Artykuły w czasopismach: „Feedback (Psychology) . Cognitive science. Learning”

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Agarwal, Pooja K., i Henry L. Roediger. "Lessons for learning: How cognitive psychology informs classroom practice". Phi Delta Kappan 100, nr 4 (26.11.2018): 8–12. http://dx.doi.org/10.1177/0031721718815666.

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The learning sciences span multiple fields, including psychology, computer science, and neuroscience. In particular, cognitive psychology focuses on complex operations that occur inside the brain. Attention to these hidden processes can reveal ways to promote lasting learning. Pooja Agarwal and Henry Roediger draw on research in both the laboratory and the classroom to identify four important strategies — retrieval practice, feedback, spaced practice, and interleaving — that have been shown to help students learn. The effects of these practices apply across multiple grade levels and subject areas, and teachers can often incorporate them by making minor tweaks to their current practices.

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Wang, Chun. "On Interim Cognitive Diagnostic Computerized Adaptive Testing in Learning Context". Applied Psychological Measurement 45, nr 4 (23.02.2021): 235–52. http://dx.doi.org/10.1177/0146621621990755.

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Interim assessment occurs throughout instruction to provide feedback about what students know and have achieved. Different from the current available cognitive diagnostic computerized adaptive testing (CD-CAT) design that focuses on assessment at a single time point, the authors discuss several designs of interim CD-CAT that are suitable in the learning context. The interim CD-CAT differs from the current available CD-CAT designs primarily because students’ mastery profile (i.e., skills mastery) changes due to learning, and new attributes are added periodically. Moreover, hierarchies exist among attributes taught sequentially and such information could be used during item selection. Two specific designs are considered: The first one is when new attributes are taught in Stage II, but the student mastery status of the previously taught attributes stays the same. The second design is when both new attributes are taught, and previously taught attributes can be further learned or forgotten in Stage II. For both designs, the authors propose an individual prior, which considers a person’s learning history and population learning model, to start an interim CD-CAT. Simulation results show that the Stage II CD-CAT using individual prior outperforms the methods using population priors. The GDINA (generalized deterministic inputs, noisy, “and” gate) diagnostic index (GDI) is extended to accommodate item hierarchies, and analytic results are provided to further illustrate the types of items that are most popular during item selection. As the first study that focuses on the application of CD-CAT in a learning context, the methods and results present herein showed the great promise of using CD-CAT to monitor learning.

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Camachon, Cyril, David M. Jacobs, Mickaël Huet, Martinus Buekers i Gilles Montagne. "The Role of Concurrent Feedback in Learning to Walk Through Sliding Doors". Ecological Psychology 19, nr 4 (21.09.2007): 367–82. http://dx.doi.org/10.1080/10407410701557869.

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Ladino Nocua, Andrea Catalina, Joan Paola Cruz Gonzalez, Ivonne Angelica Castiblanco Jimenez, Juan Sebastian Gomez Acevedo, Federica Marcolin i Enrico Vezzetti. "Assessment of Cognitive Student Engagement Using Heart Rate Data in Distance Learning during COVID-19". Education Sciences 11, nr 9 (14.09.2021): 540. http://dx.doi.org/10.3390/educsci11090540.

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Student engagement allows educational institutions to make better decisions regarding teaching methodologies, methods for evaluating the quality of education, and ways to provide timely feedback. Due to the COVID-19 pandemic, identifying cognitive student engagement in distance learning has been a challenge in higher education institutions. In this study, we implemented a non-self-report method assessing students’ heart rate data to identify the cognitive engagement during active learning activities. Additionally, as a supplementary tool, we applied a previously validated self-report method. This study was performed in distance learning lessons on a group of university students in Bogota, Colombia. After data analysis, we validated five hypotheses and compared the results from both methods. The results confirmed that the heart rate assessment had a statistically significant difference with respect to the baseline during active learning activities, and this variance could be positive or negative. In addition, the results show that if students are previously advised that they will have to develop an a new task after a passive learning activity (such as a video projection), their heart rate will tend to increase and consequently, their cognitive engagement will also increase. We expect this study to provide input for future research assessing student cognitive engagement using physiological parameters as a tool.

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McAllister, Wallace R., i Dorothy E. McAllister. "Fear determines the effectiveness of a feedback stimulus in aversively motivated insturmental learning". Learning and Motivation 23, nr 1 (luty 1992): 99–115. http://dx.doi.org/10.1016/0023-9690(92)90025-h.

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Stein, Janice Gross. "Political learning by doing: Gorbachev as uncommitted thinker and motivated learner". International Organization 48, nr 2 (1994): 155–83. http://dx.doi.org/10.1017/s0020818300028150.

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The direction and scope of the change in Soviet foreign policy after 1985 cannot be explained without reference to the impact of Gorbachev's representation of the Soviet security problem. Changes in the international distribution of capabilities and generational change are indeterminate explanations of the changes in Soviet foreign policy. Building on propositions from social cognition and organizational psychology, I argue that through inductive “trial-and-error learning” from failure, Gorbachev developed a new representation of the “ill-structured” Soviet security problem. Gorbachev learned in part because he was a relatively uncommitted thinker on security issues and was open to the ideas of experts. He was also highly motivated to learn because of his commitment to domestic reform. The complex interactive relationship between learning and action that provided quick feedback is captured by the social cognition of “learning by doing.” The conditionality of political learning suggests a rich research agenda for the analysis of foreign policy change.

