Tesi: "Feedback (Psychology)"

1

Brewer, Patricia Annette. "Feedback in training: Optimizing the effects of formative feedback timing". Scholarly Commons, 1989. https://scholarlycommons.pacific.edu/uop_etds/3363.

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Abstract (sommario):

Although feedback has been widely used in training programs, there is still a lack of agreement concerning the conceptualization of feedback and the dimensions that should constitute a feedback message. In an attempt to address these issues, this study examined the bi-functional theory (Tosti, 1978) which says that feedback can function as either a discriminative stimulus or as a reinforcer. To test this theory, a training program in interviewing behaviors was administered to 12 undergraduate students at the University of the Pacific. The training consisted of one initial classroom training session and eight practice sessions. During the practice sessions the timing of formative feedback was varied for the three experimental groups which received either formative feedback timed immediately prior to each practice session, formative feedback timed immediately after each practice session, or no feedback. (Abstract shortened with permission of author.)

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2

Allen, Andrea. "Informational effects of assessment feedback". FIU Digital Commons, 2001. http://digitalcommons.fiu.edu/etd/1094.

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This study tested the effects of informational assessment feedback on satisfaction, selfesteem and examiner ratings. 83 participants completed a self-report personality inventory (Millon Index of Personality Styles). Participants of the experimental group were given standardized, informational assessment. Participants in the control group received only general information about the personality inventory. Significant group differences were found for the Feedback Assessment Questionnaire with t (81) = 11.67, p

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3

Christie, Gregory J., e University of Lethbridge Faculty of Arts and Science. "Electrophysiological indices of feedback processing". Thesis, Lethbridge, Alta. : University of Lethbridge, Dept. of Neuroscience, 2010, 2010. http://hdl.handle.net/10133/2551.

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All sentient organisms use contextual information to assess the amount of reward associated with a particular behavior. Human beings have arguably evolved the most sophisticated of these mechanisms and are capable of integrating information over a long duration of time to accurately assess the expected outcome of a chosen action. This thesis used electroencephalography (EEG) to measure how the human brain processes rewarding and punishing feedback in a gambling-type game with variable risk and reward. Experiment 1 determined that phase-locked (evoked) and non-phase-locked (induced) electroencephalographic activity share only partially overlapping generators in human mediofrontal cortex. Experiment 2 determined that the magnitude of certain evoked EEG components during reward processing tracked subsequent changes in bets placed in the next round. These results extend the body of literature by assessing the overlap between induced and evoked EEG components and the role of evoked activity in affecting future decision making.
xii, 76 leaves : ill. (chiefly col.) ; 29 cm

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4

Roberts, Pamela J. "Should Corrective Feedback Come Before or After Responding to Establish a "New" Behavior?" Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278439/.

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The purpose of this study was to determine the optimal form and timing of feedback to establish a "new" behavior. It examined the relative effectiveness of delivering a corrective feedback immediately before the learner responds to a previously incorrect trial as compared to delivering a corrective feedback immediately after the incorrect response is made. Corrective feedback delivered immediately before the next opportunity to respond produced better learning than corrective feedback delivered immediately after a response. The Feedback Before condition decreased errors during training and increased acquisition rates. Results also indicated an interaction between time of feedback delivery and the complexity of the task. As the task complexity increased, the results were more dramatic in favor of the Feedback Before condition.

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5

Song, Kye-Chung. "The effects of performance feedback, self-esteem, performance standard on feedback recipient's responses : an attributional analysis". Connect to resource, 1985. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1262108814.

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6

Chang, Chu-Hsiang. "Effects of transformational leadership on followers' feedback seeking, feedback preference, and reactions to feedback through cognitive and motivational processes". Akron, OH : University of Akron, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1122910737.

