Sample records for providing performance feedback
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5 CFR 9701.407 - Monitoring performance and providing feedback.
2010-01-01
... feedback. 9701.407 Section 9701.407 Administrative Personnel DEPARTMENT OF HOMELAND SECURITY HUMAN... performance and providing feedback. In applying the requirements of the performance management system and its... organization; and (b) Provide timely periodic feedback to employees on their actual performance with respect to...
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Duijnhouwer, Hendrien; Prins, Frans J.; Stokking, Karel M.
2012-01-01
This study investigated the effects of feedback providing improvement strategies and a reflection assignment on students' writing motivation, process, and performance. Students in the experimental feedback condition (n = 41) received feedback including improvement strategies, whereas students in the control feedback condition (n = 41) received…
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Duijnhouwer, H.; Prins, F.J.; Stokking, K.M.
2012-01-01
This study investigated the effects of feedback providing improvement strategies and a reflection assignment on students’ writing motivation, process, and performance. Students in the experimental feedback condition (n = 41) received feedback including improvement strategies, whereas students in the
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Providing Feedback: Practical Skills and Strategies.
Sarkany, David; Deitte, Lori
2017-06-01
Feedback is an essential component of education. It is designed to influence, reinforce, and change behaviors, concepts, and attitudes in learners. Although providing constructive feedback can be challenging, it is a learnable skill. The negative consequences of destructive feedback or lack of feedback all together are far-reaching. This article summarizes the components of constructive feedback and provides readers with tangible skills to enhance their ability to give effective feedback to learners and peers. Copyright © 2017 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.
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Physician performance feedback in a Canadian academic center.
Garvin, Dennis; Worthington, James; McGuire, Shaun; Burgetz, Stephanie; Forster, Alan J; Patey, Andrea; Gerin-Lajoie, Caroline; Turnbull, Jeffrey; Roth, Virginia
2017-10-02
Purpose This paper aims at the implementation and early evaluation of a comprehensive, formative annual physician performance feedback process in a large academic health-care organization. Design/methodology/approach A mixed methods approach was used to introduce a formative feedback process to provide physicians with comprehensive feedback on performance and to support professional development. This initiative responded to organization-wide engagement surveys through which physicians identified effective performance feedback as a priority. In 2013, physicians primarily affiliated with the organization participated in a performance feedback process, and physician satisfaction and participant perceptions were explored through participant survey responses and physician leader focus groups. Training was required for physician leaders prior to conducting performance feedback discussions. Findings This process was completed by 98 per cent of eligible physicians, and 30 per cent completed an evaluation survey. While physicians endorsed the concept of a formative feedback process, process improvement opportunities were identified. Qualitative analysis revealed the following process improvement themes: simplify the tool, ensure leaders follow process, eliminate redundancies in data collection (through academic or licensing requirements) and provide objective quality metrics. Following physician leader training on performance feedback, 98 per cent of leaders who completed an evaluation questionnaire agreed or strongly agreed that the performance feedback process was useful and that training objectives were met. Originality/value This paper introduces a physician performance feedback model, leadership training approach and first-year implementation outcomes. The results of this study will be useful to health administrators and physician leaders interested in implementing physician performance feedback or improving physician engagement.
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Persuasive performance feedback: the effect of framing on self-efficacy.
Choe, Eun Kyoung; Lee, Bongshin; Munson, Sean; Pratt, Wanda; Kientz, Julie A
2013-01-01
Self-monitoring technologies have proliferated in recent years as they offer excellent potential for promoting healthy behaviors. Although these technologies have varied ways of providing real-time feedback on a user's current progress, we have a dearth of knowledge of the framing effects on the performance feedback these tools provide. With an aim to create influential, persuasive performance feedback that will nudge people toward healthy behaviors, we conducted an online experiment to investigate the effect of framing on an individual's self-efficacy. We identified 3 different types of framing that can be applicable in presenting performance feedback: (1) the valence of performance (remaining vs. achieved framing), (2) presentation type (text-only vs. text with visual), and (3) data unit (raw vs. percentage). Results show that the achieved framing could lead to an increased perception of individual's performance capabilities. This work provides empirical guidance for creating persuasive performance feedback, thereby helping people designing self-monitoring technologies to promote healthy behaviors.
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Persuasive Performance Feedback: The Effect of Framing on Self-Efficacy
Choe, Eun Kyoung; Lee, Bongshin; Munson, Sean; Pratt, Wanda; Kientz, Julie A.
2013-01-01
Self-monitoring technologies have proliferated in recent years as they offer excellent potential for promoting healthy behaviors. Although these technologies have varied ways of providing real-time feedback on a user’s current progress, we have a dearth of knowledge of the framing effects on the performance feedback these tools provide. With an aim to create influential, persuasive performance feedback that will nudge people toward healthy behaviors, we conducted an online experiment to investigate the effect of framing on an individual’s self-efficacy. We identified 3 different types of framing that can be applicable in presenting performance feedback: (1) the valence of performance (remaining vs. achieved framing), (2) presentation type (text-only vs. text with visual), and (3) data unit (raw vs. percentage). Results show that the achieved framing could lead to an increased perception of individual’s performance capabilities. This work provides empirical guidance for creating persuasive performance feedback, thereby helping people designing self-monitoring technologies to promote healthy behaviors. PMID:24551378
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Nottingham, Sara; Henning, Jolene
2014-01-01
Context Providing students with feedback is an important component of athletic training clinical education; however, little information is known about the feedback that Approved Clinical Instructors (ACIs; now known as preceptors) currently provide to athletic training students (ATSs). Objective To characterize the feedback provided by ACIs to ATSs during clinical education experiences. Design Qualitative study. Setting One National Collegiate Athletic Association Division I athletic training facility and 1 outpatient rehabilitation clinic that were clinical sites for 1 entry-level master's degree program accredited by the Commission on Accreditation of Athletic Training Education. Patients or Other Participants A total of 4 ACIs with various experience levels and 4 second-year ATSs. Data Collection and Analysis Extensive field observations were audio recorded, transcribed, and integrated with field notes for analysis. The constant comparative approach of open, axial, and selective coding was used to inductively analyze data and develop codes and categories. Member checking, triangulation, and peer debriefing were used to promote trustworthiness of the study. Results The ACIs gave 88 feedback statements in 45 hours and 10 minutes of observation. Characteristics of feedback categories included purpose, timing, specificity, content, form, and privacy. Conclusions Feedback that ACIs provided included several components that made each feedback exchange unique. The ACIs in our study provided feedback that is supported by the literature, suggesting that ACIs are using current recommendations for providing feedback. Feedback needs to be investigated across multiple athletic training education programs to gain more understanding of certain areas of feedback, including frequency, privacy, and form. PMID:24143902
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Task-irrelevant auditory feedback facilitates motor performance in musicians
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Virginia eConde
2012-05-01
Full Text Available An efficient and fast auditory–motor network is a basic resource for trained musicians due to the importance of motor anticipation of sound production in musical performance. When playing an instrument, motor performance always goes along with the production of sounds and the integration between both modalities plays an essential role in the course of musical training. The aim of the present study was to investigate the role of task-irrelevant auditory feedback during motor performance in musicians using a serial reaction time task (SRTT. Our hypothesis was that musicians, due to their extensive auditory–motor practice routine during musical training, have a superior performance and learning capabilities when receiving auditory feedback during SRTT relative to musicians performing the SRTT without any auditory feedback. Here we provide novel evidence that task-irrelevant auditory feedback is capable to reinforce SRTT performance but not learning, a finding that might provide further insight into auditory-motor integration in musicians on a behavioral level.