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Bihl, Trevor, Todd Jenkins, Chadwick Cox, Ashley DeMange, Kerry Hill i Edmund Zelnio. "From Lab to Internship and Back Again: Learning Autonomous Systems through Creating a Research and Development Ecosystem". Proceedings of the AAAI Conference on Artificial Intelligence 33 (17.07.2019): 9635–43. http://dx.doi.org/10.1609/aaai.v33i01.33019635.

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As research and development (R&D) in autonomous systems progresses further, more interdisciplinary knowledge is needed from domains as diverse as artificial intelligence (AI), bi-ology, psychology, modeling and simulation (M&S), and robotics. Such R&D efforts are necessarily interdisciplinary in nature and require technical as well as further soft skills of teamwork, communication and integration. In this paper, we introduce a 14 week, summer long internship for developing these skills in undergraduate science and engineering interns through R&D. The internship was designed to be modular and divided into three parts: training, innovation, and application/integration. The end result of the internship was 1) the development of an M&S ecosystem for autonomy concepts, 2) development and robotics testing of reasoning methods through both Bayesian methods and cognitive models of the basal ganglia, and 3) a process for future internships within the modular construct. Through collaboration with full-time professional staff, who actively learned with the interns, this internship incorporates a feedback loop to educate and per-form fundamental R&D. Future iterations of this internship can leverage the M&S ecosystem and adapt the modular internship framework to focus on different innovations, learning paradigms, and/or applications.

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Hauck, David Johannes, i Insa Melle. "Molecular Orbital Theory—Teaching a Difficult Chemistry Topic Using a CSCL Approach in a First-Year University Course". Education Sciences 11, nr 9 (31.08.2021): 485. http://dx.doi.org/10.3390/educsci11090485.

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Collaboration is regarded as one of the core competences of the 21st century when it comes to complex problem solving. In response to high dropout rates among STEM students, we developed a digital-collaborative intervention on a difficult topic, MO theory, for first-year chemistry students. First, students work independently in a Digital Learning Environment (DLE). Afterwards, they collaborate in small groups and create Concept Maps on MO theory. We evaluate this intervention through knowledge tests, tests of attractiveness, cognitive load, and usability during the DLE and concept mapping process, as well as audio and screen recordings during the collaborative group processes. This paper presents the detailed study design together with results from a first study in January 2021, focusing on the practicability of the intervention and students’ feedback. Overall, each small group succeeded in creating a Concept Map. Students rated all phases of the intervention as attractive, with high usability and low cognitive load, although the interactive videos scored better for attractiveness and usability than the concept mapping process. On that basis, first adjustments for a second cycle of the intervention, which will be conducted in January 2022, were derived.

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Sanders, William, i Douglas McHugh. "Pre-Clerkship Medical Students’ Experiences and Perspectives of System 1 and System 2 Thinking: A Qualitative Study". Education Sciences 11, nr 2 (20.01.2021): 34. http://dx.doi.org/10.3390/educsci11020034.

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Dual-process theories may be invoked to explain how physicians interact with, interpret, and draw inferences from clinical information. Stanovich and West’s model articulates two kinds of thinking—intuitive-based System 1 and analytical-based System 2—which have been under-investigated with physicians in training. This qualitative study explored pre-clerkship medical students’ retrospective perspectives and experiences of System 1 and System 2 thinking via 12 semi-structured interviews and abductive, progressive focusing. Participants identified patient interactions, clinical note writing, knowledge synthesis, problem list and differential diagnosis generation, evaluating evidence, and critical appraisal of literature as pre-clerkship opportunities to engage in System 1 or System 2 thinking. Six major themes emerged from analysis of participants’ interview transcripts: cognitive processes, deliberate practice, learning environment: being alone or being together, stickiness factor, biases and heuristics, and prior experience of attaining competence. Participants valued the anticipated role that System 1 and System 2 thinking will play in their future practice, and experienced nascent, self-regulated development of these cognitive processes during the pre-clerkship phase of their education without formal feedback or coaching from clinician preceptors. Pre-clerkship curricula should further embrace low-stakes, incremental teaching on metacognition and continuous monitoring of knowledge processing as a key competency for physician learners.

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Morgan, Sarah L., Patricia M. Palagi, Pedro L. Fernandes, Eija Koperlainen, Jure Dimec, Diana Marek, Lee Larcombe, Gabriella Rustici, Teresa K. Attwood i Allegra Via. "The ELIXIR-EXCELERATE Train-the-Trainer pilot programme: empower researchers to deliver high-quality training". F1000Research 6 (24.08.2017): 1557. http://dx.doi.org/10.12688/f1000research.12332.1.

