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Journal articles on the topic 'Four levels of feedback'
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1
Ice, Phil, Karen Swan, Sebastian Diaz, Lori Kupczynski, and Allison Swan-Dagen. "An Analysis of Students' Perceptions of the Value and Efficacy of Instructors' Auditory and Text-Based Feedback Modalities across Multiple Conceptual Levels." Journal of Educational Computing Research 43, no. 1 (July 2010): 113–34. http://dx.doi.org/10.2190/ec.43.1.g.
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This article used work from the writing assessment literature to develop a framework for assessing the impact and perceived value of written, audio, and combined written and audio feedback strategies across four global and 22 discrete dimensions of feedback. Using a quasi-experimental research design, students at three U.S. universities were provided with text-based, audio-based, and a combination of text- and audio-based feedback over the course of a semester. A survey asking students to indicate their feedback preferences was administered and analyzed using multiple statistical techniques. The findings indicated that students preferred a combination of feedback modalities; however, selective delivery strategies may be preferable at various levels.
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Schwartz, Edward, Thorsten Buhrke, Ulrike Gerischer, and Bärbel Friedrich. "Positive Transcriptional Feedback Controls Hydrogenase Expression in Alcaligenes eutrophusH16." Journal of Bacteriology 181, no. 18 (September 15, 1999): 5684–92. http://dx.doi.org/10.1128/jb.181.18.5684-5692.1999.
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ABSTRACT The protein HoxA is the central regulator of the Alcaligenes eutrophus H16 hox regulon, which encodes two hydrogenases, a nickel permease and several accessory proteins required for hydrogenase biosynthesis. Expression of the regulatory genehoxA was analyzed. Screening of an 8-kb region upstream ofhoxA with a promoter probe vector localized four promoter activities. One of these was found in the region immediately 5′ ofhoxA; the others were correlated with the nickel metabolism genes hypA1, hypB1, and hypX. All four activities were independent of HoxA and of the minor transcription factor ς54. Translational fusions revealed thathoxA is expressed constitutively at low levels. In contrast to these findings, immunoblotting studies revealed a clear fluctuation in the HoxA pool in response to conditions which induce thehox regulon. Quantitative transcript assays indicated elevated levels of hyp mRNA under hydrogenase-derepressing conditions. Using interposon mutagenesis, we showed that the activity of a remote promoter is required for hydrogenase expression and autotrophic growth. Site-directed mutagenesis revealed that PMBH, which directs transcription of the structural genes of the membrane-bound hydrogenase, contributes to the expression ofhoxA under hydrogenase-derepressing conditions. Thus, expression of the hox regulon is governed by a positive feedback loop mediating amplification of the regulator HoxA. These results imply the existence of an unusually large (ca. 17,000-nucleotide) transcript.
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Nash, Christine, John Sproule, and Peter Horton. "Feedback for coaches: Who coaches the coach?" International Journal of Sports Science & Coaching 12, no. 1 (December 20, 2016): 92–102. http://dx.doi.org/10.1177/1747954116684390.
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The aim of this study was to investigate the feedback mechanisms that sport coaches utilized to enhance their coaching practice at various stages of their careers. Sport coaches ( n = 21) were interviewed in-depth with the resulting information being analysed using HyperRESEARCH qualitative data analysis software package. Results suggested four distinct dimensions that characterized the sources of feedback used by coaches: networks, players/participants, critical thinking skills and support systems. Those more experienced coaches with established networks of like-minded coaches seemed to be more open to constructive feedback. Similarly, novice coaches appeared to accept feedback from non-reliable sources in lieu of more informed sources. A distinctive emerging feature was the lack of formal feedback mechanisms within groups of coaches at all levels of qualification.
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Tian, Xing, and David Poeppel. "Dynamics of Self-monitoring and Error Detection in Speech Production: Evidence from Mental Imagery and MEG." Journal of Cognitive Neuroscience 27, no. 2 (February 2015): 352–64. http://dx.doi.org/10.1162/jocn_a_00692.
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A critical subroutine of self-monitoring during speech production is to detect any deviance between expected and actual auditory feedback. Here we investigated the associated neural dynamics using MEG recording in mental-imagery-of-speech paradigms. Participants covertly articulated the vowel /a/; their own (individually recorded) speech was played back, with parametric manipulation using four levels of pitch shift, crossed with four levels of onset delay. A nonmonotonic function was observed in early auditory responses when the onset delay was shorter than 100 msec: Suppression was observed for normal playback, but enhancement for pitch-shifted playback; however, the magnitude of enhancement decreased at the largest level of pitch shift that was out of pitch range for normal conversion, as suggested in two behavioral experiments. No difference was observed among different types of playback when the onset delay was longer than 100 msec. These results suggest that the prediction suppresses the response to normal feedback, which mediates source monitoring. When auditory feedback does not match the prediction, an “error term” is generated, which underlies deviance detection. We argue that, based on the observed nonmonotonic function, a frequency window (addressing spectral difference) and a time window (constraining temporal difference) jointly regulate the comparison between prediction and feedback in speech.
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Reschechtko, Sasha, and Mark L. Latash. "Stability of hand force production. I. Hand level control variables and multifinger synergies." Journal of Neurophysiology 118, no. 6 (December 1, 2017): 3152–64. http://dx.doi.org/10.1152/jn.00485.2017.
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We combined the theory of neural control of movement with referent coordinates and the uncontrolled manifold hypothesis to explore synergies stabilizing the hand action in accurate four-finger pressing tasks. In particular, we tested a hypothesis on two classes of synergies, those among the four fingers and those within a pair of control variables, stabilizing hand action under visual feedback and disappearing without visual feedback. Subjects performed four-finger total force and moment production tasks under visual feedback; the feedback was later partially or completely removed. The “inverse piano” device was used to lift and lower the fingers smoothly at the beginning and at the end of each trial. These data were used to compute pairs of hypothetical control variables. Intertrial analysis of variance within the finger force space was used to quantify multifinger synergies stabilizing both force and moment. A data permutation method was used to quantify synergies among control variables. Under visual feedback, synergies in the spaces of finger forces and hypothetical control variables were found to stabilize total force. Without visual feedback, the subjects showed a force drift to lower magnitudes and a moment drift toward pronation. This was accompanied by disappearance of the four-finger synergies and strong attenuation of the control variable synergies. The indexes of the two types of synergies correlated with each other. The findings are interpreted within the scheme with multiple levels of abundant variables. NEW & NOTEWORTHY We extended the idea of hierarchical control with referent spatial coordinates for the effectors and explored two types of synergies stabilizing multifinger force production tasks. We observed synergies among finger forces and synergies between hypothetical control variables that stabilized performance under visual feedback but failed to stabilize it after visual feedback had been removed. Indexes of two types of synergies correlated with each other. The data suggest the existence of multiple mechanisms stabilizing motor actions.
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Gillet, Nicolas, Alexandre J. S. Morin, Christine Jeoffrion, and Evelyne Fouquereau. "A Person-Centered Perspective on the Combined Effects of Global and Specific Levels of Job Engagement." Group & Organization Management 45, no. 4 (January 22, 2020): 556–94. http://dx.doi.org/10.1177/1059601119899182.
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This study examines how the different dimensions of job engagement combine within different profiles of workers ( n = 264). This research also documents the relations between the identified job engagement profiles, demographic characteristics (gender, age, education, working time, and organizational tenure), job characteristics (work autonomy, task variety, task significance, task identity, and feedback), attitudes (affective and normative commitment), and psychological health (emotional exhaustion and ill-being). Latent profile analysis revealed four profiles of employees defined based on their global and specific (physical, emotional, and cognitive) job engagement levels: Globally Disengaged, Globally Engaged, Globally but not Emotionally Engaged, and Moderately Engaged. Employees’ perceptions of task variety and feedback shared statistically significant relations with their likelihood of membership into all latent profiles. Profiles were finally showed to be meaningfully related to employees’ levels of affective commitment, normative commitment, emotional exhaustion, and ill-being.
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VUKOBRATOVIĆ, MIOMIR K., and ALEKSANDAR D. RODIĆ. "CONTRIBUTION TO THE INTEGRATED CONTROL OF BIPED LOCOMOTION MECHANISMS." International Journal of Humanoid Robotics 04, no. 01 (March 2007): 49–96. http://dx.doi.org/10.1142/s0219843607000972.
