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Academic literature on the topic 'Feedback'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "Feedback"

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Sejas, Sergio A., Ming Cai, Aixue Hu, Gerald A. Meehl, Warren Washington, and Patrick C. Taylor. "Individual Feedback Contributions to the Seasonality of Surface Warming." Journal of Climate 27, no. 14 (July 10, 2014): 5653–69. http://dx.doi.org/10.1175/jcli-d-13-00658.1.

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Abstract Using the climate feedback response analysis method, the authors examine the individual contributions of the CO2 radiative forcing and climate feedbacks to the magnitude, spatial pattern, and seasonality of the transient surface warming response in a 1% yr−1 CO2 increase simulation of the NCAR Community Climate System Model, version 4 (CCSM4). The CO2 forcing and water vapor feedback warm the surface everywhere throughout the year. The tropical warming is predominantly caused by the CO2 forcing and water vapor feedback, while the evaporation feedback reduces the warming. Most feedbacks exhibit noticeable seasonal variations; however, their net effect has little seasonal variation due to compensating effects, which keeps the tropical warming relatively invariant all year long. The polar warming has a pronounced seasonal cycle, with maximum warming in fall/winter and minimum warming in summer. In summer, the large cancelations between the shortwave and longwave cloud feedbacks and between the surface albedo feedback warming and the cooling from the ocean heat storage/dynamics feedback lead to a warming minimum. In polar winter, surface albedo and shortwave cloud feedbacks are nearly absent due to a lack of insolation. However, the ocean heat storage feedback relays the polar warming due to the surface albedo feedback from summer to winter, and the longwave cloud feedback warms the polar surface. Therefore, the 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.
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Rajbhandari, Prabi, Steven Pattishall, and Matthew Garber. "Feedback on Feedback." Hospital Pediatrics 11, no. 11 (November 1, 2021): e346-e348. http://dx.doi.org/10.1542/hpeds.2021-006218.

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Nickols, Fred W. "Feedback about feedback." Human Resource Development Quarterly 6, no. 3 (1995): 289–96. http://dx.doi.org/10.1002/hrdq.3920060307.

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Campbell, Andrea Louise. "The Affordable Care Act and Mass Policy Feedbacks." Journal of Health Politics, Policy and Law 45, no. 4 (March 11, 2020): 567–80. http://dx.doi.org/10.1215/03616878-8255493.

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Abstract The Affordable Care Act (ACA) has allowed researchers to examine mass policy feedback effects—how public policies affect individuals' attitudes and political behaviors—in real time while using causal models. These efforts help address criticisms of the extant feedbacks literature and have revealed new policy feedback effects and new information on the conditions under which policy feedbacks occur. The ACA case also raises empirical and theoretical questions about the types of data needed to assess feedback effects, the magnitude of policy effects required for detection, the time frame in which feedbacks occur, and the suitability of various empirical approaches for assessing policy feedback effects. Thus, the ACA not only adds an important empirical case to the study of policy feedbacks but also helps refine policy feedback theory.
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Dufresne, Jean-Louis, and Marion Saint-Lu. "Positive Feedback in Climate: Stabilization or Runaway, Illustrated by a Simple Experiment." Bulletin of the American Meteorological Society 97, no. 5 (May 1, 2016): 755–65. http://dx.doi.org/10.1175/bams-d-14-00022.1.

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Abstract The response of the various climatic processes to climate change can amplify (positive feedback) or damp (negative feedback) the initial temperature perturbation. An example of a positive feedback is the surface albedo feedback: when the surface temperature rises, part of the ice and snow melts, leading to an increase in the solar radiation absorbed by the surface and to an enhanced surface warming. Positive feedbacks can lead to instability. On Venus, for example, a positive feedback is thought to have evolved into a runaway greenhouse effect. However, positive feedbacks can exist in stable systems. This paper presents a simple representation of a positive feedback in both a stable and an unstable system. A simple experimental device based on a scale principle is introduced to illustrate the positive feedback and its stabilization or runaway regimes. Stabilization can be achieved whether the amplitude of the positive feedback declines (e.g., “saturation” of the feedback) or remains constant. The device can also be used to illustrate the existence of tipping points, which are threshold values beyond which the amplification due to feedbacks or the stability of the system suddenly changes. The physical equations of the device are established in the framework of the feedback analysis. Key features to understand why a positive feedback does not necessarily lead to a runaway effect are described. The analogy between the different components of the device and those of the climate system is established. Finally, the contribution of individual feedbacks to the total climate response is addressed.
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Norris, Dennis, James M. McQueen, and Anne Cutler. "Feedback on feedback on feedback: It's feedforward." Behavioral and Brain Sciences 23, no. 3 (June 2000): 352–63. http://dx.doi.org/10.1017/s0140525x0053324x.