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One of the main goals of the ELIXIR-EXCELERATE project from the European Union’s Horizon 2020 programme is to support a pan-European training programme to increase bioinformatics capacity and competency across ELIXIR Nodes. To this end, a Train-the-Trainer (TtT) programme has been developed by the TtT subtask of EXCELERATE’s Training Platform, to try to expose bioinformatics instructors to aspects of pedagogy and evidence-based learning principles, to help them better design, develop and deliver high-quality training in future. As a first step towards such a programme, an ELIXIR-EXCELERATE TtT (EE-TtT) pilot was developed, drawing on existing ‘instructor training’ models, using input both from experienced instructors and from experts in bioinformatics, the cognitive sciences and educational psychology. This manuscript describes the process of defining the pilot programme, illustrates its goals, structure and contents, and discusses its outcomes. From Jan 2016 to Jan 2017, we carried out seven pilot EE-TtT courses (training more than sixty new instructors), collaboratively drafted the training materials, and started establishing a network of trainers and instructors within the ELIXIR community. The EE-TtT pilot represents an essential step towards the development of a sustainable and scalable ELIXIR TtT programme. Indeed, the lessons learned from the pilot, the experience gained, the materials developed, and the analysis of the feedback collected throughout the seven pilot courses have both positioned us to consolidate the programme in the coming years, and contributed to the development of an enthusiastic and expanding ELIXIR community of instructors and trainers.

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Koehn, J. D., J. Dickinson i D. Goodman. "Cognitive Demands of Error Processing". Psychological Reports 102, nr 2 (kwiecień 2008): 532–38. http://dx.doi.org/10.2466/pr0.102.2.532-538.

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This study used a dual-task methodology to assess attention demands associated with error processing during an anticipation-timing task. A difference was predicted in attention demands during feedback on trials with correct responses and errors. This was addressed by requiring participants to respond to a probe reaction-time stimulus after augmented feedback presentation. 16 participants (8 men, 8 women) completed two phases, the reaction time task only and the anticipation-timing task with the probe RT task. False feedback indicating error and a financial reward manipulation were used to increase relevance of errors. Data supported the hypothesis that error processing is associated with higher cognitive demands than processing feedback denoting a correct response. Individuals responded with quicker probe reaction times during presentation of feedback on correct trials than on error trials. These results are discussed with respect to the cognitive processes which might occur during error processing and their role in motor learning.

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Billman, Dorrit, i Evan Heit. "Observational Learning From Internal Feedback: A Simulation of an Adaptive Learning Method". Cognitive Science 12, nr 4 (październik 1988): 587–625. http://dx.doi.org/10.1207/s15516709cog1204_4.

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Rini, Regina A. "Feedback from moral philosophy to cognitive science". Philosophical Psychology 28, nr 4 (4.12.2013): 569–88. http://dx.doi.org/10.1080/09515089.2013.864454.

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Karami, Abir B., Karim Sehaba i Benoit Encelle. "Adaptive artificial companions learning from users’ feedback". Adaptive Behavior 24, nr 2 (22.03.2016): 69–86. http://dx.doi.org/10.1177/1059712316634062.

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Valentin, Vivian V., W. Todd Maddox i F. Gregory Ashby. "Dopamine dependence in aggregate feedback learning: A computational cognitive neuroscience approach". Brain and Cognition 109 (listopad 2016): 1–18. http://dx.doi.org/10.1016/j.bandc.2016.06.002.

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Solman, Robert T., i Huei‐Min Wu. "Pictures as Feedback in Single Word Learning". Educational Psychology 15, nr 3 (styczeń 1995): 227–44. http://dx.doi.org/10.1080/0144341950150301.

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Wang, Zhen, Shao-Ying Gong, Sheng Xu i Xiang-En Hu. "Elaborated feedback and learning: Examining cognitive and motivational influences". Computers & Education 136 (lipiec 2019): 130–40. http://dx.doi.org/10.1016/j.compedu.2019.04.003.

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Dunbar, Norah E., Matthew L. Jensen, Claude H. Miller, Elena Bessarabova, Yu-Hao Lee, Scott N. Wilson, Javier Elizondo i in. "Mitigation of Cognitive Bias with a Serious Game". International Journal of Game-Based Learning 7, nr 4 (październik 2017): 86–100. http://dx.doi.org/10.4018/ijgbl.2017100105.

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One of the benefits of using digital games for education is that games can provide feedback for learners to assess their situation and correct their mistakes. We conducted two studies to examine the effectiveness of different feedback design (timing, duration, repeats, and feedback source) in a serious game designed to teach learners about cognitive biases. We also compared the digital game-based learning condition to a professional training video. Overall, the digital game was significantly more effective than the video condition. Longer durations and repeats improve the effects on bias-mitigation. Surprisingly, there was no significant difference between just-in-time feedback and delayed feedback, and computer-generated feedback was more effective than feedback from other players.

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Bimba, Andrew Thomas, Norisma Idris, Ahmed Al-Hunaiyyan, Rohana Binti Mahmud i Nor Liyana Bt Mohd Shuib. "Adaptive feedback in computer-based learning environments: a review". Adaptive Behavior 25, nr 5 (24.08.2017): 217–34. http://dx.doi.org/10.1177/1059712317727590.

