position was unaltered. Participants in a 2nd group received correct video feedback of both the ball trajectory and the landing position. The erroneous-feedback group showed a significant bias toward higher ball trajectories than did the correct-feedback group. The authors conclude that performers at high levels of skill use the visual consequences of the action to plan and execute an action.

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…

Feedback data sources that inform physician self-assessment.

PubMed

Lockyer, Jocelyn; Armson, Heather; Chesluk, Benjamin; Dornan, Timothy; Holmboe, Eric; Loney, Elaine; Mann, Karen; Sargeant, Joan

2011-01-01

Self-assessment is a process of interpreting data about one's performance and comparing it to explicit or implicit standards. To examine the external data sources physicians used to monitor themselves. Focus groups were conducted with physicians who participated in three practice improvement activities: a multisource feedback program; a program providing patient and chart audit data; and practice-based learning groups. We used grounded theory strategies to understand the external sources that stimulated self-assessment and how they worked. Data from seven focus groups (49 physicians) were analyzed. Physicians used information from structured programs, other educational activities, professional colleagues, and patients. Data were of varying quality, often from non-formal sources with implicit (not explicit) standards. Mandatory programs elicited variable responses, whereas data and activities the physicians selected themselves were more likely to be accepted. Physicians used the information to create a reference point against which they could weigh their performance using it variably depending on their personal interpretation of its accuracy, application, and utility. Physicians use and interpret data and standards of varying quality to inform self-assessment. Physicians may benefit from regular and routine feedback and guidance on how to seek out data for self-assessment.

Higher climatological temperature sensitivity of soil carbon in cold than warm climates

NASA Astrophysics Data System (ADS)

Koven, Charles D.; Hugelius, Gustaf; Lawrence, David M.; Wieder, William R.

2017-11-01

The projected loss of soil carbon to the atmosphere resulting from climate change is a potentially large but highly uncertain feedback to warming. The magnitude of this feedback is poorly constrained by observations and theory, and is disparately represented in Earth system models (ESMs). To assess the climatological temperature sensitivity of soil carbon, we calculate apparent soil carbon turnover times that reflect long-term and broad-scale rates of decomposition. Here, we show that the climatological temperature control on carbon turnover in the top metre of global soils is more sensitive in cold climates than in warm climates and argue that it is critical to capture this emergent ecosystem property in global-scale models. We present a simplified model that explains the observed high cold-climate sensitivity using only the physical scaling of soil freeze-thaw state across climate gradients. Current ESMs fail to capture this pattern, except in an ESM that explicitly resolves vertical gradients in soil climate and carbon turnover. An observed weak tropical temperature sensitivity emerges in a different model that explicitly resolves mineralogical control on decomposition. These results support projections of strong carbon-climate feedbacks from northern soils and demonstrate a method for ESMs to capture this emergent behaviour.

An Integrated Loop Model of Corrective Feedback and Oral English Learning: A Case of International Students in the United States

ERIC Educational Resources Information Center

Lee, Eun Jeong

2017-01-01

The author in this study introduces an integrated corrective feedback (CF) loop to schematize the interplay between CF and independent practice in L2 oral English learning among advanced-level adult ESL students. The CF loop integrates insights from the Interaction, Output, and Noticing Hypotheses to show how CF can help or harm L2 learners'…

Role of Focus-on-Form Instruction, Corrective Feedback and Uptake in Second Language Classrooms: Some Insights from Recent Second Language Acquisition Research

ERIC Educational Resources Information Center

Afitska, Oksana

2015-01-01

A considerable number of studies on focus-on-form instruction, corrective feedback and uptake have been carried out in the field of second language acquisition (SLA) research over the last two decades. These studies have investigated the above-mentioned concepts from different perspectives, in a number of different contexts and in a number of…

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

False memories, but not false beliefs, affect implicit attitudes for food preferences.

PubMed

Howe, David; Anderson, Rachel J; Dewhurst, Stephen A

2017-09-01

Previous studies have found that false memories and false beliefs of childhood experiences can have attitudinal consequences. Previous studies have, however, focused exclusively on explicit attitude measures without exploring whether implicit attitudes are similarly affected. Using a false feedback/imagination inflation paradigm, false memories and beliefs of enjoying a certain food as a child were elicited in participants, and their effects were assessed using both explicit attitude measures (self-report questionnaires) and implicit measures (a Single-Target Implicit Association Test). Positive changes in explicit attitudes were observed both in participants with false memories and participants with false beliefs. In contrast, only participants with false memories exhibited more positive implicit attitudes. The findings are discussed in terms of theories of explicit and implicit attitudes. Copyright © 2017 Elsevier B.V. All rights reserved.

Earning Influence by Communicating Respect: Facework's Contributions to Effective Instructional Feedback

ERIC Educational Resources Information Center

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

2009-01-01

Successfully evaluating students' work challenges teachers to achieve both corrective task and identity-protection goals in interaction. This study investigated how face-threat mitigation that students received from their teachers during feedback influenced students' judgments about the quality and usefulness of the feedback their instructors…

Sequence Learning Under Uncertainty in Children: Self-Reflection vs. Self-Assertion

PubMed Central

Lange-Küttner, Christiane; Averbeck, Bruno B.; Hirsch, Silvia V.; Wießner, Isabel; Lamba, Nishtha

2012-01-01

We know that stochastic feedback impairs children’s associative stimulus–response (S–R) learning (Crone et al., 2004a; Eppinger et al., 2009), but the impact of stochastic feedback on sequence learning that involves deductive reasoning has not been not tested so far. In the current study, 8- to 11-year-old children (N = 171) learned a sequence of four left and right button presses, LLRR, RRLL, LRLR, RLRL, LRRL, and RLLR, which needed to be deduced from feedback because no directional cues were given. One group of children experienced consistent feedback only (deterministic feedback, 100% correct). In this condition, green feedback on the screen indicated that the children had been right when they were right, and red feedback indicated that the children had been wrong when they were wrong. Another group of children experienced inconsistent feedback (stochastic feedback, 85% correct, 15% false), where in some trials, green feedback on the screen could signal that children were right when in fact they were wrong, and red feedback could indicate that they were wrong when in fact they had been right. Independently of age, children’s sequence learning in the stochastic condition was initially much lower than in the deterministic condition, but increased gradually and improved with practice. Responses toward positive vs. negative feedback varied with age. Children were increasingly able to understand that they could have been wrong when feedback indicated they were right (self-reflection), but they remained unable to understand that they could have been right when feedback indicated they were wrong (self-assertion). PMID:22563324

Sequence Learning Under Uncertainty in Children: Self-Reflection vs. Self-Assertion.

PubMed

Lange-Küttner, Christiane; Averbeck, Bruno B; Hirsch, Silvia V; Wießner, Isabel; Lamba, Nishtha

2012-01-01

We know that stochastic feedback impairs children's associative stimulus-response (S-R) learning (Crone et al., 2004a; Eppinger et al., 2009), but the impact of stochastic feedback on sequence learning that involves deductive reasoning has not been not tested so far. In the current study, 8- to 11-year-old children (N = 171) learned a sequence of four left and right button presses, LLRR, RRLL, LRLR, RLRL, LRRL, and RLLR, which needed to be deduced from feedback because no directional cues were given. One group of children experienced consistent feedback only (deterministic feedback, 100% correct). In this condition, green feedback on the screen indicated that the children had been right when they were right, and red feedback indicated that the children had been wrong when they were wrong. Another group of children experienced inconsistent feedback (stochastic feedback, 85% correct, 15% false), where in some trials, green feedback on the screen could signal that children were right when in fact they were wrong, and red feedback could indicate that they were wrong when in fact they had been right. Independently of age, children's sequence learning in the stochastic condition was initially much lower than in the deterministic condition, but increased gradually and improved with practice. Responses toward positive vs. negative feedback varied with age. Children were increasingly able to understand that they could have been wrong when feedback indicated they were right (self-reflection), but they remained unable to understand that they could have been right when feedback indicated they were wrong (self-assertion).

Seeing the hand while reaching speeds up on-line responses to a sudden change in target position

PubMed Central

Reichenbach, Alexandra; Thielscher, Axel; Peer, Angelika; Bülthoff, Heinrich H; Bresciani, Jean-Pierre

2009-01-01

Goal-directed movements are executed under the permanent supervision of the central nervous system, which continuously processes sensory afferents and triggers on-line corrections if movement accuracy seems to be compromised. For arm reaching movements, visual information about the hand plays an important role in this supervision, notably improving reaching accuracy. Here, we tested whether visual feedback of the hand affects the latency of on-line responses to an external perturbation when reaching for a visual target. Two types of perturbation were used: visual perturbation consisted in changing the spatial location of the target and kinesthetic perturbation in applying a force step to the reaching arm. For both types of perturbation, the hand trajectory and the electromyographic (EMG) activity of shoulder muscles were analysed to assess whether visual feedback of the hand speeds up on-line corrections. Without visual feedback of the hand, on-line responses to visual perturbation exhibited the longest latency. This latency was reduced by about 10% when visual feedback of the hand was provided. On the other hand, the latency of on-line responses to kinesthetic perturbation was independent of the availability of visual feedback of the hand. In a control experiment, we tested the effect of visual feedback of the hand on visual and kinesthetic two-choice reaction times – for which coordinate transformation is not critical. Two-choice reaction times were never facilitated by visual feedback of the hand. Taken together, our results suggest that visual feedback of the hand speeds up on-line corrections when the position of the visual target with respect to the body must be re-computed during movement execution. This facilitation probably results from the possibility to map hand- and target-related information in a common visual reference frame. PMID:19675067

Practical scheme for error control using feedback

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

Sarovar, Mohan; Milburn, Gerard J.; Ahn, Charlene

2004-05-01

We describe a scheme for quantum-error correction that employs feedback and weak measurement rather than the standard tools of projective measurement and fast controlled unitary gates. The advantage of this scheme over previous protocols [for example, Ahn et al. Phys. Rev. A 65, 042301 (2001)], is that it requires little side processing while remaining robust to measurement inefficiency, and is therefore considerably more practical. We evaluate the performance of our scheme by simulating the correction of bit flips. We also consider implementation in a solid-state quantum-computation architecture and estimate the maximal error rate that could be corrected with current technology.

Active vibration control with model correction on a flexible laboratory grid structure

NASA Technical Reports Server (NTRS)

Schamel, George C., II; Haftka, Raphael T.

1991-01-01

This paper presents experimental and computational comparisons of three active damping control laws applied to a complex laboratory structure. Two reduced structural models were used with one model being corrected on the basis of measured mode shapes and frequencies. Three control laws were investigated, a time-invariant linear quadratic regulator with state estimation and two direct rate feedback control laws. Experimental results for all designs were obtained with digital implementation. It was found that model correction improved the agreement between analytical and experimental results. The best agreement was obtained with the simplest direct rate feedback control.

The Role of Written Corrective Feedback in Enhancing the Linguistic Accuracy of Iranian Japanese Learners' Writing

ERIC Educational Resources Information Center

Shirazi, Masoumeh Ahmadi; Shekarabi, Zeinab

2014-01-01

This study is an attempt to investigate the effect of direct and indirect feedback on the writing performance of Iranian learners of Japanese as a foreign language. During one academic semester, three indirect feedback types including underlining, coding and translation were used as well as direct type of feedback in order to see which one makes a…

Visuomotor Map Determines How Visually Guided Reaching Movements are Corrected Within and Across Trials123

PubMed Central

Hirashima, Masaya

2016-01-01

Abstract When a visually guided reaching movement is unexpectedly perturbed, it is implicitly corrected in two ways: immediately after the perturbation by feedback control (online correction) and in the next movement by adjusting feedforward motor commands (offline correction or motor adaptation). Although recent studies have revealed a close relationship between feedback and feedforward controls, the nature of this relationship is not yet fully understood. Here, we show that both implicit online and offline movement corrections utilize the same visuomotor map for feedforward movement control that transforms the spatial location of visual objects into appropriate motor commands. First, we artificially distorted the visuomotor map by applying opposite visual rotations to the cursor representing the hand position while human participants reached for two different targets. This procedure implicitly altered the visuomotor map so that changes in the movement direction to the target location were more insensitive or more sensitive. Then, we examined how such visuomotor map distortion influenced online movement correction by suddenly changing the target location. The magnitude of online movement correction was altered according to the shape of the visuomotor map. We also examined offline movement correction; the aftereffect induced by visual rotation in the previous trial was modulated according to the shape of the visuomotor map. These results highlighted the importance of the visuomotor map as a foundation for implicit motor control mechanisms and the intimate relationship between feedforward control, feedback control, and motor adaptation. PMID:27275006

Visuomotor Map Determines How Visually Guided Reaching Movements are Corrected Within and Across Trials.

PubMed

Hayashi, Takuji; Yokoi, Atsushi; Hirashima, Masaya; Nozaki, Daichi

2016-01-01

When a visually guided reaching movement is unexpectedly perturbed, it is implicitly corrected in two ways: immediately after the perturbation by feedback control (online correction) and in the next movement by adjusting feedforward motor commands (offline correction or motor adaptation). Although recent studies have revealed a close relationship between feedback and feedforward controls, the nature of this relationship is not yet fully understood. Here, we show that both implicit online and offline movement corrections utilize the same visuomotor map for feedforward movement control that transforms the spatial location of visual objects into appropriate motor commands. First, we artificially distorted the visuomotor map by applying opposite visual rotations to the cursor representing the hand position while human participants reached for two different targets. This procedure implicitly altered the visuomotor map so that changes in the movement direction to the target location were more insensitive or more sensitive. Then, we examined how such visuomotor map distortion influenced online movement correction by suddenly changing the target location. The magnitude of online movement correction was altered according to the shape of the visuomotor map. We also examined offline movement correction; the aftereffect induced by visual rotation in the previous trial was modulated according to the shape of the visuomotor map. These results highlighted the importance of the visuomotor map as a foundation for implicit motor control mechanisms and the intimate relationship between feedforward control, feedback control, and motor adaptation.

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.

Effective Feedback to Improve Primary Care Prescribing Safety (EFIPPS) a pragmatic three-arm cluster randomised trial: designing the intervention (ClinicalTrials.gov registration NCT01602705).

PubMed

Barnett, Karen N; Bennie, Marion; Treweek, Shaun; Robertson, Christopher; Petrie, Dennis J; Ritchie, Lewis D; Guthrie, Bruce

2014-10-11

High-risk prescribing in primary care is common and causes considerable harm. Feedback interventions have small/moderate effects on clinical practice, but few trials explicitly compare different forms of feedback. There is growing recognition that intervention development should be theory-informed, and that comprehensive reporting of intervention design is required by potential users of trial findings. The paper describes intervention development for the Effective Feedback to Improve Primary Care Prescribing Safety (EFIPPS) study, a pragmatic three-arm cluster randomised trial in 262 Scottish general practices. The NHS chose to implement a feedback intervention to utilise a new resource, new Prescribing Information System (newPIS). The development phase required selection of high-risk prescribing outcome measures and design of intervention components: (1) educational material (the usual care comparison), (2) feedback of practice rates of high-risk prescribing received by both intervention arms and (3) a theory-informed behaviour change component to be received by one intervention arm. Outcome measures, educational material and feedback design, were developed with a National Health Service Advisory Group. The behaviour change component was informed by the Theory of Planned Behaviour and the Health Action Process Approach. A focus group elicitation study and an email Delphi study with general practitioners (GPs) identified key attitudes and barriers of responding to the prescribing feedback. Behaviour change techniques were mapped to the psychological constructs, and the content was informed by the results of the elicitation and Delphi study. Six high-risk prescribing measures were selected in a consensus process based on importance and feasibility. Educational material and feedback design were based on current NHS Scotland practice and Advisory Group recommendations. The behaviour change component was resource constrained in development, mirroring what is feasible in an NHS context. Four behaviour change interventions were developed and embedded in five quarterly rounds of feedback targeting attitudes, subjective norms, perceived behavioural control and action planning (2×). The paper describes a process which is feasible to use in the resource-constrained environment of NHS-led intervention development and documents the intervention to make its design and implementation explicit to potential users of the trial findings. ClinicalTrials.gov: NCT01602705.

Teachers' Corrective Feedback in Writing Classes: The Impact of Collaborating with a Peer during the Editing Process on Students' Uptake and Retention

ERIC Educational Resources Information Center

Kahyalar, Eda; Yilmaz, Figen

2016-01-01

Language teachers devote a lot of time and energy to provide corrective feedback (CF) to help student writers improve the accuracy of their writing. However, regardless of the CF approach adopted, similar types of errors usually appear in students' new pieces of writing. Thus, most teachers have some doubt about the impact of CF, and some see it…

Self-Monitoring and Verbal Feedback to Reduce Stereotypic Body Rocking in a Congenitally Blind Adult.

ERIC Educational Resources Information Center

McAdam, David B.; And Others

1993-01-01

A self-management approach (utilizing self-counting of behaviors, corrective verbal feedback, and contingent verbal praise) was effectively used to reduce stereotypical body rocking in a congenitally blind young adult. Positive results were maintained, with replacement of overt counting with covert counting and immediate with delayed feedback as…

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…

Mathematics Practice without Feedback: A Desirable Difficulty in a Classroom Setting

ERIC Educational Resources Information Center

Fyfe, Emily R.; Rittle-Johnson, Bethany

2017-01-01

Recent research highlights the potential benefits of practice without feedback on learner's strategy knowledge. However, most prior work has been conducted in one-on-one settings with short retention intervals. We compared the effects of mathematics practice with and without correct-answer feedback on immediate and 1-week delayed performance in a…

Detrimental Effects of Immediate Explanation Feedback

ERIC Educational Resources Information Center

Roelle, Julian; Rahimkhani-Sagvand, Natalie; Berthold, Kirsten

2017-01-01

Adjunct questions are a common means to foster learning from instructional explanations. As the benefit of adjunct questions is mitigated if learner performance on them is low, it is also common to provide feedback as an add-on if learners fail to correctly respond to them. However, if adjunct questions are highly demanding, feedback might not…

Autonomous Quantum Error Correction with Application to Quantum Metrology

NASA Astrophysics Data System (ADS)

Reiter, Florentin; Sorensen, Anders S.; Zoller, Peter; Muschik, Christine A.

2017-04-01

We present a quantum error correction scheme that stabilizes a qubit by coupling it to an engineered environment which protects it against spin- or phase flips. Our scheme uses always-on couplings that run continuously in time and operates in a fully autonomous fashion without the need to perform measurements or feedback operations on the system. The correction of errors takes place entirely at the microscopic level through a build-in feedback mechanism. Our dissipative error correction scheme can be implemented in a system of trapped ions and can be used for improving high precision sensing. We show that the enhanced coherence time that results from the coupling to the engineered environment translates into a significantly enhanced precision for measuring weak fields. In a broader context, this work constitutes a stepping stone towards the paradigm of self-correcting quantum information processing.

Directional errors of movements and their correction in a discrete tracking task. [pilot reaction time and sensorimotor performance

NASA Technical Reports Server (NTRS)

Jaeger, R. J.; Agarwal, G. C.; Gottlieb, G. L.

1978-01-01

Subjects can correct their own errors of movement more quickly than they can react to external stimuli by using three general categories of feedback: (1) knowledge of results, primarily visually mediated; (2) proprioceptive or kinaesthetic such as from muscle spindles and joint receptors, and (3) corollary discharge or efference copy within the central nervous system. The effects of these feedbacks on simple reaction time, choice reaction time, and error correction time were studied in four normal human subjects. The movement used was plantarflexion and dorsiflexion of the ankle joint. The feedback loops were modified, by changing the sign of the visual display to alter the subject's perception of results, and by applying vibration at 100 Hz simultaneously to both the agonist and antagonist muscles of the ankle joint. The central processing was interfered with when the subjects were given moderate doses of alcohol (blood alcohol concentration levels of up to 0.07%). Vibration and alcohol increase both the simple and choice reaction times but not the error correction time.

The importance of spatial fishing behavior for coral reef resilience

NASA Astrophysics Data System (ADS)

Rassweiler, A.; Lauer, M.; Holbrook, S. J.

2016-02-01

Coral reefs are dynamic systems in which disturbances periodically reduce coral cover but are normally followed by recovery of the coral community. However, human activity may have reduced this resilience to disturbance in many coral reef systems, as an increasing number of reefs have undergone persistent transitions from coral-dominated to macroalgal-dominated community states. Fishing on herbivores may be one cause of reduced reef resilience, as lower herbivory can make it easier for macroalgae to become established after a disturbance. Despite the acknowledged importance of fishing, relatively little attention has been paid to the potential for feedbacks between ecosystem state and fisher behavior. Here we couple methods from environmental anthropology and ecology to explore these feedbacks between small-scale fisheries and coral reefs in Moorea, French Polynesia. We document how aspects of ecological state such as the abundance of macroalgae affect people's preference for fishing in particular lagoon habitats. We then incorporate biases towards fishing in certain ecological states into a spatially explicit bio-economic model of ecological dynamics and fishing in Moorea's lagoons. We find that feedbacks between spatial fishing behavior and ecological state can have critical effects on coral reefs. Presence of these spatial behaviors consistently leads to more coherence across the reef-scape. However, whether this coherence manifests as increased resilience or increased fragility depends on the spatial scales of fisher movement and the magnitudes of disturbance. These results emphasize the potential importance of spatially-explicit fishing behavior for reef resilience, but also the complexity of the feedbacks involved.

Social motivation in individuals with isolated cleft lip and palate.

PubMed

van der Plas, Ellen; Koscik, Timothy R; Conrad, Amy L; Moser, David J; Nopoulos, Peg

2013-01-01

Social isolation is common among individuals with isolated cleft lip and palate (ICLP), but the available data on why this may be are mixed. We present a novel theory relating to reduced social motivation in ICLP, called the social abulia hypothesis. Based on this hypothesis, we predicted that reduced social motivation would lead to reduced responsiveness to negative social feedback, in terms of both explicit responses and noncontrolled, psychophysiological responses. Twenty males with ICLP and 20 normal comparison males between 13 and 25 years old participated in the study. Social motivation was examined by measuring participants' response to negative social feedback (social exclusion). Additionally, psychophysiological reactivity to positive and negative social stimuli was measured. In order to rule out other potential contributors to social isolation, we tested basic social perception, emotion recognition, and social anxiety. In line with the social abulia hypothesis, we show that negative social feedback had less of an effect on males with ICLP than on healthy male peers, which was evident in explicit responses and noncontrolled, psychophysiological responses to negative social feedback. Our results could not be attributed to problems in social perception, a lack of understanding facial expressions, or increased social anxiety, as groups did not differ on these constructs. This study suggests that current views on social isolation in ICLP may need to be reconsidered to include the possibility that isolation in this population may be the direct result of reduced social motivation.

Electrophysiological Correlates of Error Monitoring and Feedback Processing in Second Language Learning.

PubMed

Bultena, Sybrine; Danielmeier, Claudia; Bekkering, Harold; Lemhöfer, Kristin

2017-01-01

Humans monitor their behavior to optimize performance, which presumably relies on stable representations of correct responses. During second language (L2) learning, however, stable representations have yet to be formed while knowledge of the first language (L1) can interfere with learning, which in some cases results in persistent errors. In order to examine how correct L2 representations are stabilized, this study examined performance monitoring in the learning process of second language learners for a feature that conflicts with their first language. Using EEG, we investigated if L2 learners in a feedback-guided word gender assignment task showed signs of error detection in the form of an error-related negativity (ERN) before and after receiving feedback, and how feedback is processed. The results indicated that initially, response-locked negativities for correct (CRN) and incorrect (ERN) responses were of similar size, showing a lack of internal error detection when L2 representations are unstable. As behavioral performance improved following feedback, the ERN became larger than the CRN, pointing to the first signs of successful error detection. Additionally, we observed a second negativity following the ERN/CRN components, the amplitude of which followed a similar pattern as the previous negativities. Feedback-locked data indicated robust FRN and P300 effects in response to negative feedback across different rounds, demonstrating that feedback remained important in order to update memory representations during learning. We thus show that initially, L2 representations may often not be stable enough to warrant successful error monitoring, but can be stabilized through repeated feedback, which means that the brain is able to overcome L1 interference, and can learn to detect errors internally after a short training session. The results contribute a different perspective to the discussion on changes in ERN and FRN components in relation to learning, by extending the investigation of these effects to the language learning domain. Furthermore, these findings provide a further characterization of the online learning process of L2 learners.

Failure to learn from feedback underlies word learning difficulties in toddlers at risk for autism.

PubMed

Bedford, R; Gliga, T; Frame, K; Hudry, K; Chandler, S; Johnson, M H; Charman, T

2013-01-01

Children's assignment of novel words to nameless objects, over objects whose names they know (mutual exclusivity; ME) has been described as a driving force for vocabulary acquisition. Despite their ability to use ME to fast-map words (Preissler & Carey, 2005), children with autism show impaired language acquisition. We aimed to address this puzzle by building on studies showing that correct referent selection using ME does not lead to word learning unless ostensive feedback is provided on the child's object choice (Horst & Samuelson, 2008). We found that although toddlers aged 2;0 at risk for autism can use ME to choose the correct referent of a word, they do not benefit from feedback for long-term retention of the word-object mapping. Further, their difficulty using feedback is associated with their smaller receptive vocabularies. We propose that difficulties learning from social feedback, not lexical principles, limits vocabulary building during development in children at risk for autism.

Modulation of ventral striatal activity by cognitive effort

PubMed Central

Dobryakova, Ekaterina; Jessup, Ryan K; Tricomi, Elizabeth

2016-01-01

Effort discounting theory suggests that the value of a reward should be lower if it was effortful to obtain, whereas contrast theory suggests that the contrast between the costly effort and the reward makes the reward seem more valuable. To test these alternative hypotheses, we used functional magnetic resonance imaging (fMRI) as participants engaged in feedback-based learning that required low or high cognitive effort to obtain positive feedback, while the objective amount of information provided by feedback remained constant. In the low effort condition, a single image was presented with four response options. In the high effort condition, two images were presented, each with two response options, and correct feedback was presented only when participants responded correctly to both of the images. Accuracy was significantly lower for the high effort condition, and all participants reported that the high effort condition was more difficult. A region of the ventral striatum selected for sensitivity to feedback value also showed increased activation to feedback presentation associated with the high effort condition relative to the low effort condition, when controlling for activation from corresponding control conditions where feedback was random. These results suggest that increased cognitive effort produces corresponding increases in positive feedback-related ventral striatum activity, in line with the predictions made by contrast theory. The accomplishment of obtaining a hard-earned intrinsic reward, such as positive feedback, may be particularly likely to promote reward-related brain activity. PMID:27989778

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.

Spatially explicit simulation of hydrologically controlled carbon and nitrogen cycles and associated feedback mechanisms in a boreal ecosystem

NASA Astrophysics Data System (ADS)

Govind, Ajit; Chen, Jing Ming; Ju, Weimin

2009-06-01

Ecosystem models that simulate biogeochemical processes usually ignore hydrological controls that govern them. It is quite possible that topographically driven water fluxes significantly influence the spatial distribution of C sources and sinks because of their large contribution to the local water balance. To investigate this, we simulated biogeochemical processes along with the associated feedback mechanisms in a boreal ecosystem using a spatially explicit hydroecological model, boreal ecosystem productivity simulator (BEPS)-TerrainLab V2.0, that has a tight coupling of ecophysiological, hydrological, and biogeochemical processes. First, the simulated dynamics of snowpack, soil temperature, net ecosystem productivity (NEP), and total ecosystem respiration (TER) were validated with high-frequency measurements for 2 years. The model was able to explain 80% of the variability in NEP and 84% of the variability in TER. Further, we investigated the influence of topographically driven subsurface base flow on soil C and N cycling and on the spatiotemporal patterns of C sources and sinks using three hydrological modeling scenarios that differed in hydrological conceptualizations. In general, the scenarios that had nonexplicit hydrological representation overestimated NEP, as opposed to the scenario that had an explicit (realistic) representation. The key processes controlling the NEP differences were attributed to the combined effects of variations in photosynthesis (due to changes in stomatal conductance and nitrogen (N) availability), heterotrophic respiration, and autotrophic respiration, all of which occur simultaneously affecting NEP. Feedback relationships were also found to exacerbate the differences. We identified six types of NEP differences (biases), of which the most commonly found was due to an underestimation of the existing C sources, highlighting the vulnerability of regional-scale ecosystem models that ignore hydrological processes.