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Keller, Martin; Lauber, Benedikt; Gottschalk, Marius; Taube, Wolfgang
2015-01-01
Factors such as an external focus of attention (EF) and augmented feedback (AF) have been shown to improve performance. However, the efficacy of providing AF to enhance motor performance has never been compared with the effects of an EF or an internal focus of attention (IF). Therefore, the aim of the present study was to identify which of the three conditions (AF, EF or IF) leads to the highest performance in a countermovement jump (CMJ). Nineteen volunteers performed 12 series of 8 maximum CMJs. Changes in jump height between conditions and within the series were analysed. Jump heights differed between conditions (P jump heights at the end of the series in AF (+1.60%) and lower jump heights at the end of the series in EF (-1.79%) and IF (-1.68%) were observed. Muscle activity did not differ between conditions. The differences between conditions and within the series provide evidence that AF leads to higher performance and better progression within one series than EF and IF. Consequently, AF seems to outperform EF and IF when maximising jump height.
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Physician Perceptions of Performance Feedback in a Quality Improvement Activity.
Eden, Aimee R; Hansen, Elizabeth; Hagen, Michael D; Peterson, Lars E
2017-10-01
Physician performance and peer comparison feedback can affect physician care quality and patient outcomes. This study aimed to understand family physician perspectives of the value of performance feedback in quality improvement (QI) activities. This study analyzed American Board of Family Medicine open-ended survey data collected between 2004 and 2014 from physicians who completed a QI module that provided pre- and post-QI project individual performance data and peer comparisons. Physicians made 3480 comments in response to a question about this performance feedback, which were generally positive in nature (86%). Main themes that emerged were importance of accurate feedback data, enhanced detail in the content of feedback, and ability to customize peer comparison groups to compare performance to peers with similar patient populations or practice characteristics. Meaningful and tailored performance feedback may be an important tool for physicians to improve their care quality and should be considered an integral part of QI project design.
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Provider Communication, Prompts, and Feedback to Improve HPV Vaccination Rates in Resident Clinics.
Rand, Cynthia M; Schaffer, Stanley J; Dhepyasuwan, Nui; Blumkin, Aaron; Albertin, Christina; Serwint, Janet R; Darden, Paul M; Humiston, Sharon G; Mann, Keith J; Stratbucker, William; Szilagyi, Peter G
2018-04-01
Human papillomavirus (HPV) vaccination rates lag behind vaccination rates for other adolescent vaccines; a bundled intervention may improve HPV vaccination rates. Our objective is to evaluate the impact of quality improvement (QI) training plus a bundled practice-based intervention (provider prompts plus communication skills training plus performance feedback) on improving HPV vaccinations in pediatric resident continuity clinics. Staff and providers in 8 resident clinics participated in a 12-month QI study. The intervention included training to strengthen provider communication about the HPV vaccine. Clinics also implemented provider prompts, received monthly performance feedback, and participated in learning collaborative calls. The primary outcome measure was eligible visits with vaccination divided by vaccine-eligible visits (captured HPV vaccination opportunities). Practices performed chart audits that were fed into monthly performance feedback on captured HPV vaccination opportunities. We used conditional logistic regression (conditioning on practice) to assess captured vaccination opportunities, with the time period of the study (before and after the QI intervention) as the independent variable. Overall, captured opportunities for HPV vaccination increased by 16.4 percentage points, from 46.9% to 63.3%. Special cause was demonstrated by centerline shift, with 8 consecutive points above the preintervention mean. On adjusted analyses, patients were more likely to receive a vaccine during, versus before, the intervention (odds ratio: 1.87; 95% confidence interval: 1.54-2.28). Captured HPV vaccination rates improved at both well-child and other visits (by 11.7 and 13.0 percentage points, respectively). A bundled intervention of provider prompts and training in communication skills plus performance feedback increased captured opportunities for HPV vaccination. Copyright © 2018 by the American Academy of Pediatrics.
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Tejedor-Sojo, Javier; Creek, Tracy; Leong, Traci
2015-01-01
The study team sought to improve hospitalist communication with primary care providers (PCPs) at discharge through interventions consisting of (a) audit and feedback and (b) inclusion of a discharge communication measure in the incentive compensation for pediatric hospitalists. The setting was a 16-physician pediatric hospitalist group within a tertiary pediatric hospital. Discharge summaries were selected randomly for documentation of communication with PCPs. At baseline, 57% of charts had documented communication with PCPs, increasing to 84% during the audit and feedback period. Following the addition of a financial incentive, documentation of communication with PCPs increased to 93% and was sustained during the combined intervention period. The number of physicians meeting the study's performance goal increased from 1 to 14 by the end of the study period. A financial incentive coupled with an audit and feedback tool was effective at modifying physician behavior, achieving focused, measurable quality improvement gains. © 2014 by the American College of Medical Quality.