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Adaptive support within a learning environment is useful because most learners have different personal characteristics such as prior knowledge, learning progress, and learning preferences. This study reviews various implementation of adaptive feedback, based on the four adaptation characteristics: means, target, goal, and strategy. This review focuses on 20 different implementations of feedback in a computer-based learning environment, ranging from multimedia web-based intelligent tutoring systems, dialog-based intelligent tutoring systems, web-based intelligent e-learning systems, adaptive hypermedia systems, and adaptive learning environment. The main objective of the review is to compare computer-based learning environments according to their implementation of feedback and to identify open research questions in adaptive feedback implementations. The review resulted in categorizing these feedback implementations based on the students’ information used for providing feedback, the aspect of the domain or pedagogical knowledge that is adapted to provide feedback based on the students’ characteristics, the pedagogical reason for providing feedback, and the steps taken to provide feedback with or without students’ participation. Other information such as the common adaptive feedback means, goals, and implementation techniques are identified. This review reveals a distinct relationship between the characteristics of feedback, features of adaptive feedback, and computer-based learning models. Other information such as the common adaptive feedback means, goals, implementation techniques, and open research questions are identified.

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Spratling, M. W., i M. H. Johnson. "A feedback model of perceptual learning and categorization". Visual Cognition 13, nr 2 (styczeń 2006): 129–65. http://dx.doi.org/10.1080/13506280500168562.

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Janelle, Christopher M., Jingu Kim i Robert N. Singer. "Subject-Controlled Performance Feedback and Learning of a Closed Motor Skill". Perceptual and Motor Skills 81, nr 2 (październik 1995): 627–34. http://dx.doi.org/10.1177/003151259508100253.

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Research on knowledge of results and knowledge of performance has been directed toward identification of the optimal schedule for administering feedback. The purpose of this investigation was to assess whether a schedule based on performance feedback controlled by the learner would be a more effective means of delivering feedback than any predetermined or random schedule. Participants were randomly assigned to one of five conditions: (a) control group receiving no performance feedback, (b) 50% relative performance feedback, (c) summary performance feedback, (d) subject-controlled performance feedback, and (e) yoked control group. Data were collected during an acquisition phase (four blocks of 10 trials) and a retention phase (two blocks of 10 trials) in which subjects performed an underhand ball toss. Repeated-measures analyses indicated significant main effects for the absolute error (AE). Participants in the subject-controlled performance feedback condition performed significantly better on both retention trials than the other groups. Analysis suggests that a feedback schedule which is controlled by the learner may be a more effective means of delivering augmented feedback than other schedules which have been examined.

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Hogarth, Robin M., Brian J. Gibbs, Craig R. McKenzie i Margaret A. Marquis. "Learning from feedback: Exactingness and incentives." Journal of Experimental Psychology: Learning, Memory, and Cognition 17, nr 4 (1991): 734–52. http://dx.doi.org/10.1037/0278-7393.17.4.734.

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Craighead, Linda Wilcoxon, Heather N. Allen, W. Edward Craighead i Ruth DeRosa. "Effect of social feedback on learning rate and cognitive distortions among women with bulimia". Behavior Therapy 27, nr 4 (1996): 551–63. http://dx.doi.org/10.1016/s0005-7894(96)80043-8.

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Yao, Wan X. "Average-Kr Schedule Benefits Generalized Motor Program Learning". Perceptual and Motor Skills 97, nr 1 (sierpień 2003): 185–91. http://dx.doi.org/10.2466/pms.2003.97.1.185.

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The main purpose of this study was to examine the effects of average Knowledge of Results (KR) on generalized motor program learning and parameter learning. Two groups of participants ( n = 15 per group) performed 80 acquisition trials of sequential timing tasks. All participants were asked to depress sequentially four keys (2, 4, 8, and 6) on the numeric pad portion of the computer keyboard with the index finger of the right hand. The author presented average feedback on timing errors based on 5-trial blocks and compared this feedback schedule with every-trial feedback. Analysis of the delayed no-feedback retention test indicated a strong advantage for the average KR compared with the every-trial condition in both generalized motor program learning and parameter learning. The current results suggest that the average KR schedule may have positive effects on generalized motor program learning and parameter learning.

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Lewthwaite, Rebecca, i Gabriele Wulf. "Social-comparative feedback affects motor skill learning". Quarterly Journal of Experimental Psychology 63, nr 4 (kwiecień 2010): 738–49. http://dx.doi.org/10.1080/17470210903111839.

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Starita, Francesca, Mattia Pietrelli, Caterina Bertini i Giuseppe di Pellegrino. "Aberrant reward prediction error during Pavlovian appetitive learning in alexithymia". Social Cognitive and Affective Neuroscience 14, nr 10 (1.10.2019): 1119–29. http://dx.doi.org/10.1093/scan/nsz089.

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Abstract Extensive literature shows that alexithymia, a subclinical trait defined by difficulties in identifying and describing feelings, is characterized by multifaceted impairments in processing emotional stimuli. Nevertheless, its underlying mechanisms remain elusive. Here, we hypothesize that alexithymia may be characterized by an alteration in learning the emotional value of encountered stimuli and test this by assessing differences between individuals with low (LA) and high (HA) levels of alexithymia in the computation of reward prediction errors (RPEs) during Pavlovian appetitive conditioning. As a marker of RPE, the amplitude of the feedback-related negativity (FRN) event-related potential was assessed while participants were presented with two conditioned stimuli (CS) associated with expected or unexpected feedback, indicating delivery of reward or no-reward. No-reward (vs reward) feedback elicited the FRN both in LA and HA. However, unexpected (vs expected) feedback enhanced the FRN in LA but not in HA, indicating impaired computation of RPE in HA. Thus, although HA show preserved sensitivity to rewards, they cannot use this response to update the value of CS that predict them. This impairment may hinder the construction of internal representations of emotional stimuli, leaving individuals with alexithymia unable to effectively recognize, respond and regulate their response to emotional stimuli.