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This work is concerned with the integrated dynamic control of humanoid locomotion mechanisms based on the spatial dynamic model of the humanoid mechanism, a servo system model, and an environment model. The control scheme was synthesized using the centralized model of the system and the hierarchical principle, with tactical and executive control levels. The proposed structure of the dynamic controller involves four feedback loops: position-velocity feedback at the robotic mechanism joints, dynamic reaction feedback at Zero-Moment Point, impact force feedback at the instant when the foot strikes the ground, and the load feedback of the mechanism joints. Simulation experiments are carried out for a number of characteristic examples. The numerical results obtained, along with theoretical study, serve as the basis for a critical evaluation of the performance of the devised controller.
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Hede, Thomas, Caroline Leck, and Jonas Claesson. "Amplified Feedback Mechanism of the Forests-Aerosols-Climate System." Journal of Climatology 2015 (April 9, 2015): 1–11. http://dx.doi.org/10.1155/2015/262980.
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Climate change very likely has effects on vegetation so that trees grow faster due to carbon dioxide fertilization (a higher partial pressure increases the rate of reactions with Rubisco during photosynthesis) and that trees can be established in new territories in a warmer climate. This has far-reaching significance for the climate system mainly due to a number of feedback mechanisms still under debate. By simulating the vegetation using the Lund-Potsdam-Jena guess dynamic vegetation model, a territory in northern Russia is studied during three different climate protocols assuming a doubling of carbon dioxide levels compared to the year 1975. A back of the envelope calculation is made for the subsequent increased levels of emissions of monoterpenes from spruce and pine forests. The results show that the emissions of monoterpenes at the most northern latitudes were estimated to increase with over 500% for a four-degree centigrade increase protocol. The effect on aerosol and cloud formation is discussed and the cloud optical thickness is estimated to increase more than 2%.
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Laoprom, Ittipon, and Satean Tunyasrirut. "Design of PI Controller for Voltage Controller of Four-Phase Interleaved Boost Converter Using Particle Swarm Optimization." Journal of Control Science and Engineering 2020 (March 16, 2020): 1–13. http://dx.doi.org/10.1155/2020/9515160.
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This article introduces voltage feedback controlling using the PI controller tuned gains by metaheuristic optimizations for a four-phase interleaved boost converter. The metaheuristic optimizations, particle swarm optimization (PSO), genetic algorithm (GA), and Tabu search (TS) are applied to find the optimal gains for the proposed control system. In experiment, the designed control system is implemented on the DSP board TMS320F28335 with MATLAB/Simulink. In this paper, there are two conditions of the control system in the test, without load and with load. The response result of the proposed control system tuned gains by PSO is no overshoot and approaches to the steady state better than GA and TS methods. Moreover, it is able to maintain the output voltage feedback at a constant level according to the control signal both without load and with load conditions. As a result, the four-phase interleaved boost converter is regulated by the PI controller tuned gains with PSO which could efficiently maintain the voltage of both levels.
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Armstrong, Doug P. "Levels of cause and effect as organizing principles for research in animal behaviour." Canadian Journal of Zoology 69, no. 4 (April 1, 1991): 823–29. http://dx.doi.org/10.1139/z91-124.
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Animal behaviour can be explained from several complementary perspectives, and these explanations can be formally categorized into "levels of analysis." Recognizing levels of analysis may prevent unnecessary conflict between complementary explanations and promote the understanding of behaviour from all possible perspectives. However, there is considerable room for debate as to the best framework of levels. The current framework is based on the concept of "proximate and ultimate causes," which merges the functional consequences of a behaviour with its evolutionary causes. Consequently, the use of this framework leads to confusion between causes and effects of behaviours, and leaves no room for studies of the effects of a behaviour other than those with adaptive significance for the animal performing it. A more balanced approach can be encouraged by considering questions about causes and effects of behaviours to be in separate categories, with their own analytical levels. Causes of behaviours can be explained by processes on at least four levels: evolution, ontogeny, fluctuations in an animal's state, and occurrence of behaviour-eliciting stimuli. Effects of behaviour may also occur on several levels, but the levels will depend on what is being affected (i.e., the animal performing the behaviour, other organisms, or the physical environment). The causes of behaviours can be influenced by their effects through feedback mechanisms such as reinforcement and natural selection. However, we should not assume such feedback mechanisms to be important in the causation of all behaviours. If we use the effects of behaviours to explain why they occur, it is important to explicitly recognize the feedback mechanism(s) invoked.
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Nikolaeva, Sofiya, and Tetiana Korol. "Formative assessment in the translation classroom: Closing a feedback loop." International Journal of Evaluation and Research in Education (IJERE) 10, no. 2 (June 1, 2021): 738. http://dx.doi.org/10.11591/ijere.v10i2.21274.
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<span lang="EN-US">Feedback as the key component of formative assessment was studied extensively in the context of the acquisition of the foreign language productive skills by different categories of learners. Similarly, this paper aimed at the investigation of the optimal design of the feedback loop in teaching translation to undergraduate students. A mixed-methods research involved 40 sophomores of Poltava University of Economics and Trade and was conducted during 2018–2019 academic year. It examined the efficacy of four feedback response types from both quantitative and qualitative perspectives. Sample Group 1 had to study the received teacher feedback arbitrarily and consider it, while working on their further translations. Sample Group 2 was required to prepare a written free-form self-reflection report on the teacher feedback. Sample Group 3 was supposed to resubmit their corrected translations to the teacher. Finally, Sample Group 4 had to accompany their self-reflection reports with the corrected translations. The obtained data showed statistically significant difference between the acquired levels of the translation skills by the students of the four sample groups. The highest results were achieved due to the combination of self-reflection reports and translation correction. The questionnaire on the students’ attitude to these practices proved the received statistical data.</span>
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Fulford, Robert, Carl Hopkins, Gary Seiffert, and Jane Ginsborg. "Reciprocal auditory attenuation affects looking behaviour and playing level but not ensemble synchrony: A psychoacoustical study of violin duos." Musicae Scientiae 24, no. 2 (July 10, 2018): 168–85. http://dx.doi.org/10.1177/1029864918785941.
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Evidence suggests that musicians may be more susceptible to developing a hearing impairment due to increased exposure to loud sounds over the lifespan. Hearing impairments can affect musical performance behaviours, yet research suggests they do not significantly affect ensemble synchrony unless the hearing loss is severe or profound. This study investigated the effect of reduced auditory feedback on ensemble synchrony, looking behaviour and playing level. Four violinists, with self-reported normal hearing, formed two duos in acoustically-isolated rooms separated by a glass window. Each player received feedback from their own and their co-performer’s playing attenuated by 0, 10, 20, 30 and 40 dB. Video recordings of their looking behaviours were coded and signed asynchronies were identified in the audio files. The strongest effects found were bi-directional changes to playing levels as a result of auditory feedback levels, which increased when a player’s own feedback was reduced and reduced when co-performer feedback was attenuated. Violinists’ looking behaviour was found to increase when co-performer feedback was attenuated by 20 dB or more relative to their own, such that they glanced more frequently and looked for longer towards their partners. There were no effects of auditory attenuation on ensemble synchrony, even with 40 dB attenuation. The results indicate that “self-to-other” sound level ratios are more likely to prompt compensatory musical performance behaviours than an individual’s hearing ability.
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Loudon, William R., Janaki Parameswaran, and Brian Gardner. "Incorporating Feedback in Travel Forecasting." Transportation Research Record: Journal of the Transportation Research Board 1607, no. 1 (January 1997): 185–95. http://dx.doi.org/10.3141/1607-25.
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The Clean Air Act Amendments of 1990 (CAAA) introduced new requirements for how transportation modeling for air quality analysis must be performed in nonattainment areas. Because of the degree to which vehicle emission rates (on a grams-per-mile basis) are affected by speed, specific attention has been given to how speeds are estimated and subsequently used in the travel forecasting and emissions estimation process. CAAA and guidelines issued in the years following introduction of the act require that speeds used in the process be realistic in comparison to what might be observed on the road and be reasonably consistent throughout the modeling process. In most traditional modeling processes that model trip generation, trip distribution, mode choice, route assignment, and emissions separately and sequentially, it has not been unusual to find different speeds (and travel times) used in different parts of the process. A description of two different research and development efforts that have produced new methods and guidelines for introducing feedback into the travel and emissions forecasting process to ensure consistent use of speeds is provided. COMSIS Corporation developed for FHWA a method for introducing feedback into the traditional four-step process by using an iterative process through all of the steps until the process converged to a stable set of link speeds. The methodology was used to test the effects of introducing feedback on model results under different levels of network congestion (feedback affects the results only when there is congestion in the network). The project resulted in a report documenting the methods, pitfalls, and common concerns for introducing feedback. A summary of the research conclusions from the project is provided.
