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.

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

PubMed

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

2002-06-01

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

Levels of steering control: Reproduction of steering-wheel movements

NASA Technical Reports Server (NTRS)

Godthelp, H.

1982-01-01

A schematic description of the steering control process is presented. It is shown that this process can be described in terms of levels of control. Level of control will depend on driver's skill in making use of 'clever' strategies which may be related to knowledge about the path to follow (input) and/or the vehicle under control. This knowledge may be referred to as an internal model of a particular task element. Internal information, as derived from these internal models will probably be used together with proprioceptive feedback. It is hypothesized that the efficiency of the higher levels of control will be dependent on the accuracy of both the internal and proprioceptive information. Based on this research philosophy a series of experiments is carried out. Two primary experiments were done in order to analyse subjects' ability to reproduce steering-wheel positions and movements without visual feedback. Steering-wheel angle amplitude, steering force and movement frequency were involved as independent variables.

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.

Feedback and reward processing in high-functioning autism.

PubMed

Larson, Michael J; South, Mikle; Krauskopf, Erin; Clawson, Ann; Crowley, Michael J

2011-05-15

Individuals with high-functioning autism often display deficits in social interactions and high-level cognitive functions. Such deficits may be influenced by poor ability to process feedback and rewards. The feedback-related negativity (FRN) is an event-related potential (ERP) that is more negative following losses than gains. We examined FRN amplitude in 25 individuals with Autism Spectrum Disorder (ASD) and 25 age- and IQ-matched typically developing control participants who completed a guessing task with monetary loss/gain feedback. Both groups demonstrated a robust FRN that was more negative to loss trials than gain trials; however, groups did not differ in FRN amplitude as a function of gain or loss trials. N1 and P300 amplitudes did not differentiate groups. FRN amplitude was positively correlated with age in individuals with ASD, but not measures of intelligence, anxiety, behavioral inhibition, or autism severity. Given previous findings of reduced-amplitude error-related negativity (ERN) in ASD, we propose that individuals with ASD may process external, concrete, feedback similar to typically developing individuals, but have difficulty with internal, more abstract, regulation of performance. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

Feedback on Trait or Action Impacts on Caudate and Paracingulum Activity

PubMed Central

Appelgren, Alva; Bengtsson, Sara L

2015-01-01

There is a general conception that positive associations to one’s trait, e.g. ‘I’m clever’, are beneficial for cognitive performance. Scientific evidence shows that this is a simplification. In this functional magnetic resonance imaging (fMRI) study we used written trial-based trait feedback ‘you are clever’, or task feedback ‘your choice was correct’, on each correct response of a rule-switching task, to investigate how the character of positive self-associations influences performance outcome. Twenty participants took part in this crossover design study. We found that trait feedback was less beneficial for motivation and performance improvement, and resulting in enhanced neural activation on more difficult bivalent rule trials. This indicates that the task was treated as more complex in this condition. For example, ‘you are clever’ feedback led to enhanced activation in anterior caudate nucleus, an area known to process uncertainty. We further observed that activation in anterior paracingulate cortex was sensitive to whether self-reflection was imposed by external feedback or generated from internal processes, where the latter activation correlated positively with performance when following after task feedback. Our results illustrate how feedback can evoke self-reflections that either help or hinder motivation and performance, most likely by impacting on processes of uncertainty. The results support social psychological models stipulating that trait focus take resources away from task focus. PMID:26102501

Feedback in Teacher Education: Mentor Discourse and Intern Perceptions

ERIC Educational Resources Information Center

Le, Phuong Thi Anh; Vasquez, Camilla

2011-01-01

Giving and receiving feedback are essential activities in student teaching. This paper explores the strategies that mentors adopted in giving post-observation feedback to the interns in Teaching English to Speakers of Other Languages (TESOL) and these teaching interns' perceptions of the feedback they received. The discourse analysis of six…

The Effects of Generative Learning Strategy Prompts and Metacognitive Feedback on Learners' Self-Regulation, Generation Process, and Achievement

ERIC Educational Resources Information Center

Lee, Hyeon Woo

2008-01-01

Instructional designers need to understand the internal processes of learning, identify learners' cognitive difficulties with those processes, and create strategies to help learners overcome those difficulties. Generative learning theory, one conception of human learning about cognitive functioning and process, emphasizes that meaningful learning…

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

PubMed

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

2017-01-01

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

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

PubMed Central

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

2017-01-01

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

Gas Loss by Ram Pressure Stripping and Internal Feedback from Low-mass Milky Way Satellites

NASA Astrophysics Data System (ADS)

Emerick, Andrew; Mac Low, Mordecai-Mark; Grcevich, Jana; Gatto, Andrea

2016-08-01

The evolution of dwarf satellites in the Milky Way (MW) is affected by a combination of ram pressure stripping (RPS), tidal stripping, and internal feedback from massive stars. We investigate gas loss processes in the smallest satellites of the MW using three-dimensional, high-resolution, idealized wind tunnel simulations, accounting for gas loss through both ram pressure stripping and expulsion by supernova feedback. Using initial conditions appropriate for a dwarf galaxy like Leo T, we investigate whether or not environmental gas stripping and internal feedback can quench these low-mass galaxies on the expected timescales, shorter than 2 Gyr. We find that supernova feedback contributes negligibly to the stripping rate for these low star formation rate galaxies. However, we also find that RPS is less efficient than expected in the stripping scenarios we consider. Our work suggests that although RPS can eventually completely strip these galaxies, other physics is likely at play to reconcile our computed stripping times with the rapid quenching timescales deduced from observations of low-mass MW dwarf galaxies. We discuss the roles additional physics may play in this scenario, including host-satellite tidal interactions, cored versus cuspy dark matter profiles, reionization, and satellite preprocessing. We conclude that a proper accounting of these physics together is necessary to understand the quenching of low-mass MW satellites.

GAS LOSS BY RAM PRESSURE STRIPPING AND INTERNAL FEEDBACK FROM LOW-MASS MILKY WAY SATELLITES

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

Emerick, Andrew; Low, Mordecai-Mark Mac; Grcevich, Jana

The evolution of dwarf satellites in the Milky Way (MW) is affected by a combination of ram pressure stripping (RPS), tidal stripping, and internal feedback from massive stars. We investigate gas loss processes in the smallest satellites of the MW using three-dimensional, high-resolution, idealized wind tunnel simulations, accounting for gas loss through both ram pressure stripping and expulsion by supernova feedback. Using initial conditions appropriate for a dwarf galaxy like Leo T, we investigate whether or not environmental gas stripping and internal feedback can quench these low-mass galaxies on the expected timescales, shorter than 2 Gyr. We find that supernovamore » feedback contributes negligibly to the stripping rate for these low star formation rate galaxies. However, we also find that RPS is less efficient than expected in the stripping scenarios we consider. Our work suggests that although RPS can eventually completely strip these galaxies, other physics is likely at play to reconcile our computed stripping times with the rapid quenching timescales deduced from observations of low-mass MW dwarf galaxies. We discuss the roles additional physics may play in this scenario, including host-satellite tidal interactions, cored versus cuspy dark matter profiles, reionization, and satellite preprocessing. We conclude that a proper accounting of these physics together is necessary to understand the quenching of low-mass MW satellites.« less

Validity aspects of the patient feedback questionnaire on consultation skills (PFC), a promising learning instrument in medical education.

PubMed

Reinders, Marcel E; Blankenstein, Annette H; Knol, Dirk L; de Vet, Henrica C W; van Marwijk, Harm W J

2009-08-01

A focus on the communicator competency is considered to be an important requirement to help physicians to acquire consultation skills. A feedback questionnaire, in which patients assess consultation skills might be a useful learning tool. An existing questionnaire on patient perception of patient-centeredness (PPPC) was adapted to cover the 'communicator' items in the competency profile. We assessed the face and content validity, the construct validity and the internal consistency of this new patient feedback on consultation skills (PFC) questionnaire. We assessed the face validity of the PFC by interviewing patients and general practice trainees (GPTs) during the developmental process. The content validity was determined by experts (n=10). First-year GPTs (23) collected 222 PFCs, from which the data were used to assess the construct validity (factor analysis), internal consistency, response rates and ceiling effects. The PFC adequately covers the corresponding 'communicator' competency (face and content validity). Factor analysis showed a one-dimensional construct. The internal consistency was high (Cronbach's alpha 0.89). For the single items, the response rate varied from 89.2% to 100%; the maximum score (ceiling effect) varied from 45.5% to 89.2%. The PFC appears to be a valid, internally consistent instrument. The PFC may be a valuable learning tool with which GPTs, other physicians and medical students can acquire feedback from patients regarding their consultation skills.

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…

Observations of Local Positive Low Cloud Feedback Patterns and Their Role in Internal Variability and Climate Sensitivity

NASA Astrophysics Data System (ADS)

Yuan, Tianle; Oreopoulos, Lazaros; Platnick, Steven E.; Meyer, Kerry

2018-05-01

Modeling studies have shown that cloud feedbacks are sensitive to the spatial pattern of sea surface temperature (SST) anomalies, while cloud feedbacks themselves strongly influence the magnitude of SST anomalies. Observational counterparts to such patterned interactions are still needed. Here we show that distinct large-scale patterns of SST and low-cloud cover (LCC) emerge naturally from objective analyses of observations and demonstrate their close coupling in a positive local SST-LCC feedback loop that may be important for both internal variability and climate change. The two patterns that explain the maximum amount of covariance between SST and LCC correspond to the Interdecadal Pacific Oscillation and the Atlantic Multidecadal Oscillation, leading modes of multidecadal internal variability. Spatial patterns and time series of SST and LCC anomalies associated with both modes point to a strong positive local SST-LCC feedback. In many current climate models, our analyses suggest that SST-LCC feedback strength is too weak compared to observations. Modeled local SST-LCC feedback strength affects simulated internal variability so that stronger feedback produces more intense and more realistic patterns of internal variability. To the extent that the physics of the local positive SST-LCC feedback inferred from observed climate variability applies to future greenhouse warming, we anticipate significant amount of delayed warming because of SST-LCC feedback when anthropogenic SST warming eventually overwhelm the effects of internal variability that may mute anthropogenic warming over parts of the ocean. We postulate that many climate models may be underestimating both future warming and the magnitude of modeled internal variability because of their weak SST-LCC feedback.

Investigating conditions for meaningful feedback in the context of an evidence-based feedback programme.

PubMed

Voyer, Stéphane; Cuncic, Cary; Butler, Deborah L; MacNeil, Kimberley; Watling, Christopher; Hatala, Rose

2016-09-01

We developed, implemented and evaluated an evidence-based programme of feedback designed to address limitations identified in the current literature. We sought to advance understanding about how and why feedback processes might be more effective in clinical education. Three faculty members and nine first-year internal medicine residents participated in the pilot programme. To counter challenges identified in the literature, feedback was based on direct observation, grounded in longitudinal faculty-resident relationships, and devoid of summative assessment. We used a qualitative case study design to address three research questions: (i) What benefits did the participants describe? (ii) What elements of the programme facilitated these benefits? (iii) What were the limitations and challenges of the programme? Collected data included audiotapes of interactions between faculty members and residents, field notes written during observations, and semi-structured interviews and focus groups with resident participants. Data analysis moved cyclically and iteratively through inductive and deductive analysis. Residents described benefits relating to their ways of working (clinical skills), ways of learning (accountability for learning) and ways of feeling (emotional well-being). According to participants, specific elements of the programme that achieved these benefits included the direct observation of authentic clinical work, the longitudinal relationship with a faculty member and the emergence of feedback as a conversation between the faculty member and learner. We conclude that the conditions established within our pilot feedback programme influenced the learning culture for first-year internal medicine residents by grounding direct observation in authentic clinical work and setting the observations in the context of a longitudinal, non-assessment-based relationship between a faculty member and resident. These conditions appeared to influence residents' participation in the feedback process, their ways of approaching their daily clinical work, their emotional well-being and their engagement in their own learning. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Learning and feedback from the Danish patient safety incident reporting system can be improved.

PubMed

Moeller, Anders Damgaard; Rasmussen, Kurt; Nielsen, Kent Jacob

2016-06-01

The perceived usefulness of incident reporting systems is an important motivational factor for reporting. The usefulness may be facilitated by well-established feedback mechanisms and by learning processes. The aim of this study was to investigate how feedback mechanisms and learning processes were implemented at four Danish hospital units all located in one of the five Danish regions. Based on the concepts of feedback and learning from incident processes, a questionnaire was developed and distributed to 335 patient safety representatives from 200 departments at four Danish hospital units in one of the five Danish regions. The study showed that external reporters were rarely contacted for dialogue, grouped front-line staff were sparsely involved in the learning process, few evaluated the effectiveness of implemented interventions and personal factors were frequently perceived as a primary contributory factor to these incidents. In contrast, the patient safety representatives perceived their competencies as sufficient for the job, internal reporters were often contacted for dialogue, evaluation was widely used and management supported the work with incident reports. The results of the study identified several shortcomings in the implementation of learning processes and feedback mechanisms. The apparent existence of a person-focused approach stands out as an element of notice. The insufficient implementation we observed indicates that there is room for improvement in the efforts made to maximise learning from incidents in the investigated population. not relevant. not relevant.

The usability of WeChat as a mobile and interactive medium in student-centered medical teaching.

PubMed

Wang, Juan; Gao, Furong; Li, Jiao; Zhang, Jieping; Li, Siguang; Xu, Guo-Tong; Xu, Lei; Chen, Jianjun; Lu, Lixia

2017-09-01

Biochemistry and cellular biology courses for medical students at Tongji University include the assessment that provides students with feedback to enhance their learning, which is a type of formative assessment. However, frequent instant feedback and guidance for students is often absent or inconsistently included in the teaching process. WeChat, the most popular Chinese social media, was introduced in biochemistry and cellular biology course. A WeChat official account (OA) was set up as an instant interactive platform. Over a period of two semesters, OA sent 73 push notifications. The components included course notices, preclass thought questions, after-class study materials, answer questions and feedback, simulation exercises, teacher-student interaction, and research progress relevant to the course. WeChat OA served as an active-learning teaching tool, provided more frequent feedback and guidance to students, and facilitated better student-centered communication in the teaching process. Using the WeChat OA in medical teaching emphasized interactive, interoperable, effective, engaging, adaptable, and more participatory teaching styles. As a new platform, WeChat OA was free, Internet-reliant, and easily managed. Using this new medium as a communication tool accelerated further advancement of instant feedback and improvement in teaching activities. Notifications and interactive feedback via the mobile social medium WeChat OA anytime and anywhere facilitated a student-centered teaching mode. Use of WeChat OA significantly increased the proportion of students interactively participating and resulted in a high degree of student satisfaction. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(5):421-425, 2017. © 2017 The International Union of Biochemistry and Molecular Biology.

Frequent external-focus feedback enhances motor learning.

PubMed

Wulf, Gabriele; Chiviacowsky, Suzete; Schiller, Eduardo; Avila, Luciana Toaldo Gentilini

2010-01-01

The present study examined the hypothesis that feedback inducing an external focus of attention enhances motor learning if it is provided frequently (i.e., 100%) rather than less frequently. Children (10- to 12-year-olds) practiced a soccer throw-in task and were provided feedback about movement form. The feedback statements, provided either after every (100%) or every third (33%) practice trial, were similar in content but induced either an internal focus (body-movement related) or external focus (movement-effect related). The results demonstrated that learning of the movement form was enhanced by external-focus feedback after every trial (100%) relative to external-focus feedback after every third trial (33%) or internal-focus feedback (100%, 33%), as demonstrated by immediate and delayed transfer tests without feedback. There was no difference between the two internal-focus feedback groups. These findings indicate that the attentional focus induced by feedback is an important factor in determining the effectiveness of different feedback frequencies. We argue that the informational properties of feedback cannot sufficiently account for these and related findings, and suggest that the attentional role of feedback be given greater consideration in future studies.

A unified internal model theory to resolve the paradox of active versus passive self-motion sensation

PubMed Central

Angelaki, Dora E

2017-01-01

Brainstem and cerebellar neurons implement an internal model to accurately estimate self-motion during externally generated (‘passive’) movements. However, these neurons show reduced responses during self-generated (‘active’) movements, indicating that predicted sensory consequences of motor commands cancel sensory signals. Remarkably, the computational processes underlying sensory prediction during active motion and their relationship to internal model computations during passive movements remain unknown. We construct a Kalman filter that incorporates motor commands into a previously established model of optimal passive self-motion estimation. The simulated sensory error and feedback signals match experimentally measured neuronal responses during active and passive head and trunk rotations and translations. We conclude that a single sensory internal model can combine motor commands with vestibular and proprioceptive signals optimally. Thus, although neurons carrying sensory prediction error or feedback signals show attenuated modulation, the sensory cues and internal model are both engaged and critically important for accurate self-motion estimation during active head movements. PMID:29043978

Interns reflect: the effect of formative assessment with feedback during pre-internship.

PubMed

McKenzie, Susan; Burgess, Annette; Mellis, Craig

2017-01-01

It is widely known that the opportunity for medical students to be observed and to receive feedback on their procedural skills performance is variable in the senior years. To address this problem, we provided our Pre-Intern (PrInt) students with "one-to-one" formative feedback on their ability to perform urethral catheterization (U/C) and hypothesized that their future practice of U/C as interns would benefit. This study sought to evaluate the performance and practice of interns in U/C 4-5 months after having received feedback on their performance of U/C as PrInt students. Between 2013 and 2014, two cohorts of interns, (total n=66) who had received recent formative feedback on their U/C performance as PrInt students at Central Clinical School, were invited to complete an anonymous survey. The survey contained nine closed unvalidated questions and one open-ended question, designed to allow interns to report on their current practice of U/C. Forty-one out of 66 interns (62%) completed the survey. Thirty-five out of 41 respondents (85%) reported that the assessment with feedback during their PrInt term was beneficial to their practice. Thirty of 41 (73%) reported being confident to perform U/C independently. Eleven out of 41 respondents (27%) reported that they had received additional training at intern orientation. Nine of the 11 interns (82%) reported that they had a small, but a significant, increase in confidence to perform U/C when compared with the 30 of the 41 respondents (73%) who had not ( p =0.03). Our results substantiate our hypothesis that further education by assessment with feedback in U/C during PrInt was of benefit to interns' performance. Additional educational reinforcement in U/C during intern orientation further improved intern confidence. Our results indicate that extra pre- and post-graduation procedural skills training, with feedback, should be universal.

How the songbird brain listens to its own songs

NASA Astrophysics Data System (ADS)

Hahnloser, Richard

2010-03-01

Songbirds are capable of vocal learning and communication and are ideally suited to the study of neural mechanisms of auditory feedback processing. When a songbird is deafened in the early sensorimotor phase after tutoring, it fails to imitate the song of its tutor and develops a highly aberrant song. It is also known that birds are capable of storing a long-term memory of tutor song and that they need intact auditory feedback to match their own vocalizations to the tutor's song. Based on these behavioral observations, we investigate feedback processing in single auditory forebrain neurons of juvenile zebra finches that are in a late developmental stage of song learning. We implant birds with miniature motorized microdrives that allow us to record the electrical activity of single neurons while birds are freely moving and singing in their cages. Occasionally, we deliver a brief sound through a loudspeaker to perturb the auditory feedback the bird experiences during singing. These acoustic perturbations of auditory feedback reveal complex sensitivity that cannot be predicted from passive playback responses. Some neurons are highly feedback sensitive in that they respond vigorously to song perturbations, but not to unperturbed songs or perturbed playback. These findings suggest that a computational function of forebrain auditory areas may be to detect errors between actual feedback and mirrored feedback deriving from an internal model of the bird's own song or that of its tutor.

Perceptual inference.

PubMed

Aggelopoulos, Nikolaos C

2015-08-01

Perceptual inference refers to the ability to infer sensory stimuli from predictions that result from internal neural representations built through prior experience. Methods of Bayesian statistical inference and decision theory model cognition adequately by using error sensing either in guiding action or in "generative" models that predict the sensory information. In this framework, perception can be seen as a process qualitatively distinct from sensation, a process of information evaluation using previously acquired and stored representations (memories) that is guided by sensory feedback. The stored representations can be utilised as internal models of sensory stimuli enabling long term associations, for example in operant conditioning. Evidence for perceptual inference is contributed by such phenomena as the cortical co-localisation of object perception with object memory, the response invariance in the responses of some neurons to variations in the stimulus, as well as from situations in which perception can be dissociated from sensation. In the context of perceptual inference, sensory areas of the cerebral cortex that have been facilitated by a priming signal may be regarded as comparators in a closed feedback loop, similar to the better known motor reflexes in the sensorimotor system. The adult cerebral cortex can be regarded as similar to a servomechanism, in using sensory feedback to correct internal models, producing predictions of the outside world on the basis of past experience. Copyright © 2015 Elsevier Ltd. All rights reserved.

Locus of Control and Effects of Failure on Performance and Perceived Competence

ERIC Educational Resources Information Center

Shavit, Hana; Rabinowitz, Aaron

1978-01-01

Reactions to ego related performance feedback of 117 internal and external locus of control eighth-grade children were investigated. Both internals and externals were equally pleased by success feedback and displeased by failure, and their competence judgment was influenced by the feedback received. However, internals exhibited more effective…

The Perfect Match: Factors That Characterize the AACSB International Initial Accreditation Host School and Mentor Relationship

ERIC Educational Resources Information Center

Solomon, Norman A.; Scherer, Robert F.; Oliveti, Joseph J.; Mochel, Lucienne; Bryant, Michael

2017-01-01

Initial Association to Advance Collegiate Schools of Business International accreditation involves a process of pairing mentor and host schools to provide guidance and feedback on the congruence of the host school with the accreditation standards. The mentor serves as the primary resource for assisting the host school in identifying gaps with the…

Interns reflect: the effect of formative assessment with feedback during pre-internship

PubMed Central

McKenzie, Susan; Burgess, Annette; Mellis, Craig

2017-01-01

Background It is widely known that the opportunity for medical students to be observed and to receive feedback on their procedural skills performance is variable in the senior years. To address this problem, we provided our Pre-Intern (PrInt) students with “one-to-one” formative feedback on their ability to perform urethral catheterization (U/C) and hypothesized that their future practice of U/C as interns would benefit. This study sought to evaluate the performance and practice of interns in U/C 4–5 months after having received feedback on their performance of U/C as PrInt students. Methods Between 2013 and 2014, two cohorts of interns, (total n=66) who had received recent formative feedback on their U/C performance as PrInt students at Central Clinical School, were invited to complete an anonymous survey. The survey contained nine closed unvalidated questions and one open-ended question, designed to allow interns to report on their current practice of U/C. Results Forty-one out of 66 interns (62%) completed the survey. Thirty-five out of 41 respondents (85%) reported that the assessment with feedback during their PrInt term was beneficial to their practice. Thirty of 41 (73%) reported being confident to perform U/C independently. Eleven out of 41 respondents (27%) reported that they had received additional training at intern orientation. Nine of the 11 interns (82%) reported that they had a small, but a significant, increase in confidence to perform U/C when compared with the 30 of the 41 respondents (73%) who had not (p=0.03). Conclusion Our results substantiate our hypothesis that further education by assessment with feedback in U/C during PrInt was of benefit to interns’ performance. Additional educational reinforcement in U/C during intern orientation further improved intern confidence. Our results indicate that extra pre- and post-graduation procedural skills training, with feedback, should be universal. PMID:28138270

Meeting international standards: a cultural approach in implementing the mini-CEX effectively in Indonesian clerkships.

PubMed

Suhoyo, Yoyo; Schönrock-Adema, Johanna; Rahayu, Gandes Retno; Kuks, Jan B M; Cohen-Schotanus, Janke

2014-10-01

Abstract Background: Medical schools all over the world try to adapt their programs to meet international standards. However, local culture might hamper innovation attempts. To describe challenges in implementing the mini-CEX in Indonesia and investigate its effect on students' clinical competence. The study was conducted in the Internal Medicine and Neurology departments of the Universitas Gadjah Mada, Indonesia. Implementing the mini-CEX into the existing curriculum, while taking the Indonesian culture into account, implied a shift from group to individual feedback. We compared students' final clinical competence before (Internal Medicine n = 122, Neurology n = 183) and after (n = 183 and 186, respectively) the implementation of the mini-CEX, using a modified Objective Structured Long Examination Record (OSLER). The Mann-Whitney test was used to analyze the data. We took power distance and individualism into account to facilitate the implementation process. After implementing the mini-CEX, the OSLER results were significant higher in Internal Medicine (p < 0.05). However, no differences were found in Neurology. By managing the innovation process carefully and taking culture and local context into account, the mini-CEX can be implemented without changing the underlying concept. The shift from group to individual feedback seems to have a positive effect on student learning.

Modeling Common-Sense Decisions

NASA Astrophysics Data System (ADS)

Zak, Michail

This paper presents a methodology for efficient synthesis of dynamical model simulating a common-sense decision making process. The approach is based upon the extension of the physics' First Principles that includes behavior of living systems. The new architecture consists of motor dynamics simulating actual behavior of the object, and mental dynamics representing evolution of the corresponding knowledge-base and incorporating it in the form of information flows into the motor dynamics. The autonomy of the decision making process is achieved by a feedback from mental to motor dynamics. This feedback replaces unavailable external information by an internal knowledgebase stored in the mental model in the form of probability distributions.

Non-Markovian quantum feedback networks II: Controlled flows

NASA Astrophysics Data System (ADS)

Gough, John E.

2017-06-01

The concept of a controlled flow of a dynamical system, especially when the controlling process feeds information back about the system, is of central importance in control engineering. In this paper, we build on the ideas presented by Bouten and van Handel [Quantum Stochastics and Information: Statistics, Filtering and Control (World Scientific, 2008)] and develop a general theory of quantum feedback. We elucidate the relationship between the controlling processes, Z, and the measured processes, Y, and to this end we make a distinction between what we call the input picture and the output picture. We should note that the input-output relations for the noise fields have additional terms not present in the standard theory but that the relationship between the control processes and measured processes themselves is internally consistent—we do this for the two main cases of quadrature measurement and photon-counting measurement. The theory is general enough to include a modulating filter which post-processes the measurement readout Y before returning to the system. This opens up the prospect of applying very general engineering feedback control techniques to open quantum systems in a systematic manner, and we consider a number of specific modulating filter problems. Finally, we give a brief argument as to why most of the rules for making instantaneous feedback connections [J. Gough and M. R. James, Commun. Math. Phys. 287, 1109 (2009)] ought to apply for controlled dynamical networks as well.

Mesolimbic confidence signals guide perceptual learning in the absence of external feedback

PubMed Central

Guggenmos, Matthias; Wilbertz, Gregor; Hebart, Martin N; Sterzer, Philipp

2016-01-01

It is well established that learning can occur without external feedback, yet normative reinforcement learning theories have difficulties explaining such instances of learning. Here, we propose that human observers are capable of generating their own feedback signals by monitoring internal decision variables. We investigated this hypothesis in a visual perceptual learning task using fMRI and confidence reports as a measure for this monitoring process. Employing a novel computational model in which learning is guided by confidence-based reinforcement signals, we found that mesolimbic brain areas encoded both anticipation and prediction error of confidence—in remarkable similarity to previous findings for external reward-based feedback. We demonstrate that the model accounts for choice and confidence reports and show that the mesolimbic confidence prediction error modulation derived through the model predicts individual learning success. These results provide a mechanistic neurobiological explanation for learning without external feedback by augmenting reinforcement models with confidence-based feedback. DOI: http://dx.doi.org/10.7554/eLife.13388.001 PMID:27021283

Matters Arising. Australian University Quality Agency Feedback in Relation to the Academic Engagement of International Students Enrolled in Onshore University Programmes

ERIC Educational Resources Information Center

Crossman, Joanna; Burdett, Jane

2012-01-01

It is now commonplace to find quality audit processes being applied in universities internationally as a means of assessing the quality of teaching and learning. This article draws upon a thematic analysis of 14 second-round Australian Universities Quality Agency reports in order to explore matters arising from the academic engagement of…

Autonomous benthic algal cultivator under feedback control of ecosystem metabolism

USDA-ARS?s Scientific Manuscript database

An autonomous and internally-controlled techno-ecological hybrid was developed that controls primary production of algae in a laboratory-scale cultivator. The technoecosystem is based on an algal turf scrubber (ATS) system that combines engineered feedback control programming with internal feedback...

Auditory-motor Mapping for Pitch Control in Singers and Nonsingers

PubMed Central

Jones, Jeffery A.; Keough, Dwayne

2009-01-01

Little is known about the basic processes underlying the behavior of singing. This experiment was designed to examine differences in the representation of the mapping between fundamental frequency (F0) feedback and the vocal production system in singers and nonsingers. Auditory feedback regarding F0 was shifted down in frequency while participants sang the consonant-vowel /ta/. During the initial frequency-altered trials, singers compensated to a lesser degree than nonsingers, but this difference was reduced with continued exposure to frequency-altered feedback. After brief exposure to frequency altered auditory feedback, both singers and nonsingers suddenly heard their F0 unaltered. When participants received this unaltered feedback, only singers' F0 values were found to be significantly higher than their F0 values produced during baseline and control trials. These aftereffects in singers were replicated when participants sang a different note than the note they produced while hearing altered feedback. Together, these results suggest that singers rely more on internal models than nonsingers to regulate vocal productions rather than real time auditory feedback. PMID:18592224

Robust permanence for ecological equations with internal and external feedbacks.

PubMed

Patel, Swati; Schreiber, Sebastian J

2018-07-01

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

Feedbacks between air pollution and weather, part 2: Effects on chemistry

NASA Astrophysics Data System (ADS)

Makar, P. A.; Gong, W.; Hogrefe, C.; Zhang, Y.; Curci, G.; Žabkar, R.; Milbrandt, J.; Im, U.; Balzarini, A.; Baró, R.; Bianconi, R.; Cheung, P.; Forkel, R.; Gravel, S.; Hirtl, M.; Honzak, L.; Hou, A.; Jiménez-Guerrero, P.; Langer, M.; Moran, M. D.; Pabla, B.; Pérez, J. L.; Pirovano, G.; San José, R.; Tuccella, P.; Werhahn, J.; Zhang, J.; Galmarini, S.

2015-08-01

Fully-coupled air-quality models running in ;feedback; and ;no-feedback; configurations were compared against each other and observation network data as part of Phase 2 of the Air Quality Model Evaluation International Initiative. In the ;no-feedback; mode, interactions between meteorology and chemistry through the aerosol direct and indirect effects were disabled, with the models reverting to climatologies of aerosol properties, or a no-aerosol weather simulation, while in the ;feedback; mode, the model-generated aerosols were allowed to modify the models' radiative transfer and/or cloud formation processes. Annual simulations with and without feedbacks were conducted for domains in North America for the years 2006 and 2010, and for Europe for the year 2010. Comparisons against observations via annual statistics show model-to-model variation in performance is greater than the within-model variation associated with feedbacks. However, during the summer and during intense emission events such as the Russian forest fires of 2010, feedbacks have a significant impact on the chemical predictions of the models. The aerosol indirect effect was usually found to dominate feedbacks compared to the direct effect. The impacts of direct and indirect effects were often shown to be in competition, for predictions of ozone, particulate matter and other species. Feedbacks were shown to result in local and regional shifts of ozone-forming chemical regime, between NOx- and VOC-limited environments. Feedbacks were shown to have a substantial influence on biogenic hydrocarbon emissions and concentrations: North American simulations incorporating both feedbacks resulted in summer average isoprene concentration decreases of up to 10%, while European direct effect simulations during the Russian forest fire period resulted in grid average isoprene changes of -5 to +12.5%. The atmospheric transport and chemistry of large emitting sources such as plumes from forest fires and large cities were shown to be strongly impacted by the presence or absence of feedback mechanisms in the model simulations. Summertime model performance for ozone and other gases was improved through the inclusion of indirect effect feedbacks, while performance for particulate matter was degraded, suggesting that current parameterizations for in- and below cloud processes, once the cloud locations become more directly influenced by aerosols, may over- or under-predict the strength of these processes. Process parameterization-level comparisons of fully coupled feedback models are therefore recommended for future work, as well as further studies using these models for the simulations of large scale urban/industrial and/or forest fire plumes.

Formative Assessment: Policy, Perspectives and Practice

ERIC Educational Resources Information Center

Clark, Ian

2011-01-01

Proponents of formative assessment (FA) assert that students develop a deeper understanding of their learning when the essential components of formative feedback and cultural responsiveness are effectively incorporated as central features of the formative assessment process. Even with growing international agreement among the research community…

76 FR 37207 - Group Health Plans and Health Insurance Issuers: Rules Relating to Internal Claims and Appeals...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-06-24

...This document contains amendments to interim final regulations implementing the requirements regarding internal claims and appeals and external review processes for group health plans and health insurance coverage in the group and individual markets under provisions of the Affordable Care Act. These rules are intended to respond to feedback from a wide range of stakeholders on the interim final regulations and to assist plans and issuers in coming into full compliance with the law through an orderly and expeditious implementation process.

Surface Ocean-Lower Atmosphere Studies: SOLAS

NASA Astrophysics Data System (ADS)

Wanninkhof, R.; Dickerson, R.; Barber, R.; Capone, D. G.; Duce, R.; Erickson, D.; Keene, W. C.; Lenschow, D.; Matrai, P. A.; McGillis, W.; McGillicuddy, D.; Penner, J.; Pszenny, A.

2002-05-01

The US Surface Ocean - Lower Atmosphere Study (US SOLAS) is a component of an international program (SOLAS) with an overall goal: to achieve a quantitative understanding of the key biogeochemical-physical interactions between the ocean and atmosphere, and of how this coupled system affects and is affected by climateand environmental change. There is increasing evidence that the biogeochemical cycles containing the building blocks of life such as carbon, nitrogen, and sulfur have been perturbed. These changes result in appreciable impacts and feedbacks in the SOLA region. The exact nature of the impacts and feedbacks are poorly constrained because of sparse observations, in particular relating to the connectivity and interrelationships between the major biogeochemical cycles and their interaction with physical forcing. It is in these areas that the research and the interdisciplinary research approaches advocated in US SOLAS will provide high returns. The research in US SOLAS will be heavily focused on process studies of the natural variability of key processes, anthropogenic perturbation of the processes, and the positive and negative feedbacks the processes will have on the biogeochemical cycles in the SOLA region. A major objective is to integrate the process study findings with the results from large-scale observations and with small and large- scale modeling and remote sensing efforts to improve our mechanistic understanding of large scale biogeochemical and physical phenomena and feedbacks. US SOLAS held an open workshop in May 2001 to lay the groundwork for the SOLAS program in the United States. Resulting highlights and issues will be summarized around 4 major themes: (1) Boundary-layer Physics, (2) Dynamics of long-lived climate relevant compounds, (3) Dynamics of short-lived climate relevant compounds, and (4) Atmospheric effects on marine biogeochemical processes. Comprehensive reports from the working groups of U.S. SOLAS, and the international science plan which served as overall guidance, can be found at We will explore possible dedicated, interdisciplinary ocean-atmosphere projects as examples of the critical interconnectivity of atmospheric, interfacial, and upper ocean processes to study phenomena of critical importance in understanding the earth's system.

An Evaluation of an Internal Audit on Student Feedback within a British University: A Quality Enhancement Process

ERIC Educational Resources Information Center

Reid, Ken

2010-01-01

Purpose: Final year students attending British universities now complete an annual questionnaire to assess their views on their learning experiences of higher education (HE) from a variety of perspectives. They undertake this process as part of the National Student Survey (NSS). These data are then collated and an annual report with associated…

A hospital discharge summary quality improvement program featuring individual and team-based feedback and academic detailing.

PubMed

Axon, Robert N; Penney, Fletcher T; Kyle, Thomas R; Zapka, Jane; Marsden, Justin; Zhao, Yumin; Mauldin, Patrick D; Moran, William P

2014-06-01

Discharge summaries are an important component of hospital care transitions typically completed by interns in teaching hospitals. However, these documents are often not completed in a timely fashion or do not include pertinent details of hospitalization. This report outlines the development and impact of a curriculum intervention to improve the quality of discharge summaries by interns and residents in Internal Medicine. A previous study demonstrated that a discharge summary curriculum featuring individualized feedback was associated with improved summary quality, but few subsequent studies have described implementation of similar curricula. No information exists on the utility of other strategies such as team-based feedback or academic detailing. Study participants were 96 Internal Medicine intern and resident physicians at an academic medical center-based training program. A comprehensive evidence-based discharge summary quality improvement program was developed and implemented that featured a discharge summary template to facilitate summary preparation, individual feedback, team-based feedback, academic detailing and an objective discharge summary evaluation instrument. The discharge summary evaluation instrument had moderate interrater reliability (κ = 0.72). Discharge summary scores improved from mean score of 70% to 82% (P = 0.05). Interns and residents participating in this program also reported increased confidence in producing and critiquing summaries. A comprehensive discharge summary curriculum can be feasibly implemented within the context of a residency program. Team-based feedback and academic detailing may serve to reinforce individual feedback and extend program reach.

Understanding the impact of accreditation on quality in healthcare: A grounded theory approach.

PubMed

Desveaux, L; Mitchell, J I; Shaw, J; Ivers, N M

2017-11-01

To explore how organizations respond to and interact with the accreditation process and the actual and potential mechanisms through which accreditation may influence quality. Qualitative grounded theory study. Organizations who had participated in Accreditation Canada's Qmentum program during January 2014-June 2016. Individuals who had coordinated the accreditation process or were involved in managing or promoting quality. The accreditation process is largely viewed as a quality assurance process, which often feeds in to quality improvement activities if the feedback aligns with organizational priorities. Three key stages are required for accreditation to impact quality: coherence, organizational buy-in and organizational action. These stages map to constructs outlined in Normalization Process Theory. Coherence is established when an organization and its staff perceive that accreditation aligns with the organization's beliefs, context and model of service delivery. Organizational buy-in is established when there is both a conceptual champion and an operational champion, and is influenced by both internal and external contextual factors. Quality improvement action occurs when organizations take purposeful action in response to observations, feedback or self-reflection resulting from the accreditation process. The accreditation process has the potential to influence quality through a series of three mechanisms: coherence, organizational buy-in and collective quality improvement action. Internal and external contextual factors, including individual characteristics, influence an organization's experience of accreditation. © The Author 2017. Published by Oxford University Press in association with the International Society for Quality in Health Care. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com

Evaluating Internal Model Strength and Performance of Myoelectric Prosthesis Control Strategies.

PubMed

Shehata, Ahmed W; Scheme, Erik J; Sensinger, Jonathon W

2018-05-01

On-going developments in myoelectric prosthesis control have provided prosthesis users with an assortment of control strategies that vary in reliability and performance. Many studies have focused on improving performance by providing feedback to the user but have overlooked the effect of this feedback on internal model development, which is key to improve long-term performance. In this paper, the strength of internal models developed for two commonly used myoelectric control strategies: raw control with raw feedback (using a regression-based approach) and filtered control with filtered feedback (using a classifier-based approach), were evaluated using two psychometric measures: trial-by-trial adaptation and just-noticeable difference. The performance of both strategies was also evaluated using Schmidt's style target acquisition task. Results obtained from 24 able-bodied subjects showed that although filtered control with filtered feedback had better short-term performance in path efficiency ( ), raw control with raw feedback resulted in stronger internal model development ( ), which may lead to better long-term performance. Despite inherent noise in the control signals of the regression controller, these findings suggest that rich feedback associated with regression control may be used to improve human understanding of the myoelectric control system.

A complexity basis for phenomenology: How information states at criticality offer a new approach to understanding experience of self, being and time.

PubMed

Hankey, Alex

2015-12-01

In the late 19th century Husserl studied our internal sense of time passing, maintaining that its deep connections into experience represent prima facie evidence for it as the basis for all investigations in the sciences: Phenomenology was born. Merleau-Ponty focused on perception pointing out that any theory of experience must accord with established aspects of biology i.e. be embodied. Recent analyses suggest that theories of experience require non-reductive, integrative information, together with a specific property connecting them to experience. Here we elucidate a new class of information states with just such properties found at the loci of control of complex biological systems, including nervous systems. Complexity biology concerns states satisfying self-organized criticality. Such states are located at critical instabilities, commonly observed in biological systems, and thought to maximize information diversity and processing, and hence to optimize regulation. Major results for biology follow: why organisms have unusually low entropies; and why they are not merely mechanical. Criticality states form singular self-observing systems, which reduce wave packets by processes of perfect self-observation associated with feedback gain g = 1. Analysis of their information properties leads to identification of a new kind of information state with high levels of internal coherence, and feedback loops integrated into their structure. The major idea presented here is that the integrated feedback loops are responsible for our 'sense of self', and also the feeling of continuity in our sense of time passing. Long-range internal correlations guarantee a unique kind of non-reductive, integrative information structure enabling such states to naturally support phenomenal experience. Being founded in complexity biology, they are 'embodied'; they also fulfill the statement that 'The self is a process', a singular process. High internal correlations and René Thom-style catastrophes support non-digital forms of information, gestalt cognition, and information transfer via quantum teleportation. Criticality in complexity biology can 'embody' cognitive states supporting gestalts, and phenomenology's senses of 'self,' time passing, existence and being. Copyright © 2015. Published by Elsevier Ltd.

Self-monitoring in the cerebral cortex: Neural responses to small pitch shifts in auditory feedback during speech production.

PubMed

Franken, Matthias K; Eisner, Frank; Acheson, Daniel J; McQueen, James M; Hagoort, Peter; Schoffelen, Jan-Mathijs

2018-06-21

Speaking is a complex motor skill which requires near instantaneous integration of sensory and motor-related information. Current theory hypothesizes a complex interplay between motor and auditory processes during speech production, involving the online comparison of the speech output with an internally generated forward model. To examine the neural correlates of this intricate interplay between sensory and motor processes, the current study uses altered auditory feedback (AAF) in combination with magnetoencephalography (MEG). Participants vocalized the vowel/e/and heard auditory feedback that was temporarily pitch-shifted by only 25 cents, while neural activity was recorded with MEG. As a control condition, participants also heard the recordings of the same auditory feedback that they heard in the first half of the experiment, now without vocalizing. The participants were not aware of any perturbation of the auditory feedback. We found auditory cortical areas responded more strongly to the pitch shifts during vocalization. In addition, auditory feedback perturbation resulted in spectral power increases in the θ and lower β bands, predominantly in sensorimotor areas. These results are in line with current models of speech production, suggesting auditory cortical areas are involved in an active comparison between a forward model's prediction and the actual sensory input. Subsequently, these areas interact with motor areas to generate a motor response. Furthermore, the results suggest that θ and β power increases support auditory-motor interaction, motor error detection and/or sensory prediction processing. Copyright © 2018 The Authors. Published by Elsevier Inc. All rights reserved.

Strategies for increasing house staff management of cholesterol with inpatients.

PubMed

Boekeloo, B O; Becker, D M; Levine, D M; Belitsos, P C; Pearson, T A

1990-01-01

This study tested the effectiveness of two conceptually different chart audit-based approaches to modifying physicians' clinical practices to conform with quality-assurance standards. The objective was to increase intern utilization of cholesterol management opportunities in the inpatient setting. Using a clinical trial study design, 29 internal medicine interns were randomly assigned to four intervention groups identified by the intervention they received: control, reminder checklists (checklists), patient-specific feedback (feedback), or both interventions (combined). Over a nine-month period, intern management of high blood cholesterol levels in internal medicine inpatients (n = 459) was monitored by postdischarge chart audit. During both a baseline and subsequent intervention period, interns documented significantly more cholesterol management for inpatients with coronary artery disease (CAD) than without CAD. During baseline, 27.3%, 24.3%, 21.7%, 12.4%, 5.4%, and 2.7% of all inpatient charts had intern documentation concerning a low-fat hospital diet, cholesterol history, screening blood cholesterol level assessment, follow-up lipid profile, nutritionist consult, and preventive cardiology consult, respectively. The feedback intervention significantly increased overall intern-documented cholesterol management among inpatients with CAD. The checklists significantly decreased overall intern-documented cholesterol management. Feedback appears to be an effective approach to increasing intern cholesterol management in inpatients.

Process Features in Writing: Internal Structure and Incremental Value over Product Features. Research Report. ETS RR-15-27

ERIC Educational Resources Information Center

Zhang, Mo; Deane, Paul

2015-01-01

In educational measurement contexts, essays have been evaluated and formative feedback has been given based on the end product. In this study, we used a large sample collected from middle school students in the United States to investigate the factor structure of the writing process features gathered from keystroke logs and the association of that…

Segregation of Clock and Non-Clock Regulatory Functions of REV-ERB.

PubMed

Butler, Andrew A; Burris, Thomas P

2015-08-04

The molecular clock is a master controller of circadian cellular processes that affect growth, metabolic homeostasis, and behavior. A report in Science by Zhang et al. (2015) redefines our understanding of how Rev-erba acts as an internal feedback inhibitor that modulates activity of the core clock while simultaneously regulating tissue-specific metabolic processes. Copyright © 2015 Elsevier Inc. All rights reserved.

Measurement of hearing aid internal noise1

PubMed Central

Lewis, James D.; Goodman, Shawn S.; Bentler, Ruth A.

2010-01-01

Hearing aid equivalent input noise (EIN) measures assume the primary source of internal noise to be located prior to amplification and to be constant regardless of input level. EIN will underestimate internal noise in the case that noise is generated following amplification. The present study investigated the internal noise levels of six hearing aids (HAs). Concurrent with HA processing of a speech-like stimulus with both adaptive features (acoustic feedback cancellation, digital noise reduction, microphone directionality) enabled and disabled, internal noise was quantified for various stimulus levels as the variance across repeated trials. Changes in noise level as a function of stimulus level demonstrated that (1) generation of internal noise is not isolated to the microphone, (2) noise may be dependent on input level, and (3) certain adaptive features may contribute to internal noise. Quantifying internal noise as the variance of the output measures allows for noise to be measured under real-world processing conditions, accounts for all sources of noise, and is predictive of internal noise audibility. PMID:20370034

Quantum decision-maker theory and simulation

NASA Astrophysics Data System (ADS)

Zak, Michail; Meyers, Ronald E.; Deacon, Keith S.

2000-07-01

A quantum device simulating the human decision making process is introduced. It consists of quantum recurrent nets generating stochastic processes which represent the motor dynamics, and of classical neural nets describing the evolution of probabilities of these processes which represent the mental dynamics. The autonomy of the decision making process is achieved by a feedback from the mental to motor dynamics which changes the stochastic matrix based upon the probability distribution. This feedback replaces unavailable external information by an internal knowledge- base stored in the mental model in the form of probability distributions. As a result, the coupled motor-mental dynamics is described by a nonlinear version of Markov chains which can decrease entropy without an external source of information. Applications to common sense based decisions as well as to evolutionary games are discussed. An example exhibiting self-organization is computed using quantum computer simulation. Force on force and mutual aircraft engagements using the quantum decision maker dynamics are considered.

A novel mentorship programme for residents integrating academic development, clinical teaching and graduate medical education assessment.

PubMed

Bhatia, Kriti; Takayesu, James Kimo; Nadel, Eric S

2016-02-01

Mentorship fosters career development and growth. During residency training, mentorship should support clinical development along with intellectual and academic interests. Reported resident mentoring programmes do not typically include clinical components. We designed a programme that combines academic development with clinical feedback and assessment in a four-year emergency medicine residency programme. Incoming interns were assigned an advisor. At the conclusion of the intern year, residents actively participated in selecting a mentor for the duration of residency. The programme consisted of quarterly meetings, direct clinical observation and specific competency assessment, assistance with lecture preparation, real-time feedback on presentations, simulation coaching sessions, and discussions related to career development. Faculty participation was recognized as a valuable component of the annual review process. Residents were surveyed about the overall programme and individual components. Over 88 % of the respondents said that the programme was valuable and should be continued. Senior residents most valued the quarterly meetings and presentation help and feedback. Junior residents strongly valued the clinical observation and simulation sessions. A comprehensive mentorship programme integrating clinical, professional and academic development provides residents individualized feedback and coaching and is valued by trainees. Individualized assessment of clinical competencies can be conducted through such a programme.

Survey Says: Using Teacher Feedback to Bolster Evaluation

ERIC Educational Resources Information Center

Wiener, Ross; Lundy, Kasia

2014-01-01

Many of the leading private sector organizations have for years embraced a survey approach to improving products, services, and internal policies and processes. Like these successful private sector businesses, school systems can utilize a similar survey-based approach to improving teacher evaluation. Here, the authors provide and outline some…

Teaching Diversity through Case Competition

ERIC Educational Resources Information Center

Phillips, T. Nichole; Wood, Lynette I.

2017-01-01

This paper shares the process and outcomes of utilizing case competitions as an approach to diversity education. A university-wide case competition was held for two consecutive years. We detail the procedure for facilitating the competition, the role of internal and external stakeholders, and student performance and feedback. It is our position…

Cross-entropy optimization for neuromodulation.

PubMed

Brar, Harleen K; Yunpeng Pan; Mahmoudi, Babak; Theodorou, Evangelos A

2016-08-01

This study presents a reinforcement learning approach for the optimization of the proportional-integral gains of the feedback controller represented in a computational model of epilepsy. The chaotic oscillator model provides a feedback control systems view of the dynamics of an epileptic brain with an internal feedback controller representative of the natural seizure suppression mechanism within the brain circuitry. Normal and pathological brain activity is simulated in this model by adjusting the feedback gain values of the internal controller. With insufficient gains, the internal controller cannot provide enough feedback to the brain dynamics causing an increase in correlation between different brain sites. This increase in synchronization results in the destabilization of the brain dynamics, which is representative of an epileptic seizure. To provide compensation for an insufficient internal controller an external controller is designed using proportional-integral feedback control strategy. A cross-entropy optimization algorithm is applied to the chaotic oscillator network model to learn the optimal feedback gains for the external controller instead of hand-tuning the gains to provide sufficient control to the pathological brain and prevent seizure generation. The correlation between the dynamics of neural activity within different brain sites is calculated for experimental data to show similar dynamics of epileptic neural activity as simulated by the network of chaotic oscillators.

Network interactions: non-geniculate input to V1.

PubMed

Muckli, Lars; Petro, Lucy S

2013-04-01

The strongest connections to V1 are fed back from neighbouring area V2 and from a network of higher cortical areas (e.g. V3, V5, LOC, IPS and A1), transmitting the results of cognitive operations such as prediction, attention and imagination. V1 is therefore at the receiving end of a complex cortical processing cascade and not only at the entrance stage of cortical processing of retinal input. One elegant strategy to investigate this information-rich feedback to V1 is to eliminate feedforward input, that is, exploit V1's retinotopic organisation to isolate subregions receiving no direct bottom-up stimulation. We highlight the diverse mechanisms of cortical feedback, ranging from gain control to predictive coding, and conclude that V1 is involved in rich internal communication processes. Copyright © 2013 Elsevier Ltd. All rights reserved.

Development of self-protective biases in response to social evaluative feedback

PubMed Central

Rodman, Alexandra M.; Powers, Katherine E.; Somerville, Leah H.

2017-01-01

Adolescence is a developmental period marked by heightened attunement to social evaluation. While adults have been shown to enact self-protective processes to buffer their self-views from evaluative threats like peer rejection, it is unclear whether adolescents avail themselves of the same defenses. The present study examines how social evaluation shapes views of the self and others differently across development. N = 107 participants ages 10–23 completed a reciprocal social evaluation task that involved predicting and receiving peer acceptance and rejection feedback, along with assessments of self-views and likability ratings of peers. Here, we show that, despite equivalent experiences of social evaluation, adolescents internalized peer rejection, experiencing a feedback-induced drop in self-views, whereas adults externalized peer rejection, reporting a task-induced boost in self-views and deprecating the peers who rejected them. The results identify codeveloping processes underlying why peer rejection may lead to more dramatic alterations in self-views during adolescence than other phases of the lifespan. PMID:29180428

The macrodynamics of international migration as a sociocultural diffusion process. Part A: theory.

PubMed

Diamantides, N D

1992-11-01

"This study formulates a model of the macrodynamics of international migration using a differential equation to capture the push-pull forces that propel it. The model's architecture rests on the functioning of information feedback between settled friends and family at the destination and potential emigrants at the origin." The author tests the model using data on Greek emigration to the United States since 1820 and on total emigration from Cyprus since 1946. excerpt

Cultural Dimensions of Feedback at an Australian University: A Study of International Students with English as an Additional Language

ERIC Educational Resources Information Center

Warner, Richard; Miller, Julia

2015-01-01

International students with English as an additional language face transitional challenges when entering a new academic culture. One such challenge involves optimising feedback to help foster their academic development, bearing in mind that feedback is not a culturally neutral entity (Nazif, A., Biswas, D., & Hilbig, R. (2004-2005). Towards an…

The Nature of Feedback: How Different Types of Peer Feedback Affect Writing Performance

ERIC Educational Resources Information Center

Nelson, Melissa M.; Schunn, Christian D.

2009-01-01

Although providing feedback is commonly practiced in education, there is no general agreement regarding what type of feedback is most helpful and why it is helpful. This study examined the relationship between various types of feedback, potential internal mediators, and the likelihood of implementing feedback. Five main predictions were developed…

Guidelines: the do's, don'ts and don't knows of feedback for clinical education.

PubMed

Lefroy, Janet; Watling, Chris; Teunissen, Pim W; Brand, Paul

2015-12-01

The guidelines offered in this paper aim to amalgamate the literature on formative feedback into practical Do's, Don'ts and Don't Knows for individual clinical supervisors and for the institutions that support clinical learning. The authors built consensus by an iterative process. Do's and Don'ts were proposed based on authors' individual teaching experience and awareness of the literature, and the amalgamated set of guidelines were then refined by all authors and the evidence was summarized for each guideline. Don't Knows were identified as being important questions to this international group of educators which if answered would change practice. The criteria for inclusion of evidence for these guidelines were not those of a systematic review, so indicators of strength of these recommendations were developed which combine the evidence with the authors' consensus. A set of 32 Do and Don't guidelines with the important Don't Knows was compiled along with a summary of the evidence for each. These are divided into guidelines for the individual clinical supervisor giving feedback to their trainee (recommendations about both the process and the content of feedback) and guidelines for the learning culture (what elements of learning culture support the exchange of meaningful feedback, and what elements constrain it?) Feedback is not easy to get right, but it is essential to learning in medicine, and there is a wealth of evidence supporting the Do's and warning against the Don'ts. Further research into the critical Don't Knows of feedback is required. A new definition is offered: Helpful feedback is a supportive conversation that clarifies the trainee's awareness of their developing competencies, enhances their self-efficacy for making progress, challenges them to set objectives for improvement, and facilitates their development of strategies to enable that improvement to occur.

Contextual cuing contributes to the independent modification of multiple internal models for vocal control

PubMed Central

Keough, Dwayne

2011-01-01

Research on the control of visually guided limb movements indicates that the brain learns and continuously updates an internal model that maps the relationship between motor commands and sensory feedback. A growing body of work suggests that an internal model that relates motor commands to sensory feedback also supports vocal control. There is evidence from arm-reaching studies that shows that when provided with a contextual cue, the motor system can acquire multiple internal models, which allows an animal to adapt to different perturbations in diverse contexts. In this study we show that trained singers can rapidly acquire multiple internal models regarding voice fundamental frequency (F0). These models accommodate different perturbations to ongoing auditory feedback. Participants heard three musical notes and reproduced each one in succession. The musical targets could serve as a contextual cue to indicate which direction (up or down) feedback would be altered on each trial; however, participants were not explicitly instructed to use this strategy. When participants were gradually exposed to altered feedback adaptation was observed immediately following vocal onset. Aftereffects were target specific and did not influence vocal productions on subsequent trials. When target notes were no longer a contextual cue, adaptation occurred during altered feedback trials and evidence for trial-by-trial adaptation was found. These findings indicate that the brain is exceptionally sensitive to the deviations between auditory feedback and the predicted consequence of a motor command during vocalization. Moreover, these results indicate that, with contextual cues, the vocal control system may maintain multiple internal models that are capable of independent modification during different tasks or environments. PMID:21346208

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.

Frontal cortex electrophysiology in reward- and punishment-related feedback processing during advice-guided decision making: An interleaved EEG-DC stimulation study.

PubMed

Wischnewski, Miles; Bekkering, Harold; Schutter, Dennis J L G

2018-04-01

During decision making, individuals are prone to rely on external cues such as expert advice when the outcome is not known. However, the electrophysiological correlates associated with outcome uncertainty and the use of expert advice are not completely understood. The feedback-related negativity (FRN), P3a, and P3b are event-related brain potentials (ERPs) linked to dissociable stages of feedback and attentional processing during decision making. Even though these ERPs are influenced by both reward- and punishment-related feedback, it remains unclear how extrinsic information during uncertainty modulates these brain potentials. In this study, the effects of advice cues on decision making were investigated in two separate experiments. In the first experiment, electroencephalography (EEG) was recorded in healthy volunteers during a decision-making task in which the participants received reward or punishment feedback preceded by novice, amateur, or expert advice. The results showed that the P3a component was significantly influenced by the subjective predictive value of an advice cue, whereas the FRN and P3b were unaffected by the advice cues. In the second, sham-controlled experiment, cathodal transcranial direct current stimulation (ctDCS) was administered in conjunction with EEG in order to explore the direct contributions of the frontal cortex to these brain potentials. Results showed no significant change in either advice-following behavior or decision times. However, ctDCS did decrease FRN amplitudes as compared to sham, with no effect on the P3a or P3b. Together, these findings suggest that advice information may act primarily on attention allocation during feedback processing, whereas the electrophysiological correlates of the detection and updating of internal prediction models are not affected.

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

Exploring Occupational Therapy Students' Meaning of Feedback during Fieldwork Experiences

ERIC Educational Resources Information Center

Rathgeber, Karen Lynne

2014-01-01

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

International land Model Benchmarking (ILAMB) Package v002.00

DOE Data Explorer

Collier, Nathaniel [Oak Ridge National Laboratory; Hoffman, Forrest M. [Oak Ridge National Laboratory; Mu, Mingquan [University of California, Irvine; Randerson, James T. [University of California, Irvine; Riley, William J. [Lawrence Berkeley National Laboratory

2016-05-09

As a contribution to International Land Model Benchmarking (ILAMB) Project, we are providing new analysis approaches, benchmarking tools, and science leadership. The goal of ILAMB is to assess and improve the performance of land models through international cooperation and to inform the design of new measurement campaigns and field studies to reduce uncertainties associated with key biogeochemical processes and feedbacks. ILAMB is expected to be a primary analysis tool for CMIP6 and future model-data intercomparison experiments. This team has developed initial prototype benchmarking systems for ILAMB, which will be improved and extended to include ocean model metrics and diagnostics.

International land Model Benchmarking (ILAMB) Package v001.00

DOE Data Explorer

Mu, Mingquan [University of California, Irvine; Randerson, James T. [University of California, Irvine; Riley, William J. [Lawrence Berkeley National Laboratory; Hoffman, Forrest M. [Oak Ridge National Laboratory

2016-05-02

As a contribution to International Land Model Benchmarking (ILAMB) Project, we are providing new analysis approaches, benchmarking tools, and science leadership. The goal of ILAMB is to assess and improve the performance of land models through international cooperation and to inform the design of new measurement campaigns and field studies to reduce uncertainties associated with key biogeochemical processes and feedbacks. ILAMB is expected to be a primary analysis tool for CMIP6 and future model-data intercomparison experiments. This team has developed initial prototype benchmarking systems for ILAMB, which will be improved and extended to include ocean model metrics and diagnostics.

Dynamics of Implementation and Maintenance of Organizational Health Interventions.

PubMed

Jalali, Mohammad S; Rahmandad, Hazhir; Bullock, Sally Lawrence; Ammerman, Alice

2017-08-15

In this study, we present case studies to explore the dynamics of implementation and maintenance of health interventions. We analyze how specific interventions are built and eroded, how the building and erosion mechanisms are interconnected, and why we can see significantly different erosion rates across otherwise similar organizations. We use multiple comparative obesity prevention case studies to provide empirical information on the mechanisms of interest, and use qualitative systems modeling to integrate our evolving understanding into an internally consistent and transparent theory of the phenomenon. Our preliminary results identify reinforcing feedback mechanisms, including design of organizational processes, motivation of stakeholders, and communication among stakeholders, which influence implementation and maintenance of intervention components. Over time, these feedback mechanisms may drive a wedge between otherwise similar organizations, leading to distinct configurations of implementation and maintenance processes.

System properties, feedback control and effector coordination of human temperature regulation.

PubMed

Werner, Jürgen

2010-05-01

The aim of human temperature regulation is to protect body processes by establishing a relative constancy of deep body temperature (regulated variable), in spite of external and internal influences on it. This is basically achieved by a distributed multi-sensor, multi-processor, multi-effector proportional feedback control system. The paper explains why proportional control implies inherent deviations of the regulated variable from the value in the thermoneutral zone. The concept of feedback of the thermal state of the body, conveniently represented by a high-weighted core temperature (T (c)) and low-weighted peripheral temperatures (T (s)) is equivalent to the control concept of "auxiliary feedback control", using a main (regulated) variable (T (c)), supported by an auxiliary variable (T (s)). This concept implies neither regulation of T (s) nor feedforward control. Steady-states result in the closed control-loop, when the open-loop properties of the (heat transfer) process are compatible with those of the thermoregulatory processors. They are called operating points or balance points and are achieved due to the inherent property of dynamical stability of the thermoregulatory feedback loop. No set-point and no comparison of signals (e.g. actual-set value) are necessary. Metabolic heat production and sweat production, though receiving the same information about the thermal state of the body, are independent effectors with different thresholds and gains. Coordination between one of these effectors and the vasomotor effector is achieved by the fact that changes in the (heat transfer) process evoked by vasomotor control are taken into account by the metabolic/sweat processor.

Neophyte experiences of football (soccer) match analysis: a multiple case study approach.

