Gotowe bibliografie tematyczne / Feedback (Psychology)

Gotowa bibliografia na temat „Feedback (Psychology)”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 30 lipca 2024

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Artykuły w czasopismach na temat "Feedback (Psychology)"

Kaufmann, Yvonne M., Lisa Maiwald, Svenja Schindler i Florian Weck. "Wie wirkt sich mehrmaliges Kompetenz-Feedback auf psychotherapeutische Behandlungen aus?" Zeitschrift für Klinische Psychologie und Psychotherapie 46, nr 2 (kwiecień 2017): 96–106. http://dx.doi.org/10.1026/1616-3443/a000412.

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Zusammenfassung. Theoretischer Hintergrund: Einflüsse von therapeutenorientiertem Kompetenz-Feedback in der Psychotherapieausbildung wurden bislang wenig untersucht. Fragestellung: Wie gehen Ausbildungstherapeuten mit Feedback um? Welchen Einfluss hat ein regelmäßiges Kompetenz-Feedback auf die Qualität psychotherapeutischer Behandlungen (insbesondere Therapiesitzungen, therapeutische Beziehung, Person des Therapeuten, Supervision)? Methode: Elf Therapeuten wurden mithilfe eines halbstrukturierten Interviewleitfadens befragt. Die Auswertung erfolgte mittels qualitativer Inhaltsanalyse nach Mayring (2015) . Ergebnisse: Das auf Basis der Interviews erstellte Kategoriensystem umfasste die Kategorien „Erwartungen an das Feedback“, „Wahrnehmung des Feedbacks“, „Verarbeitung von und Umgang mit Feedback“, „Folgen, Auswirkungen und Veränderungen durch Feedback“ sowie „Verbesserungswünsche“. Schlussfolgerungen: Therapeuten streben eine Umsetzung des Feedbacks an, welches sich auf die Behandlung, die Supervision, die eigene Person und die therapeutische Beziehung auswirkt.

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McDowall, Almuth, Minna Harris i Michelle McGrath. "Feedback: Evidence from psychology for best practice". Assessment and Development Matters 1, nr 3 (2009): 16–19. http://dx.doi.org/10.53841/bpsadm.2009.1.3.16.

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Jackson, Kathleen. "Feedback". Clinical Psychology Forum 1, nr 30 (grudzień 1990): 50.4–50. http://dx.doi.org/10.53841/bpscpf.1990.1.30.50c.

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Baker, Amanda, Dominique Perreault, Alain Reid i Céline M. Blanchard. "Feedback and organizations: Feedback is good, feedback-friendly culture is better." Canadian Psychology/Psychologie canadienne 54, nr 4 (listopad 2013): 260–68. http://dx.doi.org/10.1037/a0034691.

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Goor, Mark B., Sandra S. Weeks, Gina L. Lomax i Stephen F. Davis. "Topics and Comments: A Student-Feedback Technique for Evaluating the Influence of an Instructional Approach". Psychological Reports 72, nr 2 (kwiecień 1993): 459–65. http://dx.doi.org/10.2466/pr0.1993.72.2.459.

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An easily implemented, student-feedback technique, which indexes the influence of a lesson by evaluating students' recall of key topics and relevant comments made during class, is assessed by analyzing feedback collected after two types of lessons. Seven instructors requested feedback from 259 students in ten sections of introduction to psychology. Data indicate that this student-feedback process is sensitive to instructional approaches. Specifically, when comparing lecture presentations with student-centered activities in introductory psychology classes, feedback varied in terms of (a) the way students phrased the key idea, (b) the percent of comments attributed to instructors versus peers, (c) the relevance of those comments, and (d) students' agreement on the main idea of the lesson.

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Norton, Lin, Rebecca Clifford, Laurence Hopkins, Istra Toner i Bill (J C. W. ). Norton. "Helping Psychology Students Write Better Essays". Psychology Learning & Teaching 2, nr 2 (czerwiec 2002): 116–26. http://dx.doi.org/10.2304/plat.2002.2.2.116.