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Turner, J. W., and T. H. Fine. "Restricting environmental stimulation influences levels and variability of plasma cortisol." Journal of Applied Physiology 70, no. 5 (May 1, 1991): 2010–13. http://dx.doi.org/10.1152/jappl.1991.70.5.2010.
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Restricting stimulation from the environment has been shown to alter psychological and physiological states. The present study of 27 healthy subjects examines the effects of restricted environmental stimulation technique (REST) on plasma levels of cortisol and variability in plasma cortisol levels across repeated REST sessions. The REST environment consisted of a 1.2 X 1.2 X 2.4-m ovoid chamber containing 25 cm of saturated MgSO4 solution (sp gr 1.28) maintained at 34.5 degrees F. The buoyant supinely floating subject experienced a minimum of light, sound, and temperature awareness and spatial orientation. The non-REST environment was a cushioned reclining chair in a quiet dimly lit room. The 5-wk protocol consisted of four visits for blood sampling during a 2-wk baseline followed by eight REST or non-REST sessions, 40 min each, with blood samples taken on four nonsession days between sessions 5 and 8. Variability in plasma cortisol was expressed in terms of standard deviation. REST was associated with across-session decreases of 21.6% in plasma cortisol and 50.5% in plasma cortisol variability, whereas no changes in these measures occurred in non-REST. It is concluded that REST influences both static and dynamic aspects of adrenocortical function, possibly altering the feedback monitoring of plasma cortisol.
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Laugesen, Søren, Claus Nielsen, Patrick Maas, and Niels Søgaard Jensen. "Observations on Hearing Aid Users' Strategies for Controlling the Level of Their Own Voice." Journal of the American Academy of Audiology 20, no. 08 (September 2009): 503–13. http://dx.doi.org/10.3766/jaaa.20.8.5.
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Background: Evidence suggests that hearing-aid users have difficulties with own-voice level control, most likely because their auditory feedback is affected by hearing-aid amplification. Purpose: The purpose of this study was to investigate how changes to auditory feedback affect the voice level of hearing-aid users. Research Design: A correlational study was set up to investigate the relation between voice level and hearing-aid amplification. Study Sample: Seven hearing-impaired speakers participated. All were experienced hearing-aid users. Data Collection and Analysis: The speakers projected their voice to a passive listener across different speaker-listener distances and with different prescriptions of gain in an experimental hearing aid. For each combination of conditions, produced voice level and self-perceived voice level was measured. These data were subjected to an analysis of variance assuming a mixture of random and fixed effects. In addition, all speakers took part in interviews. Results: Three speakers reacted to the changes in auditory feedback in agreement with previous experiments with normal-hearing speakers: they compensated by changing produced voice level. In contrast, the voice levels in the other four speakers were largely unaffected by the changes to auditory feedback. A secondary observation was that while all speakers increased their voice level with distance, the two subgroups produced different growth rates of vocal level versus distance. Conclusions: It is hypothesized that the speakers in the former subgroup relied on auditory feedback for solving the experimental task, whereas the latter subgroup had developed an own-voice level-control strategy based on proprioceptory feedback, possibly because they have lost faith in their auditory feedback mechanism, which indeed is changed by both hearing loss and hearing-aid amplification. Comparison to “target” voice levels suggests that proprioceptory feedback is less effective than auditory feedback for achieving adequate level-distance growth rate.
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Møller, Niels, Lars C. Gormsen, Ole Schmitz, Sten Lund, Jens Otto L. Jørgensen, and Niels Jessen. "Free Fatty Acids Inhibit Growth Hormone/Signal Transducer and Activator of Transcription-5 Signaling in Human Muscle: A Potential Feedback Mechanism." Endocrine Reviews 30, no. 3 (March 10, 2009): 289. http://dx.doi.org/10.1210/edrv.30.3.9991.
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ABSTRACT Context: Stimulation of lipolysis, leading to increased blood concentrations of free fatty acids (FFAs), is a primary effect of GH and phosphorylation of intracellular signal transducer and activator of transcription (STAT)-5 is a primary mediator of the effects of GH. Objective: Based on preliminary results, we intended to test whether FFAs exert a negative feedback inhibition of STAT5 phosphorylation in skeletal muscle. Design and Participants: Eight healthy young men were investigated for 8 h on four occasions at four different FFA levels in a single blind, randomized manner. Acipimox was used to suppress FFA levels and Intralipid was infused to obtain appropriate FFA concentrations. Somatostatin was infused to control GH levels and GH, insulin, and glucagon were replaced. Muscle biopsies were taken after 8 h and compared with a fifth biopsy taken under normal basal conditions. Setting: The study was conducted at a university clinical research unit. Results: GH concentrations remained steady and comparable in all studies and FFA concentrations varied between 0.01 and 1.71 mmol/liter on the four occasions (P < 0.05). We observed a dose-dependent 40% decrease of STAT5 phosphorylation in skeletal muscle with increasing concentrations of FFAs. Conclusions: Our results strongly suggest the existence of a negative feedback loop, whereby effects of GH may be dampened by FFA inhibition of GH-dependent STAT5 phosphorylation. The mechanisms behind and biological consequences of this finding awaits additional studies.
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Kuntz, Joana, Philippa Connell, and Katharina Näswall. "Workplace resources and employee resilience: the role of regulatory profiles." Career Development International 22, no. 4 (August 14, 2017): 419–35. http://dx.doi.org/10.1108/cdi-11-2016-0208.
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Purpose The purpose of this paper is to investigate the independent and joint effects of regulatory focus (promotion and prevention) on the relationship between workplace resources (support and feedback) and employee resilience. It proposed that, at high levels of resource availability, a high promotion-high prevention profile would elicit the highest levels of employee resilience. Design/methodology/approach An online survey was completed by 162 white collar employees from four organisations. In addition to the main effects, two- and three-way interactions were examined to test hypotheses. Findings Promotion focus was positively associated with employee resilience, and though the relationship between prevention focus and resilience was non-significant, both regulatory foci buffered against the negative effects of low resources. Employees with high promotion-high prevention focus displayed the highest levels of resilience, especially at high levels of feedback. Conversely, the resilience of low promotion-low prevention individuals was susceptible to feedback availability. Practical implications Employee resilience development and demonstration are contingent not only on resources, but also on psychological processes, particularly regulatory focus. Organisations will develop resilience to the extent that they provide workplace resources, and, importantly, stimulate both promotion and prevention perspectives on resource management. Originality/value This study extends the research on regulatory focus theory by testing the joint effects of promotion and prevention foci on workplace resources, and the relationship between regulatory foci and employee resilience.
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Frysak, Josef, Edward W. N. Bernroider, and Konradin Maier. "An Effort Feedback Perspective on Persuasive Decision Aids for Multi-Attribute Decision-Making." International Journal of Information Technology & Decision Making 16, no. 01 (January 2017): 161–81. http://dx.doi.org/10.1142/s0219622016500486.
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Decision strategies and the level of cognitive effort humans devote to decision-making are highly sensitive. This study investigates the role of feedback interventions in decision aids (DAs) to direct the user’s attention and consequently increase the level of effort spent on the thinking in multi-attribute selection problems. Guided by four research hypotheses, we conducted an experiment with two groups, one with feedback enabled, the other one with it disabled, and provide post hoc click data analysis. The self-developed persuasive DA used in the experiment featured a continuous feedback mechanism based on the users investment of time. This DA led the users through a smartphone decision scenario with altering levels of complexity. Results show that normative effort feedback increases the decision maker’s willingness to spend more effort. We provide new evidence supporting the view that DAs should pay more attention to soft persuasion by guiding the decision maker towards working harder rather than only confronting the user with final recommendations.
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Petitat, Andre. "Towards a trans-epistemic society." Technium Social Sciences Journal 4 (January 24, 2020): 107–20. http://dx.doi.org/10.47577/tssj.v4i1.58.
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The article schematically presents four types of codes associated with four forms of intelligence of the living (genomic, sensorimotor, symbolic and digital). It is particularly interested in the feedback effects of each higher level on previous levels and the sustained trend towards externalization. The human species is now reshaping these various forms of intelligence. The boundaries between natural, cultural and technical are in the process of blurring. A trans-epistemic society is emerging, which expressly includes the full depth of its relations with the biosphere.