Prediction of Complex Aerodynamic Flows with Explicit Algebraic Stress Models

NASA Technical Reports Server (NTRS)

Abid, Ridha; Morrison, Joseph H.; Gatski, Thomas B.; Speziale, Charles G.

1996-01-01

An explicit algebraic stress equation, developed by Gatski and Speziale, is used in the framework of K-epsilon formulation to predict complex aerodynamic turbulent flows. The nonequilibrium effects are modeled through coefficients that depend nonlinearly on both rotational and irrotational strains. The proposed model was implemented in the ISAAC Navier-Stokes code. Comparisons with the experimental data are presented which clearly demonstrate that explicit algebraic stress models can predict the correct response to nonequilibrium flow.

Children's and adults' use of verbal information to visually anticipate others' actions: A study on explicit and implicit social-cognitive processing.

PubMed

Paulus, Markus; Schuwerk, Tobias; Sodian, Beate; Ganglmayer, Kerstin

2017-03-01

According to recent theories, social cognition is based on two different types of information-processing; an implicit or action-based one and an explicit or verbal one. The present study examined whether implicit and explicit social-cognitive information processing interact with each other by investigating young children's and adults' use of verbal (i.e., explicit) information to predict others' actions. Employing eye-tracking to measure anticipatory eye-movements as a measure of implicit processing, Experiment 1 presented 1.5-, 2.5-, and 3.5-year-old children as well as adults with agents who announced to move to either of two possible targets. The results show that only the 3.5-year-old children and adults, but not the 1.5- and 2.5-year-old children were able to use verbal information to correctly anticipate others' actions. Yet, Experiments 2 and 3 showed that 2.5-year-old children were able to use explicit information to give a correct explicit answer (Experiment 2) and that they were able to use statistical information to anticipate the other's actions (Experiment 3). Overall, the study is in line with theoretical claims that two types of information-processing underlie human social cognition. It shows that these two inform each other by 3years of age. Copyright © 2016 Elsevier B.V. All rights reserved.

Orbit-orbit relativistic correction calculated with all-electron molecular explicitly correlated Gaussians.

PubMed

Stanke, Monika; Palikot, Ewa; Kȩdziera, Dariusz; Adamowicz, Ludwik

2016-12-14

An algorithm for calculating the first-order electronic orbit-orbit magnetic interaction correction for an electronic wave function expanded in terms of all-electron explicitly correlated molecular Gaussian (ECG) functions with shifted centers is derived and implemented. The algorithm is tested in calculations concerning the H 2 molecule. It is also applied in calculations for LiH and H 3 + molecular systems. The implementation completes our work on the leading relativistic correction for ECGs and paves the way for very accurate ECG calculations of ground and excited potential energy surfaces (PESs) of small molecules with two and more nuclei and two and more electrons, such as HeH - , H 3 + , HeH 2 + , and LiH 2 + . The PESs will be used to determine rovibrational spectra of the systems.

Outcomes of a Peer Assessment/Feedback Training Program in an Undergraduate Sports Medicine Course

ERIC Educational Resources Information Center

Marty, Melissa Catherine

2010-01-01

Peer assessment/feedback is clearly occurring in athletic training education programs. However, it remains unclear whether students would improve their ability to assess their peers and provide corrective feedback if they received formal training in how to do so. The purpose of this study was to determine the following: (1) if a peer…

Corrective Feedback and Working Memory Capacity in Interaction-Driven L2 Learning

ERIC Educational Resources Information Center

Goo, Jaemyung

2012-01-01

The present study explores the relative efficacy of recasts over metalinguistic feedback on the learning of the English "that"-trace filter and how working memory capacity (WMC) is related to the extent to which learners can benefit from recasts and metalinguistic feedback. Fifty-four Korean English as a foreign language (EFL) learners…

Comparison of Meaning and Graphophonemic Feedback Strategies for Guided Reading Instruction of Children with Language Delays

ERIC Educational Resources Information Center

Kouri, Theresa A.; Selle, Carrie A.; Riley, Sarah A.

2006-01-01

Purpose: Guided reading is a common practice recommended for children in the early stages of literacy development. While experts agree that oral reading facilitates literacy skills, controversy exists concerning which corrective feedback strategies are most effective. The purpose of this study was to compare feedback procedures stemming from 2…

Structure of corrective feedback for selection of ineffective vegetable parenting practices for use in a simulation videogame

USDA-ARS?s Scientific Manuscript database

A serious videogame is being developed to train parents of preschool children in selecting and using parenting practices that are likely to encourage their child to eat more vegetables. The structure of feedback to the parents on their selection may influence what they learn from the game. Feedback ...

Levels of Questioning and Forms of Feedback: Instructional Factors in Courseware Design.

ERIC Educational Resources Information Center

Merrill, John

High and low level questions as determined by a panel of evaluators were combined with corrective feedback and attribute isolation feedback to form four versions of a computer-based science lesson. The sample consisted of 154 high school chemistry students in a suburban high school. The primary hypothesis was that students who received high level…

Luck and Learning: Feedback Contingencies and Initial Success in Verbal Discrimination Learning.

ERIC Educational Resources Information Center

Schneider, H. G.; Ferrante, A. P.

1983-01-01

A total of 90 undergraduate volunteers learned a 12-pair, low-frequency verbal discrimination list. Independent variables were feedback (positive only, negative only, or both) and initial success (17, 50, or 83 percent correct on the first trial). While the main effect of feedback was not significant, that of initial success was. (Author/RH)

The Benefits of Computer-Generated Feedback for Mathematics Problem Solving

ERIC Educational Resources Information Center

Fyfe, Emily R.; Rittle-Johnson, Bethany

2016-01-01

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

Structured feedback on students' concept maps: the proverbial path to learning?

PubMed

Joseph, Conran; Conradsson, David; Nilsson Wikmar, Lena; Rowe, Michael

2017-05-25

Good conceptual knowledge is an essential requirement for health professions students, in that they are required to apply concepts learned in the classroom to a variety of different contexts. However, the use of traditional methods of assessment limits the educator's ability to correct students' conceptual knowledge prior to altering the educational context. Concept mapping (CM) is an educational tool for evaluating conceptual knowledge, but little is known about its use in facilitating the development of richer knowledge frameworks. In addition, structured feedback has the potential to develop good conceptual knowledge. The purpose of this study was to use Kinchin's criteria to assess the impact of structured feedback on the graphical complexity of CM's by observing the development of richer knowledge frameworks. Fifty-eight physiotherapy students created CM's targeting the integration of two knowledge domains within a case-based teaching paradigm. Each student received one round of structured feedback that addressed correction, reinforcement, forensic diagnosis, benchmarking, and longitudinal development on their CM's prior to the final submission. The concept maps were categorized according to Kinchin's criteria as either Spoke, Chain or Net representations, and then evaluated against defined traits of meaningful learning. The inter-rater reliability of categorizing CM's was good. Pre-feedback CM's were predominantly Chain structures (57%), with Net structures appearing least often. There was a significant reduction of the basic Spoke- structured CMs (P = 0.002) and a significant increase of Net-structured maps (P < 0.001) at the final evaluation (post-feedback). Changes in structural complexity of CMs appeared to be indicative of broader knowledge frameworks as assessed against the meaningful learning traits. Feedback on CM's seemed to have contributed towards improving conceptual knowledge and correcting naive conceptions of related knowledge. Educators in medical education could therefore consider using CM's to target individual student development.

CPR feedback/prompt device improves the quality of hands-only CPR performed in manikin by laypersons following the 2015 AHA guidelines.

PubMed

Liu, Yuanshan; Huang, Zitong; Li, Heng; Zheng, Guanghui; Ling, Qin; Tang, Wanchun; Yang, Zhengfei

2018-03-06

We investigated the effects of a cardiopulmonary resuscitation (CPR) feedback/prompt device on the quality of chest compression (CC) during hands-only CPR following the 2015 AHA guidelines. A total of 124 laypersons were randomly assigned into three groups. The first (n=42) followed the 2010 guidelines, the second (n=42) followed the 2015 guidelines with no feedback/prompt device, the third (n=40) followed the 2015 guidelines with a feedback/prompt device (2015F). Participants underwent manual CPR training and took a written basic life support examination, then required to perform 2min of hands-only CPR monitored by a CPR feedback/prompt device. The quality of CPR was quantified as the percentage of correct CCs (mean CC depth and rate, complete recoil and chest compression fraction (CCF)) per 20s, as recorded by the CPR feedback/prompt device. Significantly higher correct ratios of CC, CC depth, and rate were achieved in the 2010 group in each minute vs the 2015 group. The greater mean CC depth and rate were observed in the 2015F group vs the 2015 group. The correct ratio of CC was significantly higher in the 2015F group vs the 2015 group. CCF was also significantly higher in the 2015F group vs the 2015 group in the last 20s of CPR. It is difficult for a large percentage of laypersons to achieve the targets of CC depth and rate following the 2015 AHA guidelines. CPR feedback/prompt devices significantly improve the quality of hands-only CPR performance by laypersons following the standards of the 2015 AHA guidelines. Copyright © 2017. Published by Elsevier Inc.

The Role of Teacher's Corrective Feedback in Improving Iranian EFL Learners' Writing Accuracy over Time: Is Learner's Mother Tongue Relevant?

ERIC Educational Resources Information Center

Rahimi, Mohammad

2009-01-01

The purpose of the present study was to investigate the impact of feedback on writing accuracy over time and examine the relevance of the students' mother tongue to the feedback effect. To this end, the study compared two groups of Iranian English majors (N = 56) over a period of four months: one with indirect grammar feedback and the other with…

Climatological temperature senstivity of soil carbon turnover: Observations, simple scaling models, and ESMs

NASA Astrophysics Data System (ADS)

Koven, C. D.; Hugelius, G.; Lawrence, D. M.; Wieder, W. R.

2016-12-01

The projected loss of soil carbon to the atmosphere resulting from climate change is a potentially large but highly uncertain feedback to warming. The magnitude of this feedback is poorly constrained by observations and theory, and is disparately represented in Earth system models. To assess the likely long-term response of soils to climate change, spatial gradients in soil carbon turnover times can identify broad-scale and long-term controls on the rate of carbon cycling as a function of climate and other factors. Here we show that the climatological temperature control on carbon turnover in the top meter of global soils is more sensitive in cold climates than in warm ones. We present a simplified model that explains the high cold-climate sensitivity using only the physical scaling of soil freeze-thaw state across climate gradients. Critically, current Earth system models (ESMs) fail to capture this pattern, however it emerges from an ESM that explicitly resolves vertical gradients in soil climate and turnover. The weak tropical temperature sensitivity emerges from a different model that explicitly resolves mineralogical control on decomposition. These results support projections of strong future carbon-climate feedbacks from northern soils and demonstrate a method for ESMs to capture this emergent behavior.

Strategic flexibility in computational estimation for Chinese- and Canadian-educated adults.

PubMed

Xu, Chang; Wells, Emma; LeFevre, Jo-Anne; Imbo, Ineke

2014-09-01

The purpose of the present study was to examine factors that influence strategic flexibility in computational estimation for Chinese- and Canadian-educated adults. Strategic flexibility was operationalized as the percentage of trials on which participants chose the problem-based procedure that best balanced proximity to the correct answer with simplification of the required calculation. For example, on 42 × 57, the optimal problem-based solution is 40 × 60 because 2,400 is closer to the exact answer 2,394 than is 40 × 50 or 50 × 60. In Experiment 1 (n = 50), where participants had free choice of estimation procedures, Chinese-educated participants were more likely to choose the optimal problem-based procedure (80% of trials) than Canadian-educated participants (50%). In Experiment 2 (n = 48), participants had to choose 1 of 3 solution procedures. They showed moderate strategic flexibility that was equal across groups (60%). In Experiment 3 (n = 50), participants were given the same 3 procedure choices as in Experiment 2 but different instructions and explicit feedback. When instructed to respond quickly, both groups showed moderate strategic flexibility as in Experiment 2 (60%). When instructed to respond as accurately as possible or to balance speed and accuracy, they showed very high strategic flexibility (greater than 90%). These findings suggest that solvers will show very different levels of strategic flexibility in response to instructions, feedback, and problem characteristics and that these factors interact with individual differences (e.g., arithmetic skills, nationality) to produce variable response patterns.

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.

Reading Deeply for Disciplinary Awareness and Political Judgment

ERIC Educational Resources Information Center

Staudinger, Alison

2017-01-01

What happens when students become better readers? Cultivating deep reading habits in students to help them navigate disciplinary cultures respects student autonomy. Scholarly literature predicts that three linked practices improve student reading: practice with feedback, explicit in-class work on reading strategies, and disciplinary norm…

Finding Your Literature Match - A Physics Literature Recommender System

NASA Astrophysics Data System (ADS)

Henneken, Edwin; Kurtz, Michael

2010-03-01

A recommender system is a filtering algorithm that helps you find the right match by offering suggestions based on your choices and information you have provided. A latent factor model is a successful approach. Here an item is characterized by a vector describing to what extent a product is described by each of N categories, and a person is characterized by an ``interest'' vector, based on explicit or implicit feedback by this user. The recommender system assigns ratings to new items and suggests items this user might be interested in. Here we present results of a recommender system designed to find recent literature of interest to people working in the field of solid state physics. Since we do not have explicit feedback, our user vector consists of (implicit) ``usage.'' Using a system of N keywords we construct normalized keyword vectors for articles based on the keywords of that article and its bibliography. The normalized ``interest'' vector is created by calculating the normalized frequency of keyword occurrence in the papers cited by the papers read.

Towards collaborative filtering recommender systems for tailored health communications.

PubMed

Marlin, Benjamin M; Adams, Roy J; Sadasivam, Rajani; Houston, Thomas K

2013-01-01

The goal of computer tailored health communications (CTHC) is to promote healthy behaviors by sending messages tailored to individual patients. Current CTHC systems collect baseline patient "profiles" and then use expert-written, rule-based systems to target messages to subsets of patients. Our main interest in this work is the study of collaborative filtering-based CTHC systems that can learn to tailor future message selections to individual patients based explicit feedback about past message selections. This paper reports the results of a study designed to collect explicit feedback (ratings) regarding four aspects of messages from 100 subjects in the smoking cessation support domain. Our results show that most users have positive opinions of most messages and that the ratings for all four aspects of the messages are highly correlated with each other. Finally, we conduct a range of rating prediction experiments comparing several different model variations. Our results show that predicting future ratings based on each user's past ratings contributes the most to predictive accuracy.

Towards Collaborative Filtering Recommender Systems for Tailored Health Communications

PubMed Central

Marlin, Benjamin M.; Adams, Roy J.; Sadasivam, Rajani; Houston, Thomas K.

2013-01-01

The goal of computer tailored health communications (CTHC) is to promote healthy behaviors by sending messages tailored to individual patients. Current CTHC systems collect baseline patient “profiles” and then use expert-written, rule-based systems to target messages to subsets of patients. Our main interest in this work is the study of collaborative filtering-based CTHC systems that can learn to tailor future message selections to individual patients based explicit feedback about past message selections. This paper reports the results of a study designed to collect explicit feedback (ratings) regarding four aspects of messages from 100 subjects in the smoking cessation support domain. Our results show that most users have positive opinions of most messages and that the ratings for all four aspects of the messages are highly correlated with each other. Finally, we conduct a range of rating prediction experiments comparing several different model variations. Our results show that predicting future ratings based on each user’s past ratings contributes the most to predictive accuracy. PMID:24551430

Automated Error Detection in Physiotherapy Training.

PubMed

Jovanović, Marko; Seiffarth, Johannes; Kutafina, Ekaterina; Jonas, Stephan M

2018-01-01

Manual skills teaching, such as physiotherapy education, requires immediate teacher feedback for the students during the learning process, which to date can only be performed by expert trainers. A machine-learning system trained only on correct performances to classify and score performed movements, to identify sources of errors in the movement and give feedback to the learner. We acquire IMU and sEMG sensor data from a commercial-grade wearable device and construct an HMM-based model for gesture classification, scoring and feedback giving. We evaluate the model on publicly available and self-generated data of an exemplary movement pattern executions. The model achieves an overall accuracy of 90.71% on the public dataset and 98.9% on our dataset. An AUC of 0.99 for the ROC of the scoring method could be achieved to discriminate between correct and untrained incorrect executions. The proposed system demonstrated its suitability for scoring and feedback in manual skills training.

Rotorcraft pursuit-evasion in nap-of-the-earth flight

NASA Technical Reports Server (NTRS)

Menon, P. K. A.; Cheng, V. H. L.; Kim, E.

1990-01-01

Two approaches for studying the pursuit-evasion problem between rotorcraft executing nap-of-the-earth flight are presented. The first of these employs a constant speed kinematic helicopter model, while the second approach uses a three degree of freedom point-mass model. The candidate solutions to the first differential game are generated by integrating the state-costate equations backward in time. The second problem employs feedback linearization to obtain guidance laws in nonlinear feedback form. Both approaches explicitly use the terrain profile data. Sample extremals are presented.

The Impact of Explicit Feedback on EFL High School Students Engaged in Writing Tasks (El Impacto De La Retroalimentación Explícita en Tareas De Escritura en Lengua Inglesa De Estudiantes De Secundaria)

ERIC Educational Resources Information Center

Correa Pérez, Roxanna; Martínez Fuentealba, Mariela; Molina De La Barra, María; Silva Rojas, Jessica; Torres Cisternas, Mirta

2013-01-01

The aim of this article is to examine the impact of feedback on content and organization in writing tasks developed by learners of English as a foreign language. The type of study is qualitative and the research design is a case study. One study involved three students and a female teacher, and the second consisted of three students and a male…

Making Inferences in Adulthood: Falling Leaves Mean It's Fall.

ERIC Educational Resources Information Center

Zandi, Taher; Gregory, Monica E.

1988-01-01

Assessed age differences in making inferences from prose. Older adults correctly answered mean of 10 questions related to implicit information and 8 related to explicit information. Young adults answered mean of 7 implicit and 12 explicit information questions. In spite of poorer recall of factual details, older subjects made inferences to greater…

Self-controlled video feedback on tactical skills for soccer teams results in more active involvement of players.

PubMed

van Maarseveen, Mariëtte J J; Oudejans, Raôul R D; Savelsbergh, Geert J P

2018-02-01

Many studies have shown that self-controlled feedback is beneficial for learning motor tasks, and that learners prefer to receive feedback after supposedly good trials. However, to date all studies conducted on self-controlled learning have used individual tasks and mainly relatively simple skills. Therefore, the aim of this study was to examine self-controlled feedback on tactical skills in small-sided soccer games. Highly talented youth soccer players were assigned to a self-control or yoked group and received video feedback on their offensive performance in 3 vs. 2 small-sided games. The results showed that the self-control group requested feedback mostly after good trials, that is, after they scored a goal. In addition, the perceived performance of the self-control group was higher on feedback than on no-feedback trials. Analyses of the conversations around the video feedback revealed that the players and coach discussed good and poor elements of performance and how to improve it. Although the coach had a major role in these conversations, the players of the self-control group spoke more and showed more initiative compared to the yoked group. The results revealed no significant beneficial effect of self-controlled feedback on performance as judged by the coach. Overall, the findings suggest that in such a complex situation as small-sided soccer games, self-controlled feedback is used both to confirm correct performance elements and to determine and correct errors, and that self-controlled learning stimulates the involvement of the learner in the learning process. Copyright © 2017 Elsevier B.V. All rights reserved.

Predictive error detection in pianists: a combined ERP and motion capture study

PubMed Central

Maidhof, Clemens; Pitkäniemi, Anni; Tervaniemi, Mari

2013-01-01

Performing a piece of music involves the interplay of several cognitive and motor processes and requires extensive training to achieve a high skill level. However, even professional musicians commit errors occasionally. Previous event-related potential (ERP) studies have investigated the neurophysiological correlates of pitch errors during piano performance, and reported pre-error negativity already occurring approximately 70–100 ms before the error had been committed and audible. It was assumed that this pre-error negativity reflects predictive control processes that compare predicted consequences with actual consequences of one's own actions. However, in previous investigations, correct and incorrect pitch events were confounded by their different tempi. In addition, no data about the underlying movements were available. In the present study, we exploratively recorded the ERPs and 3D movement data of pianists' fingers simultaneously while they performed fingering exercises from memory. Results showed a pre-error negativity for incorrect keystrokes when both correct and incorrect keystrokes were performed with comparable tempi. Interestingly, even correct notes immediately preceding erroneous keystrokes elicited a very similar negativity. In addition, we explored the possibility of computing ERPs time-locked to a kinematic landmark in the finger motion trajectories defined by when a finger makes initial contact with the key surface, that is, at the onset of tactile feedback. Results suggest that incorrect notes elicited a small difference after the onset of tactile feedback, whereas correct notes preceding incorrect ones elicited negativity before the onset of tactile feedback. The results tentatively suggest that tactile feedback plays an important role in error-monitoring during piano performance, because the comparison between predicted and actual sensory (tactile) feedback may provide the information necessary for the detection of an upcoming error. PMID:24133428

Effects of reward and punishment on learning from errors in smokers.

PubMed

Duehlmeyer, Leonie; Levis, Bianca; Hester, Robert

2018-04-30

Punishing errors facilitates adaptation in healthy individuals, while aberrant reward and punishment sensitivity in drug-dependent individuals may change this impact. Many societies have institutions that use the concept of punishing drug use behavior, making it important to understand how drug dependency mediates the effects of negative feedback for influencing adaptive behavior. Using an associative learning task, we investigated differences in error correction rates of dependent smokers, compared with controls. Two versions of the task were administered to different participant samples: One assessed the effect of varying monetary contingencies to task performance, the other, the presence of reward as compared to avoidance of punishment for correct performance. While smokers recalled associations that were rewarded with a higher value 11% more often than lower rewarded locations, they did not correct higher punished locations more often. Controls exhibited the opposite pattern. The three-way interaction between magnitude, feedback type and group was significant, F(1,48) = 5.288, p =0.026, ɳ 2 p =0.099. Neither participant group corrected locations offering reward more often than those offering avoidances of punishment. The interaction between group and feedback condition was not significant, F(1,58) = 0.0, p =0.99, ɳ 2 p =0.001. The present results suggest that smokers have poorer learning from errors when receiving negative feedback. Moreover, larger rewards reinforce smokers' behavior stronger than smaller rewards, whereas controls made no distinction. These findings support the hypothesis that dependent smokers may respond to positively framed and rewarded anti-smoking programs when compared to those relying on negative feedback or punishment. Copyright © 2018 Elsevier B.V. All rights reserved.

Design of the RWM Feedback Control System for NSTX

NASA Astrophysics Data System (ADS)

Bialek, James; Sabbagh, Steven; Paoletti, Franco

2002-11-01

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

Emotionally unskilled, unaware, and uninterested in learning more: reactions to feedback about deficits in emotional intelligence.

PubMed

Sheldon, Oliver J; Dunning, David; Ames, Daniel R

2014-01-01

Despite the importance of self-awareness for managerial success, many organizational members hold overly optimistic views of their expertise and performance-a phenomenon particularly prevalent among those least skilled in a given domain. We examined whether this same pattern extends to appraisals of emotional intelligence (EI), a critical managerial competency. We also examined why this overoptimism tends to survive explicit feedback about performance. Across 3 studies involving professional students, we found that the least skilled had limited insight into deficits in their performance. Moreover, when given concrete feedback, low performers disparaged either the accuracy or the relevance of that feedback, depending on how expediently they could do so. Consequently, they expressed more reluctance than top performers to pursue various paths to self-improvement, including purchasing a book on EI or paying for professional coaching. Paradoxically, it was top performers who indicated a stronger desire to improve their EI following feedback. PsycINFO Database Record (c) 2014 APA, all rights reserved

Augmented Hebbian reweighting accounts for accuracy and induced bias in perceptual learning with reverse feedback

PubMed Central

Liu, Jiajuan; Dosher, Barbara Anne; Lu, Zhong-Lin

2015-01-01

Using an asymmetrical set of vernier stimuli (−15″, −10″, −5″, +10″, +15″) together with reverse feedback on the small subthreshold offset stimulus (−5″) induces response bias in performance (Aberg & Herzog, 2012; Herzog, Eward, Hermens, & Fahle, 2006; Herzog & Fahle, 1999). These conditions are of interest for testing models of perceptual learning because the world does not always present balanced stimulus frequencies or accurate feedback. Here we provide a comprehensive model for the complex set of asymmetric training results using the augmented Hebbian reweighting model (Liu, Dosher, & Lu, 2014; Petrov, Dosher, & Lu, 2005, 2006) and the multilocation integrated reweighting theory (Dosher, Jeter, Liu, & Lu, 2013). The augmented Hebbian learning algorithm incorporates trial-by-trial feedback, when present, as another input to the decision unit and uses the observer's internal response to update the weights otherwise; block feedback alters the weights on bias correction (Liu et al., 2014). Asymmetric training with reversed feedback incorporates biases into the weights between representation and decision. The model correctly predicts the basic induction effect, its dependence on trial-by-trial feedback, and the specificity of bias to stimulus orientation and spatial location, extending the range of augmented Hebbian reweighting accounts of perceptual learning. PMID:26418382

Augmented Hebbian reweighting accounts for accuracy and induced bias in perceptual learning with reverse feedback.

PubMed

Liu, Jiajuan; Dosher, Barbara Anne; Lu, Zhong-Lin

2015-01-01

Using an asymmetrical set of vernier stimuli (-15″, -10″, -5″, +10″, +15″) together with reverse feedback on the small subthreshold offset stimulus (-5″) induces response bias in performance (Aberg & Herzog, 2012; Herzog, Eward, Hermens, & Fahle, 2006; Herzog & Fahle, 1999). These conditions are of interest for testing models of perceptual learning because the world does not always present balanced stimulus frequencies or accurate feedback. Here we provide a comprehensive model for the complex set of asymmetric training results using the augmented Hebbian reweighting model (Liu, Dosher, & Lu, 2014; Petrov, Dosher, & Lu, 2005, 2006) and the multilocation integrated reweighting theory (Dosher, Jeter, Liu, & Lu, 2013). The augmented Hebbian learning algorithm incorporates trial-by-trial feedback, when present, as another input to the decision unit and uses the observer's internal response to update the weights otherwise; block feedback alters the weights on bias correction (Liu et al., 2014). Asymmetric training with reversed feedback incorporates biases into the weights between representation and decision. The model correctly predicts the basic induction effect, its dependence on trial-by-trial feedback, and the specificity of bias to stimulus orientation and spatial location, extending the range of augmented Hebbian reweighting accounts of perceptual learning.

The Effect of Direct and Indirect Corrective Feedback on Students' Spelling Errors (El efecto de la retroalimentación directa e indirecta sobre los errores de ortografía de los estudiantes)

ERIC Educational Resources Information Center

Baleghizadeh, Sasan; Dadashi, Mehdi

2011-01-01

The study presented here is an attempt to examine the role of indirect feedback in promoting junior high school students' spelling accuracy in English. It compares the effect of direct feedback with indirect feedback on students' written work dictated by their teacher from their textbooks. Two classes were selected from the Zanjanrood District in…

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…

Immediate vs. Delayed Feedback in a Computer-Managed Test: Effects on Long-Term Retention. Technical Report, March 1976-August 1976.