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The central thesis of our target article is that feedback is never necessary in spoken word recognition. In this response we begin by clarifying some terminological issues that have led to a number of misunderstandings. We provide some new arguments that the feedforward model Merge is indeed more parsimonious than the interactive alternatives, and that it provides a more convincing account of the data than alternative models. Finally, we extend the arguments to deal with new issues raised by the commentators such as infant speech perception and neural architecture.
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Kadlec, Daniel, and David Groeger. "Feedback im Athletiktraining." Sportphysio 09, no. 04 (August 23, 2021): 177–81. http://dx.doi.org/10.1055/a-1541-1003.

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Sowohl im leistungsorientierten Training als auch in der Rehabilitation nach verschiedenen Verletzungen und Erkrankungen beeinflusst das Feedback das motorische Lernen. Zeitpunkt, Häufigkeit und Inhalt des Feedbacks haben dabei entscheidenden Einfluss darauf, wie sich das Feedback auf das motorische Lernen auswirkt.
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Kaufmann, Yvonne M., Lisa Maiwald, Svenja Schindler, and Florian Weck. "Wie wirkt sich mehrmaliges Kompetenz-Feedback auf psychotherapeutische Behandlungen aus?" Zeitschrift für Klinische Psychologie und Psychotherapie 46, no. 2 (April 2017): 96–106. http://dx.doi.org/10.1026/1616-3443/a000412.

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Zusammenfassung. Theoretischer Hintergrund: Einflüsse von therapeutenorientiertem Kompetenz-Feedback in der Psychotherapieausbildung wurden bislang wenig untersucht. Fragestellung: Wie gehen Ausbildungstherapeuten mit Feedback um? Welchen Einfluss hat ein regelmäßiges Kompetenz-Feedback auf die Qualität psychotherapeutischer Behandlungen (insbesondere Therapiesitzungen, therapeutische Beziehung, Person des Therapeuten, Supervision)? Methode: Elf Therapeuten wurden mithilfe eines halbstrukturierten Interviewleitfadens befragt. Die Auswertung erfolgte mittels qualitativer Inhaltsanalyse nach Mayring (2015) . Ergebnisse: Das auf Basis der Interviews erstellte Kategoriensystem umfasste die Kategorien „Erwartungen an das Feedback“, „Wahrnehmung des Feedbacks“, „Verarbeitung von und Umgang mit Feedback“, „Folgen, Auswirkungen und Veränderungen durch Feedback“ sowie „Verbesserungswünsche“. Schlussfolgerungen: Therapeuten streben eine Umsetzung des Feedbacks an, welches sich auf die Behandlung, die Supervision, die eigene Person und die therapeutische Beziehung auswirkt.
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Gregory, J. M., C. D. Jones, P. Cadule, and P. Friedlingstein. "Quantifying Carbon Cycle Feedbacks." Journal of Climate 22, no. 19 (October 1, 2009): 5232–50. http://dx.doi.org/10.1175/2009jcli2949.1.