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Illana-Mahiques, Emilia. "Re-Thinking Peer Reviewing in the Virtual Context: The Roles of Giving and Receiving Online Feedback in L2 Spanish Classrooms." Languages 6, no. 3 (September 10, 2021): 151. http://dx.doi.org/10.3390/languages6030151.
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This study explores learners’ online peer review practices during a four-week second language writing project. The project was developed in a multi-section Spanish writing course at the college level. The study investigates how college Spanish learners give online feedback to their peers, whether there is any relationship between the feedback roles they assume and their final performance, and the additional factors that may influence online peer reviewing practices. A total of 76 students participated in the study, all of whom received training prior to writing three drafts and giving and receiving feedback comments during two online peer review sessions. Descriptive statistical measures were used to analyze the types of online feedback students used most frequently. The comparative effects of giving comments were analyzed along with those of receiving comments by means of multiple regression analyses, in order to examine the relationship of these elements to final project performance as writers. Results support the learning-by-reviewing hypothesis, which argues that giving feedback to peers helps feedback-givers write better essays themselves. A follow-up analysis also shows that learning by reviewing online is most evident when giving specific types of online feedback, which students of all proficiency levels can learn how to do.
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Guerra, Juani, and Svend Ostergaard. "Technopoiesis as Complex Dynamic Knowledge Construction. A Biopoetic explanation of the Creative Convolution of Human, Natural, and Technological Sciences." Revista ICONO14 Revista científica de Comunicación y Tecnologías emergentes 15, no. 1 (January 1, 2017): 235–55. http://dx.doi.org/10.7195/ri14.v15i1.1034.
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In this paper, we describe technopoiesis as the complex dynamics between four levels of an all-encompassing knowledge configuration. The first level corresponds to the interaction with the environment, mediated by representations and material forms. The second level involves the representations, for instance representations of force, which determine the interaction with the environment. The third level involves the use of material forms in the interaction, for instance using a stick to get hold of a piece of fruit. The fourth level is the technological level as such. From a view of Biopoetics that primarily understands technopoiesis as a synergic and dissipative process based on emergence and feedback conditions, our main contribution in this study consists in a dynamicist description of how these four levels interact with each other. Higher levels emerge from the lower ones, in a complex but deterministic process, where lower levels are also constrained by the higher ones.
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D. Kaya, Halil, and Engku Ngah S. Engkuchik. "The effect of financial crises on stock market liquidity across global markets." Investment Management and Financial Innovations 14, no. 2 (June 2, 2017): 38–50. http://dx.doi.org/10.21511/imfi.14(2).2017.04.
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In this study, using a widely available market liquidity measure, the “turnover ratio”, the authors test for market liquidity contagion during the four financial crises that occurred between 1997 and 1999: The Thai crisis, the Hong Kong crisis, the Russian crisis, and the Brazilian crisis. It is found that while the liquidity levels decreased in approximately half of the sample markets, in the remaining half, the liquidity levels actually improved. The Granger causality tests show that while there is almost no evidence of causality (in both directions) before each crisis, during each crisis, approximately half of the pairwise tests were significant. The results show that most of these causalities are reverse feedback effects from the non-crisis-origin markets to the crisis-origin market. Therefore, it is concluded that the more crucial phenomenon during these crises is the “reverse feedback effects” rather than the liquidity contagion itself.
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Kopp, Steinke, Bertram, Skripuletz, and Lange. "Multiple Levels of Control Processes for Wisconsin Card Sorts: An Observational Study." Brain Sciences 9, no. 6 (June 17, 2019): 141. http://dx.doi.org/10.3390/brainsci9060141.
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We explored short-term behavioral plasticity on the Modified Wisconsin Card Sorting Test (M-WCST) by deriving novel error metrics by stratifying traditional set loss and perseverative errors. Separating the rule set and the response set allowed for the measurement of performance across four trial types, crossing rule set (i.e., maintain vs. switch) and response demand (i.e., repeat vs. alternate). Critically, these four trial types can be grouped based on trial-wise feedback on t − 1 trials. Rewarded (correct) maintain t − 1 trials should lead to error enhancement when the response demands shift from repeat to alternate. In contrast, punished (incorrect) t − 1 trials should lead to error suppression when the response demands shift from repeat to alternate. The results supported the error suppression prediction: An error suppression effect (ESE) was observed across numerous patient samples. Exploratory analyses show that the ESE did not share substantial portions of variance with traditional neuropsychological measures of executive functioning. They further point into the direction that striatal or limbic circuit neuropathology may be associated with enhanced ESE. These data suggest that punishment of the recently executed response induces behavioral avoidance, which is detectable as the ESE on the WCST. The assessment of the ESE might provide an index of response-related avoidance learning on the WCST.
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Steinberg, Fabian, Nils Henrik Pixa, and Michael Doppelmayr. "Mirror Visual Feedback Training Improves Intermanual Transfer in a Sport-Specific Task: A Comparison between Different Skill Levels." Neural Plasticity 2016 (2016): 1–11. http://dx.doi.org/10.1155/2016/8628039.
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Mirror training therapy is a promising tool to initiate neural plasticity and facilitate the recovery process of motor skills after diseases such as stroke or hemiparesis by improving the intermanual transfer of fine motor skills in healthy people as well as in patients. This study evaluated whether these augmented performance improvements by mirror visual feedback (MVF) could be used for learning a sport-specific skill and if the effects are modulated by skill level. A sample of 39 young, healthy, and experienced basketball and handball players and 41 novices performed a stationary basketball dribble task at a mirror box in a standing position and received either MVF or direct feedback. After four training days using only the right hand, performance of both hands improved from pre- to posttest measurements. Only the left hand (untrained) performance of the experienced participants receiving MVF was more pronounced than for the control group. This indicates that intermanual motor transfer can be improved by MVF in a sport-specific task. However, this effect cannot be generalized to motor learning per se since it is modulated by individuals’ skill level, a factor that might be considered in mirror therapy research.
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Jatana, Gurneesh S., and Brian C. Kaul. "Characterization of temporal variations and feedback timescales of exhaust gas recirculation gas properties using high-speed diode laser absorption spectroscopy for next-cycle control of cyclic variability." International Journal of Engine Research 20, no. 8-9 (October 11, 2018): 945–52. http://dx.doi.org/10.1177/1468087418805654.
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Dilute combustion offers efficiency gains in boosted gasoline direct injection engines both through knock-limit extension and thermodynamic advantages (i.e. the effect of γ on cycle efficiency), but is limited by cyclic variability at high dilution levels. Past studies have shown that the cycle-to-cycle dynamics are a combination of deterministic and stochastic effects. The deterministic causes of cyclic variations, which arise from feedback due to exhaust gas recirculation, imply the possibility of using active control strategies for dilution limit extension. While internal exhaust gas recirculation will largely provide a next-cycle effect (short-timescale feedback), the feedback of external exhaust gas recirculation will have an effect after a delay of several cycles (long timescale). Therefore, control strategies aiming to improve engine stability at dilution limit may have to account for both short- and long-timescale feedback pathways. This study shows the results of a study examining the extent to which variations in exhaust gas recirculation composition are preserved along the exhaust gas recirculation flow path and thus the relative importance and information content of the long-timescale feedback pathway. To characterize the filtering or retention of cycle-resolved feedback information, high-speed (1–5 kHz) CO2 concentration measurements were performed simultaneously at three different locations along the low-pressure external exhaust gas recirculation loop of a four-cylinder General Motors gasoline direct injection engine using a multiplexed two-color diode laser absorption spectroscopy sensor system during steady-state and transient engine operation at various exhaust gas recirculation levels. It was determined that cycle-resolved feedback propagates through internal residual gases but is filtered out by the low-pressure exhaust gas recirculation flow system and do not reach the intake manifold. Intermediate variations driven by flow rate and compositional changes are also distinguished and identified.
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Yang, Euijung, and Michael C. Dorneich. "Affect-Aware Adaptive Tutoring Based on Human–Automation Etiquette Strategies." Human Factors: The Journal of the Human Factors and Ergonomics Society 60, no. 4 (March 28, 2018): 510–26. http://dx.doi.org/10.1177/0018720818765266.