PubMed

McKenna, Mark; Cowan, Daryl Thomas; Stevenson, David; Baker, Julien Steven

2018-03-05

Performance analysis is extensively used in sport, but its pedagogical application is little understood. Given its expanding role across football, this study explored the experiences of neophyte performance analysts. Experiences of six analysis interns, across three professional football clubs, were investigated as multiple cases of new match analysis. Each intern was interviewed after their first season, with archival data providing background information. Four themes emerged from qualitative analysis: (1) "building of relationships" was important, along with trust and role clarity; (2) "establishing an analysis system" was difficult due to tacit coach knowledge, but analysis was established; (3) the quality of the "feedback process" hinged on coaching styles, with balance of feedback and athlete engagement considered essential; (4) "establishing effect" was complex with no statistical effects reported; yet enhanced relationships, role clarity, and improved performances were reported. Other emic accounts are required to further understand occupational culture within performance analysis.

Responses to false physiological feedback in individuals with panic attacks and elevated anxiety sensitivity.

PubMed

Story, Tyler J; Craske, Michelle G

2008-09-01

Participants with elevated anxiety sensitivity and a history of panic attacks were compared to a low anxiety comparison group with respect to physiological and subjective reactivity to false heart-rate feedback and reactivity to a priming procedure. Whereas accurate heart-rate feedback elicited minimal responses, participants across groups showed significant physiological and subjective responses to false feedback. High risk and low risk participants did not differ in heart-rate responses to false feedback, though panic attack frequency did predict physiological and subjective reactions to false feedback in the high risk group. Self-reported nonspecific anxiety was significantly higher in high risk female participants than in low risk female participants, while males did not different in general subjective anxiety. However, high risk participants reported more panic-specific symptoms during the false feedback task than low risk participants, regardless of the sex of the participant. Therefore, although the experimental paradigm appeared to trigger nonspecific anxiety in high risk female participants, panic attack symptoms in reaction to the task were specific to risk group, not sex, and consistent with hypotheses. Surprisingly, the priming procedure did not influence physiological or subjective responses to false feedback in either group. These results raise additional questions regarding the process and impact of interception in individuals with panic attacks, and suggest that false perception of internal changes may contribute to risk for panic disorder when exposed to believable cues.

Feedback as Real-Time Constructions

ERIC Educational Resources Information Center

Keiding, Tina Bering; Qvortrup, Ane

2014-01-01

This article offers a re-description of feedback and the significance of time in feedback constructions based on systems theory. It describes feedback as internal, real-time constructions in a learning system. From this perspective, feedback is neither immediate nor delayed, but occurs in the very moment it takes place. This article argues for a…

Cooling optically levitated dielectric nanoparticles via parametric feedback

NASA Astrophysics Data System (ADS)

Neukirch, Levi; Rodenburg, Brandon; Bhattacharya, Mishkatul; Vamivakas, Nick

2015-05-01

The inability to leverage resonant scattering processes involving internal degrees of freedom differentiates optical cooling experiments performed with levitated dielectric nanoparticles, from similar atomic and molecular traps. Trapping in optical cavities or the application of active feedback techniques have proven to be effective ways to circumvent this limitation. We present our nanoparticle optical cooling apparatus, which is based on parametric feedback modulation of a single-beam gradient force optical trap. This scheme allows us to achieve effective center-of-mass temperatures well below 1 kelvin for our ~ 1 ×10-18 kg particles, at modest vacuum pressures. The method provides a versatile platform, with parameter tunability not found in conventional tethered nanomechanical systems. Potential applications include investigations of nonequilibrium nanoscale thermodynamics, ultra-sensitive force metrology, and mesoscale quantum mechanics and hybrid systems. Supported by the office of Naval Research award number N000141410442.

Simulating radiative feedback and star cluster formation in GMCs - II. Mass dependence of cloud destruction and cluster properties

NASA Astrophysics Data System (ADS)

Howard, Corey S.; Pudritz, Ralph E.; Harris, William E.

2017-09-01

The process of radiative feedback in giant molecular clouds (GMCs) is an important mechanism for limiting star cluster formation through the heating and ionization of the surrounding gas. We explore the degree to which radiative feedback affects early (≲5 Myr) cluster formation in GMCs having masses that range from 104 to 106 M⊙ using the flash code. The inclusion of radiative feedback lowers the efficiency of cluster formation by 20-50 per cent relative to hydrodynamic simulations. Two models in particular - 5 × 104 and 105 M⊙ - show the largest suppression of the cluster formation efficiency, corresponding to a factor of ˜2. For these clouds only, the internal energy, a measure of the energy injected by radiative feedback, exceeds the gravitational potential for a significant amount of time. We find a clear relation between the maximum cluster mass, Mc,max, formed in a GMC and the mass of the GMC itself, MGMC: Mc,max ∝ M_{GMC}^{0.81}. This scaling result suggests that young globular clusters at the necessary scale of 106 M⊙ form within host GMCs of masses near ˜5 × 107 M⊙. We compare simulated cluster mass distributions to the observed embedded cluster mass function [d log (N)/dlog (M) ∝ Mβ where β = -1] and find good agreement (β = -0.99 ± 0.14) only for simulations including radiative feedback, indicating this process is important in controlling the growth of young clusters. However, the high star formation efficiencies, which range from 16 to 21 per cent, and high star formation rates compared to locally observed regions suggest other feedback mechanisms are also important during the formation and growth of stellar clusters.

Feedbacks between air pollution and weather, Part 1: Effects on weather

NASA Astrophysics Data System (ADS)

Makar, P. A.; Gong, W.; Milbrandt, J.; Hogrefe, C.; Zhang, Y.; Curci, G.; Žabkar, R.; Im, U.; Balzarini, A.; Baró, R.; Bianconi, R.; Cheung, P.; Forkel, R.; Gravel, S.; Hirtl, M.; Honzak, L.; Hou, A.; Jiménez-Guerrero, P.; Langer, M.; Moran, M. D.; Pabla, B.; Pérez, J. L.; Pirovano, G.; San José, R.; Tuccella, P.; Werhahn, J.; Zhang, J.; Galmarini, S.

2015-08-01

The meteorological predictions of fully coupled air-quality models running in ;feedback; versus ;no-feedback; simulations were compared against each other and observations as part of Phase 2 of the Air Quality Model Evaluation International Initiative. In the ;no-feedback; mode, the aerosol direct and indirect effects were disabled, with the models reverting to either climatologies of aerosol properties, or a no-aerosol weather simulation. In the ;feedback; mode, the model-generated aerosols were allowed to modify the radiative transfer and/or cloud formation parameterizations of the respective models. Annual simulations with and without feedbacks were conducted on domains over North America for the years 2006 and 2010, and over Europe for the year 2010. The incorporation of feedbacks was found to result in systematic changes to forecast predictions of meteorological variables, both in time and space, with the largest impacts occurring in the summer and near large sources of pollution. Models incorporating only the aerosol direct effect predicted feedback-induced reductions in temperature, surface downward and upward shortwave radiation, precipitation and PBL height, and increased upward shortwave radiation, in both Europe and North America. The feedback response of models incorporating both the aerosol direct and indirect effects varied across models, suggesting the details of implementation of the indirect effect have a large impact on model results, and hence should be a focus for future research. The feedback response of models incorporating both direct and indirect effects was also consistently larger in magnitude to that of models incorporating the direct effect alone, implying that the indirect effect may be the dominant process. Comparisons across modelling platforms suggested that direct and indirect effect feedbacks may often act in competition: the sign of residual changes associated with feedbacks often changed between those models incorporating the direct effect alone versus those incorporating both feedback processes. Model comparisons to observations for no-feedback and feedback implementations of the same model showed that differences in performance between models were larger than the performance changes associated with implementing feedbacks within a given model. However, feedback implementation was shown to result in improved forecasts of meteorological parameters such as the 2 m surface temperature and precipitation. These findings suggest that meteorological forecasts may be improved through the use of fully coupled feedback models, or through incorporation of improved climatologies of aerosol properties, the latter designed to include spatial, temporal and aerosol size and/or speciation variations.

Operationalising and piloting the IUHPE European accreditation system for health promotion.

PubMed

Battel-Kirk, Barbara; Barry, Margaret M; van der Zanden, Gerard; Contu, Paolo; Gallardo, Carmen; Martinez, Ana; Speller, Viv; Debenedetti, Sara

2015-09-01

The International Union for Health Promotion and Education (IUHPE) European Accreditation System for Health Promotion aims to promote quality assurance in health promotion practice, education and training. The System is designed to be flexible and sensitive to the different contexts for health promotion practice, education and training in Europe, while maintaining robust criteria. These competency-based criteria were developed in the CompHP Project (2009-2012) that developed core competencies, professional standards and an accreditation framework for health promotion practice, education and training in the context of workforce capacity development in Europe.This paper describes how consultations undertaken with the health promotion community informed the structure and processes of the IUHPE Accreditation System. An overview of its development, key functions and the piloting of its implementation, which was co-funded by the European Union in the context of the EU Health Programme, is presented.Feedback from consultations with key health promotion stakeholders in Europe indicated overall support for the development of an accreditation system for health promotion. However, a number of potential barriers to its implementation were noted including: absence of dedicated practitioners and professional bodies in some countries; lack of clarity about professional boundaries; lack of financial resources required to facilitate capacity building; and concerns about the costs, objectivity and transparency of the system. Feedback from the consultations shaped and informed the process of designing an operational accreditation system to ensure that it would be responsive to potential users' needs and concerns.Based on the agreed structures and processes, a web-based application system was developed and managed at IUHPE headquarters. A governance structure was established together with agreed policies and procedures for the System. During the pilot period, applications from 20 health promotion practitioners, two health promotion education programmes and one national accreditation organisation were processed. Feedback from the piloting stage will inform further refinement of the system.While recognising the challenges, the overall positive feedback and the commitment demonstrated by the health promotion community form a constructive platform for the implementation of the IUHPE Accreditation System in Europe and internationally. © The Author(s) 2014.

Obstacles and Opportunities: Addressing the Growing Pains of Summative Student Evaluation of Teaching

ERIC Educational Resources Information Center

Surgenor, P.W.G.

2013-01-01

Summative student evaluation of teaching (SET) is a contentious process, but given the increasing emphasis on quality and accountability, as well as national and international calls for centralised student feedback systems, is likely to become an inevitable aspect of teaching. This research aimed to clarify academics' attitudes to SET in a large…

Dimensional Comparisons: An Experimental Approach to the Internal/External Frame of Reference Model.

ERIC Educational Resources Information Center

Moller, Jens; Koller, Olaf

2001-01-01

Three experimental studies investigated psychological processes underlying the effects of achievement in one domain and on self-perceived competence in another. In Study 1, high achievement in one domain led to lower self-perceived competence in the other. Study 2 showed inverse effects on self-perceived competence based on achievement feedback.…

Effects of invalid feedback on learning and feedback-related brain activity in decision-making.

PubMed

Ernst, Benjamin; Steinhauser, Marco

2015-10-01

For adaptive decision-making it is important to utilize only relevant, valid and to ignore irrelevant feedback. The present study investigated how feedback processing in decision-making is impaired when relevant feedback is combined with irrelevant and potentially invalid feedback. We analyzed two electrophysiological markers of feedback processing, the feedback-related negativity (FRN) and the P300, in a simple decision-making task, in which participants processed feedback stimuli consisting of relevant and irrelevant feedback provided by the color and meaning of a Stroop stimulus. We found that invalid, irrelevant feedback not only impaired learning, it also altered the amplitude of the P300 to relevant feedback, suggesting an interfering effect of irrelevant feedback on the processing of relevant feedback. In contrast, no such effect on the FRN was obtained. These results indicate that detrimental effects of invalid, irrelevant feedback result from failures of controlled feedback processing. Copyright © 2015 Elsevier Inc. All rights reserved.

An expanded view of energy homeostasis: Neural integration of metabolic, cognitive, and emotional drives to eat

PubMed Central

Shin, Andrew C.; Zheng, Huiyuan; Berthoud, Hans-Rudolf

2009-01-01

The traditional view of neural regulation of body energy homeostasis focuses on internal feedback signals integrated in the hypothalamus and brainstem and in turn leading to balanced activation of behavioral, autonomic, and endocrine effector pathways leading to changes in food intake and energy expenditure. Recent observations have demonstrated that many of these internal signals encoding energy status have much wider effects on the brain, particularly sensory and cortico-limbic systems that process information from the outside world by detecting and interpreting food cues, forming, storing, and recalling representations of experience with food, and assigning hedonic and motivational value to conditioned and unconditioned food stimuli. Thus, part of the metabolic feedback from the internal milieu regulates food intake and energy balance by acting on extrahypothalamic structures, leading to an expanded view of neural control of energy homeostasis taking into account the need to adapt to changing conditions in the environment. The realization that metabolic signals act directly on these non-traditional targets of body energy homeostasis brings opportunities for novel drug targets for the fight against obesity and eating disorders. PMID:19419661

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

PubMed

Benyamini, Miri; Zacksenhouse, Miriam

2015-01-01

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

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

PubMed Central

Benyamini, Miri; Zacksenhouse, Miriam

2015-01-01

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

Dynamics of Implementation and Maintenance of Organizational Health Interventions

PubMed Central

Rahmandad, Hazhir; Bullock, Sally Lawrence; Ammerman, Alice

2017-01-01

In this study, we present case studies to explore the dynamics of implementation and maintenance of health interventions. We analyze how specific interventions are built and eroded, how the building and erosion mechanisms are interconnected, and why we can see significantly different erosion rates across otherwise similar organizations. We use multiple comparative obesity prevention case studies to provide empirical information on the mechanisms of interest, and use qualitative systems modeling to integrate our evolving understanding into an internally consistent and transparent theory of the phenomenon. Our preliminary results identify reinforcing feedback mechanisms, including design of organizational processes, motivation of stakeholders, and communication among stakeholders, which influence implementation and maintenance of intervention components. Over time, these feedback mechanisms may drive a wedge between otherwise similar organizations, leading to distinct configurations of implementation and maintenance processes. PMID:28809807

Scattering Control Using Nonlinear Smart Metasurface with Internal Feedback

NASA Astrophysics Data System (ADS)

Semenikhina, D. V.; Semenikhin, A. I.

2017-05-01

The ideology of creation of a nonlinear smart metasurface with internal feedback for the adaptive control by spectral composition of scattered field is offered. The metasurface contains a lattice of strip elements with nonlinear loads-sensors. They are included in a circuit of internal feedback for the adaptive control of scattered field. Numerically it is shown that maximal levels of the second harmonic in the spectrum of scattered far field correspond to maximum of voltage rectified on metasurface. Experimentally the prototype of the plane smart covering on the basis of the metasurface in the form of strip lattice with controlled nonlinear loads-sensors is investigated for an idea confirmation.

Supplemental heating of deposition tooling shields

DOEpatents

Ohlhausen, James A.; Peebles, Diane E.; Hunter, John A.; Eckelmeyer, Kenneth H.

2000-01-01

A method of reducing particle generation from the thin coating deposited on the internal surfaces of a deposition chamber which undergoes temperature variation greater than 100.degree. C. comprising maintaining the temperature variation of the internal surfaces low enough during the process cycle to keep thermal expansion stresses between the coating and the surfaces under 500 MPa. For titanium nitride deposited on stainless steel, this means keeping temperature variations under approximately 70.degree. C. in a chamber that may be heated to over 350.degree. C. during a typical processing operation. Preferably, a supplemental heater is mounted behind the upper shield and controlled by a temperature sensitive element which provides feedback control based on the temperature of the upper shield.

Face-induced expectancies influence neural mechanisms of performance monitoring.

PubMed

Osinsky, Roman; Seeger, Jennifer; Mussel, Patrick; Hewig, Johannes

2016-04-01

In many daily situations, the consequences of our actions are predicted by cues that are often social in nature. For instance, seeing the face of an evaluator (e.g., a supervisor at work) may activate certain evaluative expectancies, depending on the history of prior encounters with that particular person. We investigated how such face-induced expectancies influence neurocognitive functions of performance monitoring. We recorded an electroencephalogram while participants completed a time-estimation task, during which they received performance feedback from a strict and a lenient evaluator. During each trial, participants first saw the evaluator's face before performing the task and, finally, receiving feedback. Therefore, faces could be used as predictive cues for the upcoming evaluation. We analyzed electrocortical signatures of performance monitoring at the stages of cue processing, task performance, and feedback reception. Our results indicate that, at the cue stage, seeing the strict evaluator's face results in an anticipatory preparation of fronto-medial monitoring mechanisms, as reflected by a sustained negative-going amplitude shift (i.e., the contingent negative variation). At the performance stage, face-induced expectancies of a strict evaluation rule led to increases of early performance monitoring signals (i.e., frontal-midline theta power). At the final stage of feedback reception, violations of outcome expectancies differentially affected the feedback-related negativity and frontal-midline theta power, pointing to a functional dissociation between these signatures. Altogether, our results indicate that evaluative expectancies induced by face-cues lead to adjustments of internal performance monitoring mechanisms at various stages of task processing.

Using interpersonal affect regulation in simulated healthcare consultations: an experimental investigation of self-control resource depletion.

PubMed

Martínez-Íñigo, David; Mercado, Francisco; Totterdell, Peter

2015-01-01

Controlled Interpersonal Affect Regulation -the process of deliberately influencing the internal feeling states of others- occurs in a variety of interpersonal relationships and contexts. An incipient corpus of research shows that interpersonal affect regulation can be characterized as a goal-directed behavior that uses self-control processes which, according to the strength model of self-regulation, consumes a limited resource that is also used by other self-control processes. Using interpersonal affect-improving and affect-worsening regulation strategies can increase agent's resource depletion but there is reason to think that effects will partially rely on target's feedback in response to the regulation. Using a healthcare paradigm, an experiment was conducted to test the combined effects of interpersonal affect regulation use and patient feedback on healthcare workers' resource depletion, measured as self-reported experienced and expected emotional exhaustion, and persistence on a self-regulation task. Medical students (N = 78) were randomly assigned to a 2(interpersonal affect regulation: affect-worsening vs. affect-improving) × 2(patients' feedback: positive vs. negative) factorial between-subjects design and given instructions to play the role of doctors in interactions with two professional actors trained to act as patients. Analysis of covariance showed that affect-worsening was more depleting than affect-improving for all measures, whereas the recovery effects of positive feedback varied depending on strategy type and measure. The findings confirm the characterization of interpersonal affect regulation as potentially depleting, but suggest that the correspondence between the agent's strategy and the target's response needs to be taken into consideration. Use of affect-improving and positive feedback showed positive effects on self-rated performance, indicating that interpersonal affect regulation is relevant for organizational as well as personal outcomes.

Using interpersonal affect regulation in simulated healthcare consultations: an experimental investigation of self-control resource depletion

PubMed Central

Martínez-Íñigo, David; Mercado, Francisco; Totterdell, Peter

2015-01-01

Controlled Interpersonal Affect Regulation –the process of deliberately influencing the internal feeling states of others– occurs in a variety of interpersonal relationships and contexts. An incipient corpus of research shows that interpersonal affect regulation can be characterized as a goal-directed behavior that uses self-control processes which, according to the strength model of self-regulation, consumes a limited resource that is also used by other self-control processes. Using interpersonal affect-improving and affect-worsening regulation strategies can increase agent’s resource depletion but there is reason to think that effects will partially rely on target’s feedback in response to the regulation. Using a healthcare paradigm, an experiment was conducted to test the combined effects of interpersonal affect regulation use and patient feedback on healthcare workers’ resource depletion, measured as self-reported experienced and expected emotional exhaustion, and persistence on a self-regulation task. Medical students (N = 78) were randomly assigned to a 2(interpersonal affect regulation: affect-worsening vs. affect-improving) × 2(patients’ feedback: positive vs. negative) factorial between-subjects design and given instructions to play the role of doctors in interactions with two professional actors trained to act as patients. Analysis of covariance showed that affect-worsening was more depleting than affect-improving for all measures, whereas the recovery effects of positive feedback varied depending on strategy type and measure. The findings confirm the characterization of interpersonal affect regulation as potentially depleting, but suggest that the correspondence between the agent’s strategy and the target’s response needs to be taken into consideration. Use of affect-improving and positive feedback showed positive effects on self-rated performance, indicating that interpersonal affect regulation is relevant for organizational as well as personal outcomes. PMID:26483737

The macrodynamics of international migration as a socio-cultural diffusion process. Part B: applications.

PubMed

Diamantides, N D

1992-12-01

"This study formulates a model of the macrodynamics of international migration using a differential equation to capture the push-pull forces that propel it. The model's architecture rests on the functioning of information feedback between settled friends and family at the destination and potential emigrants at the origin.... Two specific paradigms of diverse nature serve to demonstrate the model's tenets and pertinence, one being Greek emigration to the United States since 1820, and the other total out-migration from Cyprus since statehood (1946)." excerpt

Learning, education and satisfaction after compulsory rotating internship in Kathmandu University Medical School: a qualitative study of interns' response.

PubMed

Shrestha, D; Mishra, B

2008-01-01

Internship is an integral part of MBBS training programme and mandatory to all students. Kathmandu University Medical School has adopted a programme of compulsory one year rotating internship including 6 weeks community exposure in out reach clinics for the first batch of students. The purpose of the study is to evaluate interns' feedback concerning learning, education and satisfaction. A questionnaire with 47 items was administered to 30 interns who had finished one year rotating internship in Kathmandu University Medical School. Fourty-two responses were graded according in Likert scale and 5 open ended questions were analyzed for common themes. The mean age of the interns was 24.77+/-0.67 yrs with female: male ratio of 1.5:1. Confidence level of communication of interns with faculties was lesser than with junior doctors and patients. Junior doctors and colleagues contributed more in interns' learning than faculties. Community exposure for 6 weeks was considered lengthy and lacking of clear objectives. However, 53.3% interns agreed that achievement of objectives of community posting was high or very high. Of the interns, 50% perceived certain degree of physical or mental or sexual harassment during internship. Interns raised the issue of not involving them as a part of team during clinical posting. Clinical competencies for most of the skills were high or very high. Interns have learned clinical skills and patient care in one year internship programme but contribution of junior doctors and colleague are more than teachers. Clear objectives are needed before clinical and community postings. Process of providing regular feedback from interns and vice versa should be implemented to improve interns' learning, education and satisfaction.

Audit feedback on reading performance of screening mammograms: An international comparison.

PubMed

Hofvind, S; Bennett, R L; Brisson, J; Lee, W; Pelletier, E; Flugelman, A; Geller, B

2016-09-01

Providing feedback to mammography radiologists and facilities may improve interpretive performance. We conducted a web-based survey to investigate how and why such feedback is undertaken and used in mammographic screening programmes. The survey was sent to representatives in 30 International Cancer Screening Network member countries where mammographic screening is offered. Seventeen programmes in 14 countries responded to the survey. Audit feedback was aimed at readers in 14 programmes, and facilities in 12 programmes. Monitoring quality assurance was the most common purpose of audit feedback. Screening volume, recall rate, and rate of screen-detected cancers were typically reported performance measures. Audit reports were commonly provided annually, but more frequently when target guidelines were not reached. The purpose, target audience, performance measures included, form and frequency of the audit feedback varied amongst mammographic screening programmes. These variations may provide a basis for those developing and improving such programmes. © The Author(s) 2016.

Cross-cultural challenges for assessing medical professionalism among clerkship physicians in a Middle Eastern country (Bahrain): feasibility and psychometric properties of multisource feedback.

PubMed

Al Ansari, Ahmed; Al Khalifa, Khalid; Al Azzawi, Mohamed; Al Amer, Rashed; Al Sharqi, Dana; Al-Mansoor, Anwar; Munshi, Fadi M

2015-01-01

We aimed to design, implement, and evaluate the feasibility and reliability of a multisource feedback (MSF) system to assess interns in their clerkship year in the Middle Eastern culture, the Kingdom of Bahrain. The study was undertaken in the Bahrain Defense Force Hospital, a military teaching hospital in the Kingdom of Bahrain. A total of 21 interns (who represent the total population of the interns for the given year) were assessed in this study. All of the interns were rotating through our hospital during their year-long clerkship rotation. The study sample consisted of nine males and 12 females. Each participating intern was evaluated by three groups of raters, eight medical intern colleagues, eight senior medical colleagues, and eight coworkers from different departments. A total of 21 interns (nine males and 12 females) were assessed in this study. The total mean response rates were 62.3%. A factor analysis was conducted that found that the data on the questionnaire grouped into three factors that counted for 76.4% of the total variance. These three factors were labeled as professionalism, collaboration, and communication. Reliability analysis indicated that the full instrument scale had high internal consistency (Cronbach's α 0.98). The generalizability coefficients for the surveys were estimated to be 0.78. Based on our results and analysis, we conclude that the MSF tool we used on the interns rotating in their clerkship year within our Middle Eastern culture provides an effective method of evaluation because it offers a reliable, valid, and feasible process.

Assertive outreach handbook will aid mental health staff in maintaining client engagement.

PubMed

Gregory, Nathan; Macpherson, Rob

The model of assertive outreach is one of the most internationally researched areas of community mental healthcare. An assertive outreach team at a mental health trust developed a handbook on the model, involving contributions from service users, carers, local clinicians and the voluntary sector. This article outlines the process of developing the handbook, summarises its content and user feedback.

Electronic health records in an occupational health setting-Part II. Global deployment.

PubMed

Bey, Jean M; de Magalhães, Josiane S; Bojórquez, Lorena; Lin, Karen

2013-03-01

Electronic medical record systems are being used by more multi-national corporations. This article describes one corporation's considerations and process in successfully deploying a global electronic medical record system to international facilities in Brazil, Mexico, Singapore, and Taiwan. This article summarizes feedback from the experiences of occupational health nurse superusers in these countries. Copyright 2013, SLACK Incorporated.

Student Teacher Assessment Feedback Preferences: The Influence of Cognitive Styles and Gender

ERIC Educational Resources Information Center

Evans, Carol; Waring, Michael

2011-01-01

The enhancement of assessment feedback is an international concern. This study is unique in its exploration of the nature of the relationship between student teachers' assessment feedback preferences, cognitive styles and gender, with a view to informing the development of assessment feedback practices and course design within initial teacher…

Danish translation, cultural adaption and initial psychometric evaluation of the patient feedback form.

PubMed

Tolstrup, Lærke K; Pappot, Helle; Zangger, Graziella; Bastholt, Lars; Zwisler, Ann-Dorthe; Dieperink, Karin B

2018-04-27

No suitable Danish questionnaire exists to evaluate patient satisfaction with various patient reported outcome measures. Thus, the aim of this research project was to conduct a study on the translation and cultural adaption of an American patient reported experience measures questionnaire, "Patient Feedback Form", among Danish patients, and to examine selected psychometric properties within reliability. In the first phase of the study, the Patient Feedback Form was forward and backward translated following the methodology of existing guidelines. Subsequently, cognitive interviewing was performed with seven cancer patients and seven healthy persons (19-86 years old/6 men and 8 women) to ensure that questions were easy to understand and made sense to Danish interviewees. In the second phase, phone interviews were carried out with 95 prostate cancer patients after they had responded to the same Patient Feedback Form. Missing data was imputed using the Expectation-Maximization technique. To examine the structure of the questionnaire, an exploratory factor analysis was conducted. Cronbach's alpha was calculated to investigate internal consistency. There were only minor disagreements in the translation process, and the reconciliation went smoothly (phase 1). With regard to one item, however, it was difficult to reach a consensus. Through the qualitative validation process, the right solution was found. The results from the psychometric testing (phase 2) showed that four factors had an Eigen value > 1, but only one factor was extracted as the Scree plot had a clear "elbow", showing a one factor structure that explained 46.1% of the variance. The internal consistency was high as Cronbach's alpha was 0.89. The translated, culturally adapted, and validated version of the Patient Feedback Form seems to be suitable for measuring satisfaction with patient reported outcome measures in a Danish setting. While the results should be treated with caution due to the small sample size, psychometric testing indicates that the questionnaire is a valid instrument. However, additional psychometric testing such as hypotheses testing, responsiveness, and test-retest on a larger and more diverse sample size is required to further verify the validity of the instrument.

Dual learning processes in interactive skill acquisition.

PubMed

Fu, Wai-Tat; Anderson, John R

2008-06-01

Acquisition of interactive skills involves the use of internal and external cues. Experiment 1 showed that when actions were interdependent, learning was effective with and without external cues in the single-task condition but was effective only with the presence of external cues in the dual-task condition. In the dual-task condition, actions closer to the feedback were learned faster than actions farther away but this difference was reversed in the single-task condition. Experiment 2 tested how knowledge acquired in single and dual-task conditions would transfer to a new reward structure. Results confirmed the two forms of learning mediated by the secondary task: A declarative memory encoding process that simultaneously assigned credits to actions and a reinforcement-learning process that slowly propagated credits backward from the feedback. The results showed that both forms of learning were engaged during training, but only at the response selection stage, one form of knowledge may dominate over the other depending on the availability of attentional resources. (c) 2008 APA, all rights reserved

TN International and ITS operational feedback regarding the decommissioning of obsolete casks dedicated to the transport and/or storage of nuclear raw materials, fuel and used fuel

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

Blachet, L.; Bimet, F.; Rennesson, N.

2008-07-01

Within the AREVA group, TN International is a major actor regarding the design of casks and transportation for the nuclear cycle. In the early 2005, TN International has started the project of decommissioning some of its own equipment and was hence the first company ever in the AREVA Group to implement this new approach. In order to do so, TN International has based this project by taking into account the AREVA Sustainable Development Charter, the French regulatory framework, the ANDRA (Agence Nationale pour la Gestion des Dechets Radioactifs - National Agency for the radioactive waste management) requirements and has deployedmore » a step by step methodology such as radiological characterization following a logical route. The aim was to define a standardized process with optimized solutions regarding the diversity of the cask's fleet. As a general matter, decommissioning of nuclear casks is a brand new field as the nuclear field is more familiar with the dismantling of nuclear facilities and/or nuclear power plant. Nevertheless existing workshops, maintenance facilities, measurements equipments and techniques have been exploited and adapted by TN International in order to turn an ambitious project into a permanent and cost-effective activity. The decommissioning of the nuclear casks implemented by TN International regarding its own needs and the French regulatory framework is formalized by several processes and is materialized for instance by the final disposal of casks as they are or in ISO container packed with cut-off casks and big bags filled with crushed internal cask equipments, etc. The first part of this paper aims to describe the history of the project that started with a specific environmental analysis which took into account the values of AREVA as regards the Sustainable Development principles that were at the time and are still a topic of current concern in the world. The second part will deal with the definition, the design and the implementation of the decommissioning processes and the applied techniques. The third part will present a two years operational feedback. The last part will introduce new processes which are currently under investigation and will put into light that decommissioning of nuclear casks is a continuous activity that is in perpetual mutation. (authors)« less

International conference on the role of the polar regions in global change: Proceedings. Volume 2

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

Weller, G.; Wilson, C.L.; Severin, B.A.B.

1991-12-01

The International Conference on the Role of the Polar Regions in Global Change took place on the campus of the University of Alaska Fairbanks on June 11--15, 1990. The goal of the conference was to define and summarize the state of knowledge on the role of the polar regions in global change, and to identify gaps in knowledge. To this purpose experts in a wide variety of relevant disciplines were invited to present papers and hold panel discussions. While there are numerous conferences on global change, this conference dealt specifically with the polar regions which occupy key positions in themore » global system. These two volumes of conference proceedings include papers on (1) detection and monitoring of change; (2) climate variability and climate forcing; (3) ocean, sea ice, and atmosphere interactions and processes; and (4) effects on biota and biological feedbacks; (5) ice sheet, glacier and permafrost responses and feedbacks, (6) paleoenvironmental studies; and, (7) aerosol and trace gases.« less

[Technical background of data collection for parametric observation of total mesorectal excision (TME) in rectal cancer].

PubMed

Bláha, M; Hoch, J; Ferko, A; Ryška, A; Hovorková, E

Improvement in any human activity is preconditioned by inspection of results and providing feedback used for modification of the processes applied. Comparison of experts experience in the given field is another indispensable part leading to optimisation and improvement of processes, and optimally to implementation of standards. For the purpose of objective comparison and assessment of the processes, it is always necessary to describe the processes in a parametric way, to obtain representative data, to assess the achieved results, and to provide unquestionable and data-driven feedback based on such analysis. This may lead to a consensus on the definition of standards in the given area of health care. Total mesorectal excision (TME) is a standard procedure of rectal cancer (C20) surgical treatment. However, the quality of performed procedures varies in different health care facilities, which is given, among others, by internal processes and surgeons experience. Assessment of surgical treatment results is therefore of key importance. A pathologist who assesses the resected tissue can provide valuable feedback in this respect. An information system for the parametric assessment of TME performance is described in our article, including technical background in the form of a multicentre clinical registry and the structure of observed parameters. We consider the proposed system of TME parametric assessment as significant for improvement of TME performance, aimed at reducing local recurrences and at improving the overall prognosis of patients. rectal cancer total mesorectal excision parametric data clinical registries TME registry.

Barriers and Facilitators to Effective Feedback: A Qualitative Analysis of Data From Multispecialty Resident Focus Groups.

PubMed

Reddy, Shalini T; Zegarek, Matthew H; Fromme, H Barrett; Ryan, Michael S; Schumann, Sarah-Anne; Harris, Ilene B

2015-06-01

Despite the importance of feedback, the literature suggests that there is inadequate feedback in graduate medical education. We explored barriers and facilitators that residents in anesthesiology, emergency medicine, obstetrics and gynecology, and surgery experience with giving and receiving feedback during their clinical training. Residents from 3 geographically diverse teaching institutions were recruited to participate in focus groups in 2012. Open-ended questions prompted residents to describe their experiences with giving and receiving feedback, and discuss facilitators and barriers. Data were transcribed and analyzed using the constant comparative method associated with a grounded theory approach. A total of 19 residents participated in 1 of 3 focus groups. Five major themes related to feedback were identified: teacher factors, learner factors, feedback process, feedback content, and educational context. Unapproachable attendings, time pressures due to clinical work, and discomfort with giving negative feedback were cited as major barriers in the feedback process. Learner engagement in the process was a major facilitator in the feedback process. Residents provided insights for improving the feedback process based on their dual roles as teachers and learners. Time pressures in the learning environment may be mitigated by efforts to improve the quality of teacher-learner relationships. Forms for collecting written feedback should be augmented by faculty development to ensure meaningful use. Efforts to improve residents' comfort with giving feedback and encouraging learners to engage in the feedback process may foster an environment conducive to increasing feedback.

Don't judge me: Psychophysiological evidence of gender differences to social evaluative feedback.

PubMed

Vanderhasselt, Marie-Anne; De Raedt, Rudi; Nasso, Selene; Puttevils, Louise; Mueller, Sven C

2018-05-01

Human beings have a basic need for esteemed social connections, and receiving negative self-evaluative feedback induces emotional distress. The aim of the current study is to measure eye movements (a physiological marker of attention allocation) and pupillary responses (a physiological marker of cognitive and emotional processing) as online and objective indices of participants' reaction to positive/negative social evaluations from the same or opposite sex. Following the paradigm, subjective mood ratings and heart rate variability (HRV) - as an objective index of regulatory effort- were measured. Results demonstrate clear gender-specific results in all measures. Eye-movements demonstrate that male participants respond more with other-focused attention (and specifically to male participants), whereas women respond more with self-focused attention following negative social evaluative feedback. Pupillary responses show that social evaluative feedback is specifically eliciting cognitive/affective processes in male participants to regulate emotional responses when provided by the opposite gender. Finally, following the paradigm, female (as compared to male) participants were more subjectively reactive to the paradigm (i.e., self-reports), and were less able to engage contextual- and goal related regulatory control of emotional responses (reduced HRV). Although the current study focused on psychiatrically healthy young adults, results may contribute to our understanding of sex differences in internalizing mental problems, such as rumination. Copyright © 2018 Elsevier B.V. All rights reserved.

Internal Medicine Residents' Perspectives on Receiving Feedback in Milestone Format

PubMed Central

Angus, Steven; Moriarty, John; Nardino, Robert J.; Chmielewski, Amy; Rosenblum, Michael J.

2015-01-01

Background In contrast to historical feedback, which was vague or provided residents' numerical scores without clear meaning, milestone-based feedback is focused on specific knowledge, skills, and behaviors that define developmental trajectory. It was anticipated that residents would welcome the more specific and actionable feedback provided by the milestone framework, but this has not been studied. Objective We assessed internal medicine (IM) residents' perceptions of receiving feedback in the milestone framework, particularly assessing perception of the utility of milestone-based feedback compared to non–milestone-based feedback. Methods We surveyed a total of 510 IM residents from 7 institutions. Survey questions assessed resident perception of milestone feedback in identifying strengths, weaknesses, and trajectory of professional development. Postgraduate years 2 and 3 (PGY-2 and PGY-3) residents were asked to compare milestones with prior methods of feedback. Results Of 510 residents, 356 (69.8%) responded. Slightly less than half of the residents found milestone-based feedback “extremely useful” or “very useful” in identifying strengths (44%), weaknesses (43%), specific areas for improvement (45%), and appropriate education progress (48%). Few residents found such feedback “not very useful” or “not at all useful” in these domains. A total of 51% of PGY-2 and PGY-3 residents agreed that receiving milestone-based feedback was more helpful than previous forms of feedback. Conclusions IM residents are aware of the concepts of milestones, and half of the residents surveyed found milestone feedback more helpful than previous forms of feedback. More work needs to be done to understand how milestone-based feedback could be delivered more effectively to enhance resident development. PMID:26221438

Prospective multicentre study in intensive care units in five cities from the Kingdom of Saudi Arabia: Impact of the International Nosocomial Infection Control Consortium (INICC) multidimensional approach on rates of central line-associated bloodstream infection.

PubMed

Al-Abdely, Hail M; Alshehri, Areej Dhafer; Rosenthal, Victor Daniel; Mohammed, Yassir Khidir; Banjar, Weam; Orellano, Pablo Wenceslao; Assiri, Abdullah Mufareh; Kader, Nahla Moustafa Abedel; Enizy, Hessa Abdullah Al; Mohammed, Diaa Abdullah; Al-Awadi, Duaa Khalil; Cabato, Analen Fabros; Wasbourne, Maria; Saliya, Randa; Aromin, Rosita Gasmin; Ubalde, Evangelina Balon; Diab, Hanan Hanafy; Alkamaly, Modhi Abdullah; Alanazi, Nawal Mohammed; Hassan Assiry, Ibtesam Yahia; Molano, Apsia Musa; Flores Baldonado, Celia; Al-Azhary, Mohamed; Al Atawi, Sharifa; Molano, Apsia Musa; Al Adwani, Fatima Mohammad; Casuyon Pahilanga, Arlu Marie; Nakhla, Raslan; Al Adwani, Fatma Mohammad; Nair, Deepa Sasithran; Sindayen, Grace; Malificio, Annalyn Amor; Helali, Najla Jameel; Al Dossari, Haya Barjas; Kelany, Ashraf; Algethami, Abdulmajid Ghowaizi; Yanne, Leigh; Tan, Avigail; Babu, Sheema; Abduljabbar, Shatha Mohammad; Bukhari, Syed Zahid; Basri, Roaa Hasan; Mushtaq, Jeyashri Jaji; Rushdi, Hala; Turkistani, Abdullah Abdulaziz; Gonzales Celiz, Jerlie Mae; Al Raey, Mohammed Abdullah; Al-Zaydani Asiri, Ibrahim Am; Aldarani, Saeed Ali; Laungayan Cortez, Elizabeth; Demaisip, Nadia Lynette; Aziz, Misbah Rehman; Omer Abdul Aziz, Ali; Al Manea, Batool; Samy, Eslam; Al-Dalaton, Mervat; Alaliany, Mohammed Jkedeb

2017-01-01

To analyse the impact of the International Nosocomial Infection Control Consortium (INICC) Multidimensional Approach (IMA) and INICC Surveillance Online System (ISOS) on central line-associated bloodstream infection (CLABSI) rates in five intensive care units (ICUs) from October 2013 to September 2015. Prospective, before-after surveillance study of 3769 patients hospitalised in four adult ICUs and one paediatric ICU in five hospitals in five cities. During baseline, we performed outcome and process surveillance of CLABSI applying CDC/NHSN definitions. During intervention, we implemented IMA and ISOS, which included: (1) a bundle of infection prevention practice interventions; (2) education; (3) outcome surveillance; (4) process surveillance; (5) feedback on CLABSI rates and consequences; and (6) performance feedback of process surveillance. Bivariate and multivariate regression analyses were performed. During baseline, 4468 central line (CL) days and 31 CLABSIs were recorded, accounting for 6.9 CLABSIs per 1000 CL-days. During intervention, 12,027 CL-days and 37 CLABSIs were recorded, accounting for 3.1 CLABSIs per 1000 CL-days. The CLABSI rate was reduced by 56% (incidence-density rate, 0.44; 95% confidence interval, 0.28-0.72; P = 0.001). Implementing IMA through ISOS was associated with a significant reduction in the CLABSI rate in the ICUs of Saudi Arabia.

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.

Temporal prediction restores the evaluative processing of delayed action feedback: an electrophysiological study.

PubMed

Kimura, Kenta; Kimura, Motohiro

2016-09-28

The evaluative processing of the valence of action feedback is reflected by an event-related brain potential component called feedback-related negativity (FRN) or reward positivity (RewP). Recent studies have shown that FRN/RewP is markedly reduced when the action-feedback interval is long (e.g. 6000 ms), indicating that an increase in the action-feedback interval can undermine the evaluative processing of the valence of action feedback. The aim of the present study was to investigate whether or not such undermined evaluative processing of delayed action feedback could be restored by improving the accuracy of the prediction in terms of the timing of action feedback. With a typical gambling task in which the participant chose one of two cards and received an action feedback indicating monetary gain or loss, the present study showed that FRN/RewP was significantly elicited even when the action-feedback interval was 6000 ms, when an auditory stimulus sequence was additionally presented during the action-feedback interval as a temporal cue. This result suggests that the undermined evaluative processing of delayed action feedback can be restored by increasing the accuracy of the prediction on the timing of the action feedback.

How Predictive Is Grip Force Control in the Complete Absence of Somatosensory Feedback?

ERIC Educational Resources Information Center

Nowak, Dennis A.; Glasauer, Stefan; Hermsdorfer, Joachim

2004-01-01

Grip force control relies on accurate internal models of the dynamics of our motor system and the external objects we manipulate. Internal models are not fixed entities, but rather are trained and updated by sensory experience. Sensory feedback signals relevant object properties and mechanical events, e.g. at the skin-object interface, to modify…

Key Principles of Peer Assessments: A Feedback Strategy to Engage the Postgraduate International Learner

ERIC Educational Resources Information Center

Nagori, Roopa; Cooper, Matthew

2014-01-01

The paper reports the findings of a project that assessed the benefits of peer feedback as a formative assessment intervention for postgraduate international learners in the United Kingdom. The aim was to improve participants' understanding of quality in academic writing, and hence improve the summative assessment scores, by improving the quantity…

Prioritizing guideline topics: development and evaluation of a practical tool.

PubMed

Ketola, Eeva; Toropainen, Erja; Kaila, Minna; Luoto, Riitta; Mäkelä, Marjukka

2007-08-01

A clear process for selecting and adopting clinical practice guidelines in the new topic areas is needed. The aim of this study is to design and develop a practical tool to assess guideline topics that have been suggested to the organization responsible for producing guidelines. We carried out an iterative development, feasibility and validation study of a guideline topic prioritization tool. The setting included the guideline producer organization and the tax-funded health care system. In the first stage of the tool development, participants were researchers, members of the Current Care Board and experts from health care organizations. In the second stage, the evaluation was done internally within the project by three independent reviewers. The main outcome measures were responses to an evaluation questionnaire, qualitative process feedback and analysis of the performance of the instrument on a random set of guidelines. Evaluations by three independent reviewers revealed good agreement and face validity with respect to its feasibility as a planning tool at the guideline board level. Feedback from board members suggested that the instrument is useful in prioritizing guideline topics. This instrument was accepted for use by the Board. Further developments are needed to ensure feedback and acceptability of the instrument by those proposing topics.

Cross-cultural challenges for assessing medical professionalism among clerkship physicians in a Middle Eastern country (Bahrain): feasibility and psychometric properties of multisource feedback

PubMed Central

Al Ansari, Ahmed; Al Khalifa, Khalid; Al Azzawi, Mohamed; Al Amer, Rashed; Al Sharqi, Dana; Al-Mansoor, Anwar; Munshi, Fadi M

2015-01-01

Background We aimed to design, implement, and evaluate the feasibility and reliability of a multisource feedback (MSF) system to assess interns in their clerkship year in the Middle Eastern culture, the Kingdom of Bahrain. Method The study was undertaken in the Bahrain Defense Force Hospital, a military teaching hospital in the Kingdom of Bahrain. A total of 21 interns (who represent the total population of the interns for the given year) were assessed in this study. All of the interns were rotating through our hospital during their year-long clerkship rotation. The study sample consisted of nine males and 12 females. Each participating intern was evaluated by three groups of raters, eight medical intern colleagues, eight senior medical colleagues, and eight coworkers from different departments. Results A total of 21 interns (nine males and 12 females) were assessed in this study. The total mean response rates were 62.3%. A factor analysis was conducted that found that the data on the questionnaire grouped into three factors that counted for 76.4% of the total variance. These three factors were labeled as professionalism, collaboration, and communication. Reliability analysis indicated that the full instrument scale had high internal consistency (Cronbach’s α 0.98). The generalizability coefficients for the surveys were estimated to be 0.78. Conclusion Based on our results and analysis, we conclude that the MSF tool we used on the interns rotating in their clerkship year within our Middle Eastern culture provides an effective method of evaluation because it offers a reliable, valid, and feasible process. PMID:26316836

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.

Group Feedback for Continuous Learning

ERIC Educational Resources Information Center

London, Manuel; Sessa, Valerie I.

2006-01-01

This article explores relationships between feedback, group learning, and performance. It considers how feedback to individuals and the group as a whole supports continuous group learning. Feedback source, purpose, clarity, and valence may affect perceptions, processing, and outcomes of feedback. How feedback is processed and used may be…

Physician performance feedback in a Canadian academic center.

PubMed

Garvin, Dennis; Worthington, James; McGuire, Shaun; Burgetz, Stephanie; Forster, Alan J; Patey, Andrea; Gerin-Lajoie, Caroline; Turnbull, Jeffrey; Roth, Virginia

2017-10-02

Purpose This paper aims at the implementation and early evaluation of a comprehensive, formative annual physician performance feedback process in a large academic health-care organization. Design/methodology/approach A mixed methods approach was used to introduce a formative feedback process to provide physicians with comprehensive feedback on performance and to support professional development. This initiative responded to organization-wide engagement surveys through which physicians identified effective performance feedback as a priority. In 2013, physicians primarily affiliated with the organization participated in a performance feedback process, and physician satisfaction and participant perceptions were explored through participant survey responses and physician leader focus groups. Training was required for physician leaders prior to conducting performance feedback discussions. Findings This process was completed by 98 per cent of eligible physicians, and 30 per cent completed an evaluation survey. While physicians endorsed the concept of a formative feedback process, process improvement opportunities were identified. Qualitative analysis revealed the following process improvement themes: simplify the tool, ensure leaders follow process, eliminate redundancies in data collection (through academic or licensing requirements) and provide objective quality metrics. Following physician leader training on performance feedback, 98 per cent of leaders who completed an evaluation questionnaire agreed or strongly agreed that the performance feedback process was useful and that training objectives were met. Originality/value This paper introduces a physician performance feedback model, leadership training approach and first-year implementation outcomes. The results of this study will be useful to health administrators and physician leaders interested in implementing physician performance feedback or improving physician engagement.

Adaptive Sliding Mode Control of Dynamic Systems Using Double Loop Recurrent Neural Network Structure.

PubMed

Fei, Juntao; Lu, Cheng

2018-04-01

In this paper, an adaptive sliding mode control system using a double loop recurrent neural network (DLRNN) structure is proposed for a class of nonlinear dynamic systems. A new three-layer RNN is proposed to approximate unknown dynamics with two different kinds of feedback loops where the firing weights and output signal calculated in the last step are stored and used as the feedback signals in each feedback loop. Since the new structure has combined the advantages of internal feedback NN and external feedback NN, it can acquire the internal state information while the output signal is also captured, thus the new designed DLRNN can achieve better approximation performance compared with the regular NNs without feedback loops or the regular RNNs with a single feedback loop. The new proposed DLRNN structure is employed in an equivalent controller to approximate the unknown nonlinear system dynamics, and the parameters of the DLRNN are updated online by adaptive laws to get favorable approximation performance. To investigate the effectiveness of the proposed controller, the designed adaptive sliding mode controller with the DLRNN is applied to a -axis microelectromechanical system gyroscope to control the vibrating dynamics of the proof mass. Simulation results demonstrate that the proposed methodology can achieve good tracking property, and the comparisons of the approximation performance between radial basis function NN, RNN, and DLRNN show that the DLRNN can accurately estimate the unknown dynamics with a fast speed while the internal states of DLRNN are more stable.

A Cluster Randomized Controlled Trial on the Effects of Technology-aided Testing and Feedback on Physical Activity and Biological Age Among Employees in a Medium-sized Enterprise.

PubMed

Liukkonen, Mika; Nygård, Clas-Håkan; Laukkanen, Raija

2017-12-01

It has been suggested that engaging technology can empower individuals to be more proactive about their health and reduce their health risks. The aim of the present intervention was to study the effects of technology-aided testing and feedback on physical activity and biological age of employees in a middle-sized enterprise. In all, 121 employees (mean age 42 ± 10 years) participated in the 12-month three-arm cluster randomized trial. The fitness measurement process (Body Age) determined the participants' biological age in years. Physical activity was measured with the International Physical Activity Questionnaire Short Form. Physical activity did not change during the intervention. Biological age (better fitness) improved in all groups statistically significantly ( p  < 0.001), but with no interaction effects. The mean changes (years) in the groups were -2.20 for the controls, -2.83 for the group receiving their biological age and feedback, and -2.31 for the group receiving their biological age, feedback, and a training computer. Technology-aided testing with feedback does not seem to change the amount of physical activity but may enhance physical fitness measured by biological age.

An entrustable professional activity (EPA) for handoffs as a model for EPA assessment development.

PubMed

Aylward, Michael; Nixon, James; Gladding, Sophia

2014-10-01

Medical education is moving toward assessment of educational outcomes rather than educational processes. The American Board of Internal Medicine and American Board of Pediatrics milestones and the concept of entrustable professional activities (EPA)--skills essential to the practice of medicine that educators progressively entrust learners to perform--provide new approaches to assessing outcomes. Although some defined EPAs exist for internal medicine and pediatrics, the continued development and implementation of EPAs remains challenging. As residency programs are expected to begin reporting milestone-based performance, however, they will need examples of how to overcome these challenges. The authors describe a model for the development and implementation of an EPA using the resident handoff as an example. The model includes nine steps: selecting the EPA, determining where skills are practiced and assessed, addressing barriers to assessment, determining components of the EPA, determining needed assessment tools, developing new assessments if needed, determining criteria for advancement through entrustment levels, mapping milestones to the EPA, and faculty development. Following implementation, 78% of interns at the University of Minnesota Medical School were observed giving handoffs and provided feedback. The authors suggest that this model of EPA development--which includes engaging stakeholders, an iterative process to describing the behavioral characteristics of each domain at each level of entrustment, and the development of specific assessment tools that support both formative feedback and summative decisions about entrustment--can serve as a model for EPA development for other clinical skills and specialty areas.

Role of cerebellum in learning postural tasks.

PubMed

Ioffe, M E; Chernikova, L A; Ustinova, K I

2007-01-01

For a long time, the cerebellum has been known to be a structure related to posture and equilibrium control. According to the anatomic structure of inputs and internal structure of the cerebellum, its role in learning was theoretically reasoned and experimentally proved. The hypothesis of an inverse internal model based on feedback-error learning mechanism combines feedforward control by the cerebellum and feedback control by the cerebral motor cortex. The cerebellar cortex is suggested to acquire internal models of the body and objects in the external world. During learning of a new tool the motor cortex receives feedback from the realized movement while the cerebellum produces only feedforward command. To realize a desired movement without feedback of the realized movement, the cerebellum needs to form an inverse model of the hand/arm system. This suggestion was supported by FMRi data. The role of cerebellum in learning new postural tasks mainly concerns reorganization of natural synergies. A learned postural pattern in dogs has been shown to be disturbed after lesions of the cerebral motor cortex or cerebellar nuclei. In humans, learning voluntary control of center of pressure position is greatly disturbed after cerebellar lesions. However, motor cortex and basal ganglia are also involved in the feedback learning postural tasks.

Dynamical diagnostics of the SST annual cycle in the eastern equatorial Pacific: part I a linear coupled framework

NASA Astrophysics Data System (ADS)

Chen, Ying-Ying; Jin, Fei-Fei

2018-03-01

The eastern equatorial Pacific has a pronounced westward propagating SST annual cycle resulting from ocean-atmosphere interactions with equatorial semiannual solar forcing and off-equatorial annual solar forcing conveyed to the equator. In this two-part paper, a simple linear coupled framework is proposed to quantify the internal dynamics and external forcing for a better understanding of the linear part of the dynamics annual cycle. It is shown that an essential internal dynamical factor is the SST damping rate which measures the coupled stability in a similar way as the Bjerknes instability index for the El Niño-Southern Oscillation. It comprises three major negative terms (dynamic damping due to the Ekman pumping feedback, mean circulation advection, and thermodynamic feedback) and two positive terms (thermocline feedback and zonal advection). Another dynamical factor is the westward-propagation speed that is mainly determined by the thermodynamic feedback, the Ekman pumping feedback, and the mean circulation. The external forcing is measured by the annual and semiannual forcing factors. These linear internal and external factors, which can be estimated from data, determine the amplitude of the annual cycle.

Using Movies to Strengthen Learning of the Humanistic Aspects of Medicine.

PubMed

Shankar, Pathiyil Ravi; Rose, Christopher; Balasubramanium, Ramanan; Nandy, Atanu; Friedmann, Alberto

2016-01-01

Movie screening and activities have been used during the last two semesters (spring and summer 2015) to strengthen the learning of communication skills, empathy, professionalism, and greater understanding of the process and death and dying at the Xavier University School of Medicine. The present manuscript describes the movie screening and activities. Student feedback regarding the sessions is also mentioned. The activity was conducted among basic science undergraduate medical students and student feedback was obtained. A cross-sectional study design was used. Feedback was obtained towards the end of June 2015 using a questionnaire designed by the authors. Participants were asked to rate their degree of agreement with the set of statements and provide an overall rating for the sessions. No demographic information was collected. Cronbach's alpha was calculated as a measure of internal consistency. The normality of distribution of the scores of individual statements and of the overall rating was determined using one sample Kolmogorov-Smirnov test. The average scores were calculated. Free text comments were tabulated. Forty-nine of the 63 students (77.8%) participated in the study. Cronbach's alpha was 0.868 indicating a high level of internal consistency. The median scores indicating the degree of agreement with most statements ranged from 3 to 5. The mean participant rating of the sessions was 7.10 (maximum possible score 10). A few participants provided free text comments regarding the sessions. Student feedback about the session was positive. Impact of the session on humanistic issues, professionalism and death and dying should be studied in future.

Does Varying Attentional Focus Affect Skill Acquisition in Children? A Comparison of Internal and External Focus Instructions and Feedback

ERIC Educational Resources Information Center

Agar, Charles; Humphries, Charlotte A.; Naquin, Millie; Hebert, Edward; Wood, Ralph

2016-01-01

Recently, researchers have concluded that motor skill performance is enhanced when learners adopt an external attentional focus, compared to adopting an internal focus. We extended the line of inquiry to children and examined if skill learning in children was differentially affected by providing instructions and feedback that direct attentional…

Listening and Speaking: A Cybernetic Synthesis.

ERIC Educational Resources Information Center

Nord, James R.

1985-01-01

Cybernetic feedback theory sees the individual as a self-organizing feedback control system that generates its own activity to control its own perceptions. Applying the principle of feedback to language use, it appears that speaking as an overt public behavior is controlled by an internally private listening capacity. With that listening capacity,…

76 FR 49838 - Proposed Collection; Comment Request for Generic Clearance for the Collection of Qualitative...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-11

... Generic Clearance for the Collection of Qualitative Feedback on Agency Service Delivery AGENCY: Internal... of Qualitative Feedback on Agency Service Delivery. DATES: Written comments should be received on or... . SUPPLEMENTARY INFORMATION: Title: Generic Clearance for the Collection of Qualitative Feedback on Agency Service...

2016 International Land Model Benchmarking (ILAMB) Workshop Report

NASA Technical Reports Server (NTRS)

Hoffman, Forrest M.; Koven, Charles D.; Keppel-Aleks, Gretchen; Lawrence, David M.; Riley, William J.; Randerson, James T.; Ahlstrom, Anders; Abramowitz, Gabriel; Baldocchi, Dennis D.; Best, Martin J.;

2016 International Land Model Benchmarking (ILAMB) Workshop Report

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

Hoffman, Forrest M.; Koven, Charles D.; Keppel-Aleks, Gretchen

As Earth system models become increasingly complex, there is a growing need for comprehensive and multi-faceted evaluation of model projections. To advance understanding of biogeochemical processes and their interactions with hydrology and climate under conditions of increasing atmospheric carbon dioxide, new analysis methods are required that use observations to constrain model predictions, inform model development, and identify needed measurements and field experiments. Better representations of biogeochemistry–climate feedbacks and ecosystem processes in these models are essential for reducing uncertainties associated with projections of climate change during the remainder of the 21st century.

Feasibility Study of a Vision-Based Landing System for Unmanned Fixed-Wing Aircraft

DTIC Science & Technology

2017-06-01

International Journal of Computer Science and Network Security 7 no. 3: 112–117. Accessed April 7, 2017. http://www.sciencedirect.com/science/ article /pii...the feasibility of applying computer vision techniques and visual feedback in the control loop for an autonomous system. This thesis examines the...integration into an autonomous aircraft control system. 14. SUBJECT TERMS autonomous systems, auto-land, computer vision, image processing

Feedback Providing Improvement Strategies and Reflection on Feedback Use: Effects on Students' Writing Motivation, Process, and Performance

ERIC Educational Resources Information Center

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

2012-01-01

This study investigated the effects of feedback providing improvement strategies and a reflection assignment on students' writing motivation, process, and performance. Students in the experimental feedback condition (n = 41) received feedback including improvement strategies, whereas students in the control feedback condition (n = 41) received…

Cultural adaptation process for international dissemination of the strengthening families program.

PubMed

Kumpfer, Karol L; Pinyuchon, Methinin; Teixeira de Melo, Ana; Whiteside, Henry O

2008-06-01

The Strengthening Families Program (SFP) is an evidence-based family skills training intervention developed and found efficacious for substance abuse prevention by U.S researchers in the 1980s. In the 1990s, a cultural adaptation process was developed to transport SFP for effectiveness trials with diverse populations (African, Hispanic, Asian, Pacific Islander, and Native American). Since 2003, SFP has been culturally adapted for use in 17 countries. This article reviews the SFP theory and research and a recommended cultural adaptation process. Challenges in international dissemination of evidence-based programs (EBPs) are discussed based on the results of U.N. and U.S. governmental initiatives to transport EBP family interventions to developing countries. The technology transfer and quality assurance system are described, including the language translation and cultural adaptation process for materials development, staff training, and on-site and online Web-based supervision and technical assistance and evaluation services to assure quality implementation and process evaluation feedback for improvements.

Using CASE to Exploit Process Modeling in Technology Transfer

NASA Technical Reports Server (NTRS)

Renz-Olar, Cheryl

2003-01-01

A successful business will be one that has processes in place to run that business. Creating processes, reengineering processes, and continually improving processes can be accomplished through extensive modeling. Casewise(R) Corporate Modeler(TM) CASE is a computer aided software engineering tool that will enable the Technology Transfer Department (TT) at NASA Marshall Space Flight Center (MSFC) to capture these abilities. After successful implementation of CASE, it could then go on to be applied in other departments at MSFC and other centers at NASA. The success of a business process is dependent upon the players working as a team and continuously improving the process. A good process fosters customer satisfaction as well as internal satisfaction in the organizational infrastructure. CASE provides a method for business process success through functions consisting of systems and processes business models; specialized diagrams; matrix management; simulation; report generation and publishing; and, linking, importing, and exporting documents and files. The software has an underlying repository or database to support these functions. The Casewise. manual informs us that dynamics modeling is a technique used in business design and analysis. Feedback is used as a tool for the end users and generates different ways of dealing with the process. Feedback on this project resulted from collection of issues through a systems analyst interface approach of interviews with process coordinators and Technical Points of Contact (TPOCs).

Ten tips for receiving feedback effectively in clinical practice

PubMed Central

Algiraigri, Ali H.

2014-01-01

Background Despite being recognized as a fundamental part of the educational process and emphasized for several decades in medical education, the influence of the feedback process is still suboptimal. This may not be surprising, because the focus is primarily centered on only one half of the process – the teachers. The learners are the targets of the feedback process and improvement needs to be shifted. Learners need to be empowered with the skills needed to receive and utilize feedback and compensate for less than ideal feedback delivery due to the busy clinical environment. Methods Based on the available feedback literature and clinical experience regarding feedback, the author developed 10 tips to empower learners with the necessary skills to seek, receive, and handle feedback effectively, regardless of how it is delivered. Although, most of the tips are directed at the individual clinical trainee, this model can be utilized by clinical educators involved in learner development and serve as a framework for educational workshops or curriculum. Results Ten practical tips are identified that specifically address the learner's role in the feedback process. These tips not only help the learner to ask, receive, and handle the feedback, but will also ease the process for the teachers. Collectively, these tips help to overcome most, if not all, of the barriers to feedback and bridge the gaps in busy clinical practices. Conclusions Feedback is a crucial element in the educational process and it is shown that we are still behind in the optimal use of it; thus, learners need to be taught how to better receive and utilize feedback. The focus in medical education needs to balance the two sides of the feedback process. It is time now to invest on the learner's development of skills that can be utilized in a busy day-to-day clinical practice. PMID:25079664

The Quality of Written Feedback by Attendings of Internal Medicine Residents.