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Abstract Perturbations to the carbon cycle could constitute large feedbacks on future changes in atmospheric CO2 concentration and climate. This paper demonstrates how carbon cycle feedback can be expressed in formally similar ways to climate feedback, and thus compares their magnitudes. The carbon cycle gives rise to two climate feedback terms: the concentration–carbon feedback, resulting from the uptake of carbon by land and ocean as a biogeochemical response to the atmospheric CO2 concentration, and the climate–carbon feedback, resulting from the effect of climate change on carbon fluxes. In the earth system models of the Coupled Climate–Carbon Cycle Model Intercomparison Project (C4MIP), climate–carbon feedback on warming is positive and of a similar size to the cloud feedback. The concentration–carbon feedback is negative; it has generally received less attention in the literature, but in magnitude it is 4 times larger than the climate–carbon feedback and more uncertain. The concentration–carbon feedback is the dominant uncertainty in the allowable CO2 emissions that are consistent with a given CO2 concentration scenario. In modeling the climate response to a scenario of CO2 emissions, the net carbon cycle feedback is of comparable size and uncertainty to the noncarbon–climate response. To quantify simulated carbon cycle feedbacks satisfactorily, a radiatively coupled experiment is needed, in addition to the fully coupled and biogeochemically coupled experiments, which are referred to as coupled and uncoupled in C4MIP. The concentration–carbon and climate–carbon feedbacks do not combine linearly, and the concentration–carbon feedback is dependent on scenario and time.
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Roe, Gerard H., and Marcia B. Baker. "Notes on a Catastrophe: A Feedback Analysis of Snowball Earth." Journal of Climate 23, no. 17 (September 1, 2010): 4694–703. http://dx.doi.org/10.1175/2010jcli3545.1.

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Abstract The language of feedbacks is ubiquitous in contemporary earth sciences, and the framework of feedback analysis is a powerful tool for diagnosing the relative strengths of the myriad mutual interactions that occur in complex dynamical systems. The ice albedo feedback is widely taught as the classic example of a climate feedback. Moreover, its potential to initiate a collapse to a completely glaciated snowball earth is widely taught as the classic example of a climate “tipping point.” A feedback analysis of the snowball earth phenomenon in simple, zonal mean energy balance models clearly reveals the physics of the snowball instability and its dependence on climate parameters. The analysis can also be used to illustrate some fundamental properties of climate feedbacks: how feedback strength changes as a function of mean climate state; how small changes in individual feedbacks can cause large changes in the system sensitivity; and last, how the strength and even the sign of the feedback is dependent on the climate variable in question.
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Dissertations / Theses on the topic "Feedback"

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Sparr, Jennifer. "Feedback Environment, Feedback Fairness, and the Feedback Intervention Theory." [S.l. : s.n.], 2008. http://nbn-resolving.de/urn:nbn:de:bsz:352-opus-61041.

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Cummins, Stephen Alexander. "Feedback 2.0 : an investigation into using sharable feedback tags as programming feedback." Thesis, Durham University, 2010. http://etheses.dur.ac.uk/400/.

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Objectives: Learning and teaching computer programming is a recognised challenge in Higher Education. Since feedback is regarded as being the most important part of the learning process, it is expected that improving it could support students' learning. This thesis aims to investigate how new forms of feedback can improve student learning of programming and how feedback sharing can further enhance the students' learning experience. Methods: This thesis investigates the use of new forms of feedback for programming courses. The work explores the use of collaborative tagging often found in Web 2.0 software systems and a feedback approach that requires examiners to annotate students source code with short, potentially reusable feedback. The thesis utilises a variety of research methods including questionnaires, focus groups and collection of system usage data recorded from student interactions with their feedback. Sentiment and thematic analysis are used to investigate how well feedback tags communicate the intended message from examiners to students. The approaches used are tested and refined over two preliminary investigations before use in the final investigation. Results: The work identified that a majority of students responded positively to the new feedback approach described. Student engagement was high with up to 100% viewing their feedback and at least 42% of students opting to share their feedback. Students in the cohort who achieved either the lower or higher marks for the assignment appeared more likely to share their feedback. Conclusions: This thesis has demonstrated that sharing of feedback can be useful for disseminating good practice and common pitfalls. Provision of feedback which is contextually rich and textually concise has resulted in higher engagement from students. However, the outcomes of this research have been shown to be influenced by the assessment process adopted by the University. For example, students were more likely to engage with their feedback if marks are unavailable at the time of feedback release. This issue and many others are proposed as further work.
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Pettersson, Oskar, and Erik Svensson. "Haptic Feedback." Thesis, Linköping University, Linköping University, Department of Management and Engineering, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-16387.

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Today, the use of simulators is very common and is used in many different areas, for example research, development and education. This trend has progressed due to simulators provide a cost efficient and safe platform for a large set of applications. 

The assignment was given by the Division of Industrial Ergonomics and was titled “Haptic Feedback”. The purpose of this master thesis was how to add more realism into a fixed base car simulator by stimulating the human haptic perception. 