ERIC Educational Resources Information Center

Sturges, Persis T.

This experiment was designed to test the effect of immediate and delayed feedback on retention of learning in an educational situation. Four groups of college undergraduates took a multiple-choice computer-managed test. Three of these groups received informative feedback (the entire item with the correct answer identified) either: (1) immediately…

The Timing of Feedback on Mathematics Problem Solving in a Classroom Setting

ERIC Educational Resources Information Center

Fyfe, Emily R.; Rittle-Johnson, Bethany

2015-01-01

Feedback is a ubiquitous learning tool that is theorized to help learners detect and correct their errors. The goal of this study was to examine the effects of feedback in a classroom context for children solving math equivalence problems (problems with operations on both sides of the equal sign). The authors worked with children in 7 second-grade…

The Effect of the Immediate Feedback by the Collaborative Education Tool ViLLE on Learning for Business Mathematics in Higher Education

ERIC Educational Resources Information Center

Kuikka, Matti; Laakso, Mikko-Jussi; Joshi, Marjo

2016-01-01

This article outlines the effect of the collaborative educational tool ViLLE when learning business mathematics in higher education. ViLLE validates students' answers during the assessment process and provides immediate feedback, enabling students to receive feedback and guidance about the correctness of their answers. The learning results in the…

Toward a Generative Model of the Teaching-Learning Process.

ERIC Educational Resources Information Center

McMullen, David W.

Until the rise of cognitive psychology, models of the teaching-learning process (TLP) stressed external rather than internal variables. Models remained general descriptions until control theory introduced explicit system analyses. Cybernetic models emphasize feedback and adaptivity but give little attention to creativity. Research on artificial…

Indexing Theory and Retrieval Effectiveness.

ERIC Educational Resources Information Center

Robertson, Stephen E.

1978-01-01

Describes recent attempts to make explicit connections between the indexing process and the use of the index or information retrieval system, particularly the utility-theoretic and automatic indexing models of William Cooper and Stephen Harter. Theory and performance, information storage and retrieval, search stage feedback, and indexing are also…

Spatial Patterns in Alternative States and Thresholds: A Missing Link for Management of Landscapes?

USDA-ARS?s Scientific Manuscript database

The detection of threshold dynamics (and other dynamics of interest) would benefit from explicit representations of spatial patterns of disturbance, spatial dependence in responses to disturbance, and the spatial structure of feedbacks in the design of monitoring and management strategies. Spatially...

Implicit and Explicit Representations of Hand Position in Tool Use

PubMed Central

Rand, Miya K.; Heuer, Herbert

2013-01-01

Understanding the interactions of visual and proprioceptive information in tool use is important as it is the basis for learning of the tool's kinematic transformation and thus skilled performance. This study investigated how the CNS combines seen cursor positions and felt hand positions under a visuo-motor rotation paradigm. Young and older adult participants performed aiming movements on a digitizer while looking at rotated visual feedback on a monitor. After each movement, they judged either the proprioceptively sensed hand direction or the visually sensed cursor direction. We identified asymmetric mutual biases with a strong visual dominance. Furthermore, we found a number of differences between explicit and implicit judgments of hand directions. The explicit judgments had considerably larger variability than the implicit judgments. The bias toward the cursor direction for the explicit judgments was about twice as strong as for the implicit judgments. The individual biases of explicit and implicit judgments were uncorrelated. Biases of these judgments exhibited opposite sequential effects. Moreover, age-related changes were also different between these judgments. The judgment variability was decreased and the bias toward the cursor direction was increased with increasing age only for the explicit judgments. These results indicate distinct explicit and implicit neural representations of hand direction, similar to the notion of distinct visual systems. PMID:23894307

Simultaneous acquisition of multiple auditory-motor transformations in speech

PubMed Central

Rochet-Capellan, Amelie; Ostry, David J.

2011-01-01

The brain easily generates the movement that is needed in a given situation. Yet surprisingly, the results of experimental studies suggest that it is difficult to acquire more than one skill at a time. To do so, it has generally been necessary to link the required movement to arbitrary cues. In the present study, we show that speech motor learning provides an informative model for the acquisition of multiple sensorimotor skills. During training, subjects are required to repeat aloud individual words in random order while auditory feedback is altered in real-time in different ways for the different words. We find that subjects can quite readily and simultaneously modify their speech movements to correct for these different auditory transformations. This multiple learning occurs effortlessly without explicit cues and without any apparent awareness of the perturbation. The ability to simultaneously learn several different auditory-motor transformations is consistent with the idea that in speech motor learning, the brain acquires instance specific memories. The results support the hypothesis that speech motor learning is fundamentally local. PMID:21325534

Unifying Views of Autism Spectrum Disorders: A Consideration of Autoregulatory Feedback Loops

PubMed Central

Mullins, Caitlin; Fishell, Gord

2017-01-01

Understanding the mechanisms underlying autism spectrum disorders (ASD) is a challenging goal. Here we review recent progress on several fronts, including genetics, proteomics, biochemistry and electrophysiology, that raise motivation for forming a viable pathophysiological hypothesis. In place of a traditionally unidirectional progression, we put forward a framework that extends homeostatic hypotheses by explicitly emphasizing autoregulatory feedback loops and known synaptic biology. The regulated biological feature can be neuronal electrical activity, the collective strength of synapses onto a dendritic branch, the local concentration of a signaling molecule, or the relative strengths of synaptic excitation and inhibition. The sensor of the biological variable (which we have termed the homeostat) engages mechanisms that operate as negative feedback elements to keep the biological variable tightly confined. We categorize known ASD-associated gene products according to their roles in such feedback loops, and provide detailed commentary for exemplar genes within each module. PMID:26985722

Increased cognitive load enables unlearning in procedural category learning.

PubMed

Crossley, Matthew J; Maddox, W Todd; Ashby, F Gregory

2018-04-19

Interventions for drug abuse and other maladaptive habitual behaviors may yield temporary success but are often fragile and relapse is common. This implies that current interventions do not erase or substantially modify the representations that support the underlying addictive behavior-that is, they do not cause true unlearning. One example of an intervention that fails to induce true unlearning comes from Crossley, Ashby, and Maddox (2013, Journal of Experimental Psychology: General), who reported that a sudden shift to random feedback did not cause unlearning of category knowledge obtained through procedural systems, and they also reported results suggesting that this failure is because random feedback is noncontingent on behavior. These results imply the existence of a mechanism that (a) estimates feedback contingency and (b) protects procedural learning from modification when feedback contingency is low (i.e., during random feedback). This article reports the results of an experiment in which increasing cognitive load via an explicit dual task during the random feedback period facilitated unlearning. This result is consistent with the hypothesis that the mechanism that protects procedural learning when feedback contingency is low depends on executive function. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Effects of explicit convection on global land-atmosphere coupling in the superparameterized CAM

DOE PAGES

Sun, Jian; Pritchard, Michael S.

2016-07-25

Here, conventional global climate models are prone to producing unrealistic land-atmosphere coupling signals. Cumulus and convection parameterizations are natural culprits but the effect of bypassing them with explicitly resolved convection on global land-atmosphere coupling dynamics has not been explored systematically. We apply a suite of modern land-atmosphere coupling diagnostics to isolate the effect of cloud Superparameterization in the Community Atmosphere Model (SPCAM) v3.5, focusing on both the terrestrial segment (i.e., soil moisture and surface turbulent fluxes interaction) and atmospheric segment (i.e., surface turbulent fluxes and precipitation interaction) in the water pathway of the landatmosphere feedback loop. At daily timescales, SPCAMmore » produces stronger uncoupled terrestrial signals (negative sign) over tropical rainforests in wet seasons, reduces the terrestrial coupling strength in the Central Great Plain in American, and reverses the coupling sign (from negative to positive) over India in the boreal summer season—all favorable improvements relative to reanalysis-forced land modeling. Analysis of the triggering feedback strength (TFS) and amplification feedback strength (AFS) shows that SPCAM favorably reproduces the observed geographic patterns of these indices over North America, with the probability of afternoon precipitation enhanced by high evaporative fraction along the eastern United States and Mexico, while conventional CAM does not capture this signal. We introduce a new diagnostic called the Planetary Boundary Layer (PBL) Feedback Strength (PFS), which reveals that SPCAM exhibits a tight connection between the responses of the lifting condensation level, the PBL height, and the rainfall triggering to surface turbulent fluxes; a triggering disconnect is found in CAM.« less

Effects of explicit convection on global land-atmosphere coupling in the superparameterized CAM

NASA Astrophysics Data System (ADS)

Sun, Jian; Pritchard, Michael S.

2016-09-01

Conventional global climate models are prone to producing unrealistic land-atmosphere coupling signals. Cumulus and convection parameterizations are natural culprits but the effect of bypassing them with explicitly resolved convection on global land-atmosphere coupling dynamics has not been explored systematically. We apply a suite of modern land-atmosphere coupling diagnostics to isolate the effect of cloud Superparameterization in the Community Atmosphere Model (SPCAM) v3.5, focusing on both the terrestrial segment (i.e., soil moisture and surface turbulent fluxes interaction) and atmospheric segment (i.e., surface turbulent fluxes and precipitation interaction) in the water pathway of the land-atmosphere feedback loop. At daily timescales, SPCAM produces stronger uncoupled terrestrial signals (negative sign) over tropical rainforests in wet seasons, reduces the terrestrial coupling strength in the Central Great Plain in American, and reverses the coupling sign (from negative to positive) over India in the boreal summer season—all favorable improvements relative to reanalysis-forced land modeling. Analysis of the triggering feedback strength (TFS) and amplification feedback strength (AFS) shows that SPCAM favorably reproduces the observed geographic patterns of these indices over North America, with the probability of afternoon precipitation enhanced by high evaporative fraction along the eastern United States and Mexico, while conventional CAM does not capture this signal. We introduce a new diagnostic called the Planetary Boundary Layer (PBL) Feedback Strength (PFS), which reveals that SPCAM exhibits a tight connection between the responses of the lifting condensation level, the PBL height, and the rainfall triggering to surface turbulent fluxes; a triggering disconnect is found in CAM.

Effects of explicit convection on global land-atmosphere coupling in the superparameterized CAM

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

Sun, Jian; Pritchard, Michael S.

Here, conventional global climate models are prone to producing unrealistic land-atmosphere coupling signals. Cumulus and convection parameterizations are natural culprits but the effect of bypassing them with explicitly resolved convection on global land-atmosphere coupling dynamics has not been explored systematically. We apply a suite of modern land-atmosphere coupling diagnostics to isolate the effect of cloud Superparameterization in the Community Atmosphere Model (SPCAM) v3.5, focusing on both the terrestrial segment (i.e., soil moisture and surface turbulent fluxes interaction) and atmospheric segment (i.e., surface turbulent fluxes and precipitation interaction) in the water pathway of the landatmosphere feedback loop. At daily timescales, SPCAMmore » produces stronger uncoupled terrestrial signals (negative sign) over tropical rainforests in wet seasons, reduces the terrestrial coupling strength in the Central Great Plain in American, and reverses the coupling sign (from negative to positive) over India in the boreal summer season—all favorable improvements relative to reanalysis-forced land modeling. Analysis of the triggering feedback strength (TFS) and amplification feedback strength (AFS) shows that SPCAM favorably reproduces the observed geographic patterns of these indices over North America, with the probability of afternoon precipitation enhanced by high evaporative fraction along the eastern United States and Mexico, while conventional CAM does not capture this signal. We introduce a new diagnostic called the Planetary Boundary Layer (PBL) Feedback Strength (PFS), which reveals that SPCAM exhibits a tight connection between the responses of the lifting condensation level, the PBL height, and the rainfall triggering to surface turbulent fluxes; a triggering disconnect is found in CAM.« less

Explicit knowledge about the availability of visual feedback affects grasping with the left but not the right hand.

PubMed

Tang, Rixin; Whitwell, Robert L; Goodale, Melvyn A

2014-01-01

Previous research (Whitwell et al. in Exp Brain Res 188:603-611, 2008; Whitwell and Goodale in Exp Brain Res 194:619-629, 2009) has shown that trial history, but not anticipatory knowledge about the presence or absence of visual feedback on an upcoming trial, plays a vital role in determining how that feedback is exploited when grasping with the right hand. Nothing is known about how the non-dominant left hand behaves under the same feedback regimens. In present study, therefore, we compared peak grip aperture (PGA) for left- and right-hand grasps executed with and without visual feedback (i.e., closed- vs. open-loop conditions) in right-handed individuals under three different trial schedules: the feedback conditions were blocked separately, they were randomly interleaved, or they were alternated. When feedback conditions were blocked, the PGA was much larger for open-loop trials as compared to closed-loop trials, although this difference was more pronounced for right-hand grasps than left-hand grasps. Like Whitwell et al., we found that mixing open- and closed-loop trials together, compared to blocking them separately, homogenized the PGA for open- and closed-loop grasping in the right hand (i.e., the PGAs became smaller on open-loop trials and larger on closed-loop trials). In addition, the PGAs for right-hand grasps were entirely determined by trial history and not by knowledge of whether or not visual feedback would be available on an upcoming trial. In contrast to grasps made with the right hand, grasps made by the left hand were affected both by trial history and by anticipatory knowledge of the upcoming visual feedback condition. But these effects were observed only on closed-loop trials, i.e., the PGAs of grasps made with the left hand on closed-loop trials were smaller when participants could anticipate the availability of feedback on an upcoming trial (alternating trials) than when they could not (randomized trials). In contrast, grasps made with the left hand on open-loop trials exhibited the same large PGAs under all feedback schedules: blocked, random, or alternating. In other words, there was no evidence for homogenization. Taken together, these results suggest that in addition to the real-time demands of the task, such as the target's size and position and the availability of visual feedback, the initial (i.e., pre-movement) programming of right-hand grasping relies on what happened on the previous trial, whereas the programming of left-hand grasping is more cognitively supervised and exploits explicit information about trial order to prepare for an upcoming trial.

Identifying and Predicting Classes of Response to Explicit Phonological Spelling Instruction during Independent Composing

ERIC Educational Resources Information Center

Amtmann, Dagmar; Abbott, Robert D.; Berninger, Virginia W.

2008-01-01

After explicit spelling instruction, low achieving second grade spellers increased the number of correctly spelled words during composing but differed in response trajectories. Class 1 (low initial and slow growth) had the lowest initial performance and improved at a relatively slow rate. Class 2 (high initial and fast growth) started higher than…

Linguistic Knowledge and Reasoning for Error Diagnosis and Feedback Generation.

ERIC Educational Resources Information Center

Delmonte, Rodolfo

2003-01-01

Presents four sets of natural language processing-based exercises for which error correction and feedback are produced by means of a rich database in which linguistic information is encoded either at the lexical or the grammatical level. (Author/VWL)

Target Uncertainty Mediates Sensorimotor Error Correction

PubMed Central

Vijayakumar, Sethu; Wolpert, Daniel M.

2017-01-01

Human movements are prone to errors that arise from inaccuracies in both our perceptual processing and execution of motor commands. We can reduce such errors by both improving our estimates of the state of the world and through online error correction of the ongoing action. Two prominent frameworks that explain how humans solve these problems are Bayesian estimation and stochastic optimal feedback control. Here we examine the interaction between estimation and control by asking if uncertainty in estimates affects how subjects correct for errors that may arise during the movement. Unbeknownst to participants, we randomly shifted the visual feedback of their finger position as they reached to indicate the center of mass of an object. Even though participants were given ample time to compensate for this perturbation, they only fully corrected for the induced error on trials with low uncertainty about center of mass, with correction only partial in trials involving more uncertainty. The analysis of subjects’ scores revealed that participants corrected for errors just enough to avoid significant decrease in their overall scores, in agreement with the minimal intervention principle of optimal feedback control. We explain this behavior with a term in the loss function that accounts for the additional effort of adjusting one’s response. By suggesting that subjects’ decision uncertainty, as reflected in their posterior distribution, is a major factor in determining how their sensorimotor system responds to error, our findings support theoretical models in which the decision making and control processes are fully integrated. PMID:28129323

Target Uncertainty Mediates Sensorimotor Error Correction.

PubMed

Acerbi, Luigi; Vijayakumar, Sethu; Wolpert, Daniel M

2017-01-01

Human movements are prone to errors that arise from inaccuracies in both our perceptual processing and execution of motor commands. We can reduce such errors by both improving our estimates of the state of the world and through online error correction of the ongoing action. Two prominent frameworks that explain how humans solve these problems are Bayesian estimation and stochastic optimal feedback control. Here we examine the interaction between estimation and control by asking if uncertainty in estimates affects how subjects correct for errors that may arise during the movement. Unbeknownst to participants, we randomly shifted the visual feedback of their finger position as they reached to indicate the center of mass of an object. Even though participants were given ample time to compensate for this perturbation, they only fully corrected for the induced error on trials with low uncertainty about center of mass, with correction only partial in trials involving more uncertainty. The analysis of subjects' scores revealed that participants corrected for errors just enough to avoid significant decrease in their overall scores, in agreement with the minimal intervention principle of optimal feedback control. We explain this behavior with a term in the loss function that accounts for the additional effort of adjusting one's response. By suggesting that subjects' decision uncertainty, as reflected in their posterior distribution, is a major factor in determining how their sensorimotor system responds to error, our findings support theoretical models in which the decision making and control processes are fully integrated.

Exact and explicit optimal solutions for trajectory planning and control of single-link flexible-joint manipulators

NASA Technical Reports Server (NTRS)

Chen, Guanrong

1991-01-01

An optimal trajectory planning problem for a single-link, flexible joint manipulator is studied. A global feedback-linearization is first applied to formulate the nonlinear inequality-constrained optimization problem in a suitable way. Then, an exact and explicit structural formula for the optimal solution of the problem is derived and the solution is shown to be unique. It turns out that the optimal trajectory planning and control can be done off-line, so that the proposed method is applicable to both theoretical analysis and real time tele-robotics control engineering.

Improving ESL Writing Using an Online Formulaic Sequence Word-Combination Checker

ERIC Educational Resources Information Center

Grami, G. M. A.; Alkazemi, B. Y.

2016-01-01

Writing correct English sentences can be challenging. Furthermore, writing correct formulaic sequences can be especially difficult because accepted combinations do not follow clear rules governing which words appear together in a sequence. One solution is to provide examples of correct usage accompanied by statistical feedback from web-based…

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.

Automatic Recommendations for E-Learning Personalization Based on Web Usage Mining Techniques and Information Retrieval

ERIC Educational Resources Information Center

Khribi, Mohamed Koutheair; Jemni, Mohamed; Nasraoui, Olfa

2009-01-01

In this paper, we describe an automatic personalization approach aiming to provide online automatic recommendations for active learners without requiring their explicit feedback. Recommended learning resources are computed based on the current learner's recent navigation history, as well as exploiting similarities and dissimilarities among…

Teaching Teachers to Use Prompts, Opportunities to Respond, and Specific Praise

ERIC Educational Resources Information Center

Simonsen, Brandi; Myers, Diane; DeLuca, Carla

2010-01-01

Classroom management skills are critical for teachers. Yet teachers receive little training in classroom management, and empirical research on teacher training in classroom management is lacking. This study was conducted to investigate the effects of explicit training and performance feedback on teachers' implementation of three classroom…

Bringing Consequences and Side Effects of Testing and Assessment to the Foreground

ERIC Educational Resources Information Center

Zumbo, Bruno D.; Hubley, Anita M.

2016-01-01

Ultimately, measures in research, testing, assessment and evaluation are used, or have implications, for ranking, intervention, feedback, decision-making or policy purposes. Explicit recognition of this fact brings the often-ignored and sometimes maligned concept of consequences to the fore. Given that measures have personal and social…

Speaking out on Behalf of the Voiceless Learners: Written Corrective Feedback for English Language Learners in Iran

ERIC Educational Resources Information Center

Nemati, Majid; Alavi, Sayyed Mohammad; Mohebbi, Hassan; Masjedlou, Ali Panahi

2017-01-01

To date, L2 researchers have studied the effect of feedback on improving L2 learners' writing from different perspectives. However, there are a lot of aspects which are not comprehensively researched yet, such as L2 learners' and teachers' perceptions and practices about feedback. To close the gap, this study investigates language learners'…

Factors Influencing Oral Corrective Feedback Provision in the Spanish Foreign Language Classroom: Investigating Instructor Native/Nonnative Speaker Status, SLA Education, & Teaching Experience

ERIC Educational Resources Information Center

Gurzynski-Weiss, Laura

2010-01-01

The role of interactional feedback has been a critical area of second language acquisition (SLA) research for decades and while findings suggest interactional feedback can facilitate SLA, the extent of its influence can vary depending on a number of factors, including the native language of those involved in communication. Although studies have…

"Coded and Uncoded Error Feedback: Effects on Error Frequencies in Adult Colombian EFL Learners' Writing"

ERIC Educational Resources Information Center

Sampson, Andrew

2012-01-01

This paper reports on a small-scale study into the effects of uncoded correction (writing the correct forms above each error) and coded annotations (writing symbols that encourage learners to self-correct) on Colombian university-level EFL learners' written work. The study finds that while both coded annotations and uncoded correction appear to…

Balanced Cortical Microcircuitry for Spatial Working Memory Based on Corrective Feedback Control

PubMed Central

2014-01-01

A hallmark of working memory is the ability to maintain graded representations of both the spatial location and amplitude of a memorized stimulus. Previous work has identified a neural correlate of spatial working memory in the persistent maintenance of spatially specific patterns of neural activity. How such activity is maintained by neocortical circuits remains unknown. Traditional models of working memory maintain analog representations of either the spatial location or the amplitude of a stimulus, but not both. Furthermore, although most previous models require local excitation and lateral inhibition to maintain spatially localized persistent activity stably, the substrate for lateral inhibitory feedback pathways is unclear. Here, we suggest an alternative model for spatial working memory that is capable of maintaining analog representations of both the spatial location and amplitude of a stimulus, and that does not rely on long-range feedback inhibition. The model consists of a functionally columnar network of recurrently connected excitatory and inhibitory neural populations. When excitation and inhibition are balanced in strength but offset in time, drifts in activity trigger spatially specific negative feedback that corrects memory decay. The resulting networks can temporally integrate inputs at any spatial location, are robust against many commonly considered perturbations in network parameters, and, when implemented in a spiking model, generate irregular neural firing characteristic of that observed experimentally during persistent activity. This work suggests balanced excitatory–inhibitory memory circuits implementing corrective negative feedback as a substrate for spatial working memory. PMID:24828633

Seeing the Errors You Feel Enhances Locomotor Performance but Not Learning.

PubMed

Roemmich, Ryan T; Long, Andrew W; Bastian, Amy J

2016-10-24

In human motor learning, it is thought that the more information we have about our errors, the faster we learn. Here, we show that additional error information can lead to improved motor performance without any concomitant improvement in learning. We studied split-belt treadmill walking that drives people to learn a new gait pattern using sensory prediction errors detected by proprioceptive feedback. When we also provided visual error feedback, participants acquired the new walking pattern far more rapidly and showed accelerated restoration of the normal walking pattern during washout. However, when the visual error feedback was removed during either learning or washout, errors reappeared with performance immediately returning to the level expected based on proprioceptive learning alone. These findings support a model with two mechanisms: a dual-rate adaptation process that learns invariantly from sensory prediction error detected by proprioception and a visual-feedback-dependent process that monitors learning and corrects residual errors but shows no learning itself. We show that our voluntary correction model accurately predicted behavior in multiple situations where visual feedback was used to change acquisition of new walking patterns while the underlying learning was unaffected. The computational and behavioral framework proposed here suggests that parallel learning and error correction systems allow us to rapidly satisfy task demands without necessarily committing to learning, as the relative permanence of learning may be inappropriate or inefficient when facing environments that are liable to change. Copyright © 2016 Elsevier Ltd. All rights reserved.

Neural correlates of decision making with explicit information about probabilities and incentives in elderly healthy subjects.

PubMed

Labudda, Kirsten; Woermann, Friedrich G; Mertens, Markus; Pohlmann-Eden, Bernd; Markowitsch, Hans J; Brand, Matthias

2008-06-01

Recent functional neuroimaging and lesion studies demonstrate the involvement of the orbitofrontal/ventromedial prefrontal cortex as a key structure in decision making processes. This region seems to be particularly crucial when contingencies between options and consequences are unknown but have to be learned by the use of feedback following previous decisions (decision making under ambiguity). However, little is known about the neural correlates of decision making under risk conditions in which information about probabilities and potential outcomes is given. In the present study, we used functional magnetic resonance imaging to measure blood-oxygenation-level-dependent (BOLD) responses in 12 subjects during a decision making task. This task provided explicit information about probabilities and associated potential incentives. The responses were compared to BOLD signals in a control condition without information about incentives. In contrast to previous decision making studies, we completely removed the outcome phase following a decision to exclude the potential influence of feedback previously received on current decisions. The results indicate that the integration of information about probabilities and incentives leads to activations within the dorsolateral prefrontal cortex, the posterior parietal lobe, the anterior cingulate and the right lingual gyrus. We assume that this pattern of activation is due to the involvement of executive functions, conflict detection mechanisms and arithmetic operations during the deliberation phase of decisional processes that are based on explicit information.

An autoethnographic exploration of the use of goal oriented feedback to enhance brief clinical teaching encounters.

PubMed

Farrell, Laura; Bourgeois-Law, Gisele; Ajjawi, Rola; Regehr, Glenn

2017-03-01

Supervision in the outpatient context is increasingly in the form of single day interactions between students and preceptors. This creates difficulties for effective feedback, which often depends on a strong relationship of trust between preceptor and student. Building on feedback theories focusing on the relational and dialogic aspects of feedback, this study explored the use of goal-oriented feedback in brief encounters with learners. This study used autoethnography to explore one preceptor's feedback interactions over an eight-month period both in the ambulatory setting and on the wards. Data included written narrative reflections on feedback interactions with twenty-three learners informed by discussions with colleagues and repeated reading of feedback literature. Thematic and narrative analyses of data were performed iteratively. Data analysis emphasized four recurrent themes. (1) Goal discussions were most effective when initiated early and integrated throughout the learning experience. (2) Both learner and preceptor goals were multiple and varied, and feedback needed to reflect this complexity. (3) Negotiation or co-construction of goals was important when considering the focus of feedback discussions in order to create safer, more effective interactions. (4) Goal oriented interactions offer potential benefits to the learner and preceptor. Goal oriented feedback promotes dialogue as it requires both preceptor and learner to acknowledge and negotiate learning goals throughout their interaction. In doing so, feedback becomes an explicit component of the preceptor-learner relationship. This enhances feedback interactions even in relatively brief encounters, and may begin an early educational alliance that can be elaborated with longer interactions.

When 95% Accurate Isn't: Exploring Bayes's Theorem

ERIC Educational Resources Information Center

CadwalladerOlsker, Todd D.

2011-01-01

Bayes's theorem is notorious for being a difficult topic to learn and to teach. Problems involving Bayes's theorem (either implicitly or explicitly) generally involve calculations based on two or more given probabilities and their complements. Further, a correct solution depends on students' ability to interpret the problem correctly. Most people…

Elaborated Corrective Feedback and the Acquisition of Reasoning Skills: A Study of Computer-Assisted Instruction.

ERIC Educational Resources Information Center

Collins, Maria; And Others

1987-01-01

Thirteen learning disabled and 15 remedial high school students were taught reasoning skills using computer-assisted instruction and were given basic or elaborated corrections. Criterion-referenced test scores were significantly higher for the elaborated-corrections treatment on the post- and maintenance tests and on a transfer test assessing…

Prevention of myopia by partial correction of hyperopia: a twins study.