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Feedforward/feedback control synthesis for performance and robustness
Wie, Bong; Liu, Qiang
1990-01-01
Both feedforward and feedback control approaches for uncertain dynamical systems are investigated. The control design objective is to achieve a fast settling time (high performance) and robustness (insensitivity) to plant modeling uncertainty. Preshapong of an ideal, time-optimal control input using a 'tapped-delay' filter is shown to provide a rapid maneuver with robust performance. A robust, non-minimum-phase feedback controller is synthesized with particular emphasis on its proper implementation for a non-zero set-point control problem. The proposed feedforward/feedback control approach is robust for a certain class of uncertain dynamical systems, since the control input command computed for a given desired output does not depend on the plant parameters.
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Performance Feedback Processing Is Positively Biased As Predicted by Attribution Theory.
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Christoph W Korn
Full Text Available A considerable literature on attribution theory has shown that healthy individuals exhibit a positivity bias when inferring the causes of evaluative feedback on their performance. They tend to attribute positive feedback internally (e.g., to their own abilities but negative feedback externally (e.g., to environmental factors. However, all empirical demonstrations of this bias suffer from at least one of the three following drawbacks: First, participants directly judge explicit causes for their performance. Second, participants have to imagine events instead of experiencing them. Third, participants assess their performance only after receiving feedback and thus differences in baseline assessments cannot be excluded. It is therefore unclear whether the classically reported positivity bias generalizes to setups without these drawbacks. Here, we aimed at establishing the relevance of attributions for decision-making by showing an attribution-related positivity bias in a decision-making task. We developed a novel task, which allowed us to test how participants changed their evaluations in response to positive and negative feedback about performance. Specifically, we used videos of actors expressing different facial emotional expressions. Participants were first asked to evaluate the actors' credibility in expressing a particular emotion. After this initial rating, participants performed an emotion recognition task and did--or did not--receive feedback on their veridical performance. Finally, participants re-rated the actors' credibility, which provided a measure of how they changed their evaluations after feedback. Attribution theory predicts that participants change their evaluations of the actors' credibility toward the positive after receiving positive performance feedback and toward the negative after negative performance feedback. Our results were in line with this prediction. A control condition without feedback showed that correct or
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Performance Feedback Processing Is Positively Biased As Predicted by Attribution Theory.
Korn, Christoph W; Rosenblau, Gabriela; Rodriguez Buritica, Julia M; Heekeren, Hauke R
2016-01-01
A considerable literature on attribution theory has shown that healthy individuals exhibit a positivity bias when inferring the causes of evaluative feedback on their performance. They tend to attribute positive feedback internally (e.g., to their own abilities) but negative feedback externally (e.g., to environmental factors). However, all empirical demonstrations of this bias suffer from at least one of the three following drawbacks: First, participants directly judge explicit causes for their performance. Second, participants have to imagine events instead of experiencing them. Third, participants assess their performance only after receiving feedback and thus differences in baseline assessments cannot be excluded. It is therefore unclear whether the classically reported positivity bias generalizes to setups without these drawbacks. Here, we aimed at establishing the relevance of attributions for decision-making by showing an attribution-related positivity bias in a decision-making task. We developed a novel task, which allowed us to test how participants changed their evaluations in response to positive and negative feedback about performance. Specifically, we used videos of actors expressing different facial emotional expressions. Participants were first asked to evaluate the actors' credibility in expressing a particular emotion. After this initial rating, participants performed an emotion recognition task and did--or did not--receive feedback on their veridical performance. Finally, participants re-rated the actors' credibility, which provided a measure of how they changed their evaluations after feedback. Attribution theory predicts that participants change their evaluations of the actors' credibility toward the positive after receiving positive performance feedback and toward the negative after negative performance feedback. Our results were in line with this prediction. A control condition without feedback showed that correct or incorrect performance
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Diversity in School Performance Feedback Systems
Verhaeghe, Goedele; Schildkamp, Kim; Luyten, Hans; Valcke, Martin
2015-01-01
As data-based decision making is receiving increased attention in education, more and more school performance feedback systems (SPFSs) are being developed and used worldwide. These systems provide schools with data on their functioning. However, little research is available on the characteristics of the different SPFSs. Therefore, this study…
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Mostyn, Alison; Meade, Oonagh; Lymn, Joanne S
2012-11-13
The use of anonymous audience response technology (ART) to actively engage students in classroom learning has been evaluated positively across multiple settings. To date, however, there has been no empirical evaluation of the use of individualised ART handsets and formative feedback of ART scores. The present study investigates student perceptions of such a system and the relationship between formative feedback results and exam performance. Four successive cohorts of Non-Medical Prescribing students (n=107) had access to the individualised ART system and three of these groups (n=72) completed a questionnaire about their perceptions of using ART. Semi-structured interviews were carried out with a purposive sample of seven students who achieved a range of scores on the formative feedback. Using data from all four cohorts of students, the relationship between mean ART scores and summative pharmacology exam score was examined using a non-parametric correlation. Questionnaire and interview data suggested that the use of ART enhanced the classroom environment, motivated students and promoted learning. Questionnaire data demonstrated that students found the formative feedback helpful for identifying their learning needs (95.6%), guiding their independent study (86.8%), and as a revision tool (88.3%). Interviewees particularly valued the objectivity of the individualised feedback which helped them to self-manage their learning. Interviewees' initial anxiety about revealing their level of pharmacology knowledge to the lecturer and to themselves reduced over time as students focused on the learning benefits associated with the feedback.A significant positive correlation was found between students' formative feedback scores and their summative pharmacology exam scores (Spearman's rho = 0.71, N=107, p<.01). Despite initial anxiety about the use of individualised ART units, students rated the helpfulness of the individualised handsets and personalised formative feedback highly
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Directory of Open Access Journals (Sweden)
Mostyn Alison
2012-11-01