When performing tasks in a substitute environment, the achieved data can differ in validity dependent on how “true” a simulator is. Therefore it is very important to resemble the actual environment as much as possible if one want data consistent with the real world. With the use of devices such as electrical motor and frequency converter, vibrations are created to simulate the vehicles contact with the surface of the road. The goal is not to recreate the real world physics – the goal is to add more realism in analogue with the present visual and audio setup. 

To solve this problem many different subject areas are involved. Knowledge about software development, mechanics, construction, electronics and ergonomics are areas that are concerned in this master thesis. 

Although this report will give a good overview of the haptic feedback concept, it is recommended that you visit the Virtual Reality-laboratory at the University of Linköping and try this application hands on in the simulator environment.

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Bokun, I. A. "Feedback dialogues." Thesis, National Girnic University, 2005. http://essuir.sumdu.edu.ua/handle/123456789/63566.

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Kapolka, Felix. "Pupils' Feedback." Thesis, Malmö universitet, Fakulteten för teknik och samhälle (TS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20969.

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In a contemporary world saturated with technology, where data has become a means tounderstand and optimize almost everything, the educational sector seems reluctant towards it.In order to change that, it is argued that formative assessment is a sustainable way to monitorfeedback data for the purpose to improve school environment. Used in the classroom, it shiftsthe focus from the outcome of pupils’ learning to their real needs.This study elaborates on the lack of feedback for teachers and the referring potential oftechnology usage in schools. Due to, inter alia, a co-creation workshop, novice teachers anddesigners collaborated to create several prototypes, which were used in a real classroomsituation afterwards. Those prototypes enabled a deep understanding of the current perceptionof feedback as well as the technology awareness of students and teachers.The research results were discussed from various angles, including young teenagers’and experienced teachers’ views. The outcome analysis led to the need of a student-centredcurriculum which offers explorative access to technology and feedback for everybodyinvolved in a school environment.
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Gustafsson, Tapper Michael. "Operator Feedback." Thesis, KTH, Maskinkonstruktion (Inst.), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-232505.

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Det här är en rapport som sammanfattar ett examensarbete av studenten Michael GustafssonTapper skriven under våren 2018. Examensarbetet är en del av mastern Integreradproduktutveckling inom spåret Teknisk design på KTH, Kungliga Tekniska Högskolan iStockholm, Sverige. Dagens montörer i monteringsliner i fabriker får sin feedback från sinaverktyg men ibland missas denna information av montörerna. Det här examensarbetetresulterade i en vidareutveckling av ett tidigare projekt in kursen MF2016 Industriell design högrekurs, del 2. Resultatet var en lösning av ett par skyddsglasögon vid namn Protective SignalProvider eller PSP inom produktfamiljen Operator Feedback, OPF. PSP använde ljus från LEDlamporoch ljudvågor i form av vibrationer från benöverförande högtalare. En mer utförligundersökning gjordes också för att para den PSP med Atlas Copcos monteringssystem controllerPF6000. PSP använde sig av Bluetooth low energy för kommunikation och kan anslutas tillverktyget och till monteringens gränssnitt. En utvärdering jämförde den tidigare externaprodukten som kunde fästas på ett par skyddsglasögon med den nya produkten med integreradekomponenter. Utvärderingen resulterade i att den externa produkten skulle bli den bästalösningen för Atlas Copco att fortsätta med eftersom regleringar, lagar och standarder gör PSPför komplex att producera.
This report is a document summarizing a master thesis by the student Michael GustafssonTapper written during the spring of 2018. The thesis is the part of the master Integrated ProductDesign in the field of Industrial Design engineering at KTH, The Royal Institute of Technologyin Stockholm, Sweden. Today workers in assembly lines get feedback from their tools, butsometimes this transmitted information is missed by the worker. This thesis resulted in adevelopment of a previous project in the course MF2016 Industrial Design Engineering AdvancedCourse, Part 2. The result was a solution with a pair of safety glasses by the name Protective SignalProvider or PSP within the product family Operator Feedback, OPF. PSP used light of LEDsand soundwaves in form of vibration from bone conductive speakers. A more extensiveinvestigation was also done to pair PSP to Atlas Copco’s assembly system controller PF6000. ThePSP used Bluetooth low energy for communication and can be connected to the tool in use andthe interface of the assembly. An evaluation compared the previous external product that couldbe placed on a pair of safety glasses with the new internal product with integrated components.The evaluation resulted in the external product being the best solution for Atlas Copco toproceed with since regulations, laws and standards make PSP too complex to produce.
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Waples, Christopher J. "Receptivity to feedback: an investigation of the influence of feedback sign, feedback specificity, and goal orientation." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/20107.