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Boling, Erica C., i Jeanine Beatty. "Cognitive Apprenticeship in Computer-Mediated Feedback: Creating a Classroom Environment to Increase Feedback and Learning". Journal of Educational Computing Research 43, nr 1 (lipiec 2010): 47–65. http://dx.doi.org/10.2190/ec.43.1.d.

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This qualitative case study of 1 teacher and 10 students in an Advanced Placement English class explores the role of computer-mediated feedback in the creation of a classroom learning environment that was supported through hybrid learning experiences. Data sources included classroom observations, online conversations, interviews with 10 high school students, and informal conversations with a high school English teacher. Both inductive and deductive analyses, framed using a cognitive apprenticeship model, revealed how asynchronous online discussions can support the development of safe and productive communities where students actively engage in subject matter learning. The study reveals how online discussion forums can provide an excellent medium where students observe models of writing, engage in the writing process, and observe, reflect upon, and discover expert strategies in context. This study illustrates how both the quantity and quality of computer-mediated feedback increased over time, resulting in students learning not only from their teacher but from each other.

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Verstynen, Timothy, Kyle Dunovan, Catherine Walsh, Chieh-Hsin Kuan, Stephen B. Manuck i Peter J. Gianaros. "Adiposity covaries with signatures of asymmetric feedback learning during adaptive decisions". Social Cognitive and Affective Neuroscience 15, nr 10 (29.06.2020): 1145–56. http://dx.doi.org/10.1093/scan/nsaa088.

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Abstract Unhealthy weight gain relates, in part, to how people make decisions based on prior experience. Here we conducted post hoc analysis on an archival data set to evaluate whether individual differences in adiposity, an anthropometric construct encompassing a spectrum of body types, from lean to obese, associate with signatures of asymmetric feedback learning during value-based decision-making. In a sample of neurologically healthy adults (N = 433), ventral striatal responses to rewards, measured using fMRI, were not directly associated with adiposity, but rather moderated its relationship with feedback-driven learning in the Iowa gambling task, tested outside the scanner. Using a biologically inspired model of basal ganglia-dependent decision processes, we found this moderating effect of reward reactivity to be explained by an asymmetrical use of feedback to drive learning; that is, with more plasticity for gains than for losses, stronger reward reactivity leads to decisions that minimize exploration for maximizing long-term outcomes. Follow-up analysis confirmed that individual differences in adiposity correlated with signatures of asymmetric use of feedback cues during learning, suggesting that reward reactivity may especially relate to adiposity, and possibly obesity risk, when gains impact future decisions more than losses.

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Ormrod, Jeanne Ellis. "Effects of Feedback and Mandatory Practice on Learning to Spell during Computer-Assisted Instruction". Perceptual and Motor Skills 63, nr 2 (październik 1986): 487–94. http://dx.doi.org/10.2466/pms.1986.63.2.487.

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College students were given a computer-assisted instruction lesson in psychology. The lesson required the use of 30 words difficult to spell in responding to questions presented throughout the lesson. Feedback to students' responses took one of three forms: (1) No feedback for misspellings of otherwise correct answers, (2) Feedback about the correct spelling of incorrectly spelled words, and (3) Feedback with practice in which students engaged in mandatory practice of an incorrectly spelled word until the word was spelled correctly. There were no significant differences across treatments on an unanticipated spelling test over the difficult words given after a 3- to 6-day interval. However, students in the no-feedback and feedback groups were over-confident about the accuracy of their spellings, while the feedback-with-practice students were under-confident, with this difference being statistically significant. A possible advantage of feedback and practice over feedback alone is discussed.

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Ferrara, Lisa A., i Kirsten R. Butcher. "Exploring Students’ Perceived Needs and Ideas About Feedback in Online Learning Environments". International Journal of Cyber Behavior, Psychology and Learning 2, nr 2 (kwiecień 2012): 48–70. http://dx.doi.org/10.4018/ijcbpl.2012040104.

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Although research has found that students value timely, formative feedback, it’s unknown how students’ prior experiences influence their expectations for feedback in online learning environments. Two workshops were conducted to examine college students’ perceptions and preferences about feedback during traditional and online instruction. Survey, short response, and interview questions were used to collect students’ self-reported experiences in receiving and using feedback with a variety of work products (e.g., essays) in traditional academic experiences, examining their self-reported challenges and needs during online learning tasks. Students collaboratively worked to design storyboards that depicted optimal feedback environments for an online instructional system. Results show that students’ (positive and negative) prior experiences with traditional feedback guide their perceived preferences regarding online feedback. Students were aware of many specific challenges that they faced during online research, and expressed a strong desire for technologies that could support identification of valid and relevant online content. Self-reported, online feedback needs were consistent with successful features of digital learning environments that have been shown to support deeper learning. This research suggests that students’ perceived needs and preferences have a strong impact on the degree to which they are likely to value and utilize feedback in online learning environments.