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Dissertation (Ph. D.)--University of Akron, Dept. of Psychology, 2005.
"August, 2005." Title from electronic dissertation title page (viewed 12/14/2005) Advisor, Rosalie J. Hall; Committee members, Paul E. Levy, Robert G. Lord, Ramona Otega-Liston, Aaron M. Schmidt; Department Chair, Paul E. Levy; Dean of the College, Charles B. Monroe; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

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7

Roberts, Ariel. "ME VERSUS THEM: HOW INDIVIDUALS REACT TO SELF-RELATED AND OTHER-RELATED FEEDBACK". University of Akron / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=akron1622216925622435.

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8

Stallard, Anna. "Increasing the positive effects of negative feedback /". [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18539.pdf.

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9

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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Abstract (sommario):

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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10

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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11

Hu, Hongzhan. "Exploring the concept of feedback with perspectives from psychology and cognitive science". Thesis, Linköpings universitet, Interaktiva och kognitiva system, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-107090.

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This study explores the concept of feedback from various perspectives in psychology and cognitive science. Specifically, the theories of ecological psychology, situated and Distributed Cognition, Cognitive Systems Engineering and Embodied cognition are investigated and compared. Cognitive Systems Engineering provides a model of feedback and related constructs, to understand human behavior in complex working environments. Earlier theories such as ecological psychology, considered feedback as direct perception. Situated cognition clearly inherits ideas from ecological psychology, whereas distributed cognition provides a deeper understanding of feedback through artifact use. Cognitive Systems Engineering provides a systematic view of feedback and control. This framework is a suitable perspective to understanding feedback in human-machine settings.

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12

Fraser, Elizabeth J. "The influence of self-efficacy and feedback on performance". Thesis, Georgia Institute of Technology, 1993. http://hdl.handle.net/1853/28659.

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13

Walker, Vennessa L. "Effects of rate of feedback and reinforcement on novel responding". Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5954.

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Thesis (Ph. D.)--West Virginia University, 2008.
Title from document title page. Document formatted into pages; contains iv, 75 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 37-42).

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14

Nam, Sophia. "Do you agree with this critique? An analysis of the impacts of feedback, feedback acceptance, and fairness perceptions on performance". Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527736.

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Abstract (sommario):

Performance feedback has been widely used to improve performance, motivate employees, and increase organizational effectiveness. However, feedback research has yielded mixed results, ranging from improving performance to decreasing performance. The present study examined the impact of feedback perceptions on a unique sample, university art students, on fairness perceptions and subsequent performance.

Seventy-one art students at a western public university were surveyed immediately following a critique on a draft of their artwork. Feedback was measured by duration and positivity and converted into ratio format for analysis through hierarchical regression. Feedback acceptance and perceptions on fairness of feedback were surveyed. Final versions of the art project scores were collected at the end of the academic semester. In contrast to expectations, perceptions of fairness and feedback acceptance were neither significant moderators nor mediators of performance.

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15

Oden, Kevin Boyd. "Distributed team training effective team feedback /". Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002483.

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16

Delgado, Kristin M. "INTERACTIVE EFFECTS OF FEEDBACK TYPE AND FEEDBACK PROPENSITIES ON TASK PERFORMANCE". Wright State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=wright1176735457.

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17

Dennis, Matthew Gordon. "Adapting feedback to learner personality to increase motivation". Thesis, University of Aberdeen, 2014. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=215571.