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Doctor of Philosophy
Psychological Sciences
Patrick A. Knight
This study was designed to examine the combined influence of feedback sign (i.e., positive or negative), feedback specificity, and goal orientation on individuals’ receptivity to performance feedback. Performance feedback is an often-prescribed solution to performance problems for both individuals and organizations, but evidence regarding its effectiveness as a mechanism for promoting positive outcomes has been mixed. It has been argued that one reason for the inconsistency in previous research findings may be a failure to adequately account for reactions to feedback (e.g., receptivity). Accordingly, this study focused on a series of variables with the potential to influence receptivity, in pursuit of a more comprehensive understanding of the feedback process. It was expected that individuals with certain achievement goal orientations would be more or less receptive to different characteristics of the feedback itself, and that the nature of the task being performed would further influence their willingness to accept feedback and implement task-relevant behavioral changes. Data were collected from 536 participants via Amazon’s Mechanical Turk marketplace. Participants completed the experiment in an online environment. Each participant was asked to complete a pair of error-detection tasks, focused on either mathematical computations or grammatical accuracy. Conditionally-assigned, fabricated feedback was provided after task performance on the initial trial. Surveys were used to assess goal orientation and feedback receptivity. Results indicated that greater feedback specificity was associated with greater receptivity to feedback. Analysis also revealed that feedback sign, feedback specificity, and goal orientation interact to influence receptivity, such that for performance-oriented individuals, specific positive feedback leads to the highest levels of receptivity and specific negative feedback prompts the lowest levels of receptivity. For mastery-oriented participants, however, specific feedback was associated with high levels of receptivity, regardless of whether that feedback was positive or negative. The results are discussed within the context of relative theoretical perspectives. Practical implications, promising avenues of future inquiry, and strengths and limitations of the research are discussed.
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Tokdemir, Demirel Elif. "An Investigation Of A Complementary Feedback Model For L2 Writing: Peer And Teacher Feedback Versus Teacher Feedback." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610424/index.pdf.

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This study aimed at developing a complementary peer-teacher feedback model, in which students and teachers share the responsibility of providing feedback in a systematic way and testing its effectiveness. The effectiveness of the developed feedback model on improving students&
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writing ability was tested in the context of a multiple draft writing course which followed a process approach with 57 preparatory class students at Karadeniz Technical University, Department of English Language and Literature for a period of 15 weeks (a semester). The study was designed as an experimental study in which the experimental group students were provided feedback through a complementary peer-teacher feedback model and the control group students were provided feedback through full teacher feedback. The two groups were compared in terms of their revisions, their essay scores and their attitudes towards feedback and writing. Both qualitative and quantitative data were collected through revision coding, a pretest and posttest on writing ability, two questionnaires and student reflections. The results revealed that although the traditional full teacher feedback model created more revisions on the whole, the two models did not create a difference in terms of revision quality or writing improvement between the two groups. On the other hand, the complementary peer-feedback model was found more successful in creating positive attitudes towards peer feedback and self-correction but no differences were observed in students&
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perceptions of the difficulty of writing skill. Some recommendations are made for the design and implementation of feedback activities in writing classes.
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Thomas, Alice Suganthy. "The effects of integrating kinesthetic feedback, force feedback and non-speech audio feedback in human-computer interaction." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0005/MQ32872.pdf.

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Rife, Gary Logan. "THE INFLUENCE OF FEEDBACK ORIENTATION AND FEEDBACK ENVIRONMENT ON CLINICIAN PROCESSING OF FEEDBACK FROM CLIENT OUTCOME MEASURES." University of Akron / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=akron1477989509706831.

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Books on the topic "Feedback"

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Beetz, Jürgen. Feedback. Berlin, Heidelberg: Springer Berlin Heidelberg, 2021. http://dx.doi.org/10.1007/978-3-662-62890-4.

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Kendrick, David A. Feedback. Dordrecht: Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-009-2746-9.

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Moir, Tom. Feedback. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-34839-7.