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Weismüller, Benjamin, Marta Ghio, Kazimierz Logmin, Christian Hartmann, Alfons Schnitzler, Bettina Pollok, Martin Südmeyer i Christian Bellebaum. "Effects of feedback delay on learning from positive and negative feedback in patients with Parkinson's disease off medication". Neuropsychologia 117 (sierpień 2018): 46–54. http://dx.doi.org/10.1016/j.neuropsychologia.2018.05.010.

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Evans, Jonathan St B. T., John Clibbens i Anita Harris. "Prior belief and polarity in multicue learning". Quarterly Journal of Experimental Psychology Section A 58, nr 4 (maj 2005): 651–65. http://dx.doi.org/10.1080/02724980443000133.

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We report two experiments in which participants are trained using a multicue probability learning (MCPL) task, which attempts to simulate the acquisition of expert judgement by experience in the real world. Participants were asked to predict performance in certain occupations given a profile of personality test results with trial-by-trial outcome feedback. Only some cues were relevant, and the polarity of the cues (positive or negative predictors) was unspecified. In addition, 25% of random noise was added to the feedback to simulate real world uncertainty. The main factor of interest was that the role of prior belief (determined in a separate study of stereotypes) interfered with the learning process. Experiment 1 failed to find any influence of prior belief in the cues that were irrelevant to the criterion being trained. However, in Experiment 2 people learned to use the relevant cues better when their effect conformed with rather than conflicted with prior belief. Both experiments showed strong effects of cue polarity, with positive predictors much more easily learned. The results are discussed with reference to the cognitive processes involved in MCPL and closely related tasks.

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Perconti, Pietro, i Alessio Plebe. "Deep learning and cognitive science". Cognition 203 (październik 2020): 104365. http://dx.doi.org/10.1016/j.cognition.2020.104365.

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Pham, Vu Phi Ho, i Ngoc Hoang Vy Nguyen. "Blogging for Collaborative Learning in the Writing Classroom". International Journal of Cyber Behavior, Psychology and Learning 10, nr 3 (lipiec 2020): 1–11. http://dx.doi.org/10.4018/ijcbpl.2020070101.

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The primarily qualitative analysis reported in this paper is to investigate how the students, in a student-centered pedagogical focus, perceive their own learning progress in e-peer feedback activities, including the effectiveness of the use of blogs for e-peer responses in an L2 writing class. Thirty-two second year Vietnamese students at a university in Ho Chi Minh City participated in a 15-week writing course. Data collection was from the 20-item questionnaire and eight semi-structured interviews. Results of the study revealed that when students perceived good progression in their writing skills when they got involved in e-peer feedback on the blog and their writing was longer after revisions. In addition, the students highly evaluated the use of blogs for e-peer feedback activities because of its usefulness and effectiveness.

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Proteau, Luc, Ronald G. Marteniuk i Line Lévesque. "A Sensorimotor Basis for Motor Learning: Evidence Indicating Specificity of Practice". Quarterly Journal of Experimental Psychology Section A 44, nr 3 (kwiecień 1992): 557–75. http://dx.doi.org/10.1080/14640749208401298.

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Our previous work (Proteau, Marteniuk, Girouard, & Dugas, 1987) was concerned with determining whether with relatively extensive practice on a movement aiming task, as the skill theoretically starts becoming open-loop, there would be evidence for a decreasing emphasis on visual feedback for motor control. We eliminated vision of the moving limb after moderate and extensive practice and found that the movement became more dependent on this feedback with greater amounts of practice. In the present study, we wished to test the hypothesis, developed from our previous work, that at the base of movement learning is a sensorimotor representation that consists of integrated information from central processes and sensory feedback derived from previous experiences on the movement task. A strong test of this hypothesis would be the prediction that for an aiming task, the addition of vision, after moderate and relatively extensive practice without vision, would lead to an increasingly large movement decrement, relative to appropriate controls. We found good support for this prediction. From these and previous results, and the idea of the sensorimotor representation underlying learning, we develop the idea that learning is specific to the conditions that prevail during skill acquisition. This has implications for the ideas of generalized motor program and schema theory.

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Verburg, Marjolijn, Patrick Snellings, Maaike Helena Titia Zeguers i Hilde Maria Huizenga. "Positive-blank versus negative-blank feedback learning in children and adults". Quarterly Journal of Experimental Psychology 72, nr 4 (7.05.2018): 753–63. http://dx.doi.org/10.1177/1747021818769038.

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In positive-blank feedback learning, positive feedback is given to a correct response whereas blank feedback is given to an incorrect response. Conversely, in negative-blank feedback learning, blank feedback is given to a correct response and negative feedback to an incorrect response. As blank feedback might be subjectively interpreted as signalling a correct response, negative-blank feedback might be more informative than positive-blank feedback, and thus may result in better performance. However, positive-blank feedback might also be superior as it motivates the learner in lengthy tasks. These “information” and “motivation” accounts were tested in a two-block feedback learning paradigm. In the first block, that is, when the task duration was still short, children but not adults profited more from negative than from positive feedback. The results in children thus support the information account. In the second block, that is, when the task duration had become longer, children and adults profited more from positive feedback, thereby supporting the motivation account. Results are discussed in light of behavioural and neuroscientific theories on feedback learning.