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Motivation is important for learners. As the provision of education moves increasingly towards online delivery, keeping motivation high is a key challenge. The lack of personalized approaches traditionally delivered by human tutors increases drop out rates. This thesis investigates how a conversational agent, taking the role of a virtual tutor, could deliver personalised feedback on performance to learners. It also investigates the most effective emotional support to incorporate in this feedback in order to maintain learner motivation. How learners respond to feedback depends on many factors. We focus on learner personality as our adaptation criterion, in particular Generalized Self Efficacy (GSE) and the Five Factor model (FFM). First, based on the literature, the thesis establishes how the core concepts of motivation, affective state, feedback and personality relate to one another, and discusses other research into learner motivation and feedback. Our main methodology is the User-as-Wizard method where we model how people adapt to personality in the real world when giving feedback to learners. An algorithm is then developed to encapsulate these adaptations, and is then evaluated. To achieve this, we required a way to express different learner personalities in a controlled way. Personality can be described by many models, but one of the most popular and reliably validated is the Five-Factor Model. In this model, the personality of an individual is described by a score for each of the five dimensions or 'traits'. There are numerous self-report questionnaires for these traits, indicated by a measure of agreement with certain adjectives on a scale. To express the traits at polarized levels, we produced and validated ten stories, two for each of the traits, expressing only that trait at high and low level. These stories were based on the adjectives used in the IPIP-NEO questionnaire. We also created two polarized stories for Generalized Self Efficacy. Subsequently, we investigated how people use different slants (or bias) in performance feedback, depending on learner personality. We designed two experiments, in which participants took the role of a teacher. Participants were shown the learner's personality (through the personality story) and a set of test scores on a range of topics. We provided different ways of describing the learner's performance which could result in positive, neutral or negative slants (e.g. “you are slightly below my expectations” on a score of 10% is positive, and “you are substantially below my expectations” is neutral). The type of slant was established by a focus group of experts prior to the experiments. We found some evidence that slanting was used for very low test scores for students with low GSE, and positive slanting for conscientious students who had only just failed a test. Next, we investigated supplementing slant with emotional support. A set of emotional support statements was generated and categorized. A series of five experiments was run where participants gave feedback to students with differing personality traits (using the FFM stories) and test scores. Participants could provide the same performance feedback (with associated slant) from the previous experiments, and could choose to supplement this with the validated emotional support statements. The type of emotional support given did indeed vary between different personalities (e.g. neurotic individuals with poor grades received more emotional reflection), and an algorithm was created to describe these adaptations. Finally, we ran a qualitative study with teachers and students to investigate the algorithm's effectiveness. During the course of the thesis we also developed a methodology for generating, validating and investigating the use of Emotional Support for other domains. This has already been applied in research to persuade older adults to participate in social interactions and to support Community First Responders and carers when experiencing various stressors.

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18

Lee, Grace Leung. "Cultural Differences in the Relationship Between Feedback-Seeking Motives and Feedback-Seeking Behaviors". University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1374499755.

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19

Whitcomb, Kaitlyn Elizabeth. "Process Feedback in Group Psychotherapy: A Second Look at Leader Implementation of GQ Feedback". BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6098.

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The current dissertation is a replication of a pilot study and aims to define what it means for group leaders to "act on" feedback from a group therapy process measure called the Group Questionnaire (GQ). Twelve leaders received feedback reports based on group member responses to the GQ after each session. Leaders submitted two sources of qualitative data: brief written session-by-session explanations of feedback use and end-of-semester debrief interviews to describe their experience with the measure. Researchers conducted a qualitative content analysis that yielded 15 categories of leader GQ use summarized by three temporal dimensions. Quantitative analyses were performed to test for variability in leader use. Categories common to both the pilot study and the current study were established, and the two data sets were merged to create one complete data set. A brief questionnaire designed to summarize leader use is introduced, and quantitative analyses were performed to test the relationship between this measure and qualitative findings. Finally, implications of these findings are discussed.

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20

Hall, Margery J. "Task based performance feedback and subsequent worker performance". Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-08252008-162924/.

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21

Bailey, Kathleen. "The Effects of Cumulative Consumption Feedback On Demand For Money As A Commodity". Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2823/.

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Behavioral economic theory describes a relation between response requirement and magnitude of reinforcement, and combines these variables into one independent variable (unit price) affecting operant behavior. This study investigated the relative effects of cumulative feedback on consumption for money as a commodity. Subjects were exposed to ranges of unit prices with or without a cumulative feedback bar on the computer screen indicating monetary earnings. For all participants in this study, consumption of money was a decreasing function of unit prices and the results from the present study are consistent with the behavioral economic prediction that increasing the unit price of a commodity will decrease consumption of that commodity. Analyses of demand curves, elasticity coefficients and response rates suggested differences between Feedback and No Feedback groups, although these were small and not statistically significant. The small differences observed were consistent with a behavior strengthening effect of feedback.