PubMed

Medina, Antonio

2018-04-01

To confirm the prediction of emmetropization feedback theory that myopia can be prevented by correcting the hyperopia of a child at risk of becoming myopic. We conducted such myopia prevention treatment with twins at risk. Their hyperopia was partially corrected by one half at age 7 and in subsequent years until age 16. Hyperopia progressively decreased in all eyes as expected. None of the twins developed myopia. The spherical equivalent refractions of the followed eyes were +1 and +1.25 D at age 16. Feedback theory accurately predicted these values. The treatment of the twins with partial correction of their hyperopia was successful. Prevention of myopia with this technique is relatively simple and powerful. The use of this myopia prevention treatment has no adverse effects. This prevention treatment is indicated in children with a hyperopic reserve at risk of developing myopia.

The effects of feedback on computer workstation posture habits.

PubMed

Epstein, Rhonda; Colford, Sean; Epstein, Ethan; Loye, Brandon; Walsh, Michael

2012-01-01

Repetitive stress injuries (RSI) and musculoskeletal disorders in the United States and worldwide are increasing at an alarming rate due to the advent of ubiquitous computer usage. Factors that lead to computer-related musculoskeletal disorders (MSD) include inadequately designed workstations, poor posture, and lack of knowledge about proper ergonomics and use habits. Studies have documented the negative impact of improper posture and the MSD seen in students and office workers due to frequent computer usage. Determine if the frequency (single vs. continuous reminder) and/or use of feedback affects posture at a computer workstation. Observations of posture habits were made in three local schools and one local company. Feedback effects were tested on the students (ages 10-15). Real time feedback was given in two studies. In one study, instructions and a verbal reminder were given to students and in a second study, a prototype 'Posture Pad' was developed to provide continuous feedback to the user. Verbal reminders to sit correctly led to transient improvement of posture. Use of the 'Posture Pad' resulted in significant improvement in posture with subjects exhibiting correct posture 98 ± 5% of the time. Real time feedback about how one is sitting is an effective mechanism for non-transient improvement of posture at computer workstations.

Probabilistic Category Learning in Developmental Dyslexia: Evidence from Feedback and Paired-Associate Weather Prediction Tasks

PubMed Central

Gabay, Yafit; Vakil, Eli; Schiff, Rachel; Holt, Lori L.

2015-01-01

Objective Developmental dyslexia is presumed to arise from specific phonological impairments. However, an emerging theoretical framework suggests that phonological impairments may be symptoms stemming from an underlying dysfunction of procedural learning. Method We tested procedural learning in adults with dyslexia (n=15) and matched-controls (n=15) using two versions of the Weather Prediction Task: Feedback (FB) and Paired-associate (PA). In the FB-based task, participants learned associations between cues and outcomes initially by guessing and subsequently through feedback indicating the correctness of response. In the PA-based learning task, participants viewed the cue and its associated outcome simultaneously without overt response or feedback. In both versions, participants trained across 150 trials. Learning was assessed in a subsequent test without presentation of the outcome, or corrective feedback. Results The Dyslexia group exhibited impaired learning compared with the Control group on both the FB and PA versions of the weather prediction task. Conclusions The results indicate that the ability to learn by feedback is not selectively impaired in dyslexia. Rather it seems that the probabilistic nature of the task, shared by the FB and PA versions of the weather prediction task, hampers learning in those with dyslexia. Results are discussed in light of procedural learning impairments among participants with dyslexia. PMID:25730732

Feedback-based probabilistic category learning is selectively impaired in attention/hyperactivity deficit disorder.

PubMed

Gabay, Yafit; Goldfarb, Liat

2017-07-01

Although Attention-Deficit Hyperactivity Disorder (ADHD) is closely linked to executive function deficits, it has recently been attributed to procedural learning impairments that are quite distinct from the former. These observations challenge the ability of the executive function framework solely to account for the diverse range of symptoms observed in ADHD. A recent neurocomputational model emphasizes the role of striatal dopamine (DA) in explaining ADHD's broad range of deficits, but the link between this model and procedural learning impairments remains unclear. Significantly, feedback-based procedural learning is hypothesized to be disrupted in ADHD because of the involvement of striatal DA in this type of learning. In order to test this assumption, we employed two variants of a probabilistic category learning task known from the neuropsychological literature. Feedback-based (FB) and paired associate-based (PA) probabilistic category learning were employed in a non-medicated sample of ADHD participants and neurotypical participants. In the FB task, participants learned associations between cues and outcomes initially by guessing and subsequently through feedback indicating the correctness of the response. In the PA learning task, participants viewed the cue and its associated outcome simultaneously without receiving an overt response or corrective feedback. In both tasks, participants were trained across 150 trials. Learning was assessed in a subsequent test without a presentation of the outcome or corrective feedback. Results revealed an interesting disassociation in which ADHD participants performed as well as control participants in the PA task, but were impaired compared with the controls in the FB task. The learning curve during FB training differed between the two groups. Taken together, these results suggest that the ability to incrementally learn by feedback is selectively disrupted in ADHD participants. These results are discussed in relation to both the ADHD dopaminergic dysfunction model and recent findings implicating procedural learning impairments in those with ADHD. Copyright © 2017 Elsevier Inc. All rights reserved.

Tutors' Assessment Practices and Students' Situated Learning in Higher Education: Chalk and Cheese

ERIC Educational Resources Information Center

Orsmond, Paul; Merry, Stephen

2017-01-01

This article uses situated learning theory to consider current tutor assessment and feedback practices in relation to learning practices employed by students outside the overt curriculum. The case is made that an emphasis on constructive alignment and explicitly articulating assessment requirements within curricula may be misplaced. Outside of the…

One Size Fits All? Learning Conditions and Working Memory Capacity in "Ab Initio" Language Development

ERIC Educational Resources Information Center

Sanz, Cristina; Lin, Hui-Ju; Lado, Beatriz; Stafford, Catherine A.; Bowden, Harriet W.

2016-01-01

The article summarizes results from two experimental studies (N = 23, N = 21) investigating the extent to which working memory capacity (WMC) intervenes in "ab initio" language development under two pedagogical conditions [± grammar lesson + input-based practice + explicit feedback]. The linguistic target is the use of morphosyntax to…

Learning for Keeps: Teaching the Strategies Essential for Creating Independent Learners

ERIC Educational Resources Information Center

Koenig, Rhoda

2010-01-01

How can teachers ensure instruction is aligned with 21st century demands for self-directed, collaborative problem solvers? Practice exercises are not the answer. Instead, here's a book that explains why the key is to use explicit instruction that includes proficient models, specific feedback, and supportive coaching. Rhoda Koenig gives you insight…

The Role of Strategy Utility Knowledge in Children's Strategy Decision Making.

ERIC Educational Resources Information Center

Pressley, Michael; And Others

1984-01-01

Ten- to thirteen-year-old children selected either the objectively more effective keyword method or the naturalistic context method for learning vocabulary meanings. Concludes that, even in the absence of explicit performance feedback, children can be induced to reflect on their use of strategies and their outcomes on subsequent cognitive actions.…

Why do beliefs about intelligence influence learning success? A social cognitive neuroscience model

PubMed Central

Mangels, Jennifer A.; Butterfield, Brady; Lamb, Justin; Good, Catherine; Dweck, Carol S.

2006-01-01

Students’ beliefs and goals can powerfully influence their learning success. Those who believe intelligence is a fixed entity (entity theorists) tend to emphasize ‘performance goals,’ leaving them vulnerable to negative feedback and likely to disengage from challenging learning opportunities. In contrast, students who believe intelligence is malleable (incremental theorists) tend to emphasize ‘learning goals’ and rebound better from occasional failures. Guided by cognitive neuroscience models of top–down, goal-directed behavior, we use event-related potentials (ERPs) to understand how these beliefs influence attention to information associated with successful error correction. Focusing on waveforms associated with conflict detection and error correction in a test of general knowledge, we found evidence indicating that entity theorists oriented differently toward negative performance feedback, as indicated by an enhanced anterior frontal P3 that was also positively correlated with concerns about proving ability relative to others. Yet, following negative feedback, entity theorists demonstrated less sustained memory-related activity (left temporal negativity) to corrective information, suggesting reduced effortful conceptual encoding of this material–a strategic approach that may have contributed to their reduced error correction on a subsequent surprise retest. These results suggest that beliefs can influence learning success through top–down biasing of attention and conceptual processing toward goal-congruent information. PMID:17392928

The use of patient feedback by hospital boards of directors: a qualitative study of two NHS hospitals in England

PubMed Central

Lee, Robert; Baeza, Juan I; Fulop, Naomi J

2018-01-01

Background Although previous research suggests that different kinds of patient feedback are used in different ways to help improve the quality of hospital care, there have been no studies of the ways in which hospital boards of directors use feedback for this purpose. Objectives To examine whether and how boards of directors of hospitals use feedback from patients to formulate strategy and to assure and improve the quality of care. Methods We undertook an in-depth qualitative study in two acute hospital National Health Service foundation trusts in England, purposively selected as contrasting examples of the collection of different kinds of patient feedback. We collected and analysed data from interviews with directors and other managers, from observation of board meetings, and from board papers and other documents. Results The two boards used in-depth qualitative feedback and quantitative feedback from surveys in different ways to help develop strategies, set targets for quality improvement and design specific quality improvement initiatives; but both boards made less subsequent use of any kinds of feedback to monitor their strategies or explicitly to assure the quality of services. Discussion and conclusions We have identified limitations in the uses of patient feedback by hospital boards that suggest that boards should review their current practice to ensure that they use the different kinds of patient feedback that are available to them more effectively to improve, monitor and assure the quality of care. PMID:28754814

Series-nonuniform rational B-spline signal feedback: From chaos to any embedded periodic orbit or target point.

PubMed

Shao, Chenxi; Xue, Yong; Fang, Fang; Bai, Fangzhou; Yin, Peifeng; Wang, Binghong

2015-07-01

The self-controlling feedback control method requires an external periodic oscillator with special design, which is technically challenging. This paper proposes a chaos control method based on time series non-uniform rational B-splines (SNURBS for short) signal feedback. It first builds the chaos phase diagram or chaotic attractor with the sampled chaotic time series and any target orbit can then be explicitly chosen according to the actual demand. Second, we use the discrete timing sequence selected from the specific target orbit to build the corresponding external SNURBS chaos periodic signal, whose difference from the system current output is used as the feedback control signal. Finally, by properly adjusting the feedback weight, we can quickly lead the system to an expected status. We demonstrate both the effectiveness and efficiency of our method by applying it to two classic chaotic systems, i.e., the Van der Pol oscillator and the Lorenz chaotic system. Further, our experimental results show that compared with delayed feedback control, our method takes less time to obtain the target point or periodic orbit (from the starting point) and that its parameters can be fine-tuned more easily.

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.…

Aspheric figure generation using feedback from an infrared phase-shifting interferometer.

NASA Astrophysics Data System (ADS)

Stahl, H. P.; Ketelsen, D.

This paper discusses the usefulness of the infrared phase-shifting interferometric system for providing figure correcting feedback to the optician during the generation of the off-axis parabolic segments and how it is affected by the surface roughness produced by each generator tool.

Detection of an ABCA1 variant associated with type 2 diabetes mellitus susceptibility for biochemistry and genetic laboratory courses.

PubMed

Legorreta-Herrera, M; Mosqueda-Romo, N A; Hernández-Clemente, F; Soto-Cruz, I

2013-01-01

We selected diabetes mellitus for this laboratory exercise to provide students with an explicit model for scientific research concerning the association between the R230C polymorphism and susceptibility to type 2 diabetes mellitus, which is highly prevalent in the Mexican population. We used a collaborative project-based learning to engage students to direct their own learning process. Students worked in small groups with the same learning goal to research, organize data, and present seminars to experimentally genotype the C230 variant and correctly interpret their results. At the conclusion of this laboratory exercise, the students were able to demonstrate a clear understanding of the relevant biological molecular principles to genotype the C230 variant, showed technical competency to carry out the experimental protocols with proficiency, and interpret their results using statistical analyses. The students discussed their understanding of the genetic technologies and the broader social and ethical implications of the research. A randomly selected team was trained to work as a "sentinel" to monitor their classmates and ensure the proper application of techniques. Moreover, the evaluation of this exercise is shared between the students and the instructors; the students evaluate their own work and the performance of their classmates. At the end of the course, the students complete a questionnaire to anonymously provide feedback and information regarding their perception of the learning outcomes. Overall, the student feedback was positive, indicating that the exercise was useful and that it would help to prepare the students for professional practice. Copyright © 2013 Wiley-Liss, Inc.

Impaired Feedforward Control and Enhanced Feedback Control of Speech in Patients with Cerebellar Degeneration

PubMed Central

Agnew, Zarinah; Nagarajan, Srikantan; Houde, John; Ivry, Richard B.

2017-01-01

The cerebellum has been hypothesized to form a crucial part of the speech motor control network. Evidence for this comes from patients with cerebellar damage, who exhibit a variety of speech deficits, as well as imaging studies showing cerebellar activation during speech production in healthy individuals. To date, the precise role of the cerebellum in speech motor control remains unclear, as it has been implicated in both anticipatory (feedforward) and reactive (feedback) control. Here, we assess both anticipatory and reactive aspects of speech motor control, comparing the performance of patients with cerebellar degeneration and matched controls. Experiment 1 tested feedforward control by examining speech adaptation across trials in response to a consistent perturbation of auditory feedback. Experiment 2 tested feedback control, examining online corrections in response to inconsistent perturbations of auditory feedback. Both male and female patients and controls were tested. The patients were impaired in adapting their feedforward control system relative to controls, exhibiting an attenuated anticipatory response to the perturbation. In contrast, the patients produced even larger compensatory responses than controls, suggesting an increased reliance on sensory feedback to guide speech articulation in this population. Together, these results suggest that the cerebellum is crucial for maintaining accurate feedforward control of speech, but relatively uninvolved in feedback control. SIGNIFICANCE STATEMENT Speech motor control is a complex activity that is thought to rely on both predictive, feedforward control as well as reactive, feedback control. While the cerebellum has been shown to be part of the speech motor control network, its functional contribution to feedback and feedforward control remains controversial. Here, we use real-time auditory perturbations of speech to show that patients with cerebellar degeneration are impaired in adapting feedforward control of speech but retain the ability to make online feedback corrections; indeed, the patients show an increased sensitivity to feedback. These results indicate that the cerebellum forms a crucial part of the feedforward control system for speech but is not essential for online, feedback control. PMID:28842410

Movement goals and feedback and feedforward control mechanisms in speech production

PubMed Central

Perkell, Joseph S.

2010-01-01

Studies of speech motor control are described that support a theoretical framework in which fundamental control variables for phonemic movements are multi-dimensional regions in auditory and somatosensory spaces. Auditory feedback is used to acquire and maintain auditory goals and in the development and function of feedback and feedforward control mechanisms. Several lines of evidence support the idea that speakers with more acute sensory discrimination acquire more distinct goal regions and therefore produce speech sounds with greater contrast. Feedback modification findings indicate that fluently produced sound sequences are encoded as feedforward commands, and feedback control serves to correct mismatches between expected and produced sensory consequences. PMID:22661828

Movement goals and feedback and feedforward control mechanisms in speech production.

PubMed

Perkell, Joseph S

2012-09-01

Studies of speech motor control are described that support a theoretical framework in which fundamental control variables for phonemic movements are multi-dimensional regions in auditory and somatosensory spaces. Auditory feedback is used to acquire and maintain auditory goals and in the development and function of feedback and feedforward control mechanisms. Several lines of evidence support the idea that speakers with more acute sensory discrimination acquire more distinct goal regions and therefore produce speech sounds with greater contrast. Feedback modification findings indicate that fluently produced sound sequences are encoded as feedforward commands, and feedback control serves to correct mismatches between expected and produced sensory consequences.

Analytically exploiting noise correlations inside the feedback loop to improve locked-oscillator performance.

PubMed

Sastrawan, J; Jones, C; Akhalwaya, I; Uys, H; Biercuk, M J

2016-08-01

We introduce concepts from optimal estimation to the stabilization of precision frequency standards limited by noisy local oscillators. We develop a theoretical framework casting various measures for frequency standard variance in terms of frequency-domain transfer functions, capturing the effects of feedback stabilization via a time series of Ramsey measurements. Using this framework, we introduce an optimized hybrid predictive feedforward measurement protocol that employs results from multiple past measurements and transfer-function-based calculations of measurement covariance to improve the accuracy of corrections within the feedback loop. In the presence of common non-Markovian noise processes these measurements will be correlated in a calculable manner, providing a means to capture the stochastic evolution of the local oscillator frequency during the measurement cycle. We present analytic calculations and numerical simulations of oscillator performance under competing feedback schemes and demonstrate benefits in both correction accuracy and long-term oscillator stability using hybrid feedforward. Simulations verify that in the presence of uncompensated dead time and noise with significant spectral weight near the inverse cycle time predictive feedforward outperforms traditional feedback, providing a path towards developing a class of stabilization software routines for frequency standards limited by noisy local oscillators.

Fringe-jump corrected far infrared tangential interferometer/polarimeter for a real-time density feedback control system of NSTX plasmasa)

NASA Astrophysics Data System (ADS)

Juhn, J.-W.; Lee, K. C.; Hwang, Y. S.; Domier, C. W.; Luhmann, N. C.; Leblanc, B. P.; Mueller, D.; Gates, D. A.; Kaita, R.

2010-10-01

The far infrared tangential interferometer/polarimeter (FIReTIP) of the National Spherical Torus Experiment (NSTX) has been set up to provide reliable electron density signals for a real-time density feedback control system. This work consists of two main parts: suppression of the fringe jumps that have been prohibiting the plasma density from use in the direct feedback to actuators and the conceptual design of a density feedback control system including the FIReTIP, control hardware, and software that takes advantage of the NSTX plasma control system (PCS). By investigating numerous shot data after July 2009 when the new electronics were installed, fringe jumps in the FIReTIP are well characterized, and consequently the suppressing algorithms are working properly as shown in comparisons with the Thomson scattering diagnostic. This approach is also applicable to signals taken at a 5 kHz sampling rate, which is a fundamental constraint imposed by the digitizers providing inputs to the PCS. The fringe jump correction algorithm, as well as safety and feedback modules, will be included as submodules either in the gas injection system category or a new category of density in the PCS.

Eye-Hand Coordination during Visuomotor Adaptation with Different Rotation Angles: Effects of Terminal Visual Feedback

PubMed Central

Rand, Miya K.; Rentsch, Sebastian

2016-01-01

This study examined adaptive changes of eye-hand coordination during a visuomotor rotation task under the use of terminal visual feedback. Young adults made reaching movements to targets on a digitizer while looking at targets on a monitor where the rotated feedback (a cursor) of hand movements appeared after each movement. Three rotation angles (30°, 75° and 150°) were examined in three groups in order to vary the task difficulty. The results showed that the 30° group gradually reduced direction errors of reaching with practice and adapted well to the visuomotor rotation. The 75° group made large direction errors of reaching, and the 150° group applied a 180° reversal shift from early practice. The 75°and 150° groups, however, overcompensated the respective rotations at the end of practice. Despite these group differences in adaptive changes of reaching, all groups gradually adapted gaze directions prior to reaching from the target area to the areas related to the final positions of reaching during the course of practice. The adaptive changes of both hand and eye movements in all groups mainly reflected adjustments of movement directions based on explicit knowledge of the applied rotation acquired through practice. Only the 30° group showed small implicit adaptation in both effectors. The results suggest that by adapting gaze directions from the target to the final position of reaching based on explicit knowledge of the visuomotor rotation, the oculomotor system supports the limb-motor system to make precise preplanned adjustments of reaching directions during learning of visuomotor rotation under terminal visual feedback. PMID:27812093

Influence of feedback characteristics on perceived learning value of feedback in clerkships: does culture matter?

PubMed

Suhoyo, Yoyo; Van Hell, Elisabeth A; Kerdijk, Wouter; Emilia, Ova; Schönrock-Adema, Johanna; Kuks, Jan B M; Cohen-Schotanus, Janke

2017-04-05

Various feedback characteristics have been suggested to positively influence student learning. It is not clear how these feedback characteristics contribute to students' perceived learning value of feedback in cultures classified low on the cultural dimension of individualism and high on power distance. This study was conducted to validate the influence of five feedback characteristics on students' perceived learning value of feedback in an Indonesian clerkship context. We asked clerks in Neurology (n = 169) and Internal Medicine (n = 132) to assess on a 5-point Likert scale the learning value of the feedback they received. We asked them to record whether the feedback provider (1) informed the student what went well, (2) mentioned which aspects of performance needed improvement, (3) compared the student's performance to a standard, (4) further explained or demonstrated the correct performance, and (5) prepared an action plan with the student to improve performance. Data were analyzed using multilevel regression. A total of 250 students participated in this study, 131 from Internal Medicine (response rate 99%) and 119 from Neurology (response rate 70%). Of these participants, 225 respondents (44% males, 56% females) completed the form and reported 889 feedback moments. Students perceived feedback as more valuable when the feedback provider mentioned their weaknesses (β = 0.153, p < 0.01), compared their performance to a standard (β = 0.159, p < 0.01), explained or demonstrated the correct performance (β = 0.324, p < 0.001) and prepared an action plan with the student (β =0.496, p < 0.001). Appraisal of good performance did not influence the perceived learning value of feedback. No gender differences were found for perceived learning value. In Indonesia, we could validate four out of the five characteristics for effective feedback. We argue that our findings relate to culture, in particular to the levels of individualism and power distance. The recognized characteristics of what constitutes effective feedback should be validated across cultures.

Calabi-Yau structures on categories of matrix factorizations

NASA Astrophysics Data System (ADS)

Shklyarov, Dmytro

2017-09-01

Using tools of complex geometry, we construct explicit proper Calabi-Yau structures, that is, non-degenerate cyclic cocycles on differential graded categories of matrix factorizations of regular functions with isolated critical points. The formulas involve the Kapustin-Li trace and its higher corrections. From the physics perspective, our result yields explicit 'off-shell' models for categories of topological D-branes in B-twisted Landau-Ginzburg models.

Balanced cortical microcircuitry for spatial working memory based on corrective feedback control.

PubMed

Lim, Sukbin; Goldman, Mark S

2014-05-14

A hallmark of working memory is the ability to maintain graded representations of both the spatial location and amplitude of a memorized stimulus. Previous work has identified a neural correlate of spatial working memory in the persistent maintenance of spatially specific patterns of neural activity. How such activity is maintained by neocortical circuits remains unknown. Traditional models of working memory maintain analog representations of either the spatial location or the amplitude of a stimulus, but not both. Furthermore, although most previous models require local excitation and lateral inhibition to maintain spatially localized persistent activity stably, the substrate for lateral inhibitory feedback pathways is unclear. Here, we suggest an alternative model for spatial working memory that is capable of maintaining analog representations of both the spatial location and amplitude of a stimulus, and that does not rely on long-range feedback inhibition. The model consists of a functionally columnar network of recurrently connected excitatory and inhibitory neural populations. When excitation and inhibition are balanced in strength but offset in time, drifts in activity trigger spatially specific negative feedback that corrects memory decay. The resulting networks can temporally integrate inputs at any spatial location, are robust against many commonly considered perturbations in network parameters, and, when implemented in a spiking model, generate irregular neural firing characteristic of that observed experimentally during persistent activity. This work suggests balanced excitatory-inhibitory memory circuits implementing corrective negative feedback as a substrate for spatial working memory. Copyright © 2014 the authors 0270-6474/14/346790-17$15.00/0.

Improve Student Understanding Ability Through Gamification in Instructional Media Based Explicit Instruction

NASA Astrophysics Data System (ADS)

Firdausi, N.; Prabawa, H. W.; Sutarno, H.

2017-02-01

In an effort to maximize a student’s academic growth, one of the tools available to educators is the explicit instruction. Explicit instruction is marked by a series of support or scaffold, where the students will be guided through the learning process with a clear statement of purpose and a reason for learning new skills, a clear explanation and demonstration of learning targets, supported and practiced with independent feedback until mastery has been achieved. The technology development trend of todays, requires an adjustment in the development of learning object that supports the achievement of explicit instruction targets. This is where the gamification position is. In the role as a pedagogical strategy, the use of gamification preformance study class is still relatively new. Gamification not only use the game elements and game design techniques in non-game contexts, but also to empower and engage learners with the ability of motivation on learning approach and maintains a relaxed atmosphere. With using Reseach and Development methods, this paper presents the integration of technology (which in this case using the concept of gamification) in explicit instruction settings and the impact on the improvement of students’ understanding.

Coaching, Not Correcting: An Alternative Model for Minority Students

ERIC Educational Resources Information Center

Dresser, Rocío; Asato, Jolynn

2014-01-01

The debate on the role of oral corrective feedback or "repair" in English instruction settings has been going on for over 30 years. Some educators believe that oral grammar correction is effective because they have noticed that students who learned a set of grammar rules were more likely to use them in real life communication (Krashen,…

The Effects of Focused and Unfocused Written Corrective Feedback in an English as a Foreign Language Context

ERIC Educational Resources Information Center

Ellis, Rod; Sheen, Younghee; Murakami, Mihoko; Takashima, Hide

2008-01-01

Truscott [Truscott, J., 1996. "The case against grammar correction in L2 writing classes.' "Language Learning" 46, 327-369; Truscott, J., 1999. "The case for "the case for grammar correction in L2 writing classes": a response to Ferris." "Journal of Second Language Writing" 8, 111-122] laid down the…

The Continued Influence of Implied and Explicitly Stated Misinformation in News Reports

ERIC Educational Resources Information Center

Rich, Patrick R.; Zaragoza, Maria S.

2016-01-01

The piecemeal reporting of unfolding news events can lead to the reporting of mistaken information (or misinformation) about the cause of the newsworthy event, which later needs to be corrected. Studies of the "continued influence effect" have shown, however, that corrections are not entirely effective in reversing the effects of initial…

Perturbative triples correction for local pair natural orbital based explicitly correlated CCSD(F12*) using Laplace transformation techniques.

PubMed

Schmitz, Gunnar; Hättig, Christof

2016-12-21

We present an implementation of pair natural orbital coupled cluster singles and doubles with perturbative triples, PNO-CCSD(T), which avoids the quasi-canonical triples approximation (T0) where couplings due to off-diagonal Fock matrix elements are neglected. A numerical Laplace transformation of the canonical expression for the perturbative (T) triples correction is used to avoid an I/O and storage bottleneck for the triples amplitudes. Results for a test set of reaction energies show that only very few Laplace grid points are needed to obtain converged energy differences and that PNO-CCSD(T) is a more robust approximation than PNO-CCSD(T0) with a reduced mean absolute deviation from canonical CCSD(T) results. We combine the PNO-based (T) triples correction with the explicitly correlated PNO-CCSD(F12*) method and investigate the use of specialized F12-PNOs in the conventional triples correction. We find that no significant additional errors are introduced and that PNO-CCSD(F12*)(T) can be applied in a black box manner.

Calibration of piezoelectric RL shunts with explicit residual mode correction

NASA Astrophysics Data System (ADS)

Høgsberg, Jan; Krenk, Steen

2017-01-01

Piezoelectric RL (resistive-inductive) shunts are passive resonant devices used for damping of dominant vibration modes of a flexible structure and their efficiency relies on the precise calibration of the shunt components. In the present paper improved calibration accuracy is attained by an extension of the local piezoelectric transducer displacement by two additional terms, representing the flexibility and inertia contributions from the residual vibration modes not directly addressed by the shunt damping. This results in an augmented dynamic model for the targeted resonant vibration mode, in which the residual contributions, represented by two correction factors, modify both the apparent transducer capacitance and the shunt circuit impedance. Explicit expressions for the correction of the shunt circuit inductance and resistance are presented in a form that is generally applicable to calibration formulae derived on the basis of an assumed single-mode structure, where modal interaction has been neglected. A design procedure is devised and subsequently verified by a numerical example, which demonstrates that effective mitigation can be obtained for an arbitrary vibration mode when the residual mode correction is included in the calibration of the RL shunt.