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Objective: We investigated adapting the interaction style of intelligent tutoring system (ITS) feedback based on human–automation etiquette strategies. Background: Most ITSs adapt the content difficulty level, adapt the feedback timing, or provide extra content when they detect cognitive or affective decrements. Our previous work demonstrated that changing the interaction style via different feedback etiquette strategies has differential effects on students’ motivation, confidence, satisfaction, and performance. The best etiquette strategy was also determined by user frustration. Method: Based on these findings, a rule set was developed that systemically selected the proper etiquette strategy to address one of four learning factors (motivation, confidence, satisfaction, and performance) under two different levels of user frustration. We explored whether etiquette strategy selection based on this rule set (systematic) or random changes in etiquette strategy for a given level of frustration affected the four learning factors. Participants solved mathematics problems under different frustration conditions with feedback that adapted dynamic changes in etiquette strategies either systematically or randomly. Results: The results demonstrated that feedback with etiquette strategies chosen systematically via the rule set could selectively target and improve motivation, confidence, satisfaction, and performance more than changing etiquette strategies randomly. The systematic adaptation was effective no matter the level of frustration for the participant. Conclusion: If computer tutors can vary the interaction style to effectively mitigate negative emotions, then ITS designers would have one more mechanism in which to design affect-aware adaptations that provide the proper responses in situations where human emotions affect the ability to learn.
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Hazels, Tabetha, Kelli Schutte, and Shelly McVay. "Case Study in Using Integrated Rubrics in Assessment." Journal of Education and Culture Studies 4, no. 3 (August 15, 2020): p81. http://dx.doi.org/10.22158/jecs.v4n3p81.
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This case study takes a look at an integrated approach to assessment. The paper walks through the process of alignment of college mission and learning outcomes with departmental and course level outcomes. The department developed integrated assignments that are implemented across a four-year program to ensure learning outcomes. In order to assess those outcomes, the department developed an integrated rubric that is applied at multiple stages of the program levels as well as in various courses. This allows for feedback that is both summative and formative for future changes. The feedback loop has helped provide insight into course level and department level changes, but it has also enhanced departmental climate and work processes.
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Schulz, Andreas, Timo Leuders, and Ulrike Rangel. "The Use of a Diagnostic Competence Model About Children’s Operation Sense for Criterion-Referenced Individual Feedback in a Large-Scale Formative Assessment." Journal of Psychoeducational Assessment 38, no. 4 (February 7, 2019): 426–44. http://dx.doi.org/10.1177/0734282918823590.
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We provide evidence of validity for a newly developed diagnostic competence model of operation sense, by both (a) describing the theoretically substantiated development of the competence model in close association with its use within a large-scale formative assessment and (b) providing empirical evidence for the theoretically described cognitive levels of competences. The competence model describes students’ operation sense on four distinct levels. On each level, the model elaborates on the characteristics of tasks that students on this level are able to answer correctly. Moreover, the model explains this by referring to two kinds of cognitive processes that are supposed to be necessary to respond to these kinds of tasks successfully. In a validation study, about 85% of the variance in the item difficulties was explained by the four, a priori allocated, levels of operation sense. We discuss the relevance of the validation of the diagnostic competence model for the provision of criterion-referenced feedback in a large-scale formative assessment, including suggestions for teachers’ subsequent support activities, and the contributions of the model to the state of research about operation sense.
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Faucette, Nell, and Patricia Patterson. "Comparing Teaching Behaviors and Student Activity Levels in Classes Taught by P.E. Specialists versus Nonspecialists." Journal of Teaching in Physical Education 9, no. 2 (January 1990): 106–14. http://dx.doi.org/10.1123/jtpe.9.2.106.
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This study compared the teaching behaviors of elementary physical education specialists with those of classroom teachers (nonspecialists) while teaching physical education classes. Additionally, data were collected on student activity levels to detect similarities or differences in classes taught by specialists versus nonspecialists. Four specialists and 7 nonspecialists were observed during a 3-month period using the Teacher Observation Schedule (Rushall, 1977). The group time-sampling technique, Placheck recording, was used to gather data on the students’ levels of activity during the observed classes. It was found that specialists had significantly higher values in more effective teaching behaviors such as feedback/reward, questioning, and directing/explaining/informing, and significantly lower values in less effective teaching behaviors such as monitoring/attending. Additionally, there were significantly higher levels of activity for students in classes taught by specialists.
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Deshpande, Sameer, Anurudra Bhanot, and Sudhir Maknikar. "Assessing the Influence of a 360-degree Marketing Communications Campaign With 360-degree Feedback." Social Marketing Quarterly 21, no. 3 (August 6, 2015): 142–51. http://dx.doi.org/10.1177/1524500415599528.
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Marketers realize the importance of 360-degree communication (reaching audience members in consistent but multiple ways) to improve brand salience, increase the effectiveness of behavior change strategies, and achieve organizational objectives. While several social marketing organizations have embraced the 360-degree approach, their effectiveness has not been adequately captured by research approaches such as 360-degree feedback. Our study addresses this gap by reporting the influence of Project Raksha (“protection” in Hindi), launched in November 2007 in the rural areas of four Indian states by Pathfinder International in support of government of India’s efforts to reduce maternal mortality and morbidity by promoting institutionalized delivery. The project designed specific interventions at the household, community, local government, and clinical levels to address four types of delays in response to obstetric complications. Westat India carried out postintervention-only evaluation by conducting self-report surveys and interviews with women and their influencers, community health workers, health service providers, and local government members. Findings revealed that most interventions proved effective in addressing the four types of delay that were key contributors to maternal mortality in the project areas. The 360-degree feedback mechanism allowed the social marketing organization to obtain a comprehensive grasp of its persuasion efforts. Achievements and failures were better captured and lessons better learned for future behavior change attempts.
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Walker, Timothy J., Betsy Risendal, Michelle C. Kegler, Daniela B. Friedman, Bryan J. Weiner, Rebecca S. Williams, Shin-Ping Tu, and Maria E. Fernandez. "Assessing Levels and Correlates of Implementation of Evidence-Based Approaches for Colorectal Cancer Screening: A Cross-Sectional Study With Federally Qualified Health Centers." Health Education & Behavior 45, no. 6 (July 10, 2018): 1008–15. http://dx.doi.org/10.1177/1090198118778333.
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Multiple evidence-based approaches (EBAs) exist to improve colorectal cancer screening in health clinics. The success of these approaches is tied to effective implementation. Therefore, the purpose of this study was to assess the implementation of EBAs for colorectal cancer screening and clinic-level correlates of implementation in federally qualified health centers (FQHCs). We conducted descriptive and cross-sectional analyses using data collected from FQHC clinics across seven states ( n = 51). A clinic representative completed electronic surveys about clinic characteristics (e.g., size, patient characteristics, and medical record system characteristics) and the implementation of Community Guide recommended EBAs (e.g., client reminders, small media, and provider assessment and feedback). We used bivariate Spearman correlations to assess clinic-level correlates with implementation outcomes. Most clinics were planning to implement, in the early implementation stages, or inconsistently implementing EBAs. No EBA was fully implemented by more than nine (17.6%) clinics. Clinic size variables were inversely related to implementation levels of one-on-one education; medical record variables were directly related to implementation levels of client and provider reminders as well as provider assessment and feedback; and rapid and timely feedback from clinic leaders was directly associated with implementation levels of four out of six EBAs. Given the varying levels of implementation, clinics need to assess current use of implementation strategies and improve effective program delivery to increase colorectal cancer screening among their patients. In addition, clinics should also consider how their characteristics may support or serve as a barrier to implementation in their respective settings.
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Ferreira, Bárbara P., Leandro F. Malloy-Diniz, Juliana O. Parma, Nathálya G. H. M. Nogueira, Tércio Apolinário-Souza, Herbert Ugrinowitsch, and Guilherme M. Lage. "Self-Controlled Feedback and Learner Impulsivity in Sequential Motor Learning." Perceptual and Motor Skills 126, no. 1 (November 6, 2018): 157–79. http://dx.doi.org/10.1177/0031512518807341.