PubMed

Jackson, Jeffrey L; Kay, Cynthia; Jackson, Wilkins C; Frank, Michael

2015-07-01

Attending evaluations are commonly used to evaluate residents. Evaluate the quality of written feedback of internal medicine residents. Retrospective. Internal medicine residents and faculty at the Medical College of Wisconsin from 2004 to 2012. From monthly evaluations of residents by attendings, a randomly selected sample of 500 written comments by attendings were qualitatively coded and rated as high-, moderate-, or low-quality feedback by two independent coders with good inter-rater reliability (kappa: 0.94). Small group exercises with residents and attendings also coded the utterances as high, moderate, or low quality and developed criteria for this categorization. In-service examination scores were correlated with written feedback. There were 228 internal medicine residents who had 6,603 evaluations by 334 attendings. Among 500 randomly selected written comments, there were 2,056 unique utterances: 29% were coded as nonspecific statements, 20% were comments about resident personality, 16% about patient care, 14% interpersonal communication, 7% medical knowledge, 6% professionalism, and 4% each on practice-based learning and systems-based practice. Based on criteria developed by group exercises, the majority of written comments were rated as moderate quality (65%); 22% were rated as high quality and 13% as low quality. Attendings who provided high-quality feedback rated residents significantly lower in all six of the Accreditation Council for Graduate Medical Education (ACGME) competencies (p <0.0005 for all), and had a greater range of scores. Negative comments on medical knowledge were associated with lower in-service examination scores. Most attending written evaluation was of moderate or low quality. Attendings who provided high-quality feedback appeared to be more discriminating, providing significantly lower ratings of residents in all six ACGME core competencies, and across a greater range. Attendings' negative written comments on medical knowledge correlated with lower in-service training scores.

Commentary: An Introduction to Leadership Self-Assessment at the Society of Neurological Surgeons Post-Graduate Year 1 Boot Camp: Observations and Commentary.

PubMed

Hunt, Matthew A; Heilman, Carl B; Shutran, Max; Wu, Julian K

2017-03-01

Recent trends in graduate medical education have emphasized the mastery of nontechnical skills, especially leadership, for neurosurgical trainees. Accordingly, we introduced leadership development and self-awareness training to interns attending the Society of Neurological Surgeons Post-Graduate Year 1 Boot Camp in the Northeast (New England/New York/New Jersey) region in 2015. Feedback about the session was collected from interns. While neurosurgical interns conveyed a desire to receive more information on improving their leadership skills, most indicated that guidance seemed to be lacking in this critical area. We discuss some of the professional development needs uncovered during this process. Copyright © 2017 by the Congress of Neurological Surgeons.

Gender differences in reward and punishment for monetary and social feedback in children: An ERP study

PubMed Central

Zou, Yuchen; Song, Yan; Xiao, Xue; Huang, Wanyi; Li, Yanfang

2017-01-01

Gender differences in feedback processing have been observed among adolescents and adults through event-related potentials. However, information on whether and how this feedback processing is affected by feedback valence, feedback type, and individual sensitivity in reward/punishment among children remains minimal. In this study, we used a guessing game task coupled with electroencephalography to investigate gender differences in feedback processing, in which feedback to reward and punishment was presented in the context of monetary and social conditions. Results showed that boys were less likely to switch their response after punishment, had generally less feedback-related negativity (FRN) amplitude, and longer FRN latency in monetary and punishment conditions than girls. Moreover, FRN for monetary punishment, which is related to individual difference in reward sensitivity, was observed only in girls. The study provides gender-specific evidence for the neural processing of feedback, which may offer educational guidance for appropriate feedback for girls and boys. PMID:28346515

Gender differences in reward and punishment for monetary and social feedback in children: An ERP study.

PubMed

Ding, Ying; Wang, Encong; Zou, Yuchen; Song, Yan; Xiao, Xue; Huang, Wanyi; Li, Yanfang

2017-01-01

Gender differences in feedback processing have been observed among adolescents and adults through event-related potentials. However, information on whether and how this feedback processing is affected by feedback valence, feedback type, and individual sensitivity in reward/punishment among children remains minimal. In this study, we used a guessing game task coupled with electroencephalography to investigate gender differences in feedback processing, in which feedback to reward and punishment was presented in the context of monetary and social conditions. Results showed that boys were less likely to switch their response after punishment, had generally less feedback-related negativity (FRN) amplitude, and longer FRN latency in monetary and punishment conditions than girls. Moreover, FRN for monetary punishment, which is related to individual difference in reward sensitivity, was observed only in girls. The study provides gender-specific evidence for the neural processing of feedback, which may offer educational guidance for appropriate feedback for girls and boys.

Feedback: A Systems Approach to Evaluation and Course Design. Working Papers No. 21.

ERIC Educational Resources Information Center

Holmes, John

Two types of feedback are examined, and their use in controlling the processes of instructional development and improvement are discussed. Closed-loop feedback, the most direct, uses immediate feedback about a process or product to make immediate adjustments in it. Open-loop feedback, in which input cannot be changed immediately, uses feedback to…

Disc size regulation in the brood cell building behavior of leaf-cutter bee, Megachile tsurugensis

NASA Astrophysics Data System (ADS)

Kim, Jong-Yoon

2007-12-01

The leaf-cutter bee, Megachile tsurugensis, builds a brood cell in a preexisting tunnel with leaf discs that she cuts in decreasing sizes and assembles them like a Russian matryoshka doll. By experimentally manipulating the brood cell, it was investigated how she regulates the size of leaf discs that fit in the brood cell’s internal volume. When the internal volume was artificially increased by removing a bulk of leaf discs, she decreased the leaf disc size, although increasing it would have made the leaf disc more fitting in the increased internal volume. As a reverse manipulation, when the internal volume was decreased by inserting a group of inner layers of preassembled leaf discs to a brood cell, she decreased the leaf disc size, so that the leaf disc could fit in the decreased internal volume. These results suggest that she uses at least two different mechanisms to regulate the disc size: the use of some internal memory about the degree of building work accomplished in the first and of sensory feedback of dimensional information at the construction site in the second manipulation, respectively. It was concluded that a stigmergic mechanism, an immediate sensory feedback from the brood cell changed by the building work, alone cannot explain the details of the bee’s behavior particularly with respect to her initial response to the first manipulation. For a more complete explanation of the behavior exhibited by the solitary bee, two additional behavioral elements, reinforcement of building activity and processing of dimensional information, were discussed along with stigmergy.

Disc size regulation in the brood cell building behavior of leaf-cutter bee, Megachile tsurugensis.

PubMed

Kim, Jong-yoon

2007-12-01

The leaf-cutter bee, Megachile tsurugensis, builds a brood cell in a preexisting tunnel with leaf discs that she cuts in decreasing sizes and assembles them like a Russian matryoshka doll. By experimentally manipulating the brood cell, it was investigated how she regulates the size of leaf discs that fit in the brood cell's internal volume. When the internal volume was artificially increased by removing a bulk of leaf discs, she decreased the leaf disc size, although increasing it would have made the leaf disc more fitting in the increased internal volume. As a reverse manipulation, when the internal volume was decreased by inserting a group of inner layers of preassembled leaf discs to a brood cell, she decreased the leaf disc size, so that the leaf disc could fit in the decreased internal volume. These results suggest that she uses at least two different mechanisms to regulate the disc size: the use of some internal memory about the degree of building work accomplished in the first and of sensory feedback of dimensional information at the construction site in the second manipulation, respectively. It was concluded that a stigmergic mechanism, an immediate sensory feedback from the brood cell changed by the building work, alone cannot explain the details of the bee's behavior particularly with respect to her initial response to the first manipulation. For a more complete explanation of the behavior exhibited by the solitary bee, two additional behavioral elements, reinforcement of building activity and processing of dimensional information, were discussed along with stigmergy.

A Matter of Urgency: Reducing Clinical Text Message Interruptions During Educational Sessions.

PubMed

Mendel, Arielle; Lott, Anthony; Lo, Lisha; Wu, Robert

2018-04-25

Text messaging is increasingly replacing paging as a tool to reach physicians on medical wards. However, this phenomenon has resulted in high volumes of nonurgent messages that can disrupt the learning climate. Our objective was to reduce nonurgent educational interruptions to residents on general internal medicine. This was a quality improvement project conducted at an academic hospital network. Measurements and interventions took place on 8 general internal medicine inpatient teaching teams. Interventions included (1) refining the clinical communication process in collaboration with nursing leadership; (2) disseminating guidelines with posters at nursing stations; (3) introducing a noninterrupting option for message senders; (4) audit and feedback of messages; (5) adding an alert for message senders advising if a message would interrupt educational sessions; and (6) training and support to nurses and residents. Interruptions (text messages, phone calls, emails) received by institution-supplied team smartphones were tracked during educational hours using statistical process control charts. A 1-month record of text message content was analyzed for urgency at baseline and following the interventions. The interruption frequency decreased from a mean of 0.92 (95% CI, 0.88 to 0.97) to 0.59 (95% CI, 0.51 to0.67) messages per team per educational hour from January 2014 to December 2016. The proportion of nonurgent educational interruptions decreased from 223/273 (82%) messages over one month to 123/182 (68%; P < .01). Creation of communication guidelines and modification of text message interface with feedback from end-users were associated with a reduction in nonurgent educational interruptions. Continuous audit and feedback may be necessary to minimize nonurgent messages that disrupt educational sessions. © 2018 Society of Hospital Medicine.

The medical educator, the discourse analyst, and the phonetician: a collaborative feedback methodology for clinical communication.

PubMed

Woodward-Kron, Robyn; Stevens, Mary; Flynn, Eleanor

2011-05-01

Frameworks for clinical communication assist educators in making explicit the principles of good communication and providing feedback to medical trainees. However, existing frameworks rarely take into account the roles of culture and language in communication, which can be important for international medical graduates (IMGs) whose first language is not English. This article describes the collaboration by a medical educator, a discourse analyst, and a phonetician to develop a communication and language feedback methodology to assist IMG trainees at a Victorian hospital in Australia with developing their doctor-patient communication skills. The Communication and Language Feedback (CaLF) methodology incorporates a written tool and video recording of role-plays of doctor-patient interactions in a classroom setting or in an objective structured clinical examination (OSCE) practice session with a simulated patient. IMG trainees receive verbal feedback from their hospital-based medical clinical educator, the simulated patient, and linguists. The CaLF tool was informed by a model of language in context, observation of IMG communication training, and process evaluation by IMG participants during January to August 2009. The authors provided participants with a feedback package containing their practice video (which included verbal feedback) and the completed CaLF tool.The CaLF methodology provides a tool for medical educators and language practitioners to work collaboratively with IMGs to enhance communication and language skills. The ongoing interdisciplinary collaboration also provides much-needed applied research opportunities in intercultural health communication, an area the authors believe cannot be adequately addressed from the perspective of one discipline alone. Copyright © by the Association of American medical Colleges.

Effects of kinesthetic and cutaneous stimulation during the learning of a viscous force field.

PubMed

Rosati, Giulio; Oscari, Fabio; Pacchierotti, Claudio; Prattichizzo, Domenico

2014-01-01

Haptic stimulation can help humans learn perceptual motor skills, but the precise way in which it influences the learning process has not yet been clarified. This study investigates the role of the kinesthetic and cutaneous components of haptic feedback during the learning of a viscous curl field, taking also into account the influence of visual feedback. We present the results of an experiment in which 17 subjects were asked to make reaching movements while grasping a joystick and wearing a pair of cutaneous devices. Each device was able to provide cutaneous contact forces through a moving platform. The subjects received visual feedback about joystick's position. During the experiment, the system delivered a perturbation through (1) full haptic stimulation, (2) kinesthetic stimulation alone, (3) cutaneous stimulation alone, (4) altered visual feedback, or (5) altered visual feedback plus cutaneous stimulation. Conditions 1, 2, and 3 were also tested with the cancellation of the visual feedback of position error. Results indicate that kinesthetic stimuli played a primary role during motor adaptation to the viscous field, which is a fundamental premise to motor learning and rehabilitation. On the other hand, cutaneous stimulation alone appeared not to bring significant direct or adaptation effects, although it helped in reducing direct effects when used in addition to kinesthetic stimulation. The experimental conditions with visual cancellation of position error showed slower adaptation rates, indicating that visual feedback actively contributes to the formation of internal models. However, modest learning effects were detected when the visual information was used to render the viscous field.

Optical Coherence Tomography Enabling Non Destructive Metrology of Layered Polymeric GRIN Material

PubMed Central

Meemon, Panomsak; Yao, Jianing; Lee, Kye-Sung; Thompson, Kevin P.; Ponting, Michael; Baer, Eric; Rolland, Jannick P.

2013-01-01

Gradient Refractive INdex (GRIN) optical components have historically fallen short of theoretical expectations. A recent breakthrough is the manufacturing of nanolayered spherical GRIN (S-GRIN) polymer optical elements, where the construction method yields refractive index gradients that exceed 0.08. Here we report on the application of optical coherence tomography (OCT), including micron-class axial and lateral resolution advances, as effective, innovative methods for performing nondestructive diagnostic metrology on S-GRIN. We show that OCT can be used to visualize and quantify characteristics of the material throughout the manufacturing process. Specifically, internal film structure may be revealed and data are processed to extract sub-surface profiles of each internal film of the material to quantify 3D film thickness and homogeneity. The technique provides direct feedback into the fabrication process directed at optimizing the quality of the nanolayered S-GRIN polymer optical components.

Written Feedback in Intercultural Doctoral Supervision: A Case Study

ERIC Educational Resources Information Center

Xu, Linlin

2017-01-01

This paper explores the feedback interactions in an intercultural supervision context between a white New Zealand supervisor and a Chinese international doctoral student, who is also the author (and researcher) of this study. Using mixed methods, it examines the supervisor's written feedback on a draft PhD proposal and the student's feedback…

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

ERIC Educational Resources Information Center

Alderman, Lyn; Towers, Stephen; Bannah, Sylvia

2012-01-01

In recent times, higher education institutions have paid increasing attention to the views of students to obtain feedback on their experience of learning and teaching through internal surveys. This article reviews research in the field and reports on practices in other Australian universities. Findings demonstrate that while student feedback is…

Measurement technology based on laser internal/external cavity tuning

NASA Astrophysics Data System (ADS)

Zhang, Shulian

2011-08-01

For an ordinary laser with two cavity mirrors, if the length of laser cavity changes half wavelength the laser frequency changes one longitudinal mode separation. For a laser with three cavity mirrors, in which a feedback mirror is used to feed part of the laser output beam back into the laser cavity, the external cavity length changes half wavelength the laser intensity fluctuates one period. This presentation gives some research results in measurement field based on changing (tuning) the length of laser internal/external cavity, including 1) HeNe laser cavity-tuning nanometer displacement measurement instruments (laser nanometer rulers), 2) HeNe laser feedback displacement measurement, 3) Nd:YAG laser feedback nanometer displacement measurement, 4) benchmark of waveplate phase retardation measurement based on laser frequency splitting, 5) in-site waveplate phase retardation measurement instruments based on laser feedback and polarization hopping, 6) quasi-common-path microchip Nd:YAG laser feedback interferometer, 7) non-contact Nd:YAG laser feedback surface profile measurement. Some of these instruments have been put into application and display some irreplaceable advantages.

Clustering and negative feedback by endocytosis in planar cell polarity signaling is modulated by ubiquitinylation of prickle.

PubMed

Cho, Bomsoo; Pierre-Louis, Gandhy; Sagner, Andreas; Eaton, Suzanne; Axelrod, Jeffrey D

2015-05-01

The core components of the planar cell polarity (PCP) signaling system, including both transmembrane and peripheral membrane associated proteins, form asymmetric complexes that bridge apical intercellular junctions. While these can assemble in either orientation, coordinated cell polarization requires the enrichment of complexes of a given orientation at specific junctions. This might occur by both positive and negative feedback between oppositely oriented complexes, and requires the peripheral membrane associated PCP components. However, the molecular mechanisms underlying feedback are not understood. We find that the E3 ubiquitin ligase complex Cullin1(Cul1)/SkpA/Supernumerary limbs(Slimb) regulates the stability of one of the peripheral membrane components, Prickle (Pk). Excess Pk disrupts PCP feedback and prevents asymmetry. We show that Pk participates in negative feedback by mediating internalization of PCP complexes containing the transmembrane components Van Gogh (Vang) and Flamingo (Fmi), and that internalization is activated by oppositely oriented complexes within clusters. Pk also participates in positive feedback through an unknown mechanism promoting clustering. Our results therefore identify a molecular mechanism underlying generation of asymmetry in PCP signaling.

A direct comparison of short-term audiomotor and visuomotor memory.

PubMed

Ward, Amanda M; Loucks, Torrey M; Ofori, Edward; Sosnoff, Jacob J

2014-04-01

Audiomotor and visuomotor short-term memory are required for an important variety of skilled movements but have not been compared in a direct manner previously. Audiomotor memory capacity might be greater to accommodate auditory goals that are less directly related to movement outcome than for visually guided tasks. Subjects produced continuous isometric force with the right index finger under auditory and visual feedback. During the first 10 s of each trial, subjects received continuous auditory or visual feedback. For the following 15 s, feedback was removed but the force had to be maintained accurately. An internal effort condition was included to test memory capacity in the same manner but without external feedback. Similar decay times of ~5-6 s were found for vision and audition but the decay time for internal effort was ~4 s. External feedback thus provides an advantage in maintaining a force level after feedback removal, but may not exclude some contribution from a sense of effort. Short-term memory capacity appears longer than certain previous reports but there may not be strong distinctions in capacity across different sensory modalities, at least for isometric force.

Internal ecosystem feedbacks enhance nitrogen-fixing cyanobacteria blooms and complicate management in the Baltic Sea.

PubMed

Vahtera, Emil; Conley, Daniel J; Gustafsson, Bo G; Kuosa, Harri; Pitkänen, Heikki; Savchuk, Oleg P; Tamminen, Timo; Viitasalo, Markku; Voss, Maren; Wasmund, Norbert; Wulff, Fredrik

2007-04-01

Eutrophication of the Baltic Sea has potentially increased the frequency and magnitude of cyanobacteria blooms. Eutrophication leads to increased sedimentation of organic material, increasing the extent of anoxic bottoms and subsequently increasing the internal phosphorus loading. In addition, the hypoxic water volume displays a negative relationship with the total dissolved inorganic nitrogen pool, suggesting greater overall nitrogen removal with increased hypoxia. Enhanced internal loading of phosphorus and the removal of dissolved inorganic nitrogen leads to lower nitrogen to phosphorus ratios, which are one of the main factors promoting nitrogenfixing cyanobacteria blooms. Because cyanobacteria blooms in the open waters of the Baltic Sea seem to be strongly regulated by internal processes, the effects of external nutrient reductions are scale-dependent. During longer time scales, reductions in external phosphorus load may reduce cyanobacteria blooms; however, on shorter time scales the internal phosphorus loading can counteract external phosphorus reductions. The coupled processes inducing internal loading, nitrogen removal, and the prevalence of nitrogen-fixing cyanobacteria can qualitatively be described as a potentially self-sustaining "vicious circle." To effectively reduce cyanobacteria blooms and overall signs of eutrophication, reductions in both nitrogen and phosphorus external loads appear essential.

Employing the International Classification of Functioning, Disability and Health framework to capture user feedback in the design and testing stage of development of home-based arm rehabilitation technology.

PubMed

Sivan, Manoj; Gallagher, Justin; Holt, Ray; Weightman, Andrew; O'Connor, Rory; Levesley, Martin

2016-01-01

The purpose of this study was to evaluate the International Classification of Functioning, Disability and Health (ICF) as a framework to ensure that key aspects of user feedback are identified in the design and testing stages of development of a home-based upper limb rehabilitation system. Seventeen stroke survivors with residual upper limb weakness, and seven healthcare professionals with expertise in stroke rehabilitation, were enrolled in the user-centered design process. Through semi-structured interviews, they provided feedback on the hardware, software and impact of a home-based rehabilitation device to facilitate self-managed arm exercise. Members of the multidisciplinary clinical and engineering research team, based on previous experience and existing literature in user-centred design, developed the topic list for the interviews. Meaningful concepts were extracted from participants' interviews based on existing ICF linking rules and matched to categories within the ICF Comprehensive Core Set for stroke. Most of the interview concepts (except personal factors) matched the existing ICF Comprehensive Core Set categories. Personal factors that emerged from interviews e.g. gender, age, interest, compliance, motivation, choice and convenience that might determine device usability are yet to be categorised within the ICF framework and hence could not be matched to a specific Core Set category.

Developing and pilot testing of a tool for "clinicosocial case study" assessment of community medicine residents.

PubMed

Gohel, Manisha; Singh, Uday Shankar; Bhanderi, Dinesh; Phatak, Ajay

2016-01-01

Practical and clinical skills teaching should constitute a core part of the postgraduate curriculum of Community Medicine. The clinicosocial case study is a method to enhance learners' skills but there is no generally accepted organized system of formative assessment and structured feedback to guide students. A new tool based on the principles of mini-Clinical Evaluation Exercise (mini CEX) was developed and pilot tested as a 'clinicosocial case study' assessment of community medicine residents with feedback as a core component. Ten core domains of clinicosocial skills were identified after reviewing the relevant literature and input from local experts in community medicine and medical education. We pilot tested the tool with eight faculty members to assess five residents during clinicosocial case presentations on a variety of topics. Kappa statistic and Bland Altman plots were used to assess agreement between faculty members' average assessment scores. Cronbach's alpha was used to test the internal consistency with faculty members as domains. All 95% confidence limits using the Bland-Altman method were within the predetermined limit of 2 points. The overall Kappa between two faculty members was fair ranging from 0.2 to 0.3. Qualitative feedback revealed that both faculty and residents were enthusiastic about the process but faculty suggested further standardization, while residents suggested streamlining of the process. This new assessment tool is available for objective and unbiased assessment of residents through 'clinicosocial case study,' which enriches learning through comprehensive feedback. Further validation in different settings is needed.

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

PubMed

Payne, Velma L; Hysong, Sylvia J

2016-07-13

Audit and feedback (A&F) is a strategy that has been used in various disciplines for performance and quality improvement. There is limited research regarding medical professionals' acceptance of clinical-performance feedback and whether feedback impacts clinical practice. The objectives of our research were to (1) investigate aspects of A&F that impact physicians' acceptance of performance feedback; (2) determine actions physicians take when receiving feedback; and (3) determine if feedback impacts physicians' patient-management behavior. In this qualitative study, we employed grounded theory methods to perform a secondary analysis of semi-structured interviews with 12 VA primary care physicians. We analyzed a subset of interview questions from the primary study, which aimed to determine how providers of high, low and moderately performing VA medical centers use performance feedback to maintain and improve quality of care, and determine perceived utility of performance feedback. Based on the themes emergent from our analysis and their observed relationships, we developed a model depicting aspects of the A&F process that impact feedback acceptance and physicians' patient-management behavior. The model is comprised of three core components - Reaction, Action and Impact - and depicts elements associated with feedback recipients' reaction to feedback, action taken when feedback is received, and physicians modifying their patient-management behavior. Feedback characteristics, the environment, external locus-of-control components, core values, emotion and the assessment process induce or deter reaction, action and impact. Feedback characteristics (content and timeliness), and the procedural justice of the assessment process (unjust penalties) impact feedback acceptance. External locus-of-control elements (financial incentives, competition), the environment (patient volume, time constraints) and emotion impact patient-management behavior. Receiving feedback generated intense emotion within physicians. The underlying source of the emotion was the assessment process, not the feedback. The emotional response impacted acceptance, impelled action or inaction, and impacted patient-management behavior. Emotion intensity was associated with type of action taken (defensive, proactive, retroactive). Feedback acceptance and impact have as much to do with the performance assessment process as it does the feedback. In order to enhance feedback acceptance and the impact of feedback, developers of clinical performance systems and feedback interventions should consider multiple design elements.

Feedback from incident reporting: information and action to improve patient safety.

PubMed

Benn, J; Koutantji, M; Wallace, L; Spurgeon, P; Rejman, M; Healey, A; Vincent, C

2009-02-01

Effective feedback from incident reporting systems in healthcare is essential if organisations are to learn from failures in the delivery of care. Despite the wide-scale development and implementation of incident reporting in healthcare, studies in the UK suggest that information concerning system vulnerabilities could be better applied to improve operational safety within organisations. In this article, the findings and implications of research to identify forms of effective feedback from incident reporting are discussed, to promote best practices in this area. The research comprised a mixed methods review to investigate mechanisms of effective feedback for healthcare, drawing upon experience within established reporting programmes in high-risk industry and transport domains. Systematic searches of published literature were undertaken, and 23 case studies describing incident reporting programmes with feedback were identified for analysis from the international healthcare literature. Semistructured interviews were undertaken with 19 subject matter experts across a range of domains, including: civil aviation, maritime, energy, rail, offshore production and healthcare. In analysis, qualitative information from several sources was synthesised into practical requirements for developing effective feedback in healthcare. Both action and information feedback mechanisms were identified, serving safety awareness, improvement and motivational functions. The provision of actionable feedback that visibly improved systems was highlighted as important in promoting future reporting. Fifteen requirements for the design of effective feedback systems were identified, concerning: the role of leadership, the credibility and content of information, effective dissemination channels, the capacity for rapid action and the need for feedback at all levels of the organisation, among others. Above all, the safety-feedback cycle must be closed by ensuring that reporting, analysis and investigation result in timely corrective actions that effectively address vulnerabilities in existing work systems. Limited research evidence exists concerning the issue of effective forms of safety feedback within healthcare. Much valuable operational knowledge resides in safety management communities within high-risk industries. Multiple means of feeding back recommended actions and safety information may be usefully employed to promote safety awareness, improve clinical processes and promote future reporting. Further work is needed to establish best practices for feedback systems in healthcare that effectively close the safety loop.

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

NASA Astrophysics Data System (ADS)

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

2017-12-01

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

Disentangling the effects of feedback structure and climate on Poaceae annual airborne pollen fluctuations and the possible consequences of climate change.

PubMed

García de León, David; García-Mozo, Herminia; Galán, Carmen; Alcázar, Purificación; Lima, Mauricio; González-Andújar, José L

2015-10-15

Pollen allergies are the most common form of respiratory allergic disease in Europe. Most studies have emphasized the role of environmental processes, as the drivers of airborne pollen fluctuations, implicitly considering pollen production as a random walk. This work shows that internal self-regulating processes of the plants (negative feedback) should be included in pollen dynamic systems in order to give a better explanation of the observed pollen temporal patterns. This article proposes a novel methodological approach based on dynamic systems to investigate the interaction between feedback structure of plant populations and climate in shaping long-term airborne Poaceae pollen fluctuations and to quantify the effects of climate change on future airborne pollen concentrations. Long-term historical airborne Poaceae pollen data (30 years) from Cordoba city (Southern Spain) were analyzed. A set of models, combining feedback structure, temperature and actual evapotranspiration effects on airborne Poaceae pollen were built and compared, using a model selection approach. Our results highlight the importance of first-order negative feedback and mean annual maximum temperature in driving airborne Poaceae pollen dynamics. The best model was used to predict the effects of climate change under two standardized scenarios representing contrasting temporal patterns of economic development and CO2 emissions. Our results predict an increase in pollen levels in southern Spain by 2070 ranging from 28.5% to 44.3%. The findings from this study provide a greater understanding of airborne pollen dynamics and how climate change might impact the future evolution of airborne Poaceae pollen concentrations and thus the future evolution of related pollen allergies. Copyright © 2015 Elsevier B.V. All rights reserved.

Probing sensorimotor integration during musical performance.

PubMed

Furuya, Shinichi; Furukawa, Yuta; Uehara, Kazumasa; Oku, Takanori

2018-03-10

An integration of afferent sensory information from the visual, auditory, and proprioceptive systems into execution and update of motor programs plays crucial roles in control and acquisition of skillful sequential movements in musical performance. However, conventional behavioral and neurophysiological techniques that have been applied to study simplistic motor behaviors limit elucidating online sensorimotor integration processes underlying skillful musical performance. Here, we propose two novel techniques that were developed to investigate the roles of auditory and proprioceptive feedback in piano performance. First, a closed-loop noninvasive brain stimulation system that consists of transcranial magnetic stimulation, a motion sensor, and a microcomputer enabled to assess time-varying cortical processes subserving auditory-motor integration during piano playing. Second, a force-field system capable of manipulating the weight of a piano key allowed for characterizing movement adaptation based on the feedback obtained, which can shed light on the formation of an internal representation of the piano. Results of neurophysiological and psychophysics experiments provided evidence validating these systems as effective means for disentangling computational and neural processes of sensorimotor integration in musical performance. © 2018 New York Academy of Sciences.

The cerebellum for jocks and nerds alike.

PubMed

Popa, Laurentiu S; Hewitt, Angela L; Ebner, Timothy J

2014-01-01

Historically the cerebellum has been implicated in the control of movement. However, the cerebellum's role in non-motor functions, including cognitive and emotional processes, has also received increasing attention. Starting from the premise that the uniform architecture of the cerebellum underlies a common mode of information processing, this review examines recent electrophysiological findings on the motor signals encoded in the cerebellar cortex and then relates these signals to observations in the non-motor domain. Simple spike firing of individual Purkinje cells encodes performance errors, both predicting upcoming errors as well as providing feedback about those errors. Further, this dual temporal encoding of prediction and feedback involves a change in the sign of the simple spike modulation. Therefore, Purkinje cell simple spike firing both predicts and responds to feedback about a specific parameter, consistent with computing sensory prediction errors in which the predictions about the consequences of a motor command are compared with the feedback resulting from the motor command execution. These new findings are in contrast with the historical view that complex spikes encode errors. Evaluation of the kinematic coding in the simple spike discharge shows the same dual temporal encoding, suggesting this is a common mode of signal processing in the cerebellar cortex. Decoding analyses show the considerable accuracy of the predictions provided by Purkinje cells across a range of times. Further, individual Purkinje cells encode linearly and independently a multitude of signals, both kinematic and performance errors. Therefore, the cerebellar cortex's capacity to make associations across different sensory, motor and non-motor signals is large. The results from studying how Purkinje cells encode movement signals suggest that the cerebellar cortex circuitry can support associative learning, sequencing, working memory, and forward internal models in non-motor domains.

The cerebellum for jocks and nerds alike

PubMed Central

Popa, Laurentiu S.; Hewitt, Angela L.; Ebner, Timothy J.

2014-01-01

Historically the cerebellum has been implicated in the control of movement. However, the cerebellum's role in non-motor functions, including cognitive and emotional processes, has also received increasing attention. Starting from the premise that the uniform architecture of the cerebellum underlies a common mode of information processing, this review examines recent electrophysiological findings on the motor signals encoded in the cerebellar cortex and then relates these signals to observations in the non-motor domain. Simple spike firing of individual Purkinje cells encodes performance errors, both predicting upcoming errors as well as providing feedback about those errors. Further, this dual temporal encoding of prediction and feedback involves a change in the sign of the simple spike modulation. Therefore, Purkinje cell simple spike firing both predicts and responds to feedback about a specific parameter, consistent with computing sensory prediction errors in which the predictions about the consequences of a motor command are compared with the feedback resulting from the motor command execution. These new findings are in contrast with the historical view that complex spikes encode errors. Evaluation of the kinematic coding in the simple spike discharge shows the same dual temporal encoding, suggesting this is a common mode of signal processing in the cerebellar cortex. Decoding analyses show the considerable accuracy of the predictions provided by Purkinje cells across a range of times. Further, individual Purkinje cells encode linearly and independently a multitude of signals, both kinematic and performance errors. Therefore, the cerebellar cortex's capacity to make associations across different sensory, motor and non-motor signals is large. The results from studying how Purkinje cells encode movement signals suggest that the cerebellar cortex circuitry can support associative learning, sequencing, working memory, and forward internal models in non-motor domains. PMID:24987338

Pattern formation in a liquid-crystal light valve with feedback, including polarization, saturation, and internal threshold effects

NASA Astrophysics Data System (ADS)

Neubecker, R.; Oppo, G.-L.; Thuering, B.; Tschudi, T.

1995-07-01

The use of liquid-crystal light valves (LCLV's) as nonlinear elements in diffractive optical systems with feedback leads to the formation of a variety of optical patterns. The spectrum of possible spatial instabilities is shown to be even richer when the LCLV's capability for polarization modulation is utilized and internal threshold and saturation effects are considered. We derive a model for the feedback system based on a realistic description of the LCLV's internal function and coupling to a polarizer. Thresholds of pattern formation are compared to the common Kerr-type approximation and show transitions involving rolls, squares, hexagons, and tiled patterns. Numerical and experimental results confirm our theoretical predictions and unveil how patterns and their typical length scales can be easily controlled by changes of the parameters.

Prospective multicentre study in intensive care units in five cities from the Kingdom of Saudi Arabia: Impact of the International Nosocomial Infection Control Consortium (INICC) multidimensional approach on rates of central line-associated bloodstream infection

PubMed Central

Al-Abdely, Hail M; Alshehri, Areej Dhafer; Rosenthal, Victor Daniel; Mohammed, Yassir Khidir; Banjar, Weam; Orellano, Pablo Wenceslao; Assiri, Abdullah Mufareh; Kader, Nahla Moustafa Abedel; Enizy, Hessa Abdullah Al; Mohammed, Diaa Abdullah; Al-Awadi, Duaa Khalil; Cabato, Analen Fabros; Wasbourne, Maria; Saliya, Randa; Aromin, Rosita Gasmin; Ubalde, Evangelina Balon; Diab, Hanan Hanafy; Alkamaly, Modhi Abdullah; Alanazi, Nawal Mohammed; Hassan Assiry, Ibtesam Yahia; Molano, Apsia Musa; Flores Baldonado, Celia; Al-Azhary, Mohamed; Al Atawi, Sharifa; Molano, Apsia Musa; Al Adwani, Fatima Mohammad; Casuyon Pahilanga, Arlu Marie; Nakhla, Raslan; Al Adwani, Fatma Mohammad; Nair, Deepa Sasithran; Sindayen, Grace; Malificio, Annalyn Amor; Helali, Najla Jameel; Al Dossari, Haya Barjas; Kelany, Ashraf; Algethami, Abdulmajid Ghowaizi; Yanne, Leigh; Tan, Avigail; Babu, Sheema; Abduljabbar, Shatha Mohammad; Bukhari, Syed Zahid; Basri, Roaa Hasan; Mushtaq, Jeyashri Jaji; Rushdi, Hala; Turkistani, Abdullah Abdulaziz; Gonzales Celiz, Jerlie Mae; Al Raey, Mohammed Abdullah; Al-Zaydani Asiri, Ibrahim AM; Aldarani, Saeed Ali; Laungayan Cortez, Elizabeth; Demaisip, Nadia Lynette; Aziz, Misbah Rehman; Omer Abdul Aziz, Ali; Al Manea, Batool; Samy, Eslam; Al-Dalaton, Mervat; Alaliany, Mohammed Jkedeb

2016-01-01

Objective: To analyse the impact of the International Nosocomial Infection Control Consortium (INICC) Multidimensional Approach (IMA) and INICC Surveillance Online System (ISOS) on central line-associated bloodstream infection (CLABSI) rates in five intensive care units (ICUs) from October 2013 to September 2015. Design: Prospective, before-after surveillance study of 3769 patients hospitalised in four adult ICUs and one paediatric ICU in five hospitals in five cities. During baseline, we performed outcome and process surveillance of CLABSI applying CDC/NHSN definitions. During intervention, we implemented IMA and ISOS, which included: (1) a bundle of infection prevention practice interventions; (2) education; (3) outcome surveillance; (4) process surveillance; (5) feedback on CLABSI rates and consequences; and (6) performance feedback of process surveillance. Bivariate and multivariate regression analyses were performed. Results: During baseline, 4468 central line (CL) days and 31 CLABSIs were recorded, accounting for 6.9 CLABSIs per 1000 CL-days. During intervention, 12,027 CL-days and 37 CLABSIs were recorded, accounting for 3.1 CLABSIs per 1000 CL-days. The CLABSI rate was reduced by 56% (incidence-density rate, 0.44; 95% confidence interval, 0.28–0.72; P = 0.001). Conclusions: Implementing IMA through ISOS was associated with a significant reduction in the CLABSI rate in the ICUs of Saudi Arabia. PMID:28989500

HOSPITAL-BASED HEALTH TECHNOLOGY ASSESSMENT FOR THE ADOPTION OF INNOVATIVE MEDICAL DEVICES WITHIN FRENCH HOSPITALS: OPPORTUNITIES AND CHALLENGES FOR INDUSTRY.

PubMed

Dutot, Camille; Mercier, Grégoire; Borget, Isabelle; de Sauvebeuf, Côme; Martelli, Nicolas

2017-01-01

Within French university hospitals, some internal committees are in charge of conducting hospital-based health technology assessment (Hb-HTA) to support managerial decisions regarding the adoption of innovations. For manufacturers, hospitals are usually the entry point for new and innovative medical devices, which cannot be accessed without the Hb-HTA committees' approval. Thus, the main objective of this pilot survey was to explore manufacturers' insights into Hb-HTA processes. A two-step pilot survey was conducted in 2014. First, semi-structured phone interviews were carried out to capture manufacturers' feedback on the Hb-HTA procedure. Second, a prospective and iterative questionnaire designed to explore manufacturers' market access strategies was administered. Eight manufacturers from the medical device industry completed the retrospective phone interviews, and five of them participated in the prospective survey. According to the overall feedback, the Hb-HTA process timeline and transparency are major issues, and the expectations of internal committees, especially in terms of clinical evidence, remain difficult to understand. However, despite this and due to the complexity of reimbursement processes at the national level, manufacturers are increasingly considering hospital adoption through Hb-HTA submission as a viable market access and coverage opportunity. Our study reaffirms the primary role of hospitals in the diffusion of innovative medical devices. However, to ensure efficient and broad access to innovation, cooperation between local and national HTA bodies is critical and should be promoted.

Anticipatory Governance Practical Upgrades: Equipping the Executive Branch to Cope with Increasing Speed and Complexity of Major Challenges

DTIC Science & Technology

2012-10-01

in International Science and Technology Policy from The George Washington University. For 6 years, his work has focused on applications of foresight ...bring our management processes up to par with the nature of the challenges we face. inherited 6 Organized Foresight systems set up in foreign...disciplined foresight -policy linkage, networked management and budgeting to mission, and feedback systems to monitor and adjust. Anticipatory Governance

A Future North American Defense Arrangement: Applying a Canadian Defense Policy Process Model

DTIC Science & Technology

2005-04-01

American defense policy outlined by Hays, Vallance and Van Tassel in their comprehensive text entitled American Defense Policy. What is Canadian...outputs, lenses and feedback within an international and domestic environment. Adapted From Hays, Vallance , Van Tassel American Defence Policy, 1997...10th ed. (Springfield, Massachusetts: Merriam-Webster, Inc), 901. 2 Peter L Hays, B.J. Vallance , A.R. Van Tassel, eds., American Defense Policy, 7th

Multistability in the lactose utilization network of Escherichia coli

NASA Astrophysics Data System (ADS)

Ozbudak, Ertugrul M.; Thattai, Mukund; Lim, Han N.; Shraiman, Boris I.; van Oudenaarden, Alexander

2004-02-01

Multistability, the capacity to achieve multiple internal states in response to a single set of external inputs, is the defining characteristic of a switch. Biological switches are essential for the determination of cell fate in multicellular organisms, the regulation of cell-cycle oscillations during mitosis and the maintenance of epigenetic traits in microbes. The multistability of several natural and synthetic systems has been attributed to positive feedback loops in their regulatory networks. However, feedback alone does not guarantee multistability. The phase diagram of a multistable system, a concise description of internal states as key parameters are varied, reveals the conditions required to produce a functional switch. Here we present the phase diagram of the bistable lactose utilization network of Escherichia coli. We use this phase diagram, coupled with a mathematical model of the network, to quantitatively investigate processes such as sugar uptake and transcriptional regulation in vivo. We then show how the hysteretic response of the wild-type system can be converted to an ultrasensitive graded response. The phase diagram thus serves as a sensitive probe of molecular interactions and as a powerful tool for rational network design.

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.

Improving Instruction Using Statistical Process Control.

ERIC Educational Resources Information Center

Higgins, Ronald C.; Messer, George H.

1990-01-01

Two applications of statistical process control to the process of education are described. Discussed are the use of prompt feedback to teachers and prompt feedback to students. A sample feedback form is provided. (CW)

Effects of Written Peer-Feedback Content and Sender's Competence on Perceptions, Performance, and Mindful Cognitive Processing

ERIC Educational Resources Information Center

Berndt, Markus; Strijbos, Jan-Willem; Fischer, Frank

2018-01-01

Peer-feedback efficiency might be influenced by the oftentimes voiced concern of students that they perceive their peers' competence to provide feedback as inadequate. Feedback literature also identifies mindful processing of (peer)feedback and (peer)feedback content as important for its efficiency, but lacks systematic investigation. In a 2 × 2…

Toward Making the Invisible Visible Using a Scale: Prospective Teachers' Thoughts and Affective Reactions to Feedback

ERIC Educational Resources Information Center

Akkuzu, Nalan; Uyulgan, Melis Arzu

2014-01-01

This paper presents the development and initial validation of a feedback scale which measures the thoughts and affective reactions of prospective teachers concerning feedback on their teaching experiences. To reach this goal, data from 512 prospective teachers were used to test the internal consistency, exploratory and confirmative factor…

Development and Initial Validation of a Measure to Assess Career Goal Feedback

ERIC Educational Resources Information Center

Hu, Shi; Creed, Peter A.; Hood, Michelle

2017-01-01

Career goal feedback provides information about career goal suitability, adequacy of goal progress, and whether changes are needed to reach the goals. Feedback comes from external (e.g., parents, peers) and internal sources (e.g., self-reflection), and plays an important role in the career development of young people. As there is no existing…

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…

Effects of Person- and Process-Focused Feedback on Prosocial Behavior in Middle Childhood

PubMed Central

Dunsmore, Julie C.

2014-01-01

Effects of person- and process-focused feedback, parental lay theories, and prosocial self-concept on children’s prosocial behavior were investigated with 143 9- and 10-year-old children who participated in a single session. Parents reported entity (person-focused) and incremental (process-focused) beliefs related to prosocial behavior. Children completed measures of prosocial self-concept, then participated in a virtual online chat with child actors who asked for help with service projects. After completing the chat, children could assist with the service projects. In the first cohort, children were randomly assigned to receive person-focused, process-focused, or control feedback about sympathy. In the second cohort, with newly-recruited families, children received no feedback. When given process-focused feedback, children spent less time spent helping and worked on fewer service projects. When given no feedback, children spent less time helping when parents held incremental (process-focused) beliefs. Children with higher prosocial self-concept who received no feedback worked on more service projects. PMID:25684859

A coherent optical feedback system for optical information processing

NASA Technical Reports Server (NTRS)

Jablonowski, D. P.; Lee, S. H.

1975-01-01

A unique optical feedback system for coherent optical data processing is described. With the introduction of feedback, the well-known transfer function for feedback systems is obtained in two dimensions. Operational details of the optical feedback system are given. Experimental results of system applications in image restoration, contrast control and analog computation are presented.

Neural correlates of anticipation and processing of performance feedback in social anxiety.

PubMed

Heitmann, Carina Y; Peterburs, Jutta; Mothes-Lasch, Martin; Hallfarth, Marlit C; Böhme, Stephanie; Miltner, Wolfgang H R; Straube, Thomas

2014-12-01

Fear of negative evaluation, such as negative social performance feedback, is the core symptom of social anxiety. The present study investigated the neural correlates of anticipation and perception of social performance feedback in social anxiety. High (HSA) and low (LSA) socially anxious individuals were asked to give a speech on a personally relevant topic and received standardized but appropriate expert performance feedback in a succeeding experimental session in which neural activity was measured during anticipation and presentation of negative and positive performance feedback concerning the speech performance, or a neutral feedback-unrelated control condition. HSA compared to LSA subjects reported greater anxiety during anticipation of negative feedback. Functional magnetic resonance imaging results showed deactivation of medial prefrontal brain areas during anticipation of negative feedback relative to the control and the positive condition, and medial prefrontal and insular hyperactivation during presentation of negative as well as positive feedback in HSA compared to LSA subjects. The results indicate distinct processes underlying feedback processing during anticipation and presentation of feedback in HSA as compared to LSA individuals. In line with the role of the medial prefrontal cortex in self-referential information processing and the insula in interoception, social anxiety seems to be associated with lower self-monitoring during feedback anticipation, and an increased self-focus and interoception during feedback presentation, regardless of feedback valence. © 2014 Wiley Periodicals, Inc.

When compliments don't hit but critiques do: an fMRI study into self-esteem and self-knowledge in processing social feedback.

PubMed

van Schie, C C; Chiu, C D; Rombouts, S A R B; Heiser, W J; Elzinga, B M

2018-02-27

The way we view ourselves may play an important role in our responses to interpersonal interactions. In this study, we investigate how feedback valence, consistency of feedback with self-knowledge and global self-esteem influence affective and neural responses to social feedback. Participants (N = 46) with a high range of self-esteem levels performed the social feedback task in an MRI scanner. Negative, intermediate and positive feedback was provided, supposedly by another person based on a personal interview. Participants rated their mood and applicability of feedback to the self. Analyses on trial basis on neural and affective responses are used to incorporate applicability of individual feedback words. Lower self-esteem related to low mood especially after receiving non-applicable negative feedback. Higher self-esteem related to increased PCC and precuneus activation (i.e., self-referential processing) for applicable negative feedback. Lower self-esteem related to decreased mPFC, insula, ACC and PCC activation (i.e, self-referential processing) during positive feedback and decreased TPJ activation (i.e., other referential processing) for applicable positive feedback. Self-esteem and consistency of feedback with self-knowledge appear to guide our affective and neural responses to social feedback. This may be highly relevant for the interpersonal problems that individuals face with low self-esteem and negative self-views.

Effects of voice harmonic complexity on ERP responses to pitch-shifted auditory feedback.

PubMed

Behroozmand, Roozbeh; Korzyukov, Oleg; Larson, Charles R

2011-12-01

The present study investigated the neural mechanisms of voice pitch control for different levels of harmonic complexity in the auditory feedback. Event-related potentials (ERPs) were recorded in response to+200 cents pitch perturbations in the auditory feedback of self-produced natural human vocalizations, complex and pure tone stimuli during active vocalization and passive listening conditions. During active vocal production, ERP amplitudes were largest in response to pitch shifts in the natural voice, moderately large for non-voice complex stimuli and smallest for the pure tones. However, during passive listening, neural responses were equally large for pitch shifts in voice and non-voice complex stimuli but still larger than that for pure tones. These findings suggest that pitch change detection is facilitated for spectrally rich sounds such as natural human voice and non-voice complex stimuli compared with pure tones. Vocalization-induced increase in neural responses for voice feedback suggests that sensory processing of naturally-produced complex sounds such as human voice is enhanced by means of motor-driven mechanisms (e.g. efference copies) during vocal production. This enhancement may enable the audio-vocal system to more effectively detect and correct for vocal errors in the feedback of natural human vocalizations to maintain an intended vocal output for speaking. Copyright © 2011 International Federation of Clinical Neurophysiology. Published by Elsevier Ireland Ltd. All rights reserved.

Shared internal models for feedforward and feedback control.

PubMed

Wagner, Mark J; Smith, Maurice A

2008-10-15

A child often learns to ride a bicycle in the driveway, free of unforeseen obstacles. Yet when she first rides in the street, we hope that if a car suddenly pulls out in front of her, she will combine her innate goal of avoiding an accident with her learned knowledge of the bicycle, and steer away or brake. In general, when we train to perform a new motor task, our learning is most robust if it updates the rules of online error correction to reflect the rules and goals of the new task. Here we provide direct evidence that, after a new feedforward motor adaptation, motor feedback responses to unanticipated errors become precisely task appropriate, even when such errors were never experienced during training. To study this ability, we asked how, if at all, do online responses to occasional, unanticipated force pulses during reaching arm movements change after adapting to altered arm dynamics? Specifically, do they change in a task-appropriate manner? In our task, subjects learned novel velocity-dependent dynamics. However, occasional force-pulse perturbations produced unanticipated changes in velocity. Therefore, after adaptation, task-appropriate responses to unanticipated pulses should compensate corresponding changes in velocity-dependent dynamics. We found that after adaptation, pulse responses precisely compensated these changes, although they were never trained to do so. These results provide evidence for a smart feedback controller which automatically produces responses specific to the learned dynamics of the current task. To accomplish this, the neural processes underlying feedback control must (1) be capable of accurate real-time state prediction for velocity via a forward model and (2) have access to recently learned changes in internal models of limb dynamics.

Realizing actual feedback control of complex network

NASA Astrophysics Data System (ADS)

Tu, Chengyi; Cheng, Yuhua

2014-06-01

In this paper, we present the concept of feedbackability and how to identify the Minimum Feedbackability Set of an arbitrary complex directed network. Furthermore, we design an estimator and a feedback controller accessing one MFS to realize actual feedback control, i.e. control the system to our desired state according to the estimated system internal state from the output of estimator. Last but not least, we perform numerical simulations of a small linear time-invariant dynamics network and a real simple food network to verify the theoretical results. The framework presented here could make an arbitrary complex directed network realize actual feedback control and deepen our understanding of complex systems.

Modeling trial by trial and block feedback in perceptual learning

PubMed Central

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

2014-01-01

Feedback has been shown to play a complex role in visual perceptual learning. It is necessary for performance improvement in some conditions while not others. Different forms of feedback, such as trial-by-trial feedback or block feedback, may both facilitate learning, but with different mechanisms. False feedback can abolish learning. We account for all these results with the Augmented Hebbian Reweight Model (AHRM). Specifically, three major factors in the model advance performance improvement: the external trial-by-trial feedback when available, the self-generated output as an internal feedback when no external feedback is available, and the adaptive criterion control based on the block feedback. Through simulating a comprehensive feedback study (Herzog & Fahle 1997, Vision Research, 37 (15), 2133–2141), we show that the model predictions account for the pattern of learning in seven major feedback conditions. The AHRM can fully explain the complex empirical results on the role of feedback in visual perceptual learning. PMID:24423783

(AC)3: A German Initiative to Study Arctic Amplification—Climate Relevant Atmospheric and Surface Processes and Feedback Mechanisms

NASA Astrophysics Data System (ADS)

Spreen, G.; Wendisch, M.; Brückner, M.

2016-12-01

Within the last 25 years a remarkable increase of the Arctic near-surface air temperature exceeding the global warming by a factor of at least two has been observed. This phenomenon is commonly referred to as Arctic Amplification. The warming results in rather dramatic changes of a variety of climate parameters. For example, the Arctic sea ice has declined significantly. This ice retreat has been well identified by satellite measurements. Over recent decades, significant progress has been made in two main scientific areas: (i) the capabilities of in-situ measurements and remote sensing techniques to observe key physico-chemical atmospheric constituents and surface parameters at high latitudes have advanced impressively, and (ii) the computational skills and power used to model individual feedback mechanisms on small scales have improved notably. It is, therefore, timely to exploit synergistically these new developments to enhance our knowledge of the origins of the observed Arctic climate changes. To achieve this aim a new Transregional Collaborative Research Center (TR 172) was launched in January 2016 called "ArctiC Amplification: Climate Relevant Atmospheric and SurfaCe Processes, and Feedback Mechanisms" with the acronym (AC)3. Observations from instrumentation on satellites, aircraft, tethered balloons, research vessels, and a selected set of ground-based sites will be integrated in dedicated campaigns, as well as being combined with long-term measurements. The field studies will be conducted in different seasons and meteorological conditions, covering a suitably wide range of spatial and temporal scales. They will be performed in an international context and in close collaboration with modelling activities. The latter utilize a hierarchy of process, meso-scale, regional, and global models to bridge the spatio-temporal scales from local individual processes to appropriate climate signals. The models will serve to guide the campaigns, to analyse the measurements and sensitivities, to facilitate the attribution of the origins of observed Arctic climate changes, and to test the ability of the models to reproduce observations. The presentation will give an overview of the scientific rationale, objectives, international links, and the work program of the (AC)³ project.

"Only True Friends Could Be Cruelly Honest": Cognitive Scaffolding and Social-Affective Support in Teacher Feedback Literacy

ERIC Educational Resources Information Center

Xu, Yueting; Carless, David

2017-01-01

Feedback is an important but challenging aspect of higher education pedagogy. In addition to providing quality feedback, teachers are expected to develop students' skills and awareness for effective feedback processes. This case study addresses both processes and products of a Chinese university English teacher's feedback enabling practice by…

International Land Model Benchmarking (ILAMB) Workshop Report, Technical Report DOE/SC-0186

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

Hoffman, Forrest M.; Koven, Charles D.; Kappel-Aleks, Gretchen

2016-11-01

As Earth system models become increasingly complex, there is a growing need for comprehensive and multi-faceted evaluation of model projections. To advance understanding of biogeochemical processes and their interactions with hydrology and climate under conditions of increasing atmospheric carbon dioxide, new analysis methods are required that use observations to constrain model predictions, inform model development, and identify needed measurements and field experiments. Better representations of biogeochemistry–climate feedbacks and ecosystem processes in these models are essential for reducing uncertainties associated with projections of climate change during the remainder of the 21st century.

Rapid change in articulatory lip movement induced by preceding auditory feedback during production of bilabial plosives.

PubMed

Mochida, Takemi; Gomi, Hiroaki; Kashino, Makio

2010-11-08

There has been plentiful evidence of kinesthetically induced rapid compensation for unanticipated perturbation in speech articulatory movements. However, the role of auditory information in stabilizing articulation has been little studied except for the control of voice fundamental frequency, voice amplitude and vowel formant frequencies. Although the influence of auditory information on the articulatory control process is evident in unintended speech errors caused by delayed auditory feedback, the direct and immediate effect of auditory alteration on the movements of articulators has not been clarified. This work examined whether temporal changes in the auditory feedback of bilabial plosives immediately affects the subsequent lip movement. We conducted experiments with an auditory feedback alteration system that enabled us to replace or block speech sounds in real time. Participants were asked to produce the syllable /pa/ repeatedly at a constant rate. During the repetition, normal auditory feedback was interrupted, and one of three pre-recorded syllables /pa/, /Φa/, or /pi/, spoken by the same participant, was presented once at a different timing from the anticipated production onset, while no feedback was presented for subsequent repetitions. Comparisons of the labial distance trajectories under altered and normal feedback conditions indicated that the movement quickened during the short period immediately after the alteration onset, when /pa/ was presented 50 ms before the expected timing. Such change was not significant under other feedback conditions we tested. The earlier articulation rapidly induced by the progressive auditory input suggests that a compensatory mechanism helps to maintain a constant speech rate by detecting errors between the internally predicted and actually provided auditory information associated with self movement. The timing- and context-dependent effects of feedback alteration suggest that the sensory error detection works in a temporally asymmetric window where acoustic features of the syllable to be produced may be coded.

Linking biogeomorphic feedbacks from ecosystem engineer to landscape scale: a panarchy approach

NASA Astrophysics Data System (ADS)

Eichel, Jana

2017-04-01

Scale is a fundamental concept in both ecology and geomorphology. Therefore, scale-based approaches are a valuable tool to bridge the disciplines and improve the understanding of feedbacks between geomorphic processes, landforms, material and organisms and ecological processes in biogeomorphology. Yet, linkages between biogeomorphic feedbacks on different scales, e.g. between ecosystem engineering and landscape scale patterns and dynamics, are not well understood. A panarchy approach sensu Holling et al. (2002) can help to close this research gap and explain how structure and function are created in biogeomorphic ecosystems. Based on results from previous biogeomorphic research in Turtmann glacier foreland (Switzerland; Eichel, 2017; Eichel et al. 2013, 2016), a panarchy concept is presented for lateral moraine slope biogeomorphic ecosystems. It depicts biogeomorphic feedbacks on different spatiotemporal scales as a set of nested adaptive cycles and links them by 'remember' and 'revolt' connections. On a small scale (cm2 - m2; seconds to years), the life cycle of the ecosystem engineer Dryas octopetala L. is considered as an adaptive cycle. Biogeomorphic succession within patches created by geomorphic processes represents an intermediate scale adaptive cycle (m2 - ha, years to decades), while geomorphic and ecologic pattern development at a landscape scale (ha - km2, decades to centuries) can be illustrated by an adaptive cycle of ‚biogeomorphic patch dynamics' (Eichel, 2017). In the panarchy, revolt connections link the smaller scale adaptive cycles to larger scale cycles: on lateral moraine slopes, the development of ecosystem engineer biomass and cover controls the engineering threshold of the biogeomorphic feedback window (Eichel et al., 2016) and therefore the onset of the biogeomorphic phase during biogeomorphic succession. In this phase, engineer patches and biogeomorphic structures can be created in the patch mosaic of the landscape. Remember connections link larger scale adaptive cycles to smaller scale cycles: configuration and properties of the lateral moraine slope patch mosaic control patch recolonization during biogeomorphic succession, while the patch-internal disturbance regime determines when the engineer can establish (establishment threshold of the biogeomorphic feedback window). Jointly, biogeomorphic feedback adaptive cycles and their connections in the panarchy create structure and function in the lateral moraine slope biogeomorphic ecosystem. Thus, by linking feedbacks on different spatiotemporal scales in biogeomorphic ecosystems and explaining the creation of ecosystem structure and function, the panarchy concept represents a useful tool for future biogeomorphic research. Eichel, J. 2017. Biogeomorphic dynamics in the Turtmann glacier forefield, Switzerland. PhD thesis, University of Bonn. Eichel J, Corenblit D, Dikau R. 2016. Conditions for feedbacks between geomorphic and vegetation dynamics on lateral moraine slopes: a biogeomorphic feedback window. Earth Surface Processes and Landforms 41: 406-419. DOI: 10.1002/esp.3859 Eichel J, Krautblatter M, Schmidtlein S, Dikau R. 2013. Biogeomorphic interactions in the Turtmann glacier forefield, Switzerland. Geomorphology 201 : 98-110. DOI: 10.1016/j.geomorph.2013.06.012 Holling CS, Gunderson LH, Peterson GD. 2002. Sustainability and Panarchies. In Panarchy: Understanding Transformations in Human and Natural Systems , . Island Press: Washington, D.C.; 63-102.

When compliments do not hit but critiques do: an fMRI study into self-esteem and self-knowledge in processing social feedback

PubMed Central

van Schie, Charlotte C; Chiu, Chui-De; Rombouts, Serge A R B; Heiser, Willem J; Elzinga, Bernet M

2018-01-01

Abstract The way we view ourselves may play an important role in our responses to interpersonal interactions. In this study, we investigate how feedback valence, consistency of feedback with self-knowledge and global self-esteem influence affective and neural responses to social feedback. Participants (N = 46) with a high range of self-esteem levels performed the social feedback task in an MRI scanner. Negative, intermediate and positive feedback was provided, supposedly by another person based on a personal interview. Participants rated their mood and applicability of feedback to the self. Analyses on trial basis on neural and affective responses are used to incorporate applicability of individual feedback words. Lower self-esteem related to low mood especially after receiving non-applicable negative feedback. Higher self-esteem related to increased posterior cingulate cortex and precuneus activation (i.e. self-referential processing) for applicable negative feedback. Lower self-esteem related to decreased medial prefrontal cortex, insula, anterior cingulate cortex and posterior cingulate cortex activation (i.e. self-referential processing) during positive feedback and decreased temporoparietal junction activation (i.e. other referential processing) for applicable positive feedback. Self-esteem and consistency of feedback with self-knowledge appear to guide our affective and neural responses to social feedback. This may be highly relevant for the interpersonal problems that individuals face with low self-esteem and negative self-views. PMID:29490088

A Coupled Modeling Framework of the Co-evolution of Humans and Water: Case Study of Tarim River Basin, Western China

NASA Astrophysics Data System (ADS)

Liu, D.; Tian, F.; Lin, M.; Sivapalan, M.

2014-12-01

The complex interactions and feedbacks between humans and water are very essential issues but are poorly understood in the newly proposed discipline of socio-hydrology (Sivapalan et al., 2012). An exploratory model with the appropriate level of simplification can be valuable to improve our understanding of the co-evolution and self-organization of socio-hydrological systems driven by interactions and feedbacks operating at different scales. In this study, a simple coupled modeling framework for socio-hydrology co-evolution is developed for the Tarim River Basin in Western China, and is used to illustrate the explanatory power of such a model. The study area is the mainstream of the Tarim River, which is divided into two modeling units. The socio-hydrological system is composed of four parts, i.e., social sub-system, economic sub-system, ecological sub-system, and hydrological sub-system. In each modeling unit, four coupled ordinary differential equations are used to simulate the dynamics of the social sub-system represented by human population, the economic sub-system represented by irrigated crop area, the ecological sub-system represented by natural vegetation cover and the hydrological sub-system represented by stream discharge. The coupling and feedback processes of the four dominant sub-systems (and correspondingly four state variables) are integrated into several internal system characteristics interactively and jointly determined by themselves and by other coupled systems. For example, the stream discharge is coupled to the irrigated crop area by the colonization rate and mortality rate of the irrigated crop area in the upper reach and the irrigated area is coupled to stream discharge through irrigation water consumption. The co-evolution of the Tarim socio-hydrological system is then analyzed within this modeling framework to gain insights into the overall system dynamics and its sensitivity to the external drivers and internal system variables. In the modeling framework, the state of each subsystem is holistically described by one state variable and the framework is flexible enough to comprise more processes and constitutive relationships if they are needed to illustrate the interaction and feedback mechanisms of the human-water system.

Post-Movement Beta Activity in Sensorimotor Cortex Indexes Confidence in the Estimations from Internal Models.

PubMed

Tan, Huiling; Wade, Cian; Brown, Peter

2016-02-03

Beta oscillations are a dominant feature of the sensorimotor system. A transient and prominent increase in beta oscillations is consistently observed across the sensorimotor cortical-basal ganglia network after cessation of voluntary movement: the post-movement beta synchronization (PMBS). Current theories about the function of the PMBS have been focused on either the closure of motor response or the processing of sensory afferance. Computational models of sensorimotor control have emphasized the importance of the integration between feedforward estimation and sensory feedback, and therefore the putative motor and sensory functions of beta oscillations may reciprocally interact with each other and in fact be indissociable. Here we show that the amplitude of sensorimotor PMBS is modulated by the history of visual feedback of task-relevant errors, and negatively correlated with the trial-to-trial exploratory adjustment in a sensorimotor adaptation task in young healthy human subjects. The PMBS also negatively correlated with the uncertainty associated with the feedforward estimation, which was recursively updated in light of new sensory feedback, as identified by a Bayesian learning model. These results reconcile the two opposing motor and sensory views of the function of PMBS, and suggest a unifying theory in which PMBS indexes the confidence in internal feedforward estimation in Bayesian sensorimotor integration. Its amplitude simultaneously reflects cortical sensory processing and signals the need for maintenance or adaptation of the motor output, and if necessary, exploration to identify an altered sensorimotor transformation. For optimal sensorimotor control, sensory feedback and feedforward estimation of a movement's sensory consequences should be weighted by the inverse of their corresponding uncertainties, which require recursive updating in a dynamic environment. We show that post-movement beta activity (13-30 Hz) over sensorimotor cortex in young healthy subjects indexes the evaluation of uncertainty in feedforward estimation. Our work contributes to the understanding of the function of beta oscillations in sensorimotor control, and provides further insight into how aberrant beta activity can contribute to the pathophysiology of movement disorders. Copyright © 2016 Tan et al.