Oral Feedback in Classroom SLA: A Meta-Analysis

ERIC Educational Resources Information Center

Lyster, Roy; Saito, Kazuya

2010-01-01

To investigate the pedagogical effectiveness of oral corrective feedback (CF) on target language development, we conducted a meta-analysis that focused exclusively on 15 classroom-based studies (N = 827). The analysis was designed to investigate whether CF was effective in classroom settings and, if so, whether its effectiveness varied according…

Instructive Feedback Embedded within Group Instruction for Children Diagnosed with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Leaf, Justin B.; Cihon, Joseph H.; Alcalay, Aditt; Mitchell, Erin; Townley-Cochran, Donna; Miller, Kevin; Leaf, Ronald; Taubman, Mitchell; McEachin, John

2017-01-01

The present study evaluated the effects of instructive feedback embedded within a group discrete trial teaching to teach tact relations to nine children diagnosed with autism spectrum disorder using a nonconcurrent multiple-baseline design. Dependent variables included correct responses for: primary targets (directly taught), secondary targets…

Self-Explanation and Explanatory Feedback in Games: Individual Differences, Gameplay, and Learning

ERIC Educational Resources Information Center

Killingsworth, Stephen S.; Clark, Douglas B.; Adams, Deanne M.

2015-01-01

Previous research has demonstrated the efficacy of two explanation-based approaches for increasing learning in educational games. The first involves asking students to explain their answers (self-explanation) and the second involves providing correct explanations (explanatory feedback). This study (1) compared self-explanation and explanatory…

The Role of Feedback on Studying, Achievement and Calibration.

ERIC Educational Resources Information Center

Chu, Stephanie T. L.; Jamieson-Noel, Dianne L.; Winne, Philip H.

One set of hypotheses examined in this study was that various types of feedback (outcome, process, and corrective) supply different information about performance and have different effects on studying processes and on achievement. Another set of hypotheses concerned students' calibration, their accuracy in predicting and postdicting achievement…

Self-assessing target with automatic feedback

DOEpatents

Larkin, Stephen W.; Kramer, Robert L.

2004-03-02

A self assessing target with four quadrants and a method of use thereof. Each quadrant containing possible causes for why shots are going into that particular quadrant rather than the center mass of the target. Each possible cause is followed by a solution intended to help the marksman correct the problem causing the marksman to shoot in that particular area. In addition, the self assessing target contains possible causes for general shooting errors and solutions to the causes of the general shooting error. The automatic feedback with instant suggestions and corrections enables the shooter to improve their marksmanship.

Quantum error correction for continuously detected errors with any number of error channels per qubit

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

Ahn, Charlene; Wiseman, Howard; Jacobs, Kurt

2004-08-01

It was shown by Ahn, Wiseman, and Milburn [Phys. Rev. A 67, 052310 (2003)] that feedback control could be used as a quantum error correction process for errors induced by weak continuous measurement, given one perfectly measured error channel per qubit. Here we point out that this method can be easily extended to an arbitrary number of error channels per qubit. We show that the feedback protocols generated by our method encode n-2 logical qubits in n physical qubits, thus requiring just one more physical qubit than in the previous case.

Host behaviour–parasite feedback: an essential link between animal behaviour and disease ecology

PubMed Central

Archie, Elizabeth A.; Craft, Meggan E.; Hawley, Dana M.; Martin, Lynn B.; Moore, Janice; White, Lauren

2016-01-01

Animal behaviour and the ecology and evolution of parasites are inextricably linked. For this reason, animal behaviourists and disease ecologists have been interested in the intersection of their respective fields for decades. Despite this interest, most research at the behaviour–disease interface focuses either on how host behaviour affects parasites or how parasites affect behaviour, with little overlap between the two. Yet, the majority of interactions between hosts and parasites are probably reciprocal, such that host behaviour feeds back on parasites and vice versa. Explicitly considering these feedbacks is essential for understanding the complex connections between animal behaviour and parasite ecology and evolution. To illustrate this point, we discuss how host behaviour–parasite feedbacks might operate and explore the consequences of feedback for studies of animal behaviour and parasites. For example, ignoring the feedback of host social structure on parasite dynamics can limit the accuracy of predictions about parasite spread. Likewise, considering feedback in studies of parasites and animal personalities may provide unique insight about the maintenance of variation in personality types. Finally, applying the feedback concept to links between host behaviour and beneficial, rather than pathogenic, microbes may shed new light on transitions between mutualism and parasitism. More generally, accounting for host behaviour–parasite feedbacks can help identify critical gaps in our understanding of how key host behaviours and parasite traits evolve and are maintained. PMID:27053751

Host behaviour-parasite feedback: an essential link between animal behaviour and disease ecology.

PubMed

Ezenwa, Vanessa O; Archie, Elizabeth A; Craft, Meggan E; Hawley, Dana M; Martin, Lynn B; Moore, Janice; White, Lauren

2016-04-13

Animal behaviour and the ecology and evolution of parasites are inextricably linked. For this reason, animal behaviourists and disease ecologists have been interested in the intersection of their respective fields for decades. Despite this interest, most research at the behaviour-disease interface focuses either on how host behaviour affects parasites or how parasites affect behaviour, with little overlap between the two. Yet, the majority of interactions between hosts and parasites are probably reciprocal, such that host behaviour feeds back on parasites and vice versa. Explicitly considering these feedbacks is essential for understanding the complex connections between animal behaviour and parasite ecology and evolution. To illustrate this point, we discuss how host behaviour-parasite feedbacks might operate and explore the consequences of feedback for studies of animal behaviour and parasites. For example, ignoring the feedback of host social structure on parasite dynamics can limit the accuracy of predictions about parasite spread. Likewise, considering feedback in studies of parasites and animal personalities may provide unique insight about the maintenance of variation in personality types. Finally, applying the feedback concept to links between host behaviour and beneficial, rather than pathogenic, microbes may shed new light on transitions between mutualism and parasitism. More generally, accounting for host behaviour-parasite feedbacks can help identify critical gaps in our understanding of how key host behaviours and parasite traits evolve and are maintained. © 2016 The Author(s).

Visual crowding illustrates the inadequacy of local vs. global and feedforward vs. feedback distinctions in modeling visual perception

PubMed Central

Clarke, Aaron M.; Herzog, Michael H.; Francis, Gregory

2014-01-01

Experimentalists tend to classify models of visual perception as being either local or global, and involving either feedforward or feedback processing. We argue that these distinctions are not as helpful as they might appear, and we illustrate these issues by analyzing models of visual crowding as an example. Recent studies have argued that crowding cannot be explained by purely local processing, but that instead, global factors such as perceptual grouping are crucial. Theories of perceptual grouping, in turn, often invoke feedback connections as a way to account for their global properties. We examined three types of crowding models that are representative of global processing models, and two of which employ feedback processing: a model based on Fourier filtering, a feedback neural network, and a specific feedback neural architecture that explicitly models perceptual grouping. Simulations demonstrate that crucial empirical findings are not accounted for by any of the models. We conclude that empirical investigations that reject a local or feedforward architecture offer almost no constraints for model construction, as there are an uncountable number of global and feedback systems. We propose that the identification of a system as being local or global and feedforward or feedback is less important than the identification of a system's computational details. Only the latter information can provide constraints on model development and promote quantitative explanations of complex phenomena. PMID:25374554

Control circuit maintains unity power factor of reactive load

NASA Technical Reports Server (NTRS)

Kramer, M.; Martinage, L. H.

1966-01-01

Circuit including feedback control elements automatically corrects the power factor of a reactive load. It maintains power supply efficiency where negative load reactance changes and varies by providing corrective error signals to the control windings of a power supply transformer.

The use of real-time ultrasound feedback in teaching abdominal hollowing exercises to healthy subjects.

PubMed

Henry, Sharon M; Westervelt, Karen C

2005-06-01

Randomized controlled trial. To determine if supplementing typical clinical instruction with real-time ultrasound feedback facilitates performance and retention of the abdominal hollowing exercise (AHE). Increasingly clinicians are using real-time ultrasound imaging as a form of feedback when teaching patients trunk stabilization exercises; however, there has been no justification for this practice. Forty-eight subjects were divided randomly into 3 groups that received different types of feedback: group 1 received minimal verbal feedback, group 2 received verbal and palpatory feedback, and group 3 received real-time ultrasound, verbal, and palpatory feedback. If the subject performed 3 consecutive correct AHEs during the initial session, she/he returned for a retention test. The performance of 3 consecutive, correct AHEs was the criterion measure; the number of trials to criterion was also recorded during the initial and retention test sessions. The ability to perform the AHE differed among groups (P<.001). During the initial session, 12.5% of subjects in group 1, 50.0% of subjects in group 2, and 87.5% of subjects in group 3 were able to perform 3 consecutive AHEs. Group 3 subjects achieved the criterion in fewer trials than the other 2 groups (P = .0006). No differences among groups were found for the retention testing; however, low power due to fewer subjects precluded a strong interpretation of this finding. Real-time ultrasound feedback can decrease the number of trials needed to consistently perform the AHE; however, the data are inconclusive with regard to retention of this skill.

Object discrimination using electrotactile feedback.

PubMed

Arakeri, Tapas J; Hasse, Brady A; Fuglevand, Andrew J

2018-04-09

A variety of bioengineering systems are being developed to restore tactile sensations in individuals who have lost somatosensory feedback because of spinal cord injury, stroke, or amputation. These systems typically detect tactile force with sensors placed on an insensate hand (or prosthetic hand in the case of amputees) and deliver touch information by electrically or mechanically stimulating sensate skin above the site of injury. Successful object manipulation, however, also requires proprioceptive feedback representing the configuration and movements of the hand and digits. Therefore, we developed a simple system that simultaneously provides information about tactile grip force and hand aperture using current amplitude-modulated electrotactile feedback. We evaluated the utility of this system by testing the ability of eight healthy human subjects to distinguish among 27 objects of varying sizes, weights, and compliances based entirely on electrotactile feedback. The feedback was modulated by grip-force and hand-aperture sensors placed on the hand of an experimenter (not visible to the subject) grasping and lifting the test objects. We were also interested to determine the degree to which subjects could learn to use such feedback when tested over five consecutive sessions. The average percentage correct identifications on day 1 (28.5%  ±  8.2% correct) was well above chance (3.7%) and increased significantly with training to 49.2%  ±  10.6% on day 5. Furthermore, this training transferred reasonably well to a set of novel objects. These results suggest that simple, non-invasive methods can provide useful multisensory feedback that might prove beneficial in improving the control over prosthetic limbs.

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.

Explicitly computing geodetic coordinates from Cartesian coordinates

NASA Astrophysics Data System (ADS)

Zeng, Huaien

2013-04-01

This paper presents a new form of quartic equation based on Lagrange's extremum law and a Groebner basis under the constraint that the geodetic height is the shortest distance between a given point and the reference ellipsoid. A very explicit and concise formulae of the quartic equation by Ferrari's line is found, which avoids the need of a good starting guess for iterative methods. A new explicit algorithm is then proposed to compute geodetic coordinates from Cartesian coordinates. The convergence region of the algorithm is investigated and the corresponding correct solution is given. Lastly, the algorithm is validated with numerical experiments.

Dynamics of localized structures in reaction-diffusion systems induced by delayed feedback

NASA Astrophysics Data System (ADS)

Gurevich, Svetlana V.

2013-05-01

We are interested in stability properties of a single localized structure in a three-component reaction-diffusion system subjected to the time-delayed feedback. We shall show that variation in the product of the delay time and the feedback strength leads to complex dynamical behavior of the system, including formation of target patterns, spontaneous motion, and spontaneous breathing as well as various complex structures, arising from combination of different oscillatory instabilities. In the case of spontaneous motion, we provide a bifurcation analysis of the delayed system and derive an order parameter equation for the position of the localized structure, explicitly describing its temporal evolution in the vicinity of the bifurcation point. This equation is a subject to a nonlinear delay differential equation, which can be transformed to the normal form of the pitchfork drift bifurcation.

A hybrid solution using computational prediction and measured data to accurately determine process corrections with reduced overlay sampling

NASA Astrophysics Data System (ADS)

Noyes, Ben F.; Mokaberi, Babak; Mandoy, Ram; Pate, Alex; Huijgen, Ralph; McBurney, Mike; Chen, Owen

2017-03-01

Reducing overlay error via an accurate APC feedback system is one of the main challenges in high volume production of the current and future nodes in the semiconductor industry. The overlay feedback system directly affects the number of dies meeting overlay specification and the number of layers requiring dedicated exposure tools through the fabrication flow. Increasing the former number and reducing the latter number is beneficial for the overall efficiency and yield of the fabrication process. An overlay feedback system requires accurate determination of the overlay error, or fingerprint, on exposed wafers in order to determine corrections to be automatically and dynamically applied to the exposure of future wafers. Since current and future nodes require correction per exposure (CPE), the resolution of the overlay fingerprint must be high enough to accommodate CPE in the overlay feedback system, or overlay control module (OCM). Determining a high resolution fingerprint from measured data requires extremely dense overlay sampling that takes a significant amount of measurement time. For static corrections this is acceptable, but in an automated dynamic correction system this method creates extreme bottlenecks for the throughput of said system as new lots have to wait until the previous lot is measured. One solution is using a less dense overlay sampling scheme and employing computationally up-sampled data to a dense fingerprint. That method uses a global fingerprint model over the entire wafer; measured localized overlay errors are therefore not always represented in its up-sampled output. This paper will discuss a hybrid system shown in Fig. 1 that combines a computationally up-sampled fingerprint with the measured data to more accurately capture the actual fingerprint, including local overlay errors. Such a hybrid system is shown to result in reduced modelled residuals while determining the fingerprint, and better on-product overlay performance.

A generalized leaky FxLMS algorithm for tuning the waterbed effect of feedback active noise control systems

NASA Astrophysics Data System (ADS)

Wu, Lifu; Qiu, Xiaojun; Guo, Yecai

2018-06-01

To tune the noise amplification in the feedback system caused by the waterbed effect effectively, an adaptive algorithm is proposed in this paper by replacing the scalar leaky factor of the leaky FxLMS algorithm with a real symmetric Toeplitz matrix. The elements in the matrix are calculated explicitly according to the noise amplification constraints, which are defined based on a simple but efficient method. Simulations in an ANC headphone application demonstrate that the proposed algorithm can adjust the frequency band of noise amplification more effectively than the FxLMS algorithm and the leaky FxLMS algorithm.

Quantum corrections for the cubic Galileon in the covariant language

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

Saltas, Ippocratis D.; Vitagliano, Vincenzo, E-mail: isaltas@fc.ul.pt, E-mail: vincenzo.vitagliano@ist.utl.pt

We present for the first time an explicit exposition of quantum corrections within the cubic Galileon theory including the effect of quantum gravity, in a background- and gauge-invariant manner, employing the field-reparametrisation approach of the covariant effective action at 1-loop. We show that the consideration of gravitational effects in combination with the non-linear derivative structure of the theory reveals new interactions at the perturbative level, which manifest themselves as higher-operators in the associated effective action, which' relevance is controlled by appropriate ratios of the cosmological vacuum and the Galileon mass scale. The significance and concept of the covariant approach inmore » this context is discussed, while all calculations are explicitly presented.« less

Visual Reliance for Balance Control in Older Adults Persists When Visual Information Is Disrupted by Artificial Feedback Delays

PubMed Central

Balasubramaniam, Ramesh

2014-01-01

Sensory information from our eyes, skin and muscles helps guide and correct balance. Less appreciated, however, is that delays in the transmission of sensory information between our eyes, limbs and central nervous system can exceed several 10s of milliseconds. Investigating how these time-delayed sensory signals influence balance control is central to understanding the postural system. Here, we investigate how delayed visual feedback and cognitive performance influence postural control in healthy young and older adults. The task required that participants position their center of pressure (COP) in a fixed target as accurately as possible without visual feedback about their COP location (eyes-open balance), or with artificial time delays imposed on visual COP feedback. On selected trials, the participants also performed a silent arithmetic task (cognitive dual task). We separated COP time series into distinct frequency components using low and high-pass filtering routines. Visual feedback delays affected low frequency postural corrections in young and older adults, with larger increases in postural sway noted for the group of older adults. In comparison, cognitive performance reduced the variability of rapid center of pressure displacements in young adults, but did not alter postural sway in the group of older adults. Our results demonstrate that older adults prioritize vision to control posture. This visual reliance persists even when feedback about the task is delayed by several hundreds of milliseconds. PMID:24614576

Delayed, but not immediate, feedback after multiple-choice questions increases performance on a subsequent short-answer, but not multiple-choice, exam: evidence for the dual-process theory of memory.

PubMed

Sinha, Neha; Glass, Arnold Lewis

2015-01-01

Three experiments, two performed in the laboratory and one embedded in a college psychology lecture course, investigated the effects of immediate versus delayed feedback following a multiple-choice exam on subsequent short answer and multiple-choice exams. Performance on the subsequent multiple-choice exam was not affected by the timing of the feedback on the prior exam; however, performance on the subsequent short answer exam was better following delayed than following immediate feedback. This was true regardless of the order in which immediate versus delayed feedback was given. Furthermore, delayed feedback only had a greater effect than immediate feedback on subsequent short answer performance following correct, confident responses on the prior exam. These results indicate that delayed feedback cues a student's prior response and increases subsequent recollection of that response. The practical implication is that delayed feedback is better than immediate feedback during academic testing.

Implicit and explicit mechanisms of word learning in a narrative context: an event-related potential study.

PubMed

Batterink, Laura; Neville, Helen

2011-11-01

The vast majority of word meanings are learned simply by extracting them from context rather than by rote memorization or explicit instruction. Although this skill is remarkable, little is known about the brain mechanisms involved. In the present study, ERPs were recorded as participants read stories in which pseudowords were presented multiple times, embedded in consistent, meaningful contexts (referred to as meaning condition, M+) or inconsistent, meaningless contexts (M-). Word learning was then assessed implicitly using a lexical decision task and explicitly through recall and recognition tasks. Overall, during story reading, M- words elicited a larger N400 than M+ words, suggesting that participants were better able to semantically integrate M+ words than M- words throughout the story. In addition, M+ words whose meanings were subsequently correctly recognized and recalled elicited a more positive ERP in a later time window compared with M+ words whose meanings were incorrectly remembered, consistent with the idea that the late positive component is an index of encoding processes. In the lexical decision task, no behavioral or electrophysiological evidence for implicit priming was found for M+ words. In contrast, during the explicit recognition task, M+ words showed a robust N400 effect. The N400 effect was dependent upon recognition performance, such that only correctly recognized M+ words elicited an N400. This pattern of results provides evidence that the explicit representations of word meanings can develop rapidly, whereas implicit representations may require more extensive exposure or more time to emerge.

Metacognitive unawareness of the errorful generation benefit and its effects on self-regulated learning.

PubMed

Yang, Chunliang; Potts, Rosalind; Shanks, David R

2017-07-01

Generating errors followed by corrective feedback enhances retention more effectively than does reading-the benefit of errorful generation-but people tend to be unaware of this benefit. The current research explored this metacognitive unawareness, its effect on self-regulated learning, and how to alleviate or reverse it. People's beliefs about the relative learning efficacy of generating errors followed by corrective feedback compared to reading, and the effects of generation fluency, are also explored. In Experiments 1 and 2, lower judgments of learning (JOLs) were consistently given to incorrectly generated word pairs than to studied (read) pairs and led participants to distribute more study resources to incorrectly generated pairs, even though superior recall of these pairs was exhibited in the final test. In Experiment 3, a survey revealed that people believe that generating errors followed by corrective feedback is inferior to reading. Experiment 4 was designed to alter participants' metacognition by informing them of the errorful generation benefit prior to study. Although metacognitive misalignment was partly countered, participants still tended to be unaware of this benefit when making item-by-item JOLs. In Experiment 5, in a delayed JOL condition, higher JOLs were given to incorrectly generated pairs and read pairs were more likely to be selected for restudy. The current research reveals that people tend to underestimate the learning efficiency of generating errors followed by corrective feedback relative to reading when making immediate item-by-item JOLs. Informing people of the errorful generation benefit prior to study and asking them to make delayed JOLs are effective ways to alleviate this metacognitive miscalibration. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Computational technique for stepwise quantitative assessment of equation correctness

NASA Astrophysics Data System (ADS)

Othman, Nuru'l Izzah; Bakar, Zainab Abu

2017-04-01

Many of the computer-aided mathematics assessment systems that are available today possess the capability to implement stepwise correctness checking of a working scheme for solving equations. The computational technique for assessing the correctness of each response in the scheme mainly involves checking the mathematical equivalence and providing qualitative feedback. This paper presents a technique, known as the Stepwise Correctness Checking and Scoring (SCCS) technique that checks the correctness of each equation in terms of structural equivalence and provides quantitative feedback. The technique, which is based on the Multiset framework, adapts certain techniques from textual information retrieval involving tokenization, document modelling and similarity evaluation. The performance of the SCCS technique was tested using worked solutions on solving linear algebraic equations in one variable. 350 working schemes comprising of 1385 responses were collected using a marking engine prototype, which has been developed based on the technique. The results show that both the automated analytical scores and the automated overall scores generated by the marking engine exhibit high percent agreement, high correlation and high degree of agreement with manual scores with small average absolute and mixed errors.

L2 Teaching in the Wild: A Closer Look at Correction and Explanation Practices in Everyday L2 Interaction

ERIC Educational Resources Information Center

Theodorsdottor, Gudrun

2018-01-01

This article argues for a reconceptualization of the concept of "corrective feedback" for the investigation of correction practices in everyday second language (L2) interaction ("in the wild"). Expanding the dataset for L2 research as suggested by Firth and Wagner (1997) to include interactions from the wild has consequences…

Students' Preferences and Attitude toward Oral Error Correction Techniques at Yanbu University College, Saudi Arabia

ERIC Educational Resources Information Center

Alamri, Bushra; Fawzi, Hala Hassan

2016-01-01

Error correction has been one of the core areas in the field of English language teaching. It is "seen as a form of feedback given to learners on their language use" (Amara, 2015). Many studies investigated the use of different techniques to correct students' oral errors. However, only a few focused on students' preferences and attitude…

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).

A Feedback Intervention to Increase Digital and Paper Checklist Performance in Technically Advanced Aircraft Simulation

ERIC Educational Resources Information Center

Rantz, William G.; Van Houten, Ron

2011-01-01

This study examined whether pilots operating a flight simulator completed digital or paper flight checklists more accurately after receiving postflight graphic and verbal feedback. The dependent variable was the number of checklist items completed correctly per flight. Following treatment, checklist completion with paper and digital checklists…

Written Corrective Feedback: The Perception of Korean EFL Learners

ERIC Educational Resources Information Center

Chung, Bohyon

2015-01-01

This paper reports on the perception of Korean EFL learners toward feedback types on their written errors. The survey was administered using an adopted questionnaire from previous studies (Ishii 2011; Leki, 1991). This further allows a comparison of Korean EFL learners' attitudes with the responses to an identical questionnaire by Japanese EFL…

Spelling: Computerised Feedback for Self-Correction

ERIC Educational Resources Information Center

Lawley, Jim

2016-01-01

Research has shown that any assumption that L2 learners of English do well to rely on the feedback provided by generic spell checkers (for example, the MS Word spell checker) is misplaced. Efforts to develop spell checkers specifically for L2 learners have focused on training software to offer more appropriate suggestion lists for replacing…

Digital Literacies and Generational Micro-Cultures: Email Feedback in Lebanon

ERIC Educational Resources Information Center

De Coursey, Christina; Dandashly, Nadine

2015-01-01

This study reports on the introduction of email feedback, in a private university in Lebanon with marked generational differences and a traditional instructor culture focused on grammar correction. The instructor profile showed insufficient ELT training and a disjuncture between those with low and those with long service. Instructors were trained,…

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 Design of Scaffolding in Game-Based Learning: A Formative Evaluation

ERIC Educational Resources Information Center

Weppel, Sheri; Bishop, Mj; Munoz-Avila, Hector

2012-01-01

Instructional games fluctuate between "restricted play" and "free play." Highly structured games with lots of corrective feedback can be less engaging, whereas unstructured games with minimal feedback can lead to frustration. This mixed methods, formative evaluation study investigated how designers might find the balance between too much and too…

The Effects of Item by Item Feedback Given during an Ability Test.

ERIC Educational Resources Information Center

Whetton, C.; Childs, R.

1981-01-01

Answer-until-correct (AUC) is a procedure for providing feedback during a multiple-choice test, giving an increased range of scores. The performance of secondary students on a verbal ability test using AUC procedures was compared with a group using conventional instructions. AUC scores considerably enhanced reliability but not validity.…

Preferences for Interactional Feedback: Differences between Learners and Teachers

ERIC Educational Resources Information Center

Kaivanpanah, Shiva; Alavi, Sayyed Mohammad; Sepehrinia, Sajjad

2015-01-01

The present study examines Iranian language learners' views on different types of oral corrective feedback and explores the relationship with learners' language proficiency. It then compares the learners' views with those of their teachers. The study is based on a 36-item questionnaire completed by 154 English as a foreign language (EFL) learners…

On the Feed-back Mechanism of Chinese Stock Markets

NASA Astrophysics Data System (ADS)

Lu, Shu Quan; Ito, Takao; Zhang, Jianbo

Feed-back models in the stock markets research imply an adjustment process toward investors' expectation for current information and past experiences. Error-correction and cointegration are often used to evaluate the long-run relation. The Efficient Capital Market Hypothesis, which had ignored the effect of the accumulation of information, cannot explain some anomalies such as bubbles and partial predictability in the stock markets. In order to investigate the feed-back mechanism and to determine an effective model, we use daily data of the stock index of two Chinese stock markets with the expectational model, which is one kind of geometric lag models. Tests and estimations of error-correction show that long-run equilibrium seems to be seldom achieved in Chinese stock markets. Our result clearly shows the common coefficient of expectations and fourth-order autoregressive disturbance exist in the two Chinese stock markets. Furthermore, we find the same coefficient of expectations has an autoregressive effect on disturbances in the two Chinese stock markets. Therefore the presence of such feed-back is also supported in Chinese stock markets.

Improving Performance in Quantum Mechanics with Explicit Incentives to Correct Mistakes

ERIC Educational Resources Information Center

Brown, Benjamin R.; Mason, Andrew; Singh, Chandralekha

2016-01-01

An earlier investigation found that the performance of advanced students in a quantum mechanics course did not automatically improve from midterm to final exam on identical problems even when they were provided the correct solutions and their own graded exams. Here, we describe a study, which extended over four years, in which upper-level…

The use of patient feedback by hospital boards of directors: a qualitative study of two NHS hospitals in England.

PubMed

Lee, Robert; Baeza, Juan I; Fulop, Naomi J

2018-02-01

Although previous research suggests that different kinds of patient feedback are used in different ways to help improve the quality of hospital care, there have been no studies of the ways in which hospital boards of directors use feedback for this purpose. To examine whether and how boards of directors of hospitals use feedback from patients to formulate strategy and to assure and improve the quality of care. We undertook an in-depth qualitative study in two acute hospital National Health Service foundation trusts in England, purposively selected as contrasting examples of the collection of different kinds of patient feedback. We collected and analysed data from interviews with directors and other managers, from observation of board meetings, and from board papers and other documents. The two boards used in-depth qualitative feedback and quantitative feedback from surveys in different ways to help develop strategies, set targets for quality improvement and design specific quality improvement initiatives; but both boards made less subsequent use of any kinds of feedback to monitor their strategies or explicitly to assure the quality of services. We have identified limitations in the uses of patient feedback by hospital boards that suggest that boards should review their current practice to ensure that they use the different kinds of patient feedback that are available to them more effectively to improve, monitor and assure the quality of care. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

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.

Extension of the KLI approximation toward the exact optimized effective potential.