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Woodland, Sean Cameron. "Process Feedback in Group Psychotherapy: A Qualitative Inquiry into Leader Implementation of GQ/OQ Feedback". BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5606.

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This dissertation explores what it means to “Act Upon” measure-based feedback in the group therapy context. Eleven group leaders at three college counseling centers were provided feedback completed by their group members using the Group Questionnaire (GQ) and the Outcome Questionnaire (OQ-45). Researchers selected two a priori ways in which the feedback could be “acted upon”: via GQ Use and GQ Value. Leaders reported their use and value of the feedback using two data sources—weekly leader slips and end-of-term debrief interview transcripts. Both sources of data were content analyzed across several phases of coding. The resultant categories are intended to provide a preliminary understanding of how leaders treat the feedback received. Dimensions were then added to consolidate the meaning of the categories into a temporal pattern. Finally, using the resultant data, a scheme for quantifying the “acted upon” construct is proposed in effort to develop a potential moderator or mediator variable for future quantitative analyses. Implications of the dissertation are then discussed.

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23

Dordevic, Larisa. "Fäkttränares upplevelse av feedback i tävlingssammanhang". Thesis, Högskolan i Halmstad, Akademin för hälsa och välfärd, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-37995.

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Coaching can affect athletes' performance and psychological well-being through the communication and feedback that the coaches provide. Both internal and external factors affect the communication process and the effectiveness of the feedback. Objective: The objective of the study was to increase the knowledge associated with feedback during 1 minute breaks in direct elimination matches at fencing competitions. This, by gaining insight into how fencing coaches experience the feedback they give to their fencers. In addition, the purpose is to generate knowledge of factors in the communication process that affect feedback. Design: Interpretative phenomenological analysis (IPA). Method: Three fencing coaches, with at least one epée fencer at top 8 on the national ranking list for senior men/women, were interviewed using a semi-structured guide. Questions about their communication and feedback in different scenarios, different situations, and factors were asked. Results: The coaches purpose of the feedback was to get the fencers into their individual zone of optimal functioning (IZOF). The coaches focused mostly on the psychological aspect and tactical feedback, with less focus on technique. The relationship between the coaches and fencers was percieved as one of the crucial factors for effective communication and feedback. Conclusions: As athletes are influenced by coaches' communication and feedback, it is important to understand what is sent and why, and also what the coaches percieve the fencers receive and the following experienced response. By gaining in-depth understanding of factors that affect, the coaches can make more active choices that lead to more effective communication and feedback, and thereby better performance.

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24

Pham, Hieu Chi. "Effects of feedback, education, and work experience on self-efficacy". CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2985.

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Examines the contextual effects of social persuasion (represented by self, client, peer and supervisor's feedback) and mastery experiences (represented by formal level of education and work experience) on specific self-efficacy outcomes and perceived advancement potential in a sample population of nurses at a Southern California hospital. Results of the study suggest that self, client, peer, and supervisor's feedback consistently predict significant self-efficacy outcomes.

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25

Yoon, Bang Seob. "Effects of feedback on intrinsic motivation : the role of communication style, feedback message, and individual differences". Diss., Georgia Institute of Technology, 1991. http://hdl.handle.net/1853/29843.

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26

Easton, Julia Elizabeth. "Teacher Acceptability of Treatment Plan Implementation Monitoring and Feedback Methods". NCSU, 2009. http://www.lib.ncsu.edu/theses/available/etd-05132009-111907/.

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Treatment plan implementation (TPI) monitoring and feedback methods have increased TPI levels in single subject designs (e.g., DiGennaro, Martens, & McIntyre, 2005) and a randomized field trial (e.g., Noell, Witt, Slider, Connell, Gatti, et al., 2005). However, when procedures like these are innovative and require significant changes in regular practices, the level of teacher satisfaction is an important consideration (Eckert & Hintze, 2000), and the extent to which teachers view various monitoring and feedback methods as acceptable is unknown. The purposes of this research were to examine teachersâ acceptability ratings of specific TPI monitoring and feedback methods, differences in acceptability ratings between teachers with certain characteristics, and other TPI support methods that teachers identify. In this study, teachers completed a survey that assesses acceptability of specific monitoring and feedback methods, gathers information on various teacher characteristics, and provides teachers with an opportunity to write about other potential methods of TPI support. Results from this study suggested that there are significant differences between acceptability ratings regarding the personnel involved, frequency, communication format, and procedures of TPI monitoring and feedback methods. There was also a significant effect of primary teaching assignment on acceptability of TPI monitoring methods. Finally, teachers identified a variety of other potentially helpful TPI support methods.