Enhanced negative feedback responses in remitted depression.

PubMed

Santesso, Diane L; Steele, Katherine T; Bogdan, Ryan; Holmes, Avram J; Deveney, Christen M; Meites, Tiffany M; Pizzagalli, Diego A

2008-07-02

Major depressive disorder (MDD) is characterized by hypersensitivity to negative feedback that might involve frontocingulate dysfunction. MDD patients exhibit enhanced electrophysiological responses to negative internal (errors) and external (feedback) cues. Whether this dysfunction extends to remitted depressed (RD) individuals with a history of MDD is currently unknown. To address this issue, we examined the feedback-related negativity in RD and control participants using a probabilistic punishment learning task. Despite equivalent behavioral performance, RD participants showed larger feedback-related negativities to negative feedback relative to controls; group differences remained after accounting for residual anxiety and depressive symptoms. The present findings suggest that abnormal responses to negative feedback extend to samples at increased risk for depressive episodes in the absence of current symptoms.

Social feedback processing from early to late adolescence: influence of sex, age, and attachment style

PubMed Central

Vrtička, Pascal; Sander, David; Anderson, Brittany; Badoud, Deborah; Eliez, Stephan; Debbané, Martin

2014-01-01

Objective The establishment of an accurate understanding of one's social context is a central developmental task during adolescence. A critical component of such development is to learn how to integrate the objective evaluation of one's behavior with the social response to the latter—here referred to as social feedback processing. Case report We measured brain activity by means of fMRI in 33 healthy adolescents (12–19 years old, 14 females). Participants played a difficult perceptual game with integrated verbal and visual feedback. Verbal feedback provided the participants with objective performance evaluation (won vs. lost). Visual feedback consisted of either smiling or angry faces, representing positive or negative social evaluations. Together, the combination of verbal and visual feedback gave rise to congruent versus incongruent social feedback combinations. In addition to assessing sex differences, we further tested for the effects of age and attachment style on social feedback processing. Results revealed that brain activity during social feedback processing was significantly modulated by sex, age, and attachment style in prefrontal cortical areas, ventral anterior cingulate cortex, anterior insula, caudate, and amygdala/hippocampus. We found indication for heightened activity during incongruent social feedback processing in females, older participants, and individuals with an anxious attachment style. Conversely, we observed stronger activity during processing of congruent social feedback in males and participants with an avoidant attachment style. Conclusion Our findings not only extend knowledge on the typical development of socio-emotional brain function during adolescence, but also provide first clues on how attachment insecurities, and particularly attachment avoidance, could interfere with the latter mechanisms. PMID:25328847

International Spinal Cord Injury Data Sets for non-traumatic spinal cord injury.

PubMed

New, P W; Marshall, R

2014-02-01

Multifaceted: extensive discussions at workshop and conference presentations, survey of experts and feedback. Present the background, purpose and development of the International Spinal Cord Injury (SCI) Data Sets for Non-Traumatic SCI (NTSCI), including a hierarchical classification of aetiology. International. Consultation via e-mail, presentations and discussions at ISCoS conferences (2006-2009), and workshop (1 September 2008). The consultation processes aimed to: (1) clarify aspects of the classification structure, (2) determine placement of certain aetiologies and identify important missing causes of NTSCI and (3) resolve coding issues and refine definitions. Every effort was made to consider feedback and suggestions from participants. The International Data Sets for NTSCI includes basic and an extended versions. The extended data set includes a two-axis classification system for the causes of NTSCI. Axis 1 consists of a five-level, two-tier (congenital-genetic and acquired) hierarchy that allows for increasing detail to specify the aetiology. Axis 2 uses the International Statistical Classification of Diseases (ICD) and Related Health Problems for coding the initiating diseases(s) that may have triggered the events that resulted in the axis 1 diagnosis, where appropriate. Additional items cover the timeframe of onset of NTSCI symptoms and presence of iatrogenicity. Complete instructions for data collection, data sheet and training cases are available at the websites of ISCoS (http://www.iscos.org.uk) and ASIA (http://www.asia-spinalinjury.org). The data sets should facilitate comparative research involving NTSCI participants, especially epidemiological studies and prevention projects. Further work is anticipated to refine the data sets, particularly regarding iatrogenicity.

Numerical Simulation of the Oscillations in a Mixer: An Internal Aeroacoustic Feedback System

NASA Technical Reports Server (NTRS)

Jorgenson, Philip C. E.; Loh, Ching Y.

2004-01-01

The space-time conservation element and solution element method is employed to numerically study the acoustic feedback system in a high temperature, high speed wind tunnel mixer. The computation captures the self-sustained feedback loop between reflecting Mach waves and the shear layer. This feedback loop results in violent instabilities that are suspected of causing damage to some tunnel components. The computed frequency is in good agreement with the available experimental data. The physical phenomena are explained based on the numerical results.

Modeling Inter-trial Variability of Saccade Trajectories: Effects of Lesions of the Oculomotor Part of the Fastigial Nucleus

PubMed Central

Eggert, Thomas; Straube, Andreas

2016-01-01

This study investigates the inter-trial variability of saccade trajectories observed in five rhesus macaques (Macaca mulatta). For each time point during a saccade, the inter-trial variance of eye position and its covariance with eye end position were evaluated. Data were modeled by a superposition of three noise components due to 1) planning noise, 2) signal-dependent motor noise, and 3) signal-dependent premotor noise entering within an internal feedback loop. Both planning noise and signal-dependent motor noise (together called accumulating noise) predict a simple S-shaped variance increase during saccades, which was not sufficient to explain the data. Adding noise within an internal feedback loop enabled the model to mimic variance/covariance structure in each monkey, and to estimate the noise amplitudes and the feedback gain. Feedback noise had little effect on end point noise, which was dominated by accumulating noise. This analysis was further extended to saccades executed during inactivation of the caudal fastigial nucleus (cFN) on one side of the cerebellum. Saccades ipsiversive to an inactivated cFN showed more end point variance than did normal saccades. During cFN inactivation, eye position during saccades was statistically more strongly coupled to eye position at saccade end. The proposed model could fit the variance/covariance structure of ipsiversive and contraversive saccades. Inactivation effects on saccade noise are explained by a decrease of the feedback gain and an increase of planning and/or signal-dependent motor noise. The decrease of the fitted feedback gain is consistent with previous studies suggesting a role for the cerebellum in an internal feedback mechanism. Increased end point variance did not result from impaired feedback but from the increase of accumulating noise. The effects of cFN inactivation on saccade noise indicate that the effects of cFN inactivation cannot be explained entirely with the cFN’s direct connections to the saccade-related premotor centers in the brainstem. PMID:27351741

The Stratonovich formulation of quantum feedback network rules

NASA Astrophysics Data System (ADS)

Gough, John E.

2016-12-01

We express the rules for forming quantum feedback networks using the Stratonovich form of quantum stochastic calculus rather than the Itō or SLH (J. E. Gough and M. R. James, "Quantum feedback networks: Hamiltonian formulation," Commun. Math. Phys. 287, 1109 (2009), J. E. Gough and M. R. James, "The Series product and its application to quantum feedforward and feedback networks," IEEE Trans. Autom. Control 54, 2530 (2009)) form. Remarkably the feedback reduction rule implies that we obtain the Schur complement of the matrix of Stratonovich coupling operators where we short out the internal input/output coefficients.

Common and distinct modulation of electrophysiological indices of feedback processing by autistic and psychopathic traits.

PubMed

Carter Leno, Virginia; Naples, Adam; Cox, Anthony; Rutherford, Helena; McPartland, James C

2016-01-01

Both autism spectrum disorder (ASD) and psychopathy are primarily characterized by social dysfunction; overlapping phenotypic features may reflect altered function in common brain mechanisms. The current study examined the degree to which neural response to social and nonsocial feedback is modulated by autistic versus psychopathic traits in a sample of typically developing adults (N = 31, 11 males, 18-52 years). Event-related potentials were recorded whilst participants completed a behavioral task and received feedback on task performance. Both autistic and psychopathic traits were associated with alterations in the neural correlates of feedback processing. Sensitivity to specific forms of feedback (social, nonsocial, positively valenced, negatively valenced) differed between the two traits. Autistic traits were associated with decreased sensitivity to social feedback. In contrast, the antisocial domain of psychopathic traits was associated with an overall decrease in sensitivity to feedback, and the interpersonal manipulation domain was associated with preserved processing of positively valenced feedback. Results suggest distinct alterations within specific mechanisms of feedback processing may underlie similar difficulties in social behavior.

Feedback and the Reconstruction of Meaning.

ERIC Educational Resources Information Center

Langer, Philip; And Others

This investigation of the impact of feedback upon scrambled discourse was intended to show the effects of idiosyncratic processing and to provide a more sensitive indicator of feedback usefulness. Learner schemata, text organization, and feedback strategies interact in processing discourse, although past research has favored limited models…

The association between controlled interpersonal affect regulation and resource depletion.

PubMed

Martínez-Íñigo, David; Poerio, Giulia Lara; Totterdell, Peter

2013-07-01

This investigation focuses on what occurs to individuals' self-regulatory resource during controlled Interpersonal Affect Regulation (IAR) which is the process of deliberately influencing the internal feeling states of others. Combining the strength model of self-regulation and the resources conservation model, the investigation tested whether: (1) IAR behaviors are positively related to ego-depletion because goal-directed behaviors demand self-regulatory processes, and (2) the use of affect-improving strategies benefits from a source of resource-recovery because it initiates positive feedback from targets, as proposed from a resource-conservation perspective. To test this, a lab study based on an experimental dual-task paradigm using a sample of pairs of friends in the UK and a longitudinal field study of a sample of healthcare workers in Spain were conducted. The experimental study showed a depleting effect of interpersonal affect-improving IAR on a subsequent self-regulation task. The field study showed that while interpersonal affect-worsening was positively associated with depletion, as indicated by the level of emotional exhaustion, interpersonal affect-improving was only associated with depletion after controlling for the effect of positive feedback from clients. The findings indicate that IAR does have implications for resource depletion, but that social reactions play a role in the outcome. © 2013 The Authors. Applied Psychology: Health and Well-Being © 2013 The International Association of Applied Psychology.

Audio-visual aid in teaching "fatty liver".

PubMed

Dash, Sambit; Kamath, Ullas; Rao, Guruprasad; Prakash, Jay; Mishra, Snigdha

2016-05-06

Use of audio visual tools to aid in medical education is ever on a rise. Our study intends to find the efficacy of a video prepared on "fatty liver," a topic that is often a challenge for pre-clinical teachers, in enhancing cognitive processing and ultimately learning. We prepared a video presentation of 11:36 min, incorporating various concepts of the topic, while keeping in view Mayer's and Ellaway guidelines for multimedia presentation. A pre-post test study on subject knowledge was conducted for 100 students with the video shown as intervention. A retrospective pre study was conducted as a survey which inquired about students understanding of the key concepts of the topic and a feedback on our video was taken. Students performed significantly better in the post test (mean score 8.52 vs. 5.45 in pre-test), positively responded in the retrospective pre-test and gave a positive feedback for our video presentation. Well-designed multimedia tools can aid in cognitive processing and enhance working memory capacity as shown in our study. In times when "smart" device penetration is high, information and communication tools in medical education, which can act as essential aid and not as replacement for traditional curriculums, can be beneficial to the students. © 2015 by The International Union of Biochemistry and Molecular Biology, 44:241-245, 2016. © 2015 The International Union of Biochemistry and Molecular Biology.

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

PubMed

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

2017-10-11

Postural balance and gait training is important for treating persons with functional impairments, however current systems are generally not portable and are unable to train different types of movements. This paper describes a proof-of-concept design of a configurable, wearable sensing and feedback system for real-time postural balance and gait training targeted for home-based treatments and other portable usage. Sensing and vibrotactile feedback are performed via eight distributed, wireless nodes or "Dots" (size: 22.5 × 20.5 × 15.0 mm, weight: 12.0 g) that can each be configured for sensing and/or feedback according to movement training requirements. In the first experiment, four healthy older adults were trained to reduce medial-lateral (M/L) trunk tilt while performing balance exercises. When trunk tilt deviated too far from vertical (estimated via a sensing Dot on the lower spine), vibrotactile feedback (via feedback Dots placed on the left and right sides of the lower torso) cued participants to move away from the vibration and back toward the vertical no feedback zone to correct their posture. A second experiment was conducted with the same wearable system to train six healthy older adults to alter their foot progression angle in real-time by internally or externally rotating their feet while walking. Foot progression angle was estimated via a sensing Dot adhered to the dorsal side of the foot, and vibrotactile feedback was provided via feedback Dots placed on the medial and lateral sides of the mid-shank cued participants to internally or externally rotate their foot away from vibration. In the first experiment, the wearable system enabled participants to significantly reduce trunk tilt and increase the amount of time inside the no feedback zone. In the second experiment, all participants were able to adopt new gait patterns of internal and external foot rotation within two minutes of real-time training with the wearable system. These results suggest that the configurable, wearable sensing and feedback system is portable and effective for different types of real-time human movement training and thus may be suitable for home-based or clinic-based rehabilitation applications.

Getting evidence-based pressure ulcer prevention into practice: a process evaluation of a multifaceted intervention in a hospital setting.

PubMed

Sving, Eva; Fredriksson, Lennart; Gunningberg, Lena; Mamhidir, Anna-Greta

2017-10-01

To describe registered nurses', assistant nurses' and first-line managers' experiences and perceptions of a multifaceted hospital setting intervention focused on implementing evidence-based pressure ulcer prevention. Pressure ulcer prevention is deficient. Different models exist to support implementation of evidence-based care. Little is known about implementation processes. A descriptive qualitative approach. Five focus-group nurse interviews and five individual first-line manager interviews were conducted at five Swedish hospital units. Qualitative content analysis was used. The findings support that the intervention and the implementation process changed the understanding and way of working with pressure ulcer prevention: from treating to preventing. This became possible as 'Changed understanding enables changed actions - through one's own performance and reflection on pressure ulcer prevention'. Having a common outlook on pressure ulcer prevention, easy access to pressure-reducing equipment, and external and internal facilitator support were described as important factors for changed practices. Bedside support, feedback and discussions on current results increased the awareness of needed improvements. The multifaceted intervention approach and the participants' positive attitudes seemed to be crucial for changing understanding and working more preventatively. The strategies used and the skills of the facilitators need to be tailored to the problems surrounding the context. Feedback discussions among the staff regarding the results of the care provided also appear to be vital. It is crucial that dedicated facilitators are involved to promote the implementation process. A preventative mindset should be strived for. Creating an implementation plan with an outcome and a process evaluation should be emphasised. It is important to give the staff regular feedback on the quality of care and on those occasions allocate time for discussion and reflection. © 2016 John Wiley & Sons Ltd.

Saccadic adaptation to a systematically varying disturbance.

PubMed

Cassanello, Carlos R; Ohl, Sven; Rolfs, Martin

2016-08-01

Saccadic adaptation maintains the correct mapping between eye movements and their targets, yet the dynamics of saccadic gain changes in the presence of systematically varying disturbances has not been extensively studied. Here we assessed changes in the gain of saccade amplitudes induced by continuous and periodic postsaccadic visual feedback. Observers made saccades following a sequence of target steps either along the horizontal meridian (Two-way adaptation) or with unconstrained saccade directions (Global adaptation). An intrasaccadic step-following a sinusoidal variation as a function of the trial number (with 3 different frequencies tested in separate blocks)-consistently displaced the target along its vector. The oculomotor system responded to the resulting feedback error by modifying saccade amplitudes in a periodic fashion with similar frequency of variation but lagging the disturbance by a few tens of trials. This periodic response was superimposed on a drift toward stronger hypometria with similar asymptotes and decay rates across stimulus conditions. The magnitude of the periodic response decreased with increasing frequency and was smaller and more delayed for Global than Two-way adaptation. These results suggest that-in addition to the well-characterized return-to-baseline response observed in protocols using constant visual feedback-the oculomotor system attempts to minimize the feedback error by integrating its variation across trials. This process resembles a convolution with an internal response function, whose structure would be determined by coefficients of the learning model. Our protocol reveals this fast learning process in single short experimental sessions, qualifying it for the study of sensorimotor learning in health and disease. Copyright © 2016 the American Physiological Society.

Social incentives improve deliberative but not procedural learning in older adults.

PubMed

Gorlick, Marissa A; Maddox, W Todd

2015-01-01

Age-related deficits are seen across tasks where learning depends on asocial feedback processing, however plasticity has been observed in some of the same tasks in social contexts suggesting a novel way to attenuate deficits. Socioemotional selectivity theory suggests this plasticity is due to a deliberative motivational shift toward achieving well-being with age (positivity effect) that reverses when executive processes are limited (negativity effect). The present study examined the interaction of feedback valence (positive, negative) and social salience (emotional face feedback - happy; angry, asocial point feedback - gain; loss) on learning in a deliberative task that challenges executive processes and a procedural task that does not. We predict that angry face feedback will improve learning in a deliberative task when executive function is challenged. We tested two competing hypotheses regarding the interactive effects of deliberative emotional biases on automatic feedback processing: (1) If deliberative emotion regulation and automatic feedback are interactive we expect happy face feedback to improve learning and angry face feedback to impair learning in older adults because cognitive control is available. (2) If deliberative emotion regulation and automatic feedback are not interactive we predict that emotional face feedback will not improve procedural learning regardless of valence. Results demonstrate that older adults show persistent deficits relative to younger adults during procedural category learning suggesting that deliberative emotional biases do not interact with automatic feedback processing. Interestingly, a subgroup of older adults identified as potentially using deliberative strategies tended to learn as well as younger adults with angry relative to happy feedback, matching the pattern observed in the deliberative task. Results suggest that deliberative emotional biases can improve deliberative learning, but have no effect on procedural learning.

All about the Money - External Performance Monitoring is Affected by Monetary, but Not by Socially Conveyed Feedback Cues in More Antisocial Individuals.

PubMed

Pfabigan, Daniela Melitta; Alexopoulos, Johanna; Bauer, Herbert; Lamm, Claus; Sailer, Uta

2011-01-01

This study investigated the relationship between feedback processing and antisocial personality traits measured by the PSSI questionnaire (Kuhl and Kazén, 1997) in a healthy undergraduate sample. While event-related potentials [feedback related negativity (FRN), P300] were recorded, participants encountered expected and unexpected feedback during a gambling task. As recent findings suggest learning problems and deficiencies during feedback processing in clinical populations of antisocial individuals, we performed two experiments with different healthy participants in which feedback about monetary gains or losses consisted either of social-emotional (facial emotion displays) or non-social cues (numerical stimuli). Since the FRN and P300 are both sensitive to different aspects of feedback processing we hypothesized that they might help to differentiate between individuals scoring high and low on an antisocial trait measure. In line with previous evidence FRN amplitudes were enhanced after negative and after unexpected feedback stimuli. Crucially, participants scoring high on antisocial traits displayed larger FRN amplitudes than those scoring low only in response to expected and unexpected negative numerical feedback, but not in response to social-emotional feedback - irrespective of expectancy. P300 amplitudes were not modulated by antisocial traits at all, but by subjective reward probabilities. The present findings indicate that individuals scoring high on antisociality attribute higher motivational salience to monetary compared to emotional-social feedback which is reflected in FRN amplitude enhancement. Contrary to recent findings, however, no processing deficiencies concerning social-emotional feedback stimuli were apparent in those individuals. This indicates that stimulus salience is an important aspect in learning and feedback processes in individuals with antisocial traits which has potential implications for therapeutic interventions in clinical populations.

Acute Stress Modulates Feedback Processing in Men and Women: Differential Effects on the Feedback-Related Negativity and Theta and Beta Power

PubMed Central

Banis, Stella; Geerligs, Linda; Lorist, Monicque M.

2014-01-01

Sex-specific prevalence rates in mental and physical disorders may be partly explained by sex differences in physiological stress responses. Neural networks that might be involved are those underlying feedback processing. Aim of the present EEG study was to investigate whether acute stress alters feedback processing, and whether stress effects differ between men and women. Male and female participants performed a gambling task, in a control and a stress condition. Stress was induced by exposing participants to a noise stressor. Brain activity was analyzed using both event-related potential and time-frequency analyses, measuring the feedback-related negativity (FRN) and feedback-related changes in theta and beta oscillatory power, respectively. While the FRN and feedback-related theta power were similarly affected by stress induction in both sexes, feedback-related beta power depended on the combination of stress induction condition and sex. FRN amplitude and theta power increases were smaller in the stress relative to the control condition in both sexes, demonstrating that acute noise stress impairs performance monitoring irrespective of sex. However, in the stress but not in the control condition, early lower beta-band power increases were larger for men than women, indicating that stress effects on feedback processing are partly sex-dependent. Our findings suggest that sex-specific effects on feedback processing may comprise a factor underlying sex-specific stress responses. PMID:24755943

An Adapting Auditory-motor Feedback Loop Can Contribute to Generating Vocal Repetition

PubMed Central

Brainard, Michael S.; Jin, Dezhe Z.

2015-01-01

Consecutive repetition of actions is common in behavioral sequences. Although integration of sensory feedback with internal motor programs is important for sequence generation, if and how feedback contributes to repetitive actions is poorly understood. Here we study how auditory feedback contributes to generating repetitive syllable sequences in songbirds. We propose that auditory signals provide positive feedback to ongoing motor commands, but this influence decays as feedback weakens from response adaptation during syllable repetitions. Computational models show that this mechanism explains repeat distributions observed in Bengalese finch song. We experimentally confirmed two predictions of this mechanism in Bengalese finches: removal of auditory feedback by deafening reduces syllable repetitions; and neural responses to auditory playback of repeated syllable sequences gradually adapt in sensory-motor nucleus HVC. Together, our results implicate a positive auditory-feedback loop with adaptation in generating repetitive vocalizations, and suggest sensory adaptation is important for feedback control of motor sequences. PMID:26448054

The Development and Validation of a Concise Instrument for Formative Assessment of Team Leader Performance During Simulated Pediatric Resuscitations.

PubMed

Nadkarni, Lindsay D; Roskind, Cindy G; Auerbach, Marc A; Calhoun, Aaron W; Adler, Mark D; Kessler, David O

2018-04-01

The aim of this study was to assess the validity of a formative feedback instrument for leaders of simulated resuscitations. This is a prospective validation study with a fully crossed (person × scenario × rater) study design. The Concise Assessment of Leader Management (CALM) instrument was designed by pediatric emergency medicine and graduate medical education experts to be used off the shelf to evaluate and provide formative feedback to resuscitation leaders. Four experts reviewed 16 videos of in situ simulated pediatric resuscitations and scored resuscitation leader performance using the CALM instrument. The videos consisted of 4 pediatric emergency department resuscitation teams each performing in 4 pediatric resuscitation scenarios (cardiac arrest, respiratory arrest, seizure, and sepsis). We report on content and internal structure (reliability) validity of the CALM instrument. Content validity was supported by the instrument development process that involved professional experience, expert consensus, focused literature review, and pilot testing. Internal structure validity (reliability) was supported by the generalizability analysis. The main component that contributed to score variability was the person (33%), meaning that individual leaders performed differently. The rater component had almost zero (0%) contribution to variance, which implies that raters were in agreement and argues for high interrater reliability. These results provide initial evidence to support the validity of the CALM instrument as a reliable assessment instrument that can facilitate formative feedback to leaders of pediatric simulated resuscitations.

Performance monitoring for brain-computer-interface actions.

PubMed

Schurger, Aaron; Gale, Steven; Gozel, Olivia; Blanke, Olaf

2017-02-01

When presented with a difficult perceptual decision, human observers are able to make metacognitive judgements of subjective certainty. Such judgements can be made independently of and prior to any overt response to a sensory stimulus, presumably via internal monitoring. Retrospective judgements about one's own task performance, on the other hand, require first that the subject perform a task and thus could potentially be made based on motor processes, proprioceptive, and other sensory feedback rather than internal monitoring. With this dichotomy in mind, we set out to study performance monitoring using a brain-computer interface (BCI), with which subjects could voluntarily perform an action - moving a cursor on a computer screen - without any movement of the body, and thus without somatosensory feedback. Real-time visual feedback was available to subjects during training, but not during the experiment where the true final position of the cursor was only revealed after the subject had estimated where s/he thought it had ended up after 6s of BCI-based cursor control. During the first half of the experiment subjects based their assessments primarily on the prior probability of the end position of the cursor on previous trials. However, during the second half of the experiment subjects' judgements moved significantly closer to the true end position of the cursor, and away from the prior. This suggests that subjects can monitor task performance when the task is performed without overt movement of the body. Copyright © 2016 Elsevier Inc. All rights reserved.

Shifty: A Weight-Shifting Dynamic Passive Haptic Proxy to Enhance Object Perception in Virtual Reality.

PubMed

Zenner, Andre; Kruger, Antonio

2017-04-01

We define the concept of Dynamic Passive Haptic Feedback (DPHF) for virtual reality by introducing the weight-shifting physical DPHF proxy object Shifty. This concept combines actuators known from active haptics and physical proxies known from passive haptics to construct proxies that automatically adapt their passive haptic feedback. We describe the concept behind our ungrounded weight-shifting DPHF proxy Shifty and the implementation of our prototype. We then investigate how Shifty can, by automatically changing its internal weight distribution, enhance the user's perception of virtual objects interacted with in two experiments. In a first experiment, we show that Shifty can enhance the perception of virtual objects changing in shape, especially in length and thickness. Here, Shifty was shown to increase the user's fun and perceived realism significantly, compared to an equivalent passive haptic proxy. In a second experiment, Shifty is used to pick up virtual objects of different virtual weights. The results show that Shifty enhances the perception of weight and thus the perceived realism by adapting its kinesthetic feedback to the picked-up virtual object. In the same experiment, we additionally show that specific combinations of haptic, visual and auditory feedback during the pick-up interaction help to compensate for visual-haptic mismatch perceived during the shifting process.

Failures no More: The Radical Consequences of Realistic Stellar Feedback for Dwarf Galaxies, the Milky Way, and Reionization

NASA Astrophysics Data System (ADS)

Hopkins, Philip F.

2016-06-01

Many of the most fundamental unsolved questions in star and galaxy formation revolve around star formation and "feedback" from massive stars, in-extricably linking galaxy formation and stellar evolution. I'll present simulations with un-precedented resolution of Milky-Way (MW) mass galaxies, followed cosmologically to redshift zero. For the first time, these simulations resolve the internal structure of small dwarf satellites around a MW-like host, with detailed models for stellar evolution including radiation pressure, supernovae, stellar winds, and photo-heating. I'll show that, without fine-tuning, these feedback processes naturally resolve the "missing satellites," "too big to fail," and "cusp-core" problems, and produce realistic galaxy populations. At high redshifts however, the realistic ISM structure predicted, coupled to standard stellar population models, naively leads to the prediction that only ~1-2% of ionizing photons can ever escape galaxies, insufficient to ionize the Universe. But these models assume all stars are single: if we account for binary evolution, the escape fraction increases dramatically to ~20% for the small, low-metallicity galaxies believed to ionize the Universe.

Peer video review and feedback improve performance in basic surgical skills.

PubMed

Vaughn, Carolyn J; Kim, Edward; O'Sullivan, Patricia; Huang, Emily; Lin, Matthew Y C; Wyles, Susannah; Palmer, Barnard J A; Pierce, Jonathan L; Chern, Hueylan

2016-02-01

Incorporation of home-video assessments allows flexibility in feedback but requires faculty time. Peer feedback (PF) may provide additional benefits while avoiding these constraints. Twenty-four surgical interns completed a 12-week skills curriculum with home-video assignments focused on knot tying and suturing. Interns were randomized into 2 groups: PF or faculty feedback (FF). Peers and faculty provided feedback on home videos with checklists, global rating, and comments. Learners' skills were assessed at baseline, during, and at the conclusion of the curriculum. Performance of the 2 groups as rated by experts was compared. FF and PF were compared. Both groups improved from baseline, and the highest rated scores were seen on their home-video assessments. The PF group performed better at the final assessment than the FF group (effect size, .84). When using a checklist, there was no significant difference between scores given by peers and faculty. The PF group performed better at the final assessment, suggesting reviewing and analyzing another's performance may improve one's own performance. With checklists as guidance, peers can serve as raters comparable to faculty. Copyright © 2016 Elsevier Inc. All rights reserved.

Eye Movement Analysis of Information Processing under Different Testing Conditions.

ERIC Educational Resources Information Center

Dillon, Ronna F.

1985-01-01

Undergraduates were given complex figural analogies items, and eye movements were observed under three types of feedback: (1) elaborate feedback; (2) subjects verbalized their thinking and application of rules; and (3) no feedback. Both feedback conditions enhanced the rule-governed information processing during inductive reasoning. (Author/GDC)

What Are Our International Students Telling Us? Further Explorations of a Formative Feedback Intervention, to Support Academic Literacy

ERIC Educational Resources Information Center

Burns, Caroline; Foo, Martin

2014-01-01

This study reports on a further iteration of an action research cycle, discussed in Burns and Foo (2012, 2013). It explores how formative feedback on academic literacy was used and acted upon, and if a Formative Feedback Intervention (FFI) increased the students' confidence in future assignments. It also considers whether the assignment of a grade…

Real-time feedback can improve infant manikin cardiopulmonary resuscitation by up to 79%--a randomised controlled trial.

PubMed

Martin, Philip; Theobald, Peter; Kemp, Alison; Maguire, Sabine; Maconochie, Ian; Jones, Michael

2013-08-01

European and Advanced Paediatric Life Support training courses. Sixty-nine certified CPR providers. CPR providers were randomly allocated to a 'no-feedback' or 'feedback' group, performing two-thumb and two-finger chest compressions on a "physiological", instrumented resuscitation manikin. Baseline data was recorded without feedback, before chest compressions were repeated with one group receiving feedback. Indices were calculated that defined chest compression quality, based upon comparison of the chest wall displacement to the targets of four, internationally recommended parameters: chest compression depth, release force, chest compression rate and compression duty cycle. Baseline data were consistent with other studies, with <1% of chest compressions performed by providers simultaneously achieving the target of the four internationally recommended parameters. During the 'experimental' phase, 34 CPR providers benefitted from the provision of 'real-time' feedback which, on analysis, coincided with a statistical improvement in compression rate, depth and duty cycle quality across both compression techniques (all measures: p<0.001). Feedback enabled providers to simultaneously achieve the four targets in 75% (two-finger) and 80% (two-thumb) of chest compressions. Real-time feedback produced a dramatic increase in the quality of chest compression (i.e. from <1% to 75-80%). If these results transfer to a clinical scenario this technology could, for the first time, support providers in consistently performing accurate chest compressions during infant CPR and thus potentially improving clinical outcomes. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

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.

Processing of Continuously Provided Punishment and Reward in Children with ADHD and the Modulating Effects of Stimulant Medication: An ERP Study

PubMed Central

Groen, Yvonne; Tucha, Oliver; Wijers, Albertus A.; Althaus, Monika

2013-01-01

Objectives Current models of ADHD suggest abnormal reward and punishment sensitivity, but the exact mechanisms are unclear. This study aims to investigate effects of continuous reward and punishment on the processing of performance feedback in children with ADHD and the modulating effects of stimulant medication. Methods 15 Methylphenidate (Mph)-treated and 15 Mph-free children of the ADHD-combined type and 17 control children performed a selective attention task with three feedback conditions: no-feedback, gain and loss. Event Related Potentials (ERPs) time-locked to feedback and errors were computed. Results All groups performed more accurately with gain and loss than without feedback. Feedback-related ERPs demonstrated no group differences in the feedback P2, but an enhanced late positive potential (LPP) to feedback stimuli (both gains and losses) for Mph-free children with ADHD compared to controls. Feedback-related ERPs in Mph-treated children with ADHD were similar to controls. Correlational analyses in the ADHD groups revealed that the severity of inattention problems correlated negatively with the feedback P2 amplitude and positively with the LPP to losses and omitted gains. Conclusions The early selective attention for rewarding and punishing feedback was relatively intact in children with ADHD, but the late feedback processing was deviant (increased feedback LPP). This may explain the often observed positive effects of continuous reinforcement on performance and behaviour in children with ADHD. However, these group findings cannot be generalised to all individuals with the ADHD, because the feedback-related ERPs were associated with the severity of the inattention problems. Children with ADHD-combined type with more inattention problems showed both deviant early attentional selection of feedback stimuli, and deviant late processing of non-reward and punishment. PMID:23555639

Processing of continuously provided punishment and reward in children with ADHD and the modulating effects of stimulant medication: an ERP study.

PubMed

Groen, Yvonne; Tucha, Oliver; Wijers, Albertus A; Althaus, Monika

2013-01-01

Current models of ADHD suggest abnormal reward and punishment sensitivity, but the exact mechanisms are unclear. This study aims to investigate effects of continuous reward and punishment on the processing of performance feedback in children with ADHD and the modulating effects of stimulant medication. 15 Methylphenidate (Mph)-treated and 15 Mph-free children of the ADHD-combined type and 17 control children performed a selective attention task with three feedback conditions: no-feedback, gain and loss. Event Related Potentials (ERPs) time-locked to feedback and errors were computed. All groups performed more accurately with gain and loss than without feedback. Feedback-related ERPs demonstrated no group differences in the feedback P2, but an enhanced late positive potential (LPP) to feedback stimuli (both gains and losses) for Mph-free children with ADHD compared to controls. Feedback-related ERPs in Mph-treated children with ADHD were similar to controls. Correlational analyses in the ADHD groups revealed that the severity of inattention problems correlated negatively with the feedback P2 amplitude and positively with the LPP to losses and omitted gains. The early selective attention for rewarding and punishing feedback was relatively intact in children with ADHD, but the late feedback processing was deviant (increased feedback LPP). This may explain the often observed positive effects of continuous reinforcement on performance and behaviour in children with ADHD. However, these group findings cannot be generalised to all individuals with the ADHD, because the feedback-related ERPs were associated with the severity of the inattention problems. Children with ADHD-combined type with more inattention problems showed both deviant early attentional selection of feedback stimuli, and deviant late processing of non-reward and punishment.

Graduate training in Earth science across borders and disciplines: ArcTrain -"Processes and impacts of climate change in the North Atlantic Ocean and the Canadian Arctic"

NASA Astrophysics Data System (ADS)

Stein, Rüdiger; Kucera, Michal; Walter, Maren; de Vernal, Anne

2015-04-01

Due to a complex set of feedback processes collectively known as "polar amplification", the Arctic realm is expected to experience a greater-than-average response to global climate forcing. The cascades of feedback processes that connect the Arctic cryosphere, ocean and atmosphere remain incompletely constrained by observations and theory and are difficult to simulate in climate models. Our capacity to predict the future of the region and assess the impacts of Arctic change processes on global and regional environments hinges on the availability of interdisciplinary experts with strong international experience and understanding of the science/society interface. This is the basis of the International Research Training Group "Processes and impacts of climate change in the North Atlantic Ocean and the Canadian Arctic - ArcTrain", which was initiated in 2013. ArcTrain aims to educate PhD students in an interdisciplinary environment that combines paleoclimatology, physical oceanography, remote sensing and glaciology with comprehensive Earth system modelling, including sea-ice and ice-sheet components. The qualification program for the PhD students includes joint supervision, mandatory research residences at partner institutions, field courses on land and on sea (Floating University), annual meetings and training workshops and a challenging structured training in expert skills and transferrable skills. Its aim is to enhance the career prospects and employability of the graduates in a challenging international job market across academic and applied sectors. ArcTrain is a collaborative project at the University of Bremen and the Alfred Wegener Institute for Polar and Marine Research in Bremerhaven. The German part of the project is designed to continue for nine years and educate three cohorts of twelve PhD students each. The Canadian partners comprise a consortium of eight universities led by the GEOTOP cluster at the Université du Québec à Montréal and including Dalhousie University, McGill University, Memorial University of Newfoundland, University of Alberta, University of British Columbia, University of Calgary and Université du Québec à Rimouski. Further details about ArcTrain are available at: https://www.marum.de/ArcTrain.html

Exploring cultural differences in feedback processes and perceived instructiveness during clerkships: replicating a Dutch study in Indonesia.

PubMed

Suhoyo, Yoyo; van Hell, Elisabeth A; Prihatiningsih, Titi S; Kuks, Jan B M; Cohen-Schotanus, Janke

2014-03-01

Cultural differences between countries may entail differences in feedback processes. By replicating a Dutch study in Indonesia, we analysed whether differences in processes influenced the perceived instructiveness of feedback. Over a two-week period, Indonesian students (n = 215) recorded feedback moments during clerkships, noting who provided the feedback, whether the feedback was based on observations, who initiated the feedback, and its perceived instructiveness. Data were compared with the earlier Dutch study and analysed with χ(2) tests, t-tests and multilevel techniques. Cultural differences were explored using Hofstede's Model, with Indonesia and the Netherlands differing on "power distance" and "individualism." Perceived instructiveness of feedback did not differ significantly between both countries. However, significant differences were found in feedback provider, observation and initiative. Indonesian students perceived feedback as more instructive if provided by specialists and initiated jointly by the supervisor and student (βresidents = -0.201, p < 0.001 and βjoint = 0.193, p = 0.001). Dutch students appreciated feedback more when it was based on observation. We obtained empirical evidence that one model of feedback does not necessarily translate to another culture. Further research is necessary to unravel other possible influences of culture in implementing feedback procedures in different countries.

Potentiated processing of negative feedback in depression is attenuated by anhedonia

PubMed Central

Mueller, E. M.; Pechtel, P.; Cohen, A.L.; Douglas, S.R.; Pizzagalli, D.A.

2014-01-01

Background Although cognitive theories of depression have postulated enhanced processing of negatively valenced information, previous EEG studies have shown both increased and reduced sensitivity for negative performance feedback in MDD. To reconcile these paradoxical findings, it has been speculated that sensitivity for negative feedback is potentiated in moderate MDD but reduced in highly anhedonic subjects. The goal of this study was to test this hypothesis by analyzing the feedback-related negativity (FRN), frontomedial theta power (FMT), and source-localized anterior midcingulate cortex (aMCC) activity after negative feedback. Methods Fourteen unmedicated participants with MDD and 15 control participants performed a reinforcement learning task while 128-channel EEG was recorded. FRN, FMT and LORETA source-localized aMCC activity after negative and positive feedback were compared between groups. Results The MDD group showed higher FRN amplitudes and aMCC activation to negative feedback than controls. Moreover, aMCC activation to negative feedback was inversely related to self-reported anhedonia. In contrast, self-reported anxiety correlated with feedback-evoked frontomedial theta (FMT) within the depression group. Conclusions The present findings suggest that, among depressed and anxious individuals, enhanced processing of negative feedback occurs relatively early in the information processing stream. These results extend prior work and indicate that although moderate depression is associated with elevated sensitivity for negative feedback, high levels of anhedonia may attenuate this effect. PMID:25620272

Evaluative-feedback stimuli selectively activate the self-related brain area: an fMRI study.

PubMed

Pan, Xiaohong; Hu, Yang; Li, Lei; Li, Jianqi

2009-11-06

Evaluative-feedback, occurring in our daily life, generally contains subjective appraisal of one's specific abilities and personality characteristics besides objective right-or-wrong information. Traditional psychological researches have proved it to be important in building up one's self-concept; however, the neural basis underlying its cognitive processing remains unclear. The present neuroimaging study revealed the mechanism of evaluative-feedback processing at the neural level. 19 healthy Chinese subjects participated in this experiment, and completed the time-estimation task to better their performance according to four types of feedback, namely positive evaluative- and performance-feedback as well as negative evaluative- and performance-feedback. Neuroimaging findings showed that evaluative- rather than performance-feedback can induce increased activities mainly distributed in the cortical midline structures (CMS), including medial prefrontal cortex (BA 8/9)/anterior cigulate cortex (ACC, BA 20), precuneus (BA 7/31) adjacent to posterior cingulate gyrus (PCC, BA 23) of both hemispheres, as well as right inferior lobule (BA 40). This phenomenon can provide evidence that evaluative-feedback may significantly elicit the self-related processing in our brain. In addition, our results also revealed that more brain areas, particularly some self-related neural substrates were activated by the positive evaluative-feedback, in comparative with the negative one. In sum, this study suggested that evaluative-feedback was closely correlated with the self-concept processing, which distinguished it from the performance-feedback.

Electrophysiological responses of feedback processing are modulated by MAOA genotype in healthy male adolescents.

PubMed

Ma, Ren; Jia, Huiqiao; Yi, Fei; Ming, Qingsen; Wang, Xiang; Gao, Yidian; Yi, Jinyao; Yao, Shuqiao

2016-01-01

A functional polymorphism in the promoter region of the monoamine oxidase A (MAOA) gene is closely related to aggression. Although previous studies suggested that impaired ability of feedback processing might be associated with aggressive behaviour, studies concerning the MAOA gene-related aggression rarely focused on the link between MAOA gene and feedback processing. We therefore sought to investigate the effect of MAOA genotype on electrophysiological responses of feedback processing in 72 healthy male adolescents during a simple monetary gambling task. Feedback processing was investigated by measuring the feedback-related negativity (FRN) and the P300 as electrophysiological markers. We observed a decreased electrophysiological response of the loss-gain difference waves from 250 to 350 ms (dFRN) in individuals with the lower activity alleles (MAOA-L) during the task, an effect that was driven primarily by the considerably altered response to monetary gains. The reduced dFRN in MAOA-L group might indicate poor ability to learn from feedback, which is followed by adjusting future behaviour. And MAOA-L carriers exhibited lower P300 compared with subjects with higher activity alleles (MAOA-H), which suggested fewer attentional resources were allocated to feedback processing. In addition, MAOA-L carriers demonstrated higher aggression and the aggression were inversely correlated with dFRN across two groups; further analyses suggested that dFRN mediated the MAOA genotype-aggression relationship. Consequently, we concluded that it might be the altered feedback processing that makes MAOA-L carriers more vulnerable to aggressive behaviour. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

2003 SOLAS Summer School

NASA Technical Reports Server (NTRS)

McGillis, Wade R.

2003-01-01

In 2003, the United States provided support for the participation of 18 students, three research assistants, and seven lecturers in the first international Surface Ocean Lower Atmosphere Study (SOLAS) Summer School. The purpose of this school was to introduce graduate students and young researchers to different components of SOLAS research including biogeochemical interactions and feedbacks, exchange processes, and air-sea fluxes. Support was provided through grants from: NASA (contact: Charles Trees); NSF (contact: Anne-Marie Schmoltner); NOAA (contact: Kathy Tedesco); and ONR (contact: Ronald Ferek).

A new discrete dynamic model of ABA-induced stomatal closure predicts key feedback loops

PubMed Central

Acharya, Biswa R.; Jeon, Byeong Wook; Zañudo, Jorge G. T.; Zhu, Mengmeng; Osman, Karim; Assmann, Sarah M.

2017-01-01

Stomata, microscopic pores in leaf surfaces through which water loss and carbon dioxide uptake occur, are closed in response to drought by the phytohormone abscisic acid (ABA). This process is vital for drought tolerance and has been the topic of extensive experimental investigation in the last decades. Although a core signaling chain has been elucidated consisting of ABA binding to receptors, which alleviates negative regulation by protein phosphatases 2C (PP2Cs) of the protein kinase OPEN STOMATA 1 (OST1) and ultimately results in activation of anion channels, osmotic water loss, and stomatal closure, over 70 additional components have been identified, yet their relationships with each other and the core components are poorly elucidated. We integrated and processed hundreds of disparate observations regarding ABA signal transduction responses underlying stomatal closure into a network of 84 nodes and 156 edges and, as a result, established those relationships, including identification of a 36-node, strongly connected (feedback-rich) component as well as its in- and out-components. The network’s domination by a feedback-rich component may reflect a general feature of rapid signaling events. We developed a discrete dynamic model of this network and elucidated the effects of ABA plus knockout or constitutive activity of 79 nodes on both the outcome of the system (closure) and the status of all internal nodes. The model, with more than 1024 system states, is far from fully determined by the available data, yet model results agree with existing experiments in 82 cases and disagree in only 17 cases, a validation rate of 75%. Our results reveal nodes that could be engineered to impact stomatal closure in a controlled fashion and also provide over 140 novel predictions for which experimental data are currently lacking. Noting the paucity of wet-bench data regarding combinatorial effects of ABA and internal node activation, we experimentally confirmed several predictions of the model with regard to reactive oxygen species, cytosolic Ca2+ (Ca2+c), and heterotrimeric G-protein signaling. We analyzed dynamics-determining positive and negative feedback loops, thereby elucidating the attractor (dynamic behavior) repertoire of the system and the groups of nodes that determine each attractor. Based on this analysis, we predict the likely presence of a previously unrecognized feedback mechanism dependent on Ca2+c. This mechanism would provide model agreement with 10 additional experimental observations, for a validation rate of 85%. Our research underscores the importance of feedback regulation in generating robust and adaptable biological responses. The high validation rate of our model illustrates the advantages of discrete dynamic modeling for complex, nonlinear systems common in biology. PMID:28937978

Attention, in and Out: Scalp-Level and Intracranial EEG Correlates of Interoception and Exteroception

PubMed Central

García-Cordero, Indira; Esteves, Sol; Mikulan, Ezequiel P.; Hesse, Eugenia; Baglivo, Fabricio H.; Silva, Walter; García, María del Carmen; Vaucheret, Esteban; Ciraolo, Carlos; García, Hernando S.; Adolfi, Federico; Pietto, Marcos; Herrera, Eduar; Legaz, Agustina; Manes, Facundo; García, Adolfo M.; Sigman, Mariano; Bekinschtein, Tristán A.; Ibáñez, Agustín; Sedeño, Lucas

2017-01-01

Interoception, the monitoring of visceral signals, is often presumed to engage attentional mechanisms specifically devoted to inner bodily sensing. In fact, most standardized interoceptive tasks require directing attention to internal signals. However, most studies in the field have failed to compare attentional modulations between internally- and externally-driven processes, thus probing blind to the specificity of the former. Here we address this issue through a multidimensional approach combining behavioral measures, analyses of event-related potentials and functional connectivity via high-density electroencephalography, and intracranial recordings. In Study 1, 50 healthy volunteers performed a heartbeat detection task as we recorded modulations of the heartbeat-evoked potential (HEP) in three conditions: exteroception, basal interoception (also termed interoceptive accuracy), and post-feedback interoception (sometimes called interoceptive learning). In Study 2, to evaluate whether key interoceptive areas (posterior insula, inferior frontal gyrus, amygdala, and somatosensory cortex) were differentially modulated by externally- and internally-driven processes, we analyzed human intracranial recordings with depth electrodes in these regions. This unique technique provides a very fine grained spatio-temporal resolution compared to other techniques, such as EEG or fMRI. We found that both interoceptive conditions in Study 1 yielded greater HEP amplitudes than the exteroceptive one. In addition, connectivity analysis showed that post-feedback interoception, relative to basal interoception, involved enhanced long-distance connections linking frontal and posterior regions. Moreover, results from Study 2 showed a differentiation between oscillations during basal interoception (broadband: 35–110 Hz) and exteroception (1–35 Hz) in the insula, the amygdala, the somatosensory cortex, and the inferior frontal gyrus. In sum, this work provides convergent evidence for the specificity and dynamics of attentional mechanisms involved in interoception. PMID:28769749

Attention, in and Out: Scalp-Level and Intracranial EEG Correlates of Interoception and Exteroception.

PubMed

García-Cordero, Indira; Esteves, Sol; Mikulan, Ezequiel P; Hesse, Eugenia; Baglivo, Fabricio H; Silva, Walter; García, María Del Carmen; Vaucheret, Esteban; Ciraolo, Carlos; García, Hernando S; Adolfi, Federico; Pietto, Marcos; Herrera, Eduar; Legaz, Agustina; Manes, Facundo; García, Adolfo M; Sigman, Mariano; Bekinschtein, Tristán A; Ibáñez, Agustín; Sedeño, Lucas

2017-01-01

Interoception, the monitoring of visceral signals, is often presumed to engage attentional mechanisms specifically devoted to inner bodily sensing. In fact, most standardized interoceptive tasks require directing attention to internal signals. However, most studies in the field have failed to compare attentional modulations between internally- and externally-driven processes, thus probing blind to the specificity of the former. Here we address this issue through a multidimensional approach combining behavioral measures, analyses of event-related potentials and functional connectivity via high-density electroencephalography, and intracranial recordings. In Study 1, 50 healthy volunteers performed a heartbeat detection task as we recorded modulations of the heartbeat-evoked potential (HEP) in three conditions: exteroception, basal interoception (also termed interoceptive accuracy), and post-feedback interoception (sometimes called interoceptive learning). In Study 2, to evaluate whether key interoceptive areas (posterior insula, inferior frontal gyrus, amygdala, and somatosensory cortex) were differentially modulated by externally- and internally-driven processes, we analyzed human intracranial recordings with depth electrodes in these regions. This unique technique provides a very fine grained spatio-temporal resolution compared to other techniques, such as EEG or fMRI. We found that both interoceptive conditions in Study 1 yielded greater HEP amplitudes than the exteroceptive one. In addition, connectivity analysis showed that post-feedback interoception, relative to basal interoception, involved enhanced long-distance connections linking frontal and posterior regions. Moreover, results from Study 2 showed a differentiation between oscillations during basal interoception (broadband: 35-110 Hz) and exteroception (1-35 Hz) in the insula, the amygdala, the somatosensory cortex, and the inferior frontal gyrus. In sum, this work provides convergent evidence for the specificity and dynamics of attentional mechanisms involved in interoception.

Simulation and Development of Internal Model Control Applications in the Bayer Process

NASA Astrophysics Data System (ADS)

Colombé, Ph.; Dablainville, R.; Vacarisas, J.

Traditional PID feedback control system is limited in its use in the Bayer cycle due to the important and omnipresent time delays which can lead to stability problems and sluggish response. Advanced modern control techniques are available, but suffer in an industrial environment from a lack of simplicity and robustness. In this respect the Internal Model Control (IMC) method may be considered as an exception. After a brief review of the basic theoretical principles behind IMC, an IMC scheme is developed to work with single-input, single-output, discrete-time, nonlinear systems. Two applications of IMC in the Bayer process, both in simulations and on industrial plants, are then described: control of the caustic soda concentration of the aluminate liquor and control of the A12O3/Na20 caust. ratio of the digested slurry, Finally, the results obtained make this technique quite attractive for the alumina industry.

Formation of a CliC/CLIVAR Northern Oceans Regional Panel to advance the understanding of the role of the Arctic in global climate

NASA Astrophysics Data System (ADS)

Solomon, A.

2017-12-01

The Arctic climate is rapidly transitioning into a new regime with lower sea ice extent and increasingly younger and thinner sea ice pack. The emergent properties of this new regime are yet to be determined since altered feedback processes between ice, ocean, and atmosphere will further impact upper ocean heat content, atmospheric circulation, atmospheric and oceanic stratification, the interactions between subsurface/intermediate warm waters and surface cold and fresh layer, cloud cover, ice growth, among other properties. This emergent new climate regime needs to be understood in terms of the two-way feedback between the Arctic and lower-latitudes (both in the ocean and atmosphere), as well as the local coupling between ocean-sea ice-atmosphere. The net result of these feedbacks will determine the magnitude of future Arctic amplification and potential impacts on mid-latitude weather extremes, among other impacts. A new international panel, the CliC/CLIVAR Northern Oceans Regional Panel, has been established to coordinate efforts that will enhance our ability to monitor the coupled system, understand the driving mechanisms of the system change from a coupled process perspective, and predict the evolution of the emerging "New Arctic" climate. This talk will discuss the scientific motivation for this new panel, the near-term objectives, and plans for deliverables.

Reinforcement learning for partially observable dynamic processes: adaptive dynamic programming using measured output data.

PubMed

Lewis, F L; Vamvoudakis, Kyriakos G

2011-02-01

Approximate dynamic programming (ADP) is a class of reinforcement learning methods that have shown their importance in a variety of applications, including feedback control of dynamical systems. ADP generally requires full information about the system internal states, which is usually not available in practical situations. In this paper, we show how to implement ADP methods using only measured input/output data from the system. Linear dynamical systems with deterministic behavior are considered herein, which are systems of great interest in the control system community. In control system theory, these types of methods are referred to as output feedback (OPFB). The stochastic equivalent of the systems dealt with in this paper is a class of partially observable Markov decision processes. We develop both policy iteration and value iteration algorithms that converge to an optimal controller that requires only OPFB. It is shown that, similar to Q -learning, the new methods have the important advantage that knowledge of the system dynamics is not needed for the implementation of these learning algorithms or for the OPFB control. Only the order of the system, as well as an upper bound on its "observability index," must be known. The learned OPFB controller is in the form of a polynomial autoregressive moving-average controller that has equivalent performance with the optimal state variable feedback gain.

Development of adaptable and flexible treatment manuals for externalizing and internalizing disorders in children and adolescents.

PubMed

Bauermeister, José J; So, Cheryl Y C; Jensen, Peter S; Krispin, Orit; El Din, Amira Seif

2006-03-01

In this paper we describe the process used to develop treatment manuals for internalizing and externalizing disorders in children and adolescents. These manuals were developed to offer health care providers and others working in child mental health a flexible intervention that could be adapted to different countries and localities based on: 1) the amount of health care and school resources that are available; 2) the nature and severity of the types of problems children have; and 3) the preferences and cultural factors that are important within these communities. We also discuss the experiences and cultural issues faced by sites in Egypt, Lebanon, Israel, and Brazil who volunteered to implement the manualized treatment programs. The feedback received from these sites indicates that the manuals can be implemented to help children with internalizing and externalizing problems.

Facilitating the Feedback Process on a Clinical Clerkship Using a Smartphone Application.

PubMed

Joshi, Aditya; Generalla, Jenilee; Thompson, Britta; Haidet, Paul

2017-10-01

This pilot study evaluated the effects of a smartphone-triggered method of feedback delivery on students' perceptions of the feedback process. An interactive electronic feedback form was made available to students through a smartphone app. Students were asked to evaluate various aspects of the feedback process. Responses from a previous year served as control. In the first three quarters of academic year 2014-2015 (pre-implementation), only 65% of responders reported receiving oral feedback and 40% reported receiving written feedback. During the pilot phase (transition), these increased to 80% for both forms. Following full implementation in academic year 2015-2016 (post-implementation), 97% reported receiving oral feedback, and 92% reported receiving written feedback. A statistically significant difference was noted pre- to post-implementation for both oral and written feedback (p < 0.01). A significant increase from pre-implementation to transition was noted for written feedback (p < 0.01) and from transition to post-implementation for oral feedback (p < 0.01). Ninety-one and 94% of responders reported ease of access and timeliness of the feedback, 75% perceived the quality of the feedback to be good to excellent; 64% felt receiving feedback via the app improved their performance; 69% indicated the feedback method as better compared to other methods. Students acknowledged the facilitation of conversation with supervisors and the convenience of receiving feedback, as well as the promptness with which feedback was provided. The use of a drop-down menu was thought to limit the scope of conversation. These data point to the effectiveness of this method to cue supervisors to provide feedback to students.

Characterization of robotics parallel algorithms and mapping onto a reconfigurable SIMD machine

NASA Technical Reports Server (NTRS)

Lee, C. S. G.; Lin, C. T.

1989-01-01

The kinematics, dynamics, Jacobian, and their corresponding inverse computations are six essential problems in the control of robot manipulators. Efficient parallel algorithms for these computations are discussed and analyzed. Their characteristics are identified and a scheme on the mapping of these algorithms to a reconfigurable parallel architecture is presented. Based on the characteristics including type of parallelism, degree of parallelism, uniformity of the operations, fundamental operations, data dependencies, and communication requirement, it is shown that most of the algorithms for robotic computations possess highly regular properties and some common structures, especially the linear recursive structure. Moreover, they are well-suited to be implemented on a single-instruction-stream multiple-data-stream (SIMD) computer with reconfigurable interconnection network. The model of a reconfigurable dual network SIMD machine with internal direct feedback is introduced. A systematic procedure internal direct feedback is introduced. A systematic procedure to map these computations to the proposed machine is presented. A new scheduling problem for SIMD machines is investigated and a heuristic algorithm, called neighborhood scheduling, that reorders the processing sequence of subtasks to reduce the communication time is described. Mapping results of a benchmark algorithm are illustrated and discussed.

Process control and recovery in the Link Monitor and Control Operator Assistant

NASA Technical Reports Server (NTRS)

Lee, Lorrine; Hill, Randall W., Jr.

1993-01-01

This paper describes our approach to providing process control and recovery functions in the Link Monitor and Control Operator Assistant (LMCOA). The focus of the LMCOA is to provide semi-automated monitor and control to support station operations in the Deep Space Network. The LMCOA will be demonstrated with precalibration operations for Very Long Baseline Interferometry on a 70-meter antenna. Precalibration, the task of setting up the equipment to support a communications link with a spacecraft, is a manual, time consuming and error-prone process. One problem with the current system is that it does not provide explicit feedback about the effects of control actions. The LMCOA uses a Temporal Dependency Network (TDN) to represent an end-to-end sequence of operational procedures and a Situation Manager (SM) module to provide process control, diagnosis, and recovery functions. The TDN is a directed network representing precedence, parallelism, precondition, and postcondition constraints. The SM maintains an internal model of the expected and actual states of the subsystems in order to determine if each control action executed successfully and to provide feedback to the user. The LMCOA is implemented on a NeXT workstation using Objective C, Interface Builder and the C Language Integrated Production System.

Effect of delayed auditory feedback on stuttering with and without central auditory processing disorders.

PubMed

Picoloto, Luana Altran; Cardoso, Ana Cláudia Vieira; Cerqueira, Amanda Venuti; Oliveira, Cristiane Moço Canhetti de

2017-12-07

To verify the effect of delayed auditory feedback on speech fluency of individuals who stutter with and without central auditory processing disorders. The participants were twenty individuals with stuttering from 7 to 17 years old and were divided into two groups: Stuttering Group with Auditory Processing Disorders (SGAPD): 10 individuals with central auditory processing disorders, and Stuttering Group (SG): 10 individuals without central auditory processing disorders. Procedures were: fluency assessment with non-altered auditory feedback (NAF) and delayed auditory feedback (DAF), assessment of the stuttering severity and central auditory processing (CAP). Phono Tools software was used to cause a delay of 100 milliseconds in the auditory feedback. The "Wilcoxon Signal Post" test was used in the intragroup analysis and "Mann-Whitney" test in the intergroup analysis. The DAF caused a statistically significant reduction in SG: in the frequency score of stuttering-like disfluencies in the analysis of the Stuttering Severity Instrument, in the amount of blocks and repetitions of monosyllabic words, and in the frequency of stuttering-like disfluencies of duration. Delayed auditory feedback did not cause statistically significant effects on SGAPD fluency, individuals with stuttering with auditory processing disorders. The effect of delayed auditory feedback in speech fluency of individuals who stutter was different in individuals of both groups, because there was an improvement in fluency only in individuals without auditory processing disorder.

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…

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

PubMed

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

2015-01-01

WGEA 2015 CONFERENCE ABSTRACT (EDITED). Faculty Perceptions of Receiving Feedback From Third-Year Clerkship Students. Amanda Kost, Heidi Combs, Sherilyn Smith, Eileen Klein, Patricia Kritek, and Lynne Robins. PHENOMENON: In addition to giving feedback to 3rd-year clerkship students, some clerkship instructors receive feedback, requested or spontaneous, from students prior to the clerkship's end. The concept of bidirectional feedback is appealing as a means of fostering a culture of respectful communication and improvement. However, little is known about how teachers perceive this feedback in practice or how it impacts the learning environment. We performed 24 semistructured 30-minute interviews with 3 to 7 attending physician faculty members each in Pediatrics, Internal Medicine, Family Medicine, Surgery, Psychiatry, and Obstetrics and Gynecology who taught in 3rd-year required clerkships during the 2012-2013 academic year. Questions probed teachers' experience with and attitudes toward receiving student feedback. Prompts were used to elicit stories and obtain participant demographics. Interviews were audio-recorded, transcribed, and entered into Dedoose for qualitative analysis. Researchers read transcripts holistically for meaning, designed a coding template, and then independently coded each transcript. A constant comparative approach and regular meetings were used to ensure consistent coding between research team members. Participants ranged in age from 37 to 74, with 5 to 35 years of teaching experience. Seventy-one percent were male, and 83% identified as White. In our preliminary analysis, our informants reported a range of experience in receiving student feedback prior to the end of a clerkship, varying from no experience to having developed mechanisms to regularly request specific feedback about their programs. Most expressed openness to actively soliciting and receiving student feedback on their teaching during the clerkship although many questioned whether this process was feasible. Actual responses to receiving student feedback were mixed. Some reported having received feedback that motivated change, and others rejected the feedback they received on the grounds that it lacked validity or was inappropriate. Others expressed uncertainty about how they would react to student feedback. Faculty expressed a preference for receiving feedback about behaviors and items that were within their control. INSIGHTS: These findings suggest there is opportunity to pilot implementation of a structured student feedback mechanism, separate from teacher evaluations, in selected 3rd-year clerkships. Materials should developed to help faculty solicit, understand, and respond to student feedback and to help students frame and provide the kinds of feedback to teachers that will lead to suggested improvements. Both these endeavors have the potential to improve the clinical learning environment during 3rd-year clerkships through the cultivation of respectful communication and the encouragement of improvement in teaching efforts.

Assessing Technology in the Absence of Proof: Trust Based on the Interplay of Others' Opinions and the Interaction Process.