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Beetz, Jürgen. Feedback. Berlin, Heidelberg: Springer Berlin Heidelberg, 2016. http://dx.doi.org/10.1007/978-3-662-47090-9.

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Design, Pentagram, ed. Feedback. 6th ed. London: Pentagram, 1996.

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Copper, Basil. Feedback. Waterville, Me: G.K. Hall, 2001.

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Cavana, Robert Y., Brian C. Dangerfield, Oleg V. Pavlov, Michael J. Radzicki, and I. David Wheat, eds. Feedback Economics. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67190-7.

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Wang, Qing-Guo, Tong Heng Lee, and Chong Lin. Relay Feedback. London: Springer London, 2003. http://dx.doi.org/10.1007/978-1-4471-0041-6.

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Dodds, Stephen J. Feedback Control. London: Springer London, 2015. http://dx.doi.org/10.1007/978-1-4471-6675-7.

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Kelly, Tara. Harmonic feedback. New York: Henry Holt, 2010.

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Book chapters on the topic "Feedback"

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Gerlach, Stefanie, and Inga Squarr. "Feedback Feedback Feedback." In Methodenhandbuch für Softwareschulungen, 145–61. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-642-45425-7_16.

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Moir, Tom. "Introduction to Feedback Control." In Feedback, 1–19. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-34839-7_1.

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Moir, Tom. "Implementation of Digital Controllers." In Feedback, 255–76. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-34839-7_10.

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Moir, Tom. "Discrete-Time State-Space." In Feedback, 277–302. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-34839-7_11.

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Moir, Tom. "Systems with Random Noise." In Feedback, 303–30. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-34839-7_12.

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Moir, Tom. "Kalman Filtering." In Feedback, 331–51. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-34839-7_13.

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Moir, Tom. "Implementing Digital Real-Time Servos." In Feedback, 353–75. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-34839-7_14.

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Moir, Tom. "Nonlinear Systems." In Feedback, 377–415. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-34839-7_15.

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Moir, Tom. "Feedback in Mathematical Algorithms." In Feedback, 417–41. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-34839-7_16.

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Moir, Tom. "Introduction to Optimal Control." In Feedback, 443–65. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-34839-7_17.

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Conference papers on the topic "Feedback"

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Xie, Ruobing, Cheng Ling, Yalong Wang, Rui Wang, Feng Xia, and Leyu Lin. "Deep Feedback Network for Recommendation." In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. California: International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/349.

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Both explicit and implicit feedbacks can reflect user opinions on items, which are essential for learning user preferences in recommendation. However, most current recommendation algorithms merely focus on implicit positive feedbacks (e.g., click), ignoring other informative user behaviors. In this paper, we aim to jointly consider explicit/implicit and positive/negative feedbacks to learn user unbiased preferences for recommendation. Specifically, we propose a novel Deep feedback network (DFN) modeling click, unclick and dislike behaviors. DFN has an internal feedback interaction component that captures fine-grained interactions between individual behaviors, and an external feedback interaction component that uses precise but relatively rare feedbacks (click/dislike) to extract useful information from rich but noisy feedbacks (unclick). In experiments, we conduct both offline and online evaluations on a real-world recommendation system WeChat Top Stories used by millions of users. The significant improvements verify the effectiveness and robustness of DFN. The source code is in https://github.com/qqxiaochongqq/DFN.
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Pieri, Matthew M., and Hugo Martel. "Feedback and its Feedback Effect on Feedback." In FIRST STARS III: First Stars II Conference. American Institute of Physics, 2008. http://dx.doi.org/10.1063/1.2905652.

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De Young, David S., Sebastian Heinz, and Eric Wilcots. "Radio AGN Feedback." In THE MONSTER’S FIERY BREATH: FEEDBACK IN GALAXIES, GROUPS, AND CLUSTERS. AIP, 2009. http://dx.doi.org/10.1063/1.3293049.

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Mathews, William G., Sebastian Heinz, and Eric Wilcots. "Cosmic Ray Feedback." In THE MONSTER’S FIERY BREATH: FEEDBACK IN GALAXIES, GROUPS, AND CLUSTERS. AIP, 2009. http://dx.doi.org/10.1063/1.3293079.