Full Text Available Abstract Background The use of anonymous audience response technology (ART to actively engage students in classroom learning has been evaluated positively across multiple settings. To date, however, there has been no empirical evaluation of the use of individualised ART handsets and formative feedback of ART scores. The present study investigates student perceptions of such a system and the relationship between formative feedback results and exam performance. Methods Four successive cohorts of Non-Medical Prescribing students (n=107 had access to the individualised ART system and three of these groups (n=72 completed a questionnaire about their perceptions of using ART. Semi-structured interviews were carried out with a purposive sample of seven students who achieved a range of scores on the formative feedback. Using data from all four cohorts of students, the relationship between mean ART scores and summative pharmacology exam score was examined using a non-parametric correlation. Results Questionnaire and interview data suggested that the use of ART enhanced the classroom environment, motivated students and promoted learning. Questionnaire data demonstrated that students found the formative feedback helpful for identifying their learning needs (95.6%, guiding their independent study (86.8%, and as a revision tool (88.3%. Interviewees particularly valued the objectivity of the individualised feedback which helped them to self-manage their learning. Interviewees’ initial anxiety about revealing their level of pharmacology knowledge to the lecturer and to themselves reduced over time as students focused on the learning benefits associated with the feedback. A significant positive correlation was found between students’ formative feedback scores and their summative pharmacology exam scores (Spearman’s rho = 0.71, N=107, p Conclusions Despite initial anxiety about the use of individualised ART units, students rated the helpfulness of the
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2012-01-01
Background The use of anonymous audience response technology (ART) to actively engage students in classroom learning has been evaluated positively across multiple settings. To date, however, there has been no empirical evaluation of the use of individualised ART handsets and formative feedback of ART scores. The present study investigates student perceptions of such a system and the relationship between formative feedback results and exam performance. Methods Four successive cohorts of Non-Medical Prescribing students (n=107) had access to the individualised ART system and three of these groups (n=72) completed a questionnaire about their perceptions of using ART. Semi-structured interviews were carried out with a purposive sample of seven students who achieved a range of scores on the formative feedback. Using data from all four cohorts of students, the relationship between mean ART scores and summative pharmacology exam score was examined using a non-parametric correlation. Results Questionnaire and interview data suggested that the use of ART enhanced the classroom environment, motivated students and promoted learning. Questionnaire data demonstrated that students found the formative feedback helpful for identifying their learning needs (95.6%), guiding their independent study (86.8%), and as a revision tool (88.3%). Interviewees particularly valued the objectivity of the individualised feedback which helped them to self-manage their learning. Interviewees’ initial anxiety about revealing their level of pharmacology knowledge to the lecturer and to themselves reduced over time as students focused on the learning benefits associated with the feedback. A significant positive correlation was found between students’ formative feedback scores and their summative pharmacology exam scores (Spearman’s rho = 0.71, N=107, pstudents rated the helpfulness of the individualised handsets and personalised formative feedback highly. The significant correlation between ART
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A qualitative study on feedback provided by students in nurse education.
Chan, Zenobia C Y; Stanley, David John; Meadus, Robert J; Chien, Wai Tong
2017-08-01
This study aims to help nurse educators/academics understand the perspectives and expectations of students providing their feedback to educators about teaching performance and subject quality. The aim of this study is to reveal students' voices regarding their feedback in nurse education in order to shed light on how the current student feedback practice may be modified. A qualitative study using focus group inquiry. Convenience sampling was adopted and participants recruited from one school of nursing in Hong Kong. A total of 66 nursing students from two pre-registration programs were recruited for seven focus group interviews: one group of Year 1 students (n=21), two groups of Year 3 students (n=27), and four groups of Final Year students (n=18). The interviews were guided by a semi-structured interview guideline and the interview narratives were processed through content analysis. The trustworthiness of this study was guaranteed through peer checking, research meetings, and an audit trail. The participants' privacy was protected throughout the study. Four core themes were discerned based on the narratives of the focus group interviews: (1) "timing of collecting feedback at more than one time point"; (2) "modify the questions being asked in collecting student feedback"; (3) "are electronic means of collecting feedback good enough?; and (4) "what will be next for student feedback?". This study is significant in the following three domains: 1) it contributed to student feedback because it examined the issue from a student's perspective; 2) it explored the timing and channels for collecting feedback from the students' point of view; and 3) it showed the preferred uses of student feedback. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.
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Barriers to using eHealth data for clinical performance feedback in Malawi: A case study.
Landis-Lewis, Zach; Manjomo, Ronald; Gadabu, Oliver J; Kam, Matthew; Simwaka, Bertha N; Zickmund, Susan L; Chimbwandira, Frank; Douglas, Gerald P; Jacobson, Rebecca S
2015-10-01
Sub-optimal performance of healthcare providers in low-income countries is a critical and persistent global problem. The use of electronic health information technology (eHealth) in these settings is creating large-scale opportunities to automate performance measurement and provision of feedback to individual healthcare providers, to support clinical learning and behavior change. An electronic medical record system (EMR) deployed in 66 antiretroviral therapy clinics in Malawi collects data that supervisors use to provide quarterly, clinic-level performance feedback. Understanding barriers to provision of eHealth-based performance feedback for individual healthcare providers in this setting could present a relatively low-cost opportunity to significantly improve the quality of care. The aims of this study were to identify and describe barriers to using EMR data for individualized audit and feedback for healthcare providers in Malawi and to consider how to design technology to overcome these barriers. We conducted a qualitative study using interviews, observations, and informant feedback in eight public hospitals in Malawi where an EMR system is used. We interviewed 32 healthcare providers and conducted seven hours of observation of system use. We identified four key barriers to the use of EMR data for clinical performance feedback: provider rotations, disruptions to care processes, user acceptance of eHealth, and performance indicator lifespan. Each of these factors varied across sites and affected the quality of EMR data that could be used for the purpose of generating performance feedback for individual healthcare providers. Using routinely collected eHealth data to generate individualized performance feedback shows potential at large-scale for improving clinical performance in low-resource settings. However, technology used for this purpose must accommodate ongoing changes in barriers to eHealth data use. Understanding the clinical setting as a complex adaptive
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Peer video review and feedback improve performance in basic surgical skills.