PubMed

de Vries, Peter W; van den Berg, Stéphanie M; Midden, Cees

2015-12-01

The present research addresses the question of how trust in systems is formed when unequivocal information about system accuracy and reliability is absent, and focuses on the interaction of indirect information (others' evaluations) and direct (experiential) information stemming from the interaction process. Trust in decision-supporting technology, such as route planners, is important for satisfactory user interactions. Little is known, however, about trust formation in the absence of outcome feedback, that is, when users have not yet had opportunity to verify actual outcomes. Three experiments manipulated others' evaluations ("endorsement cues") and various forms of experience-based information ("process feedback") in interactions with a route planner and measured resulting trust using rating scales and credits staked on the outcome. Subsequently, an overall analysis was conducted. Study 1 showed that effectiveness of endorsement cues on trust is moderated by mere process feedback. In Study 2, consistent (i.e., nonrandom) process feedback overruled the effect of endorsement cues on trust, whereas inconsistent process feedback did not. Study 3 showed that although the effects of consistent and inconsistent process feedback largely remained regardless of face validity, high face validity in process feedback caused higher trust than those with low face validity. An overall analysis confirmed these findings. Experiential information impacts trust even if outcome feedback is not available, and, moreover, overrules indirect trust cues-depending on the nature of the former. Designing systems so that they allow novice users to make inferences about their inner workings may foster initial trust. © 2015, Human Factors and Ergonomics Society.

Teachers' Emotions and Test Feedback.

ERIC Educational Resources Information Center

Stough, Laura M.; Emmer, Edmund T.

1998-01-01

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

Using client feedback in psychotherapy from an interpersonal process perspective.

PubMed

Reese, Robert J; Slone, Norah C; Miserocchi, Kristin M

2013-09-01

The process of monitoring treatment outcome, also known as "client feedback," is increasingly becoming a recommended practice for psychotherapy. One concern, however, is how to integrate such a process into the work that psychotherapists typically do. Three clinical examples are presented, illustrating how a client feedback system can be used in conjunction with a specific theoretical framework, interpersonal process therapy (Teyber, 2006). The examples highlight that client feedback not only can be of minimal disruption to the psychotherapy process, but may also offer the potential to augment a clinician's approach to helping. Theoretical and research support are provided for each example. 2013 APA, all rights reserved

Building a Culture of Engagement through Participatory Feedback Processes

ERIC Educational Resources Information Center

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

2018-01-01

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

Separable Neural Mechanisms Contribute to Feedback Processing in a Rule-Learning Task

ERIC Educational Resources Information Center

Zanolie, K.; Van Leijenhorst, L.; Rombouts, S. A. R. B.; Crone, E. A.

2008-01-01

To adjust performance appropriately to environmental demands, it is important to monitor ongoing action and process performance feedback for possible errors. In this study, we used fMRI to test whether medial prefrontal cortex (PFC)/anterior cingulate cortex (ACC) and dorsolateral (DL) PFC have different roles in feedback processing. Twenty adults…

Variance decomposition shows the importance of human-climate feedbacks in the Earth system

NASA Astrophysics Data System (ADS)

Calvin, K. V.; Bond-Lamberty, B. P.; Jones, A. D.; Shi, X.; Di Vittorio, A. V.; Thornton, P. E.

2017-12-01

The human and Earth systems are intricately linked: climate influences agricultural production, renewable energy potential, and water availability, for example, while anthropogenic emissions from industry and land use change alter temperature and precipitation. Such feedbacks have the potential to significantly alter future climate change. Current climate change projections contain significant uncertainties, however, and because Earth System Models do not generally include dynamic human (demography, economy, energy, water, land use) components, little is known about how climate feedbacks contribute to that uncertainty. Here we use variance decomposition of a novel coupled human-earth system model to show that the influence of human-climate feedbacks can be as large as 17% of the total variance in the near term for global mean temperature rise, and 11% in the long term for cropland area. The near-term contribution of energy and land use feedbacks to the climate on global mean temperature rise is as large as that from model internal variability, a factor typically considered in modeling studies. Conversely, the contribution of climate feedbacks to cropland extent, while non-negligible, is less than that from socioeconomics, policy, or model. Previous assessments have largely excluded these feedbacks, with the climate community focusing on uncertainty due to internal variability, scenario, and model and the integrated assessment community focusing on uncertainty due to socioeconomics, technology, policy, and model. Our results set the stage for a new generation of models and hypothesis testing to determine when and how bidirectional feedbacks between human and Earth systems should be considered in future assessments of climate change.

Physiological regulation through learnt control of appetites by contingencies among signals from external and internal environments.

PubMed

Booth, David A

2008-11-01

As reviewed by [Cooper, S. J. (2008). From Claude Bernard to Walter Cannon: emergence of the concept of homeostasis. Appetite 51, 419-27.] Claude Bernard's idea of stabilisation of bodily states, as realised in Walter B. Cannon's conception of homeostasis, took mathematical form during the 1940s in the principle that externally originating disturbance of a physiological parameter can feed an informative signal around the brain to trigger counteractive processes--a corrective mechanism known as negative feedback, in practice reliant on feedforward. Three decades later, enough was known of the physiology and psychology of eating and drinking for calculations to show how experimentally demonstrated mechanisms of feedforward that had been learnt from negative feedback combine to regulate exchanges of water and energy between the body and the surroundings. Subsequent systemic physiology, molecular neuroscience and experimental psychology, however, have been traduced by a misconception that learnt controls of intake are 'non-homeostatic', the myth of biological 'set points' and an historic failure to address evidence for the ingestion-adapting information-processing mechanisms on which an operationally integrative theory of eating and drinking relies.

Output Containment Control of Linear Heterogeneous Multi-Agent Systems Using Internal Model Principle.

PubMed

Zuo, Shan; Song, Yongduan; Lewis, Frank L; Davoudi, Ali

2017-01-04

This paper studies the output containment control of linear heterogeneous multi-agent systems, where the system dynamics and even the state dimensions can generally be different. Since the states can have different dimensions, standard results from state containment control do not apply. Therefore, the control objective is to guarantee the convergence of the output of each follower to the dynamic convex hull spanned by the outputs of leaders. This can be achieved by making certain output containment errors go to zero asymptotically. Based on this formulation, two different control protocols, namely, full-state feedback and static output-feedback, are designed based on internal model principles. Sufficient local conditions for the existence of the proposed control protocols are developed in terms of stabilizing the local followers' dynamics and satisfying a certain H∞ criterion. Unified design procedures to solve the proposed two control protocols are presented by formulation and solution of certain local state-feedback and static output-feedback problems, respectively. Numerical simulations are given to validate the proposed control protocols.

The National Map Customer Requirements: Findings from Interviews and Surveys

USGS Publications Warehouse

Sugarbaker, Larry; Coray, Kevin E.; Poore, Barbara

2009-01-01

The purpose of this study was to receive customer feedback and to understand data and information requirements for The National Map. This report provides results and findings from interviews and surveys and will guide policy and operations decisions about data and information requirements leading to the development of a 5-year strategic plan for the National Geospatial Program. These findings are based on feedback from approximately 2,200 customers between February and August 2008. The U.S. Geological Survey (USGS) conducted more than 160 interviews with 200 individuals. The American Society for Photogrammetry and Remote Sensing (ASPRS) and the International Map Trade Association (IMTA) surveyed their memberships and received feedback from over 400 members. The Environmental Systems Research Institute (ESRI) received feedback from over 1,600 of its U.S.-based software users through an online survey sent to customers attending the ESRI International User Conference in the summer of 2008. The results of these surveys were shared with the USGS and have been included in this report.

Temporal prediction modulates the evaluative processing of "good" action feedback: An electrophysiological study.

PubMed

Kimura, Kenta; Kimura, Motohiro; Iwaki, Sunao

2016-10-01

The present study aimed to investigate whether or not the evaluative processing of action feedback can be modulated by temporal prediction. For this purpose, we examined the effects of the predictability of the timing of action feedback on an ERP effect that indexed the evaluative processing of action feedback, that is, an ERP effect that has been interpreted as a feedback-related negativity (FRN) elicited by "bad" action feedback or a reward positivity (RewP) elicited by "good" action feedback. In two types of experimental blocks, the participants performed a gambling task in which they chose one of two cards and received an action feedback that indicated monetary gain or loss. In fixed blocks, the time interval between the participant's choice and the onset of the action feedback was fixed at 0, 500, or 1,000 ms in separate blocks; thus, the timing of action feedback was predictable. In mixed blocks, the time interval was randomly chosen from the same three intervals with equal probability; thus, the timing was less predictable. The results showed that the FRN/RewP was smaller in mixed than fixed blocks for the 0-ms interval trial, whereas there was no difference between the two block types for the 500-ms and 1,000-ms interval trials. Interestingly, the smaller FRN/RewP was due to the modulation of gain ERPs rather than loss ERPs. These results suggest that temporal prediction can modulate the evaluative processing of action feedback, and particularly good feedback, such as that which indicates monetary gain. © 2016 Society for Psychophysiological Research.

Marine Emissions and Atmospheric Processing Influence Aerosol Mixing States in the Bering Strait and Chukchi Sea

NASA Astrophysics Data System (ADS)

Kirpes, R.; Rodriguez, B.; Kim, S.; Park, K.; China, S.; Laskin, A.; Pratt, K.

2017-12-01

The Arctic region is rapidly changing due to sea ice loss and increasing oil/gas development and shipping activity. These changes influence aerosol sources and composition, resulting in complex aerosol-cloud-climate feedbacks. Atmospheric particles were collected aboard the R/V Araon in July-August 2016 in the Alaskan Arctic along the Bering Strait and Chukchi Sea. Offline analysis of individual particles by microscopic and spectroscopic techniques provided information on particle size, morphology, and chemical composition. Sea spray aerosol (SSA) and organic aerosol (OA) particles were the most commonly observed particle types, and sulfate was internally mixed with both SSA and OA. Evidence of multiphase sea spray aerosol reactions was observed, with varying degrees of chlorine depletion observed along the cruise. Notably, atmospherically processed SSA, completely depleted in chlorine, and internally mixed organic and sulfate particles, were observed in samples influenced by the central Arctic Ocean. Changes in particle composition due to fog processing were also investigated. Due to the changing aerosol sources and atmospheric processes in the Arctic region, it is crucial to understand aerosol composition in order to predict climate impacts.

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

PubMed

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

2015-06-01

Audit and feedback is integral to performance improvement and behaviour change in the intensive care unit (ICU). However, there remain large gaps in our understanding of the social experience of audit and feedback and the mechanisms whereby it can be optimised as a quality improvement strategy in the ICU setting. We conducted a modified grounded theory qualitative study. Seventy-two clinicians from five academic and five community ICUs in Ontario, Canada, were interviewed. Team members reviewed interview transcripts independently. Data analysis used constant comparative methods. Clinicians interviewed experienced audit and feedback as fragmented and variable in its effectiveness. Moreover, clinicians felt disconnected from the process. The audit process was perceived as being insufficiently transparent. Feedback was often untimely, incomplete and not actionable. Specific groups such as respiratory therapists and night-shift clinicians felt marginalised. Suggestions for improvement included improving information sharing about the rationale for change and the audit process, tools and metrics; implementing peer-to-peer quality discussions to avoid a top-down approach (eg, incorporating feedback into discussions at daily rounds); providing effective feedback which contains specific, transparent and actionable information; delivering timely feedback (ie, balancing feedback proximate to events with trends over time) and increasing engagement by senior management. ICU clinicians experience audit and feedback as fragmented communication with feedback being especially problematic. Attention to improving communication, integration of the process into daily clinical activities and making feedback timely, specific and actionable may increase the effectiveness of audit and feedback to affect desired change. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

The effect of multimodal and enriched feedback on SMR-BCI performance.

PubMed

Sollfrank, T; Ramsay, A; Perdikis, S; Williamson, J; Murray-Smith, R; Leeb, R; Millán, J D R; Kübler, A

2016-01-01

This study investigated the effect of multimodal (visual and auditory) continuous feedback with information about the uncertainty of the input signal on motor imagery based BCI performance. A liquid floating through a visualization of a funnel (funnel feedback) provided enriched visual or enriched multimodal feedback. In a between subject design 30 healthy SMR-BCI naive participants were provided with either conventional bar feedback (CB), or visual funnel feedback (UF), or multimodal (visual and auditory) funnel feedback (MF). Subjects were required to imagine left and right hand movement and were trained to control the SMR based BCI for five sessions on separate days. Feedback accuracy varied largely between participants. The MF feedback lead to a significantly better performance in session 1 as compared to the CB feedback and could significantly enhance motivation and minimize frustration in BCI use across the five training sessions. The present study demonstrates that the BCI funnel feedback allows participants to modulate sensorimotor EEG rhythms. Participants were able to control the BCI with the funnel feedback with better performance during the initial session and less frustration compared to the CB feedback. The multimodal funnel feedback provides an alternative to the conventional cursorbar feedback for training subjects to modulate their sensorimotor rhythms. Copyright © 2015 International Federation of Clinical Neurophysiology. Published by Elsevier Ireland Ltd. All rights reserved.

Brain Activity Elicited by Positive and Negative Feedback in Preschool-Aged Children

PubMed Central

Mai, Xiaoqin; Tardif, Twila; Doan, Stacey N.; Liu, Chao; Gehring, William J.; Luo, Yue-Jia

2011-01-01

To investigate the processing of positive vs. negative feedback in children aged 4–5 years, we devised a prize-guessing game that is analogous to gambling tasks used to measure feedback-related brain responses in adult studies. Unlike adult studies, the feedback-related negativity (FRN) elicited by positive feedback was as large as that elicited by negative feedback, suggesting that the neural system underlying the FRN may not process feedback valence in early childhood. In addition, positive feedback, compared with negative feedback, evoked a larger P1 over the occipital scalp area and a larger positive slow wave (PSW) over the right central-parietal scalp area. We believe that the PSW is related to emotional arousal and the intensive focus on positive feedback that is present in the preschool and early school years has adaptive significance for both cognitive and emotional development during this period. PMID:21526189

Century/millennium internal climate oscillations in an ocean-atmosphere-continental ice sheet model

NASA Technical Reports Server (NTRS)

Birchfield, Edward G.; Wang, Huaxiao; Rich, Jonathan J.

1994-01-01

We demonstrate in a simple climate model that there exist nonlinear feedbacks between the atmosphere, ocean, and ice sheets capable of producing century/millennium timescale internal oscillations resembling those seen in the paleoclimate record. Feedbacks involve meridional heat and salt transports in the North Atlantic, surface ocean freshwater fluxes associated with melting and growing continental ice sheets in the northen hemisphere and with Atlantic to Pacific water vapor transport. The positive feedback between the production of North Atlantic Deep Water (NADW) and the meridional salt transport by the Atlantic thermohaline circulation tends to destabilize the climate system, while the negative feedback between the freshwater flux, either to or from the continental ice sheets, and meridional heat flux to the high-latitude North Atlantic, accomplished by the thermohaline circulation, stabilizes the system. The thermohaline circulation plays a central role in both positive and negative feedbacks because of its transport of both heat and salt. Because of asymmetries between the growth and melt phases the oscillations are, in general, accompanied by a growing or decreasing ice volume over each cycle, which in the model is reflected by increasing or decreasing mean salinity.

Why self-controlled feedback enhances motor learning: Answers from electroencephalography and indices of motivation.

PubMed

Grand, Kirk F; Bruzi, Alessandro T; Dyke, Ford B; Godwin, Maurice M; Leiker, Amber M; Thompson, Andrew G; Buchanan, Taylor L; Miller, Matthew W

2015-10-01

It was tested whether learners who choose when to receive augmented feedback while practicing a motor skill exhibit enhanced augmented feedback processing and intrinsic motivation, along with superior learning, relative to learners who do not control their feedback. Accordingly, participants were assigned to either self-control (Self) or yoked groups and asked to practice a non-dominant arm beanbag toss. Self participants received augmented feedback at their discretion, whereas Yoked participants were given feedback schedules matched to Self counterparts. Participants' visual feedback was occluded, and when they received augmented feedback, their processing of it was indexed with the electroencephalography-derived feedback-related negativity (FRN). Participants self-reported intrinsic motivation via the Intrinsic Motivation Inventory (IMI) after practice, and completed a retention and transfer test the next day to index learning. Results partially support the hypothesis. Specifically, Self participants reported higher IMI scores, exhibited larger FRNs, and demonstrated better accuracy on the transfer test, but not on the retention test, nor did they exhibit greater consistency on the retention or transfer tests. Additionally, post-hoc multiple regression analysis indicated FRN amplitude predicted transfer test accuracy (accounting for IMI score). Results suggest self-controlled feedback schedules enhance feedback processing, which enhances the transfer of a newly acquired motor skill. Copyright © 2015 Elsevier B.V. All rights reserved.

Experimental realization of a feedback optical parametric amplifier with four-wave mixing

NASA Astrophysics Data System (ADS)

Pan, Xiaozhou; Chen, Hui; Wei, Tianxiang; Zhang, Jun; Marino, Alberto M.; Treps, Nicolas; Glasser, Ryan T.; Jing, Jietai

2018-04-01

Optical parametric amplifiers (OPAs) play a fundamental role in the generation of quantum correlation for quantum information processing and quantum metrology. In order to increase the communication fidelity of the quantum information protocol and the measurement precision of quantum metrology, it requires a high degree of quantum correlation. In this Rapid Communication we report a feedback optical parametric amplifier that employs a four-wave mixing (FWM) process as the underlying OPA and a beam splitter as the feedback controller. We first construct a theoretical model for this feedback-based FWM process and experimentally study the effect of the feedback control on the quantum properties of the system. Specifically, we find that the quantum correlation between the output fields can be enhanced by tuning the strength of the feedback.

Application of Design Methodologies for Feedback Compensation Associated with Linear Systems

NASA Technical Reports Server (NTRS)

Smith, Monty J.

1996-01-01

The work that follows is concerned with the application of design methodologies for feedback compensation associated with linear systems. In general, the intent is to provide a well behaved closed loop system in terms of stability and robustness (internal signals remain bounded with a certain amount of uncertainty) and simultaneously achieve an acceptable level of performance. The approach here has been to convert the closed loop system and control synthesis problem into the interpolation setting. The interpolation formulation then serves as our mathematical representation of the design process. Lifting techniques have been used to solve the corresponding interpolation and control synthesis problems. Several applications using this multiobjective design methodology have been included to show the effectiveness of these techniques. In particular, the mixed H 2-H performance criteria with algorithm has been used on several examples including an F-18 HARV (High Angle of Attack Research Vehicle) for sensitivity performance.

RACORO Extended-Term Aircraft Observations of Boundary-Layer Clouds

NASA Technical Reports Server (NTRS)

Vogelmann, Andrew M.; McFarquhar, Greg M.; Ogren, John A.; Turner, David D.; Comstock, Jennifer M.; Feingold, Graham; Long, Charles N.; Jonsson, Haflidi H.; Bucholtz, Anthony; Collins, Don R.;

Diagnosis of middle atmosphere chemistry-dynamics interactions

NASA Astrophysics Data System (ADS)

Zhu, X.; Swartz, W. H.; Garcia, R. R.; Chartier, A.; Yee, J. H.; Yue, J.

2017-12-01

We apply the recently developed middle atmosphere climate feedback-response analysis method (MCFRAM) to diagnosing the temperature variations associated with chemistry-dynamics interactions in the middle atmosphere. By using output fields from the Whole Atmosphere Community Climate Model (WACCM) coupled with the measurements, we identify and isolate the distinctive characteristics of different components in the observed temperature variations. Both the temperature trends associated with the anthropogenic forcing and temperature changes associated with natural and internal feedback processes are quantified based on MCFRAM defined partial temperature changes corresponding to localized radiative heating, non-localized chemical heating, eddy transport, and transport by the mean meridional circulation of energy and chemical species. In addition, the temperature responses to variations of CO2, O3, and solar flux have distinctly different spatial structures that can be systematically categorized by the eigenmodes of the generalized damping matrix derived from MCFRAM.

Task feedback effects on conflict monitoring and executive control: relationship to subclinical measures of depression.

PubMed

Holmes, Avram J; Pizzagalli, Diego A

2007-02-01

Emerging evidence suggests that depression is associated with executive dysfunction, particularly after committing errors or receiving negative performance feedback. To test this hypothesis, 57 participants performed two executive tasks known to elicit errors (the Simon and Stroop Tasks) during positive or negative performance feedback. Participants with elevated depressive symptoms (Beck Depression Inventory scores >or= 13) were characterized by impaired posterror and postconflict performance adjustments, especially during emotionally negative task-related feedback. Additionally, for both tasks, depressive symptoms were inversely related to postconflict reaction time adjustments following negative, but not positive, feedback. These findings suggest that subclinical depression is associated with impairments in behavioral adjustments after internal (perceived failure) and external feedback about deficient task performance. (c) 2007 APA, all rights reserved.

Feedbacks between Air Pollution and Weather, Part 1: Effects on Weather

EPA Science Inventory

The meteorological predictions of fully coupled air-quality models running in “feedback” versus “nofeedback” simulations were compared against each other as part of Phase 2 of the Air Quality Model Evaluation International Initiative. The model simulations included a “no-feedback...

Impact of the International Nosocomial Infection Control Consortium (INICC)'s multidimensional approach on rates of ventilator-associated pneumonia in intensive care units in 22 hospitals of 14 cities of the Kingdom of Saudi Arabia.

PubMed

Al-Abdely, Hail M; Khidir Mohammed, Yassir; Rosenthal, Victor D; Orellano, Pablo W; ALazhary, Mohamed; Kaid, Eman; Al-Attas, Anan; Hawsawi, Ghadeer; Kelany, Ashraf; Hussein, Bedoor; Esam, Bayan; Altowerqi, Rami; Alkamaly, Modhi A; Tawfic, Nader A; Cruzpero, Elinita; Al Rashidi, Raya M; Thomas, Reny; Molano, Apsia M; Al Enazy, Hessa A; Al Adwani, Fatima M; Casuyon Pahilanga, Arlu M; Alatawi, Sharifa; Nakhla, Raslan; Al Adwani, Fatma M; Gasmin Aromin, Rosita; Balon Ubalde, Evangelina; Hanafy Diab, Hanan; Kader, Nahla A; Hassan Assiry, Ibtesam Y; Sawan, Fahad A; Ammari, Hassan E; Mashiakhy, Alhasan M; Santiago, Elaine B; Chua, Christian M S; Dalis, Imee M; Arishi, Haider M; Lozada, Ruthelma; Al-Zaydani Asiri, Ibrahim A M; Ahmed, Hala; Jarie, Al; Al-Qathani, Ali S M; Al-Alkami, Halima Y; AlDalaton, Mervat; Alih, Siti J B; Alaliany, Mohammed J; Helali, Najla J; Sindayen, Grace; Malificio, Annalyn A; Al Dossari, Haya B; Algethami, Abdulmajid G; Mohamed, Dia; Yanne, Leigh; Tan, Avigail; Babu, Sheema; Abduljabbar, Shatha M; Rushdi, Hala; Fernandez, Janice; Hussain, Waleed M; Rajavel, Renuga D; Bukhari, Syed Z; Turkistani, Abdullah A; Mushtaq, Jeyashri J; Albeladi, Eida; Aboushoushah, Sally; Qushmaq, Nahed; Shyrine, Leide; Philipose, Jomol; Raees, Mohamed; AbdulKhalik, Nawal S; Madco, Marjory; Abdulghany, Mohd; Manao, Athena; Acostan, Catherine; Safwat, Rania; Halwani, Muhammad; Abdul Aal, Nahla A H; Thomas, Anumol; Abdulatif, Shaymaa M; Ariola, Nelia C; Mutwalli, Aisha H; Ariola, Nelia; Bohlega, Eatedal; Simon, Saly; Damlig, Estelita; Elsherbini, Sherin G; Krishne, Ilama T; Abraham, Sheela; Ali Karrar, Mohammed A; Gosn, Nisreen A; Al Hindi, Abdulaziz A; Jaha, Rasha N; AlQahtani, Saeda M; Abdul Aziz, Ali O; Demaisip, Nadia L; Laungayan Cortez, Elizabeth; Cabato, Analen F; Gonzales Celiz, Jerlie M; Al Raey, Mohammed A; Al Darani, Saeed A; Aziz, Misbah R; Manea, Batool A; Samy, Eslam; Briones, Solita; Krishnan, Radhika; Raees, Saman S M; Tabassum, Kehkashan; Ghalilah, Khalid M; Alradady, Mohamed; Al Qatri, Abdulrahim; Chaouali, Mafaten; Elsisi, Magdy; Aldossary, Hajer A; Al-Suliman, Shehab; Al Talib, Amina A; Albaghly, Nadira; Haqlre Mia, Mohammad E; Al-Gethamy, Manal M; Alamri, Dhafer M; Al-Saadi, Adnan S; Ayugat, Evelyn P; Al Hazazi, Nawaf A; Al Hussain, Modi I; Caminade, Yvonne; Santos, Ann J; Abdulwahab, Mohamed H; Al-Garni, Bushra T A

2018-06-23

To analyze the impact of the International Nosocomial Infection Control Consortium (INICC) Multidimensional Approach (IMA) and use of INICC Surveillance Online System (ISOS) on ventilator-associated pneumonia (VAP) rates in Saudi Arabia from September 2013 to February 2017. A multicenter, prospective, before-after surveillance study on 14,961 patients in 37 intensive care units (ICUs) of 22 hospitals. During baseline, we performed outcome surveillance of VAP applying the definitions of the CDC/NHSN. During intervention, we implemented the IMA and the ISOS, which included: (1) a bundle of infection prevention practice interventions, (2) education, (3) outcome surveillance, (4) process surveillance, (5) feedback on VAP rates and consequences and (6) performance feedback of process surveillance. Bivariate and multivariate regression analyses were performed using generalized linear mixed models to estimate the effect of intervention. The baseline rate of 7.84 VAPs per 1000 mechanical-ventilator (MV)-days-with 20,927 MV-days and 164 VAPs-, was reduced to 4.74 VAPs per 1000 MV-days-with 118,929 MV-days and 771 VAPs-, accounting for a 39% rate reduction (IDR 0.61; 95% CI 0.5-0.7; P 0.001). Implementing the IMA was associated with significant reductions in VAP rates in ICUs of Saudi Arabia. Copyright © 2018 The Authors. Published by Elsevier Ltd.. All rights reserved.

Reexamining the Affective Advantage of Peer Feedback in the ESL Writing Class.

ERIC Educational Resources Information Center

Zhang, Shuqiang

1995-01-01

Examines hypotheses concerning the appeal of three types of feedback in the second-language writing process: teacher-, peer-, and self-directed feedback. Results show that students overwhelmingly prefer teacher feedback to peer feedback. (Author/CK)

Understanding Feedback: A Learning Theory Perspective

ERIC Educational Resources Information Center

Thurlings, Marieke; Vermeulen, Marjan; Bastiaens, Theo; Stijnen, Sjef

2013-01-01

This article aims to review literature on feedback to teachers. Because research has hardly focused on feedback among teachers, the review's scope also includes feedback in classrooms. The review proposes that the effectiveness of feedback and feedback processes depend on the learning theory adhered to. Findings show that regardless of the…

[Medical intern or locum doctor--does job position affect learning?].

PubMed

Mars, Nina; Kalske, Jaakko; Halttunen-Nieminen, Mervi; Pitkäranta, Anne

2015-01-01

At the University of Helsinki, the licentiate degree in medicine involves internships that can be conducted as a medical intern or locum doctor. The students and their supervisors fill out a feedback form, which helps in assessing the students' improvement in various areas. Based on the feedback form between 2008 and 2013, students having worked as locum doctor rated better improvement in their diagnostic skills, writing medical records, interacting with the patient, and operating in the work community. Supervisor evaluations did not show a similar clear difference between the job positions.

How physical therapists instruct patients with stroke: an observational study on attentional focus during gait rehabilitation after stroke.

PubMed

Kal, Elmar; van den Brink, Henrieke; Houdijk, Han; van der Kamp, John; Goossens, Paulien Helena; van Bennekom, Coen; Scherder, Erik

2018-05-01

People without neurological impairments show superior motor learning when they focus on movement effects (external focus) rather than on movement execution itself (internal focus). Despite its potential for neurorehabilitation, it remains unclear to what extent external focus strategies are currently incorporated in rehabilitation post-stroke. Therefore, we observed how physical therapists use attentional focus when treating gait of rehabilitating patients with stroke. Twenty physical therapist-patient couples from six rehabilitation centers participated. Per couple, one regular gait-training session was video-recorded. Therapists' statements were classified using a standardized scoring method to determine the relative proportion of internally and externally focused instructions/feedback. Also, we explored associations between therapists' use of external/internal focus strategies and patients' focus preference, length of stay, mobility, and cognition. Therapists' instructions were generally more external while feedback was more internal. Therapists used relatively more externally focused statements for patients with a longer length of stay (B = -0.239, p = 0.013) and for patients who had a stronger internal focus preference (B = -0.930, p = 0.035). Physical therapists used more external focus instructions, but more internally focused feedback. Also, they seem to adapt their attentional focus use to patients' focus preference and rehabilitation phase. Future research may determine how these factors influence the effectiveness of different attentional foci for motor learning post-stroke. IMPLICATIONS FOR REHABILITATION Physical therapists use a balanced mix of internal focus and external focus instructions and feedback when treating gait of stroke patients. Therapists predominantly used an external focus for patients in later rehabilitation phases, and for patients with stronger internal focus preferences, possibly in an attempt to stimulate more automatic control of movement in these patients. Future research should further explore how a patients' focus preference and rehabilitation phase influence the effectiveness of different focus strategies. Awaiting further research, we recommend that therapists use both attentional focus strategies, and explore per patient which focus works best on a trial-and-error basis.

Look who's judging-Feedback source modulates brain activation to performance feedback in social anxiety.

PubMed

Peterburs, Jutta; Sandrock, Carolin; Miltner, Wolfgang H R; Straube, Thomas

2016-06-01

It is as yet unknown if behavioral and neural correlates of performance monitoring in socially anxious individuals are affected by whether feedback is provided by a person or a computer. This fMRI study investigated modulation of feedback processing by feedback source (person vs. computer) in participants with high (HSA) (N=16) and low social anxiety (LSA) (N=16). Subjects performed a choice task in which they were informed that they would receive positive or negative feedback from a person or the computer. Subjective ratings indicated increased arousal and anxiety in HSA versus LSA, most pronounced for social and negative feedback. FMRI analyses yielded hyperactivation in ventral medial prefrontal cortex (vmPFC)/anterior cingulate cortex (ACC) and insula for social relative to computer feedback, and in mPFC/ventral ACC for positive relative to negative feedback in HSA as compared to LSA. These activation patterns are consistent with increased interoception and self-referential processing in social anxiety, especially during processing of positive feedback. Increased ACC activation in HSA to positive feedback may link to unexpectedness of (social) praise as posited in social anxiety disorder (SAD) psychopathology. Activation in rostral ACC showed a reversed pattern, with decreased activation to positive feedback in HSA, possibly indicating altered action values depending on feedback source and valence. The present findings corroborate a crucial role of mPFC for performance monitoring in social anxiety. Copyright © 2016 Elsevier Inc. All rights reserved.

An Extended Validity Argument for Assessing Feedback Culture.

PubMed

Rougas, Steven; Clyne, Brian; Cianciolo, Anna T; Chan, Teresa M; Sherbino, Jonathan; Yarris, Lalena M

2015-01-01

NEGEA 2015 CONFERENCE ABSTRACT (EDITED): Measuring an Organization's Culture of Feedback: Can It Be Done? Steven Rougas and Brian Clyne. CONSTRUCT: This study sought to develop a construct for measuring formative feedback culture in an academic emergency medicine department. Four archetypes (Market, Adhocracy, Clan, Hierarchy) reflecting an organization's values with respect to focus (internal vs. external) and process (flexibility vs. stability and control) were used to characterize one department's receptiveness to formative feedback. The prevalence of residents' identification with certain archetypes served as an indicator of the department's organizational feedback culture. New regulations have forced academic institutions to implement wide-ranging changes to accommodate competency-based milestones and their assessment. These changes challenge residencies that use formative feedback from faculty as a major source of data for determining training advancement. Though various approaches have been taken to improve formative feedback to residents, there currently exists no tool to objectively measure the organizational culture that surrounds this process. Assessing organizational culture, commonly used in the business sector to represent organizational health, may help residency directors gauge their program's success in fostering formative feedback. The Organizational Culture Assessment Instrument (OCAI) is widely used, extensively validated, applicable to survey research, and theoretically based and may be modifiable to assess formative feedback culture in the emergency department. Using a modified Delphi technique and several iterations of focus groups amongst educators at one institution, four of the original six OCAI domains (which each contain 4 possible responses) were modified to create a 16-item Formative Feedback Culture Tool (FFCT) that was administered to 26 residents (response rate = 55%) at a single academic emergency medicine department. The mean score of each item on the FFCT (range = 0-100) was analyzed. Convergent and divergent properties of the four archetypes were assessed using a multitrait-multimethod matrix of Pearson's coefficients. Expecting that items in one archetype would diverge from the others, whereas items within an archetype should have strong convergent properties, convergent validity was assessed by comparing items across domains that all related to the same archetype. Similarly, divergent validity was assessed by comparing the correlation of items within an archetype to the correlations of those items within a hetero-domain block (i.e., to other items within the same domain). Three of the four domains of the FFCT (Overall Departmental Characteristics 35.4 ± 15.4, Departmental Foundation of Feedback 46.1 ± 16.7, and Departmental Emphasis of Feedback 30.3 ± 17.7) had the highest mean in the Market archetype (results/achievement oriented), whereas the final domain (Departmental Definition of Successful Feedback 34.8 ± 22.1) had the highest mean in the Clan archetype (personal growth/team achievement). Item responses in the Clan and Hierarchy archetypes had the strongest convergent and divergent validity, respectively. Item responses in the Adhocracy archetype had the weakest convergent and divergent validity. Although the sample size was small, this initial study demonstrates that a modified organizational culture assessment tool can feasibly be utilized to identify the primary formative feedback archetype of a cohort of residents. This may have future implications for measuring changes in culture after the implementation of strategic programs to address formative feedback. Future studies should examine the generalizability of the FFCT to other institutions, as well as address the weak validity evidence of the Adhocracy archetype in the FFCT.

Goal Orientation, Deep Learning, and Sustainable Feedback in Higher Business Education

ERIC Educational Resources Information Center

Geitz, Gerry; Brinke, Desirée Joosten-ten; Kirschner, Paul A.

2015-01-01

Relations between and changeability of goal orientation and learning behavior have been studied in several domains and contexts. To alter the adopted goal orientation into a mastery orientation and increase a concomitant deep learning in international business students, a sustainable feedback intervention study was carried out. Sustainable…

The effects of outcome and process feedback

NASA Technical Reports Server (NTRS)

Johnson, Debra Steele

1990-01-01

A study was conducted to examine the effects of process and outcome feedback on performance during a skill acquisition phase and a transfer test phase. The research also examined the role of two moderators: self-efficacy and intrinsic motivation. Subjects were college students participating for course credit. The task involved using a computerized simulation of the Space Shuttle's Remote Manipulation System (RMS). Results provided evidence of the beneficial effects of process feedback during skill acquisition. Results also provided evidence that self-efficacy and intrinsic motivation moderate the effects of feedback type on performance.

The role of feedback information for calibration and attunement in perceiving length by dynamic touch.

PubMed

Withagen, Rob; Michaels, Claire F

2005-12-01

Two processes have been hypothesized to underlie improvement in perception: attunement and calibration. These processes were examined in a dynamic touch paradigm in which participants were asked to report the lengths of unseen, wielded rods differing in length, diameter, and material. Two experiments addressed whether feedback informs about the need for reattunement and recalibration. Feedback indicating actual length induced both recalibration and reattunement. Recalibration did not occur when feedback indicated only whether 2 rods were of the same length or of different lengths. Such feedback, however, did induce reattunement. These results suggest that attunement and calibration are dissociable processes and that feedback informs which is needed. The observed change in variable use has implications also for research on what mechanical variables underlie length perception by dynamic touch. (c) 2005 APA, all rights reserved.

Monitoring and control of amygdala neurofeedback involves distributed information processing in the human brain.

PubMed

Paret, Christian; Zähringer, Jenny; Ruf, Matthias; Gerchen, Martin Fungisai; Mall, Stephanie; Hendler, Talma; Schmahl, Christian; Ende, Gabriele

2018-03-30

Brain-computer interfaces provide conscious access to neural activity by means of brain-derived feedback ("neurofeedback"). An individual's abilities to monitor and control feedback are two necessary processes for effective neurofeedback therapy, yet their underlying functional neuroanatomy is still being debated. In this study, healthy subjects received visual feedback from their amygdala response to negative pictures. Activation and functional connectivity were analyzed to disentangle the role of brain regions in different processes. Feedback monitoring was mapped to the thalamus, ventromedial prefrontal cortex (vmPFC), ventral striatum (VS), and rostral PFC. The VS responded to feedback corresponding to instructions while rPFC activity differentiated between conditions and predicted amygdala regulation. Control involved the lateral PFC, anterior cingulate, and insula. Monitoring and control activity overlapped in the VS and thalamus. Extending current neural models of neurofeedback, this study introduces monitoring and control of feedback as anatomically dissociated processes, and suggests their important role in voluntary neuromodulation. © 2018 Wiley Periodicals, Inc.

The Nature of Feedback: How Peer Feedback Features Affect Students' Implementation Rate and Quality of Revisions

ERIC Educational Resources Information Center

Patchan, Melissa M.; Schunn, Christian D.; Correnti, Richard J.

2016-01-01

Although feedback is often seen as a critical component of the learning process, many open questions about how specific feedback features contribute to the effectiveness of feedback remain--especially in regards to peer feedback of writing. Nelson and Schunn (2009) identified several important features of peer feedback in their nature of feedback…

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

PubMed

Clynes, Mary P; Raftery, Sara E C

2008-11-01

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

Individuals with high obsessive-compulsive tendencies or undermined confidence rely more on external proxies to access their internal states.

PubMed

Zhang, Zhongming; Wang, Mengyun; Miao, Xiaocui; Li, Yijuan; Hitchman, Glenn; Yuan, Zhen

2017-03-01

The Seeking Proxies for Internal States (SPIS) hypothesis predicts that obsessive-compulsive disorder (OCD) is associated with a deficit in subjective convictions, which may lead to a reliance on external substitutes for the perceptions of an individual's internal states. Two well-designed studies were performed for the present work that adopted a false bio-feedback procedure in a muscle tension task to examine the SPIS hypothesis. The false bio-feedback paradigm was used to investigate our hypothesis. NeXus-10 Mark II hardware and V2011 BioTrace + software (Mind Media B.V., Herten, Netherlands) were utilized to measure the muscle tension of the flexor carpiulnaris muscle, which characterized the target's internal state. In addition, false EMG changes were recorded and displayed on a computer monitor and were considered external proxies. Study 1 demonstrated that the participants with high obsessive-compulsive (OC) tendencies were more affected by the false bio-feedback and exhibited lower confidence in their judgments regarding their muscle tension compared with the participants with low OC tendencies. These findings indicate that subjects with high OC tendencies were more influenced by self-perception effects. In contrast, the subjects in the undermined confidence group in Study 2 were more easily influenced by the false bio-feedback compared with the control group, which suggests that the subjects in the undermined confidence group were more affected by self-perception effects. We did not combine the undermined confidence with OC tendencies or OCD symptoms in our paradigm to investigate their joint effects on self-perception. Our findings provide further evidence that supports the SPIS hypothesis, which indicates that OC tendencies and the confidence in an individual's recognition of internal states appear to have similar effects on the assessment of internal states and reliance on proxies. Copyright © 2016 Elsevier Ltd. All rights reserved.

How much is too much assessment? Insight into assessment-driven student learning gains in large-scale undergraduate microbiology courses.

PubMed

Wang, Jack T H; Schembri, Mark A; Hall, Roy A

2013-01-01

Designing and implementing assessment tasks in large-scale undergraduate science courses is a labor-intensive process subject to increasing scrutiny from students and quality assurance authorities alike. Recent pedagogical research has provided conceptual frameworks for teaching introductory undergraduate microbiology, but has yet to define best-practice assessment guidelines. This study assessed the applicability of Biggs' theory of constructive alignment in designing consistent learning objectives, activities, and assessment items that aligned with the American Society for Microbiology's concept-based microbiology curriculum in MICR2000, an introductory microbiology course offered at the University of Queensland, Australia. By improving the internal consistency in assessment criteria and increasing the number of assessment items explicitly aligned to the course learning objectives, the teaching team was able to efficiently provide adequate feedback on numerous assessment tasks throughout the semester, which contributed to improved student performance and learning gains. When comparing the constructively aligned 2011 offering of MICR2000 with its 2010 counterpart, students obtained higher marks in both coursework assignments and examinations as the semester progressed. Students also valued the additional feedback provided, as student rankings for course feedback provision increased in 2011 and assessment and feedback was identified as a key strength of MICR2000. By designing MICR2000 using constructive alignment and iterative assessment tasks that followed a common set of learning outcomes, the teaching team was able to effectively deliver detailed and timely feedback in a large introductory microbiology course. This study serves as a case study for how constructive alignment can be integrated into modern teaching practices for large-scale courses.

JGME-ALiEM Hot Topics in Medical Education Online Journal Club: An Analysis of a Virtual Discussion About Resident Teachers.

PubMed

Sherbino, Jonathan; Joshi, Nikita; Lin, Michelle

2015-09-01

In health professionals' education, senior learners play a key role in the teaching of junior colleagues. We describe an online discussion about residents as teachers to highlight the topic and the online journal club medium. In January 2015, the Journal of Graduate Medical Education (JGME) and the Academic Life in Emergency Medicine blog facilitated an open-access, online, weeklong journal club on the JGME article "What Makes a Great Resident Teacher? A Multicenter Survey of Medical Students Attending an Internal Medicine Conference." Social media platforms used to promote asynchronous discussions included a blog, a video discussion via Google Hangouts on Air, and Twitter. We performed a thematic analysis of the discussion. Web analytics were captured as a measure of impact. The blog post garnered 1324 page views from 372 cities in 42 countries. Twitter was used to endorse discussion points, while blog comments provided opinions or responded to an issue. The discussion focused on why resident feedback was devalued by medical students. Proposed explanations included feedback not being labeled as such, the process of giving delivery, the source of feedback, discrepancies with self-assessment, and threats to medical student self-image. The blog post resulted in a crowd-sourced repository of resident teacher resources. An online journal club provides a novel discussion forum across multiple social media platforms to engage authors, content experts, and the education community. Crowd-sourced analysis of the resident teacher role suggests that resident feedback to medical students is important, and barriers to student acceptance of feedback can be overcome.

Motivational Beliefs, Student Effort, and Feedback Behaviour in Computer-Based Formative Assessment

ERIC Educational Resources Information Center

Timmers, Caroline F.; Braber-van den Broek, Jannie; van den Berg, Stephanie M.

2013-01-01

Feedback can only be effective when students seek feedback and process it. This study examines the relations between students' motivational beliefs, effort invested in a computer-based formative assessment, and feedback behaviour. Feedback behaviour is represented by whether a student seeks feedback and the time a student spends studying the…

Ambient Persuasive Technology Needs Little Cognitive Effort: The Differential Effects of Cognitive Load on Lighting Feedback versus Factual Feedback

NASA Astrophysics Data System (ADS)

Ham, Jaap; Midden, Cees

Persuasive technology can influence behavior or attitudes by for example providing interactive factual feedback about energy conservation. However, people often lack motivation or cognitive capacity to consciously process such relative complex information (e.g., numerical consumption feedback). Extending recent research that indicates that ambient persuasive technology can persuade the user without receiving the user's conscious attention, we argue here that Ambient Persuasive Technology can be effective while needing only little cognitive resources, and in general can be more influential than more focal forms of persuasive technology. In an experimental study, some participants received energy consumption feedback by means of a light changing color (more green=lower energy consumption, vs. more red=higher energy consumption) and others by means of numbers indicating kWh consumption. Results indicated that ambient feedback led to more conservation than factual feedback. Also, as expected, only for participants processing factual feedback, additional cognitive load lead to slower processing of that feedback. This research sheds light on fundamental characteristics of Ambient Persuasive Technology and Persuasive Lighting, and suggests that it can have important advantages over more focal persuasive technologies without losing its persuasive potential.

Effects of Intrinsic Motivation on Feedback Processing During Learning

PubMed Central

DePasque, Samantha; Tricomi, Elizabeth

2015-01-01

Learning commonly requires feedback about the consequences of one’s actions, which can drive learners to modify their behavior. Motivation may determine how sensitive an individual might be to such feedback, particularly in educational contexts where some students value academic achievement more than others. Thus, motivation for a task might influence the value placed on performance feedback and how effectively it is used to improve learning. To investigate the interplay between intrinsic motivation and feedback processing, we used functional magnetic resonance imaging (fMRI) during feedback-based learning before and after a novel manipulation based on motivational interviewing, a technique for enhancing treatment motivation in mental health settings. Because of its role in the reinforcement learning system, the striatum is situated to play a significant role in the modulation of learning based on motivation. Consistent with this idea, motivation levels during the task were associated with sensitivity to positive versus negative feedback in the striatum. Additionally, heightened motivation following a brief motivational interview was associated with increases in feedback sensitivity in the left medial temporal lobe. Our results suggest that motivation modulates neural responses to performance-related feedback, and furthermore that changes in motivation facilitates processing in areas that support learning and memory. PMID:26112370

Rotation in a reversed field pinch with active feedback stabilization of resistive wall modes

NASA Astrophysics Data System (ADS)

Cecconello, M.; Menmuir, S.; Brunsell, P. R.; Kuldkepp, M.

2006-09-01

Active feedback stabilization of multiple resistive wall modes (RWMs) has been successfully proven in the EXTRAP T2R reversed field pinch. One of the features of plasma discharges operated with active feedback stabilization, in addition to the prolongation of the plasma discharge, is the sustainment of the plasma rotation. Sustained rotation is observed both for the internally resonant tearing modes (TMs) and the intrinsic impurity oxygen ions. Good quantitative agreement between the toroidal rotation velocities of both is found: the toroidal rotation is characterized by an acceleration phase followed, after one wall time, by a deceleration phase that is slower than in standard discharges. The TMs and the impurity ions rotate in the same poloidal direction with also similar velocities. Poloidal and toroidal velocities have comparable amplitudes and a simple model of their radial profile reproduces the main features of the helical angular phase velocity. RWMs feedback does not qualitatively change the TMs behaviour and typical phenomena such as the dynamo and the 'slinky' are still observed. The improved sustainment of the plasma and TMs rotation occurs also when feedback only acts on internally non-resonant RWMs. This may be due to an indirect positive effect, through non-linear coupling between TMs and RWMs, of feedback on the TMs or to a reduced plasma-wall interaction affecting the plasma flow rotation. Electromagnetic torque calculations show that with active feedback stabilization the TMs amplitude remains well below the locking threshold condition for a thick shell. Finally, it is suggested that active feedback stabilization of RWMs and current profile control techniques can be employed simultaneously thus improving both the plasma duration and its confinement properties.

A needs assessment study of undergraduate surgical education.

PubMed

Kaur, Navneet; Gupta, Ankit; Saini, Pradeep

2011-01-01

A needs assessment is the process of identifying performance requirements or 'gaps' between what is required and what exists at present. To identify these gaps, the inputs of all stakeholders are needed. In medical education, graduating medical students are important stakeholders who can provide valuable feedback on deficiencies in their training. To know the students' perceptions about effectiveness of their surgical training, an anonymous questionnaire seeking their opinion on the duration, content, methods of teaching and assessment was administered. Their responses were analysed using descriptive statistics. The students were largely in favour of active methods of learning and there was very little preference for didactic lectures. For clinical teaching, involvement in ward rounds and patient care activities, in addition to case discussions, was considered to facilitate learning. A clerkship model of clinical training was favoured. Any teaching-learning activity in small groups of 8-10 students were preferred. As regards their evaluation, besides internal assessment, the students felt the need for direct constructive feedback from teachers on how to improve their performance. A large number (73.5%) were opposed to attendance being considered a qualifying criterion for taking the examination. Students' feedback about their 'perceived needs' should be considered when revising training programmes.

Delayed excitatory and inhibitory feedback shape neural information transmission

NASA Astrophysics Data System (ADS)

Chacron, Maurice J.; Longtin, André; Maler, Leonard

2005-11-01

Feedback circuitry with conduction and synaptic delays is ubiquitous in the nervous system. Yet the effects of delayed feedback on sensory processing of natural signals are poorly understood. This study explores the consequences of delayed excitatory and inhibitory feedback inputs on the processing of sensory information. We show, through numerical simulations and theory, that excitatory and inhibitory feedback can alter the firing frequency response of stochastic neurons in opposite ways by creating dynamical resonances, which in turn lead to information resonances (i.e., increased information transfer for specific ranges of input frequencies). The resonances are created at the expense of decreased information transfer in other frequency ranges. Using linear response theory for stochastically firing neurons, we explain how feedback signals shape the neural transfer function for a single neuron as a function of network size. We also find that balanced excitatory and inhibitory feedback can further enhance information tuning while maintaining a constant mean firing rate. Finally, we apply this theory to in vivo experimental data from weakly electric fish in which the feedback loop can be opened. We show that it qualitatively predicts the observed effects of inhibitory feedback. Our study of feedback excitation and inhibition reveals a possible mechanism by which optimal processing may be achieved over selected frequency ranges.

Fear of negative evaluation modulates electrocortical and behavioral responses when anticipating social evaluative feedback.

PubMed

Van der Molen, Melle J W; Poppelaars, Eefje S; Van Hartingsveldt, Caroline T A; Harrewijn, Anita; Gunther Moor, Bregtje; Westenberg, P Michiel

2013-01-01

Cognitive models posit that the fear of negative evaluation (FNE) is a hallmark feature of social anxiety. As such, individuals with high FNE may show biased information processing when faced with social evaluation. The aim of the current study was to examine the neural underpinnings of anticipating and processing social-evaluative feedback, and its correlates with FNE. We used a social judgment paradigm in which female participants (N = 31) were asked to indicate whether they believed to be socially accepted or rejected by their peers. Anticipatory attention was indexed by the stimulus preceding negativity (SPN), while the feedback-related negativity and P3 were used to index the processing of social-evaluative feedback. Results provided evidence of an optimism bias in social peer evaluation, as participants more often predicted to be socially accepted than rejected. Participants with high levels of FNE needed more time to provide their judgments about the social-evaluative outcome. While anticipating social-evaluative feedback, SPN amplitudes were larger for anticipated social acceptance than for social rejection feedback. Interestingly, the SPN during anticipated social acceptance was larger in participants with high levels of FNE. None of the feedback-related brain potentials correlated with the FNE. Together, the results provided evidence of biased information processing in individuals with high levels of FNE when anticipating (rather than processing) social-evaluative feedback. The delayed response times in high FNE individuals were interpreted to reflect augmented vigilance imposed by the upcoming social-evaluative threat. Possibly, the SPN constitutes a neural marker of this vigilance in females with higher FNE levels, particularly when anticipating social acceptance feedback.

Interference Alignment With Partial CSI Feedback in MIMO Cellular Networks

NASA Astrophysics Data System (ADS)

Rao, Xiongbin; Lau, Vincent K. N.

2014-04-01

Interference alignment (IA) is a linear precoding strategy that can achieve optimal capacity scaling at high SNR in interference networks. However, most existing IA designs require full channel state information (CSI) at the transmitters, which would lead to significant CSI signaling overhead. There are two techniques, namely CSI quantization and CSI feedback filtering, to reduce the CSI feedback overhead. In this paper, we consider IA processing with CSI feedback filtering in MIMO cellular networks. We introduce a novel metric, namely the feedback dimension, to quantify the first order CSI feedback cost associated with the CSI feedback filtering. The CSI feedback filtering poses several important challenges in IA processing. First, there is a hidden partial CSI knowledge constraint in IA precoder design which cannot be handled using conventional IA design methodology. Furthermore, existing results on the feasibility conditions of IA cannot be applied due to the partial CSI knowledge. Finally, it is very challenging to find out how much CSI feedback is actually needed to support IA processing. We shall address the above challenges and propose a new IA feasibility condition under partial CSIT knowledge in MIMO cellular networks. Based on this, we consider the CSI feedback profile design subject to the degrees of freedom requirements, and we derive closed-form trade-off results between the CSI feedback cost and IA performance in MIMO cellular networks.

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…

Utilizing time-frequency amplitude and phase synchrony measure to assess feedback processing in a gambling task.

PubMed

Watts, Adreanna T M; Tootell, Anne V; Fix, Spencer T; Aviyente, Selin; Bernat, Edward M

2018-04-29

The neurophysiological mechanisms involved in the evaluation of performance feedback have been widely studied in the ERP literature over the past twenty years, but understanding has been limited by the use of traditional time-domain amplitude analytic approaches. Gambling outcome valence has been identified as an important factor modulating event-related potential (ERP) components, most notably the feedback negativity (FN). Recent work employing time-frequency analysis has shown that processes indexed by the FN are confounded in the time-domain and can be better represented as separable feedback-related processes in the theta (3-7 Hz) and delta (0-3 Hz) frequency bands. In addition to time-frequency amplitude analysis, phase synchrony measures have begun to further our understanding of performance evaluation by revealing how feedback information is processed within and between various brain regions. The current study aimed to provide an integrative assessment of time-frequency amplitude, inter-trial phase synchrony, and inter-channel phase synchrony changes following monetary feedback in a gambling task. Results revealed that time-frequency amplitude activity explained separable loss and gain processes confounded in the time-domain. Furthermore, phase synchrony measures explained unique variance above and beyond amplitude measures and demonstrated enhanced functional integration between medial prefrontal and bilateral frontal, motor, and occipital regions for loss relative to gain feedback. These findings demonstrate the utility of assessing time-frequency amplitude, inter-trial phase synchrony, and inter-channel phase synchrony together to better elucidate the neurophysiology of feedback processing. Copyright © 2017. Published by Elsevier B.V.

Left-hemisphere activation is associated with enhanced vocal pitch error detection in musicians with absolute pitch

PubMed Central

Behroozmand, Roozbeh; Ibrahim, Nadine; Korzyukov, Oleg; Robin, Donald A.; Larson, Charles R.

2014-01-01

The ability to process auditory feedback for vocal pitch control is crucial during speaking and singing. Previous studies have suggested that musicians with absolute pitch (AP) develop specialized left-hemisphere mechanisms for pitch processing. The present study adopted an auditory feedback pitch perturbation paradigm combined with ERP recordings to test the hypothesis whether the neural mechanisms of the left-hemisphere enhance vocal pitch error detection and control in AP musicians compared with relative pitch (RP) musicians and non-musicians (NM). Results showed a stronger N1 response to pitch-shifted voice feedback in the right-hemisphere for both AP and RP musicians compared with the NM group. However, the left-hemisphere P2 component activation was greater in AP and RP musicians compared with NMs and also for the AP compared with RP musicians. The NM group was slower in generating compensatory vocal reactions to feedback pitch perturbation compared with musicians, and they failed to re-adjust their vocal pitch after the feedback perturbation was removed. These findings suggest that in the earlier stages of cortical neural processing, the right hemisphere is more active in musicians for detecting pitch changes in voice feedback. In the later stages, the left-hemisphere is more active during the processing of auditory feedback for vocal motor control and seems to involve specialized mechanisms that facilitate pitch processing in the AP compared with RP musicians. These findings indicate that the left hemisphere mechanisms of AP ability are associated with improved auditory feedback pitch processing during vocal pitch control in tasks such as speaking or singing. PMID:24355545

Effective Instructor Feedback: Perceptions of Online Graduate Students

ERIC Educational Resources Information Center

Getzlaf, Beverley; Perry, Beth; Toffner, Greg; Lamarche, Kimberley; Edwards, Margaret

2009-01-01

This descriptive study explored online graduate students' perceptions of effective instructor feedback. The objectives of the study were to determine the students' perceptions of the content of effective instructor feedback ("what should be included in effective feedback?") and the process of effective instructor feedback ("how…

Sensitivity of emergent sociohydrologic dynamics to internal system properties and external sociopolitical factors: Implications for water management

NASA Astrophysics Data System (ADS)

Elshafei, Y.; Tonts, M.; Sivapalan, M.; Hipsey, M. R.

2016-06-01

It is increasingly acknowledged that effective management of water resources requires a holistic understanding of the coevolving dynamics inherent in the coupled human-hydrology system. One of the fundamental information gaps concerns the sensitivity of coupled system feedbacks to various endogenous system properties and exogenous societal contexts. This paper takes a previously calibrated sociohydrology model and applies an idealized implementation, in order to: (i) explore the sensitivity of emergent dynamics resulting from bidirectional feedbacks to assumptions regarding (a) internal system properties that control the internal dynamics of the coupled system and (b) the external sociopolitical context; and (ii) interpret the results within the context of water resource management decision making. The analysis investigates feedback behavior in three ways, (a) via a global sensitivity analysis on key parameters and assessment of relevant model outputs, (b) through a comparative analysis based on hypothetical placement of the catchment along various points on the international sociopolitical gradient, and (c) by assessing the effects of various direct management intervention scenarios. Results indicate the presence of optimum windows that might offer the greatest positive impact per unit of management effort. Results further advocate management tools that encourage an adaptive learning, community-based approach with respect to water management, which are found to enhance centralized policy measures. This paper demonstrates that it is possible to use a place-based sociohydrology model to make abstractions as to the dynamics of bidirectional feedback behavior, and provide insights as to the efficacy of water management tools under different circumstances.

Maximizing the Value of 360-Degree Feedback: A Process for Successful Individual and Organizational Development.

ERIC Educational Resources Information Center

Tornow, Walter W.; London, Manuel

Ways in which organizations can enhance their use of "360-degree feedback" are presented. The book begins with a review of the process itself, emphasizing that 360-degree feedback should be a core element of self-development. The book is divided into three parts. Part 1 describes how to maximize the value of the process for individual…

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

ERIC Educational Resources Information Center

Gielen, M.; De Wever, B.

2015-01-01

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

Adaptive Interface Approach Using a Real Time Biocybernetic System: Control of Hazardous Awareness

NASA Technical Reports Server (NTRS)

Ray, William J.

2002-01-01

The focus of this current grant was to continue our work which focused on the manner in which psychophysiological markers can be used to index hazardous states of awareness and to explore the feasibility of developing on-line systems that utilize real time feedback to modify on-going behavioral processes. In this work we have incorporated a multifaceted approach which includes psychophysiological, subjective, and performance based measures. We have considered this from both an internal and external perspective as reflected in work from a variety of labs.

Rapid feedback processing in human nucleus accumbens and motor thalamus.

PubMed

Schüller, Thomas; Gruendler, Theo O J; Jocham, Gerhard; Klein, Tilmann A; Timmermann, Lars; Visser-Vandewalle, Veerle; Kuhn, Jens; Ullsperger, Markus

2015-04-01

The nucleus accumbens (NAcc) and thalamus are integral parts in models of feedback processing. Deep brain stimulation (DBS) has been successfully employed to alleviate symptoms of psychiatric conditions including obsessive-compulsive disorder (OCD) and Tourette's syndrome (TS). Common target structures are the NAcc and the ventral anterior and ventro-lateral nuclei (VA/VL) of the thalamus, for OCD and TS, respectively. The feedback related negativity (FRN) is an event-related potential associated with feedback processing reflecting posterior medial frontal cortex (pMFC) activity. Here we report on three cases where we recorded scalp EEG and local field potentials (LFP) from externalized electrodes located in the NAcc or thalamus (VA/VL) while patients engaged in a modified time estimation task, known to engage feedback processing and elicit the FRN. Additionally, scalp EEG were recorded from 29 healthy participants (HP) engaged in the same task. The signal in all structures (pMFC, NAcc, and thalamus) was differently modulated by positive and negative feedback. LFP activity in the NAcc showed a biphasic time course after positive feedback during the FRN time interval. Negative feedback elicited a much weaker and later response. In the thalamus a monophasic modulation was recorded during the FRN time interval. Again, this modulation was more pronounced after positive performance feedback compared to negative feedback. In channels outside the target area no modulation was observed. The surface-FRN was reliably elicited on a group level in HP and showed no significant difference following negative feedback between patients and HP. German Clinical Trial Register: Neurocognitive specification of dysfunctions within basal ganglia-cortex loops and their therapeutic modulation by deep brain stimulation in patients with obsessive compulsive disorder and Tourette syndrome, http://www.drks.de/DRKS00005316. Copyright © 2015 Elsevier Ltd. All rights reserved.

Reflection: A Link between Receiving and Using Assessment Feedback

ERIC Educational Resources Information Center

Sargeant, Joan M.; Mann, Karen V.; van der Vleuten, Cees P.; Metsemakers, Job F.

2009-01-01

Problem statement and background: Feedback is essential to learning and practice improvement, yet challenging both to provide and receive. The purpose of this paper was to explore reflective processes which physicians described as they considered their assessment feedback and the perceived utility of that reflective process. Methods: This is a…

Force feedback delay affects perception of stiffness but not action, and the effect depends on the hand used but not on the handedness.

PubMed

Leib, Raz; Rubin, Inbar; Nisky, Ilana

2018-05-16

Interaction with an object often requires the estimation of its mechanical properties. We examined whether the hand that is used to interact with the object and their handedness affected people's estimation of these properties using stiffness estimation as a test case. We recorded participants' responses on a stiffness discrimination of a virtual elastic force field and the grip force applied on the robotic device during the interaction. In half of the trials, the robotic device delayed the participants' force feedback. Consistent with previous studies, delayed force feedback biased the perceived stiffness of the force field. Interestingly, in both left-handed and right-handed participants, for the delayed force field, there was even less perceived stiffness when participants used their left hand than their right hand. This result supports the idea that haptic processing is affected by laterality in the brain, not by handedness. Consistent with previous studies, participants adjusted their applied grip force according to the correct size and timing of the load force regardless of the hand that was used, the handedness, or the delay. This suggests that in all these conditions, participants were able to form an accurate internal representation of the anticipated trajectory of the load force (size and timing) and that this representation was used for accurate control of grip force independently of the perceptual bias. Thus, these results provide additional evidence for the dissociation between action and perception in the processing of delayed information.

Reciprocal interactions between circadian clocks and aging.