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The paper reports on an intervention to help psychology students write better essays by using an Essay Feedback Checklist (EFC). A sample of first year and third year psychology students were asked to rate their own essays in terms of how confident they felt they had been in meeting the departmental assessment criteria. Tutors used the same rating scale when marking the essays and used any mismatches between their rating and that of the student to target their feedback. The aims of the study were to look at the effects of using the EFC in i) writing an essay and ii) clarifying written tutor feedback. Findings showed some mismatches between students and their tutors particularly in the third year. Students were mainly positive about the EFC, although some comments indicated that more help was needed. The implications of these findings are discussed in terms of an action research framework and student self-assessment.

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Hulme, Julie, i Mark Forshaw. "Effectiveness of Feedback Provision for Undergraduate Psychology Students". Psychology Learning & Teaching 8, nr 1 (styczeń 2009): 34–38. http://dx.doi.org/10.2304/plat.2009.8.1.34.

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Kluger, Avraham N., i Angelo DeNisi. "Feedback Interventions". Current Directions in Psychological Science 7, nr 3 (czerwiec 1998): 67–72. http://dx.doi.org/10.1111/1467-8721.ep10772989.

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Bamberg, Eva. "Feedback – eine Klärung". Gruppendynamik und Organisationsberatung 41, nr 1 (23.02.2010): 1–3. http://dx.doi.org/10.1007/s11612-010-0099-2.

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Wesson, Caroline J. "Introducing patchwork assessment to a social psychology module: The utility of feedback". Psychology Teaching Review 19, nr 2 (2013): 97–105. http://dx.doi.org/10.53841/bpsptr.2013.19.2.97.

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Patchwork text assessment offers an alternative to traditional forms of assessment that are often focused on single assessment outcomes. Embedded within patchwork text assessment is formative assessment whereby short pieces of work, or patches, are shared with staff or peers for feedback which students can reflect upon and use to amend their work prior to summative submission. Written in the style of patchwork text, an overview of the process of implementing this form of assessment is presented, focusing on the formative feedback process. Patches 1 to 4 outline the background to the patchwork text assessment approach and its implementation on a social psychology module. The process of feedback is evaluated in patch 5 by examining the effect of feedback on students’ grades and by giving consideration to student views of the feedback process. The implementation of this assessment strategy, including the successes and challenges faced as a result of the feedback process, are then reflected upon. Students viewed staff feedback but not peer feedback positively, while staff found the process labour intensive and beneficial to some students only. It is concluded that patchwork text assessment is not suited to modules with a small staff to student ratio.

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Rozprawy doktorskie na temat "Feedback (Psychology)"

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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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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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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Christie, Gregory J., i 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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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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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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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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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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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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Waples, Christopher J. "Receptivity to feedback: an investigation of the influence of feedback sign, feedback specificity, and goal orientation". Diss., Kansas State University, 2015. http://hdl.handle.net/2097/20107.

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

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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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Książki na temat "Feedback (Psychology)"

Lepsinger, Richard. The art and science of 360° feedback. San Francisco, Calif: Pfeiffer, 1997.

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V, Dempsey John, i Sales Gregory Colin, red. Interactive instruction and feedback. Englewood Cliffs, N.J: Educational Technology Publications, 1993.

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Peter, Ward. 360-degree feedback. London: Institute of Personnel and Development, 1997.

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Edith, Slembek, i Geissner Hellmut, red. Feedback: Das Selbstbild im Spiegel der Fremdbilder. St. Ingbert: Röhrig, 1998.

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Lepsinger, Richard. The Art and Science of 360 Degree Feedback. New York: John Wiley & Sons, Ltd., 2009.

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Rezaei, Saeed. Corrective feedback in task-based grammar instruction: A case of recast vs.metalinguistic feedback. Saarbru cken, Germany: LAP Lambert, 2011.

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Carver, Charles S. On the self-regulation of behavior. Cambridge, UK: Cambridge University Press, 1998.

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Lewis, Marilyn. Giving feedback in language classes. Singapore: SEAMEO Regional Language Centre, 2002.

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Lewis, Marilyn. Giving feedback in language classes. Singapore: SEAMEO Regional Language Centre, 2002.

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Association for Supervision and Curriculum Development, red. Giving effective feedback to your students: 3 : Tailoring feedback to content and student needs. Alexandria, VA: ASCD, 2009.

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Części książek na temat "Feedback (Psychology)"

Guiney, Meaghan C. "Communicating Feedback". W The School Psychology Supervisor’s Toolkit, 55–69. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780203728581-5.