PubMed

Iafrate, G J; Krieger, J B

2013-03-07

The integral equation for the optimized effective potential (OEP) is utilized in a compact form from which an accurate OEP solution for the spin-unrestricted exchange-correlation potential, Vxcσ, is obtained for any assumed orbital-dependent exchange-correlation energy functional. The method extends beyond the Krieger-Li-Iafrate (KLI) approximation toward the exact OEP result. The compact nature of the OEP equation arises by replacing the integrals involving the Green's function terms in the traditional OEP equation by an equivalent first-order perturbation theory wavefunction often referred to as the "orbital shift" function. Significant progress is then obtained by solving the equation for the first order perturbation theory wavefunction by use of Dalgarno functions which are determined from well known methods of partial differential equations. The use of Dalgarno functions circumvents the need to explicitly address the Green's functions and the associated problems with "sum over states" numerics; as well, the Dalgarno functions provide ease in dealing with inherent singularities arising from the origin and the zeros of the occupied orbital wavefunctions. The Dalgarno approach for finding a solution to the OEP equation is described herein, and a detailed illustrative example is presented for the special case of a spherically symmetric exchange-correlation potential. For the case of spherical symmetry, the relevant Dalgarno function is derived by direct integration of the appropriate radial equation while utilizing a user friendly method which explicitly treats the singular behavior at the origin and at the nodal singularities arising from the zeros of the occupied states. The derived Dalgarno function is shown to be an explicit integral functional of the exact OEP Vxcσ, thus allowing for the reduction of the OEP equation to a self-consistent integral equation for the exact exchange-correlation potential; the exact solution to this integral equation can be determined by iteration with the natural zeroth order correction given by the KLI exchange-correlation potential. Explicit analytic results are provided to illustrate the first order iterative correction beyond the KLI approximation. The derived correction term to the KLI potential explicitly involves spatially weighted products of occupied orbital densities in any assumed orbital-dependent exchange-correlation energy functional; as well, the correction term is obtained with no adjustable parameters. Moreover, if the equation for the exact optimized effective potential is further iterated, one can obtain the OEP as accurately as desired.

Extension of the KLI approximation toward the exact optimized effective potential

NASA Astrophysics Data System (ADS)

Iafrate, G. J.; Krieger, J. B.

2013-03-01

The integral equation for the optimized effective potential (OEP) is utilized in a compact form from which an accurate OEP solution for the spin-unrestricted exchange-correlation potential, Vxcσ, is obtained for any assumed orbital-dependent exchange-correlation energy functional. The method extends beyond the Krieger-Li-Iafrate (KLI) approximation toward the exact OEP result. The compact nature of the OEP equation arises by replacing the integrals involving the Green's function terms in the traditional OEP equation by an equivalent first-order perturbation theory wavefunction often referred to as the "orbital shift" function. Significant progress is then obtained by solving the equation for the first order perturbation theory wavefunction by use of Dalgarno functions which are determined from well known methods of partial differential equations. The use of Dalgarno functions circumvents the need to explicitly address the Green's functions and the associated problems with "sum over states" numerics; as well, the Dalgarno functions provide ease in dealing with inherent singularities arising from the origin and the zeros of the occupied orbital wavefunctions. The Dalgarno approach for finding a solution to the OEP equation is described herein, and a detailed illustrative example is presented for the special case of a spherically symmetric exchange-correlation potential. For the case of spherical symmetry, the relevant Dalgarno function is derived by direct integration of the appropriate radial equation while utilizing a user friendly method which explicitly treats the singular behavior at the origin and at the nodal singularities arising from the zeros of the occupied states. The derived Dalgarno function is shown to be an explicit integral functional of the exact OEP Vxcσ, thus allowing for the reduction of the OEP equation to a self-consistent integral equation for the exact exchange-correlation potential; the exact solution to this integral equation can be determined by iteration with the natural zeroth order correction given by the KLI exchange-correlation potential. Explicit analytic results are provided to illustrate the first order iterative correction beyond the KLI approximation. The derived correction term to the KLI potential explicitly involves spatially weighted products of occupied orbital densities in any assumed orbital-dependent exchange-correlation energy functional; as well, the correction term is obtained with no adjustable parameters. Moreover, if the equation for the exact optimized effective potential is further iterated, one can obtain the OEP as accurately as desired.

A Simplified Algorithm for Statistical Investigation of Damage Spreading

NASA Astrophysics Data System (ADS)

Gecow, Andrzej

2009-04-01

On the way to simulating adaptive evolution of complex system describing a living object or human developed project, a fitness should be defined on node states or network external outputs. Feedbacks lead to circular attractors of these states or outputs which make it difficult to define a fitness. The main statistical effects of adaptive condition are the result of small change tendency and to appear, they only need a statistically correct size of damage initiated by evolutionary change of system. This observation allows to cut loops of feedbacks and in effect to obtain a particular statistically correct state instead of a long circular attractor which in the quenched model is expected for chaotic network with feedback. Defining fitness on such states is simple. We calculate only damaged nodes and only once. Such an algorithm is optimal for investigation of damage spreading i.e. statistical connections of structural parameters of initial change with the size of effected damage. It is a reversed-annealed method—function and states (signals) may be randomly substituted but connections are important and are preserved. The small damages important for adaptive evolution are correctly depicted in comparison to Derrida annealed approximation which expects equilibrium levels for large networks. The algorithm indicates these levels correctly. The relevant program in Pascal, which executes the algorithm for a wide range of parameters, can be obtained from the author.

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

Gecow, Andrzej

On the way to simulating adaptive evolution of complex system describing a living object or human developed project, a fitness should be defined on node states or network external outputs. Feedbacks lead to circular attractors of these states or outputs which make it difficult to define a fitness. The main statistical effects of adaptive condition are the result of small change tendency and to appear, they only need a statistically correct size of damage initiated by evolutionary change of system. This observation allows to cut loops of feedbacks and in effect to obtain a particular statistically correct state instead ofmore » a long circular attractor which in the quenched model is expected for chaotic network with feedback. Defining fitness on such states is simple. We calculate only damaged nodes and only once. Such an algorithm is optimal for investigation of damage spreading i.e. statistical connections of structural parameters of initial change with the size of effected damage. It is a reversed-annealed method--function and states (signals) may be randomly substituted but connections are important and are preserved. The small damages important for adaptive evolution are correctly depicted in comparison to Derrida annealed approximation which expects equilibrium levels for large networks. The algorithm indicates these levels correctly. The relevant program in Pascal, which executes the algorithm for a wide range of parameters, can be obtained from the author.« less

Functional anatomy of nonvisual feedback loops during reaching: a positron emission tomography study.

PubMed

Desmurget, M; Gréa, H; Grethe, J S; Prablanc, C; Alexander, G E; Grafton, S T

2001-04-15

Reaching movements performed without vision of the moving limb are continuously monitored, during their execution, by feedback loops (designated nonvisual). In this study, we investigated the functional anatomy of these nonvisual loops using positron emission tomography (PET). Seven subjects had to "look at" (eye) or "look and point to" (eye-arm) visual targets whose location either remained stationary or changed undetectably during the ocular saccade (when vision is suppressed). Slightly changing the target location during gaze shift causes an increase in the amount of correction to be generated. Functional anatomy of nonvisual feedback loops was identified by comparing the reaching condition involving large corrections (jump) with the reaching condition involving small corrections (stationary), after subtracting the activations associated with saccadic movements and hand movement planning [(eye-arm-jumping minus eye-jumping) minus (eye-arm-stationary minus eye-stationary)]. Behavioral data confirmed that the subjects were both accurate at reaching to the stationary targets and able to update their movement smoothly and early in response to the target jump. PET difference images showed that these corrections were mediated by a restricted network involving the left posterior parietal cortex, the right anterior intermediate cerebellum, and the left primary motor cortex. These results are consistent with our knowledge of the functional properties of these areas and more generally with models emphasizing parietal-cerebellar circuits for processing a dynamic motor error signal.

Explicitly correlated coupled-cluster theory using cusp conditions. II. Treatment of connected triple excitations.

PubMed

Köhn, Andreas

2010-11-07

The coupled-cluster singles and doubles method augmented with single Slater-type correlation factors (CCSD-F12) determined by the cusp conditions (also denoted as SP ansatz) yields results close to the basis set limit with only small overhead compared to conventional CCSD. Quantitative calculations on many-electron systems, however, require to include the effect of connected triple excitations at least. In this contribution, the recently proposed [A. Köhn, J. Chem. Phys. 130, 131101 (2009)] extended SP ansatz and its application to the noniterative triples correction CCSD(T) is reviewed. The approach allows to include explicit correlation into connected triple excitations without introducing additional unknown parameters. The explicit expressions are presented and analyzed, and possible simplifications to arrive at a computationally efficient scheme are suggested. Numerical tests based on an implementation obtained by an automated approach are presented. Using a partial wave expansion for the neon atom, we can show that the proposed ansatz indeed leads to the expected (L(max)+1)(-7) convergence of the noniterative triples correction, where L(max) is the maximum angular momentum in the orbital expansion. Further results are reported for a test set of 29 molecules, employing Peterson's F12-optimized basis sets. We find that the customary approach of using the conventional noniterative triples correction on top of a CCSD-F12 calculation leads to significant basis set errors. This, however, is not always directly visible for total CCSD(T) energies due to fortuitous error compensation. The new approach offers a thoroughly explicitly correlated CCSD(T)-F12 method with improved basis set convergence of the triples contributions to both total and relative energies.

Optimization methodology for the global 10 Hz orbit feedback in RHIC

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

Liu, Chuyu; Hulsart, R.; Mernick, K.

To combat beam oscillations induced by triplet vibrations at the Relativistic Heavy Ion Collider (RHIC), a global orbit feedback system was developed and applied at injection and top energy in 2011, and during beam acceleration in 2012. Singular Value Decomposition (SVD) was employed to determine the strengths and currents of the applied corrections. The feedback algorithm was optimized for different magnetic configurations (lattices) at fixed beam energies and during beam acceleration. While the orbit feedback performed well since its inception, corrector current transients and feedback-induced beam oscillations were observed during the polarized proton program in 2015. In this paper, wemore » present the feedback algorithm, the optimization of the algorithm for various lattices and the solution adopted to mitigate the observed current transients during beam acceleration.« less

Optimization methodology for the global 10 Hz orbit feedback in RHIC

DOE PAGES

Liu, Chuyu; Hulsart, R.; Mernick, K.; ...

2018-05-08

To combat beam oscillations induced by triplet vibrations at the Relativistic Heavy Ion Collider (RHIC), a global orbit feedback system was developed and applied at injection and top energy in 2011, and during beam acceleration in 2012. Singular Value Decomposition (SVD) was employed to determine the strengths and currents of the applied corrections. The feedback algorithm was optimized for different magnetic configurations (lattices) at fixed beam energies and during beam acceleration. While the orbit feedback performed well since its inception, corrector current transients and feedback-induced beam oscillations were observed during the polarized proton program in 2015. In this paper, wemore » present the feedback algorithm, the optimization of the algorithm for various lattices and the solution adopted to mitigate the observed current transients during beam acceleration.« less

A Comparison of Chest Compression Quality Delivered During On-Scene and Ground Transport Cardiopulmonary Resuscitation

PubMed Central

Russi, Christopher S.; Myers, Lucas A.; Kolb, Logan J.; Lohse, Christine M.; Hess, Erik P.; White, Roger D.

2016-01-01

Introduction American Heart Association (AHA) guidelines recommend cardiopulmonary resuscitation (CPR) chest compressions 1.5 to 2 inches (3.75–5 cm) deep at 100 to 120 per minute. Recent studies demonstrated that manual CPR by emergency medical services (EMS) personnel is substandard. We hypothesized that transport CPR quality is significantly worse than on-scene CPR quality. Methods We analyzed adult patients receiving on-scene and transport chest compressions from nine EMS sites across Minnesota and Wisconsin from May 2008 to July 2010. Two periods were analyzed: before and after visual feedback. CPR data were collected and exported with the Zoll M series monitor and a sternally placed accelerometer measuring chest compression rate and depth. We compared compression data with 2010 AHA guidelines and Zoll RescueNet Code Review software. CPR depth and rate were “above (deep),” “in,” or “below (shallow)” the target range according to AHA guidelines. We paired on-scene and transport data for each patient; paired proportions were compared with the nonparametric Wilcoxon signed rank test. Results In the pre-feedback period, we analyzed 105 of 140 paired cases (75.0%); in the post-feedback period, 35 of 140 paired cases (25.0%) were analyzed. The proportion of correct depths during on-scene compressions (median, 41.9%; interquartile range [IQR], 16.1–73.1) was higher compared to the paired transport proportion (median, 8.7%; IQR, 2.7–48.9). Proportions of on-scene median correct rates and transport median correct depths did not improve in the post-feedback period. Conclusion Transport chest compressions are significantly worse than on-scene compressions. Implementation of visual real-time feedback did not affect performance. PMID:27625733

Accurate forced-choice recognition without awareness of memory retrieval.

PubMed

Voss, Joel L; Baym, Carol L; Paller, Ken A

2008-06-01

Recognition confidence and the explicit awareness of memory retrieval commonly accompany accurate responding in recognition tests. Memory performance in recognition tests is widely assumed to measure explicit memory, but the generality of this assumption is questionable. Indeed, whether recognition in nonhumans is always supported by explicit memory is highly controversial. Here we identified circumstances wherein highly accurate recognition was unaccompanied by hallmark features of explicit memory. When memory for kaleidoscopes was tested using a two-alternative forced-choice recognition test with similar foils, recognition was enhanced by an attentional manipulation at encoding known to degrade explicit memory. Moreover, explicit recognition was most accurate when the awareness of retrieval was absent. These dissociations between accuracy and phenomenological features of explicit memory are consistent with the notion that correct responding resulted from experience-dependent enhancements of perceptual fluency with specific stimuli--the putative mechanism for perceptual priming effects in implicit memory tests. This mechanism may contribute to recognition performance in a variety of frequently-employed testing circumstances. Our results thus argue for a novel view of recognition, in that analyses of its neurocognitive foundations must take into account the potential for both (1) recognition mechanisms allied with implicit memory and (2) recognition mechanisms allied with explicit memory.

A feedback intervention to increase digital and paper checklist performance in technically advanced aircraft simulation.

PubMed

Rantz, William G; Van Houten, Ron

2011-01-01

This study examined whether pilots operating a flight simulator completed digital or paper flight checklists more accurately after receiving postflight graphic and verbal feedback. The dependent variable was the number of checklist items completed correctly per flight. Following treatment, checklist completion with paper and digital checklists increased from 38% and 39%, respectively, to nearly 100% and remained close to 100% after feedback and praise for improvement were withdrawn. Performance was maintained at or near 100% during follow-up probes.

The FONT5 Bunch-by-Bunch Position and Angle Feedback System at ATF2

NASA Astrophysics Data System (ADS)

Apsimon, R. J.; Bett, D. R.; Burrows, P. N.; Christian, G. B.; Constance, B.; Davis, M. R.; Gerbershagen, A.; Perry, C.; Resta-Lopez, J.

The FONT5 upstream beam-based feedback system at ATF2 is designed to correct the position and angle jitter at the entrance to the ATF2 final-focus system, and also to demonstrate a prototype intra-train feedback system for the International Linear Collider interaction point. We discuss the hardware, from stripline BPMs to kickers, and RF and digital signal processing, as well as presenting results from the latest beam tests at ATF2.

Do errors matter? Errorless and errorful learning in anomic picture naming.

PubMed

McKissock, Stephen; Ward, Jamie

2007-06-01

Errorless training methods significantly improve learning in memory-impaired patients relative to errorful training procedures. However, the validity of this technique for acquiring linguistic information in aphasia has rarely been studied. This study contrasts three different treatment conditions over an 8 week period for rehabilitating picture naming in anomia: (1) errorless learning in which pictures are shown and the experimenter provides the name, (2) errorful learning with feedback in which the patient is required to generate a name but the correct name is then supplied by the experimenter, and (3) errorful learning in which no feedback is given. These conditions are compared to an untreated set of matched words. Both errorless and errorful learning with feedback conditions led to significant improvement at a 2-week and 12-14-week retest (errorful without feedback and untreated words were similar). The results suggest that it does not matter whether anomic patients are allowed to make errors in picture naming or not (unlike in memory impaired individuals). What does matter is that a correct response is given as feedback. The results also question the widely held assumption that it is beneficial for a patient to attempt to retrieve a word, given that our errorless condition involved no retrieval effort and had the greatest benefits.

Judgments of learning are significantly higher following feedback on relatively good versus relatively poor trials despite no actual learning differences.

PubMed

Carter, Michael J; Smith, Victoria; Ste-Marie, Diane M

2016-02-01

Studies have consistently shown that prospective metacognitive judgments of learning are often inaccurate because humans mistakenly interpret current performance levels as valid indices of learning. These metacognitive discrepancies are strongly related to conditions of practice. Here, we examined how the type of feedback (after good versus poor trials) received during practice and awareness (aware versus unaware) of this manipulation affected judgments of learning and actual learning. After each six-trial block, participants received feedback on their three best trials or three worst trials and half of the participants were made explicitly aware of the type of feedback they received while the other half were unaware. Judgments of learning were made at the end of each six-trial block and before the 24-h retention test. Results indicated no motor performance differences between groups in practice or retention; however, receiving feedback on relatively good compared to relatively poor trials resulted in significantly higher judgments of learning in practice and retention, irrespective of awareness. These results suggest that KR on relatively good versus relatively poor trials can have dissociable effects on judgments of learning in the absence of actual learning differences, even when participants are made aware of their feedback manipulation. Copyright © 2015 Elsevier B.V. All rights reserved.

Mean field analysis of a spatial stochastic model of a gene regulatory network.

PubMed

Sturrock, M; Murray, P J; Matzavinos, A; Chaplain, M A J

2015-10-01

A gene regulatory network may be defined as a collection of DNA segments which interact with each other indirectly through their RNA and protein products. Such a network is said to contain a negative feedback loop if its products inhibit gene transcription, and a positive feedback loop if a gene product promotes its own production. Negative feedback loops can create oscillations in mRNA and protein levels while positive feedback loops are primarily responsible for signal amplification. It is often the case in real biological systems that both negative and positive feedback loops operate in parameter regimes that result in low copy numbers of gene products. In this paper we investigate the spatio-temporal dynamics of a single feedback loop in a eukaryotic cell. We first develop a simplified spatial stochastic model of a canonical feedback system (either positive or negative). Using a Gillespie's algorithm, we compute sample trajectories and analyse their corresponding statistics. We then derive a system of equations that describe the spatio-temporal evolution of the stochastic means. Subsequently, we examine the spatially homogeneous case and compare the results of numerical simulations with the spatially explicit case. Finally, using a combination of steady-state analysis and data clustering techniques, we explore model behaviour across a subregion of the parameter space that is difficult to access experimentally and compare the parameter landscape of our spatio-temporal and spatially-homogeneous models.

Identifying educator behaviours for high quality verbal feedback in health professions education: literature review and expert refinement.

PubMed

Johnson, Christina E; Keating, Jennifer L; Boud, David J; Dalton, Megan; Kiegaldie, Debra; Hay, Margaret; McGrath, Barry; McKenzie, Wendy A; Nair, Kichu Balakrishnan R; Nestel, Debra; Palermo, Claire; Molloy, Elizabeth K

2016-03-22

Health professions education is characterised by work-based learning and relies on effective verbal feedback. However the literature reports problems in feedback practice, including lack of both learner engagement and explicit strategies for improving performance. It is not clear what constitutes high quality, learner-centred feedback or how educators can promote it. We hoped to enhance feedback in clinical practice by distinguishing the elements of an educator's role in feedback considered to influence learner outcomes, then develop descriptions of observable educator behaviours that exemplify them. An extensive literature review was conducted to identify i) information substantiating specific components of an educator's role in feedback asserted to have an important influence on learner outcomes and ii) verbal feedback instruments in health professions education, that may describe important educator activities in effective feedback. This information was used to construct a list of elements thought to be important in effective feedback. Based on these elements, descriptions of observable educator behaviours that represent effective feedback were developed and refined during three rounds of a Delphi process and a face-to-face meeting with experts across the health professions and education. The review identified more than 170 relevant articles (involving health professions, education, psychology and business literature) and ten verbal feedback instruments in health professions education (plus modified versions). Eighteen distinct elements of an educator's role in effective feedback were delineated. Twenty five descriptions of educator behaviours that align with the elements were ratified by the expert panel. This research clarifies the distinct elements of an educator's role in feedback considered to enhance learner outcomes. The corresponding set of observable educator behaviours aim to describe how an educator could engage, motivate and enable a learner to improve. This creates the foundation for developing a method to systematically evaluate the impact of verbal feedback on learner performance.

A Special Kind of Tutor

ERIC Educational Resources Information Center

Anderson, Linda Brown

2007-01-01

Tutoring has long been recognized as superior to group instruction, especially for students with special needs. Tutors can adapt instruction to the learner's pace, learning style and level of understanding. Feedback and correction are immediate. Basic misunderstandings can be quickly identified and corrected. Tutoring also has emotional benefits:…

Exploring the role of quantitative feedback in inhaler technique education: a cluster-randomised, two-arm, parallel-group, repeated-measures study.

PubMed

Toumas-Shehata, Mariam; Price, David; Basheti, Iman Amin; Bosnic-Anticevich, Sinthia

2014-11-13

Feedback is a critical component of any educational intervention. When it comes to feedback associated with inhaler technique education, there is a lack of knowledge on its role or its potential to solve the major issue of poor inhaler technique. This study aims to explore the role of feedback in inhaler technique education and its impact on the inhaler technique of patients over time. A parallel-group, repeated-measures study was conducted in the community pharmacy in which the effectiveness of current best practice inhaler technique education utilising qualitative visual feedback (Group 1) was compared with a combination of qualitative and quantitative visual feedback (Group 2). The impact of these two interventions on inhaler technique maintenance was evaluated. Community pharmacists were randomly allocated to recruit people with asthma who were using a dry powder inhaler. At Visit 1 their inhaler technique was evaluated and education delivered and they were followed up at Visit 2 (1 month later). Both educational interventions resulted in an increase in the proportion of patients with correct inhaler technique: from 4% to 51% in Group 1 and from 6% to 83% in Group 2 (Pearson's Chi-Squared, P=0.03, n=49, and Pearson's Chi-Squared, P=0.01, n=48, respectively). The magnitude of improvement was statistically significantly higher for Group 2 compared with Group 1 (n=97, P=0.02, Pearson's Chi-Square test). The nature of feedback has an impact on the effectiveness of inhaler technique education with regard to correct inhaler technique maintenance over time.

Enhancement of motor-imagery ability via combined action observation and motor-imagery training with proprioceptive neurofeedback.

PubMed

Ono, Yumie; Wada, Kenya; Kurata, Masaya; Seki, Naoto

2018-06-01

Varied individual ability to control the sensory-motor rhythms may limit the potential use of motor-imagery (MI) in neurorehabilitation and neuroprosthetics. We employed neurofeedback training of MI under action observation (AO: AOMI) with proprioceptive feedback and examined whether it could enhance MI-induced event-related desynchronization (ERD). Twenty-eight healthy young adults participated in the neurofeedback training. They performed MI while watching a video of hand-squeezing motion from a first-person perspective. Eleven participants received correct proprioceptive feedback of the same hand motion with the video, via an exoskeleton robot attached to their hand, upon their successful generation of ERD. Another nine participants received random feedback. The training lasted for approximately 20 min per day and continued for 6 days within an interval of 2 weeks. MI-ERD power was evaluated separately, without AO, on each experimental day. The MI-ERD power of the participants receiving correct feedback, as opposed to random feedback, was significantly increased after training. An additional experiment in which the remaining eight participants were trained with auditory instead of proprioceptive feedback failed to show statistically significant increase in MI-ERD power. The significant training effect obtained in shorter training time relative to previously proposed methods suggests the superiority of AOMI training and physiologically-congruent proprioceptive feedback to enhance the MI-ERD power. The proposed neurofeedback training could help patients with motor deficits to attain better use of brain-machine interfaces for rehabilitation and/or prosthesis. Copyright © 2018 Elsevier Ltd. All rights reserved.

The Role of Corticostriatal Systems in Speech Category Learning

PubMed Central

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

2016-01-01

One of the most difficult category learning problems for humans is learning nonnative speech categories. While feedback-based category training can enhance speech learning, the mechanisms underlying these benefits are unclear. In this functional magnetic resonance imaging study, we investigated neural and computational mechanisms underlying feedback-dependent speech category learning in adults. Positive feedback activated a large corticostriatal network including the dorsolateral prefrontal cortex, inferior parietal lobule, middle temporal gyrus, caudate, putamen, and the ventral striatum. Successful learning was contingent upon the activity of domain-general category learning systems: the fast-learning reflective system, involving the dorsolateral prefrontal cortex that develops and tests explicit rules based on the feedback content, and the slow-learning reflexive system, involving the putamen in which the stimuli are implicitly associated with category responses based on the reward value in feedback. Computational modeling of response strategies revealed significant use of reflective strategies early in training and greater use of reflexive strategies later in training. Reflexive strategy use was associated with increased activation in the putamen. Our results demonstrate a critical role for the reflexive corticostriatal learning system as a function of response strategy and proficiency during speech category learning. Keywords: category learning, fMRI, corticostriatal systems, speech, putamen PMID:25331600

Series-nonuniform rational B-spline signal feedback: From chaos to any embedded periodic orbit or target point

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

Shao, Chenxi, E-mail: cxshao@ustc.edu.cn; Xue, Yong; Fang, Fang

2015-07-15

The self-controlling feedback control method requires an external periodic oscillator with special design, which is technically challenging. This paper proposes a chaos control method based on time series non-uniform rational B-splines (SNURBS for short) signal feedback. It first builds the chaos phase diagram or chaotic attractor with the sampled chaotic time series and any target orbit can then be explicitly chosen according to the actual demand. Second, we use the discrete timing sequence selected from the specific target orbit to build the corresponding external SNURBS chaos periodic signal, whose difference from the system current output is used as the feedbackmore » control signal. Finally, by properly adjusting the feedback weight, we can quickly lead the system to an expected status. We demonstrate both the effectiveness and efficiency of our method by applying it to two classic chaotic systems, i.e., the Van der Pol oscillator and the Lorenz chaotic system. Further, our experimental results show that compared with delayed feedback control, our method takes less time to obtain the target point or periodic orbit (from the starting point) and that its parameters can be fine-tuned more easily.« less

Reduced-order dynamic output feedback control of uncertain discrete-time Markov jump linear systems

NASA Astrophysics Data System (ADS)

Morais, Cecília F.; Braga, Márcio F.; Oliveira, Ricardo C. L. F.; Peres, Pedro L. D.

2017-11-01

This paper deals with the problem of designing reduced-order robust dynamic output feedback controllers for discrete-time Markov jump linear systems (MJLS) with polytopic state space matrices and uncertain transition probabilities. Starting from a full order, mode-dependent and polynomially parameter-dependent dynamic output feedback controller, sufficient linear matrix inequality based conditions are provided for the existence of a robust reduced-order dynamic output feedback stabilising controller with complete, partial or none mode dependency assuring an upper bound to the ? or the ? norm of the closed-loop system. The main advantage of the proposed method when compared to the existing approaches is the fact that the dynamic controllers are exclusively expressed in terms of the decision variables of the problem. In other words, the matrices that define the controller realisation do not depend explicitly on the state space matrices associated with the modes of the MJLS. As a consequence, the method is specially suitable to handle order reduction or cluster availability constraints in the context of ? or ? dynamic output feedback control of discrete-time MJLS. Additionally, as illustrated by means of numerical examples, the proposed approach can provide less conservative results than other conditions in the literature.

The role of feedback contingency in perceptual category learning.