Vaughn, Carolyn J; Kim, Edward; O'Sullivan, Patricia; Huang, Emily; Lin, Matthew Y C; Wyles, Susannah; Palmer, Barnard J A; Pierce, Jonathan L; Chern, Hueylan
2016-02-01
Incorporation of home-video assessments allows flexibility in feedback but requires faculty time. Peer feedback (PF) may provide additional benefits while avoiding these constraints. Twenty-four surgical interns completed a 12-week skills curriculum with home-video assignments focused on knot tying and suturing. Interns were randomized into 2 groups: PF or faculty feedback (FF). Peers and faculty provided feedback on home videos with checklists, global rating, and comments. Learners' skills were assessed at baseline, during, and at the conclusion of the curriculum. Performance of the 2 groups as rated by experts was compared. FF and PF were compared. Both groups improved from baseline, and the highest rated scores were seen on their home-video assessments. The PF group performed better at the final assessment than the FF group (effect size, .84). When using a checklist, there was no significant difference between scores given by peers and faculty. The PF group performed better at the final assessment, suggesting reviewing and analyzing another's performance may improve one's own performance. With checklists as guidance, peers can serve as raters comparable to faculty. Copyright © 2016 Elsevier Inc. All rights reserved.
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10 CFR 850.40 - Performance feedback.
2010-01-01
... 10 Energy 4 2010-01-01 2010-01-01 false Performance feedback. 850.40 Section 850.40 Energy... Performance feedback. (a) The responsible employer must conduct periodic analyses and assessments of... the line managers, planners, worker protection staff, workers, medical staff, and labor organizations...
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Energy Technology Data Exchange (ETDEWEB)
Gentile, Ann C.; Brandt, James M.; Tucker, Thomas (Open Grid Computing, Inc., Austin, TX); Thompson, David
2011-09-01
This report provides documentation for the completion of the Sandia Level II milestone 'Develop feedback system for intelligent dynamic resource allocation to improve application performance'. This milestone demonstrates the use of a scalable data collection analysis and feedback system that enables insight into how an application is utilizing the hardware resources of a high performance computing (HPC) platform in a lightweight fashion. Further we demonstrate utilizing the same mechanisms used for transporting data for remote analysis and visualization to provide low latency run-time feedback to applications. The ultimate goal of this body of work is performance optimization in the face of the ever increasing size and complexity of HPC systems.
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Exploring the value of peer feedback in online learning for the provider
Marijke Kral; Gino Camp; Esther van Popta; Robert Jan Simons; Rob L. Martens
2017-01-01
This paper reviews studies of peer feedback from the novel perspective of the providers of that feedback. The possible learning benefits of providing peer feedback in online learning have not been extensively studied. The goal of this study was therefore to explore the process of providing online
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Reliability of performance velocity for jump squats under feedback and nonfeedback conditions.
Randell, Aaron D; Cronin, John B; Keogh, Justin Wl; Gill, Nicholas D; Pedersen, Murray C
2011-12-01
Randell, AD, Cronin, JB, Keogh, JWL, Gill, ND, and Pedersen, MC. Reliability of performance velocity for jump squats under feedback and nonfeedback conditions. J Strength Cond Res 25(12): 3514-3518, 2011-Advancements in the monitoring of kinematic and kinetic variables during resistance training have resulted in the ability to continuously monitor performance and provide feedback during training. If equipment and software can provide reliable instantaneous feedback related to the variable of interest during training, it is thought that this may result in goal-oriented movement tasks that increase the likelihood of transference to on-field performance or at the very least improve the mechanical variable of interest. The purpose of this study was to determine the reliability of performance velocity for jump squats under feedback and nonfeedback conditions over 3 consecutive training sessions. Twenty subjects were randomly allocated to a feedback or nonfeedback group, and each group performed a total of 3 "jump squat" training sessions with the velocity of each repetition measured using a linear position transducer. There was less change in mean velocities between sessions 1-2 and sessions 2-3 (0.07 and 0.02 vs. 0.13 and -0.04 m·s), less random variation (TE = 0.06 and 0.06 vs. 0.10 and 0.07 m·s) and greater consistency (intraclass correlation coefficient = 0.83 and 0.87 vs. 0.53 and 0.74) between sessions for the feedback condition as compared to the nonfeedback condition. It was concluded that there is approximately a 50-50 probability that the provision of feedback was beneficial to the performance in the squat jump over multiple sessions. It is suggested that this has the potential for increasing transference to on-field performance or at the very least improving the mechanical variable of interest.
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Influence of Force and Torque Feedback on Operator Performance in a VR-Based Suturing Task
Directory of Open Access Journals (Sweden)
L. Santos-Carreras
2010-01-01
Full Text Available The introduction of Minimally Invasive Surgery (MIS has revolutionised surgical care, considerably improving the quality of many surgical procedures. Technological advances, particularly in robotic surgery systems, have reduced the complexity of such an approach, paving the way for even less invasive surgical trends. However, the fact that haptic feedback has been progressively lost through this transition is an issue that to date has not been solved. Whereas traditional open surgery provides full haptic feedback, the introduction of MIS has eliminated the possibility of direct palpation and tactile exploration. Nevertheless, these procedures still provide a certain amount of force feedback through the rigid laparoscopic tool. Many of the current telemanipulated robotic surgical systems in return do not provide full haptic feedback, which to a certain extent can be explained by the requirement of force sensors integrated into the tools of the slave robot and actuators in the surgeon’s master console. In view of the increased complexity and cost, the benefit of haptic feedback is open to dispute. Nevertheless, studies have shown the importance of haptic feedback, especially when visual feedback is unreliable or absent. In order to explore the importance of haptic feedback for the surgeon’s master console of a novel teleoperated robotic surgical system, we have identified a typical surgical task where performance could potentially be improved by haptic feedback, and investigate performance with and without this feedback. Two rounds of experiments are performed with 10 subjects, six of them with a medical background. Results show that feedback conditions, including force feedback, significantly improve task performance independently of the operator’s suturing experience. There is, however, no further significant improvement when torque feedback is added. Consequently, it is deduced that force feedback in translations improves subject
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Movement retraining using real-time feedback of performance.