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Tremonti, Christy, John Moustakas, Aleksandar M. Diamond-Stanic, Sebastian Heinz, and Eric Wilcots. "Empirical Evidence for Quasar Feedback." In THE MONSTER’S FIERY BREATH: FEEDBACK IN GALAXIES, GROUPS, AND CLUSTERS. AIP, 2009. http://dx.doi.org/10.1063/1.3293026.

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Wise, M. W., Sebastian Heinz, and Eric Wilcots. "Calibrating AGN Feedback in Clusters." In THE MONSTER’S FIERY BREATH: FEEDBACK IN GALAXIES, GROUPS, AND CLUSTERS. AIP, 2009. http://dx.doi.org/10.1063/1.3293067.

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Mathur, Smita, Rebecca Stoll, Yair Krongold, Fabrizio Nicastro, Nancy Brickhouse, Martin Elvis, Sebastian Heinz, and Eric Wilcots. "AGN Feedback: Does it Work?" In THE MONSTER’S FIERY BREATH: FEEDBACK IN GALAXIES, GROUPS, AND CLUSTERS. AIP, 2009. http://dx.doi.org/10.1063/1.3293071.

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McNamara, B. R., M. Rohanizadegan, P. E. J. Nulsen, Sebastian Heinz, and Eric Wilcots. "Black Hole Spin Powered Feedback." In THE MONSTER’S FIERY BREATH: FEEDBACK IN GALAXIES, GROUPS, AND CLUSTERS. AIP, 2009. http://dx.doi.org/10.1063/1.3293095.

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*, Sheng-Hann, Li *, and Sheue-Ling Hwang. "The Effect of Auditory Feedback on Websites Users Perception." In Applied Human Factors and Ergonomics Conference. AHFE International, 2020. http://dx.doi.org/10.54941/ahfe100450.

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Abstract:
In this investigation, we design a website named UN.com that has three scenes and with different numbers of auditory feedback. An experiment was designed to explore the application of auditory feedback. The better situation to use auditory feedback has been found out. We found a significant correlation between auditory feedback and website usability. Too many auditory feedbacks may cause negative effect. The result may provide web designer some suggestion on auditory feedback to prevent negative effects.
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Detmers, R. G., J. S. Kaastra, Sebastian Heinz, and Eric Wilcots. "AGN Outflow Feedback: Constraints from Variability." In THE MONSTER’S FIERY BREATH: FEEDBACK IN GALAXIES, GROUPS, AND CLUSTERS. AIP, 2009. http://dx.doi.org/10.1063/1.3293087.

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Reports on the topic "Feedback"

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Ruehl, Kelley Michelle. NoiseSpotter Feedback. Office of Scientific and Technical Information (OSTI), September 2018. http://dx.doi.org/10.2172/1471453.

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Guest, Jon. Assessment and Feedback. The Economics Network, January 2013. http://dx.doi.org/10.53593/n2284a.

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Guest, Jon. Assessment and Feedback. The Economics Network, August 2019. http://dx.doi.org/10.53593/n3216a.

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Schmidt, Richard A. Feedback for Skill Acquisition: Preliminaries to a Theory of Feedback. Fort Belvoir, VA: Defense Technical Information Center, May 1997. http://dx.doi.org/10.21236/ada328695.

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Henry, John Blake. Exhibit F Subcontractor Feedback. Office of Scientific and Technical Information (OSTI), July 2018. http://dx.doi.org/10.2172/1460660.

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Scarlett, Harry Alan. NFO Conclusion and Feedback. Office of Scientific and Technical Information (OSTI), May 2020. http://dx.doi.org/10.2172/1630834.

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Thayumanavan, Sankaran. Feedback Drug Delivery Vehicles. Fort Belvoir, VA: Defense Technical Information Center, June 2012. http://dx.doi.org/10.21236/ada577627.

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Safonov, Michael G. Robust Control Feedback and Learning. Fort Belvoir, VA: Defense Technical Information Center, November 2002. http://dx.doi.org/10.21236/ada399708.

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Bange, Marilyn S. CHAPTER 13 Feedback and Improvement. Office of Scientific and Technical Information (OSTI), August 2018. http://dx.doi.org/10.2172/1467979.

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Hu, G., G. Zhang, and R. Hu. Reactivity Feedback Modeling in SAM. Office of Scientific and Technical Information (OSTI), February 2019. http://dx.doi.org/10.2172/1499041.

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