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Many studies have attributed self-controlled feedback benefits associated with motor learning to learners' greater information processing during practice. However, individual learner characteristics like their impulsivity can also influence how people engage cognitively during learning. We investigated possible dissociations between the types of interaction in self-controlled knowledge of results (KR) and learner impulsivity levels in learning a sequential motor task. Ninety volunteers responded to the self-restraint section of the Barkley deficits in executive functioning scale, and those 60 participants with the highest ( n = 30) and lowest ( n = 30) impulsivity scores practiced a motor task involving sequential pressing of four keys in predetermined absolute and relative times. We further divided participants into four experimental groups by assigning the high- and low-impulsivity groups to two forms of KR—self-controlled absolute and yoked. Study results showed no interaction effect between impulsivity and self-controlled KR, and, contrary to expectation, self-controlled KR did not benefit learning, independently of impulsivity. However, low-impulsivity participants performed better than high-impulsivity participants on the absolute dimension of the transfer task, while high-impulsivity learners were better at the relative dimension. Cognitive characteristics of automatic and reflexive processing were expressed by the strategies used to direct attention to relative and absolute task dimensions, respectively. Low-impulsivity learners switched their attention to both dimensions at the end of practice, while high-impulsivity learners did not switch their attention or directed it only to the relative dimension at the end of the practice. These results suggest that the cognitive styles of high- and low-impulsive learners differentially favor learning distinct dimensions of a motor task, regardless of self-controlled KR.
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Li, Weisheng, Minghao Xiang, and Xuesong Liang. "MDCwFB: A Multilevel Dense Connection Network with Feedback Connections for Pansharpening." Remote Sensing 13, no. 11 (June 5, 2021): 2218. http://dx.doi.org/10.3390/rs13112218.
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In most practical applications of remote sensing images, high-resolution multispectral images are needed. Pansharpening aims to generate high-resolution multispectral (MS) images from the input of high spatial resolution single-band panchromatic (PAN) images and low spatial resolution multispectral images. Inspired by the remarkable results of other researchers in pansharpening based on deep learning, we propose a multilevel dense connection network with a feedback connection. Our network consists of four parts. The first part consists of two identical subnetworks to extract features from PAN and MS images. The second part is a multilevel feature fusion and recovery network, which is used to fuse images in the feature domain and to encode and decode features at different levels so that the network can fully capture different levels of information. The third part is a continuous feedback operation, which refines shallow features by feedback. The fourth part is an image reconstruction network. High-quality images are recovered by making full use of multistage decoding features through dense connections. Experiments on different satellite datasets show that our proposed method is superior to existing methods, through subjective visual evaluation and objective evaluation indicators. Compared with the results of other models, our results achieve significant gains on the multiple objective index values used to measure the spectral quality and spatial details of the generated image, namely spectral angle mapper (SAM), relative global dimensional synthesis error (ERGAS), and structural similarity (SSIM).
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Alrashidi, Oqab, Huy P. Phan, and Bing H. Ngu. "An Overview of Four Proposed Indicators of Active Learning to Improve English Teaching and Learning in Saudi Arabia." International Journal of English Language Education 4, no. 2 (July 3, 2016): 50. http://dx.doi.org/10.5296/ijele.v4i2.9696.
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<p>English is taught as a foreign language in schools and universities of Saudi Arabia. In recent years, officials and educationists have expressed their concerns pertaining to students’ low levels of English achievement. To improve English learning and achievement in Saudi Arabia, many research studies have shown that four major indicators of active learning, namely: (a) group work, (b) elaborated feedback, (c) situated learning, and (d) Information Communication Technology [ICT], impact on students’ leaning and successful achievement. This article provides an overview of these four indicators of active learning and their importance to English learning and teaching. In addition, the article sheds light on how these four indicators of active learning might be used by teachers and educators in their teaching practices and/or intervention programs.</p>
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Chintapanti, Suvarna Ragini. "A Multiple Draft Technique with Relevant Feedback to Improve Writing Skills." JOURNAL OF ADVANCES IN LINGUISTICS 10 (May 30, 2019): 1564–68. http://dx.doi.org/10.24297/jal.v10i0.8271.
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Out of the four major skills, writing has become mandatory for academic success at secondary and tertiary levels. Writing has been taught for many years as a product rather than process during the students' formative years. In fact, there are many writing activities prescribed at the secondary level. However, most of the writing activities are neglected in the pretext of paucity of time or due to lack of interest among some teachers who consider evaluating the written assignments and giving feedback as laborious and peripheral tasks. As teachers of writing we are prone to expose our students to the rules of writing and grammar without developing their ability to express their ideas. Having identified the challenges faced by engineering students during writing tasks, the present study used the ‘multiple draft strategy’ with relevant feedback as an experimental method to explore its significance in developing the writing skills of the students at the tertiary level.
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Abbott, D. H., K. A. Batty, A. K. Dubey, J. Herbert, and H. M. Shiers. "The passage of 5α-dihydrotestosterone from serum into cerebrospinal fluid and LH negative feedback in castrated rhesus monkeys." Journal of Endocrinology 104, no. 3 (March 1985): 325–30. http://dx.doi.org/10.1677/joe.0.1040325.
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ABSTRACT Seven castrated monkeys were given either 50 or 100 μg 5α-dihydrotestosterone (DHT) propionate/kg per day. There was no correlation between serum and cerebrospinal fluid (CSF) levels of DHT, which remained very low in the CSF (0·3–0·6% of blood levels) despite the presence of high, supraphysiological amounts in the circulation. There was also no relation between unbound DHT in the blood and the CSF, in which all DHT is unbound. These results differ from previous work on testosterone, the metabolic precursor of DHT. 5α-Dihydrotestosterone propionate at the higher dose maintained suppressed levels of serum LH; LH in two out of four monkeys treated at the lower dose increased to levels observed in castrated, untreated rhesus monkeys. There was no predictable relationship between the amount of DHT in the CSF and levels of LH in the blood: by contrast, DHT in the blood was correlated with serum levels of LH. Levels of LH rose in monkeys in which total blood DHT fell below about 68 nmol/l and, even more obviously, if unbound DHT decreased to less than about 2 nmol/l. Differences between the distribution of testosterone and DHT between blood and CSF cannot be explained by serum binding, lipid solubility or clearance from the brain, and suggest that there may be some mechanism for excluding DHT from the CSF. Though DHT reaches the CSF from the blood in small amounts, levels there do not relate predictably to those in the vascular compartment. It seems unlikely, therefore, that levels of intracerebral DHT are controlled by changes in those of the blood. J. Endocr. (1985) 104, 325–330
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Fite, Kristen, Lobna Elkhadragy, and Julian Gomez-Cambronero. "A Repertoire of MicroRNAs Regulates Cancer Cell Starvation by Targeting Phospholipase D in a Feedback Loop That Operates Maximally in Cancer Cells." Molecular and Cellular Biology 36, no. 7 (January 19, 2016): 1078–89. http://dx.doi.org/10.1128/mcb.00711-15.
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We report a negative feedback loop between the signaling protein phospholipase D (PLD), phosphatidic acid (PA), and a specific set of microRNAs (miRNAs) during nutrient starvation of breast cancer cells. We show that PLD expression is increased in four breast cancer cell lines and that hypoxia, cell overcrowding, and nutrient starvation for 3 to 6 h increase expression even further. However, after prolonged (>12-h) starvation, PLD levels return to basal or lower levels. The mechanism for this is as follows. First, during initial starvation, an elevated PA (the product of PLD enzymatic activity) activates mTOR and S6K, known to inhibit apoptosis, and enhances cell migration especially in post-epithelial-to-mesenchymal transition (post-EMT) cancer cells. Second, continued PA production in later starvation induces expression of PLD-targeting microRNA 203 (miR-203), miR-887, miR-3619-5p, and miR-182, which reduce PLD translation. We provide direct evidence for a feedback loop, whereby PLD induction upon starvation leads to PA, which induces expression of miRNAs, which in turn inhibits PLD2 translation. The physiological relevance for breast cancer cells is that as PA can activate cell invasion, then, due to the negative feedback, it can deprive mTOR and S6K of their natural activator. It can further prevent inhibition of apoptosis and allow cells to survive nutrient deprivation, which normal cells cannot do.
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Pertsinakis, Michael. "Effect of Visual Feedback on the Static and Kinematic Characteristics of Handwriting." Journal of Forensic Document Examination 27 (December 31, 2017): 5–21. http://dx.doi.org/10.31974/jfde27-5-21.