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Lehet, Matthew I., Kimberly M. Fenn i Howard C. Nusbaum. "Shaping perceptual learning of synthetic speech through feedback". Psychonomic Bulletin & Review 27, nr 5 (4.06.2020): 1043–51. http://dx.doi.org/10.3758/s13423-020-01743-6.

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ITO, Hiroyasu, Namiko KUBO-KAWAI, Miwa FUKUSHIMA, Reiko SAWADA i Nobuo MASATAKA. "LEARNING SCIENCE WHERE COGNITIVE NEUROSCIENCE MEETS PSYCHOTHERAPY". PSYCHOLOGIA 51, nr 4 (2008): 280–89. http://dx.doi.org/10.2117/psysoc.2008.280.

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Balzer, William K., Michael E. Doherty i Raymond O'Connor. "Effects of cognitive feedback on performance." Psychological Bulletin 106, nr 3 (1989): 410–33. http://dx.doi.org/10.1037/0033-2909.106.3.410.

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Ferreira, Bárbara P., Leandro F. Malloy-Diniz, Juliana O. Parma, Nathálya G. H. M. Nogueira, Tércio Apolinário-Souza, Herbert Ugrinowitsch i Guilherme M. Lage. "Self-Controlled Feedback and Learner Impulsivity in Sequential Motor Learning". Perceptual and Motor Skills 126, nr 1 (6.11.2018): 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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41

Sigrist, Roland, Georg Rauter, Robert Riener i Peter Wolf. "Terminal Feedback Outperforms Concurrent Visual, Auditory, and Haptic Feedback in Learning a Complex Rowing-Type Task". Journal of Motor Behavior 45, nr 6 (listopad 2013): 455–72. http://dx.doi.org/10.1080/00222895.2013.826169.

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Hughes, Martin, i Pamela Greenhough. "Feedback, Adult Intervention, and Peer Collaboration in Initial Logo Learning". Cognition and Instruction 13, nr 4 (grudzień 1995): 525–39. http://dx.doi.org/10.1207/s1532690xci1304_4.

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Zanolie, K., L. Van Leijenhorst, S. A. R. B. Rombouts i E. A. Crone. "Separable neural mechanisms contribute to feedback processing in a rule-learning task". Neuropsychologia 46, nr 1 (2008): 117–26. http://dx.doi.org/10.1016/j.neuropsychologia.2007.08.009.

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White, Holly A., i Lauren E. Highfill. "Cognitive Exercise Boosts Exam Performance in an Introductory Psychology Course". Teaching of Psychology 46, nr 2 (1.03.2019): 135–39. http://dx.doi.org/10.1177/0098628319834196.

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The present study piloted a cognitive exercise program in a college classroom to enhance learning of lecture material. Undergraduate students enrolled in introductory psychology ( N = 68) completed variations of letter–number cancelation tasks with spoken instructions in 5-min sessions prior to lecture during four nonconsecutive class periods. Results showed significantly better exam performance on material based on lectures that followed cognitive exercise compared to lectures on nonexercise days. On an anonymous program feedback survey, students reported significantly greater levels of alertness following cognitive exercise versus before; the majority of students rated their attention to lecture and note-taking ability as above average after cognitive workouts. Although preliminary, findings suggest that cognitive exercise in the classroom may positively impact learning for college students.

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45

Wulf, Gabriele, i Richard A. Schmidt. "Feedback-Induced Variability and the Learning of Generalized Motor Programs". Journal of Motor Behavior 26, nr 4 (grudzień 1994): 348–61. http://dx.doi.org/10.1080/00222895.1994.9941691.

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Khan, Michael A., Ian M. Franks i David Goodman. "The Effect of Practice on the Control of Rapid Aiming Movements: Evidence for an Interdependency between Programming and Feedback Processing". Quarterly Journal of Experimental Psychology Section A 51, nr 2 (maj 1998): 425–44. http://dx.doi.org/10.1080/713755756.

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The purpose of this experiment was to investigate how the control of aiming movements performed as fast and as accurately as possible changes with practice. We examined: (1) the influence of visual feedback on the initial impulse and error correction phases of aiming movements during acquisition; and (2) the effect of removing visual feedback at different levels of practice. Results from the acquisition trials indicated that vision had a major impact on the organization of the initial impulse and error correction phases. Also, consistent with findings from research involving temporally constrained movements, the cost of removing vision was greater after extensive levels than after moderate levels of practice. Collectively, these results denote the importance of visual feedback to the learning of this particular class of aiming movements. Learning appears to be a dual process of improved programming of the initial impulse and increased efficiency of feedback processing. Practice not only acts on programming and feedback processes directly, but also indirectly through a reciprocal interplay between these two processes.