PubMed

Banks, Gareth; Nolan, Patrick M; Peirson, Stuart N

2016-08-01

Virtually, all biological processes in the body are modulated by an internal circadian clock which optimizes physiological and behavioral performance according to the changing demands of the external 24-h world. This circadian clock undergoes a number of age-related changes, at both the physiological and molecular levels. While these changes have been considered to be part of the normal aging process, there is increasing evidence that disruptions to the circadian system can substantially impact upon aging and these impacts will have clear health implications. Here we review the current data of how both the physiological and core molecular clocks change with age and how feedback from external cues may modulate the aging of the circadian system.

Automatic and controlled processing in the corticocerebellar system.

PubMed

Ramnani, Narender

2014-01-01

During learning, performance changes often involve a transition from controlled processing in which performance is flexible and responsive to ongoing error feedback, but effortful and slow, to a state in which processing becomes swift and automatic. In this state, performance is unencumbered by the requirement to process feedback, but its insensitivity to feedback reduces its flexibility. Many properties of automatic processing are similar to those that one would expect of forward models, and many have suggested that these may be instantiated in cerebellar circuitry. Since hierarchically organized frontal lobe areas can both send and receive commands, I discuss the possibility that they can act both as controllers and controlled objects and that their behaviors can be independently modeled by forward models in cerebellar circuits. Since areas of the prefrontal cortex contribute to this hierarchically organized system and send outputs to the cerebellar cortex, I suggest that the cerebellum is likely to contribute to the automation of cognitive skills, and to the formation of habitual behavior which is resistant to error feedback. An important prerequisite to these ideas is that cerebellar circuitry should have access to higher order error feedback that signals the success or failure of cognitive processing. I have discussed the pathways through which such feedback could arrive via the inferior olive and the dopamine system. Cerebellar outputs inhibit both the inferior olive and the dopamine system. It is possible that learned representations in the cerebellum use this as a mechanism to suppress the processing of feedback in other parts of the nervous system. Thus, cerebellar processes that control automatic performance may be completed without triggering the engagement of controlled processes by prefrontal mechanisms. © 2014 Elsevier B.V. All rights reserved.

Attention to emotion and non-Western faces: revisiting the facial feedback hypothesis.

PubMed

Dzokoto, Vivian; Wallace, David S; Peters, Laura; Bentsi-Enchill, Esi

2014-01-01

In a modified replication of Strack, Martin, and Stepper's demonstration of the Facial Feedback Hypothesis (1988), we investigated the effect of attention to emotion on the facial feedback process in a non-western cultural setting. Participants, recruited from two universities in Ghana, West Africa, gave self-reports of their perceived levels of attention to emotion, and then completed cartoon-rating tasks while randomly assigned to smiling, frowning, or neutral conditions. While participants with low Attention to Emotion scores displayed the usual facial feedback effect (rating cartoons as funnier when in the smiling compared to the frowning condition), the effect was not present in individuals with high Attention to Emotion. The findings indicate that (1) the facial feedback process can occur in contexts beyond those in which the phenomenon has previously been studied, and (2) aspects of emotion regulation, such as Attention to Emotion can interfere with the facial feedback process.

Understanding feedback report uptake: process evaluation findings from a 13-month feedback intervention in long-term care settings.

PubMed

Sales, Anne E; Fraser, Kimberly; Baylon, Melba Andrea B; O'Rourke, Hannah M; Gao, Gloria; Bucknall, Tracey; Maisey, Suzanne

2015-02-12

Long-term care settings provide care to a large proportion of predominantly older, highly disabled adults across the United States and Canada. Managing and improving quality of care is challenging, in part because staffing is highly dependent on relatively non-professional health care aides and resources are limited. Feedback interventions in these settings are relatively rare, and there has been little published information about the process of feedback intervention. Our objectives were to describe the key components of uptake of the feedback reports, as well as other indicators of participant response to the intervention. We conducted this project in nine long-term care units in four facilities in Edmonton, Canada. We used mixed methods, including observations during a 13-month feedback report intervention with nine post-feedback survey cycles, to conduct a process evaluation of a feedback report intervention in these units. We included all facility-based direct care providers (staff) in the feedback report distribution and survey administration. We conducted descriptive analyses of the data from observations and surveys, presenting this in tabular and graphic form. We constructed a short scale to measure uptake of the feedback reports. Our analysis evaluated feedback report uptake by provider type over the 13 months of the intervention. We received a total of 1,080 survey responses over the period of the intervention, which varied by type of provider, facility, and survey month. Total number of reports distributed ranged from 103 in cycle 12 to 229 in cycle 3, although the method of delivery varied widely across the period, from 12% to 65% delivered directly to individuals and 15% to 84% left for later distribution. The key elements of feedback uptake, including receiving, reading, understanding, discussing, and reporting a perception that the reports were useful, varied by survey cycle and provider type, as well as by facility. Uptake, as we measured it, was consistently high overall, but varied widely by provider type and time period. We report detailed process data describing the aspects of uptake of a feedback report during an intensive, longitudinal feedback intervention in long-term care facilities. Uptake is a complex process for which we used multiple measures. We demonstrate the feasibility of conducting a complex longitudinal feedback intervention in relatively resource-poor long-term care facilities to a wider range of provider types than have been included in prior feedback interventions.

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

PubMed

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

2014-02-01

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

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

PubMed

Rothermund, Klaus

2003-09-01

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

Examining the Function of Visual Feedback in Text Production.

ERIC Educational Resources Information Center

Hull, Glynda A.; Smith, William L.

Composing is controlled by information feedback from prior behavior which serves to influence future behavior. This model posits movement toward a desired end product through a continual interchange of writing and examining and evaluating what has been written against internal standards. A study was conducted to determine the extent to which…

Effect of Student Feedback on the Motivation of Indian University Teachers

ERIC Educational Resources Information Center

Jena, Ananta Kumar; Chakraborty, Piyali

2014-01-01

The purpose of the study is to measure the motivation of the teachers of higher education towards students' feedback policy of National Assessment and Accreditation Council (NAAC) established by Internal Quality Assurance Cell (IQAC) for different Universities. By the help of questionnaires, the data were gathered, which were earlier sent to the…

Effects of Androgyny, Attribution, and Success or Failure on Women's Cognitive Performance.

ERIC Educational Resources Information Center

Welch, Renate L.

Using Seligman's "learned helplessness" paradigm, androgynous and feminine women (as defined by the Bem Sex Role Inventory) either succeeded (contingent feedback) or failed (non-contingent feedback) at a concept formation task and were provided with internal (ability, effort), external (task difficulty, luck), or no causal attributions for their…

Undergraduate Student Responses to Feedback: Expectations and Experiences

ERIC Educational Resources Information Center

Small, Felicity; Attree, Kath

2016-01-01

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

A Challenge-Feedback Learning Approach to Teaching International Business

ERIC Educational Resources Information Center

Sternad, Dietmar

2015-01-01

This article introduces a challenge-feedback learning (CFL) approach based on the goal-setting theory of human motivation, the deliberate practice theory of expert performance, and findings from the research on active and collaborative learning. The core of the teaching concept is the CFL cycle in which students repeatedly progress through four…

Anatomically constrained neural network models for the categorization of facial expression

NASA Astrophysics Data System (ADS)

McMenamin, Brenton W.; Assadi, Amir H.

2004-12-01

The ability to recognize facial expression in humans is performed with the amygdala which uses parallel processing streams to identify the expressions quickly and accurately. Additionally, it is possible that a feedback mechanism may play a role in this process as well. Implementing a model with similar parallel structure and feedback mechanisms could be used to improve current facial recognition algorithms for which varied expressions are a source for error. An anatomically constrained artificial neural-network model was created that uses this parallel processing architecture and feedback to categorize facial expressions. The presence of a feedback mechanism was not found to significantly improve performance for models with parallel architecture. However the use of parallel processing streams significantly improved accuracy over a similar network that did not have parallel architecture. Further investigation is necessary to determine the benefits of using parallel streams and feedback mechanisms in more advanced object recognition tasks.

Anatomically constrained neural network models for the categorization of facial expression

NASA Astrophysics Data System (ADS)

McMenamin, Brenton W.; Assadi, Amir H.

2005-01-01

The ability to recognize facial expression in humans is performed with the amygdala which uses parallel processing streams to identify the expressions quickly and accurately. Additionally, it is possible that a feedback mechanism may play a role in this process as well. Implementing a model with similar parallel structure and feedback mechanisms could be used to improve current facial recognition algorithms for which varied expressions are a source for error. An anatomically constrained artificial neural-network model was created that uses this parallel processing architecture and feedback to categorize facial expressions. The presence of a feedback mechanism was not found to significantly improve performance for models with parallel architecture. However the use of parallel processing streams significantly improved accuracy over a similar network that did not have parallel architecture. Further investigation is necessary to determine the benefits of using parallel streams and feedback mechanisms in more advanced object recognition tasks.

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

PubMed Central

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

2008-01-01

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

Intercomparison and interpretation of climate feedback processes in 19 atmospheric general circulation models

NASA Technical Reports Server (NTRS)

Cess, R. D.; Potter, G. L.; Blanchet, J. P.; Boer, G. J.; Del Genio, A. D.

1990-01-01

The present study provides an intercomparison and interpretation of climate feedback processes in 19 atmospheric general circulation models. This intercomparison uses sea surface temperature change as a surrogate for climate change. The interpretation of cloud-climate interactions is given special attention. A roughly threefold variation in one measure of global climate sensitivity is found among the 19 models. The important conclusion is that most of this variation is attributable to differences in the models' depiction of cloud feedback, a result that emphasizes the need for improvements in the treatment of clouds in these models if they are ultimately to be used as reliable climate predictors. It is further emphazied that cloud feedback is the consequence of all interacting physical and dynamical processes in a general circulation model. The result of these processes is to produce changes in temperature, moisture distribution, and clouds which are integrated into the radiative response termed cloud feedback.

45 CFR 2516.820 - What types of internal evaluation activities are required of programs?

Code of Federal Regulations, 2010 CFR

2010-10-01

... required to: (a) Continuously assess management effectiveness, the quality of services provided, and the satisfaction of both participants and service recipients. Internal evaluations should seek frequent feedback... 45 Public Welfare 4 2010-10-01 2010-10-01 false What types of internal evaluation activities are...

Enacting Feedback Utilization from a Task-Specific Perspective

ERIC Educational Resources Information Center

Lam, Ricky

2017-01-01

Feedback is central to successful teaching and learning. Despite extensive research on the relationship between feedback, pedagogy and learning, there remain no conclusive answers as to how feedback can be effectively utilized by learners. Recently, there is emerging research exploring how feedback is conceptualized as dialogic processes to…

Complexity, Cues and Relationships: Student Perceptions of Feedback

ERIC Educational Resources Information Center

Pokorny, Helen; Pickford, Pamela

2010-01-01

This article discusses issues relating to the effectiveness of feedback and the student perspective. The study described provides rich data relating to student perceptions of useful feedback, their perceptions of feedback cues and their feelings about the importance of feedback relationships in the process. The outcomes suggest that written…

Initiatives to improve feedback culture in the final year of a veterinary program.

PubMed

Warman, Sheena M; Laws, Emma J; Crowther, Emma; Baillie, Sarah

2014-01-01

Despite the recognized importance of feedback in education, student satisfaction with the feedback process in medical and veterinary programs is often disappointing. We undertook various initiatives to try to improve the feedback culture in the final clinical year of the veterinary program at the University of Bristol, focusing on formative verbal feedback. The initiatives included E-mailed guidelines to staff and students, a faculty development workshop, and a reflective portfolio task for students. Following these initiatives, staff and students were surveyed regarding their perceptions of formative feedback in clinical rotations, and focus groups were held to further explore issues. The amount of feedback appeared to have increased, along with improved recognition of feedback by students and increased staff confidence and competence in the process. Other themes that emerged included inconsistencies in feedback among staff and between rotations; difficulties with giving verbal feedback to students, particularly when it relates to professionalism; the consequences of feedback for both staff and students; changes and challenges in students' feedback-seeking behavior; and the difficulties in providing accurate, personal end-of-rotation assessments. This project has helped improve the feedback culture within our clinics; the importance of sustaining and further developing the feedback culture is discussed in this article.

Fear of negative evaluation modulates electrocortical and behavioral responses when anticipating social evaluative feedback

PubMed Central

Van der Molen, Melle J. W.; Poppelaars, Eefje S.; Van Hartingsveldt, Caroline T. A.; Harrewijn, Anita; Gunther Moor, Bregtje; Westenberg, P. Michiel

2014-01-01

Cognitive models posit that the fear of negative evaluation (FNE) is a hallmark feature of social anxiety. As such, individuals with high FNE may show biased information processing when faced with social evaluation. The aim of the current study was to examine the neural underpinnings of anticipating and processing social-evaluative feedback, and its correlates with FNE. We used a social judgment paradigm in which female participants (N = 31) were asked to indicate whether they believed to be socially accepted or rejected by their peers. Anticipatory attention was indexed by the stimulus preceding negativity (SPN), while the feedback-related negativity and P3 were used to index the processing of social-evaluative feedback. Results provided evidence of an optimism bias in social peer evaluation, as participants more often predicted to be socially accepted than rejected. Participants with high levels of FNE needed more time to provide their judgments about the social-evaluative outcome. While anticipating social-evaluative feedback, SPN amplitudes were larger for anticipated social acceptance than for social rejection feedback. Interestingly, the SPN during anticipated social acceptance was larger in participants with high levels of FNE. None of the feedback-related brain potentials correlated with the FNE. Together, the results provided evidence of biased information processing in individuals with high levels of FNE when anticipating (rather than processing) social-evaluative feedback. The delayed response times in high FNE individuals were interpreted to reflect augmented vigilance imposed by the upcoming social-evaluative threat. Possibly, the SPN constitutes a neural marker of this vigilance in females with higher FNE levels, particularly when anticipating social acceptance feedback. PMID:24478667

Punishment sensitivity modulates the processing of negative feedback but not error-induced learning.

PubMed

Unger, Kerstin; Heintz, Sonja; Kray, Jutta

2012-01-01

Accumulating evidence suggests that individual differences in punishment and reward sensitivity are associated with functional alterations in neural systems underlying error and feedback processing. In particular, individuals highly sensitive to punishment have been found to be characterized by larger mediofrontal error signals as reflected in the error negativity/error-related negativity (Ne/ERN) and the feedback-related negativity (FRN). By contrast, reward sensitivity has been shown to relate to the error positivity (Pe). Given that Ne/ERN, FRN, and Pe have been functionally linked to flexible behavioral adaptation, the aim of the present research was to examine how these electrophysiological reflections of error and feedback processing vary as a function of punishment and reward sensitivity during reinforcement learning. We applied a probabilistic learning task that involved three different conditions of feedback validity (100%, 80%, and 50%). In contrast to prior studies using response competition tasks, we did not find reliable correlations between punishment sensitivity and the Ne/ERN. Instead, higher punishment sensitivity predicted larger FRN amplitudes, irrespective of feedback validity. Moreover, higher reward sensitivity was associated with a larger Pe. However, only reward sensitivity was related to better overall learning performance and higher post-error accuracy, whereas highly punishment sensitive participants showed impaired learning performance, suggesting that larger negative feedback-related error signals were not beneficial for learning or even reflected maladaptive information processing in these individuals. Thus, although our findings indicate that individual differences in reward and punishment sensitivity are related to electrophysiological correlates of error and feedback processing, we found less evidence for influences of these personality characteristics on the relation between performance monitoring and feedback-based learning.

Feedback stabilization system for pulsed single longitudinal mode tunable lasers

DOEpatents

Esherick, Peter; Raymond, Thomas D.

1991-10-01

A feedback stabilization system for pulse single longitudinal mode tunable lasers having an excited laser medium contained within an adjustable length cavity and producing a laser beam through the use of an internal dispersive element, including detection of angular deviation in the output laser beam resulting from detuning between the cavity mode frequency and the passband of the internal dispersive element, and generating an error signal based thereon. The error signal can be integrated and amplified and then applied as a correcting signal to a piezoelectric transducer mounted on a mirror of the laser cavity for controlling the cavity length.

Visuomotor control, eye movements, and steering: A unified approach for incorporating feedback, feedforward, and internal models.

PubMed

Lappi, Otto; Mole, Callum

2018-06-11

The authors present an approach to the coordination of eye movements and locomotion in naturalistic steering tasks. It is based on recent empirical research, in particular, on driver eye movements, that poses challenges for existing accounts of how we visually steer a course. They first analyze how the ideas of feedback and feedforward processes and internal models are treated in control theoretical steering models within vision science and engineering, which share an underlying architecture but have historically developed in very separate ways. The authors then show how these traditions can be naturally (re)integrated with each other and with contemporary neuroscience, to better understand the skill and gaze strategies involved. They then propose a conceptual model that (a) gives a unified account to the coordination of gaze and steering control, (b) incorporates higher-level path planning, and (c) draws on the literature on paired forward and inverse models in predictive control. Although each of these (a-c) has been considered before (also in the context of driving), integrating them into a single framework and the authors' multiple waypoint identification hypothesis within that framework are novel. The proposed hypothesis is relevant to all forms of visually guided locomotion. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Complex metabolic oscillations in plants forced by harmonic irradiance.

PubMed Central

Nedbal, Ladislav; Brezina, Vítezslav

2002-01-01

Plants exposed to harmonically modulated irradiance, approximately 1 + cos(omegat), exhibit a complex periodic pattern of chlorophyll fluorescence emission that can be deconvoluted into a steady-state component, a component that is modulated with the frequency of the irradiance (omega), and into at least two upper harmonic components (2omega and 3omega). A model is proposed that accounts for the upper harmonics in fluorescence emission by nonlinear negative feedback regulation of photosynthesis. In contrast to simpler linear models, the model predicts that the steady-state fluorescence component will depend on the frequency of light modulation, and that amplitudes of all fluorescence components will exhibit resonance peak(s) when the irradiance frequency is tuned to an internal frequency of a regulatory component. The experiments confirmed that the upper harmonic components appear and exhibit distinct resonant peaks. The frequency of autonomous oscillations observed earlier upon an abrupt increase in CO(2) concentration corresponds to the sharpest of the resonant peaks of the forced oscillations. We propose that the underlying principles are general for a wide spectrum of negative-feedback regulatory mechanisms. The analysis by forced harmonic oscillations will enable us to examine internal dynamics of regulatory processes that have not been accessible to noninvasive fluorescence monitoring to date. PMID:12324435

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

PubMed

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

2015-11-01

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

Effects of intrinsic motivation on feedback processing during learning.

PubMed

DePasque, Samantha; Tricomi, Elizabeth

2015-10-01

Learning commonly requires feedback about the consequences of one's actions, which can drive learners to modify their behavior. Motivation may determine how sensitive an individual might be to such feedback, particularly in educational contexts where some students value academic achievement more than others. Thus, motivation for a task might influence the value placed on performance feedback and how effectively it is used to improve learning. To investigate the interplay between intrinsic motivation and feedback processing, we used functional magnetic resonance imaging (fMRI) during feedback-based learning before and after a novel manipulation based on motivational interviewing, a technique for enhancing treatment motivation in mental health settings. Because of its role in the reinforcement learning system, the striatum is situated to play a significant role in the modulation of learning based on motivation. Consistent with this idea, motivation levels during the task were associated with sensitivity to positive versus negative feedback in the striatum. Additionally, heightened motivation following a brief motivational interview was associated with increases in feedback sensitivity in the left medial temporal lobe. Our results suggest that motivation modulates neural responses to performance-related feedback, and furthermore that changes in motivation facilitate processing in areas that support learning and memory. Copyright © 2015. Published by Elsevier Inc.

Different Electrophysiological Responses to Informative Value of Feedback Between Children and Adults.

PubMed

Du, Bin; Cao, Bihua; He, Weiqi; Li, Fuhong

2018-01-01

The ability to learn from feedback is important for children's adaptive behavior and school learning. Feedback has two main components, informative value and valence. How to disentangle these two components and what is the developmental neural correlates of using the informative value of feedback is still an open question. In this study, 23 children (7-10 years old) and 19 adults (19-22 years old) were asked to perform a rule induction task, in which they were required to find a rule, based on the informative value of feedback. Behavioral results indicated that the likelihood of correct searching behavior under negative feedback was low for children. Event-related potentials showed that (1) the effect of valence was processed in a wide time window, particularly in the N2 component; (2) the encoding process of the informative value of negative feedback began later for children than for adults; (3) a clear P300 was observed for adults; for children, however, P300 was absent in the frontal region; and (4) children processed the informative value of feedback chiefly in the left sites during the P300 time window, whereas adults did not show this laterality. These results suggested that children were less sensitive to the informative value of negative feedback possibly because of the immature brain.

Translating evidence-based guidelines to improve feedback practices: the interACT case study.

PubMed

Barton, Karen L; Schofield, Susie J; McAleer, Sean; Ajjawi, Rola

2016-02-09

There has been a substantial body of research examining feedback practices, yet the assessment and feedback landscape in higher education is described as 'stubbornly resistant to change'. The aim of this paper is to present a case study demonstrating how an entire programme's assessment and feedback practices were re-engineered and evaluated in line with evidence from the literature in the interACT (Interaction and Collaboration via Technology) project. Informed by action research the project conducted two cycles of planning, action, evaluation and reflection. Four key pedagogical principles informed the re-design of the assessment and feedback practices. Evaluation activities included document analysis, interviews with staff (n = 10) and students (n = 7), and student questionnaires (n = 54). Descriptive statistics were used to analyse the questionnaire data. Framework thematic analysis was used to develop themes across the interview data. InterACT was reported by students and staff to promote self-evaluation, engagement with feedback and feedback dialogue. Streamlining the process after the first cycle of action research was crucial for improving engagement of students and staff. The interACT process of promoting self-evaluation, reflection on feedback, feedback dialogue and longitudinal perspectives of feedback has clear benefits and should be transferable to other contexts. InterACT has involved comprehensive re-engineering of the assessment and feedback processes using educational principles to guide the design taking into account stakeholder perspectives. These principles and the strategies to enact them should be transferable to other contexts.

Cultural influences on social feedback processing of character traits

PubMed Central

Korn, Christoph W.; Fan, Yan; Zhang, Kai; Wang, Chenbo; Han, Shihui; Heekeren, Hauke R.

2014-01-01

Cultural differences are generally explained by how people see themselves in relation to social interaction partners. While Western culture emphasizes independence, East Asian culture emphasizes interdependence. Despite this focus on social interactions, it remains elusive how people from different cultures process feedback on their own (and on others') character traits. Here, participants of either German or Chinese origin engaged in a face-to-face interaction. Consequently, they updated their self- and other-ratings of 80 character traits (e.g., polite, pedantic) after receiving feedback from their interaction partners. To exclude potential confounds, we obtained data from German and Chinese participants in Berlin [functional magnetic resonance imaging (fMRI)] and in Beijing (behavior). We tested cultural influences on social conformity, positivity biases, and self-related neural activity. First, Chinese conformed more to social feedback than Germans (i.e., Chinese updated their trait ratings more). Second, regardless of culture, participants processed self- and other-related feedback in a positively biased way (i.e., they updated more toward desirable than toward undesirable feedback). Third, changes in self-related medial prefrontal cortex activity were greater in Germans than in Chinese during feedback processing. By investigating conformity, positivity biases, and self-related activity in relation to feedback obtained in a real-life interaction, we provide an essential step toward a unifying framework for understanding the diversity of human culture. PMID:24772075

Vocal Responses to Perturbations in Voice Auditory Feedback in Individuals with Parkinson's Disease

PubMed Central

Liu, Hanjun; Wang, Emily Q.; Metman, Leo Verhagen; Larson, Charles R.

2012-01-01

Background One of the most common symptoms of speech deficits in individuals with Parkinson's disease (PD) is significantly reduced vocal loudness and pitch range. The present study investigated whether abnormal vocalizations in individuals with PD are related to sensory processing of voice auditory feedback. Perturbations in loudness or pitch of voice auditory feedback are known to elicit short latency, compensatory responses in voice amplitude or fundamental frequency. Methodology/Principal Findings Twelve individuals with Parkinson's disease and 13 age- and sex- matched healthy control subjects sustained a vowel sound (/α/) and received unexpected, brief (200 ms) perturbations in voice loudness (±3 or 6 dB) or pitch (±100 cents) auditory feedback. Results showed that, while all subjects produced compensatory responses in their voice amplitude or fundamental frequency, individuals with PD exhibited larger response magnitudes than the control subjects. Furthermore, for loudness-shifted feedback, upward stimuli resulted in shorter response latencies than downward stimuli in the control subjects but not in individuals with PD. Conclusions/Significance The larger response magnitudes in individuals with PD compared with the control subjects suggest that processing of voice auditory feedback is abnormal in PD. Although the precise mechanisms of the voice feedback processing are unknown, results of this study suggest that abnormal voice control in individuals with PD may be related to dysfunctional mechanisms of error detection or correction in sensory feedback processing. PMID:22448258

Effects of Achievement Goals on Challenge Seeking and Feedback Processing: Behavioral and fMRI Evidence

PubMed Central

Lee, Woogul; Kim, Sung-il

2014-01-01

We conducted behavioral and functional magnetic resonance imaging (fMRI) research to investigate the effects of two types of achievement goals—mastery goals and performance-approach goals— on challenge seeking and feedback processing. The results of the behavioral experiment indicated that mastery goals were associated with a tendency to seek challenge, both before and after experiencing difficulty during task performance, whereas performance-approach goals were related to a tendency to avoid challenge after encountering difficulty during task performance. The fMRI experiment uncovered a significant decrease in ventral striatal activity when participants received negative feedback for any task type and both forms of achievement goals. During the processing of negative feedback for the rule-finding task, performance-approach-oriented participants showed a substantial reduction in activity in the dorsolateral prefrontal cortex (DLPFC) and the frontopolar cortex, whereas mastery-oriented participants showed little change. These results suggest that performance-approach-oriented participants are less likely to either recruit control processes in response to negative feedback or focus on task-relevant information provided alongside the negative feedback. In contrast, mastery-oriented participants are more likely to modulate aversive valuations to negative feedback and focus on the constructive elements of feedback in order to attain their task goals. We conclude that performance-approach goals lead to a reluctant stance towards difficulty, while mastery goals encourage a proactive stance. PMID:25251396

Cultural influences on social feedback processing of character traits.

PubMed

Korn, Christoph W; Fan, Yan; Zhang, Kai; Wang, Chenbo; Han, Shihui; Heekeren, Hauke R

2014-01-01

Cultural differences are generally explained by how people see themselves in relation to social interaction partners. While Western culture emphasizes independence, East Asian culture emphasizes interdependence. Despite this focus on social interactions, it remains elusive how people from different cultures process feedback on their own (and on others') character traits. Here, participants of either German or Chinese origin engaged in a face-to-face interaction. Consequently, they updated their self- and other-ratings of 80 character traits (e.g., polite, pedantic) after receiving feedback from their interaction partners. To exclude potential confounds, we obtained data from German and Chinese participants in Berlin [functional magnetic resonance imaging (fMRI)] and in Beijing (behavior). We tested cultural influences on social conformity, positivity biases, and self-related neural activity. First, Chinese conformed more to social feedback than Germans (i.e., Chinese updated their trait ratings more). Second, regardless of culture, participants processed self- and other-related feedback in a positively biased way (i.e., they updated more toward desirable than toward undesirable feedback). Third, changes in self-related medial prefrontal cortex activity were greater in Germans than in Chinese during feedback processing. By investigating conformity, positivity biases, and self-related activity in relation to feedback obtained in a real-life interaction, we provide an essential step toward a unifying framework for understanding the diversity of human culture.

Blunted feedback processing during risk-taking in adolescents with features of problematic Internet use.

PubMed

Yau, Yvonne H C; Potenza, Marc N; Mayes, Linda C; Crowley, Michael J

2015-06-01

While the conceptualization of problematic Internet use (PIU) as a "behavioral addiction" resembling substance-use disorders is debated, the neurobiological underpinnings of PIU remain understudied. This study examined whether adolescents displaying features of PIU (at-risk PIU; ARPIU) are more impulsive and exhibit blunted responding in the neural mechanisms underlying feedback processing and outcome evaluation during risk-taking. Event-related potentials (ERPs) elicited by positive (i.e. reward) and negative (i.e. loss) feedback were recorded during performance on a modified version of the Balloon Analogue Risk Task (BART) among ARPIU (n=39) and non-ARPIU subjects (n=27). Compared to non-ARPIU, ARPIU adolescents displayed higher levels of urgency and lack of perseverance on the UPPS Impulsive Behavior Scale. Although no between-group difference in BART performance was observed, ERPs demonstrated overall decreased sensitivity to feedback in ARPIU compared to non-ARPIU adolescents, as indexed by blunted feedback-related negativity (FRN) and P300 amplitudes to both negative and positive feedback. The present study provides evidence for feedback processing during risk-taking as a neural correlate of ARPIU. Given recent concerns regarding the growing prevalence of PIU as a health concern, future work should examine the extent to which feedback processing may represent a risk factor for PIU, a consequence of PIU, or possibly both. Copyright © 2015 Elsevier Ltd. All rights reserved.

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

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

PubMed

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

2018-03-06

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

The Importance of Uncertainty and Sensitivity Analysis in Process-based Models of Carbon and Nitrogen Cycling in Terrestrial Ecosystems with Particular Emphasis on Forest Ecosystems — Selected Papers from a Workshop Organized by the International Society for Ecological Modelling (ISEM) at the Third Biennal Meeting of the International Environmental Modelling and Software Society (IEMSS) in Burlington, Vermont, USA, August 9-13, 2006

USGS Publications Warehouse

Larocque, Guy R.; Bhatti, Jagtar S.; Liu, Jinxun; Ascough, James C.; Gordon, Andrew M.

2008-01-01

Many process-based models of carbon (C) and nitrogen (N) cycles have been developed for terrestrial ecosystems, including forest ecosystems. They address many basic issues of ecosystems structure and functioning, such as the role of internal feedback in ecosystem dynamics. The critical factor in these phenomena is scale, as these processes operate at scales from the minute (e.g. particulate pollution impacts on trees and other organisms) to the global (e.g. climate change). Research efforts remain important to improve the capability of such models to better represent the dynamics of terrestrial ecosystems, including the C, nutrient, (e.g. N) and water cycles. Existing models are sufficiently well advanced to help decision makers develop sustainable management policies and planning of terrestrial ecosystems, as they make realistic predictions when used appropriately. However, decision makers must be aware of their limitations by having the opportunity to evaluate the uncertainty associated with process-based models (Smith and Heath, 2001 and Allen et al., 2004). The variation in scale of issues currently being addressed by modelling efforts makes the evaluation of uncertainty a daunting task.

Left-hemisphere activation is associated with enhanced vocal pitch error detection in musicians with absolute pitch.

PubMed

Behroozmand, Roozbeh; Ibrahim, Nadine; Korzyukov, Oleg; Robin, Donald A; Larson, Charles R

2014-02-01

The ability to process auditory feedback for vocal pitch control is crucial during speaking and singing. Previous studies have suggested that musicians with absolute pitch (AP) develop specialized left-hemisphere mechanisms for pitch processing. The present study adopted an auditory feedback pitch perturbation paradigm combined with ERP recordings to test the hypothesis whether the neural mechanisms of the left-hemisphere enhance vocal pitch error detection and control in AP musicians compared with relative pitch (RP) musicians and non-musicians (NM). Results showed a stronger N1 response to pitch-shifted voice feedback in the right-hemisphere for both AP and RP musicians compared with the NM group. However, the left-hemisphere P2 component activation was greater in AP and RP musicians compared with NMs and also for the AP compared with RP musicians. The NM group was slower in generating compensatory vocal reactions to feedback pitch perturbation compared with musicians, and they failed to re-adjust their vocal pitch after the feedback perturbation was removed. These findings suggest that in the earlier stages of cortical neural processing, the right hemisphere is more active in musicians for detecting pitch changes in voice feedback. In the later stages, the left-hemisphere is more active during the processing of auditory feedback for vocal motor control and seems to involve specialized mechanisms that facilitate pitch processing in the AP compared with RP musicians. These findings indicate that the left hemisphere mechanisms of AP ability are associated with improved auditory feedback pitch processing during vocal pitch control in tasks such as speaking or singing. Copyright © 2013 Elsevier Inc. All rights reserved.

Factors Influencing Responsiveness to Feedback: On the Interplay between Fear, Confidence, and Reasoning Processes

ERIC Educational Resources Information Center

Eva, Kevin W.; Armson, Heather; Holmboe, Eric; Lockyer, Jocelyn; Loney, Elaine; Mann, Karen; Sargeant, Joan

2012-01-01

Self-appraisal has repeatedly been shown to be inadequate as a mechanism for performance improvement. This has placed greater emphasis on understanding the processes through which self-perception and external feedback interact to influence professional development. As feedback is inevitably interpreted through the lens of one's self-perceptions it…

Feedback-related brain activity predicts learning from feedback in multiple-choice testing.

PubMed

Ernst, Benjamin; Steinhauser, Marco

2012-06-01

Different event-related potentials (ERPs) have been shown to correlate with learning from feedback in decision-making tasks and with learning in explicit memory tasks. In the present study, we investigated which ERPs predict learning from corrective feedback in a multiple-choice test, which combines elements from both paradigms. Participants worked through sets of multiple-choice items of a Swahili-German vocabulary task. Whereas the initial presentation of an item required the participants to guess the answer, corrective feedback could be used to learn the correct response. Initial analyses revealed that corrective feedback elicited components related to reinforcement learning (FRN), as well as to explicit memory processing (P300) and attention (early frontal positivity). However, only the P300 and early frontal positivity were positively correlated with successful learning from corrective feedback, whereas the FRN was even larger when learning failed. These results suggest that learning from corrective feedback crucially relies on explicit memory processing and attentional orienting to corrective feedback, rather than on reinforcement learning.

Unexpected Acceptance? Patients with Social Anxiety Disorder Manifest their Social Expectancy in ERPs During Social Feedback Processing.

PubMed

Cao, Jianqin; Gu, Ruolei; Bi, Xuejing; Zhu, Xiangru; Wu, Haiyan

2015-01-01

Previous studies on social anxiety have demonstrated negative-expectancy bias in social contexts. In this study, we used a paradigm that employed self-relevant positive or negative social feedback, in order to test whether this negative expectancy manifests in event-related potentials (ERPs) during social evaluation among socially anxious individuals. Behavioral data revealed that individuals with social anxiety disorder (SAD) showed more negative expectancy of peer acceptance both in the experiment and in daily life than did the healthy control participants. Regarding ERP results, we found a overally larger P2 for positive social feedback and also a group main effect, such that the P2 was smaller in SAD group. SAD participants demonstrated a larger feedback-related negativity (FRN) to positive feedback than to negative feedback. In addition, SAD participants showed a more positive ΔFRN (ΔFRN = negative - positive). Furthermore, acceptance expectancy in daily life correlated negatively with ΔFRN amplitude, while the Interaction Anxiousness Scale (IAS) score correlated positively with the ΔFRN amplitude. Finally, the acceptance expectancy in daily life fully mediated the relationship between the IAS and ΔFRN. These results indicated that both groups could differentiate between positive and negative social feedback in the early stage of social feedback processing (reflected on the P2). However, the SAD group exhibited a larger FRN to positive social feedback than to negative social feedback, demonstrating their dysfunction in the late stage of social feedback processing. In our opinion, such dysfunction is due to their greater negative social feedback expectancy.

Unexpected Acceptance? Patients with Social Anxiety Disorder Manifest their Social Expectancy in ERPs During Social Feedback Processing

PubMed Central

Cao, Jianqin; Gu, Ruolei; Bi, Xuejing; Zhu, Xiangru; Wu, Haiyan

2015-01-01

Previous studies on social anxiety have demonstrated negative-expectancy bias in social contexts. In this study, we used a paradigm that employed self-relevant positive or negative social feedback, in order to test whether this negative expectancy manifests in event-related potentials (ERPs) during social evaluation among socially anxious individuals. Behavioral data revealed that individuals with social anxiety disorder (SAD) showed more negative expectancy of peer acceptance both in the experiment and in daily life than did the healthy control participants. Regarding ERP results, we found a overally larger P2 for positive social feedback and also a group main effect, such that the P2 was smaller in SAD group. SAD participants demonstrated a larger feedback-related negativity (FRN) to positive feedback than to negative feedback. In addition, SAD participants showed a more positive ΔFRN (ΔFRN = negative – positive). Furthermore, acceptance expectancy in daily life correlated negatively with ΔFRN amplitude, while the Interaction Anxiousness Scale (IAS) score correlated positively with the ΔFRN amplitude. Finally, the acceptance expectancy in daily life fully mediated the relationship between the IAS and ΔFRN. These results indicated that both groups could differentiate between positive and negative social feedback in the early stage of social feedback processing (reflected on the P2). However, the SAD group exhibited a larger FRN to positive social feedback than to negative social feedback, demonstrating their dysfunction in the late stage of social feedback processing. In our opinion, such dysfunction is due to their greater negative social feedback expectancy. PMID:26635659

Willing to Wait: Elevated Reward-Processing EEG Activity Associated with a Greater Preference for Larger-But-Delayed Rewards

PubMed Central

Pornpattananangkul, Narun; Nusslock, Robin

2016-01-01

While almost everyone discounts the value of future rewards over immediate rewards, people differ in their so-called delay-discounting. One of the several factors that may explain individual differences in delay-discounting is reward-processing. To study individual-differences in reward-processing, however, one needs to consider the heterogeneity of neural-activity at each reward-processing stage. Here using EEG, we separated reward-related neural activity into distinct reward-anticipation and reward-outcome stages using time-frequency characteristics. Thirty-seven individuals completed a behavioral delay-discounting task. Reward-processing EEG activity was assessed using a separate reward-learning task, called a reward time-estimation task. During this task, participants were instructed to estimate time duration and were provided performance feedback on a trial-by-trial basis. Participants received monetary-reward for accurate-performance on Reward trials, but not on No-Reward trials. Reward trials, relative to No-Reward trials, enhanced EEG activity during both reward-anticipation stage (including, cued-locked delta power during cue-evaluation and pre-feedback alpha suppression during feedback-anticipation) and at the reward-outcome stage (including, feedback-locked delta, theta and beta power). Moreover, all of these EEG indices correlated with behavioral performance in the time-estimation task, suggesting their essential roles in learning and adjusting performance to maximize winnings in a reward-learning situation. Importantly, enhanced EEG power during Reward trials for 1) pre-feedback alpha suppression, 2) feedback-locked theta and 3) feedback-locked beta was associated with a greater preference for larger-but-delayed rewards. Results highlight the association between a stronger preference toward larger-but-delayed rewards and enhanced reward-processing. Moreover, our reward-processing EEG indices detail the specific stages of reward-processing where these associations occur. PMID:27477630

Enhancing international medical graduates' communication: the contribution of applied linguistics.

PubMed

Dahm, Maria R; Yates, Lynda; Ogden, Kathryn; Rooney, Kim; Sheldon, Brooke

2015-08-01

International medical graduates (IMGs) make up one-third of the Australian medical workforce. Those from non-English-language backgrounds can face cultural and communication barriers, yet linguistic support is variable and medical educators are often required to provide feedback on both medical and communication issues. However, some communication difficulties may be very specific to the experiences of IMGs as second language users. This interdisciplinary study combines perspectives from applied linguistics experts and clinical educators to address IMGs' difficulties from multiple dimensions and to enhance feedback quality. Five video-recorded patient encounters with five IMGs were collected at Launceston General Hospital. Three clinical educators gave quantitative and qualitative feedback using the Rating Instrument for Clinical Consulting Skills, and two applied linguistics experts analysed the data for language, pragmatic and communication difficulties. The comparison of the educators' language-related feedback with linguistic analyses of the same interactions facilitated the exploration of differences in the difficulties identified by the two expert groups. Although the clinical educators were able to use their tacit intuitive understanding of communication issues to identify IMG difficulties, they less frequently addressed the underlying issues or suggested specific remedies in their feedback. This pilot study illustrates the effectiveness of interdisciplinary collaboration in highlighting the specific discourse features contributing to IMG communication difficulties and thus assists educators in deconstructing their intuitive knowledge. The authors suggest that linguistic insights can therefore improve communications training by assisting educators to provide more targeted feedback. © 2015 John Wiley & Sons Ltd.

Evaluating Internal Communication: The ICA Communication Audit.

ERIC Educational Resources Information Center

Goldhaber, Gerald M.

1978-01-01

The ICA Communication Audit is described in detail as an effective measurement procedure that can help an academic institution to evaluate its internal communication system. Tools, computer programs, analysis, and feedback procedures are described and illustrated. (JMF)

Affinity communities in United Nations voting: Implications for democracy, cooperation, and conflict

NASA Astrophysics Data System (ADS)

Pauls, Scott D.; Cranmer, Skyler J.

2017-10-01

A network oriented examination of the co-voting network of the United Nations (UN) provides powerful insights into the international alignment of states, as well as normatively important processes such as democracy, defensive cooperation, and armed conflict. Here, we investigate the UN co-voting network using the tools of community detection and inductively identify "affinity communities" in which states articulate similar policy preferences through their voting patterns. Analysis of these communities reveals that there is more information contained in UN voting and co-voting patterns than has previously been thought. Affinity communities have complex relationships with some of the most normatively important international outcomes: they reflect transitions to democracy, have a feedback loop with the formation of defensive alliances, and actively help states avoid armed conflict.

My action lasts longer: Potential link between subjective time and agency during voluntary action.

PubMed

Imaizumi, Shu; Asai, Tomohisa

2017-05-01

Time perception distorts across different phases of bodily movement. During motor execution, sensory feedback matching an internal sensorimotor prediction is perceived to last longer. The sensorimotor prediction also underlies sense of agency. We investigated association between subjective time and agency during voluntary action. Participants performed hand action while watching a video feedback of their hand with various delays to manipulate agency. The perceived duration and agency over the video feedback were judged. Minimal delay of the video feedback resulted in longer perceived duration than the actual duration and stronger agency, while substantial feedback delay resulted in shorter perceived duration and weaker agency. These fluctuations of perceived duration and agency were nullified by the feedback of other's hand instead of their own, but not by inverted feedback from a third-person perspective. Subjective time during action might be associated with agency stemming from sensorimotor prediction, and self-other distinction based on bodily appearance. Copyright © 2017 Elsevier Inc. All rights reserved.

Emotional metacontrol of attention: Top-down modulation of sensorimotor processes in a robotic visual search task.

PubMed

Belkaid, Marwen; Cuperlier, Nicolas; Gaussier, Philippe

2017-01-01

Emotions play a significant role in internal regulatory processes. In this paper, we advocate four key ideas. First, novelty detection can be grounded in the sensorimotor experience and allow higher order appraisal. Second, cognitive processes, such as those involved in self-assessment, influence emotional states by eliciting affects like boredom and frustration. Third, emotional processes such as those triggered by self-assessment influence attentional processes. Last, close emotion-cognition interactions implement an efficient feedback loop for the purpose of top-down behavior regulation. The latter is what we call 'Emotional Metacontrol'. We introduce a model based on artificial neural networks. This architecture is used to control a robotic system in a visual search task. The emotional metacontrol intervenes to bias the robot visual attention during active object recognition. Through a behavioral and statistical analysis, we show that this mechanism increases the robot performance and fosters the exploratory behavior to avoid deadlocks.

Changing recruitment outcomes: the 'why' and the 'how'.

PubMed

MacLean, Lisa; Pato, Michèle T

2011-01-01

Residency programs compete for applicants and commit extensive resources to the recruitment process. After failing to fill in the match for 5 years (1999-2004), this program decided to make changes in its recruitment process. The authors describe one program's experience in improving recruitment outcomes. The new training director surveyed other program directors, reviewed medical student feedback, and evaluated previous recruitment processes, developing and implementing a new plan. Tracked outcome measures included USMLE scores, COMLEX scores, match results, and American graduate ratios. After implementation of the new process in 2004-2005, the program has filled all six positions every year. Average median COMLEX 1 and 2 scores increased from 35.0 to 77.5 (p<0.012). The American graduate-to-International medical graduate ratio (AMG/IMG ratio) for the program changed from 7/16 in 1999 to 19/5 for Years 2006-2009. Changes in the recruitment process can favorably alter match outcomes.

When to throw the switch: The adaptiveness of modifying emotion regulation strategies based on affective and physiological feedback.

PubMed

Birk, Jeffrey L; Bonanno, George A

2016-08-01

Particular emotion regulation (ER) strategies are beneficial in certain contexts, but little is known about the adaptiveness of switching strategies after implementing an initial strategy. Research and theory on regulatory flexibility suggest that people switch strategies dynamically and that internal states provide feedback indicating when switches are appropriate. Frequent switching may predict positive outcomes among people who respond to this feedback. We investigated whether internal feedback (particularly corrugator activity, heart rate, or subjective negative intensity) guides people to switch to an optimal (i.e., distraction) but not nonoptimal (i.e., reappraisal) strategy for regulating strong emotion. We also tested whether switching frequency and responsiveness to internal feedback (RIF) together predict well-being. While attempting to regulate emotion elicited by unpleasant pictures, participants could switch to an optimal (Study 1; reappraisal-to-distraction order; N = 90) or nonoptimal (Study 2; distraction-to-reappraisal order; N = 95) strategy for high-arousal emotion. A RIF score for each emotion measure indexed the relative strength of emotion during the initial phase for trials on which participants later switched strategies. As hypothesized, negative intensity, corrugator activity, and the magnitude of heart rate deceleration during this early phase were higher on switch than maintain trials in Study 1 only. Critically, in Study 1 only, greater switching frequency predicted higher and lower life satisfaction for participants with high and low corrugator RIF, respectively, even after controlling for reappraisal success. Individual differences in RIF may contribute to subjective well-being provided that the direction of strategy switching aligns well with regulatory preferences for high emotion. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Bayesian Action–Perception Computational Model: Interaction of Production and Recognition of Cursive Letters

PubMed Central

Gilet, Estelle; Diard, Julien; Bessière, Pierre

2011-01-01

In this paper, we study the collaboration of perception and action representations involved in cursive letter recognition and production. We propose a mathematical formulation for the whole perception–action loop, based on probabilistic modeling and Bayesian inference, which we call the Bayesian Action–Perception (BAP) model. Being a model of both perception and action processes, the purpose of this model is to study the interaction of these processes. More precisely, the model includes a feedback loop from motor production, which implements an internal simulation of movement. Motor knowledge can therefore be involved during perception tasks. In this paper, we formally define the BAP model and show how it solves the following six varied cognitive tasks using Bayesian inference: i) letter recognition (purely sensory), ii) writer recognition, iii) letter production (with different effectors), iv) copying of trajectories, v) copying of letters, and vi) letter recognition (with internal simulation of movements). We present computer simulations of each of these cognitive tasks, and discuss experimental predictions and theoretical developments. PMID:21674043

Dynamics of Team Reflexivity after Feedback

ERIC Educational Resources Information Center

Gabelica, Catherine; Van den Bossche, Piet; Segers, Mien; Gijselaers, Wim

2014-01-01

A great deal of work has been generated on feedback in teams and has shown that giving performance feedback to teams is not sufficient to improve performance. To achieve the potential of feedback, it is stated that teams need to proactively process this feedback and thus collectively evaluate their performance and strategies, look for…

Effects of Web-Based Feedback on Students' Learning

ERIC Educational Resources Information Center

van Kol, Simone; Rietz, Christian

2016-01-01

Feedback plays an important role in supporting students' learning process. Nonetheless, providing feedback is still rather unusual in higher education. Moreover, research on the design of ideal feedback as well as its effects is rare. In order to contribute to the development of this field, a web-based feedback system was implemented in a lecture…

Connecting Feedback, Classroom Research and Didaktik Perspectives

ERIC Educational Resources Information Center

Svanes, Ingvill Krogstad; Skagen, Kaare

2017-01-01

Feedback is frequently highlighted as a key contributor to students' learning. This literature study argues that the focus of some of the feedback literature appears too narrow to understand what is going on in a classroom. Parts of the feedback literature show the relationship between feedback and learning approximate to a process-product model…

Rethinking Feedback Practices in Higher Education: A Peer Review Perspective

ERIC Educational Resources Information Center

Nicol, David; Thomson, Avril; Breslin, Caroline

2014-01-01

Peer review is a reciprocal process whereby students produce feedback reviews on the work of peers and receive feedback reviews from peers on their own work. Prior research has primarily examined the learning benefits that result from the receipt of feedback reviews, with few studies specifically exploring the merits of producing feedback reviews…

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.

Analytically tractable climate-carbon cycle feedbacks under 21st century anthropogenic forcing

NASA Astrophysics Data System (ADS)

Lade, Steven J.; Donges, Jonathan F.; Fetzer, Ingo; Anderies, John M.; Beer, Christian; Cornell, Sarah E.; Gasser, Thomas; Norberg, Jon; Richardson, Katherine; Rockström, Johan; Steffen, Will

2018-05-01

Changes to climate-carbon cycle feedbacks may significantly affect the Earth system's response to greenhouse gas emissions. These feedbacks are usually analysed from numerical output of complex and arguably opaque Earth system models. Here, we construct a stylised global climate-carbon cycle model, test its output against comprehensive Earth system models, and investigate the strengths of its climate-carbon cycle feedbacks analytically. The analytical expressions we obtain aid understanding of carbon cycle feedbacks and the operation of the carbon cycle. Specific results include that different feedback formalisms measure fundamentally the same climate-carbon cycle processes; temperature dependence of the solubility pump, biological pump, and CO2 solubility all contribute approximately equally to the ocean climate-carbon feedback; and concentration-carbon feedbacks may be more sensitive to future climate change than climate-carbon feedbacks. Simple models such as that developed here also provide workbenches for simple but mechanistically based explorations of Earth system processes, such as interactions and feedbacks between the planetary boundaries, that are currently too uncertain to be included in comprehensive Earth system models.

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.

Final Report for High Precision Short-Pulse Laser Ablation System for Medical Applications

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

Kim, B.M.; Feit, M.; Rubenchik, A.

2000-03-04

During the three year LDRD funding period, we studied the ablation characteristics of biological tissues using ultrashort pulse lasers (USPL) with pulse widths varying from 100 femtoseconds to tens of picoseconds. During the first year, we performed extensive theoretical studies to develop an improved understanding of the USPL ablation process. Two optical signals were tested for feasibility of use in real-time feedback systems during high repetition rate ablation. In the second year, we devised a real-time, feedback-controlled USPL ablation system, based on luminescence, which may be useful for sensitive micro-spinal surgeries. Effective laser parameters were identified to reduce collateral damage.more » The final year of the project focused on quantification of the pressure pulse induced by USPL ablation of water surfaces representing biological tissues. Results of these studies were presented in invited talks at domestic and international conferences and numerous journal articles were published (see bibliography). This effort has increased our scientific understanding of physical processes important for the therapeutic biomedical application of ultrashort pulse lasers, and has taken the first steps toward practical realization of such applications.« less

Feedback loop compensates for rectifier nonlinearity

NASA Technical Reports Server (NTRS)

1966-01-01

Signal processing circuit with two negative feedback loops rectifies two sinusoidal signals which are 180 degrees out of phase and produces a single full-wave rectified output signal. Each feedback loop incorporates a feedback rectifier to compensate for the nonlinearity of the circuit.

Stereotype threat engenders neural attentional bias toward negative feedback to undermine performance.

PubMed

Forbes, Chad E; Leitner, Jordan B

2014-10-01

Stereotype threat, a situational pressure individuals experience when they fear confirming a negative group stereotype, engenders a cascade of physiological stress responses, negative appraisals, and performance monitoring processes that tax working memory resources necessary for optimal performance. Less is known, however, about how stereotype threat biases attentional processing in response to performance feedback, and how such attentional biases may undermine performance. Women received feedback on math problems in stereotype threatening compared to stereotype-neutral contexts while continuous EEG activity was recorded. Findings revealed that stereotype threatened women elicited larger midline P100 ERPs, increased phase locking between anterior cingulate cortex and dorsolateral prefrontal cortex (two regions integral for attentional processes), and increased power in left fusiform gyrus in response to negative feedback compared to positive feedback and women in stereotype-neutral contexts. Increased power in left fusiform gyrus in response to negative feedback predicted underperformance on the math task among stereotype threatened women only. Women in stereotype-neutral contexts exhibited the opposite trend. Findings suggest that in stereotype threatening contexts, neural networks integral for attention and working memory are biased toward negative, stereotype confirming feedback at very early speeds of information processing. This bias, in turn, plays a role in undermining performance. Copyright © 2014 Elsevier B.V. All rights reserved.

Sex and Locus of Control as Determinants of Children's Responses to Peer versus Adult Praise.

ERIC Educational Resources Information Center

Henry, Susan E.; And Others

1979-01-01

Black first graders varying in internal-external control completed digit substitution problems during which performance was praised by a Black boy and girl or a Black man and woman. Boys were most responsive to peer feedback and girls to adult feedback. Predictions involving locus of control were modestly supported. (Author/RD)

Feedback in formative OSCEs: comparison between direct observation and video-based formats

PubMed Central

Junod Perron, Noëlle; Louis-Simonet, Martine; Cerutti, Bernard; Pfarrwaller, Eva; Sommer, Johanna; Nendaz, Mathieu

2016-01-01

Introduction Medical students at the Faculty of Medicine, University of Geneva, Switzerland, have the opportunity to practice clinical skills with simulated patients during formative sessions in preparation for clerkships. These sessions are given in two formats: 1) direct observation of an encounter followed by verbal feedback (direct feedback) and 2) subsequent review of the videotaped encounter by both student and supervisor (video-based feedback). The aim of the study was to evaluate whether content and process of feedback differed between both formats. Methods In 2013, all second- and third-year medical students and clinical supervisors involved in formative sessions were asked to take part in the study. A sample of audiotaped feedback sessions involving supervisors who gave feedback in both formats were analyzed (content and process of the feedback) using a 21-item feedback scale. Results Forty-eight audiotaped feedback sessions involving 12 supervisors were analyzed (2 direct and 2 video-based sessions per supervisor). When adjusted for the length of feedback, there were significant differences in terms of content and process between both formats; the number of communication skills and clinical reasoning items addressed were higher in the video-based format (11.29 vs. 7.71, p=0.002 and 3.71 vs. 2.04, p=0.010, respectively). Supervisors engaged students more actively during the video-based sessions than during direct feedback sessions (self-assessment: 4.00 vs. 3.17, p=0.007; active problem-solving: 3.92 vs. 3.42, p=0.009). Students made similar observations and tended to consider that the video feedback was more useful for improving some clinical skills. Conclusion Video-based feedback facilitates discussion of clinical reasoning, communication, and professionalism issues while at the same time actively engaging students. Different time and conceptual frameworks may explain observed differences. The choice of feedback format should depend on the educational goal. PMID:27834170

Feedback in formative OSCEs: comparison between direct observation and video-based formats.

PubMed

Junod Perron, Noëlle; Louis-Simonet, Martine; Cerutti, Bernard; Pfarrwaller, Eva; Sommer, Johanna; Nendaz, Mathieu

2016-01-01

Medical students at the Faculty of Medicine, University of Geneva, Switzerland, have the opportunity to practice clinical skills with simulated patients during formative sessions in preparation for clerkships. These sessions are given in two formats: 1) direct observation of an encounter followed by verbal feedback (direct feedback) and 2) subsequent review of the videotaped encounter by both student and supervisor (video-based feedback). The aim of the study was to evaluate whether content and process of feedback differed between both formats. In 2013, all second- and third-year medical students and clinical supervisors involved in formative sessions were asked to take part in the study. A sample of audiotaped feedback sessions involving supervisors who gave feedback in both formats were analyzed (content and process of the feedback) using a 21-item feedback scale. Forty-eight audiotaped feedback sessions involving 12 supervisors were analyzed (2 direct and 2 video-based sessions per supervisor). When adjusted for the length of feedback, there were significant differences in terms of content and process between both formats; the number of communication skills and clinical reasoning items addressed were higher in the video-based format (11.29 vs. 7.71, p= 0.002 and 3.71 vs. 2.04, p= 0.010, respectively). Supervisors engaged students more actively during the video-based sessions than during direct feedback sessions (self-assessment: 4.00 vs. 3.17, p= 0.007; active problem-solving: 3.92 vs. 3.42, p= 0.009). Students made similar observations and tended to consider that the video feedback was more useful for improving some clinical skills. Video-based feedback facilitates discussion of clinical reasoning, communication, and professionalism issues while at the same time actively engaging students. Different time and conceptual frameworks may explain observed differences. The choice of feedback format should depend on the educational goal.

Tactile feedback is an effective instrument for the training of grasping with a prosthesis at low- and medium-force levels.

PubMed

De Nunzio, Alessandro Marco; Dosen, Strahinja; Lemling, Sabrina; Markovic, Marko; Schweisfurth, Meike Annika; Ge, Nan; Graimann, Bernhard; Falla, Deborah; Farina, Dario

2017-08-01

Grasping is a complex task routinely performed in an anticipatory (feedforward) manner, where sensory feedback is responsible for learning and updating the internal model of grasp dynamics. This study aims at evaluating whether providing a proportional tactile force feedback during the myoelectric control of a prosthesis facilitates learning a stable internal model of the prosthesis force control. Ten able-bodied subjects controlled a sensorized myoelectric prosthesis performing four blocks of consecutive grasps at three levels of target force (30, 50, and 70%), repeatedly closing the fully opened hand. In the first and third block, the subjects received tactile and visual feedback, respectively, while during the second and fourth block, the feedback was removed. The subjects also performed an additional block with no feedback 1 day after the training (Retest). The median and interquartile range of the generated forces was computed to assess the accuracy and precision of force control. The results demonstrated that the feedback was indeed an effective instrument for the training of prosthesis control. After the training, the subjects were still able to accurately generate the desired force for the low and medium target (30 and 50% of maximum force available in a prosthesis), despite the feedback being removed within the session and during the retest (low target force). However, the training was substantially less successful for high forces (70% of prosthesis maximum force), where subjects exhibited a substantial loss of accuracy as soon as the feedback was removed. The precision of control decreased with higher forces and it was consistent across conditions, determined by an intrinsic variability of repeated myoelectric grasping. This study demonstrated that the subject could rely on the tactile feedback to adjust the motor command to the prosthesis across trials. The subjects adjusted the mean level of muscle activation (accuracy), whereas the precision could not be modulated as it depends on the intrinsic myoelectric variability. They were also able to maintain the feedforward command even after the feedback was removed, demonstrating thereby a stable learning, but the retention depended on the level of the target force. This is an important insight into the role of feedback as an instrument for learning of anticipatory prosthesis force control.

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

PubMed

Casper, Brenda B; Castelli, Jeffrey P

2007-05-01

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

Teaching the Art and Craft of Giving and Receiving Feedback

ERIC Educational Resources Information Center

Harms, Patricia L.; Roebuck, Deborah Britt

2010-01-01

In the workplace, the process of evaluating and discussing the performance of both employees and managers is referred to as feedback. The process generally involves a discussion of the individual's strengths or weaknesses, with suggestions on how to improve upon weaknesses. Feedback aligns workplace behavior with the overall goals of a team or an…

E-Feedback as a Scaffolding Teaching Strategy in the Online Language Classroom

ERIC Educational Resources Information Center

Alharbi, Wael

2017-01-01

Feedback plays an important role in the student learning process as it gives the learners greater insight into what they have actually done to arrive at an outcome. The importance of providing learners with feedback during the learning process comes from the fact that it highlights the difference between the intended outcome and the actual…

Inferential modeling and predictive feedback control in real-time motion compensation using the treatment couch during radiotherapy

NASA Astrophysics Data System (ADS)

Qiu, Peng; D'Souza, Warren D.; McAvoy, Thomas J.; Liu, K. J. Ray

2007-09-01

Tumor motion induced by respiration presents a challenge to the reliable delivery of conformal radiation treatments. Real-time motion compensation represents the technologically most challenging clinical solution but has the potential to overcome the limitations of existing methods. The performance of a real-time couch-based motion compensation system is mainly dependent on two aspects: the ability to infer the internal anatomical position and the performance of the feedback control system. In this paper, we propose two novel methods for the two aspects respectively, and then combine the proposed methods into one system. To accurately estimate the internal tumor position, we present partial-least squares (PLS) regression to predict the position of the diaphragm using skin-based motion surrogates. Four radio-opaque markers were placed on the abdomen of patients who underwent fluoroscopic imaging of the diaphragm. The coordinates of the markers served as input variables and the position of the diaphragm served as the output variable. PLS resulted in lower prediction errors compared with standard multiple linear regression (MLR). The performance of the feedback control system depends on the system dynamics and dead time (delay between the initiation and execution of the control action). While the dynamics of the system can be inverted in a feedback control system, the dead time cannot be inverted. To overcome the dead time of the system, we propose a predictive feedback control system by incorporating forward prediction using least-mean-square (LMS) and recursive least square (RLS) filtering into the couch-based control system. Motion data were obtained using a skin-based marker. The proposed predictive feedback control system was benchmarked against pure feedback control (no forward prediction) and resulted in a significant performance gain. Finally, we combined the PLS inference model and the predictive feedback control to evaluate the overall performance of the feedback control system. Our results show that, with the tumor motion unknown but inferred by skin-based markers through the PLS model, the predictive feedback control system was able to effectively compensate intra-fraction motion.

INTERNATIONAL CONFERENCE ON SEMICONDUCTOR INJECTION LASERS SELCO-87: Continuous-wave distributed-feedback InGaAsP (λ = 1.55 μm) injection heterolasers

NASA Astrophysics Data System (ADS)

Baryshev, V. I.; Golikova, E. G.; Duraev, V. P.; Kuchinskiĭ, V. I.; Kizhaev, K. Yu; Kuksenkov, D. V.; Portnoĭ, E. L.; Smirnitskiĭ, V. B.

1988-11-01

A study was made of stimulated emission from mesa-stripe distributed-feedback lasers in the form of double heterostructures with separate electron and optical confinement. A diffraction grating with a period Λ = 0.46 μm, formed on the surface of the upper waveguide layer by holographic lithography, ensured distributed feedback in the second order. The threshold current for cw operation at room temperature was 35-70 mA, the shift of the emission wavelength with temperature was ~ 0.08 nm/K, and the feedback coefficient deduced from the width of a "Bragg gap" was 110-150 cm- 1.