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Research on visual feedback has not produced consistent results to show how visual feedback or the lack, thereof, influences individual handwriting characteristics. A two-pronged approach was designed to investigate the degree of this influence. For this purpose, samples of signatures as well as cursive and block text, written with and without visual feedback, were collected from 40 volunteers and imported into a PC via a pen tablet, using an electronic inking pen. The data was analyzed in a handwriting movement analysis software module specially designed for this research that was added to the software MovAlyzeR by Neuroscript LLC. Two forensic document examiners (FDEs) independently analyzed samples from the two groups (samples executed with normal visual feedback versus the group of samples executed without visual feedback). They found no fundamental differences between these two groups. Their analyses also demonstrated that a large number of similarities existed in the general design of the allographs (alternative forms of a letter or other grapheme) and in the pictorial aspects, regardless of the complexity of the samples. In the cursive and block handwriting, four main qualitative characteristics were linked to the absence of visual feedback: change of overall size, non-uniformity of left margins, change of baseline alignment, and inclusion of extra trajectories. The statistical analysis verified the above findings. The comparative analysis also suggests that gender, educational level (above high school) and handedness create an insignificant influence on the individual characteristics of writing produced with and without visual feedback. The only notable exception is the relationship between signature duration and educational level. The volunteers with a medium education level showed a significant increase in duration while signing their names without visual feedback in comparison to those with higher education levels. The combination of the above findings suggests that handwriting is not fundamentally influenced by visual feedback.
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Abdo-Allah, Almahdi, Tariq Iqbal, and Kevin Pope. "Modeling, Analysis, and State Feedback Control Design of a Multizone HVAC System." Journal of Energy 2018 (2018): 1–11. http://dx.doi.org/10.1155/2018/4303580.
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A HVAC system is modeled by applying a state space MIMO (multi-input/multioutput) system method for control system design and analysis. Thermal models are developed using the simulation program IDA Indoor Climate and Energy. The building has four floors in total, with separate air-handling units (AHUs) on each floor. The system’s eight main input data are hot water and the energy usage for each AHU, while the eight main outputs are return airflow temperature and CO2 levels for AHUs. The factors of wind direction and velocity are also applied as disturbances. By comparing usage data on simulated power consumption versus measured data for the three months of October, November, and December 2016, good agreement was achieved with simulated data. The main aim is to develop a state feedback controller and then apply it toward optimal functionality of a control system. After utilizing the MATLAB identification toolbox, a MIMO system-based state space model is developed.
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Buerdsell, Sherri L., Brook G. Milligan, and Erik A. Lehnhoff. "Invasive plant benefits a native plant through plant-soil feedback but remains the superior competitor." NeoBiota 64 (January 28, 2021): 119–36. http://dx.doi.org/10.3897/neobiota.64.57746.
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Plant soil feedback (PSF) occurs when a plant modifies soil biotic properties and those changes in turn influence plant growth, survival or reproduction. These feedback effects are not well understood as mechanisms for invasive plant species. Eragrostis lehmanniana is an invasive species that has extensively colonized the southwest US. To address how PSFs may affect E. lehmanniana invasion and native Bouteloua gracilis growth, soil inoculant from four sites of known invasion age at the Appleton-Whittell Audubon Research Ranch in Sonoita, AZ were used in a PSF greenhouse study, incorporating a replacement series design. The purpose of this research was to evaluate PSF conspecific and heterospecific effects and competition outcomes between the invasive E. lehmanniana and a native forage grass, Bouteloua gracilis. Eragrostis lehmannianaPSFs were beneficial to B. gracilis if developed in previously invaded soil. Plant-soil feedback contributed to competitive suppression of B. gracilis only in the highest ratio of E. lehmanniana to B. gracilis. Plant-soil feedback did not provide an advantage to E. lehmanniana in competitive interactions with B. gracilis at low competition levels but were advantageous to E. lehmanniana at the highest competition ratio, indicating a possible density-dependent effect. Despite being beneficial to B. gracilis under many conditions, E. lehmanniana was the superior competitor.
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Tichá, I., and L. Bolcek. "Diagnostics of learning organisation – test of a diagnostic tool." Agricultural Economics (Zemědělská ekonomika) 50, No. 12 (February 24, 2012): 567–71. http://dx.doi.org/10.17221/5250-agricecon.
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Based on extensive literature review, the characteristics of a learning organisation are depicted as a starting point to define a pragmatic tool to assess the level to which an organisation meets the individual characteristics of learning organisation. The tool is designed as a matrix combining eight characteristics of learning organisation with four improvement levels including feedback loop. This tool has been tested in 9 organisations and the examples of information gathered through this exercise are provided and discussed.
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Kurtzer, Isaac, Frédéric Crevecoeur, and Stephen H. Scott. "Fast feedback control involves two independent processes utilizing knowledge of limb dynamics." Journal of Neurophysiology 111, no. 8 (April 15, 2014): 1631–45. http://dx.doi.org/10.1152/jn.00514.2013.
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Corrective muscle responses occurring 50–100 ms after a mechanical perturbation are tailored to the mechanical features of the limb and its environment. For example, the evoked response by the shoulder's extensor muscle counters an imposed shoulder torque, rather than local shoulder motion, by integrating motion information from the shoulder and elbow appropriate for their dynamic interaction. Previous studies suggest that arm muscle activity within this epoch, alternately termed the R2/3 response, or long-latency reflex, reflects the summed result of two distinct components: an activity-dependent component which scales with the background muscle activity, and a task-dependent component which scales with the required vigor of the behavioral task. Here we examine how the knowledge of limb dynamics expressed during the shoulder muscle's R2/3 epoch is related to these two functional components. Subjects countered torque steps applied to their shoulder and/or elbow under different conditions of background torque and target size to recruit the activity-dependent and task-dependent component in varying degrees. Experiment 1 involved four torque perturbations, two levels of background torques and two target sizes; this design revealed that both background torque and target size impacted the shoulder's R2/3 activity, indicative of knowledge of limb dynamics. Experiment 2 involved two perturbation torques, five levels of background torque and two target sizes; this design demonstrated that the two factors had an independent impact on the R2/3 activity indicative of knowledge of limb dynamics. We conclude that a sophisticated feature of upper limb feedback control reflects the summation of two processes having a common capability.
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Tuljapurkar, Shripad, Carl Boe, and Kenneth W. Wachter. "Nonlinear Feedback Dynamics in Fisheries: Analysis of the Deriso–Schnute Model." Canadian Journal of Fisheries and Aquatic Sciences 51, no. 7 (July 1, 1994): 1462–73. http://dx.doi.org/10.1139/f94-146.
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Fishery models of the Deriso–Schnute form are based on the dynamics of an age-structured population, together with a nonlinear stock–recruitment relationship. Cyclical dynamics are commonly observed in fisheries and have been attributed to feedback between stock and recruitment. In this paper, we do four things. First, we present analytical results on sustained oscillations driven by nonlinear recruitment. These results show explicitly how density dependence near equilibrium determines the character of sustained population oscillations. Second, we briefly characterize the dynamics of the Deriso–Schnute model when the density-dependent response becomes very strong. We find that the Deriso–Schnute model displays sustained, complex (probably chaotic) variability of large magnitude, but only typically when reproduction is concentrated at very few ages. Third, we dissect the nature of density dependence in recruitment, contrasting a "local" view that uses information about response to small variations in stock with a "global" view that uses a function such as Schnute's over the entire range of stock levels. Finally, we argue that the global approach leads to practical and theoretical difficulties and that a local view may be more biologically realistic.
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Sloboda, Deborah M., Timothy J. M. Moss, Shaofu Li, Stephen G. Matthews, John R. G. Challis, and John P. Newnham. "Expression of glucocorticoid receptor, mineralocorticoid receptor, and 11β-hydroxysteroid dehydrogenase 1 and 2 in the fetal and postnatal ovine hippocampus: ontogeny and effects of prenatal glucocorticoid exposure." Journal of Endocrinology 197, no. 2 (March 4, 2008): 213–20. http://dx.doi.org/10.1677/joe-07-0375.