PubMed

Ashby, F Gregory; Vucovich, Lauren E

2016-11-01

Feedback is highly contingent on behavior if it eventually becomes easy to predict, and weakly contingent on behavior if it remains difficult or impossible to predict even after learning is complete. Many studies have demonstrated that humans and nonhuman animals are highly sensitive to feedback contingency, but no known studies have examined how feedback contingency affects category learning, and current theories assign little or no importance to this variable. Two experiments examined the effects of contingency degradation on rule-based and information-integration category learning. In rule-based tasks, optimal accuracy is possible with a simple explicit rule, whereas optimal accuracy in information-integration tasks requires integrating information from 2 or more incommensurable perceptual dimensions. In both experiments, participants each learned rule-based or information-integration categories under either high or low levels of feedback contingency. The exact same stimuli were used in all 4 conditions, and optimal accuracy was identical in every condition. Learning was good in both high-contingency conditions, but most participants showed little or no evidence of learning in either low-contingency condition. Possible causes of these effects, as well as their theoretical implications, are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

The Role of Feedback Contingency in Perceptual Category Learning

PubMed Central

Ashby, F. Gregory; Vucovich, Lauren E.

2016-01-01

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

Algorithm for quantum-mechanical finite-nuclear-mass variational calculations of atoms with two p electrons using all-electron explicitly correlated Gaussian basis functions

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

Sharkey, Keeper L.; Pavanello, Michele; Bubin, Sergiy

2009-12-15

A new algorithm for calculating the Hamiltonian matrix elements with all-electron explicitly correlated Gaussian functions for quantum-mechanical calculations of atoms with two p electrons or a single d electron have been derived and implemented. The Hamiltonian used in the approach was obtained by rigorously separating the center-of-mass motion and it explicitly depends on the finite mass of the nucleus. The approach was employed to perform test calculations on the isotopes of the carbon atom in their ground electronic states and to determine the finite-nuclear-mass corrections for these states.

Power corrections in the N -jettiness subtraction scheme

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

Boughezal, Radja; Liu, Xiaohui; Petriello, Frank

We discuss the leading-logarithmic power corrections in the N-jettiness subtraction scheme for higher-order perturbative QCD calculations. We compute the next-to-leading order power corrections for an arbitrary N-jet process, and we explicitly calculate the power correction through next-to-next-to-leading order for color-singlet production for bothmore » $$q\\bar{q}$$ and gg initiated processes. Our results are compact and simple to implement numerically. Including the leading power correction in the N-jettiness subtraction scheme substantially improves its numerical efficiency. Finally, we discuss what features of our techniques extend to processes containing final-state jets.« less

Power corrections in the N -jettiness subtraction scheme

DOE PAGES

Boughezal, Radja; Liu, Xiaohui; Petriello, Frank

2017-03-30

We discuss the leading-logarithmic power corrections in the N-jettiness subtraction scheme for higher-order perturbative QCD calculations. We compute the next-to-leading order power corrections for an arbitrary N-jet process, and we explicitly calculate the power correction through next-to-next-to-leading order for color-singlet production for bothmore » $$q\\bar{q}$$ and gg initiated processes. Our results are compact and simple to implement numerically. Including the leading power correction in the N-jettiness subtraction scheme substantially improves its numerical efficiency. Finally, we discuss what features of our techniques extend to processes containing final-state jets.« less

Impaired Feedforward Control and Enhanced Feedback Control of Speech in Patients with Cerebellar Degeneration.

PubMed

Parrell, Benjamin; Agnew, Zarinah; Nagarajan, Srikantan; Houde, John; Ivry, Richard B

2017-09-20

The cerebellum has been hypothesized to form a crucial part of the speech motor control network. Evidence for this comes from patients with cerebellar damage, who exhibit a variety of speech deficits, as well as imaging studies showing cerebellar activation during speech production in healthy individuals. To date, the precise role of the cerebellum in speech motor control remains unclear, as it has been implicated in both anticipatory (feedforward) and reactive (feedback) control. Here, we assess both anticipatory and reactive aspects of speech motor control, comparing the performance of patients with cerebellar degeneration and matched controls. Experiment 1 tested feedforward control by examining speech adaptation across trials in response to a consistent perturbation of auditory feedback. Experiment 2 tested feedback control, examining online corrections in response to inconsistent perturbations of auditory feedback. Both male and female patients and controls were tested. The patients were impaired in adapting their feedforward control system relative to controls, exhibiting an attenuated anticipatory response to the perturbation. In contrast, the patients produced even larger compensatory responses than controls, suggesting an increased reliance on sensory feedback to guide speech articulation in this population. Together, these results suggest that the cerebellum is crucial for maintaining accurate feedforward control of speech, but relatively uninvolved in feedback control. SIGNIFICANCE STATEMENT Speech motor control is a complex activity that is thought to rely on both predictive, feedforward control as well as reactive, feedback control. While the cerebellum has been shown to be part of the speech motor control network, its functional contribution to feedback and feedforward control remains controversial. Here, we use real-time auditory perturbations of speech to show that patients with cerebellar degeneration are impaired in adapting feedforward control of speech but retain the ability to make online feedback corrections; indeed, the patients show an increased sensitivity to feedback. These results indicate that the cerebellum forms a crucial part of the feedforward control system for speech but is not essential for online, feedback control. Copyright © 2017 the authors 0270-6474/17/379249-10$15.00/0.

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.

Time-delayed feedback control of breathing localized structures in a three-component reaction-diffusion system.

PubMed

Gurevich, Svetlana V

2014-10-28

The dynamics of a single breathing localized structure in a three-component reaction-diffusion system subjected to time-delayed feedback is investigated. It is shown that variation of the delay time and the feedback strength can lead either to stabilization of the breathing or to delay-induced periodic or quasi-periodic oscillations of the localized structure. A bifurcation analysis of the system in question is provided and an order parameter equation is derived that describes the dynamics of the localized structure in the vicinity of the Andronov-Hopf bifurcation. With the aid of this equation, the boundaries of the stabilization domains as well as the dependence of the oscillation radius on delay parameters can be explicitly derived, providing a robust mechanism to control the behaviour of the breathing localized structure in a straightforward manner. © 2014 The Author(s) Published by the Royal Society. All rights reserved.

Beam Stability R&D for the APS MBA Upgrade

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

Sereno, Nicholas S.; Arnold, Ned D.; Bui, Hanh D.

2015-01-01

Beam diagnostics required for the APS Multi-bend acromat (MBA) are driven by ambitious beam stability requirements. The major AC stability challenge is to correct rms beam motion to 10% the rms beam size at the insertion device source points from0.01 to 1000 Hz. The vertical plane represents the biggest challenge forAC stability, which is required to be 400 nm rms for a 4-micron vertical beam size. In addition to AC stability, long-term drift over a period of seven days is required to be 1 micron or less. Major diagnostics R&D components include improved rf beam position processing using commercially availablemore » FPGA-based BPM processors, new X-ray beam position monitors based on hard X-ray fluorescence from copper and Compton scattering off diamond, mechanical motion sensing to detect and correct long-term vacuum chamber drift, a new feedback system featuring a tenfold increase in sampling rate, and a several-fold increase in the number of fast correctors and BPMs in the feedback algorithm. Feedback system development represents a major effort, and we are pursuing development of a novel algorithm that integrates orbit correction for both slow and fast correctors down to DC simultaneously. Finally, a new data acquisition system (DAQ) is being developed to simultaneously acquire streaming data from all diagnostics as well as the feedback processors for commissioning and fault diagnosis. Results of studies and the design effort are reported.« less

Development and Evaluation of a Feedback Support System with Audio and Playback Strokes

ERIC Educational Resources Information Center

Li, Kai; Akahori, Kanji

2008-01-01

This paper describes the development and evaluation of a handwritten correction support system with audio and playback strokes used to teach Japanese writing. The study examined whether audio and playback strokes have a positive effect on students using honorific expressions in Japanese writing. The results showed that error feedback with audio…

75 FR 13075 - Notice of Intent To Hold Public Forums To Solicit Feedback From the Public Regarding the Section...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-03-18

... DEPARTMENT OF AGRICULTURE Rural Housing Service Notice of Intent To Hold Public Forums To Solicit Feedback From the Public Regarding the Section 523 Mutual Self-Help Housing Program; Correction AGENCY... request for comments regarding the Section 523 Mutual Self-Help Housing Program. There has been a change...

The Effects of Feedback and Selected Personality Variables on Aesthetic Judgment.

ERIC Educational Resources Information Center

West, Charles K.; And Others

This study is an attempt to investigate the extent of which knowledge of results in various forms (true, none, and false) may modify aesthetic judgment. Seventy-two graduate students were administered an aesthetic judgment test of fifty items. On half of the test, twenty-four subjects received correct feedback and twenty-four received false…

Computer-Mediated Synchronous and Asynchronous Corrective Feedback Provided by Trainee Teachers to Learners of French: A Preliminary Study

ERIC Educational Resources Information Center

Vidal, Julie; Thouësny, Sylvie

2015-01-01

In this paper, we investigate whether trainee teachers' practices, with respect to multimodal feedback, differ from current research, and to what extent it may affect students' language development. More specifically, the goal of the present study is threefold: (1) it observes how trainee teachers responded, whether synchronously, asynchronously,…

A Preliminary Report on a New Grammar Checker to Help Students of English as a Foreign Language

ERIC Educational Resources Information Center

Lawley, Jim

2004-01-01

Whereas many pre-intermediate and intermediate level students of English as a Foreign Language (EFL) might benefit from receiving detailed feedback on mistakes in their written compositions, there are obvious practical limits to the amount of corrective feedback that teachers in schools and universities can provide. This article briefly describes…

Beyond the Channel: A Literature Review on Ambient Displays for Learning

ERIC Educational Resources Information Center

Borner, Dirk; Kalz, Marco; Specht, Marcus

2013-01-01

The review analyses work in the research field of ambient display with a focus on the use of such displays for situational awareness, feedback and learning. The purpose of the review is to assess the state-of-the-art of the use of ambient displays with an explicit or implicit learning purpose and the possible classification of respective…

Dual-Processes in Learning and Judgment: Evidence from the Multiple Cue Probability Learning Paradigm

ERIC Educational Resources Information Center

Rolison, Jonathan J.; Evans, Jonathan St. B. T.; Dennis, Ian; Walsh, Clare R.

2012-01-01

Multiple cue probability learning (MCPL) involves learning to predict a criterion based on a set of novel cues when feedback is provided in response to each judgment made. But to what extent does MCPL require controlled attention and explicit hypothesis testing? The results of two experiments show that this depends on cue polarity. Learning about…

"He Shouldn't Have Put It That Way!" How Face Threats and Mitigation Strategies Affect Person Perception in Online Tutoring

ERIC Educational Resources Information Center

Brummernhenrich, Benjamin; Jucks, Regina

2016-01-01

Instructional strategies such as prompts, requests for clarification, and explicit feedback counter social desires of autonomy and appreciation, i.e., they threaten the face of their receiver. We report an online experiment on how readers perceive instructional face threats and what they accept as appropriate. One hundred and twenty-three…

Using Testlet Response Theory to Examine Local Dependence in C-Tests

ERIC Educational Resources Information Center

Eckes, Thomas; Baghaei, Purya

2015-01-01

C-tests are gap-filling tests widely used to assess general language proficiency for purposes of placement, screening, or provision of feedback to language learners. C-tests consist of several short texts in which parts of words are missing. We addressed the issue of local dependence in C-tests using an explicit modeling approach based on testlet…

Alternative formulation of explicitly correlated third-order Møller-Plesset perturbation theory

NASA Astrophysics Data System (ADS)

Ohnishi, Yu-ya; Ten-no, Seiichiro

2013-09-01

The second-order wave operator in the explicitly correlated wave function theory has been newly defined as an extension of the conventional s- and p-wave (SP) ansatz (also referred to as the FIXED amplitude ansatz) based on the linked-diagram theorem. The newly defined second-order wave operator has been applied to the calculation of the F12 correction to the third-order many-body perturbation (MP3) energy. In addition to this new wave operator, the F12 correction with the conventional first-order wave operator has been derived and calculated. Among three components of the MP3 correlation energy, the particle ladder contribution, which has shown the slowest convergence with respect to the basis set size, is fairly ameliorated by employing these F12 corrections. Both the newly defined and conventional formalisms of the F12 corrections exhibit a similar recovery of over 90% of the complete basis set limit of the particle ladder contribution of the MP3 correlation energy with a triple-zeta quality basis set for the neon atom, while the amount is about 75% without the F12 correction. The corrections to the ring term are small but the corrected energy has shown similar recovery as the particle ladder term. The hole ladder term has shown a rapid convergence even without the F12 corrections. Owing to these balanced recoveries, the deviation of the total MP3 correlation energy from the complete basis set limit has been calculated to be about 1 kcal/mol with the triple-zeta quality basis set, which is more than five times smaller than the error without the F12 correction.

Coexistence and relative abundance in plant communities are determined by feedbacks when the scale of feedback and dispersal is local.

PubMed

Mack, Keenan M L; Bever, James D

2014-09-01

1. Negative plant-soil feedback occurs when the presence of an individual of a particular species at a particular site decreases the relative success of individuals of the same species compared to those other species at that site. This effect favors heterospecifics thereby facilitating coexistence and maintaining diversity. Empirical work has demonstrated that the average strengths of these feedbacks correlate with the relative abundance of species within a community, suggesting that feedbacks are an important driver of plant community composition. Understanding what factors contribute to the generation of this relationship is necessary for diagnosing the dynamic forces that maintain diversity in plant communities. 2. We used a spatially explicit, individual-based computer simulation to test the effects of dispersal distance, the size of feedback neighbourhoods, the strength of pairwise feedbacks and community wide variation of feedbacks, community richness, as well as life-history differences on the dependence of relative abundance on strength of feedback. 3. We found a positive dependence of relative abundance of a species on its average feedback for local scale dispersal and feedback. However, we found that the strength of this dependence decreased as either the spatial scale of dispersal and/or the spatial scale of feedback increased. We also found that for spatially local (i.e. relatively small) scale interaction and dispersal, as the mean strength of feedbacks in the community becomes less negative, the greater the increase in abundance produced by a comparable increase in species-specific average feedback. We found that life-history differences such as mortality rate did not generate a pattern with abundance, nor did they affect the relationship between abundance and average feedback. 4. Synthesis . Our results support the claim that empirical observations of a positive correlation between relative abundance and strength of average feedback serves as evidence that local scale negative feedbacks play a prominent role in structuring plant communities. We also identify that this relationship depends upon local scale plant dispersal and feedback which generates clumping and magnifies the negative feedbacks.

THE EFFECT OF FEEDBACK ON THE ACCURACY OF CHECKLIST COMPLETION DURING INSTRUMENT FLIGHT TRAINING

PubMed Central

Rantz, William G; Dickinson, Alyce M; Sinclair, Gilbert A; Van Houten, Ron

2009-01-01

This study examined whether pilots completed airplane checklists more accurately when they receive postflight graphic and verbal feedback. Participants were 8 college students who are pilots with an instrument rating. The task consisted of flying a designated flight pattern using a personal computer aviation training device (PCATD). The dependent variables were the number of checklist items completed correctly. A multiple baseline design across pairs of participants with withdrawal of treatment was employed in this study. During baseline, participants were given postflight technical feedback. During intervention, participants were given postflight graphic feedback on checklist use and praise for improvements along with technical feedback. The intervention produced near perfect checklist performance, which was maintained following a return to the baseline conditions. PMID:20190914

Technical Adequacy of Response to Intervention Decisions

ERIC Educational Resources Information Center

VanDerHeyden, Amanda M.

2011-01-01

Perhaps the greatest value of response to intervention (RTI) as a decision framework is that it brings attention to variables (e.g., mastery of prerequisite skills, frequency of instructional corrective feedback, reinforcement schedules for correct responding) that if changed might make a meaningful difference for students (e.g., child rate of…

Recasts, Field Dependence/Independence Cognitive Style, and L2 Development

ERIC Educational Resources Information Center

Rassaei, Ehsan

2015-01-01

While previous research has indicated that learners with field-dependence (FD) and field-independence (FI) cognitive styles benefit differentially from different instructional modes, previous corrective feedback studies have ignored the issue of matching error correction strategies to learners' cognitive style. To shed some light on this issue,…

Calibration of visually guided reaching is driven by error-corrective learning and internal dynamics.

PubMed

Cheng, Sen; Sabes, Philip N

2007-04-01

The sensorimotor calibration of visually guided reaching changes on a trial-to-trial basis in response to random shifts in the visual feedback of the hand. We show that a simple linear dynamical system is sufficient to model the dynamics of this adaptive process. In this model, an internal variable represents the current state of sensorimotor calibration. Changes in this state are driven by error feedback signals, which consist of the visually perceived reach error, the artificial shift in visual feedback, or both. Subjects correct for > or =20% of the error observed on each movement, despite being unaware of the visual shift. The state of adaptation is also driven by internal dynamics, consisting of a decay back to a baseline state and a "state noise" process. State noise includes any source of variability that directly affects the state of adaptation, such as variability in sensory feedback processing, the computations that drive learning, or the maintenance of the state. This noise is accumulated in the state across trials, creating temporal correlations in the sequence of reach errors. These correlations allow us to distinguish state noise from sensorimotor performance noise, which arises independently on each trial from random fluctuations in the sensorimotor pathway. We show that these two noise sources contribute comparably to the overall magnitude of movement variability. Finally, the dynamics of adaptation measured with random feedback shifts generalizes to the case of constant feedback shifts, allowing for a direct comparison of our results with more traditional blocked-exposure experiments.

The role of video in facilitating perception and action of a novel coordination movement.

PubMed

Hodges, Nicola J; Chua, Romeo; Franks, Ian M

2003-09-01

Two groups (n = 10 in each) practiced a novel, bimanual coordination pattern that was demonstrated on video. One of the groups received augmented video feedback of their own responses after each trial following a demonstration. The video-feedback group showed better performance in acquisition and retention than the no-feedback group. On error-detection tests, the video-feedback group was better able to distinguish between correct and incorrect movement patterns. The authors concluded that video feedback helps to make relative phase information salient by aiding the discrimination process. Prepractice ability on a scanning task revealed that individuals who persevered with in-phase-type movements, even though the task demands dictated otherwise, had the most difficulty determining and subsequently performing the required movement. Video feedback helped them to compensate for those difficulties.

Understanding Emotions in Frontotemporal Dementia: The Explicit and Implicit Emotional Cue Mismatch.

PubMed

Balconi, Michela; Cotelli, Maria; Brambilla, Michela; Manenti, Rosa; Cosseddu, Maura; Premi, Enrico; Gasparotti, Roberto; Zanetti, Orazio; Padovani, Alessandro; Borroni, Barbara

2015-01-01

Previous studies have reported significant deficits in emotion recognition among individuals along the frontotemporal dementia (FTD) spectrum. The basis of emotional impairment is still poorly understood and explicit (emotion appraisal) and implicit (autonomic system activity) responses have not been carefully evaluated. We investigated explicit evaluation of emotions by testing valence and arousal using self-report measures and we also assessed automatic responses to emotional cues, using autonomic measures (skin conductance response and heart rate). 16 behavioral variant FTD and 12 agrammatic variants of primary progressive aphasia patients were included. The performance of these patients was compared to a group of 14 patients with Alzheimer's disease and 20 healthy controls. Each subject was required to observe and evaluate affective pictures while autonomic parameters were recorded. FTD patients preserved a functional general competency in terms of valence (correct positive versus negative attribution) and arousal (correct dichotomy between high versus low arousal category) distinction. These patients showed significant changes in autonomic implicit response compared to the other groups. The mismatch between explicit and implicit responsiveness to emotional cues was found both in behavioral variant FTD and in agrammatic variants of primary progressive aphasia. Emotional responsiveness was related to the severity of behavioral abnormalities as measured by the Frontal Behavioral Inventory and associated with atrophy of the left putamen. The present findings indicate that FTD patients are able to explicitly "appraise" the emotion, but they cannot implicitly "feel" the emotion. This mismatch between the two levels may help explain the general emotional behavior impairment found in these patients.

Implicit and explicit mechanisms of word learning in a narrative context: an event-related potential study

PubMed Central

Batterink, Laura; Neville, Helen

2011-01-01

The vast majority of word meanings are learned simply by extracting them from context, rather than by rote memorization or explicit instruction. Although this skill is remarkable, little is known about the brain mechanisms involved. In the present study, ERPs were recorded as participants read stories in which pseudowords were presented multiple times, embedded in consistent, meaningful contexts (referred to as meaning condition, M+) or inconsistent, meaningless contexts (M−). Word learning was then assessed implicitly using a lexical decision task and explicitly through recall and recognition tasks. Overall, during story reading, M− words elicited a larger N400 than M+ words, suggesting that participants were better able to semantically integrate M+ words than M− words throughout the story. In addition, M+ words whose meanings were subsequently correctly recognized and recalled elicited a more positive ERP in a later time-window compared to M+ words whose meanings were incorrectly remembered, consistent with the idea that the late positive component (LPC) is an index of encoding processes. In the lexical decision task, no behavioral or electrophysiological evidence for implicit priming was found for M+ words. In contrast, during the explicit recognition task, M+ words showed a robust N400 effect. The N400 effect was dependent upon recognition performance, such that only correctly recognized M+ words elicited an N400. This pattern of results provides evidence that the explicit representations of word meanings can develop rapidly, while implicit representations may require more extensive exposure or more time to emerge. PMID:21452941

Radiative transfer and radiative driving of outflows in active galactic nuclei and starbursts

NASA Astrophysics Data System (ADS)

Novak, G. S.; Ostriker, J. P.; Ciotti, L.

2012-12-01

To facilitate the study of black hole fuelling, star formation and feedback in galaxies, we outline a method for treating the radial forces on interstellar gas due to absorption of photons by dust grains. The method gives the correct behaviour in all of the relevant limits [dominated by the central point source; dominated by the distributed isotropic source; optically thin; optically thick to ultraviolet (UV)/optical; optically thick to infrared (IR)] and reasonably interpolates between the limits when necessary. The method is explicitly energy conserving so that UV/optical photons that are absorbed are not lost, but are rather redistributed to the IR where they may scatter out of the galaxy. We implement the radiative transfer algorithm in a two-dimensional hydrodynamical code designed to study feedback processes in the context of early-type galaxies. We find that the dynamics and final state of simulations are measurably but only moderately affected by radiative forces on dust, even when assumptions about the dust-to-gas ratio are varied from zero to a value appropriate for the Milky Way. In simulations with high gas densities designed to mimic ultraluminous IR galaxies with a star formation rate of several hundred solar masses per year, dust makes a more substantial contribution to the dynamics and outcome of the simulation. We find that, despite the large opacity of dust to UV radiation, the momentum input to the flow from radiation very rarely exceeds L/c due to two factors: the low opacity of dust to the re-radiated IR and the tendency for dust to be destroyed by sputtering in hot gas environments. We also develop a simplification of our radiative transfer algorithm that respects the essential physics but is much easier to implement and requires a fraction of the computational cost.

Microscale Heat Conduction Models and Doppler Feedback

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

Hawari, Ayman I.; Ougouag, Abderrafi

2015-01-22

The objective of this project is to establish an approach for providing the fundamental input that is needed to estimate the magnitude and time-dependence of the Doppler feedback mechanism in Very High Temperature reactors. This mechanism is the foremost contributor to the passive safety of gas-cooled, graphite-moderated high temperature reactors that use fuel based on Tristructural-Isotropic (TRISO) coated particles. Therefore, its correct prediction is essential to the conduct of safety analyses for these reactors. Since the effect is directly dependent on the actual temperature reached by the fuel during transients, the underlying phenomena of heat deposition, heat transfer and temperaturemore » rise must be correctly predicted. To achieve the above objective, this project will explore an approach that accounts for lattice effects as well as local temperature variations and the correct definition of temperature and related local effects.« less

Hypercorrection of high-confidence errors in the classroom.

PubMed

Carpenter, Shana K; Haynes, Cynthia L; Corral, Daniel; Yeung, Kam Leung

2018-05-19

People often have erroneous knowledge about the world that is firmly entrenched in memory and endorsed with high confidence. Although strong errors in memory would seem difficult to "un-learn," evidence suggests that errors are more likely to be corrected through feedback when they are originally endorsed with high confidence compared to low confidence. This hypercorrection effect has been predominantly studied in laboratory settings with general knowledge (i.e., trivia) questions, however, and has not been systematically explored in authentic classroom contexts. In the current study, college students in an introductory horticulture class answered questions about the course content, rated their confidence in their answers, received feedback of the correct answers, and then later completed a posttest. Results revealed a significant hypercorrection effect, along with a tendency for students with higher prior knowledge of the material to express higher confidence in, and in turn more effective correction of, their error responses.

Vibrotactile Feedback for Brain-Computer Interface Operation

PubMed Central

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

2007-01-01

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

Effects of Vibrotactile Feedback on Human Learning of Arm Motions

PubMed Central

Bark, Karlin; Hyman, Emily; Tan, Frank; Cha, Elizabeth; Jax, Steven A.; Buxbaum, Laurel J.; Kuchenbecker, Katherine J.

2015-01-01

Tactile cues generated from lightweight, wearable actuators can help users learn new motions by providing immediate feedback on when and how to correct their movements. We present a vibrotactile motion guidance system that measures arm motions and provides vibration feedback when the user deviates from a desired trajectory. A study was conducted to test the effects of vibrotactile guidance on a subject’s ability to learn arm motions. Twenty-six subjects learned motions of varying difficulty with both visual (V), and visual and vibrotactile (VVT) feedback over the course of four days of training. After four days of rest, subjects returned to perform the motions from memory with no feedback. We found that augmenting visual feedback with vibrotactile feedback helped subjects reduce the root mean square (rms) angle error of their limb significantly while they were learning the motions, particularly for 1DOF motions. Analysis of the retention data showed no significant difference in rms angle errors between feedback conditions. PMID:25486644

Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing.

PubMed

Butler, Andrew C; Roediger, Henry L

2008-04-01

Multiple-choice tests are used frequently in higher education without much consideration of the impact this form of assessment has on learning. Multiple-choice testing enhances retention of the material tested (the testing effect); however, unlike other tests, multiple-choice can also be detrimental because it exposes students to misinformation in the form of lures. The selection of lures can lead students to acquire false knowledge (Roediger & Marsh, 2005). The present research investigated whether feedback could be used to boost the positive effects and reduce the negative effects of multiple-choice testing. Subjects studied passages and then received a multiple-choice test with immediate feedback, delayed feedback, or no feedback. In comparison with the no-feedback condition, both immediate and delayed feedback increased the proportion of correct responses and reduced the proportion of intrusions (i.e., lure responses from the initial multiple-choice test) on a delayed cued recall test. Educators should provide feedback when using multiple-choice tests.

Nonlinear Feedback Control of the Rotary Inverted Pendulum

DTIC Science & Technology

2017-06-01

equations executed in the S-functions were rebuilt using Simulink Math Operation blocks. Building these equations with Math Operations was not...difficult but required attention to detail in order to make sure all the correct operations took place. Simulation outputs using the Math Operations were...compared to those using an S- function to check for correctness. After the math blocks were confirmed to work correctly, the simulation was sent to

Impact of social pressure on stereotypes about obese people.

PubMed

Harper, Jessica; Carels, Robert A

2014-01-01

This study was designed to test the effects of different types of influence on the expression of stereotypes towards people who are obese. It was hypothesized that public social pressure would more significantly impact the expression of stereotypes towards obese people than other types of influence. One-hundred fifty-eight undergraduate students were randomly assigned to one of three conditions or a control condition. Participants completed measures of stereotypes towards obese people prior to and after receiving manipulated feedback depicting purported stereotypes possessed by others (anonymously or publically) or scientific information about the base rates of these stereotypical traits in the obese population (i.e., trait prevalence). Participants also completed a measure of weight bias unrelated to the manipulated feedback. Explicit beliefs were influenced more when people perceived that others' views were inconsistent with their own in a public setting than an anonymous setting or when they received trait prevalence feedback. However, levels of weight bias on a separate measure were unchanged. Strong, public manipulations of social feedback have great potential to impact, at least, the short-term expression of stereotypes towards obese people.