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27

Whitaker, Brian. "EXPLICATING THE LINKS BETWEEN THE FEEDBACK ENVIRONMENT, FEEDBACK SEEKING, AND JOB PERFORMANCE". University of Akron / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=akron1187456858.

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28

Schnabelrauch, Arndt Chelsea A. "Tailoring feedback and messages to encourage meat consumption reduction". Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32159.

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Abstract (sommario):

Doctor of Philosophy
Department of Psychological Sciences
Laura A. Brannon
Though the research on vegetarianism and meat consumption reduction has dramatically increased over the last few decades, almost all of this research focuses on current vegetarians/meat reducers and non-vegetarians’ perceptions of vegetarianism (Boyle, 2007; Ruby, 2012). Research targeting non-vegetarians and attempting to influence their meat consumption is virtually non-existent. Thus, the intent of the present dissertation was to effectively decrease individuals’ meat consumption habits and alter individuals’ attitudes toward meat. As research has repeatedly found that messages that are tailored to an individual are more persuasive and effective at influencing health behaviors (Bull et al., 2001; Ryan & Lauver, 2002)) and attitudes (e.g., Murray-Johnson & Witte, 2003; Rimal & Adkins, 2003), the present dissertation specifically sought to determine the effectiveness of tailored meat consumption reduction feedback and messages to influence individuals’ intentions to consume meat and attitudes toward meat consumption. Specifically, this dissertation investigated the effectiveness of messages specific to individuals’ behavior (a behavioral feedback approach), messages oriented to individuals’ self-schemas, egoistic and altruistic oriented messages, and feedback/messages tailored to individuals’ values. Contrary to the hypotheses, the results of the present studies suggested that individuals’ willingness to reduce their meat consumption is not differentially affected by different types of feedback/messages; however, this lack of significant impact for tailored feedback/messages may due to various limitations that are discussed at length within the present dissertation. Despite the possible limitations of the studies conducted, the present dissertation has made significant contributions to the meat consumption reduction literature. The first of its kind, this dissertation importantly illustrates the importance of and need for research encouraging meat consumption reduction.

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Lucas, Joubert. "Perceptual Feedback, Interoception and Action-Specific Effects". University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1447689462.

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Donlin, Joanne Mac. "Memory for performance feedback : a test of three self-motivation theories /". Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-08232007-111919/.

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Jones, Delinda D. "The use of feedback in web-based instruction : achievement, feedback study time, and efficiency /". Electronic version (PDF), 2004. http://dl.uncw.edu/etd/2004/jonesd/delindajones.pdf.

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32

Allen, Andrea, e Andrea Allen Keener. "The therapeutic effects of Millon Clinical Multiaxial Inventory-III assessment feedback". FIU Digital Commons, 2004. http://digitalcommons.fiu.edu/etd/1225.

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Abstract (sommario):

A study was conducted to test the therapeutic effects of assessment feedback on rapport-building and self-enhancement variables (self-verification, self-discovery, self-esteem), as well as symptomatology. Assessment feedback was provided in the form of interpretive information based on the results of the Millon Clinical Multiaxial Inventory- III (MCMI-III). Participants (N = 89) were randomly assigned to three groups: a Feedback group, a Reflective-Counseling group, and a No-Feedback group. The Feedback group was provided with assessment feedback, the Reflective-Counseling group was asked to comment on the meaning of the taking the MCMI-III, the No- Feedback group received general information about the MCMI-III. Results revealed that assessment feedback, when provided in the form of interpretive interpretation positively affects rapport-building and self-enhancement variables (self-verification and self-discovery). No significant results were found in terms of self-esteem or symptom decrease as a function of feedback. However, a significant decrease in symptoms across groups was found. Results indicate that assessment feedback in the form of interpretive information can be used as a starting point in therapy. Implications of the findings are discussed with respect to theory and clinical practice.