Hunt, Michael Anthony
2013-01-17
Any modification of movement - especially movement patterns that have been honed over a number of years - requires re-organization of the neuromuscular patterns responsible for governing the movement performance. This motor learning can be enhanced through a number of methods that are utilized in research and clinical settings alike. In general, verbal feedback of performance in real-time or knowledge of results following movement is commonly used clinically as a preliminary means of instilling motor learning. Depending on patient preference and learning style, visual feedback (e.g. through use of a mirror or different types of video) or proprioceptive guidance utilizing therapist touch, are used to supplement verbal instructions from the therapist. Indeed, a combination of these forms of feedback is commonplace in the clinical setting to facilitate motor learning and optimize outcomes. Laboratory-based, quantitative motion analysis has been a mainstay in research settings to provide accurate and objective analysis of a variety of movements in healthy and injured populations. While the actual mechanisms of capturing the movements may differ, all current motion analysis systems rely on the ability to track the movement of body segments and joints and to use established equations of motion to quantify key movement patterns. Due to limitations in acquisition and processing speed, analysis and description of the movements has traditionally occurred offline after completion of a given testing session. This paper will highlight a new supplement to standard motion analysis techniques that relies on the near instantaneous assessment and quantification of movement patterns and the display of specific movement characteristics to the patient during a movement analysis session. As a result, this novel technique can provide a new method of feedback delivery that has advantages over currently used feedback methods.
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Kollöffel, Bas; de Jong, Ton
2016-01-01
Feedback indicating how well students are performing during a learning task can be very stimulating. In this study with a pre- and post-test design, the effects of two types of performance feedback on learning results were compared: feedback during a learning task was either stated in terms of how well the students were performing relative to…
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Electrotactile feedback improves performance and facilitates learning in the routine grasping task
Directory of Open Access Journals (Sweden)
Milica Isaković
2016-06-01
Full Text Available Aim of this study was to investigate the feasibility of electrotactile feedback in closed loop training of force control during the routine grasping task. The feedback was provided using an array electrode and a simple six-level spatial coding, and the experiment was conducted in three amputee subjects. The psychometric tests confirmed that the subjects could perceive and interpret the electrotactile feedback with a high success rate. The subjects performed the routine grasping task comprising 4 blocks of 60 grasping trials. In each trial, the subjects employed feedforward control to close the hand and produce the desired grasping force (four levels. First (baseline and the last (validation session were performed in open loop, while the second and the third session (training included electrotactile feedback. The obtained results confirmed that using the feedback improved the accuracy and precision of the force control. In addition, the subjects performed significantly better in the validation vs. baseline session, therefore suggesting that electrotactile feedback can be used for learning and training of myoelectric control.
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Electrotactile Feedback Improves Performance and Facilitates Learning in the Routine Grasping Task.
Isaković, Milica; Belić, Minja; Štrbac, Matija; Popović, Igor; Došen, Strahinja; Farina, Dario; Keller, Thierry
2016-06-13
Aim of this study was to investigate the feasibility of electrotactile feedback in closed loop training of force control during the routine grasping task. The feedback was provided using an array electrode and a simple six-level spatial coding, and the experiment was conducted in three amputee subjects. The psychometric tests confirmed that the subjects could perceive and interpret the electrotactile feedback with a high success rate. The subjects performed the routine grasping task comprising 4 blocks of 60 grasping trials. In each trial, the subjects employed feedforward control to close the hand and produce the desired grasping force (four levels). First (baseline) and the last (validation) session were performed in open loop, while the second and the third session (training) included electrotactile feedback. The obtained results confirmed that using the feedback improved the accuracy and precision of the force control. In addition, the subjects performed significantly better in the validation vs. baseline session, therefore suggesting that electrotactile feedback can be used for learning and training of myoelectric control.
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Self-esteem, performance feedback, and cardiovascular stress reactivity.
Hughes, Brian M
2007-09-01
This study sought to establish the impact of performance-related feedback on cardiovascular responses to stressors, and whether this impact is influenced by individual differences in self-esteem. A total of 66 college women were categorized as either high or low in self-esteem on the basis of their scores in a standardized psychometric test. They then took part in a laboratory experiment, in which they were assigned to one of three performance-feedback manipulations. Following the provision of feedback on an initial laboratory task (picture-matching), they undertook a second task (mental arithmetic). Cardiovascular functioning was monitored throughout. Provision of negative feedback to the initial task exerted an adverse impact on cardiovascular responses, suggestive of unhappiness with performance. Provision of positive feedback to the initial task exerted an impact on cardiovascular functioning during the second task, suggestive of task engagement. Importantly, low self-esteem exacerbated the adverse impact of negative feedback. The impact of feedback and the buffering role of self-esteem may have important consequences for cardiovascular health. Further, discrepancies in the findings of previous feedback research may be accounted for by dispositional individual differences.
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Kolloffel, Bas Jan; de Jong, Anthonius J.M.
2016-01-01
Feedback indicating how well students are performing during a learning task can be very stimulating. In this study with a pre- and post-test design, the effects of two types of performance feedback on learning results were compared: feedback during a learning task was either stated in terms of how
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Performance Measure as Feedback Variable in Image Processing
Directory of Open Access Journals (Sweden)
Ristić Danijela
2006-01-01
Full Text Available This paper extends the view of image processing performance measure presenting the use of this measure as an actual value in a feedback structure. The idea behind is that the control loop, which is built in that way, drives the actual feedback value to a given set point. Since the performance measure depends explicitly on the application, the inclusion of feedback structures and choice of appropriate feedback variables are presented on example of optical character recognition in industrial application. Metrics for quantification of performance at different image processing levels are discussed. The issues that those metrics should address from both image processing and control point of view are considered. The performance measures of individual processing algorithms that form a character recognition system are determined with respect to the overall system performance.
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Effect- and Performance-Based Auditory Feedback on Interpersonal Coordination
Directory of Open Access Journals (Sweden)
Tong-Hun Hwang
2018-03-01
Full Text Available When two individuals interact in a collaborative task, such as carrying a sofa or a table, usually spatiotemporal coordination of individual motor behavior will emerge. In many cases, interpersonal coordination can arise independently of verbal communication, based on the observation of the partners' movements and/or the object's movements. In this study, we investigate how social coupling between two individuals can emerge in a collaborative task under different modes of perceptual information. A visual reference condition was compared with three different conditions with new types of additional auditory feedback provided in real time: effect-based auditory feedback, performance-based auditory feedback, and combined effect/performance-based auditory feedback. We have developed a new paradigm in which the actions of both participants continuously result in a seamlessly merged effect on an object simulated by a tablet computer application. Here, participants should temporally synchronize their movements with a 90° phase difference and precisely adjust the finger dynamics in order to keep the object (a ball accurately rotating on a given circular trajectory on the tablet. Results demonstrate that interpersonal coordination in a joint task can be altered by different kinds of additional auditory information in various ways.