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To determine the expression of glucocorticoid metabolizing and action genes in the hippocampus of fetal, neonatal, and adult sheep. Pregnant ewes (or their fetuses) received intramuscular injections of saline or betamethasone (BETA, 0-5 mg/kg) at 104, 111, 118, and/or 125 days of gestation (dG). Hippocampal tissue was collected prior to (75, 84, and 101 dG), during (109 and 116 dG), or after (121, 132, and 146 dG; 6 and 12 postnatal weeks; 3.5 years of age) saline or BETA injections. Hippocampal glucocorticoid receptor (GR), mineralocorticoid receptor (MR), and 11β-hydroxysteroid dehydrogenase (11βHSD)1 and 11βHSD2 mRNA levels were determined using qRT-PCR. Control animals late in gestation demonstrated a decrease in mRNA encoding GR and 11βHSD1, whereas 11βHSD2 was undetectable, consistent with a damping of the negative feedback influence of circulating or locally produced cortisol on the hypothalamic–pituitary–adrenal (HPA) axis. BETA-administration had transient effects on fetal GR and MR, and early in postnatal life (12 weeks of age) 11βHSD1 mRNA was increased. Hippocampal MR mRNA was elevated in adult offspring exposed to either one or four doses of maternal BETA (P<0.001). Four courses of maternal BETA increased 11βHSD2 (P<0.05) but not 11βHSD1 mRNA levels. Late in gestation a reduction in hippocampal GR and 11βHSD1 mRNA suggests lessening of glucocorticoid negative feedback, facilitating increased preterm HPA activity and parturition. Adult offspring of BETA-treated mothers demonstrated increased MR and 11βHSD2 mRNA, therefore it appears that exposure of fetus to high levels of synthetic glucocorticoids may have long-lasting effects on the hippocampal expression of HPA-related genes into adulthood.
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D’Anna, Edoardo, Giacomo Valle, Alberto Mazzoni, Ivo Strauss, Francesco Iberite, Jérémy Patton, Francesco M. Petrini, et al. "A closed-loop hand prosthesis with simultaneous intraneural tactile and position feedback." Science Robotics 4, no. 27 (February 20, 2019): eaau8892. http://dx.doi.org/10.1126/scirobotics.aau8892.
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Current myoelectric prostheses allow transradial amputees to regain voluntary motor control of their artificial limb by exploiting residual muscle function in the forearm. However, the overreliance on visual cues resulting from a lack of sensory feedback is a common complaint. Recently, several groups have provided tactile feedback in upper limb amputees using implanted electrodes, surface nerve stimulation, or sensory substitution. These approaches have led to improved function and prosthesis embodiment. Nevertheless, the provided information remains limited to a subset of the rich sensory cues available to healthy individuals. More specifically, proprioception, the sense of limb position and movement, is predominantly absent from current systems. Here, we show that sensory substitution based on intraneural stimulation can deliver position feedback in real time and in conjunction with somatotopic tactile feedback. This approach allowed two transradial amputees to regain high and close-to-natural remapped proprioceptive acuity, with a median joint angle reproduction precision of 9.1° and a median threshold to detection of passive movements of 9.5°, which was comparable with results obtained in healthy participants. The simultaneous delivery of position information and somatotopic tactile feedback allowed both amputees to discriminate the size and compliance of four objects with high levels of performance (75.5%). These results demonstrate that tactile information delivered via somatotopic neural stimulation and position information delivered via sensory substitution can be exploited simultaneously and efficiently by transradial amputees. This study paves a way to more sophisticated bidirectional bionic limbs conveying richer, multimodal sensations.
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Schuldheisz, Joel M., and Hans van der Mars. "Active Supervision and Students’ Physical Activity in Middle School Physical Education." Journal of Teaching in Physical Education 21, no. 1 (October 2001): 75–90. http://dx.doi.org/10.1123/jtpe.21.1.75.
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This study examined the effects of active supervision on the moderate to vigorous physical activity (MVPA) levels of middle school students during fitness instruction. Students from four separate classes, characterized as “low activity students,” and their teacher participated in the study. Students’ MVPA levels during fitness instruction served as the target behavior. Two supervisory conditions were contrasted using a reversal design. Passive supervision was characterized by low rates of teacher interaction, such as prompting, encouragement, feedback, and movement. Active supervision consisted of teaching patterns that included higher rates of interactions with students and movement. Mean MVPA levels during passive condition were 49.7% while mean MVPA levels during active supervision were 68%. Findings point to a functional relationship between specific components of teachers’ supervisory efforts and students’ MVPA levels during fitness instruction. The importance of active supervision, within die context of holding students accountable for engaging in physical activity, is underscored by this study.
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Warnet, Victoria. "Verbal Behaviors of Instrumental Music Teachers in Secondary Classrooms: A Review of Literature." Update: Applications of Research in Music Education 39, no. 1 (June 2, 2020): 8–16. http://dx.doi.org/10.1177/8755123320924827.
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The purpose of this article was to review and synthesize research literature on the verbal behaviors of secondary school band and orchestra teachers in their classrooms. A comprehensive search of four journal indices was conducted, which resulted in 35 studies that met the inclusion criteria and were therefore included in this review. A wide range of results were found with regard to teacher talk. A comparison of rates of teacher talk suggests that teachers used more verbal instruction when working with younger and more inexperienced ensembles. Additionally, novice teachers used more teacher talk than experienced teachers. Effective teachers gave more specific feedback and had a greater percentage of completed rehearsal frames. However, teachers varied in the amount of positive and negative feedback they gave. Vocal modeling and questioning seem to be areas of verbal instruction that were underused by teachers of all experience levels in previous research.
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Slee, Nicky J. D., and Marty H. Jacobs. "Trialling the Use of Google Apps Together with Online Marking to Enhance Collaborative Learning and Provide Effective Feedback." F1000Research 4 (July 1, 2015): 177. http://dx.doi.org/10.12688/f1000research.6520.1.
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This paper describes a new approach to an ecology practical where the cohort was divided into four groups to collect data. Each group studied a different habitat; the cohort was further subdivided into seven groups to collect field data. Each of the four groups collaborated through Google Drive on descriptions and images of the habitat site, and also collaborated at the subgroup level on their own habitat data. The four groups then shared habitat descriptions with the aim to provide enough information to enable everyone to understand entire data set. Group work was assessed online and feedback was given at both the group and subgroup levels. At the end of the first stage, peer assignment of all the work was carried out on an individual basis to engage students in other habitats. A complete set of data was finally provided to all students, so that individuals could carry out their own analysis of all four habitats; work was again assessed online and feedback given to each individual. The three-stage assignment from group work to peer assessment to individual analysis was a success. The collaborative work through Google Drive enabled students to produce high quality documents that were valuable for the next step. The peer assignment enabled students to gain information on expected Minimum Standards and exposed them to a variety of habitats. The final stage was open ended and challenged students. This approach is recommended but the data collection process needs modification, and students need more guidance when completing the final stage of the assignment.
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Atienza, Maria Isabel. "A comparison of four models of professionalism in medical education." Asia Pacific Scholar 6, no. 3 (July 13, 2021): 24–31. http://dx.doi.org/10.29060/taps.2021-6-3/ra2314.
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Introduction: The prevailing consensus is that medical professionalism must be formally included as a programme in the undergraduate medical curriculum. Methods: A literature search was conducted to identify institutions that can serve as models for incorporating professionalism in medical education. Differences and similarities were highlighted based on a framework for the comparison which included the following features: definition of professionalism, curricular design, student selection, teaching and learning innovations, role modelling and methods of assessment. Results: Four models for integrating professionalism in medical education were chosen: Vanderbilt University School of Medicine (VUSM), University of Washington School of Medicine (UWSOM), University of Queensland (UQ) School of Medicine, and Mayo Clinic and Mayo Medical School. The task of preparing a programme on medical professionalism requires a well-described definition to set the direction for planning, implementing, and institutionalizing professionalism. The programmes are best woven in all levels of medical education from the pre-clinical to the clinical years. The faculty physicians and the rest of the institution’s staff must also undergo a similar programme for professionalism. Conclusion: The development of all scopes of professionalism requires constant planning, feedback and remediation. The students’ ability to handle professionalism challenges are related to how much learning situations the students encounter during medical school. The learning situations must be adjusted according to the level of responsibilities given to students. The goal of learning is to enable students to grow from a novice to a competent level and afterwards to a proficient and expert level handling professionalism challenges in medicine.
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Crocco, Christina, and Kyle D. Bennett. "Effects of Covert Audio Coaching on the Attending Behavior of Children With Autism Spectrum Disorder." Focus on Autism and Other Developmental Disabilities 34, no. 3 (October 8, 2018): 131–40. http://dx.doi.org/10.1177/1088357618805083.
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The effects of covert audio coaching, a form of performance feedback delivered remotely through a two-way radio and earbud speaker, was examined on the classroom attending behavior of children with autism spectrum disorder (ASD). Four elementary-aged students with ASD participated. This study was conducted in a private, separate day school for students with ASD. Baseline data showed that participants emitted low levels of attending behavior with a degree of variability. During intervention, all participants increased their level of attending behavior and these data were stable. Follow-up data revealed higher levels of attending compared with baseline; however, these data were more variable than what was observed during intervention. These results and implications for future research and practice are discussed.