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Ward, Phillip. "Goal Setting and Performance Feedback". W Behavioral Sport Psychology, 99–112. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-0070-7_6.

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Sheehy, N. P., M. A. Forrest i A. J. Chapman. "Conversing with Databases: Representations of Feedback". W Environmental Social Psychology, 85–93. Dordrecht: Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-009-2802-2_8.

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Schwartz, Steven, i Timothy Griffin. "Learning, Feedback, and Decision Aids". W Contributions to Psychology and Medicine, 158–215. New York, NY: Springer New York, 1986. http://dx.doi.org/10.1007/978-1-4612-4954-2_5.

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Newell, K. M., i M. J. Carlton. "Augmented Information Feedback And Task Constraints". W Recent Research in Psychology, 118–24. New York, NY: Springer New York, 1987. http://dx.doi.org/10.1007/978-1-4612-4756-2_11.

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Brun, Shara. "Findings from Listener Feedback". W Music in Arts-Based Research and Depth Psychology, 117–51. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003400844-8.

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Song, Boon Khing. "Online Synchronous Peer Feedback Practice During COVID-19: Learners’ Self-Regulated Learning Mediates Their Perceived Value of Feedback and Feedback Uptake". W Pedagogy and Psychology in Digital Education, 49–71. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-2107-2_3.

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Narciss, Susanne, i Joerg Zumbach. "Formative Assessment and Feedback Strategies". W International Handbook of Psychology Learning and Teaching, 1359–86. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-28745-0_63.

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Narciss, Susanne, i Jörg Zumbach. "Formative Assessment and Feedback Strategies". W International Handbook of Psychology Learning and Teaching, 1–28. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-26248-8_63-1.

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Motro, Daphna, Debra R. Comer i Janet A. Lenaghan. "ORIGINAL PAPER: Examining the effects of negative performance feedback: the roles of sadness, feedback self-efficacy, and grit". W Key Topics in Sports Psychology, 71–86. Cham: Springer Nature Switzerland, 2022. http://dx.doi.org/10.1007/978-3-031-19926-4_5.

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Streszczenia konferencji na temat "Feedback (Psychology)"

Tran, Xuan. "Consumers’ Feedback in Mathematics and Psychology Proceeding". W The Asian Conference on Psychology & the Behavioral Sciences 2024. The International Academic Forum(IAFOR), 2024. http://dx.doi.org/10.22492/issn.2187-4743.2024.11.

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Dietrich, Manuel, Eugen Berlin i Kristof van Laerhoven. "Assessing activity recognition feedback in long-term psychology trials". W MUM '15: 14th International Conference on Mobile and Ubiquitous Multimedia. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2836041.2836052.

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Qureshi, Rashida. "Does Formative Assessment Help? Students’ Perspective On ‘Feedback’ From Pakistan". W 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.47.

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Herynková, Marie. "A Pilot Study Of Teachers’ Feedback According To Carol Dweck's Mindset Theory". W 11th International Conference on Education and Educational Psychology. European Publisher, 2020. http://dx.doi.org/10.15405/epiceepsy.20111.29.

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Bondarenko, Irina. "The Role Of Feedback Type In Self-Regulation Of Learning Goals Achievement". W ICPE 2017 International Conference on Psychology and Education. Cognitive-Crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.12.4.

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Slobodenyuk, Nadiya, Lama Ghanem, Jalal Awed i Imad H. Elhajj. "Sense of Agency from Force Feedback in Haptic Displays". W Annual International Conference on Cognitive and Behavioral Psychology (CBP 2014). GSTF, 2014. http://dx.doi.org/10.5176/2251-1865_cbp14.42.

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Utama, Fajrin Putra, i Debora Eflina Purba. "Proactivity and Employee Creativity: Mediator Roles of Feedback-Seeking Behavior and Moderating Effect of Task Feedback". W Proceedings of the 2nd International Conference on Intervention and Applied Psychology (ICIAP 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iciap-18.2019.69.

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"Feedback in Formative Assessment and College Students' Oral English Self-efficacy". W 2018 International Conference on Education, Psychology, and Management Science. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icepms.2018.049.