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Tseng, Pin-ya. "Effects of Compassionate and Self-image Goals on Giving Feedback". The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1403801126.

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34

Henslee, Amber Marcelle Correia Christopher J. "Providing personalized feedback regarding alcohol use in a group format to college freshmen". Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Psychology/Dissertation/Henslee_Amber_18.pdf.

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Marando, Karen A. "An Examination of the Individual Level Antecedents of the Feedback Environment". University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1321052210.

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36

Rensvold, Roger Bury. "The effects of performance, individual differences, and arousal on feedback-seeking behavior in a novel computer-based task". Diss., Georgia Institute of Technology, 1994. http://hdl.handle.net/1853/30649.

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37

Westling, Magnus. "Effects of secure priming and performance feedback on creativity". Thesis, Stockholms universitet, Psykologiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-147322.

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Abstract (sommario):

The present study assessed the effects of secure priming, referring to attachment security and a sense that the world is safe, and performance feedback on people’s creativity. It was hypothesized that the induced positive mood and motivation would redistribute resources away from self-protection towards self-worthiness and a more exploratory mind- set, enabling curiosity, expansive reasoning and creativity. 92 psychology students completed an online experiment with factorial design, followed by assessments of cognitive ability and attachment style. Results provided a significant correlation between cognitive ability and creativity, a close to significant difference in creativity between secure and dismissing attachment, but no significant effects of secure priming or gamification. Methodological limitations that may have reduced the strength of the conditions and the likelihood of detecting significant effects were discussed.

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Baudler, Chris. "The Role of Informal Performance Feedback in Job Satisfaction". Xavier University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1510247552397143.

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39

Levy, Paul E. "The effects of feedback sign, attributional discrepancy, and performance discrepancy on reactions to feedback". Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54232.

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Abstract (sommario):

The present investigation examined the effects of three factors - feedback sign, performance discrepancy, and attributional discrepancy - on reactions to feedback as measured by three groups of dependent variables (reactions against the feedback itself, reactions against the feedback source, and reactions against the feedback system). Hypothesis 1 was supported in that feedback sign affected feedback reactions as predicted. Hypotheses 2 and 3 were not supported as feedback sign did not interact in the expected manner with performance discrepancy or attributional discrepancy. However, performance discrepancy and attributional discrepancy were identified as important determinants of feedback reactions as well. The results of this study are discussed with respect to control theory and implications for organizational settings. Suggestions are made regarding the direction of future research.
Ph. D.

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40

Goodman, Jodi Susanne. "The interactive effects of task and external feedback on performance and learning". Diss., Georgia Institute of Technology, 1996. http://hdl.handle.net/1853/29516.

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Cochrane, Angela J. "When to correct errors when teaching a new task to children with autism". Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955059/.

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The purpose of this experiment was to investigate Tosti's proposal about the timing of feedback. The study examined whether it is better to correct immediately after the error occurs or whether it is better to wait until immediately before the next opportunity to respond. In addition, it aimed to determine whether corrections delivered at different times produced different learner affects. Four children with autism were taught to label two sets of pictures under the two different conditions. Results showed that the timing of the feedback yields similar results in regards to number of correct responses and total trial count. However, in regards to time spent in teaching and learner affect, correcting errors before the next opportunity to respond showed to be the more efficient procedure and produced more favorable affect.

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42

Baker, Rebecca A. "Maximizing Multisource Feedback: The Use of Goal Setting to Facilitate Performance Improvement". NCSU, 2007. http://www.lib.ncsu.edu/theses/available/etd-03262007-113052/.