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The effect of performance feedback on drivers' hazard perception ability and self-ratings.
Horswill, Mark S; Garth, Megan; Hill, Andrew; Watson, Marcus O
2017-04-01
Drivers' hazard perception ability has been found to predict crash risk, and novice drivers appear to be particularly poor at this skill. This competency appears to develop only slowly with experience, and this could partially be a result of poor quality performance feedback. We report an experiment in which we provided high-quality artificial feedback on individual drivers' performance in a validated video-based hazard perception test via either: (1) a graph-based comparison of hazard perception response times between the test-taker, the average driver, and an expert driver; (2) a video-based comparison between the same groups; or (3) both. All three types of feedback resulted in both an improvement in hazard perception performance and a reduction in self-rated hazard perception skill, compared with a no-feedback control group. Video-based and graph-based feedback combined resulted in a greater improvement in hazard perception performance than either of the individual components, which did not differ from one another. All three types of feedback eliminated participants' self-enhancement bias for hazard perception skill. Participants judged both interventions involving video feedback to be significantly more likely to improve their real-world driving than the no feedback control group. While all three forms of feedback had some value, the combined video and graph feedback intervention appeared to be the most effective across all outcome measures. Copyright © 2017 Elsevier Ltd. All rights reserved.
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Simulation model for transcervical laryngeal injection providing real-time feedback.
Ainsworth, Tiffiny A; Kobler, James B; Loan, Gregory J; Burns, James A
2014-12-01
This study aimed to develop and evaluate a model for teaching transcervical laryngeal injections. A 3-dimensional printer was used to create a laryngotracheal framework based on de-identified computed tomography images of a human larynx. The arytenoid cartilages and intrinsic laryngeal musculature were created in silicone from clay casts and thermoplastic molds. The thyroarytenoid (TA) muscle was created with electrically conductive silicone using metallic filaments embedded in silicone. Wires connected TA muscles to an electrical circuit incorporating a cell phone and speaker. A needle electrode completed the circuit when inserted in the TA during simulated injection, providing real-time feedback of successful needle placement by producing an audible sound. Face validation by the senior author confirmed appropriate tactile feedback and anatomical realism. Otolaryngologists pilot tested the model and completed presimulation and postsimulation questionnaires. The high-fidelity simulation model provided tactile and audio feedback during needle placement, simulating transcervical vocal fold injections. Otolaryngology residents demonstrated higher comfort levels with transcervical thyroarytenoid injection on postsimulation questionnaires. This is the first study to describe a simulator for developing transcervical vocal fold injection skills. The model provides real-time tactile and auditory feedback that aids in skill acquisition. Otolaryngologists reported increased confidence with transcervical injection after using the simulator. © The Author(s) 2014.
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Directory of Open Access Journals (Sweden)
Alyssa Taylor
2011-12-01
Full Text Available Written feedback on students’ assignments is a common method that instructors and teaching assistants use to inform students about their performance or guide revisions. Despite its frequency of use, written feedback often lacks sufficient detail to be beneficial to students, and additional empirical research should examine its effectiveness as a teaching tool. The current study examined the effectiveness of two different types of feedback, developed and undeveloped, in terms of its influence on students’ subsequent writing performance and students’ perceptions of the feedback. Results demonstrated that the type of feedback significantly affected students’ perceptions, with developed feedback related to higher ratings of fairness and helpfulness; however, this feedback did not have a significant positive effect on students’ written performance.Les commentaires écrits sur les travaux sont une méthode courante utilisée par les enseignants et les aides-enseignants pour renseigner les étudiants sur leurs performances ou pour orienter les révisions. Malgré leur fréquence, il arrive souvent que les commentaires écrits ne soient pas assez détaillés pour être profitables aux étudiants. De plus amples recherches empiriques devraient se pencher sur l’efficacité de cet outil d'enseignement. La présente étude porte sur l'efficacité de différents types de commentaires élaborés et sous-élaborés; sur leur influence sur la performance écrite subséquente des étudiants et sur la perception de ces derniers à propos des commentaires. Les résultats démontrent que le type de commentaires influe significativement sur la perception des étudiants, les commentaires élaborés entraînant des évaluations supérieures en ce qui a trait à l’impartialité et à l'utilité; cependant, ces commentaires n'ont pas d'effets positifs importants sur la performance écrite des étudiants.
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The Impact of Middle-School Students' Feedback Choices and Performance on Their Feedback Memory
Cutumisu, Maria; Schwartz, Daniel L.
2016-01-01
This paper presents a novel examination of the impact of students' feedback choices and performance on their feedback memory. An empirical study was designed to collect the choices to seek critical feedback from a hundred and six Grade 8 middle-school students via Posterlet, a digital assessment game in which students design posters. Upon…
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The Use of Performance Feedback in School Improvement in Louisiana
Schildkamp, Kim; Visscher, Adrie
2010-01-01
Although school performance feedback is available in schools all over the world, there is a dearth of information about the use made of feedback and about the effects of its use. This paper presents case study research into the use of school performance feedback and its perceived effects. All schools used the feedback in writing school improvement…
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Dennerlein, J T; Yang, M C
2001-01-01
Pointing devices, essential input tools for the graphical user interface (GUI) of desktop computers, require precise motor control and dexterity to use. Haptic force-feedback devices provide the human operator with tactile cues, adding the sense of touch to existing visual and auditory interfaces. However, the performance enhancements, comfort, and possible musculoskeletal loading of using a force-feedback device in an office environment are unknown. Hypothesizing that the time to perform a task and the self-reported pain and discomfort of the task improve with the addition of force feedback, 26 people ranging in age from 22 to 44 years performed a point-and-click task 540 times with and without an attractive force field surrounding the desired target. The point-and-click movements were approximately 25% faster with the addition of force feedback (paired t-tests, p user discomfort and pain, as measured through a questionnaire, were also smaller with the addition of force feedback (p device improves performance, and potentially reduces musculoskeletal loading during mouse use. Actual or potential applications of this research include human-computer interface design, specifically that of the pointing device extensively used for the graphical user interface.