“Booster” training: Evaluation of instructor-led bedside cardiopulmonary resuscitation skill training and automated corrective feedback to improve cardiopulmonary resuscitation compliance of Pediatric Basic Life Support providers during simulated cardiac arrest

PubMed Central

Sutton, Robert M.; Niles, Dana; Meaney, Peter A.; Aplenc, Richard; French, Benjamin; Abella, Benjamin S.; Lengetti, Evelyn L.; Berg, Robert A.; Helfaer, Mark A.; Nadkarni, Vinay

2013-01-01

Objective To investigate the effectiveness of brief bedside “booster” cardiopulmonary resuscitation (CPR) training to improve CPR guideline compliance of hospital-based pediatric providers. Design Prospective, randomized trial. Setting General pediatric wards at Children’s Hospital of Philadelphia. Subjects Sixty-nine Basic Life Support–certified hospital-based providers. Intervention CPR recording/feedback defibrillators were used to evaluate CPR quality during simulated pediatric arrest. After a 60-sec pretraining CPR evaluation, subjects were randomly assigned to one of three instructional/feedback methods to be used during CPR booster training sessions. All sessions (training/CPR manikin practice) were of equal duration (2 mins) and differed only in the method of corrective feedback given to participants during the session. The study arms were as follows: 1) instructor-only training; 2) automated defibrillator feedback only; and 3) instructor training combined with automated feedback. Measurements and Main Results Before instruction, 57% of the care providers performed compressions within guideline rate recommendations (rate >90 min−1 and <120 min−1); 71% met minimum depth targets (depth, >38 mm); and 36% met overall CPR compliance (rate and depth within targets). After instruction, guideline compliance improved (instructor-only training: rate 52% to 87% [p .01], and overall CPR compliance, 43% to 78% [p < .02]; automated feedback only: rate, 70% to 96% [p = .02], depth, 61% to 100% [p < .01], and overall CPR compliance, 35% to 96% [p < .01]; and instructor training combined with automated feedback: rate 48% to 100% [p < .01], depth, 78% to 100% [p < .02], and overall CPR compliance, 30% to 100% [p < .01]). Conclusions Before booster CPR instruction, most certified Pediatric Basic Life Support providers did not perform guideline-compliant CPR. After a brief bedside training, CPR quality improved irrespective of training content (instructor vs. automated feedback). Future studies should investigate bedside training to improve CPR quality during actual pediatric cardiac arrests. PMID:20625336

"Booster" training: evaluation of instructor-led bedside cardiopulmonary resuscitation skill training and automated corrective feedback to improve cardiopulmonary resuscitation compliance of Pediatric Basic Life Support providers during simulated cardiac arrest.

PubMed

Sutton, Robert M; Niles, Dana; Meaney, Peter A; Aplenc, Richard; French, Benjamin; Abella, Benjamin S; Lengetti, Evelyn L; Berg, Robert A; Helfaer, Mark A; Nadkarni, Vinay

2011-05-01

To investigate the effectiveness of brief bedside "booster" cardiopulmonary resuscitation (CPR) training to improve CPR guideline compliance of hospital-based pediatric providers. Prospective, randomized trial. General pediatric wards at Children's Hospital of Philadelphia. Sixty-nine Basic Life Support-certified hospital-based providers. CPR recording/feedback defibrillators were used to evaluate CPR quality during simulated pediatric arrest. After a 60-sec pretraining CPR evaluation, subjects were randomly assigned to one of three instructional/feedback methods to be used during CPR booster training sessions. All sessions (training/CPR manikin practice) were of equal duration (2 mins) and differed only in the method of corrective feedback given to participants during the session. The study arms were as follows: 1) instructor-only training; 2) automated defibrillator feedback only; and 3) instructor training combined with automated feedback. Before instruction, 57% of the care providers performed compressions within guideline rate recommendations (rate >90 min(-1) and <120 min(-1)); 71% met minimum depth targets (depth, >38 mm); and 36% met overall CPR compliance (rate and depth within targets). After instruction, guideline compliance improved (instructor-only training: rate 52% to 87% [p .01], and overall CPR compliance, 43% to 78% [p < .02]; automated feedback only: rate, 70% to 96% [p = .02], depth, 61% to 100% [p < .01], and overall CPR compliance, 35% to 96% [p < .01]; and instructor training combined with automated feedback: rate 48% to 100% [p < .01], depth, 78% to 100% [p < .02], and overall CPR compliance, 30% to 100% [p < .01]). Before booster CPR instruction, most certified Pediatric Basic Life Support providers did not perform guideline-compliant CPR. After a brief bedside training, CPR quality improved irrespective of training content (instructor vs. automated feedback). Future studies should investigate bedside training to improve CPR quality during actual pediatric cardiac arrests.

Implicit video feedback produces positive changes in landing mechanics.

PubMed

Popovic, Tijana; Caswell, Shane V; Benjaminse, Anne; Siragy, Tarique; Ambegaonkar, Jatin; Cortes, Nelson

2018-05-02

Implicit (IF) and explicit (EF) feedback are two motor learning strategies demonstrated to alter movement patterns. There is conflicting evidence on which strategy produces better outcomes. The purpose of this study was to examine the effects of reduced IF and EF video feedback on lower extremity landing mechanics. Thirty participants (24 ± 2 years, 1.7 ± 0.1 m, 70 ± 11 kg) were randomly assigned to three groups: IF (n = 10), EF (n = 10), and control (CG) (n = 10). They performed twelve box-drop jumps three times a week on the training sessions for six weeks. Only IF and EF groups received video feedback on the training sessions. IF was cued to focus their attention on the overall jump, while EF was cued to focus on position of their knees. 3D lower extremity biomechanics were tested on testing sessions with no feedback. All sessions were at least 24 h apart from another. Testing sessions included baseline testing (pretest), testing after 3 training sessions with 100% feedback (pst1), testing after 6 training sessions with 33.3% feedback (pst2), testing after 6 training sessions with 16.6% feedback (Pst3), and testing 1 month after with no feedback (retention - ret). ANOVA compared differences between groups and time at initial contact and peak for hip flexion (HF, °) and abduction angle (HA, °), hip abduction moment (HAM, Nm/kgm), knee flexion (KF, °) and abduction angle (KA, °), knee abduction moment (KAM, Nm/kgm) and VGRF (N) (p < 0.05). A significant main effect for group was found between IF and EF groups for HA (IF = - 6.7 ± 4; EF = - 9.4 ± 4.1) and KAM (IF = 0.05 ± 0.2; EF = - 0.07 ± 0.2) at initial contact, and peaks HA (IF = - 3.5 ± 4.5; EF = - 7.9 ± 4.7) and HAM (IF = 1.1 ± 0.6; EF = 0.9 ± 0.4). A significant main effect for time at initial contact for HF (pre = 32.4 ± 3.2; pst2 = 36.9 ± 3.2; pst3 = 37.9 ± 3.7; ret. = 34.1 ± 3.7), HAM (pre = 0.1 ± 0.1; pst1 = 0.04 ± 0.1; pst3 = 0.1 ± 0.01), KA (pre = 0.7 ± 1.1; pst1 = 0.2 ± 1.2; pst3 = 1.7 ± 1), and KAM (pre = 0.003 ± 0.1; pst3 = 0.01 ± 0.1) was found. We found that implicit feedback produced positive changes in landing mechanics while explicit feedback degraded motor learning. Our results indicate that implicit feedback should be used in programs to lower the ACL injury risk. We suggest that implicit feedback should be frequent in the beginning and not be reduced as much following the acquisition phase.

Updating Target Location at the End of an Orienting Saccade Affects the Characteristics of Simple Point-to-Point Movements

ERIC Educational Resources Information Center

Desmurget, Michel; Turner, Robert S.; Prablanc, Claude; Russo, Gary S.; Alexander, Garret E.; Grafton, Scott T.

2005-01-01

Six results are reported. (a) Reaching accuracy increases when visual capture of the target is allowed (e.g., target on vs. target off at saccade onset). (b) Whatever the visual condition, trajectories diverge only after peak acceleration, suggesting that accuracy is improved through feedback mechanisms. (c) Feedback corrections are smoothly…

Online Formative Assessments in a Digital Signal Processing Course: Effects of Feedback Type and Content Difficulty on Students Learning Achievements

ERIC Educational Resources Information Center

Petrovic, J.; Pale, P.; Jeren, B.

2017-01-01

This study aimed to investigate the effects of using online formative assessments on students' learning achievements. Using a quasi-experimental study design with one control group (no formative assessments available), and two experimental groups receiving feedback in available online formative assessments (knowledge of the correct response--KCR,…

Multiple-Choice Testing Using Immediate Feedback--Assessment Technique (IF AT®) Forms: Second-Chance Guessing vs. Second-Chance Learning?

ERIC Educational Resources Information Center

Merrel, Jeremy D.; Cirillo, Pier F.; Schwartz, Pauline M.; Webb, Jeffrey A.

2015-01-01

Multiple choice testing is a common but often ineffective method for evaluating learning. A newer approach, however, using Immediate Feedback Assessment Technique (IF AT®, Epstein Educational Enterprise, Inc.) forms, offers several advantages. In particular, a student learns immediately if his or her answer is correct and, in the case of an…

Beyond Model Answers: Learners' Perceptions of Self-Assessment Materials in E-Learning Applications

ERIC Educational Resources Information Center

Handley, Karen; Cox, Benita

2007-01-01

The importance of feedback as an aid to self-assessment is widely acknowledged. A common form of feedback that is used widely in e-learning is the use of model answers. However, model answers are deficient in many respects. In particular, the notion of a "model" answer implies the existence of a single correct answer applicable across multiple…

"I'm* Two Rabbits" / "J'ai un Rouge Pullover*". How Corrective Feedback Is Handled in Collaborative Exchange Programmes between Early Language Learners

ERIC Educational Resources Information Center

Choffat-Durr, Anne; Macaire, Dominique

2012-01-01

This article presents how, in the social dynamics of two classrooms involved in an exchange programme, young learners provide their peers with asynchronous feedback taking place in the digital medium. Within two Call Triangles that interact thanks to Computer Mediated Communication tools, teachers sharing the same methodological precept on…

ICT and Feedback Practices in the Lower-Secondary Foreign Language Classroom

ERIC Educational Resources Information Center

Kjaergaard, Hanne Wacher

2017-01-01

A central part of language teachers' work consists in providing written corrective feedback for their students using well-known pen-and-paper practices, and they are often unsure of the return on their investment of time in this task. This article will describe the results of a survey among close to 300 Danish teachers of lower-secondary EFL aimed…

Developmental instability: measures of resistance and resilience using pumpkin (Cucurbita pepo L.)

USGS Publications Warehouse

Freeman, D. Carl; Brown, Michelle L.; Dobson, Melissa; Jordan, Yolanda; Kizy, Anne; Micallef, Chris; Hancock, Leandria C.; Graham, John H.; Emlen, John M.

2003-01-01

Fluctuating asymmetry measures random deviations from bilateral symmetry, and thus estimates developmental instability, the loss of ability by an organism to regulate its development. There have been few rigorous tests of this proposition. Regulation of bilateral symmetry must involve either feedback between the sides or independent regulation toward a symmetric set point. Either kind of regulation should decrease asymmetry over time, but only right–left feedback produces compensatory growth across sides, seen as antipersistent growth following perturbation. Here, we describe the developmental trajectories of perturbed and unperturbed leaves of pumpkin, Cucurbita pepoL., grown at three densities. Covering one side of a leaf with aluminium foil for 24 h perturbed leaf growth. Reduced growth on the perturbed side caused leaves to become more asymmetrical than unperturbed controls. After the treatment the size-corrected asymmetry decreased over time. In addition, rescaled range analysis showed that asymmetry was antipersistent rather than random, i.e. fluctuation in one direction was likely to be followed by fluctuations in the opposite direction. Development involves right–left feedback. This feedback reduced size-corrected asymmetry over time most strongly in the lowest density treatment suggesting that developmental instability results from a lack of resilience rather than resistance. 

Social Cognition as Reinforcement Learning: Feedback Modulates Emotion Inference.

PubMed

Zaki, Jamil; Kallman, Seth; Wimmer, G Elliott; Ochsner, Kevin; Shohamy, Daphna

2016-09-01

Neuroscientific studies of social cognition typically employ paradigms in which perceivers draw single-shot inferences about the internal states of strangers. Real-world social inference features much different parameters: People often encounter and learn about particular social targets (e.g., friends) over time and receive feedback about whether their inferences are correct or incorrect. Here, we examined this process and, more broadly, the intersection between social cognition and reinforcement learning. Perceivers were scanned using fMRI while repeatedly encountering three social targets who produced conflicting visual and verbal emotional cues. Perceivers guessed how targets felt and received feedback about whether they had guessed correctly. Visual cues reliably predicted one target's emotion, verbal cues predicted a second target's emotion, and neither reliably predicted the third target's emotion. Perceivers successfully used this information to update their judgments over time. Furthermore, trial-by-trial learning signals-estimated using two reinforcement learning models-tracked activity in ventral striatum and ventromedial pFC, structures associated with reinforcement learning, and regions associated with updating social impressions, including TPJ. These data suggest that learning about others' emotions, like other forms of feedback learning, relies on domain-general reinforcement mechanisms as well as domain-specific social information processing.

A FEEDBACK INTERVENTION TO INCREASE DIGITAL AND PAPER CHECKLIST PERFORMANCE IN TECHNICALLY ADVANCED AIRCRAFT SIMULATION

PubMed Central

Rantz, William G; Van Houten, Ron

2011-01-01

This study examined whether pilots operating a flight simulator completed digital or paper flight checklists more accurately after receiving postflight graphic and verbal feedback. The dependent variable was the number of checklist items completed correctly per flight. Following treatment, checklist completion with paper and digital checklists increased from 38% and 39%, respectively, to nearly 100% and remained close to 100% after feedback and praise for improvement were withdrawn. Performance was maintained at or near 100% during follow-up probes. PMID:21541133

Stress Intensity Factor Plasticity Correction for Flaws in Stress Concentration Regions

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

Friedman, E.; Wilson, W.K.

2000-02-01

Plasticity corrections to elastically computed stress intensity factors are often included in brittle fracture evaluation procedures. These corrections are based on the existence of a plastic zone in the vicinity of the crack tip. Such a plastic zone correction is included in the flaw evaluation procedure of Appendix A to Section XI of the ASME Boiler and Pressure Vessel Code. Plasticity effects from the results of elastic and elastic-plastic explicit flaw finite element analyses are examined for various size cracks emanating from the root of a notch in a panel and for cracks located at fillet fadii. The results ofmore » these caluclations provide conditions under which the crack-tip plastic zone correction based on the Irwin plastic zone size overestimates the plasticity effect for crack-like flaws embedded in stress concentration regions in which the elastically computed stress exceeds the yield strength of the material. A failure assessment diagram (FAD) curve is employed to graphically c haracterize the effect of plasticity on the crack driving force. The Option 1 FAD curve of the Level 3 advanced fracture assessment procedure of British Standard PD 6493:1991, adjusted for stress concentration effects by a term that is a function of the applied load and the ratio of the local radius of curvature at the flaw location to the flaw depth, provides a satisfactory bound to all the FAD curves derived from the explicit flaw finite element calculations. The adjusted FAD curve is a less restrictive plasticity correction than the plastic zone correction of Section XI for flaws embedded in plastic zones at geometric stress concentrators. This enables unnecessary conservatism to be removed from flaw evaluation procedures that utilize plasticity corrections.« less

Assisting Movement Training and Execution With Visual and Haptic Feedback.

PubMed

Ewerton, Marco; Rother, David; Weimar, Jakob; Kollegger, Gerrit; Wiemeyer, Josef; Peters, Jan; Maeda, Guilherme

2018-01-01

In the practice of motor skills in general, errors in the execution of movements may go unnoticed when a human instructor is not available. In this case, a computer system or robotic device able to detect movement errors and propose corrections would be of great help. This paper addresses the problem of how to detect such execution errors and how to provide feedback to the human to correct his/her motor skill using a general, principled methodology based on imitation learning. The core idea is to compare the observed skill with a probabilistic model learned from expert demonstrations. The intensity of the feedback is regulated by the likelihood of the model given the observed skill. Based on demonstrations, our system can, for example, detect errors in the writing of characters with multiple strokes. Moreover, by using a haptic device, the Haption Virtuose 6D, we demonstrate a method to generate haptic feedback based on a distribution over trajectories, which could be used as an auxiliary means of communication between an instructor and an apprentice. Additionally, given a performance measurement, the haptic device can help the human discover and perform better movements to solve a given task. In this case, the human first tries a few times to solve the task without assistance. Our framework, in turn, uses a reinforcement learning algorithm to compute haptic feedback, which guides the human toward better solutions.

The Impact of Explicit Timing, Immediate Feedback, and Positive Reinforcement on the Writing Outcomes of Academically and Behaviorally Struggling Fifth-Grade Students

ERIC Educational Resources Information Center

Grünke, Matthias; Sperling, Marko; Burke, Mack D.

2017-01-01

The purpose of this study was to analyze the effects of a multicomponent intervention on the length and quality of stories written by fifth graders who were academically and behaviorally struggling with particular problems during writing demands. Difficulties in text production are often prevalent at the beginning of middle/secondary education as…

Exploring "Badging" for Peer Review, Extended Learning and Evaluation, and Reflective/Critical Feedback within an Online Graduate Course

ERIC Educational Resources Information Center

O'Connor, Eileen A.; McQuigge, Amy

2013-01-01

The use of digital badges for peer-credentialing web-shared work offers the promise of extending classroom learning beyond explicit course objectives and evaluations. This pilot study of peer-awarded badges examines the results of an online graduate course where students voted on and evaluated the web-shared work of their colleagues on different…

The Secret Is in the Processing: A Study of Levels of Explicit Computerized Feedback in Heritage and L2 Learners of Spanish

ERIC Educational Resources Information Center

Zamora, Celia Chomon

2017-01-01

The field of Instructed Second Language Acquisition (ISLA) has expressed interest in pursuing a research agenda that expands the current heritage language (HL) strand of research to investigate how this heterogeneous population re-learns their family language, and how this experience differs from that of second language (L2) learners. This…

Twenty Golden Opportunities To Enhance Student Learning: Use Them or Lose Them.

ERIC Educational Resources Information Center

Sponder, Barry

In an average classroom period, a teacher has twenty or more opportunities to interact with students and thereby influence learning outcomes. As such, teachers should use these opportunities to reinforce instruction or give positive corrective feedback. Typical methods used in schools emphasize error correction at the expense of calling attention…

Alcohol impairs brain reactivity to explicit loss feedback.

PubMed

Nelson, Lindsay D; Patrick, Christopher J; Collins, Paul; Lang, Alan R; Bernat, Edward M

2011-11-01

Alcohol impairs the brain's detection of performance errors as evidenced by attenuated error-related negativity (ERN), an event-related potential (ERP) thought to reflect a brain system that monitors one's behavior. However, it remains unclear whether alcohol impairs performance-monitoring capacity across a broader range of contexts, including those entailing external feedback. This study sought to determine whether alcohol-related monitoring deficits are specific to internal recognition of errors (reflected by the ERN) or occur also in external cuing contexts. We evaluated the impact of alcohol consumption on the feedback-related negativity (FRN), an ERP thought to engage a similar process as the ERN but elicited by negative performance feedback in the environment. In an undergraduate sample randomly assigned to drink alcohol (n = 37; average peak BAC = 0.087 g/100 ml, estimated from breath alcohol sampling) or placebo beverages (n = 42), ERP responses to gain and loss feedback were measured during a two-choice gambling task. Time-frequency analysis was used to parse the overlapping theta-FRN and delta-P3 and clarified the effects of alcohol on the measures. Alcohol intoxication attenuated both the theta-FRN and delta-P3 brain responses to feedback. The theta-FRN attenuation was stronger following loss than gain feedback. Attenuation of both theta-FRN and delta-P3 components indicates that alcohol pervasively attenuates the brain's response to feedback in this task. That theta-FRN attenuation was stronger following loss trials is consistent with prior ERN findings and suggests that alcohol broadly impairs the brain's recognition of negative performance outcomes across differing contexts.

Distributed task-specific processing of somatosensory feedback for voluntary motor control

PubMed Central

Omrani, Mohsen; Murnaghan, Chantelle D; Pruszynski, J Andrew; Scott, Stephen H

2016-01-01

Corrective responses to limb disturbances are surprisingly complex, but the neural basis of these goal-directed responses is poorly understood. Here we show that somatosensory feedback is transmitted to many sensory and motor cortical regions within 25 ms of a mechanical disturbance applied to the monkey’s arm. When limb feedback was salient to an ongoing motor action (task engagement), neurons in parietal area 5 immediately (~25 ms) increased their response to limb disturbances, whereas neurons in other regions did not alter their response until 15 to 40 ms later. In contrast, initiation of a motor action elicited by a limb disturbance (target selection) altered neural responses in primary motor cortex ~65 ms after the limb disturbance, and then in dorsal premotor cortex, with no effect in parietal regions until 150 ms post-perturbation. Our findings highlight broad parietofrontal circuits that provide the neural substrate for goal-directed corrections, an essential aspect of highly skilled motor behaviors. DOI: http://dx.doi.org/10.7554/eLife.13141.001 PMID:27077949

Performance monitoring during associative learning and its relation to obsessive-compulsive characteristics.

PubMed

Doñamayor, Nuria; Dinani, Jakob; Römisch, Manuel; Ye, Zheng; Münte, Thomas F

2014-10-01

Neural responses to performance errors and external feedback have been suggested to be altered in obsessive-compulsive disorder. In the current study, an associative learning task was used in healthy participants assessed for obsessive-compulsive symptoms by the OCI-R questionnaire. The task included a condition with equivocal feedback that did not inform about the participants' performance. Following incorrect responses, an error-related negativity and an error positivity were observed. In the feedback phase, the largest feedback-related negativity was observed following equivocal feedback. Theta and beta oscillatory components were found following incorrect and correct responses, respectively, and an increase in theta power was associated with negative and equivocal feedback. Changes over time were also explored as an indicator for possible learning effects. Finally, event-related potentials and oscillatory components were found to be uncorrelated with OCI-R scores in the current non-clinical sample. Copyright © 2014 Elsevier B.V. All rights reserved.

Servo control booster system for minimizing following error

DOEpatents

Wise, William L.

1985-01-01

A closed-loop feedback-controlled servo system is disclosed which reduces command-to-response error to the system's position feedback resolution least increment, .DELTA.S.sub.R, on a continuous real-time basis for all operating speeds. The servo system employs a second position feedback control loop on a by exception basis, when the command-to-response error .gtoreq..DELTA.S.sub.R, to produce precise position correction signals. When the command-to-response error is less than .DELTA.S.sub.R, control automatically reverts to conventional control means as the second position feedback control loop is disconnected, becoming transparent to conventional servo control means. By operating the second unique position feedback control loop used herein at the appropriate clocking rate, command-to-response error may be reduced to the position feedback resolution least increment. The present system may be utilized in combination with a tachometer loop for increased stability.

Neural mechanisms underlying auditory feedback control of speech

PubMed Central

Reilly, Kevin J.; Guenther, Frank H.

2013-01-01

The neural substrates underlying auditory feedback control of speech were investigated using a combination of functional magnetic resonance imaging (fMRI) and computational modeling. Neural responses were measured while subjects spoke monosyllabic words under two conditions: (i) normal auditory feedback of their speech, and (ii) auditory feedback in which the first formant frequency of their speech was unexpectedly shifted in real time. Acoustic measurements showed compensation to the shift within approximately 135 ms of onset. Neuroimaging revealed increased activity in bilateral superior temporal cortex during shifted feedback, indicative of neurons coding mismatches between expected and actual auditory signals, as well as right prefrontal and Rolandic cortical activity. Structural equation modeling revealed increased influence of bilateral auditory cortical areas on right frontal areas during shifted speech, indicating that projections from auditory error cells in posterior superior temporal cortex to motor correction cells in right frontal cortex mediate auditory feedback control of speech. PMID:18035557

The strength of negative plant-soil feedback increases from the intraspecific to the interspecific and the functional group level.

PubMed

Bukowski, Alexandra R; Schittko, Conrad; Petermann, Jana S

2018-02-01

One of the processes that may play a key role in plant species coexistence and ecosystem functioning is plant-soil feedback, the effect of plants on associated soil communities and the resulting feedback on plant performance. Plant-soil feedback at the interspecific level (comparing growth on own soil with growth on soil from different species) has been studied extensively, while plant-soil feedback at the intraspecific level (comparing growth on own soil with growth on soil from different accessions within a species) has only recently gained attention. Very few studies have investigated the direction and strength of feedback among different taxonomic levels, and initial results have been inconclusive, discussing phylogeny, and morphology as possible determinants. To test our hypotheses that the strength of negative feedback on plant performance increases with increasing taxonomic level and that this relationship is explained by morphological similarities, we conducted a greenhouse experiment using species assigned to three taxonomic levels (intraspecific, interspecific, and functional group level). We measured certain fitness-related aboveground traits and used them along literature-derived traits to determine the influence of morphological similarities on the strength and direction of the feedback. We found that the average strength of negative feedback increased from the intraspecific over the interspecific to the functional group level. However, individual accessions and species differed in the direction and strength of the feedback. None of our results could be explained by morphological dissimilarities or individual traits. Synthesis . Our results indicate that negative plant-soil feedback is stronger if the involved plants belong to more distantly related species. We conclude that the taxonomic level is an important factor in the maintenance of plant coexistence with plant-soil feedback as a potential stabilizing mechanism and should be addressed explicitly in coexistence research, while the traits considered here seem to play a minor role.

A Digital Map From External Forcing to the Final Surface Warming Pattern and its Seasonal Cycle

NASA Astrophysics Data System (ADS)

Cai, M.

2015-12-01

Historically, only the thermodynamic processes (e.g., water vapor, cloud, surface albedo, and atmospheric lapse rate) that directly influence the top of the atmosphere (TOA) radiative energy flux balance are considered in climate feedback analysis. One of my recent research areas is to develop a new framework for climate feedback analysis that explicitly takes into consideration not only the thermodynamic processes that the directly influence the TOA radiative energy flux balance but also the local dynamical (e.g., evaporation, surface sensible heat flux, vertical convections etc) and non-local dynamical (large-scale horizontal energy transport) processes in aiming to explain the warming asymmetry between high and low latitudes, between ocean and land, and between the surface and atmosphere. In the last 5-6 years, we have developed a coupled atmosphere-surface climate feedback-response analysis method (CFRAM) as a new framework for estimating climate feedback and sensitivity in coupled general circulation models with a full physical parameterization package. In the CFRAM, the isolation of partial temperature changes due to an external forcing alone or an individual feedback is achieved by solving the linearized infrared radiation transfer model subject to individual energy flux perturbations (external or due to feedbacks). The partial temperature changes are addable and their sum is equal to the (total) temperature change (in the linear sense). The CFRAM is used to isolate the partial temperature changes due to the external forcing, due to water vapor feedback, clouds, surface albedo, local vertical convection, and non-local atmospheric dynamical feedbacks, as well as oceanic heat storage. It has been shown that seasonal variations in the cloud feedback, surface albedo feedback, and ocean heat storage/dynamics feedback, directly caused by the strong annual cycle of insolation, contribute primarily to the large seasonal variation of polar warming. Furthermore, the CO2 forcing, and water vapor and atmospheric dynamics feedbacks add to the maximum polar warming in fall/winter.