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The present study examined a theoretical model representing the relationship between multisource feedback and performance change. The model tested was a variation of the model proposed by Smither et al. (2005), with a focus on the goal-setting mechanisms. In addition, the personality constructs of Conscientiousness, Neuroticism, learning goal orientation, and self-efficacy were examined as predictors of performance change. The results of the path analysis provided limited support for the model proposed in this study. However, significant direct relationships were observed between feedback characteristics and performance change and goal quality and performance change. More research with the proposed model is needed to determine the role of personality and its impact on performance change.

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Flores, Catalina. "Linking Diversity Climate and Feedback Seeking Through Interpersonal Processes and Race Effects". University of Akron / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=akron161778390895531.

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44

Hawkins, Allyson K. "The effect of goal orientation on counselor trainees' acceptance of positive and negative feedback /". free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9717156.

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45

Gardner, Dianne University of New South Wales/Sydney University AGSM UNSW. "The role of feedback about errors in learning a complex novel task". Awarded by:University of New South Wales/Sydney University. AGSM, 2003. http://handle.unsw.edu.au/1959.4/32230.

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Two studies were undertaken in order to investigate the effect of different forms of error feedback and error framing in learning a complex novel task. The experimental task in both studies was a computer-based simulation of a group management situation. After each of the 12 trials, all participants received feedback about their performance on that trial. Participants receiving signal error feedback were also advised as to where they had made errors. Participants receiving diagnostic feedback were told how they could have achieved optimum performance on the previous trial. Learning, performance, strategy, exploration and depth of processing were measured during the task. Self-report measures of self-efficacy, self-set goals, satisfaction and intrinsic motivation were taken after the first six trials and again after all 12 trials were completed. In study 1, detailed diagnostic feedback was associated with better performance than feedback which simply signaled where an error had been made, or feedback that did not identify errors. Diagnostic feedback facilitated the development and use of effective problem-solving strategies and discouraged trial-and-error exploration of the problem space. In this research, exploration was found to be negatively associated with learning and performance. Learners??? self-efficacy moderated the effects of error feedback: learners with high self-efficacy showed high levels of performance regardless of the level of information that the feedback provided but for those with low self-efficacy, detailed diagnostic feedback was essential for the learning process. In the second study, positive error framing (error management) was investigated as a possible means of making signal error feedback more valuable in learning. However while positive error framing was associated with more exploration as expected, it also produced poorer strategies and worse performance than negative error framing (error avoidance instructions). Participants who used good learning strategies instead of exploration performed well despite impoverished feedback. Self-efficacy moderated the impact of error framing: positive error framing helped those with low self-efficacy, but for those with higher self-efficacy it was of more value to encourage error avoidance than error tolerance. The findings show important interactions between error framing, error feedback and learner characteristics.

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46

Klein, Kevin C. Ostrosky Anthony L. Walbert Mark. "The effect of immediate feedback on learning supply and demand". Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9416868.

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Thesis (D.A.)--Illinois State University, 1993.
Title from title page screen, viewed March 6, 2006. Dissertation Committee: Tony Ostrosky, Mark Walbert (co-chairs), Mathew Moray, David D. Ramsey, Patricia Klass. Includes bibliographical references (leaves 99-111) and abstract. Also available in print.

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47

Manderscheid, Etienne Gerald. "The influence of auditory feedback on vocal sequence production". Thesis, The University of Chicago, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3627856.

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The fine control of learned movement sequences is a crowning achievement of higher vertebrates. Learned sequences critically depend on sensory feedback, and experimental manipulations of sensory feedback can elucidate its role in sequence acquisition and maintenance. Delayed auditory feedback (DAF) affects production of learned vocalizations in humans and songbirds but has been rarely been studied in songbirds. We used a skull-implanted accelerometer to maintain high amplitude (15-21 dB louder than singing) continuous DAF for 4-68 days in 12 young adult zebra finches. Nine birds sang songs showing new transitions (N = 19; one to five new syllable transitions per bird, e.g. A-B-A or A-B-E ...), including stutters (e.g. A-B-C-D-D) intermixed with songs with normal transitions (e.g. A-B-C-D-E). The mean latency of new transitions was short (7.3 days after DAF onset), presumably due to the high-gain and continuous delivery of DAF.