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Jursova zacharova, Zlatica, Lenka Sokolova i Miroslava Lemesova. "INTERACTIVE TEACHING OF PSYCHOLOGY: USING DESIGN-BASED RESEARCH IN DEVELOPING AN INTERACTIVE PSYCHOLOGY COURSE". W eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-118.

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In many European countries psychology is taught as an optional secondary school subject and as an introductory course in variety of university programmes for "non-psychologists" (e.g. teachers, social workers etc.). It might be challenging to teach psychology in an innovative way (using digital content within technology-rich learning environment) and to reach the objectives of developing student?s personality and psychological literacy at the same time. We applied the design-based research to design an innovative course of psychology for the secondary education. In the first phase quasi-experiment design was used (n=33). Eight lessons of psychology were taught in an experimental group in the technology-rich learning environment (using variety of online exercises, experiments, presentations and tests) and in a control group using traditional materials. Based on the students? feedback (didactic tests (n=73) and individual semi-structured interviews (n=11) we got an image of students? perception of the implementation of technology into psychology teaching and learning. Secondarily we analysed written narratives on the outcomes and the pitfalls of an introductory psychology course in the university teacher training (n=46). Content analyses revealed that both groups of students find psychology rather abstract and they need visualisations, practical interconnections, and learning in the context to enhance understanding psychology. On the other hand students prefer experiential social learning, social interactions, discussions and group work within psychology courses. Based on these data we designed an interactive course combining both digital and traditional materials and recommended methods of instructions. Such a course design allows teachers to implement various teaching scenarios with interactions among students, teacher, technology and visually attractive digital content. The course covers four areas included in general psychology curriculum in the secondary education and in the most of introductory psychology courses for non-psychologists in Slovakia: history of psychology, cognitive processes, personality and inter-individual differences, and social psychology. The study is a part of project KEGA 021UK-4/2013 "Teaching of psychology and the subjects of personal and social development - set of teaching materials".

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LAURA, SERBANESCU, i BOCOS MUSATA. "Life-long training program for mentors and assistance for debutant teaching professionals – participants’ feedback". W Psychology and the realities of the contemporary world. Romanian Society of Experimental Applied Psychology, 2016. http://dx.doi.org/10.15303/rjeap.2016.si1.a19.

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Raporty organizacyjne na temat "Feedback (Psychology)"

Lucas, Brian. Behaviour Change Interventions for Energy Efficiency. Institute of Development Studies, wrzesień 2022. http://dx.doi.org/10.19088/k4d.2022.138.

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Behavioural interventions are policies and programmes that incorporate insights from scientists who study human behaviour (such as psychology and behavioural economics), with the aim of encouraging socially desirable behaviours by removing barriers and creating incentives or disincentives (Cornago, 2021). Very few behavioural interventions for energy efficiency have been documented in Eastern Europe and the Western Balkans, and none in North Macedonia. The limited experience that has been documented in the region consists of a few small trials which used behavioural principles to inform households about approaches to energy conservation, but none of these trials have demonstrated a significant effect on behaviour. Behavioural interventions have been widely used elsewhere in the world, particularly in North America, Western Europe, and Australia, and there are many studies evaluating their impacts in these regions (Andor & Fels, 2018, p. 182). This report focuses primarily on household energy efficiency, and particularly on the most widespread and well-documented interventions, which are those related to providing feedback on energy consumption and labelling consumer goods. Although behavioural interventions have been shown to produce significant impacts and to be cost-effective in many situations, the available evidence has some limitations. Many examples that have been documented are small-scale trials or pilot projects; large-scale, institutionalised policy interventions based on behavioural insights are rare (Users TCP and IEA, 2020, p. 22). In many studies, experiments with small sample sizes and short durations show larger impacts than larger and longer-term studies, suggesting that pilot studies may over-estimate the savings that might be achieved by large-scale programmes (Andor & Fels, 2018, p. 182; Erhardt-Martinez et al., 2010, p. iv). The amount of energy saved by behavioural interventions is often fairly small and varies widely from one programme to another, suggesting that the effectiveness of these interventions may be highly dependent on local context and on details of design and implementation. Finally, many studies rely on participants reporting their intentions, and on hypothetical rather than actual purchasing decisions, and some studies have found a divergence between stated intentions and actual behaviour (Grünig et al., 2010, p. 41; Users TCP and IEA, 2020, pp. 75–76; Yang et al., 2015, pp. 21–22).

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