How Much Is Too Much Assessment? Insight into Assessment-Driven Student Learning Gains in Large-Scale Undergraduate Microbiology Courses

PubMed Central

Wang, Jack T. H.; Schembri, Mark A.; Hall, Roy A.

2013-01-01

Designing and implementing assessment tasks in large-scale undergraduate science courses is a labor-intensive process subject to increasing scrutiny from students and quality assurance authorities alike. Recent pedagogical research has provided conceptual frameworks for teaching introductory undergraduate microbiology, but has yet to define best-practice assessment guidelines. This study assessed the applicability of Biggs’ theory of constructive alignment in designing consistent learning objectives, activities, and assessment items that aligned with the American Society for Microbiology’s concept-based microbiology curriculum in MICR2000, an introductory microbiology course offered at the University of Queensland, Australia. By improving the internal consistency in assessment criteria and increasing the number of assessment items explicitly aligned to the course learning objectives, the teaching team was able to efficiently provide adequate feedback on numerous assessment tasks throughout the semester, which contributed to improved student performance and learning gains. When comparing the constructively aligned 2011 offering of MICR2000 with its 2010 counterpart, students obtained higher marks in both coursework assignments and examinations as the semester progressed. Students also valued the additional feedback provided, as student rankings for course feedback provision increased in 2011 and assessment and feedback was identified as a key strength of MICR2000. By designing MICR2000 using constructive alignment and iterative assessment tasks that followed a common set of learning outcomes, the teaching team was able to effectively deliver detailed and timely feedback in a large introductory microbiology course. This study serves as a case study for how constructive alignment can be integrated into modern teaching practices for large-scale courses. PMID:23858350

JGME-ALiEM Hot Topics in Medical Education Online Journal Club: An Analysis of a Virtual Discussion About Resident Teachers

PubMed Central

Sherbino, Jonathan; Joshi, Nikita; Lin, Michelle

2015-01-01

Background  In health professionals' education, senior learners play a key role in the teaching of junior colleagues. Objective  We describe an online discussion about residents as teachers to highlight the topic and the online journal club medium. Methods  In January 2015, the Journal of Graduate Medical Education (JGME) and the Academic Life in Emergency Medicine blog facilitated an open-access, online, weeklong journal club on the JGME article “What Makes a Great Resident Teacher? A Multicenter Survey of Medical Students Attending an Internal Medicine Conference.” Social media platforms used to promote asynchronous discussions included a blog, a video discussion via Google Hangouts on Air, and Twitter. We performed a thematic analysis of the discussion. Web analytics were captured as a measure of impact. Results  The blog post garnered 1324 page views from 372 cities in 42 countries. Twitter was used to endorse discussion points, while blog comments provided opinions or responded to an issue. The discussion focused on why resident feedback was devalued by medical students. Proposed explanations included feedback not being labeled as such, the process of giving delivery, the source of feedback, discrepancies with self-assessment, and threats to medical student self-image. The blog post resulted in a crowd-sourced repository of resident teacher resources. Conclusions  An online journal club provides a novel discussion forum across multiple social media platforms to engage authors, content experts, and the education community. Crowd-sourced analysis of the resident teacher role suggests that resident feedback to medical students is important, and barriers to student acceptance of feedback can be overcome. PMID:26457152

The Functional Role of the Periphery in Emotional Language Comprehension

PubMed Central

Havas, David A.; Matheson, James

2013-01-01

Language can impact emotion, even when it makes no reference to emotion states. For example, reading sentences with positive meanings (“The water park is refreshing on the hot summer day”) induces patterns of facial feedback congruent with the sentence emotionality (smiling), whereas sentences with negative meanings induce a frown. Moreover, blocking facial afference with botox selectively slows comprehension of emotional sentences. Therefore, theories of cognition should account for emotion-language interactions above the level of explicit emotion words, and the role of peripheral feedback in comprehension. For this special issue exploring frontiers in the role of the body and environment in cognition, we propose a theory in which facial feedback provides a context-sensitive constraint on the simulation of actions described in language. Paralleling the role of emotions in real-world behavior, our account proposes that (1) facial expressions accompany sudden shifts in wellbeing as described in language; (2) facial expressions modulate emotional action systems during reading; and (3) emotional action systems prepare the reader for an effective simulation of the ensuing language content. To inform the theory and guide future research, we outline a framework based on internal models for motor control. To support the theory, we assemble evidence from diverse areas of research. Taking a functional view of emotion, we tie the theory to behavioral and neural evidence for a role of facial feedback in cognition. Our theoretical framework provides a detailed account that can guide future research on the role of emotional feedback in language processing, and on interactions of language and emotion. It also highlights the bodily periphery as relevant to theories of embodied cognition. PMID:23750145

Quantifying the Relative Contributions of Divisive and Subtractive Feedback to Rhythm Generation

PubMed Central

Tabak, Joël; Rinzel, John; Bertram, Richard

2011-01-01

Biological systems are characterized by a high number of interacting components. Determining the role of each component is difficult, addressed here in the context of biological oscillations. Rhythmic behavior can result from the interplay of positive feedback that promotes bistability between high and low activity, and slow negative feedback that switches the system between the high and low activity states. Many biological oscillators include two types of negative feedback processes: divisive (decreases the gain of the positive feedback loop) and subtractive (increases the input threshold) that both contribute to slowly move the system between the high- and low-activity states. Can we determine the relative contribution of each type of negative feedback process to the rhythmic activity? Does one dominate? Do they control the active and silent phase equally? To answer these questions we use a neural network model with excitatory coupling, regulated by synaptic depression (divisive) and cellular adaptation (subtractive feedback). We first attempt to apply standard experimental methodologies: either passive observation to correlate the variations of a variable of interest to system behavior, or deletion of a component to establish whether a component is critical for the system. We find that these two strategies can lead to contradictory conclusions, and at best their interpretive power is limited. We instead develop a computational measure of the contribution of a process, by evaluating the sensitivity of the active (high activity) and silent (low activity) phase durations to the time constant of the process. The measure shows that both processes control the active phase, in proportion to their speed and relative weight. However, only the subtractive process plays a major role in setting the duration of the silent phase. This computational method can be used to analyze the role of negative feedback processes in a wide range of biological rhythms. PMID:21533065

Video-augmented feedback for procedural performance.

PubMed

Wittler, Mary; Hartman, Nicholas; Manthey, David; Hiestand, Brian; Askew, Kim

2016-06-01

Resident programs must assess residents' achievement of core competencies for clinical and procedural skills. Video-augmented feedback may facilitate procedural skill acquisition and promote more accurate self-assessment. A randomized controlled study to investigate whether video-augmented verbal feedback leads to increased procedural skill and improved accuracy of self-assessment compared to verbal only feedback. Participants were evaluated during procedural training for ultrasound guided internal jugular central venous catheter (US IJ CVC) placement. All participants received feedback based on a validated 30-point checklist for US IJ CVC placement and validated 6-point procedural global rating scale. Scores in both groups improved by a mean of 9.6 points (95% CI: 7.8-11.4) on the 30-point checklist, with no difference between groups in mean score improvement on the global rating scale. In regards to self-assessment, participant self-rating diverged from faculty scoring, increasingly so after receiving feedback. Residents rated highly by faculty underestimated their skill, while those rated more poorly demonstrated increasing overestimation. Accuracy of self-assessment was not improved by addition of video. While feedback advanced the skill of the resident, video-augmented feedback did not enhance skill acquisition or improve accuracy of resident self-assessment compared to standard feedback.

Effect of Rayleigh-scattering distributed feedback on multiwavelength Raman fiber laser generation.

PubMed

El-Taher, A E; Harper, P; Babin, S A; Churkin, D V; Podivilov, E V; Ania-Castanon, J D; Turitsyn, S K

2011-01-15

We experimentally demonstrate a Raman fiber laser based on multiple point-action fiber Bragg grating reflectors and distributed feedback via Rayleigh scattering in an ~22-km-long optical fiber. Twenty-two lasing lines with spacing of ~100 GHz (close to International Telecommunication Union grid) in the C band are generated at the watt level. In contrast to the normal cavity with competition between laser lines, the random distributed feedback cavity exhibits highly stable multiwavelength generation with a power-equalized uniform distribution, which is almost independent on power.

Application of simple negative feedback model for avalanche photodetectors investigation

NASA Astrophysics Data System (ADS)

Kushpil, V. V.

2009-10-01

A simple negative feedback model based on Miller's formula is used to investigate the properties of Avalanche Photodetectors (APDs). The proposed method can be applied to study classical APD as well as new type of devices, which are operating in the Internal Negative Feedback (INF) regime. The method shows a good sensitivity to technological APD parameters making it possible to use it as a tool to analyse various APD parameters. It also allows better understanding of the APD operation conditions. The simulations and experimental data analysis for different types of APDs are presented.

On the dynamic forcing of short-term climate fluctuations by feedback mechanisms

NASA Technical Reports Server (NTRS)

Reiter, E. R.

1979-01-01

Various internal feedback mechanisms in the ocean atmosphere system were studied. A variability pattern of sea surface temperature with a quasibiennial oscillation (QBO) was detected off the coast of Senegal, in the Gulf of Guinea and even in the Gulf Stream as it leaves the North American continental shelf. Possible physical connections between some of these QBO's were pointed out by a hypothetical feedback model. Interaction of a QBO with the annual cycle may lead to beating frequencies resembling climatic trends of a duration of several years.

Modelling Feedback in Virtual Patients: An Iterative Approach.

PubMed

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

2018-01-01

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

Incorporation of feedback during beat synchronization is an index of neural maturation and reading skills.

PubMed

Woodruff Carr, Kali; Fitzroy, Ahren B; Tierney, Adam; White-Schwoch, Travis; Kraus, Nina

2017-01-01

Speech communication involves integration and coordination of sensory perception and motor production, requiring precise temporal coupling. Beat synchronization, the coordination of movement with a pacing sound, can be used as an index of this sensorimotor timing. We assessed adolescents' synchronization and capacity to correct asynchronies when given online visual feedback. Variability of synchronization while receiving feedback predicted phonological memory and reading sub-skills, as well as maturation of cortical auditory processing; less variable synchronization during the presence of feedback tracked with maturation of cortical processing of sound onsets and resting gamma activity. We suggest the ability to incorporate feedback during synchronization is an index of intentional, multimodal timing-based integration in the maturing adolescent brain. Precision of temporal coding across modalities is important for speech processing and literacy skills that rely on dynamic interactions with sound. Synchronization employing feedback may prove useful as a remedial strategy for individuals who struggle with timing-based language learning impairments. Copyright © 2016 Elsevier Inc. All rights reserved.

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

Telling good from bad news: ADHD differentially affects processing of positive and negative feedback during guessing.

PubMed

van Meel, Catharina S; Oosterlaan, Jaap; Heslenfeld, Dirk J; Sergeant, Joseph A

2005-01-01

Neuroimaging studies on ADHD suggest abnormalities in brain regions associated with decision-making and reward processing such as the anterior cingulate cortex (ACC) and orbitofrontal cortex. Recently, event-related potential (ERP) studies demonstrated that the ACC is involved in processing feedback signals during guessing and gambling. The resulting negative deflection, the 'feedback-related negativity' (FRN) has been interpreted as reflecting an error in reward prediction. In the present study, ERPs elicited by positive and negative feedback were recorded in children with ADHD and normal controls during guessing. 'Correct' and 'incorrect' guesses resulted in respectively monetary gains and losses. The FRN amplitude to losses was more pronounced in the ADHD group than in normal controls. Positive and negative feedback differentially affected long latency components in the ERP waveforms of normal controls, but not ADHD children. These later deflections might be related to further emotional or strategic processing. The present findings suggest an enhanced sensitivity to unfavourable outcomes in children with ADHD, probably due to abnormalities in mesolimbic reward circuits. In addition, further processing, such as affective evaluation and the assessment of future consequences of the feedback signal seems to be altered in ADHD. These results may further help understanding the neural basis of decision-making deficits in ADHD.

Effects of Oxytocin and Vasopressin on Preferential Brain Responses to Negative Social Feedback.

PubMed

Gozzi, Marta; Dashow, Erica M; Thurm, Audrey; Swedo, Susan E; Zink, Caroline F

2017-06-01

Receiving negative social feedback can be detrimental to emotional, cognitive, and physical well-being, and fear of negative social feedback is a prominent feature of mental illnesses that involve social anxiety. A large body of evidence has implicated the neuropeptides oxytocin and vasopressin in the modulation of human neural activity underlying social cognition, including negative emotion processing; however, the influence of oxytocin and vasopressin on neural activity elicited during negative social evaluation remains unknown. Here 21 healthy men underwent functional magnetic resonance imaging in a double-blind, placebo-controlled, crossover design to determine how intranasally administered oxytocin and vasopressin modulated neural activity when receiving negative feedback on task performance from a study investigator. We found that under placebo, a preferential response to negative social feedback compared with positive social feedback was evoked in brain regions putatively involved in theory of mind (temporoparietal junction), pain processing (anterior insula and supplementary motor area), and identification of emotionally important visual cues in social perception (right fusiform). These activations weakened with oxytocin and vasopressin administration such that neural responses to receiving negative social feedback were not significantly greater than positive social feedback. Our results show effects of both oxytocin and vasopressin on the brain network involved in negative social feedback, informing the possible use of a pharmacological approach targeting these regions in multiple disorders with impairments in social information processing.

Combined contributions of feedforward and feedback inputs to bottom-up attention

PubMed Central

Khorsand, Peyman; Moore, Tirin; Soltani, Alireza

2015-01-01

In order to deal with a large amount of information carried by visual inputs entering the brain at any given point in time, the brain swiftly uses the same inputs to enhance processing in one part of visual field at the expense of the others. These processes, collectively called bottom-up attentional selection, are assumed to solely rely on feedforward processing of the external inputs, as it is implied by the nomenclature. Nevertheless, evidence from recent experimental and modeling studies points to the role of feedback in bottom-up attention. Here, we review behavioral and neural evidence that feedback inputs are important for the formation of signals that could guide attentional selection based on exogenous inputs. Moreover, we review results from a modeling study elucidating mechanisms underlying the emergence of these signals in successive layers of neural populations and how they depend on feedback from higher visual areas. We use these results to interpret and discuss more recent findings that can further unravel feedforward and feedback neural mechanisms underlying bottom-up attention. We argue that while it is descriptively useful to separate feedforward and feedback processes underlying bottom-up attention, these processes cannot be mechanistically separated into two successive stages as they occur at almost the same time and affect neural activity within the same brain areas using similar neural mechanisms. Therefore, understanding the interaction and integration of feedforward and feedback inputs is crucial for better understanding of bottom-up attention. PMID:25784883

Marginally perceptible outcome feedback, motor learning and implicit processes.

PubMed

Masters, Rich S W; Maxwell, Jon P; Eves, Frank F

2009-09-01

Participants struck 500 golf balls to a concealed target. Outcome feedback was presented at the subjective or objective threshold of awareness of each participant or at a supraliminal threshold. Participants who received fully perceptible (supraliminal) feedback learned to strike the ball onto the target, as did participants who received feedback that was only marginally perceptible (subjective threshold). Participants who received feedback that was not perceptible (objective threshold) showed no learning. Upon transfer to a condition in which the target was unconcealed, performance increased in both the subjective and the objective threshold condition, but decreased in the supraliminal condition. In all three conditions, participants reported minimal declarative knowledge of their movements, suggesting that deliberate hypothesis testing about how best to move in order to perform the motor task successfully was disrupted by the impoverished disposition of the visual outcome feedback. It was concluded that sub-optimally perceptible visual feedback evokes implicit processes.

A modulating effect of Tropical Instability Wave (TIW)-induced surface wind feedback in a hybrid coupled model of the tropical Pacific

NASA Astrophysics Data System (ADS)

Zhang, Rong-Hua

2016-10-01

Tropical Instability Waves (TIWs) and the El Niño-Southern Oscillation (ENSO) are two air-sea coupling phenomena that are prominent in the tropical Pacific, occurring at vastly different space-time scales. It has been challenging to adequately represent both of these processes within a large-scale coupled climate model, which has led to a poor understanding of the interactions between TIW-induced feedback and ENSO. In this study, a novel modeling system was developed that allows representation of TIW-scale air-sea coupling and its interaction with ENSO. Satellite data were first used to derive an empirical model for TIW-induced sea surface wind stress perturbations (τTIW). The model was then embedded in a basin-wide hybrid-coupled model (HCM) of the tropical Pacific. Because τTIW were internally determined from TIW-scale sea surface temperatures (SSTTIW) simulated in the ocean model, the wind-SST coupling at TIW scales was interactively represented within the large-scale coupled model. Because the τTIW-SSTTIW coupling part of the model can be turned on or off in the HCM simulations, the related TIW wind feedback effects can be isolated and examined in a straightforward way. Then, the TIW-scale wind feedback effects on the large-scale mean ocean state and interannual variability in the tropical Pacific were investigated based on this embedded system. The interactively represented TIW-scale wind forcing exerted an asymmetric influence on SSTs in the HCM, characterized by a mean-state cooling and by a positive feedback on interannual variability, acting to enhance ENSO amplitude. Roughly speaking, the feedback tends to increase interannual SST variability by approximately 9%. Additionally, there is a tendency for TIW wind to have an effect on the phase transition during ENSO evolution, with slightly shortened interannual oscillation periods. Additional sensitivity experiments were performed to elucidate the details of TIW wind effects on SST evolution during ENSO cycles.

Developing effective assignment feedback for an interprofessional learning module-An action research project.

PubMed

Strudwick, Ruth; Day, Jane

2015-09-01

The first year interprofessional learning module at University Campus Suffolk (UCS) is delivered to 300 students and the students' assignments are marked by 20 members of staff from different health and social care professions. We were keen to find a way to reduce any inconsistencies and work with both staff and students to ensure that the essay and subsequent feedback were useful for all involved. The aims of the project were to evaluate the current marking process and feedback sheets used for year one inter-professional learning (IPL) marking, and to develop an appropriate marking tool and feedback sheet that would enable markers to provide more consistent feedback to the students. Participatory action research was used with both students and staff members being involved. Focus group and questions were used to ascertain views about the assignment feedback. The feedback from this action learning project helped us to enhance the feedback for students. There was also an increase in engagement with the assessment and feedback process amongst both staff and students. Copyright © 2015 Elsevier Ltd. All rights reserved.

Neurophysiological correlates of anhedonia in feedback processing

PubMed Central

Mies, Gabry W.; Van den Berg, Ivo; Franken, Ingmar H. A.; Smits, Marion; Van der Molen, Maurits W.; Van der Veen, Frederik M.

2013-01-01

Disturbances in feedback processing and a dysregulation of the neural circuit in which the cingulate cortex plays a key role have been frequently observed in depression. Since depression is a heterogeneous disease, instead of focusing on the depressive state in general, this study investigated the relations between the two core symptoms of depression, i.e., depressed mood and anhedonia, and the neural correlates of feedback processing using fMRI. The focus was on the different subdivisions of the anterior cingulate cortex (ACC). Undergraduates with varying levels of depressed mood and anhedonia performed a time-estimation task in which they received positive and negative feedback that was either valid or invalid (i.e., related vs. unrelated to actual performance). The rostral cingulate zone (RCZ), corresponding to the dorsal part of the ACC, was less active in response to feedback in more anhedonic individuals, after correcting for the influence of depressed mood, whereas the subgenual ACC was more active in these individuals. Task performance was not affected by anhedonia, however. No statistically significant effects were found for depressed mood above and beyond the effects of anhedonia. This study therefore implies that increasing levels of anhedonia involve changes in the neural circuitry underlying feedback processing. PMID:23532800

Acute effects of alcohol on feedback processing and outcome evaluation during risky decision-making: an ERP study.

PubMed

Euser, Anja S; van Meel, Catharina S; Snelleman, Michelle; Franken, Ingmar H A

2011-09-01

Although risky decision-making is one of the hallmarks of alcohol use disorders, relatively little is known about the acute psychopharmacological effects of alcohol on decision-making processes. The present study investigated the acute effects of alcohol on neural mechanisms underlying feedback processing and outcome evaluation during risky decision-making, using event-related brain potentials (ERPs). ERPs elicited by positive and negative feedback were recorded during performance of a modified version of the Balloon Analogue Risk Task in male participants receiving either a moderate dose of alcohol (0.65 g/kg alcohol; n = 32) or a non-alcoholic placebo beverage (n = 32). Overall, there was no significant difference in the mean number of pumps between the alcohol and the placebo condition. However, when analyzing over time, it was found that the alcohol group made more riskier choices at the beginning of the task than the placebo group. ERPs demonstrated that alcohol consumption did not affect early processing of negative feedback, indexed by the feedback-related negativity. By contrast, alcohol-intoxicated individuals showed significantly reduced P300 amplitudes in response to negative feedback as compared to sober controls, suggesting that more elaborate evaluation to losses was significantly diminished. These results suggest that alcohol consumption does not influence the ability to rapidly evaluate feedback valence, but rather the ability to assign sufficient attention to further process motivationally salient outcomes. Blunted P300 amplitudes may reflect poor integration of feedback across trials, particularly adverse ones. Consequently, alcohol may keep people from effectively predicting the probability of future gains and losses based on their reinforcement history.

Homeostatic systems, biocybernetics, and autonomic neuroscience.

PubMed

Goldstein, David S; Kopin, Irwin J

2017-12-01

In this review we describe a series of major concepts introduced during the past 150years that have contributed to our current understanding about how physiological processes required for well-being and survival are regulated. One can theorize that hierarchical networks involving input-output relationships continuously orchestrate and learn adaptive patterns of observable behaviors, cognition, memory, mood, and autonomic systems. Taken together, these networks function as "good regulators" determining levels of internal variables and act as if there were homeostatic comparators ("homeostats"). The consequences of models with vs. without homeostats remain the same in terms of allostatic load and the eventual switch from stabilizing negative feedback loops to destabilizing, pathogenic positive feedback loops. Understanding this switch seems important for comprehending senescence-related, neurodegenerative disorders that involve the autonomic nervous system. Our general proposal is that disintegration of homeostatic systems causes disorders of regulation in degenerative diseases and that medical cybernetics can inspire and rationalize new approaches to treatment and prevention. Published by Elsevier B.V.

A qualitative assessment of cross-cultural adaptation of intermediate measures for schizophrenia in multisite international studies.

PubMed

Gonzalez, Jodi M; Rubin, Maureen; Fredrick, Megan M; Velligan, Dawn I

2013-04-30

In this substudy of the Measurement and Treatment Research to Improve Cognition in Schizophrenia we examined qualitative feedback on the cross-cultural adaptability of four intermediate measures of functional outcome (Independent Living Scales, UCSD Performance-Based Skills Assessment, Test of Adaptive Behavior in Schizophrenia, and Cognitive Assessment Interview). Feedback was provided by experienced English-fluent clinical researchers at 31 sites in eight countries familiar with medication trials. Researchers provided feedback on test subscales and items which were rated as having adaptation challenges. They noted the specific concern and made suggestions for adaptation to their culture. We analyzed the qualitative data using a modified Grounded Theory approach guided by the International Testing Commission Guidelines model for test adaptation. For each measure except the Cognitive Assessment Interview (CAI), the majority of subscales were reported to require major adaptations in terms of content and concepts contained in the subscale. In particular, social, financial, transportation and health care systems varied widely across countries-systems which are often used to assess performance capacity in the U.S. We provide suggestions for how to address future international test development and adaptation. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

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…

The Role of Feedback in Cross-Cultural Learning: A Case Study of Chinese Taught Postgraduate Students in a UK University

ERIC Educational Resources Information Center

Tian, Mei; Lowe, John

2013-01-01

Insufficient attention has been given to the role of cultural differences in feedback communication with the UK's increasingly internationalised student body. This issue is particularly significant for international students taking short -- one-year -- postgraduate taught courses and we illustrate this in a study of Chinese students at a UK…

"Are You Listening Please?" The Advantages of Electronic Audio Feedback Compared to Written Feedback

ERIC Educational Resources Information Center

Lunt, Tom; Curran, John

2010-01-01

Feedback on students' work is, probably, one of the most important aspects of learning, yet students' report, according to the National Union of Students (NUS) Survey of 2008, unhappiness with the feedback process. Students were unhappy with the quality, detail and timing of feedback. This paper examines the benefits of using audio, as opposed to…

Making Judgements: Investigating the Process of Composing and Receiving Peer Feedback

ERIC Educational Resources Information Center

McConlogue, Teresa

2015-01-01

Recent studies have argued that tutor feedback is failing to support students' progression. The potential for peer feedback, i.e. feedback composed by peer assessors, to support learning has been under researched. The aim of this paper was to explore a case study of a peer assessor composing and receiving peer feedback. The paper reports a case…

The Effects of Feedback on Memory Strategies of Younger and Older Adults

PubMed Central

Zhang, Fan; Zhang, Xin; Luo, Meng; Geng, Haiyan

2016-01-01

Existing literature suggests that feedback could effectively reduce false memories in younger adults. However, it is unclear whether memory performance in older adults also might be affected by feedback. The current study tested the hypothesis that older adults can use immediate feedback to adjust their memory strategy, similar to younger adults, but after feedback is removed, older adults may not be able to maintain using the memory strategy. Older adults will display more false memories than younger adults due to a reduction in attentional resources. In Study 1, both younger and older adults adjusted gist processing and item-specific processing biases based on the feedback given (i.e., biased and objective feedback). In Study 2 after the feedback was removed, only younger adults with full attention were able to maintain the feedback-shaped memory strategy; whereas, both younger adults with divided attention and older adults had increased false memories after feedback was removed. The findings suggest that environmental support helps older adults as well as younger adults to adopt a memory strategy that demands high attentional resources, but when the support is removed, older adults can no longer maintain such a strategy. PMID:28033327

Factors influencing the effectiveness of audit and feedback: nurses' perceptions.

PubMed

Christina, Venessa; Baldwin, Kathryn; Biron, Alain; Emed, Jessica; Lepage, Karine

2016-11-01

To explore the perceptions of nurses in an acute care setting on factors influencing the effectiveness of audit and feedback. Audit and feedback is widely used and recommended in nursing to promote evidence-based practice and to improve care quality. Yet the literature has shown a limited to modest effect at most. Audit and feedback will continue to be unreliable until we learn what influences its effectiveness. A qualitative study was conducted using individual, semi-structured interviews with 14 registered nurses in an acute care teaching hospital in Montreal, Canada. Three themes were identified: the relevance of audit and feedback, particularly understanding the purpose of audit and feedback and the prioritisation of audit criteria; the audit and feedback process, including its timing and feedback characteristics; and individual factors, such as personality and perceived accountability. According to participants, they were likely to have a better response to audit and feedback when they perceived that it was relevant and that the process fitted their preferences. This study benefits nursing leaders and managers involved in quality improvement by providing a better understanding of nurses' perceptions on how best to use audit and feedback as a strategy to promote evidence-based practice. © 2016 John Wiley & Sons Ltd.

The Effects of Feedback on Memory Strategies of Younger and Older Adults.

PubMed

Zhang, Fan; Zhang, Xin; Luo, Meng; Geng, Haiyan

2016-01-01

Existing literature suggests that feedback could effectively reduce false memories in younger adults. However, it is unclear whether memory performance in older adults also might be affected by feedback. The current study tested the hypothesis that older adults can use immediate feedback to adjust their memory strategy, similar to younger adults, but after feedback is removed, older adults may not be able to maintain using the memory strategy. Older adults will display more false memories than younger adults due to a reduction in attentional resources. In Study 1, both younger and older adults adjusted gist processing and item-specific processing biases based on the feedback given (i.e., biased and objective feedback). In Study 2 after the feedback was removed, only younger adults with full attention were able to maintain the feedback-shaped memory strategy; whereas, both younger adults with divided attention and older adults had increased false memories after feedback was removed. The findings suggest that environmental support helps older adults as well as younger adults to adopt a memory strategy that demands high attentional resources, but when the support is removed, older adults can no longer maintain such a strategy.

Paper Review Revolution: Screencasting Feedback for Developmental Writers

ERIC Educational Resources Information Center

Boone, Joni; Carlson, Susan

2011-01-01

Researchers from Kaplan University present findings from a media-rich feedback pilot program that targets students from developmental writing courses. One study of student reactions reveals how screencasting feedback encouraged more formative, holistic feedback and students' awareness of writing process, audience, and revision. A second study…

Descriptive Feedback: Student Voice in K-5 Classrooms

ERIC Educational Resources Information Center

Rodgers, Carol

2018-01-01

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

Enabling multi-level relevance feedback on PubMed by integrating rank learning into DBMS.

PubMed

Yu, Hwanjo; Kim, Taehoon; Oh, Jinoh; Ko, Ilhwan; Kim, Sungchul; Han, Wook-Shin

2010-04-16

Finding relevant articles from PubMed is challenging because it is hard to express the user's specific intention in the given query interface, and a keyword query typically retrieves a large number of results. Researchers have applied machine learning techniques to find relevant articles by ranking the articles according to the learned relevance function. However, the process of learning and ranking is usually done offline without integrated with the keyword queries, and the users have to provide a large amount of training documents to get a reasonable learning accuracy. This paper proposes a novel multi-level relevance feedback system for PubMed, called RefMed, which supports both ad-hoc keyword queries and a multi-level relevance feedback in real time on PubMed. RefMed supports a multi-level relevance feedback by using the RankSVM as the learning method, and thus it achieves higher accuracy with less feedback. RefMed "tightly" integrates the RankSVM into RDBMS to support both keyword queries and the multi-level relevance feedback in real time; the tight coupling of the RankSVM and DBMS substantially improves the processing time. An efficient parameter selection method for the RankSVM is also proposed, which tunes the RankSVM parameter without performing validation. Thereby, RefMed achieves a high learning accuracy in real time without performing a validation process. RefMed is accessible at http://dm.postech.ac.kr/refmed. RefMed is the first multi-level relevance feedback system for PubMed, which achieves a high accuracy with less feedback. It effectively learns an accurate relevance function from the user's feedback and efficiently processes the function to return relevant articles in real time.

Enabling multi-level relevance feedback on PubMed by integrating rank learning into DBMS

PubMed Central

2010-01-01

Background Finding relevant articles from PubMed is challenging because it is hard to express the user's specific intention in the given query interface, and a keyword query typically retrieves a large number of results. Researchers have applied machine learning techniques to find relevant articles by ranking the articles according to the learned relevance function. However, the process of learning and ranking is usually done offline without integrated with the keyword queries, and the users have to provide a large amount of training documents to get a reasonable learning accuracy. This paper proposes a novel multi-level relevance feedback system for PubMed, called RefMed, which supports both ad-hoc keyword queries and a multi-level relevance feedback in real time on PubMed. Results RefMed supports a multi-level relevance feedback by using the RankSVM as the learning method, and thus it achieves higher accuracy with less feedback. RefMed "tightly" integrates the RankSVM into RDBMS to support both keyword queries and the multi-level relevance feedback in real time; the tight coupling of the RankSVM and DBMS substantially improves the processing time. An efficient parameter selection method for the RankSVM is also proposed, which tunes the RankSVM parameter without performing validation. Thereby, RefMed achieves a high learning accuracy in real time without performing a validation process. RefMed is accessible at http://dm.postech.ac.kr/refmed. Conclusions RefMed is the first multi-level relevance feedback system for PubMed, which achieves a high accuracy with less feedback. It effectively learns an accurate relevance function from the user’s feedback and efficiently processes the function to return relevant articles in real time. PMID:20406504

Saccadic adaptation to a systematically varying disturbance

PubMed Central

Ohl, Sven; Rolfs, Martin

2016-01-01

Saccadic adaptation maintains the correct mapping between eye movements and their targets, yet the dynamics of saccadic gain changes in the presence of systematically varying disturbances has not been extensively studied. Here we assessed changes in the gain of saccade amplitudes induced by continuous and periodic postsaccadic visual feedback. Observers made saccades following a sequence of target steps either along the horizontal meridian (Two-way adaptation) or with unconstrained saccade directions (Global adaptation). An intrasaccadic step—following a sinusoidal variation as a function of the trial number (with 3 different frequencies tested in separate blocks)—consistently displaced the target along its vector. The oculomotor system responded to the resulting feedback error by modifying saccade amplitudes in a periodic fashion with similar frequency of variation but lagging the disturbance by a few tens of trials. This periodic response was superimposed on a drift toward stronger hypometria with similar asymptotes and decay rates across stimulus conditions. The magnitude of the periodic response decreased with increasing frequency and was smaller and more delayed for Global than Two-way adaptation. These results suggest that—in addition to the well-characterized return-to-baseline response observed in protocols using constant visual feedback—the oculomotor system attempts to minimize the feedback error by integrating its variation across trials. This process resembles a convolution with an internal response function, whose structure would be determined by coefficients of the learning model. Our protocol reveals this fast learning process in single short experimental sessions, qualifying it for the study of sensorimotor learning in health and disease. PMID:27098027

Students' Perceptions of Interventions for Supporting Their Engagement with Feedback

ERIC Educational Resources Information Center

Parker, Michael; Winstone, Naomi E.

2016-01-01

Recent approaches to assessment and feedback in higher education stress the importance of students' involvement in these processes, where effective reception of feedback is as important as effective delivery. Many interventions have been developed to support students' active use of feedback; however, students' engagement will be influenced by…

The Influence of Teacher Feedback on Children's Perceptions of Student-Teacher Relationships

ERIC Educational Resources Information Center

Skipper, Yvonne; Douglas, Karen

2015-01-01

Background: Teachers can deliver feedback using person ("you are clever") or process terms ("you worked hard"). Person feedback can lead to negative academic outcomes, but there is little experimental research examining the impact of feedback on children's perceptions of the student-teacher relationship. Aim: We examined the…

Keeping the Destination in Mind

ERIC Educational Resources Information Center

Lalor, Angela Di Michele

2012-01-01

The feedback process in school--and its effect on learners--resembles a global positioning system (GPS). When students receive clear, high-quality feedback that is tied to learning targets, student learning moves forward. When they are deprived of feedback or given feedback that is barely connected to learning targets, students get frustrated,…

The Problem of Feedback in Hearing Aids.

ERIC Educational Resources Information Center

Kates, James M.

1991-01-01

This paper discusses the problem of feedback in hearing aids and offers examples based on a computer simulation of hearing aid behavior. The available technology for dealing with feedback is reviewed, and the new digital signal-processing approaches which may finally solve the feedback problem are described. (Author/DB)

The Mythology of Feedback

ERIC Educational Resources Information Center

Adcroft, Andy

2011-01-01

Much of the general education and discipline-specific literature on feedback suggests that it is a central and important element of student learning. This paper examines feedback from a social process perspective and suggests that feedback is best understood through an analysis of the interactions between academics and students. The paper argues…

The influence of anticipatory processing on attentional biases in social anxiety.

PubMed

Mills, Adam C; Grant, DeMond M; Judah, Matt R; White, Evan J

2014-09-01

Research on cognitive theories of social anxiety disorder (SAD) has identified individual processes that influence this condition (e.g., cognitive biases, repetitive negative thinking), but few studies have attempted to examine the interaction between these processes. For example, attentional biases and anticipatory processing are theoretically related and have been found to influence symptoms of SAD, but they rarely have been studied together (i.e., Clark & Wells, 1995). Therefore, the goal of the current study was to examine the effect of anticipatory processing on attentional bias for internal (i.e., heart rate feedback) and external (i.e., emotional faces) threat information. A sample of 59 participants high (HSA) and low (LSA) in social anxiety symptoms engaged in a modified dot-probe task prior to (Time 1) and after (Time 2) an anticipatory processing or distraction task. HSAs who anticipated experienced an increase in attentional bias for internal information from Time 1 to Time 2, whereas HSAs in the distraction condition and LSAs in either condition experienced no changes. No changes in biases were found for HSAs for external biases, but LSAs who engaged in the distraction task became less avoidant of emotional faces from Time 1 to Time 2. This suggests that anticipatory processing results in an activation of attentional biases for physiological information as suggested by Clark and Wells. Copyright © 2014. Published by Elsevier Ltd.

Process-based modeling of silicate mineral weathering responses to increasing atmospheric CO2 and climate change

NASA Astrophysics Data System (ADS)

Banwart, Steven A.; Berg, Astrid; Beerling, David J.

2009-12-01

A mathematical model describes silicate mineral weathering processes in modern soils located in the boreal coniferous region of northern Europe. The process model results demonstrate a stabilizing biological feedback mechanism between atmospheric CO2 levels and silicate weathering rates as is generally postulated for atmospheric evolution. The process model feedback response agrees within a factor of 2 of that calculated by a weathering feedback function of the type generally employed in global geochemical carbon cycle models of the Earth's Phanerozoic CO2 history. Sensitivity analysis of parameter values in the process model provides insight into the key mechanisms that influence the strength of the biological feedback to weathering. First, the process model accounts for the alkalinity released by weathering, whereby its acceleration stabilizes pH at values that are higher than expected. Although the process model yields faster weathering with increasing temperature, because of activation energy effects on mineral dissolution kinetics at warmer temperature, the mineral dissolution rate laws utilized in the process model also result in lower dissolution rates at higher pH values. Hence, as dissolution rates increase under warmer conditions, more alkalinity is released by the weathering reaction, helping maintain higher pH values thus stabilizing the weathering rate. Second, the process model yields a relatively low sensitivity of soil pH to increasing plant productivity. This is due to more rapid decomposition of dissolved organic carbon (DOC) under warmer conditions. Because DOC fluxes strongly influence the soil water proton balance and pH, this increased decomposition rate dampens the feedback between productivity and weathering. The process model is most sensitive to parameters reflecting soil structure; depth, porosity, and water content. This suggests that the role of biota to influence these characteristics of the weathering profile is as important, if not more important, than the role of biota to influence mineral dissolution rates through changes in soil water chemistry. This process-modeling approach to quantify the biological weathering feedback to atmospheric CO2 demonstrates the potential for a far more mechanistic description of weathering feedback in simulations of the global geochemical carbon cycle.

Willing to wait: Elevated reward-processing EEG activity associated with a greater preference for larger-but-delayed rewards.

PubMed

Pornpattananangkul, Narun; Nusslock, Robin

2016-10-01

While almost everyone discounts the value of future rewards over immediate rewards, people differ in their so-called delay-discounting. One of the several factors that may explain individual differences in delay-discounting is reward-processing. To study individual-differences in reward-processing, however, one needs to consider the heterogeneity of neural-activity at each reward-processing stage. Here using EEG, we separated reward-related neural activity into distinct reward-anticipation and reward-outcome stages using time-frequency characteristics. Thirty-seven individuals first completed a behavioral delay-discounting task. Then reward-processing EEG activity was assessed using a separate reward-learning task, called a reward time-estimation task. During this EEG task, participants were instructed to estimate time duration and were provided performance feedback on a trial-by-trial basis. Participants received monetary-reward for accurate-performance on Reward trials, but not on No-Reward trials. Reward trials, relative to No-Reward trials, enhanced EEG activity during both reward-anticipation (including, cued-locked delta power during cue-evaluation and pre-feedback alpha suppression during feedback-anticipation) and reward-outcome (including, feedback-locked delta, theta and beta power) stages. Moreover, all of these EEG indices correlated with behavioral performance in the time-estimation task, suggesting their essential roles in learning and adjusting performance to maximize winnings in a reward-learning situation. Importantly, enhanced EEG power during Reward trials, as reflected by stronger 1) pre-feedback alpha suppression, 2) feedback-locked theta and 3) feedback-locked beta, was associated with a greater preference for larger-but-delayed rewards in a separate, behavioral delay-discounting task. Results highlight the association between a stronger preference toward larger-but-delayed rewards and enhanced reward-processing. Moreover, our reward-processing EEG indices detail the specific stages of reward-processing where these associations occur. Copyright © 2016 Elsevier Ltd. All rights reserved.

Understanding constructive feedback: a commitment between teachers and students for academic and professional development.

PubMed

Hamid, Yasir; Mahmood, Sajid

2010-03-01

This review highlights the need in the Pakistani medical education system for teachers and students to be able to: define constructive feedback; provide constructive feedback; identify standards for constructive feedback; identify a suitable model for the provision of constructive feedback and evaluate the use of constructive feedback. For the purpose of literature review we had defined the key word glossary as: feedback, constructive feedback, teaching constructive feedback, models for feedback, models for constructive feedback and giving and receiving feedback. The data bases for the search include: Medline (EBSCO), Web of Knowledge, SCOPUS, TRIP, ScienceDirect, Pubmed, U.K. Pubmed Central, ZETOC, University of Dundee Library catalogue, SCIRUS (Elsevier) and Google Scholar. This article states that the Pakistani medical schools do not reflect on or use the benefits of the constructive feedback process. The discussion about constructive feedback suggests that in the context of Pakistan, constructive feedback will facilitate the teaching and learning activities.

Evolving autonomous learning in cognitive networks.

PubMed

Sheneman, Leigh; Hintze, Arend

2017-12-01

There are two common approaches for optimizing the performance of a machine: genetic algorithms and machine learning. A genetic algorithm is applied over many generations whereas machine learning works by applying feedback until the system meets a performance threshold. These methods have been previously combined, particularly in artificial neural networks using an external objective feedback mechanism. We adapt this approach to Markov Brains, which are evolvable networks of probabilistic and deterministic logic gates. Prior to this work MB could only adapt from one generation to the other, so we introduce feedback gates which augment their ability to learn during their lifetime. We show that Markov Brains can incorporate these feedback gates in such a way that they do not rely on an external objective feedback signal, but instead can generate internal feedback that is then used to learn. This results in a more biologically accurate model of the evolution of learning, which will enable us to study the interplay between evolution and learning and could be another step towards autonomously learning machines.

A student-centred feedback model for educators.

PubMed

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

2013-04-01

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

One multi-media environmental system with linkage between meteorology/ hydrology/ air quality models and water quality model

NASA Astrophysics Data System (ADS)

Tang, C.; Lynch, J. A.; Dennis, R. L.

2016-12-01

The biogeochemical processing of nitrogen and associated pollutants is driven by meteorological and hydrological processes in conjunction with pollutant loading. There are feedbacks between meteorology and hydrology that will be affected by land-use change and climate change. Changes in meteorology will affect pollutant deposition. It is important to account for those feedbacks and produce internally consistent simulations of meteorology, hydrology, and pollutant loading to drive the (watershed/water quality) biogeochemical models. In this study, the ecological response to emission reductions in streams in the Potomac watershed was evaluated. Firstly, we simulated the deposition by using the fully coupled Weather Research & Forecasting (WRF) model and the Community Multiscale Air Quality (CAMQ) model; secondly, we created the hydrological data by the offline linked Variable Infiltration Capacity (VIC) model and the WRF model. Lastly, we investigated the water quality by one comprehensive/environment model, namely the linkage of CMAQ, WRF, VIC and the Model of Acidification of Groundwater In Catchment (MAGIC) model from 2002 to 2010.The simulated results (such as NO3, SO4, and SBC) fit well to the observed values. The linkage provides a generally accurate, well-tested tool for evaluating sensitivities to varying meteorology and environmental changes on acidification and other biogeochemical processes, with capability to comprehensively explore strategic policy and management design.

Depression screening with patient-targeted feedback in cardiology: DEPSCREEN-INFO randomised clinical trial.

PubMed

Löwe, Bernd; Blankenberg, Stefan; Wegscheider, Karl; König, Hans-Helmut; Walter, Dirk; Murray, Alexandra M; Gierk, Benjamin; Kohlmann, Sebastian

2017-02-01

International guidelines advocate depression screening in patients with coronary heart disease (CHD) and other chronic illnesses, but evidence is lacking. To test the differential efficacy of written patient-targeted feedback v. no written patient feedback after depression screening. Patients with CHD or hypertension from three cardiology settings were randomised and screened for depression (ClinicalTrials.gov Identifier: NCT01879111). Compared with the control group, where only cardiologists received written feedback, in the intervention group both cardiologists and patients received written feedback regarding depression status. Depression severity was measured 1 month (primary outcome) and 6 months after screening. The control group (n = 220) and the patient-feedback group (n = 155) did not differ in depression severity 1 month after screening. Six months after screening, the patient-feedback group showed significantly greater improvements in depression severity and was twice as likely to seek information about depression compared with the control group. Patient-targeted feedback in addition to screening has a significant but small effect on depression severity after 6 months and may encourage patients to take an active role in the self-management of depression. © The Royal College of Psychiatrists 2017.

How does culture affect experiential training feedback in exported Canadian health professional curricula?

PubMed Central

Mousa Bacha, Rasha; Abdelaziz, Somaia

2017-01-01

Objectives To explore feedback processes of Western-based health professional student training curricula conducted in an Arab clinical teaching setting. Methods This qualitative study employed document analysis of in-training evaluation reports (ITERs) used by Canadian nursing, pharmacy, respiratory therapy, paramedic, dental hygiene, and pharmacy technician programs established in Qatar. Six experiential training program coordinators were interviewed between February and May 2016 to explore how national cultural differences are perceived to affect feedback processes between students and clinical supervisors. Interviews were recorded, transcribed, and coded according to a priori cultural themes. Results Document analysis found all programs’ ITERs outlined competency items for students to achieve. Clinical supervisors choose a response option corresponding to their judgment of student performance and may provide additional written feedback in spaces provided. Only one program required formal face-to-face feedback exchange between students and clinical supervisors. Experiential training program coordinators identified that no ITER was expressly culturally adapted, although in some instances, modifications were made for differences in scopes of practice between Canada and Qatar.  Power distance was recognized by all coordinators who also identified both student and supervisor reluctance to document potentially negative feedback in ITERs. Instances of collectivism were described as more lenient student assessment by clinical supervisors of the same cultural background. Uncertainty avoidance did not appear to impact feedback processes. Conclusions Our findings suggest that differences in specific cultural dimensions between Qatar and Canada have implications on the feedback process in experiential training which may be addressed through simple measures to accommodate communication preferences. PMID:28315858

How does culture affect experiential training feedback in exported Canadian health professional curricula?

PubMed

Wilbur, Kerry; Mousa Bacha, Rasha; Abdelaziz, Somaia

2017-03-17

To explore feedback processes of Western-based health professional student training curricula conducted in an Arab clinical teaching setting. This qualitative study employed document analysis of in-training evaluation reports (ITERs) used by Canadian nursing, pharmacy, respiratory therapy, paramedic, dental hygiene, and pharmacy technician programs established in Qatar. Six experiential training program coordinators were interviewed between February and May 2016 to explore how national cultural differences are perceived to affect feedback processes between students and clinical supervisors. Interviews were recorded, transcribed, and coded according to a priori cultural themes. Document analysis found all programs' ITERs outlined competency items for students to achieve. Clinical supervisors choose a response option corresponding to their judgment of student performance and may provide additional written feedback in spaces provided. Only one program required formal face-to-face feedback exchange between students and clinical supervisors. Experiential training program coordinators identified that no ITER was expressly culturally adapted, although in some instances, modifications were made for differences in scopes of practice between Canada and Qatar.  Power distance was recognized by all coordinators who also identified both student and supervisor reluctance to document potentially negative feedback in ITERs. Instances of collectivism were described as more lenient student assessment by clinical supervisors of the same cultural background. Uncertainty avoidance did not appear to impact feedback processes. Our findings suggest that differences in specific cultural dimensions between Qatar and Canada have implications on the feedback process in experiential training which may be addressed through simple measures to accommodate communication preferences.

Pre-Feedback Risk Expectancies and Reception of Low-Risk Health Feedback: Absolute and Comparative Lack of Reassurance.

PubMed

Gamp, Martina; Renner, Britta

2016-11-01

Personalised health-risk assessment is one of the most common components of health promotion programs. Previous research on responses to health risk feedback has commonly focused on the reception of bad news (high-risk feedback). The reception of low-risk feedback has been comparably neglected since it is assumed that good news is reassuring and readily received. However, field studies suggest mixed responses to low-risk health feedback. Accordingly, we examine whether pre-feedback risk expectancies can mitigate the reassuring effects of good news. In two studies (N = 187, N = 565), after assessing pre-feedback risk expectancies, participants received low-risk personalised feedback about their own risk of developing (the fictitious) Tucson Chronic Fatigue Syndrome (TCFS). Study 2 also included peer TCFS risk status feedback. Afterwards, self- and peer-related risk perception for TCFS was assessed. In both studies, participants who expected to be at high risk but received good news (unexpected low-risk feedback) showed absolute lack of reassurance. Specifically, they felt at significantly greater TCFS risk than participants who received expected good news. Moreover, the unexpected low-risk group even believed that their risk was as high as (Study 1) or higher (Study 2) than that of their peers (comparative lack of reassurance). Results support the notion that high pre-feedback risk expectancies can mitigate absolute and comparative reassuring effects of good news. © 2016 The International Association of Applied Psychology.

Multi-voxel Patterns Reveal Functionally Differentiated Networks Underlying Auditory Feedback Processing of Speech

PubMed Central

Zheng, Zane Z.; Vicente-Grabovetsky, Alejandro; MacDonald, Ewen N.; Munhall, Kevin G.; Cusack, Rhodri; Johnsrude, Ingrid S.

2013-01-01

The everyday act of speaking involves the complex processes of speech motor control. An important component of control is monitoring, detection and processing of errors when auditory feedback does not correspond to the intended motor gesture. Here we show, using fMRI and converging operations within a multi-voxel pattern analysis framework, that this sensorimotor process is supported by functionally differentiated brain networks. During scanning, a real-time speech-tracking system was employed to deliver two acoustically different types of distorted auditory feedback or unaltered feedback while human participants were vocalizing monosyllabic words, and to present the same auditory stimuli while participants were passively listening. Whole-brain analysis of neural-pattern similarity revealed three functional networks that were differentially sensitive to distorted auditory feedback during vocalization, compared to during passive listening. One network of regions appears to encode an ‘error signal’ irrespective of acoustic features of the error: this network, including right angular gyrus, right supplementary motor area, and bilateral cerebellum, yielded consistent neural patterns across acoustically different, distorted feedback types, only during articulation (not during passive listening). In contrast, a fronto-temporal network appears sensitive to the speech features of auditory stimuli during passive listening; this preference for speech features was diminished when the same stimuli were presented as auditory concomitants of vocalization. A third network, showing a distinct functional pattern from the other two, appears to capture aspects of both neural response profiles. Taken together, our findings suggest that auditory feedback processing during speech motor control may rely on multiple, interactive, functionally differentiated neural systems. PMID:23467350

Anxiety and feedback processing in a gambling task: Contributions of time-frequency theta and delta.

PubMed

Ellis, Jessica S; Watts, Adreanna T M; Schmidt, Norman; Bernat, Edward M

2018-05-02

The feedback negativity (FN) event-related potential (ERP) is widely studied during gambling feedback tasks. However, research on FN and anxiety is minimal and the findings are mixed. To clarify these discrepancies, the current study (N = 238) used time-frequency analysis to disentangle overlapping contributions of delta (0-3 Hz) and theta (3-7 Hz) to feedback processing in a clinically anxious sample, with severity assessed through general worry and physiological arousal scales. Greater general worry showed enhanced delta- and theta-FN broadly across both gain and loss conditions, with theta-FN stronger for losses. Regressions indicated delta-FN maintained unique effects, accounted for theta, and explained the blunted time domain FN for general worry. Increased delta was also associated with physiological arousal, but the effects were accounted for by general worry. Broadly, anxiety-related alterations in feedback processing can be explained by an overall heightened sensitivity to feedback as represented by enhanced delta-FN in relation to the general worry facet of anxiety. Copyright © 2018 Elsevier B.V. All rights reserved.

Personal Growth During Internship: A Qualitative Analysis of Interns' Responses to Key Questions

PubMed Central

Levine, Rachel B; Haidet, Paul; Kern, David E; Beasley, Brent W; Bensinger, Lisa; Brady, Donald W; Gress, Todd; Hughes, Jennifer; Marwaha, Ajay; Nelson, Jennifer; Wright, Scott M

2006-01-01

BACKGROUND During clinical training, house officers frequently encounter intense experiences that may affect their personal growth. The purpose of this study was to explore processes related to personal growth during internship. DESIGN Prospective qualitative study conducted over the course of internship. PARTICIPANTS Thirty-two postgraduate year (PGY)-1 residents from 9 U.S. internal medicine training programs. APPROACH Every 8 weeks, interns responded by e-mail to an open-ended question related to personal growth. Content analysis methods were used to analyze the interns' writings to identify triggers, facilitators, and barriers related to personal growth. RESULTS Triggers for personal growth included caring for critically ill or dying patients, receiving feedback, witnessing unprofessional behavior, experiencing personal problems, and dealing with the increased responsibility of internship. Facilitators of personal growth included supportive relationships, reflection, and commitment to core values. Fatigue, lack of personal time, and overwhelming work were barriers to personal growth. The balance between facilitators and barriers may dictate the extent to which personal growth occurs. CONCLUSIONS Efforts to support personal growth during residency training include fostering supportive relationships, encouraging reflection, and recognizing interns' core values especially in association with powerful triggers. PMID:16808737

Effect of training and level of external auditory feedback on the singing voice: volume and quality

PubMed Central

Bottalico, Pasquale; Graetzer, Simone; Hunter, Eric J.

2015-01-01

Background Previous research suggests that classically trained professional singers rely not only on external auditory feedback but also on proprioceptive feedback associated with internal voice sensitivities. Objectives The Lombard Effect in singers and the relationship between Sound Pressure Level (SPL) and external auditory feedback was evaluated for professional and non-professional singers. Additionally, the relationship between voice quality, evaluated in terms of Singing Power Ratio (SPR), and external auditory feedback, level of accompaniment, voice register and singer gender was analyzed. Methods The subjects were 10 amateur or beginner singers, and 10 classically-trained professional or semi-professional singers (10 males and 10 females). Subjects sang an excerpt from the Star-spangled Banner with three different levels of the accompaniment, 70, 80 and 90 dBA, and with three different levels of external auditory feedback. SPL and the SPR were analyzed. Results The Lombard Effect was stronger for non-professional singers than professional singers. Higher levels of external auditory feedback were associated with a reduction in SPL. As predicted, the mean SPR was higher for professional than non-professional singers. Better voice quality was detected in the presence of higher levels of external auditory feedback. Conclusions With an increase in training, the singer’s reliance on external auditory feedback decreases. PMID:26186810

Effect of Training and Level of External Auditory Feedback on the Singing Voice: Volume and Quality.

PubMed

Bottalico, Pasquale; Graetzer, Simone; Hunter, Eric J

2016-07-01

Previous research suggests that classically trained professional singers rely not only on external auditory feedback but also on proprioceptive feedback associated with internal voice sensitivities. The Lombard effect and the relationship between sound pressure level (SPL) and external auditory feedback were evaluated for professional and nonprofessional singers. Additionally, the relationship between voice quality, evaluated in terms of singing power ratio (SPR), and external auditory feedback, level of accompaniment, voice register, and singer gender was analyzed. The subjects were 10 amateur or beginner singers and 10 classically trained professional or semiprofessional singers (10 men and 10 women). Subjects sang an excerpt from the Star-Spangled Banner with three different levels of the accompaniment, 70, 80, and 90 dBA and with three different levels of external auditory feedback. SPL and SPR were analyzed. The Lombard effect was stronger for nonprofessional singers than professional singers. Higher levels of external auditory feedback were associated with a reduction in SPL. As predicted, the mean SPR was higher for professional singers than nonprofessional singers. Better voice quality was detected in the presence of higher levels of external auditory feedback. With an increase in training, the singer's reliance on external auditory feedback decreases. Copyright © 2016 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

Hybrid Feedforward-Feedback Noise Control Using Virtual Sensors

NASA Technical Reports Server (NTRS)

Bean, Jacob; Fuller, Chris; Schiller, Noah

2016-01-01

Several approaches to active noise control using virtual sensors are evaluated for eventual use in an active headrest. Specifically, adaptive feedforward, feedback, and hybrid control structures are compared. Each controller incorporates the traditional filtered-x least mean squares algorithm. The feedback controller is arranged in an internal model configuration to draw comparisons with standard feedforward control theory results. Simulation and experimental results are presented that illustrate each controllers ability to minimize the pressure at both physical and virtual microphone locations. The remote microphone technique is used to obtain pressure estimates at the virtual locations. It is shown that a hybrid controller offers performance benefits over the traditional feedforward and feedback controllers. Stability issues associated with feedback and hybrid controllers are also addressed. Experimental results show that 15-20 dB reduction in broadband disturbances can be achieved by minimizing the measured pressure, whereas 10-15 dB reduction is obtained when minimizing the estimated pressure at a virtual location.

A cybernetic theory of morality and moral autonomy.

PubMed

Chambers, J

2001-04-01

Human morality may be thought of as a negative feedback control system in which moral rules are reference values, and moral disapproval, blame, and punishment are forms of negative feedback given for violations of the moral rules. In such a system, if moral agents held each other accountable, moral norms would be enforced effectively. However, even a properly functioning social negative feedback system could not explain acts in which individual agents uphold moral rules in the face of contrary social pressure. Dr. Frances Kelsey, who withheld FDA approval for thalidomide against intense social pressure, is an example of the degree of individual moral autonomy possible in a hostile environment. Such extreme moral autonomy is possible only if there is internal, psychological negative feedback, in addition to external, social feedback. Such a cybernetic model of morality and moral autonomy is consistent with certain aspects of classical ethical theories.

Project Pandora: Student Teaching and Learning (Resources) Tool Box

ERIC Educational Resources Information Center

Loves, Mark

2009-01-01

Feedback from post graduate domestic and international students has highlighted the difficulties many have in coping with academic expectations of critical analytical thinking, reading and writing skills, academic language, referencing and expectations surrounding plagiarism and assessment. Many international students indicate that these concepts…

Fossil fuel furnace reactor

DOEpatents

Parkinson, William J.

1987-01-01

A fossil fuel furnace reactor is provided for simulating a continuous processing plant with a batch reactor. An internal reaction vessel contains a batch of shale oil, with the vessel having a relatively thin wall thickness for a heat transfer rate effective to simulate a process temperature history in the selected continuous processing plant. A heater jacket is disposed about the reactor vessel and defines a number of independent controllable temperature zones axially spaced along the reaction vessel. Each temperature zone can be energized to simulate a time-temperature history of process material through the continuous plant. A pressure vessel contains both the heater jacket and the reaction vessel at an operating pressure functionally selected to simulate the continuous processing plant. The process yield from the oil shale may be used as feedback information to software simulating operation of the continuous plant to provide operating parameters, i.e., temperature profiles, ambient atmosphere, operating pressure, material feed rates, etc., for simulation in the batch reactor.

A novel critical skills curriculum for surgical interns incorporating simulation training improves readiness for acute inpatient care.

PubMed

Antonoff, Mara B; Shelstad, Ryan C; Schmitz, Connie; Chipman, Jeffrey; D'Cunha, Jonathan

2009-01-01

Surgical interns encounter complex, acute care situations often managed with limited supervision. Furthermore, medical school training does not adequately prepare students for special surgical considerations. Using simulation training, we implemented a course aimed at improving surgical intern readiness for responding to unique, life-threatening issues encountered in daily surgical care. Twenty University of Minnesota surgical interns participated in the 3-week course. The first session consisted of interactive didactics and simulation covering hypoxia, shock, and metabolic disturbances; the second session addressed cardiopulmonary emergencies, including ventricular assist device and pacemaker use. Electronic simulation scenarios comprised the third session, allowing learners to demonstrate learned/practiced skills. The outcomes were assessed objectively (pretest and posttest) and subjectively (standardized feedback evaluations). Fifteen learners completed the pretest and posttest. The mean absolute score increase was 14% with average relative score improvement of 43%. Twenty learners completed feedback evaluations using a standard 5-point Likert scale. Respondents scored the first 2 sessions on topic importance (5 = very important), giving the first session 4.90 (+/- 0.31) and the second session 4.45 (+/- 0.89). Respondents ranked their confidence in executing practiced skills on actual patients (5 = very confident) as 4.24 (+/- 0.71). There was uniform support for the value of the electronic simulation scenarios as enhanced learning tools. We developed a course for surgical interns incorporating didactics and simulation. Learners demonstrated objective improvement in testing and reported that the course topics were highly important. After course completion, learners provided feedback indicating a high level of confidence in executing practiced skills, suggesting improved preparation for acute surgical care.

The Effect of Communication Skills Training by Video Feedback Method on Clinical Skills of Interns of Isfahan University of Medical Sciences Compared to Didactic Methods

ERIC Educational Resources Information Center

Managheb, S. E.; Zamani, A.; Shams, B.; Farajzadegan, Z.

2012-01-01

Background: Effective communication is essential to the practice of high-quality medicine. There are methodological challenges in communication skills training. This study was performed in order to assess the educational benefits of communication skills training by video feedback method versus traditional formats such as lectures on clinical…

Student Perceptions of Immediate Feedback Testing in Student Centered Chemistry Classes

ERIC Educational Resources Information Center

Schneider, Jamie L.; Ruder, Suzanne M.; Bauer, Christopher F.

2018-01-01

Feedback is an important aspect of the learning process. The immediate feedback assessment technique (IF-AT®) form allows students to receive feedback on their answers during a testing event. Studies with introductory psychology students supported both perceived and real student learning gains when this form was used with testing. Knowing that…

The Effectiveness of Aligned Developmental Feedback on the Overhand Throw in Third-Grade Students

ERIC Educational Resources Information Center

Cohen, Rona; Goodway, Jacqueline D.; Lidor, Ronnie

2012-01-01

Background: To improve student performance, teachers need to evaluate the developmental level of the child and to deliver feedback statements that correspond with the student's ability to process the information delivered. Therefore, feedback aligned with the developmental level of the child (aligned developmental feedback--ADF) is sometimes…

A Measurement Feedback System (MFS) Is Necessary to Improve Mental Health Outcomes

ERIC Educational Resources Information Center

Bickman, Leonard

2008-01-01

The importance of measurement feedback system (MFS) for the improvement of mental health services for youths is discussed. As feedback obtained from clients and families is subject to distortions, a standardized MFS including clinical processes, contexts, outcomes, and feedback to clinicians and supervisors is necessary for improvement in quality…

Teamwork and Feedback: Broadening the Base of Collaborative Writing.