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Newell, Ben R., Nicola J. Weston, Richard J. Tunney i David R. Shanks. "The Effectiveness of Feedback in Multiple-Cue Probability Learning". Quarterly Journal of Experimental Psychology 62, nr 5 (maj 2009): 890–908. http://dx.doi.org/10.1080/17470210802351411.

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How effective are different types of feedback in helping us to learn multiple contingencies? This article attempts to resolve a paradox whereby, in comparison to simple outcome feedback, additional feedback either fails to enhance or is actually detrimental to performance in nonmetric multiple-cue probability learning (MCPL), while in contrast the majority of studies of metric MCPL reveal improvements at least with some forms of feedback. In three experiments we demonstrate that if feedback assists participants to infer cue polarity then it can in fact be effective in nonmetric MCPL. Participants appeared to use cue polarity information to adopt a linear judgement strategy, even though the environment was nonlinear. The results reconcile the paradoxical contrast between metric and nonmetric MCPL and support previous findings of people's tendency to assume linearity and additivity in probabilistic cue learning.

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Ruthig, Joelle C., Kelly Jones, Karen Vanderzanden, Bradlee W. Gamblin i Andre Kehn. "Learning From One’s Mistakes". Social Psychology 48, nr 4 (sierpień 2017): 185–93. http://dx.doi.org/10.1027/1864-9335/a000307.

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Abstract. Optimistic performance estimates tend to diminish as performance and feedback draw near, yet it is unclear what contributes to subsequent performance estimates after feedback. At multiple time points, 166 undergraduates estimated their performance on two exams within a course, which was then compared to their actual exam scores. Along with assessing accuracy and shifts in estimates as performance and feedback drew near, the current study explored the mechanisms involved in “learning from one’s mistakes” by examining what happens after feedback on actual performance. We assessed the post-feedback emotional impact of performance estimates and identified predictors of subsequent estimates and later performance. Although, individuals overestimated their performance for both exams, feedback on Exam 1 resulted in significantly lower estimates for Exam 2. Irrespective of actual performance, higher expectations detrimentally impacted emotional responses to feedback, prior estimates played a central role in predicting subsequent estimates, and various predictors of actual subsequent performance were identified. Findings contribute to understanding changes in pre- to post-feedback performance expectations and identify predictive factors of post-feedback performance estimates and later performance.

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Viciana, J., E. M. Cervelló i J. Ramírez-Lechuga. "Effect of Manipulating Positive and Negative Feedback on Goal Orientations, Perceived Motivational Climate, Satisfaction, Task Choice, Perception of Ability, and Attitude toward Physical Education Lessons". Perceptual and Motor Skills 105, nr 1 (sierpień 2007): 67–82. http://dx.doi.org/10.2466/pms.105.1.67-82.

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This study examined the effect of different types of feedback on goal orientation, perception of motivational climate, satisfaction, and boredom in physical education (PE) classes, pupils' preferences for challenging versus easy tasks, pupils' attitudes towards PE lessons, and perception of gymnastic ability. 95 subjects in three treatment conditions (positive feedback, negative feedback, and both feedback types) participated in 14 lessons and completed pre- and postintervention measures. Results showed that subjects in the positive feedback group had significantly higher scores on learning-oriented motivational climate and enjoyment than the subjects of the negative feedback group. The negative feedback group reported higher scores on performance-oriented motivational climate than the positive feedback group. Results also showed that subjects in the group receiving both types of feedback had lower scores on learning-oriented motivational climate, higher scores on enjoyment than the negative feedback group, and lower scores on boredom than the positive feedback group. The effects of feedback on physical education students' motivation are discussed.

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Cecilio-Fernandes, Dario, Fokie Cnossen, Jenifer Coster, AD (Debbie) C. Jaarsma i René A. Tio. "The Effects of Expert and Augmented Feedback on Learning a Complex Medical Skill". Perceptual and Motor Skills 127, nr 4 (30.03.2020): 766–84. http://dx.doi.org/10.1177/0031512520914680.

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Many medical skills are complex due to their requirements for integration of declarative (biomedical) knowledge with perceptual–motor and perceptual–cognitive proficiency. While feedback generally helps learners guide their actions, it is unclear how feedback supports the integration of declarative knowledge with skills. Thus, we investigated the effect of expert and augmented feedback on acquisition and retention of a complex medical skill (acquiring a transthoracic echocardiogram) in a simulation study. We randomly assigned 36 medical undergraduate students to one of three feedback sources: Expert (EF), Augmented visual (HS), and Expert plus Help Screen (EF + HS). Participants practiced until reaching proficiency. Outcome measures (knowledge test and practical skill ratings on a 5-point scale), were gathered at initial acquisition and at retention after 11 days, the time needed to obtain the images and the quality of images obtained. We divided the knowledge test into three topics: names of the images, manipulation of the probe, and anatomy of the heart. At acquisition, immediately after training, EF group participants were faster at obtaining images than participants in the two other groups. On the retention test, there were no group differences for speed of obtaining images, but the EF + HS group scored significantly higher than the other two groups on image quality. Thus, expert feedback best assisted initial acquisition and combined augmented and expert feedback best assisted retention of this complex medical task. Expert assistance reduced learners’ cognitive load during initial practice, helping learners integrate declarative knowledge with physical skills.

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