New transitions to the start of the motif (syllable A) disrupted 10 sites (e.g. the site of syllable B is disrupted by A-B-A), and a disproportionate number of the remaining new transitions occurred at the same site (e.g. A-B-E) instead of the undisrupted sites. Thus, there was statistical evidence that new transitions were concentrated at disrupted sites (χ2 = 7.8, p = 0.005). We observed lengthening of some intersyllable gap durations under DAF, and the minority of sites whose sequence was disrupted accounted for a disproportionate share (79%) of this effect. The average gap lengthening at disrupted sites (e.g the gap following B) was due both to an increase in the duration of the preexisting intersyllable gap (e.g. from B to C), and to the long gap duration of the new transition (e.g. B to E). In fact all 19 new transitions had longer gaps than did the preexisting transitions at the same site.

At a disrupted transition, the timecourse of gap lengthening typically coincided with that of sequence disruption, as gap duration and transition probability covaried over days (r = -0.39, p = 0.0009).

We also observed clear and frequent alterations of the morphology of 18 syllables following DAF. Morphological distortions were quantified, and we found that syllables at disrupted transitions had a trend towards greater average morphological change under DAF than other syllables. This effect became highly significant when we sampled syllable morphologies on the day of maximal sequence change (t(55) = 3.1, p = 0.003). Therefore sequence and morphological changes affected the same sites around the same time. This relation is highly intriguing because the neural pathways governing sequence generation are widely viewed as separate from those controlling the morphology of individual elements.

Thus, the distribution of new transitions, the lengthening of intersyllable gaps and distortions of syllable morphology all implicated a relatively small number of sites (or loci) in the song (14/57) to account for the overwhelming majority of effects. This distribution is reminiscient of human stuttering, where certain phonemes (e.g: k-words , or s-words) may be particularly troublesome.

Crystallization is a developmental stage of birdsong learning characterized by an increase in song tempo and reduced sequence variability. We review a body of evidence suggesting that sensorimotor internal models are learned during this stage to assist vocal sequencing. Our results suggest that DAF causes localized song decrystallization by disrupting these internal models. We propose that human stuttering may result from pathological vocomotor internal models, and that the ability of DAF and related methods to alleviate stuttering in human subjects by as much as 70-90% results from disrupting these internal models. The many parallels between birdsong learning and speech development are discussed and lend plausibility to this hypothesis.

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Bush, Jerry J. "Individual differences in the recall of performance appraisal feedback /". This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-10062009-020032/.

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Tomes, Candace N. "Mandated Students Perceptions of Alcohol Related Feedback". Xavier University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1495569348099438.

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50

Gonzalez, Denise Marie. "The effect of feedback on predictions of fear". Scholarly Commons, 2000. https://scholarlycommons.pacific.edu/uop_etds/2698.

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Predicted fear is the amount of fear a person expects to experience in a given situation. Predictions can be either accurate or inaccurate in comparison to what the person actually experiences in the situation. This two-part analog study was an extension of Rachman's match/mismatch model of overprediction theory. In the first part, college students who overpredicted their fear of a live snake were compared with a control group of students who either underpredicted or accurately predicted their fear of the same snake. Comparisons were made on self-report, physiological, and behavioral measures of anxiety to assess the relationship between these measures and the tendency to overpredict fear. In the second phase of the study, overpredictors and control subjects were randomly assigned to either a feedback or no feedback group. At issue was whether feedback about the accuracy of predicted fear of a snake facilitated correct matches and fear reduction on subsequent exposure trials in comparison to the effects of exposure alone. Results showed that providing feedback did not hasten correct matches. However, in keeping with the views of Rachman (1994) and others, I did find (a) a larger number of overpredictors than underpredictors, (b) an increase of accuracy of predictions over trails, (c) a decrease in the participants' levels of fear over trials.

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Tesi sul tema "Feedback (Psychology)"

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