ERIC Educational Resources Information Center

Gebhardt, Richard

Many advocates of collaborative writing place too little emphasis on the emotional benefits of feedback to the writer by restricting group feedback to relatively late points in the writing process. Collaboration is as appropriate during the early stages of writing as it is after the completion of a draft. Students can receive feedback from…

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

ERIC Educational Resources Information Center

Hatziapostolou, Thanos; Paraskakis, Iraklis

2010-01-01

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

Analysis of Peer Review Comments: QM Recommendations and Feedback Intervention Theory

ERIC Educational Resources Information Center

Schwegler, Andria F.; Altman, Barbara W.

2015-01-01

Because feedback is a critical component of the continuous improvement cycle of the Quality Matters (QM) peer review process, the present research analyzed the feedback that peer reviewers provided to course developers after a voluntary, nonofficial QM peer review of online courses. Previous research reveals that the effects of feedback on…

Cloud Feedbacks in the Climate System: A Critical Review.

NASA Astrophysics Data System (ADS)

Stephens, Graeme L.

2005-01-01

This paper offers a critical review of the topic of cloud-climate feedbacks and exposes some of the underlying reasons for the inherent lack of understanding of these feedbacks and why progress might be expected on this important climate problem in the coming decade. Although many processes and related parameters come under the influence of clouds, it is argued that atmospheric processes fundamentally govern the cloud feedbacks via the relationship between the atmospheric circulations, cloudiness, and the radiative and latent heating of the atmosphere. It is also shown how perturbations to the atmospheric radiation budget that are induced by cloud changes in response to climate forcing dictate the eventual response of the global-mean hydrological cycle of the climate model to climate forcing. This suggests that cloud feedbacks are likely to control the bulk precipitation efficiency and associated responses of the planet's hydrological cycle to climate radiative forcings.The paper provides a brief overview of the effects of clouds on the radiation budget of the earth-atmosphere system and a review of cloud feedbacks as they have been defined in simple systems, one being a system in radiative-convective equilibrium (RCE) and others relating to simple feedback ideas that regulate tropical SSTs. The systems perspective is reviewed as it has served as the basis for most feedback analyses. What emerges is the importance of being clear about the definition of the system. It is shown how different assumptions about the system produce very different conclusions about the magnitude and sign of feedbacks. Much more diligence is called for in terms of defining the system and justifying assumptions. In principle, there is also neither any theoretical basis to justify the system that defines feedbacks in terms of global-time-mean changes in surface temperature nor is there any compelling empirical evidence to do so. The lack of maturity of feedback analysis methods also suggests that progress in understanding climate feedback will require development of alternative methods of analysis.It has been argued that, in view of the complex nature of the climate system, and the cumbersome problems encountered in diagnosing feedbacks, understanding cloud feedback will be gleaned neither from observations nor proved from simple theoretical argument alone. The blueprint for progress must follow a more arduous path that requires a carefully orchestrated and systematic combination of model and observations. Models provide the tool for diagnosing processes and quantifying feedbacks while observations provide the essential test of the model's credibility in representing these processes. While GCM climate and NWP models represent the most complete description of all the interactions between the processes that presumably establish the main cloud feedbacks, the weak link in the use of these models lies in the cloud parameterization imbedded in them. Aspects of these parameterizations remain worrisome, containing levels of empiricism and assumptions that are hard to evaluate with current global observations. Clearly observationally based methods for evaluating cloud parameterizations are an important element in the road map to progress.Although progress in understanding the cloud feedback problem has been slow and confused by past analysis, there are legitimate reasons outlined in the paper that give hope for real progress in the future.

Idling speed control system of an internal combustion engine

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

Miyazaki, M.; Ishii, M.; Kako, H.

1986-09-16

This patent describes an idling speed control system of an internal combustion engine comprising: a valve device which controls the amount of intake air for the engine; an actuator which includes an electric motor for variably controlling the opening of the value device; rotation speed detector means for detecting the rotation speed of the engine; idling condition detector means for detecting the idling condition of the engine; feedback control means responsive to the detected output of the idling condition detector means for generating feedback control pulses to intermittently drive the electric motor so that the detected rotation speed of themore » engine under the idling condition may converge into a target idling rotation speed; and control means responsive to the output of detector means that detects an abnormally low rotation speed of the engine detected by the rotation speed detector means for generating control pulses that do not overlap the feedback control pulses to drive the electric motor in a predetermined direction.« less

Feedback regulation via AMPK and HIF-1 mediates ROS-dependent longevity in Caenorhabditis elegans

PubMed Central

Hwang, Ara B.; Ryu, Eun-A; Artan, Murat; Chang, Hsin-Wen; Kabir, Mohammad Humayun; Nam, Hyun-Jun; Lee, Dongyeop; Yang, Jae-Seong; Kim, Sanguk; Mair, William B.; Lee, Cheolju; Lee, Siu Sylvia; Lee, Seung-Jae

2014-01-01

Mild inhibition of mitochondrial respiration extends the lifespan of many species. In Caenorhabditis elegans, reactive oxygen species (ROS) promote longevity by activating hypoxia-inducible factor 1 (HIF-1) in response to reduced mitochondrial respiration. However, the physiological role and mechanism of ROS-induced longevity are poorly understood. Here, we show that a modest increase in ROS increases the immunity and lifespan of C. elegans through feedback regulation by HIF-1 and AMP-activated protein kinase (AMPK). We found that activation of AMPK as well as HIF-1 mediates the longevity response to ROS. We further showed that AMPK reduces internal levels of ROS, whereas HIF-1 amplifies the levels of internal ROS under conditions that increase ROS. Moreover, mitochondrial ROS increase resistance to various pathogenic bacteria, suggesting a possible association between immunity and long lifespan. Thus, AMPK and HIF-1 may control immunity and longevity tightly by acting as feedback regulators of ROS. PMID:25288734

Steady-State Solutions Originating from an Enhanced Nonlinear Feedback in a Hybrid Opto-mechanical System

NASA Astrophysics Data System (ADS)

Fan, Qiu-Bo; Wang, Yi-Ru; Chen, Jin; Pan, Yue-Wu; Han, Bai-Ping; Fu, Chang-Bao; Sun, Yan

2017-06-01

The steady-state properties of a hybrid system are investigated in this paper. Many cold atoms in the four-level tripod configuration are confined in an optical cavity with a movable end mirror. The confined cold atoms are driven with two external classical fields and an internal cavity field. The internal cavity field is excited by an external driving field and shows a radiation pressure upon the movable end mirror. The coupling of atom-light and opto-mechanical interactions is enhanced by embedding a four-level atomic system in a typical opto-mechanical cavity. And an enhanced nonlinear feedback mechanism is offered by the enhanced coupling, which permits the observation of five and three steady-state solutions for relevant variables near two-photon resonance. The enhanced nonlinear feedback mechanism also allows us to observe the obvious difference in the double-EIT phenomenon between the atom-assisted opto-mechanical system and usual atom-field system.

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.

Developing students' teaching through peer observation and feedback.

PubMed

Rees, Eliot L; Davies, Benjamin; Eastwood, Michael

2015-10-01

With the increasing popularity and scale of peer teaching, it is imperative to develop methods that ensure the quality of teaching provided by undergraduate students. We used an established faculty development and quality assurance process in a novel context: peer observation of teaching for undergraduate peer tutors. We have developed a form to record observations and aid the facilitation of feedback. In addition, experienced peer tutors have been trained to observe peer-taught sessions and provide tutors with verbal and written feedback. We have found peer observation of teaching to be a feasible and acceptable process for improving quality of teaching provided by undergraduate medical students. However, feedback regarding the quality of peer observer's feedback may help to develop students' abilities further.

Results of a Regional Effort to Improve Warfarin Management.

PubMed

Rose, Adam J; Park, Angela; Gillespie, Christopher; Van Deusen Lukas, Carol; Ozonoff, Al; Petrakis, Beth Ann; Reisman, Joel I; Borzecki, Ann M; Benedict, Ashley J; Lukesh, William N; Schmoke, Timothy J; Jones, Ellen A; Morreale, Anthony P; Ourth, Heather L; Schlosser, James E; Mayo-Smith, Michael F; Allen, Arthur L; Witt, Daniel M; Helfrich, Christian D; McCullough, Megan B

2017-05-01

Improved anticoagulation control with warfarin reduces adverse events and represents a target for quality improvement. No previous study has described an effort to improve anticoagulation control across a health system. To describe the results of an effort to improve anticoagulation control in the New England region of the Veterans Health Administration (VA). Our intervention encompassed 8 VA sites managing warfarin for more than 5000 patients in New England (Veterans Integrated Service Network 1 [VISN 1]). We provided sites with a system to measure processes of care, along with targeted audit and feedback. We focused on processes of care associated with site-level anticoagulation control, including prompt follow-up after out-of-range international normalized ratio (INR) values, minimizing loss to follow-up, and use of guideline-concordant INR target ranges. We used a difference-in-differences (DID) model to examine changes in anticoagulation control, measured as percentage time in therapeutic range (TTR), as well as process measures and compared VISN 1 sites with 116 VA sites located outside VISN 1. VISN 1 sites improved on TTR, our main indicator of quality, from 66.4% to 69.2%, whereas sites outside VISN 1 improved from 65.9% to 66.4% (DID 2.3%, P < 0.001). Improvement in TTR correlated strongly with the extent of improvement on process-of-care measures, which varied widely across VISN 1 sites. A regional quality improvement initiative, using performance measurement with audit and feedback, improved TTR by 2.3% more than control sites, which is a clinically important difference. Improving relevant processes of care can improve outcomes for patients receiving warfarin.

Mind the gap! Automated concept map feedback supports students in writing cohesive explanations.

PubMed

Lachner, Andreas; Burkhart, Christian; Nückles, Matthias

2017-03-01

Many students are challenged with the demand of writing cohesive explanations. To support students in writing cohesive explanations, we developed a computer-based feedback tool that visualizes cohesion deficits of students' explanations in a concept map. We conducted three studies to investigate the effectiveness of such feedback as well as the underlying cognitive processes. In Study 1, we found that the concept map helped students identify potential cohesion gaps in their drafts and plan remedial revisions. In Study 2, students with concept map feedback conducted revisions that resulted in more locally and globally cohesive, and also more comprehensible, explanations than the explanations of students who revised without concept map feedback. In Study 3, we replicated the findings of Study 2 by and large. More importantly, students who had received concept map feedback on a training explanation 1 week later wrote a transfer explanation without feedback that was more cohesive than the explanation of students who had received no feedback on their training explanation. The automated concept map feedback appears to particularly support the evaluation phase of the revision process. Furthermore, the feedback enabled novice writers to acquire sustainable skills in writing cohesive explanations. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

A conceptual framework for regional feedbacks in a changing climate

NASA Astrophysics Data System (ADS)

Batlle Bayer, L.; van den Hurk, B. J. J. M.; Strengers, B.

2012-04-01

Terrestrial ecosystems and climate influence each other through biogeochemical (e.g. carbon cycle) and biogeophysical (e.g. albedo, water fluxes) processes. These interactions might be disturbed when a climate human-induced forcing takes place (e.g. deforestation); and the ecosystem responses to the climate system might amplify (positive feedback) or dampen (negative feedback) the initial forcing. Research on feedbacks has been mainly based on the carbon cycle at the global scale. However, biogeophysical feedbacks might have a great impact at the local or regional scale, which is the main focus of this article. A conceptual framework, with the major interactions and processes between terrestrial ecosystems and climate, is presented to further explore feedbacks at the regional level. Four hot spots with potential changes in land use/management and climate are selected: sub-Saharan Africa (SSA), Europe, the Amazon Basin and South and Southeast Asia. For each region, diverse climate human-induced forcings and feedbacks were identified based on relevant published literature. For Europe, the positive soil moisture-evapotranspiration (ET) is important for natural vegetation during a heat wave event, while the positive soil moisture-precipitation feedback plays a more important role for droughts in the Amazon region. Agricultural expansion in SSA will depend on the impacts of the changing climate on crop yields and the adopted agro-technologies. The adoption of irrigation in the commonly rainfed systems might turn the positive soil moisture- ET feedback into a negative one. In contrast, South and Southeast Asia might face water shortage in the future, and thus turning the soil moisture-ET feedback into a positive one. Further research is needed for the major processes that affect the ultimate sign of the feedbacks, as well as for the interactions, which effect remains uncertain, such as ET-precipitation interaction. In addition, socio-economic feedbacks need to be added in the ecosystems-climate system since they play an essential role in human decisions on land use and land cover change (LULCC).

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.

Impact of a Sequential Intervention on Albumin Utilization in Critical Care.

PubMed

Lyu, Peter F; Hockenberry, Jason M; Gaydos, Laura M; Howard, David H; Buchman, Timothy G; Murphy, David J

2016-07-01

Literature generally finds no advantages in mortality risk for albumin over cheaper alternatives in many settings. Few studies have combined financial and nonfinancial strategies to reduce albumin overuse. We evaluated the effect of a sequential multifaceted intervention on decreasing albumin use in ICU and explore the effects of different strategies. Prospective prepost cohort study. Eight ICUs at two hospitals in an academic healthcare system. Adult patients admitted to study ICUs from September 2011 to August 2014 (n = 22,004). Over 2 years, providers in study ICUs participated in an intervention to reduce albumin use involving monthly feedback and explicit financial incentives in the first year and internal guidelines and order process changes in the second year. Outcomes measured were albumin orders per ICU admission, direct albumin costs, and mortality. Mean (SD) utilization decreased 37% from 2.7 orders (6.8) per admission during the baseline to 1.7 orders (4.6) during the intervention (p < 0.001). Regression analysis revealed that the intervention was independently associated with 0.9 fewer orders per admission, a 42% relative decrease. This adjusted effect consisted of an 18% reduction in the probability of using any albumin (p < 0.001) and a 29% reduction in the number of orders per admission among patients receiving any (p < 0.001). Secondary analysis revealed that probability reductions were concurrent with internal guidelines and order process modification while reductions in quantity occurred largely during the financial incentives and feedback period. Estimated cost savings totaled $2.5M during the 2-year intervention. There was no significant difference in ICU or hospital mortality between baseline and intervention. A sequential intervention achieved significant reductions in ICU albumin use and cost savings without changes in patient outcomes, supporting the combination of financial and nonfinancial strategies to align providers with evidence-based practices.

Predictive and Feedback Performance Errors are Signaled in the Simple Spike Discharge of Individual Purkinje Cells

PubMed Central

Popa, Laurentiu S.; Hewitt, Angela L.; Ebner, Timothy J.

2012-01-01

The cerebellum has been implicated in processing motor errors required for online control of movement and motor learning. The dominant view is that Purkinje cell complex spike discharge signals motor errors. This study investigated whether errors are encoded in the simple spike discharge of Purkinje cells in monkeys trained to manually track a pseudo-randomly moving target. Four task error signals were evaluated based on cursor movement relative to target movement. Linear regression analyses based on firing residuals ensured that the modulation with a specific error parameter was independent of the other error parameters and kinematics. The results demonstrate that simple spike firing in lobules IV–VI is significantly correlated with position, distance and directional errors. Independent of the error signals, the same Purkinje cells encode kinematics. The strongest error modulation occurs at feedback timing. However, in 72% of cells at least one of the R2 temporal profiles resulting from regressing firing with individual errors exhibit two peak R2 values. For these bimodal profiles, the first peak is at a negative τ (lead) and a second peak at a positive τ (lag), implying that Purkinje cells encode both prediction and feedback about an error. For the majority of the bimodal profiles, the signs of the regression coefficients or preferred directions reverse at the times of the peaks. The sign reversal results in opposing simple spike modulation for the predictive and feedback components. Dual error representations may provide the signals needed to generate sensory prediction errors used to update a forward internal model. PMID:23115173

Tensions in informed self-assessment: how the desire for feedback and reticence to collect and use it can conflict.

PubMed

Mann, Karen; van der Vleuten, Cees; Eva, Kevin; Armson, Heather; Chesluk, Ben; Dornan, Timothy; Holmboe, Eric; Lockyer, Jocelyn; Loney, Elaine; Sargeant, Joan

2011-09-01

Informed self-assessment describes the set of processes through which individuals use external and internal data to generate an appraisal of their own abilities. The purpose of this project was to explore the tensions described by learners and professionals when informing their self-assessments of clinical performance. This 2008 qualitative study was guided by principles of grounded theory. Eight programs in five countries across undergraduate, postgraduate, and continuing medical education were purposively sampled. Seventeen focus groups were held (134 participants). Detailed analyses were conducted iteratively to understand themes and relationships. Participants experienced multiple tensions in informed self-assessment. Three categories of tensions emerged: within people (e.g., wanting feedback, yet fearing disconfirming feedback), between people (e.g., providing genuine feedback yet wanting to preserve relationships), and in the learning/practice environment (e.g., engaging in authentic self-assessment activities versus "playing the evaluation game"). Tensions were ongoing, contextual, and dynamic; they prevailed across participant groups, infusing all components of informed self-assessment. They also were present in varied contexts and at all levels of learners and practicing physicians. Multiple tensions, requiring ongoing negotiation and renegotiation, are inherent in informed self-assessment. Tensions are both intraindividual and interindividual and they are culturally situated, reflecting both professional and institutional influences. Social learning theories (social cognitive theory) and sociocultural theories of learning (situated learning and communities of practice) may inform our understanding and interpretation of the study findings. The findings suggest that educational interventions should be directed at individual, collective, and institutional cultural levels. Implications for practice are presented.

Modeling and Simulation of Hydropower Station Diversion System's characteristic line method by introducing water head to flow feedback

NASA Astrophysics Data System (ADS)

Guangwen, Xu; Xi, Li; Ze, Yao

2018-06-01

To solve the damping problem of water hammer wave in the modeling method of water diversion system of hydropower station, this paper introduces the feedback regulation technology from head to flow, that is: A fixed water head is taken out for flow feedback, and the following conclusions are obtained through modeling and simulation. Adjusting the feedback coefficient F of the water head to the flow rate can change the damping characteristic of the system, which can simulate the attenuation process of the water shock wave in the true water diversion pipeline. Even if a small feedback coefficient is introduced, the damping effect of the system is very obvious, but it has little effect on the amplitude of the first water shock wave after the transition process. Therefore, it is feasible and reasonable to introduce water head to flow rate feedback coefficient F in hydraulic turbine diversion system.

Neuroticism and responsiveness to error feedback: adaptive self-regulation versus affective reactivity.

PubMed

Robinson, Michael D; Moeller, Sara K; Fetterman, Adam K

2010-10-01

Responsiveness to negative feedback has been seen as functional by those who emphasize the value of reflecting on such feedback in self-regulating problematic behaviors. On the other hand, the very same responsiveness has been viewed as dysfunctional by its link to punishment sensitivity and reactivity. The present 4 studies, involving 203 undergraduate participants, sought to reconcile such discrepant views in the context of the trait of neuroticism. In cognitive tasks, individuals were given error feedback when they made mistakes. It was found that greater tendencies to slow down following error feedback were associated with higher levels of accuracy at low levels of neuroticism but lower levels of accuracy at high levels of neuroticism. Individual differences in neuroticism thus appear crucial in understanding whether behavioral alterations following negative feedback reflect proactive versus reactive mechanisms and processes. Implications for understanding the processing basis of neuroticism and adaptive self-regulation are discussed.

Structure Learning in Bayesian Sensorimotor Integration

PubMed Central

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

2015-01-01

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

Feedback Regulation and Its Efficiency in Biochemical Networks

NASA Astrophysics Data System (ADS)

Kobayashi, Tetsuya J.; Yokota, Ryo; Aihara, Kazuyuki

2016-03-01

Intracellular biochemical networks fluctuate dynamically due to various internal and external sources of fluctuation. Dissecting the fluctuation into biologically relevant components is important for understanding how a cell controls and harnesses noise and how information is transferred over apparently noisy intracellular networks. While substantial theoretical and experimental advancement on the decomposition of fluctuation was achieved for feedforward networks without any loop, we still lack a theoretical basis that can consistently extend such advancement to feedback networks. The main obstacle that hampers is the circulative propagation of fluctuation by feedback loops. In order to define the relevant quantity for the impact of feedback loops for fluctuation, disentanglement of the causally interlocked influences between the components is required. In addition, we also lack an approach that enables us to infer non-perturbatively the influence of the feedback to fluctuation in the same way as the dual reporter system does in the feedforward networks. In this work, we address these problems by extending the work on the fluctuation decomposition and the dual reporter system. For a single-loop feedback network with two components, we define feedback loop gain as the feedback efficiency that is consistent with the fluctuation decomposition for feedforward networks. Then, we clarify the relation of the feedback efficiency with the fluctuation propagation in an open-looped FF network. Finally, by extending the dual reporter system, we propose a conjugate feedback and feedforward system for estimating the feedback efficiency non-perturbatively only from the statistics of the system.

Internal and external attention in speech anxiety.

PubMed

Deiters, Désirée D; Stevens, Stephan; Hermann, Christiane; Gerlach, Alexander L

2013-06-01

Cognitive models of social phobia propose that socially anxious individuals engage in heightened self-focused attention. Evidence for this assumption was provided by dot probe and feedback tasks measuring attention and reactions to internal cues. However, it is unclear whether similar patterns of attentional processing can be revealed while participants actually engage in a social situation. The current study used a novel paradigm, simultaneously measuring attention to internal and external stimuli in anticipation of and during a speech task. Participants with speech anxiety and non-anxious controls were asked to press a button in response to external or internal probes, while giving a speech on a controversial topic in front of an audience. The external probe consisted of a LED attached to the head of one spectator and the internal probe was a light vibration, which ostensibly signaled changes in participants' pulse or skin conductance. The results indicate that during speech anticipation, high speech anxious participants responded significantly faster to internal probes than low speech anxious participants, while during the speech no differences were revealed between internal and external probes. Generalization of our results is restricted to speech anxious individuals. Our results provide support for the pivotal role of self-focused attention in anticipatory social anxiety. Furthermore, they provide a new framework for understanding interaction effects of internal and external attention in anticipation of and during actual social situations. Copyright © 2012 Elsevier Ltd. All rights reserved.

Spared internal but impaired external reward prediction error signals in major depressive disorder during reinforcement learning.

PubMed

Bakic, Jasmina; Pourtois, Gilles; Jepma, Marieke; Duprat, Romain; De Raedt, Rudi; Baeken, Chris

2017-01-01

Major depressive disorder (MDD) creates debilitating effects on a wide range of cognitive functions, including reinforcement learning (RL). In this study, we sought to assess whether reward processing as such, or alternatively the complex interplay between motivation and reward might potentially account for the abnormal reward-based learning in MDD. A total of 35 treatment resistant MDD patients and 44 age matched healthy controls (HCs) performed a standard probabilistic learning task. RL was titrated using behavioral, computational modeling and event-related brain potentials (ERPs) data. MDD patients showed comparable learning rate compared to HCs. However, they showed decreased lose-shift responses as well as blunted subjective evaluations of the reinforcers used during the task, relative to HCs. Moreover, MDD patients showed normal internal (at the level of error-related negativity, ERN) but abnormal external (at the level of feedback-related negativity, FRN) reward prediction error (RPE) signals during RL, selectively when additional efforts had to be made to establish learning. Collectively, these results lend support to the assumption that MDD does not impair reward processing per se during RL. Instead, it seems to alter the processing of the emotional value of (external) reinforcers during RL, when additional intrinsic motivational processes have to be engaged. © 2016 Wiley Periodicals, Inc.

Challenges and Recent Developments in Hearing Aids: Part II. Feedback and Occlusion Effect Reduction Strategies, Laser Shell Manufacturing Processes, and Other Signal Processing Technologies

PubMed Central

Chung, King

2004-01-01

This is the second part of a review on the challenges and recent developments in hearing aids. Feedback and the occlusion effect pose great challenges in hearing aid design and usage. Yet, conventional solutions to feedback and the occlusion effect often create a dilemma: the solution to one often leads to the other. This review discusses the advanced signal processing strategies to reduce feedback and some new approaches to reduce the occlusion effect. Specifically, the causes of three types of feedback (acoustic, mechanical, and electromagnetic) are discussed. The strategies currently used to reduce acoustic feedback (i.e., adaptive feedback reduction algorithms using adaptive gain reduction, notch filtering, and phase cancellation strategies) and the design of new receivers that are built to reduce mechanical and electromagnetic feedback are explained. In addition, various new strategies (i.e., redesigned sound delivery devices and receiver-in-the-ear-canal hearing aid configuration) to reduce the occlusion effect are reviewed. Many manufacturers have recently adopted laser shell-manufacturing technologies to overcome problems associated with manufacturing custom hearing aid shells. The mechanisms of selected laser sintering and stereo lithographic apparatus and the properties of custom shells produced by these two processes are reviewed. Further, various new developments in hearing aid transducers, telecoils, channel-free amplification, open-platform programming options, rechargeable hearing aids, ear-level frequency modulated (FM) receivers, wireless Bluetooth FM systems, and wireless programming options are briefly explained and discussed. Finally, the applications of advanced hearing aid technologies to enhance other devices such as cochlear implants, hearing protectors, and cellular phones are discussed. PMID:15735871

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

ERIC Educational Resources Information Center

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

2012-01-01

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

The Effect of Different Feedback on Writing Quality of College Students with Different Cognitive Styles

ERIC Educational Resources Information Center

Wahyuni, Sri

2017-01-01

Feedback provision in the process of writing has been believed that it is beneficial. However, different strategies of providing feedback may affect differently on writing quality of students. This study aimed at investigating the effect of different feedback provision on the writing quality of students having different cognitive styles. By…

Control strategy on the double-diffusive convection in a nanofluid layer with internal heat generation

NASA Astrophysics Data System (ADS)

Mokhtar, N. F. M.; Khalid, I. K.; Siri, Z.; Ibrahim, Z. B.; Gani, S. S. A.

2017-10-01

The influences of feedback control and internal heat source on the onset of Rayleigh-Bénard convection in a horizontal nanofluid layer is studied analytically due to Soret and Dufour parameters. The confining boundaries of the nanofluid layer (bottom boundary-top boundary) are assumed to be free-free, rigid-free, and rigid-rigid, with a source of heat from below. Linear stability theory is applied, and the eigenvalue solution is obtained numerically using the Galerkin technique. Focusing on the stationary convection, it is shown that there is a positive thermal resistance in the presence of feedback control on the onset of double-diffusive convection, while there is a positive thermal efficiency in the existence of internal heat generation. The possibilities of suppress or augment of the Rayleigh-Bénard convection in a nanofluid layer are also discussed in detail.

Genetic influences on functional connectivity associated with feedback processing and prediction error: Phase coupling of theta-band oscillations in twins.

PubMed

Demiral, Şükrü Barış; Golosheykin, Simon; Anokhin, Andrey P

2017-05-01

Detection and evaluation of the mismatch between the intended and actually obtained result of an action (reward prediction error) is an integral component of adaptive self-regulation of behavior. Extensive human and animal research has shown that evaluation of action outcome is supported by a distributed network of brain regions in which the anterior cingulate cortex (ACC) plays a central role, and the integration of distant brain regions into a unified feedback-processing network is enabled by long-range phase synchronization of cortical oscillations in the theta band. Neural correlates of feedback processing are associated with individual differences in normal and abnormal behavior, however, little is known about the role of genetic factors in the cerebral mechanisms of feedback processing. Here we examined genetic influences on functional cortical connectivity related to prediction error in young adult twins (age 18, n=399) using event-related EEG phase coherence analysis in a monetary gambling task. To identify prediction error-specific connectivity pattern, we compared responses to loss and gain feedback. Monetary loss produced a significant increase of theta-band synchronization between the frontal midline region and widespread areas of the scalp, particularly parietal areas, whereas gain resulted in increased synchrony primarily within the posterior regions. Genetic analyses showed significant heritability of frontoparietal theta phase synchronization (24 to 46%), suggesting that individual differences in large-scale network dynamics are under substantial genetic control. We conclude that theta-band synchronization of brain oscillations related to negative feedback reflects genetically transmitted differences in the neural mechanisms of feedback processing. To our knowledge, this is the first evidence for genetic influences on task-related functional brain connectivity assessed using direct real-time measures of neuronal synchronization. Copyright © 2016 Elsevier B.V. All rights reserved.

Position Control of Tendon-Driven Fingers

NASA Technical Reports Server (NTRS)

Abdallah, Muhammad E.; Platt, Robert, Jr.; Hargrave, B.; Pementer, Frank

2011-01-01

Conventionally, tendon-driven manipulators implement some force control scheme based on tension feedback. This feedback allows the system to ensure that the tendons are maintained taut with proper levels of tensioning at all times. Occasionally, whether it is due to the lack of tension feedback or the inability to implement sufficiently high stiffnesses, a position control scheme is needed. This work compares three position controllers for tendon-driven manipulators. A new controller is introduced that achieves the best overall performance with regards to speed, accuracy, and transient behavior. To compensate for the lack of tension feedback, the controller nominally maintains the internal tension on the tendons by implementing a two-tier architecture with a range-space constraint. These control laws are validated experimentally on the Robonaut-2 humanoid hand. I

Multisource feedback questionnaires in appraisal and for revalidation: a qualitative study in UK general practice

PubMed Central

Hill, Jacqueline J; Asprey, Anthea; Richards, Suzanne H; Campbell, John L

2012-01-01

Background UK revalidation plans for doctors include obtaining multisource feedback from patient and colleague questionnaires as part of the supporting information for appraisal and revalidation. Aim To investigate GPs' and appraisers' views of using multisource feedback data in appraisal, and of the emerging links between multisource feedback, appraisal, and revalidation. Design and setting A qualitative study in UK general practice. Method In total, 12 GPs who had recently completed the General Medical Council multisource feedback questionnaires and 12 appraisers undertook a semi-structured, telephone interview. A thematic analysis was performed. Results Participants supported multisource feedback for formative development, although most expressed concerns about some elements of its methodology (for example, ‘self’ selection of colleagues, or whether patients and colleagues can provide objective feedback). Some participants reported difficulties in understanding benchmark data and some were upset by their scores. Most accepted the links between appraisal and revalidation, and that multisource feedback could make a positive contribution. However, tensions between the formative processes of appraisal and the summative function of revalidation were identified. Conclusion Participants valued multisource feedback as part of formative assessment and saw a role for it in appraisal. However, concerns about some elements of multisource feedback methodology may undermine its credibility as a tool for identifying poor performance. Proposals linking multisource feedback, appraisal, and revalidation may limit the use of multisource feedback and appraisal for learning and development by some doctors. Careful consideration is required with respect to promoting the accuracy and credibility of such feedback processes so that their use for learning and development, and for revalidation, is maximised. PMID:22546590

Multisource feedback questionnaires in appraisal and for revalidation: a qualitative study in UK general practice.

PubMed

Hill, Jacqueline J; Asprey, Anthea; Richards, Suzanne H; Campbell, John L

2012-05-01

UK revalidation plans for doctors include obtaining multisource feedback from patient and colleague questionnaires as part of the supporting information for appraisal and revalidation. To investigate GPs' and appraisers' views of using multisource feedback data in appraisal, and of the emerging links between multisource feedback, appraisal, and revalidation. A qualitative study in UK general practice. In total, 12 GPs who had recently completed the General Medical Council multisource feedback questionnaires and 12 appraisers undertook a semi-structured, telephone interview. A thematic analysis was performed. Participants supported multisource feedback for formative development, although most expressed concerns about some elements of its methodology (for example, 'self' selection of colleagues, or whether patients and colleagues can provide objective feedback). Some participants reported difficulties in understanding benchmark data and some were upset by their scores. Most accepted the links between appraisal and revalidation, and that multisource feedback could make a positive contribution. However, tensions between the formative processes of appraisal and the summative function of revalidation were identified. Participants valued multisource feedback as part of formative assessment and saw a role for it in appraisal. However, concerns about some elements of multisource feedback methodology may undermine its credibility as a tool for identifying poor performance. Proposals linking multisource feedback, appraisal, and revalidation may limit the use of multisource feedback and appraisal for learning and development by some doctors. Careful consideration is required with respect to promoting the accuracy and credibility of such feedback processes so that their use for learning and development, and for revalidation, is maximised.

Priors Engaged in Long-Latency Responses to Mechanical Perturbations Suggest a Rapid Update in State Estimation

PubMed Central

Crevecoeur, Frédéric; Scott, Stephen H.

2013-01-01

In every motor task, our brain must handle external forces acting on the body. For example, riding a bike on cobblestones or skating on irregular surface requires us to appropriately respond to external perturbations. In these situations, motor predictions cannot help anticipate the motion of the body induced by external factors, and direct use of delayed sensory feedback will tend to generate instability. Here, we show that to solve this problem the motor system uses a rapid sensory prediction to correct the estimated state of the limb. We used a postural task with mechanical perturbations to address whether sensory predictions were engaged in upper-limb corrective movements. Subjects altered their initial motor response in ∼60 ms, depending on the expected perturbation profile, suggesting the use of an internal model, or prior, in this corrective process. Further, we found trial-to-trial changes in corrective responses indicating a rapid update of these perturbation priors. We used a computational model based on Kalman filtering to show that the response modulation was compatible with a rapid correction of the estimated state engaged in the feedback response. Such a process may allow us to handle external disturbances encountered in virtually every physical activity, which is likely an important feature of skilled motor behaviour. PMID:23966846

Why Does a Shift in Precipitation from Snow Towards Rain Lead to a Decrease in Long Term Mean River Flow?

NASA Astrophysics Data System (ADS)

Woods, R. A.

2017-12-01

Empirical evidence suggests that a shift in precipitation from snow towards rain leads to a strong decrease in long term mean river flow, for a diverse set of snow-dominated catchments across the USA (Berghuijs et al, 2014, Nature Climate Change). Mutually inconsistent hypotheses have been proposed, but no comprehensive explanations are available to explain the observations. Why does less snow apparently lead to less river flow and more evaporation? Is it caused by changes in snow cover, soil freezing, infiltration processes, timing of plant water uptake or something else? Which processes are important where? Solving this scientific puzzle will have significant follow-on impacts for hydrological models, flood risk assessment, seasonal water forecasts, and climate change impacts on water availability, ecosystem functions and other systems impacted by long-term reductions in river flow and evaporation, and their feedbacks to the water cycle.A large international research collaboration (CHIPPER, 35 groups from 15 countries) has formed to make a joint contribution to improved understanding of links between the phase of precipitation and the hydrological cycle, with a particular focus on water balance. This presentation will review progress since 2014 on the topic, outline intended future lines of investigation, and invite feedback and additional collaborations.

Risk-taking on the road and in the mind: behavioural and neural patterns of decision making between risky and safe drivers.

PubMed

Ba, Yutao; Zhang, Wei; Peng, QiJia; Salvendy, Gavriel; Crundall, David

2016-01-01

Drivers' risk-taking is a key issue of road safety. This study explored individual differences in drivers' decision-making, linking external behaviours to internal neural activity, to reveal the cognitive mechanisms of risky driving. Twenty-four male drivers were split into two groups (risky vs. safe drivers) via the Drivier Behaviour Questionnaire-violation. The risky drivers demonstrated higher preference for the risky choices in the paradigms of Iowa Gambling Task and Balloon Analogue Risk Task. More importantly, the risky drivers showed lower amplitudes of feedback-related negativity (FRN) and loss-minus-gain FRN in both paradigms, which indicated their neural processing of error-detection. A significant difference of P300 amplitudes was also reported between groups, which indicated their neural processing of reward-evaluation and were modified by specific paradigm and feedback. These results suggested that the neural basis of risky driving was the decision patterns less revised by losses and more motivated by rewards. Risk-taking on the road is largely determined by inherent cognitive mechanisms, which can be indicated by the behavioural and neural patterns of decision-making. In this regard, it is feasible to quantize drivers’ riskiness in the cognitive stage before actual risky driving or accidents, and intervene accordingly.

Why Does a Shift in Precipitation from Snow Towards Rain Lead to a Decrease in Long Term Mean River Flow?

NASA Astrophysics Data System (ADS)

Woods, Ross

2017-04-01

Empirical evidence suggests that a shift in precipitation from snow towards rain leads to a strong decrease in long term mean river flow, for a diverse set of snow-dominated catchments across the USA (Berghuijs et al, 2014, Nature Climate Change). Mutually inconsistent hypotheses have been proposed, but no comprehensive explanations are available to explain the observations. Why does less snow apparently lead to less river flow and more evaporation? Is it caused by changes in snow cover, soil freezing, infiltration processes, timing of plant water uptake or something else? Which processes are important where? Solving this scientific puzzle will have significant follow-on impacts for hydrological models, flood risk assessment, seasonal water forecasts, and climate change impacts on water availability, ecosystem functions and other systems impacted by long-term reductions in river flow and evaporation, and their feedbacks to the water cycle. A large international research collaboration (CHIPPER, 34 groups from 14 countries) has formed to make a joint contribution to improved understanding of links between the phase of precipitation and the hydrological cycle, with a particular focus on water balance. This presentation will review progress since 2014 on the topic, outline intended future lines of investigation, and invite feedback and additional collaborations.

Decision Making Under Objective Risk Conditions-a Review of Cognitive and Emotional Correlates, Strategies, Feedback Processing, and External Influences.

PubMed

Schiebener, Johannes; Brand, Matthias

2015-06-01

While making decisions under objective risk conditions, the probabilities of the consequences of the available options are either provided or calculable. Brand et al. (Neural Networks 19:1266-1276, 2006) introduced a model describing the neuro-cognitive processes involved in such decisions. In this model, executive functions associated with activity in the fronto-striatal loop are important for developing and applying decision-making strategies, and for verifying, adapting, or revising strategies according to feedback. Emotional rewards and punishments learned from such feedback accompany these processes. In this literature review, we found support for the role of executive functions, but also found evidence for the importance of further cognitive abilities in decision making. Moreover, in addition to reflective processing (driven by cognition), decisions can be guided by impulsive processing (driven by anticipation of emotional reward and punishment). Reflective and impulsive processing may interact during decision making, affecting the evaluation of available options, as both processes are affected by feedback. Decision-making processes are furthermore modulated by individual attributes (e.g., age), and external influences (e.g., stressors). Accordingly, we suggest a revised model of decision making under objective risk conditions.

Underwater (UW) Unexploded Ordnance (UXO) Multi-Sensor Data Base (MSDB) Collection

DTIC Science & Technology

2009-07-01

11 FIGURE 6 RTG SENSOR. FOUR SENSOR TRIADS ARE SHOWN, EACH WITH A 3-AXIS FLUXGATE MAGNETOMETER ...used by RTG to measure the gradients. Each triad includes a 3-axis fluxgate magnetometer and a set of feedback coils. The outputs of three triad...each with a 3-axis fluxgate magnetometer (internal, not clearly visible) and a set of 3 feedback coils. The upper triad 3-axis magnetometer

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'…

Emotional metacontrol of attention: Top-down modulation of sensorimotor processes in a robotic visual search task

PubMed Central

Cuperlier, Nicolas; Gaussier, Philippe

2017-01-01

Emotions play a significant role in internal regulatory processes. In this paper, we advocate four key ideas. First, novelty detection can be grounded in the sensorimotor experience and allow higher order appraisal. Second, cognitive processes, such as those involved in self-assessment, influence emotional states by eliciting affects like boredom and frustration. Third, emotional processes such as those triggered by self-assessment influence attentional processes. Last, close emotion-cognition interactions implement an efficient feedback loop for the purpose of top-down behavior regulation. The latter is what we call ‘Emotional Metacontrol’. We introduce a model based on artificial neural networks. This architecture is used to control a robotic system in a visual search task. The emotional metacontrol intervenes to bias the robot visual attention during active object recognition. Through a behavioral and statistical analysis, we show that this mechanism increases the robot performance and fosters the exploratory behavior to avoid deadlocks. PMID:28934291

Managing Anxiety: A Case Study of an International Teaching Assistant's Interaction with American Students

ERIC Educational Resources Information Center

Zhou, Ji

2014-01-01

This case study utilizes structuration theory to explore the complexities in the academic interaction between a Chinese international teaching assistant (ITA) and her American students. Through four semi-structured participant interviews, eight classroom observations, and student feedback, major themes and variations were identified regarding the…

Script Concordance Testing in Continuing Professional Development: Local or International Reference Panels?

ERIC Educational Resources Information Center

Pleguezuelos, E. M.; Hornos, E.; Dory, V.; Gagnon, R.; Malagrino, P.; Brailovsky, C. A.; Charlin, B.

2013-01-01

Context: The PRACTICUM Institute has developed large-scale international programs of on-line continuing professional development (CPD) based on self-testing and feedback using the Practicum Script Concordance Test© (PSCT). Aims: To examine the psychometric consequences of pooling the responses of panelists from different countries (composite…

Love withdrawal predicts electrocortical responses to emotional faces with performance feedback: a follow-up and extension.

PubMed

Huffmeijer, Renske; Bakermans-Kranenburg, Marian J; Alink, Lenneke R A; van IJzendoorn, Marinus H

2014-06-02

Parental use of love withdrawal is thought to affect children's later psychological functioning because it creates a link between children's performance and relational consequences. In addition, recent studies have begun to show that experiences of love withdrawal also relate to the neural processing of socio-emotional information relevant to a performance-relational consequence link, and can moderate effects of oxytocin on social information processing and behavior. The current study follows-up on our previous results by attempting to confirm and extend previous findings indicating that experiences of maternal love withdrawal are related to electrocortical responses to emotional faces presented with performance feedback. More maternal love withdrawal was related to enhanced early processing of facial feedback stimuli (reflected in more positive VPP amplitudes, and confirming previous findings). However, attentional engagement with and processing of the stimuli at a later stage were diminished in those reporting higher maternal love withdrawal (reflected in less positive LPP amplitudes, and diverging from previous findings). Maternal love withdrawal affects the processing of emotional faces presented with performance feedback differently in different stages of neural processing.

Decision support for patient care: implementing cybernetics.

PubMed

Ozbolt, Judy; Ozdas, Asli; Waitman, Lemuel R; Smith, Janis B; Brennan, Grace V; Miller, Randolph A

2004-01-01

The application of principles and methods of cybernetics permits clinicians and managers to use feedback about care effectiveness and resource expenditure to improve quality and to control costs. Keys to the process are the specification of therapeutic goals and the creation of an organizational culture that supports the use of feedback to improve care. Daily feedback on the achievement of each patient's therapeutic goals provides tactical decision support, enabling clinicians to adjust care as needed. Monthly or quarterly feedback on aggregated goal achievement for all patients on a clinical pathway provides strategic decision support, enabling clinicians and managers to identify problems with supposed "best practices" and to test hypotheses about solutions. Work is underway at Vanderbilt University Medical Center to implement feedback loops in care and management processes and to evaluate the effects.

The sensitivity of auditory-motor representations to subtle changes in auditory feedback while singing

PubMed Central

Keough, Dwayne; Jones, Jeffery A.

2009-01-01

Singing requires accurate control of the fundamental frequency (F0) of the voice. This study examined trained singers’ and untrained singers’ (nonsingers’) sensitivity to subtle manipulations in auditory feedback and the subsequent effect on the mapping between F0 feedback and vocal control. Participants produced the consonant-vowel ∕ta∕ while receiving auditory feedback that was shifted up and down in frequency. Results showed that singers and nonsingers compensated to a similar degree when presented with frequency-altered feedback (FAF); however, singers’ F0 values were consistently closer to the intended pitch target. Moreover, singers initiated their compensatory responses when auditory feedback was shifted up or down 6 cents or more, compared to nonsingers who began compensating when feedback was shifted up 26 cents and down 22 cents. Additionally, examination of the first 50 ms of vocalization indicated that participants commenced subsequent vocal utterances, during FAF, near the F0 value on previous shift trials. Interestingly, nonsingers commenced F0 productions below the pitch target and increased their F0 until they matched the note. Thus, singers and nonsingers rely on an internal model to regulate voice F0, but singers’ models appear to be more sensitive in response to subtle discrepancies in auditory feedback. PMID:19640048

The sensitivity of auditory-motor representations to subtle changes in auditory feedback while singing.

PubMed

Keough, Dwayne; Jones, Jeffery A

2009-08-01

Singing requires accurate control of the fundamental frequency (F0) of the voice. This study examined trained singers' and untrained singers' (nonsingers') sensitivity to subtle manipulations in auditory feedback and the subsequent effect on the mapping between F0 feedback and vocal control. Participants produced the consonant-vowel /ta/ while receiving auditory feedback that was shifted up and down in frequency. Results showed that singers and nonsingers compensated to a similar degree when presented with frequency-altered feedback (FAF); however, singers' F0 values were consistently closer to the intended pitch target. Moreover, singers initiated their compensatory responses when auditory feedback was shifted up or down 6 cents or more, compared to nonsingers who began compensating when feedback was shifted up 26 cents and down 22 cents. Additionally, examination of the first 50 ms of vocalization indicated that participants commenced subsequent vocal utterances, during FAF, near the F0 value on previous shift trials. Interestingly, nonsingers commenced F0 productions below the pitch target and increased their F0 until they matched the note. Thus, singers and nonsingers rely on an internal model to regulate voice F0, but singers' models appear to be more sensitive in response to subtle discrepancies in auditory feedback.

Oceanic forcing of coral reefs.

PubMed

Lowe, Ryan J; Falter, James L

2015-01-01

Although the oceans play a fundamental role in shaping the distribution and function of coral reefs worldwide, a modern understanding of the complex interactions between ocean and reef processes is still only emerging. These dynamics are especially challenging owing to both the broad range of spatial scales (less than a meter to hundreds of kilometers) and the complex physical and biological feedbacks involved. Here, we review recent advances in our understanding of these processes, ranging from the small-scale mechanics of flow around coral communities and their influence on nutrient exchange to larger, reef-scale patterns of wave- and tide-driven circulation and their effects on reef water quality and perceived rates of metabolism. We also examine regional-scale drivers of reefs such as coastal upwelling, internal waves, and extreme disturbances such as cyclones. Our goal is to show how a wide range of ocean-driven processes ultimately shape the growth and metabolism of coral reefs.

Effects of visual feedback-induced variability on motor learning of handrim wheelchair propulsion.

PubMed

Leving, Marika T; Vegter, Riemer J K; Hartog, Johanneke; Lamoth, Claudine J C; de Groot, Sonja; van der Woude, Lucas H V

2015-01-01

It has been suggested that a higher intra-individual variability benefits the motor learning of wheelchair propulsion. The present study evaluated whether feedback-induced variability on wheelchair propulsion technique variables would also enhance the motor learning process. Learning was operationalized as an improvement in mechanical efficiency and propulsion technique, which are thought to be closely related during the learning process. 17 Participants received visual feedback-based practice (feedback group) and 15 participants received regular practice (natural learning group). Both groups received equal practice dose of 80 min, over 3 weeks, at 0.24 W/kg at a treadmill speed of 1.11 m/s. To compare both groups the pre- and post-test were performed without feedback. The feedback group received real-time visual feedback on seven propulsion variables with instruction to manipulate the presented variable to achieve the highest possible variability (1st 4-min block) and optimize it in the prescribed direction (2nd 4-min block). To increase motor exploration the participants were unaware of the exact variable they received feedback on. Energy consumption and the propulsion technique variables with their respective coefficient of variation were calculated to evaluate the amount of intra-individual variability. The feedback group, which practiced with higher intra-individual variability, improved the propulsion technique between pre- and post-test to the same extent as the natural learning group. Mechanical efficiency improved between pre- and post-test in the natural learning group but remained unchanged in the feedback group. These results suggest that feedback-induced variability inhibited the improvement in mechanical efficiency. Moreover, since both groups improved propulsion technique but only the natural learning group improved mechanical efficiency, it can be concluded that the improvement in mechanical efficiency and propulsion technique do not always appear simultaneously during the motor learning process. Their relationship is most likely modified by other factors such as the amount of the intra-individual variability.

Effects of Visual Feedback-Induced Variability on Motor Learning of Handrim Wheelchair Propulsion

PubMed Central

Leving, Marika T.; Vegter, Riemer J. K.; Hartog, Johanneke; Lamoth, Claudine J. C.; de Groot, Sonja; van der Woude, Lucas H. V.

2015-01-01

Background It has been suggested that a higher intra-individual variability benefits the motor learning of wheelchair propulsion. The present study evaluated whether feedback-induced variability on wheelchair propulsion technique variables would also enhance the motor learning process. Learning was operationalized as an improvement in mechanical efficiency and propulsion technique, which are thought to be closely related during the learning process. Methods 17 Participants received visual feedback-based practice (feedback group) and 15 participants received regular practice (natural learning group). Both groups received equal practice dose of 80 min, over 3 weeks, at 0.24 W/kg at a treadmill speed of 1.11 m/s. To compare both groups the pre- and post-test were performed without feedback. The feedback group received real-time visual feedback on seven propulsion variables with instruction to manipulate the presented variable to achieve the highest possible variability (1st 4-min block) and optimize it in the prescribed direction (2nd 4-min block). To increase motor exploration the participants were unaware of the exact variable they received feedback on. Energy consumption and the propulsion technique variables with their respective coefficient of variation were calculated to evaluate the amount of intra-individual variability. Results The feedback group, which practiced with higher intra-individual variability, improved the propulsion technique between pre- and post-test to the same extent as the natural learning group. Mechanical efficiency improved between pre- and post-test in the natural learning group but remained unchanged in the feedback group. Conclusion These results suggest that feedback-induced variability inhibited the improvement in mechanical efficiency. Moreover, since both groups improved propulsion technique but only the natural learning group improved mechanical efficiency, it can be concluded that the improvement in mechanical efficiency and propulsion technique do not always appear simultaneously during the motor learning process. Their relationship is most likely modified by other factors such as the amount of the intra-individual variability. PMID:25992626

Effects of reward context on feedback processing as indexed by time-frequency analysis.

PubMed

Watts, Adreanna T M; Bernat, Edward M

2018-05-11

The role of reward context has been investigated as an important factor in feedback processing. Previous work has demonstrated that the amplitude of the feedback negativity (FN) depends on the value of the outcome relative to the range of possible outcomes in a given context, not the objective value of the outcome. However, some research has shown that the FN does not scale with loss magnitude in loss-only contexts, suggesting that some contexts do not show a pattern of context dependence. Methodologically, time-frequency decomposition techniques have proven useful for isolating time-domain ERP activity as separable processes indexed in delta (< 3 Hz) and theta (3-7 Hz). Thus, the current study assessed the role of context in a modified gambling feedback task using time-frequency analysis to better isolate the underlying processes. Results revealed that theta was more context dependent and reflected a binary evaluation of bad versus good outcomes in the gain and even contexts. Delta was more context independent: good outcomes scaled linearly with reward magnitude and good-bad differences scaled with context valence. Our findings reveal that theta and delta are differentially sensitive to context and that context valence may play a critical role in determining how the brain processes feedback. © 2018 Society for Psychophysiological Research.

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

NASA Technical Reports Server (NTRS)

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

Cortical feedback signals generalise across different spatial frequencies of feedforward inputs.

PubMed

Revina, Yulia; Petro, Lucy S; Muckli, Lars

2017-09-22

Visual processing in cortex relies on feedback projections contextualising feedforward information flow. Primary visual cortex (V1) has small receptive fields and processes feedforward information at a fine-grained spatial scale, whereas higher visual areas have larger, spatially invariant receptive fields. Therefore, feedback could provide coarse information about the global scene structure or alternatively recover fine-grained structure by targeting small receptive fields in V1. We tested if feedback signals generalise across different spatial frequencies of feedforward inputs, or if they are tuned to the spatial scale of the visual scene. Using a partial occlusion paradigm, functional magnetic resonance imaging (fMRI) and multivoxel pattern analysis (MVPA) we investigated whether feedback to V1 contains coarse or fine-grained information by manipulating the spatial frequency of the scene surround outside an occluded image portion. We show that feedback transmits both coarse and fine-grained information as it carries information about both low (LSF) and high spatial frequencies (HSF). Further, feedback signals containing LSF information are similar to feedback signals containing HSF information, even without a large overlap in spatial frequency bands of the HSF and LSF scenes. Lastly, we found that feedback carries similar information about the spatial frequency band across different scenes. We conclude that cortical feedback signals contain information which generalises across different spatial frequencies of feedforward inputs. Copyright © 2017 The Authors. Published by Elsevier Inc. All rights reserved.

Evaluation of Augmented Reality Feedback in Surgical Training Environment.

PubMed

Zahiri, Mohsen; Nelson, Carl A; Oleynikov, Dmitry; Siu, Ka-Chun

2018-02-01

Providing computer-based laparoscopic surgical training has several advantages that enhance the training process. Self-evaluation and real-time performance feedback are 2 of these advantages, which avoid dependency of trainees on expert feedback. The goal of this study was to investigate the use of a visual time indicator as real-time feedback correlated with the laparoscopic surgical training. Twenty novices participated in this study working with (and without) different presentations of time indicators. They performed a standard peg transfer task, and their completion times and muscle activity were recorded and compared. Also of interest was whether the use of this type of feedback induced any side effect in terms of motivation or muscle fatigue. Of the 20 participants, 15 (75%) preferred using a time indicator in the training process rather than having no feedback. However, time to task completion showed no significant difference in performance with the time indicator; furthermore, no significant differences in muscle activity or muscle fatigue were detected with/without time feedback. The absence of significant difference between task performance with/without time feedback shows that using visual real-time feedback can be included in surgical training based on user preference. Trainees may benefit from this type of feedback in the form of increased motivation. The extent to which this can influence training frequency leading to performance improvement is a question for further study.

Student feedback on a pioneer subject on leadership and intrapersonal development in Hong Kong.

PubMed

Shek, Daniel T L; Yu, Lu; Xie, Qiu Zhi

2017-02-01

To promote leadership and intrapersonal development in university students, a subject entitled "Tomorrow's Leaders" was developed and offered at The Hong Kong Polytechnic University. To assess the perceived effectiveness of this subject, 647 students completed the student feedback questionnaire (SFQ). Results showed that the feedback questionnaire had very good psychometric properties, including internal consistency reliability and construct validity. Regarding students' views of the subject, results showed that students generally had good evaluation of the content of the subject, teaching quality, and perceived benefits of the subject. The present findings have implications for the teaching of general education regarding leadership development.

The Effects of Giving Feedback on the Persuasive Writing of Fourth- and Fifth-Grade Students

ERIC Educational Resources Information Center

Philippakos, Zoi A.; MacArthur, Charles A.

2016-01-01

Peer review is a reciprocal process in which writers both give and receive feedback. Both activities may contribute to student learning; however, few studies have examined the effects of giving feedback separately. The purpose of this study was to examine the effects of giving feedback on the quality of the reviewers' own persuasive writing.…

Students' and Tutors' Perceptions of Feedback on Academic Essays in an Open and Distance Learning Context

ERIC Educational Resources Information Center

Chokwe, Jack Matlou

2015-01-01

Feedback is the most important aspect of the learning and teaching process. Through feedback, tutors/lecturers provide an important intervention in teaching as students would always like to know where they did right or wrong in their written assessed work. Without feedback, learning is not complete. This article reports on the results of a major…

Role of Working Memory and Strategy-Use in Feedback Effects on Children's Progression in Analogy Solving:an Explanatory Item Response Theory Account

ERIC Educational Resources Information Center

Stevenson, Claire E.

2017-01-01

This study contrasted the effects of tutoring, multiple try and no feedback on children's progression in analogy solving and examined individual differences herein. Feedback that includes additional hints or explanations leads to the greatest learning gains in adults. However, children process feedback differently from adults and effective…

The role of feedback in young people's academic choices

NASA Astrophysics Data System (ADS)

Skipper, Yvonne; Leman, Patrick J.

2017-03-01

Women are underrepresented in Science, Technology, Engineering and Mathematics subjects with more girls leaving these subjects at every stage in education. The current research used a scenario methodology to examine the impact of teacher feedback on girls' and boys' choices to study a specific science subject, engineering. British participants aged 13 (N = 479) were given scenarios where a new teacher encouraged them to take engineering using person feedback which focussed on their abilities, process feedback which focussed on their effort levels or gave them no reason. Results suggested that both boys and girls were more likely to select to study engineering when they received person feedback rather than process or no feedback. Young people also thought that ability was more important to being successful in science than in non-science subjects.This suggests young people feel that ability is needed to succeed in science subjects and person feedback can lead them to believe that they have this ability. Therefore, teacher feedback which gives ability attributions for possible success could be used to encourage more young people to persist in science. However, the potentially negative longer term outcomes of ability attributions and how they may be negated are also discussed.

Modifying Evaluations and Decisions in Risky Situations.

PubMed

Maldonado, Antonio; Serra, Sara; Catena, Andrés; Cándido, Antonio; Megías, Alberto

2016-09-20

The main aim of this research was to investigate the decision making process in risky situations. We studied how different types of feedback on risky driving behaviors modulate risk evaluation and risk-taking. For a set of risky traffic situations, participants had to make evaluative judgments (judge the situation as risky or not) and urgent decisions (brake or not). In Experiment 1, participants received feedback with and without negative emotional content when they made risky behaviors. In Experiment 2 we investigated the independent effects of feedback and negative emotional stimuli. The results showed three important findings: First, urgent decisions were faster [F(1, 92) = 6.76, p = .01] and more cautious [F(1, 92) = 17.16, p < .001] than evaluative judgments. These results suggest that evaluative judgments of risk and actual risk-taking may not always coincide, and that they seem to be controlled by two different processing systems as proposed by dual process theories. Second, feedback made participants' responses even faster [F(1, 111) = 71.53, p < .001], allowing greater risk sensitivity [F(1, 111) = 22.12, p < .001] and skewing towards more cautious responses [F(1, 111) = 14.09, p < .001]. Finally, emotional stimuli had an effect only when they were presented as feedback. The results of this research increase our understanding of the processes involved in risky driving behavior and suggest efficient ways to control risk taking through the use of feedback.

Burnout is associated with changes in error and feedback processing.

PubMed

Gajewski, Patrick D; Boden, Sylvia; Freude, Gabriele; Potter, Guy G; Falkenstein, Michael

2017-10-01

Burnout is a pattern of complaints in individuals with emotionally demanding jobs that is often seen as a precursor of depression. One often reported symptom of burnout is cognitive decline. To analyze cognitive control and to differentiate between subclinical burnout and mild to moderate depression a double-blinded study was conducted that investigates changes in the processing of performance errors and feedback in a task switching paradigm. Fifty-one of 76 employees from emotionally demanding jobs showed a sufficient number of errors to be included in the analysis. The sample was subdivided into groups with low (EE-) and high (EE+) emotional exhaustion and no (DE-) and mild to moderate depression (DE+). The behavioral data did not significantly differ between the groups. In contrast, in the EE+ group, the error negativity (Ne/ERN) was enhanced while the error positivity (Pe) did not differ between the EE+ and EE- groups. After negative feedback the feedback-related negativity (FRN) was enhanced, while the subsequent positivity (FRP) was reduced in EE+ relative to EE-. None of these effects were observed in the DE+ vs. DE-. These results suggest an upregulation of error and negative feedback processing, while the later processing of negative feedback was attenuated in employees with subclinical burnout but not in mild to moderate depression. Copyright © 2017 Elsevier B.V. All rights reserved.

Research Library Year in Review 2016

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

Knudson, Frances Lynn; Varjabedian, Kathryn Ruth; Boorman, Helen A.

2016 was a year of strategy, analysis and moving forward. We launched January with a strategic planning process. Building on the Lab’s Strategic Plan and Purpose Statement, we created a process that reached out to Lab leadership, scientists & engineers, and Research Library (RL) staff. An external consultant was engaged to help drive the process and to lead a fullday staff retreat. A survey was created and administered to staff, seeking feedback on priorities and direction. A parallel survey was created for stakeholders. Stakeholder questions began with the macro – from the external climate to Lab and division priorities –more » to the micro concerning priorities and directions for the RL. Stakeholders were personally interviewed by teams of two that included an interviewer and a scribe. These thirty-plus interviews were collated into a spreadsheet. A sociologist provided semantic analysis for the feedback, creating an impact document of the interviews. The full day retreat provided an opportunity for staff to build on their feedback as well as stakeholder feedback. A great deal of brainstorming led to categorized priorities and scenarios. The RL Compass Team, encompassing library leadership, moved the next stage of the process forward by taking retreat feedback and creating a first draft of a plan. Two more rounds of feedback with smaller staff groups as well as the Library Advisory Board led to the final plan. The core plan is included in this report.« less

Cultural adaptation of preschool PATHS (Promoting Alternative Thinking Strategies) curriculum for Pakistani children.

PubMed

Inam, Ayesha; Tariq, Pervaiz N; Zaman, Sahira

2015-06-01

Cultural adaptation of evidence-based programmes has gained importance primarily owing to its perceived impact on the established effectiveness of a programme. To date, many researchers have proposed different frameworks for systematic adaptation process. This article presents the cultural adaptation of preschool Promoting Alternative Thinking Strategies (PATHS) curriculum for Pakistani children using the heuristic framework of adaptation (Barrera & Castro, 2006). The study was completed in four steps: information gathering, preliminary adaptation design, preliminary adaptation test and adaptation refinement. Feedbacks on programme content suggested universality of the core programme components. Suggested changes were mostly surface structure: language, presentation of materials, conceptual equivalence of concepts, training needs of implementation staff and frequency of programme delivery. In-depth analysis was done to acquire cultural equivalence. Pilot testing of the outcome measures showed strong internal consistency. The results were further discussed with reference to similar work undertaken in other cultures. © 2014 International Union of Psychological Science.

Transient Reactivation of a Deep-Seated Landslide by Undrained Loading Captured With Repeat Airborne and Terrestrial Lidar

NASA Astrophysics Data System (ADS)

Booth, Adam M.; McCarley, Justin; Hinkle, Jason; Shaw, Susan; Ampuero, Jean-Paul; Lamb, Michael P.

2018-05-01

Landslides reactivate due to external environmental forcing or internal mass redistribution, but the process is rarely documented quantitatively. We capture the three-dimensional, 1-m resolution surface deformation field of a transiently reactivated landslide with image correlation of repeat airborne lidar. Undrained loading by two debris flows in the landslide's head, rather than external forcing, triggered reactivation. After that loading, the lower 2 km of the landslide advanced by up to 14 m in 2 years before completely stopping. The displacement field over those 2 years implies that the slip surface gained 1 kPa of shear strength, which was likely accomplished by a negative dilatancy-pore pressure feedback as material deformed around basal roughness elements. Thus, landslide motion can be decoupled from external environmental forcing in cases, motivating the need to better understand internal perturbations to the stress field to predict hazards and sediment fluxes as landscapes evolve.