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Performance feedback, self-esteem, and cardiovascular adaptation to recurring stressors.
Brown, Eoin G; Creaven, Ann-Marie
2017-05-01
This study sought to examine the effects of performance feedback and individual differences in self-esteem on cardiovascular habituation to repeat stress exposure. Sixty-six university students (n = 39 female) completed a self-esteem measure and completed a cardiovascular stress-testing protocol involving repeated exposure to a mental arithmetic task. Cardiovascular functioning was sampled across four phases: resting baseline, initial stress exposure, a recovery period, and repeated stress exposure. Participants were randomly assigned to receive fictional positive feedback, negative feedback, or no feedback following the recovery period. Negative feedback was associated with a sensitized blood pressure response to a second exposure of the stress task. Positive feedback was associated with decreased cardiovascular and psychological responses to a second exposure. Self-esteem was also found to predict reactivity and this interacted with the type of feedback received. These findings suggest that negative performance feedback sensitizes cardiovascular reactivity to stress, whereas positive performance feedback increases both cardiovascular and psychological habituation to repeat exposure to stressors. Furthermore, an individual's self-esteem also appears to influence this process.
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Augmenting performance feedback does not affect 4 km cycling time-trials in the heat.
Waldron, Mark; Villerius, Vincent; Murphy, Aron
2015-01-01
We compared the effects of (1) accurate and (2) surreptitiously augmented performance feedback on power output and physiological responses to a 4000 m time-trial in the heat. Nine cyclists completed a baseline (BaseL) 4000 m time-trial in ambient temperatures of 30°C, followed by two further 4000 m time-trials at the same temperature, randomly assigning the participants to an accurate (ACC; accurate feedback of baseline) or deceived (DEC; 2% increase above baseline) feedback group. The total power output (PO) and aerobic (Paer) and anaerobic (Pan) contributions were determined at 0.4 km stages during the time-trials, alongside measurements of rectal (Trec) and skin (Tskin) temperatures. There were no differences (P > 0.05) in any of the variables between BaseL, ACC and DEC, despite increases (P 0.05) between feedback condition and time-trial stage. Providing surreptitiously augmented performance feedback to well-trained cyclists did not alter their performance or physiological responses to a 4000 m time-trial in a hot environment. The assumed influence of augmented performance feedback was nullified in the heat, perhaps reflecting a central down-regulation of exercise intensity in response to an increased body temperature.
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Providing feedback on emotional experiences and decision making
Machajdik, J.; Stöttinger, J.; Danelova, E.; Pongratz, M.; Kavicky, L.; Valenti, R.; Hanbury, A.
2011-01-01
We present a novel lifelog system concept created to provide a human user with feedback on their conscious and unconscious emotional reactions and encourage the process of self-reflection by looking into an affective mirror. The emotion of the user is deduced from biometric data and enhanced by
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Enhancing Healthcare Provider Feedback and Personal Health Literacy
DEFF Research Database (Denmark)
Kaltoft, Mette Kjer; Nielsen, Jesper Bo; Salkeld, Glenn
2015-01-01
In this protocol for a pilot study we seek to establish the feasibility of using a web-based survey to simultaneously supply healthcare organisations and agencies with feedback on a key aspect of the care experience they provide and increase the generic health decision literacy of the individuals...
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Directory of Open Access Journals (Sweden)
Sylvie Fortier
2005-06-01
Full Text Available The purpose of this study was twofold: (a to examine if kinetic and kinematic parameters of the sprint start could differentiate elite from sub-elite sprinters and, (b to investigate whether providing feedback (FB about selected parameters could improve starting block performance of intermediate sprinters over a 6-week training period. Twelve male sprinters, assigned to an elite or a sub-elite group, participated in Experiment 1. Eight intermediate sprinters participated in Experiment 2. All athletes were required to perform three sprint starts at maximum intensity followed by a 10-m run. To detect differences between elite and sub-elite groups, comparisons were made using t-tests for independent samples. Parameters reaching a significant group difference were retained for the linear discriminant analysis (LDA. The LDA yielded four discriminative kinetic parameters. Feedback about these selected parameters was given to sprinters in Experiment 2. For this experiment, data acquisition was divided into three periods. The first six sessions were without specific FB, whereas the following six sessions were enriched by kinetic FB. Finally, athletes underwent a retention session (without FB 4 weeks after the twelfth session. Even though differences were found in the time to front peak force, the time to rear peak force, and the front peak force in the retention session, the results of the present study showed that providing FB about selected kinetic parameters differentiating elite from sub-elite sprinters did not improve the starting block performance of intermediate sprinters
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Prescribed Performance Fuzzy Adaptive Output-Feedback Control for Nonlinear Stochastic Systems
Directory of Open Access Journals (Sweden)
Lili Zhang
2014-01-01
Full Text Available A prescribed performance fuzzy adaptive output-feedback control approach is proposed for a class of single-input and single-output nonlinear stochastic systems with unmeasured states. Fuzzy logic systems are used to identify the unknown nonlinear system, and a fuzzy state observer is designed for estimating the unmeasured states. Based on the backstepping recursive design technique and the predefined performance technique, a new fuzzy adaptive output-feedback control method is developed. It is shown that all the signals of the resulting closed-loop system are bounded in probability and the tracking error remains an adjustable neighborhood of the origin with the prescribed performance bounds. A simulation example is provided to show the effectiveness of the proposed approach.
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The use of performance feedback in school improvement in Louisiana
Schildkamp, Kim; Visscher, Arend J.
2010-01-01
Although school performance feedback is available in schools all over the world, there is a dearth of information about the use made of feedback and about the effects of its use. This paper presents case study research into the use of school performance feedback and its’ perceived effects. All
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Seevers, Matthew T.; Rowe, William J.; Skinner, Steven J.
2014-01-01
Conventional wisdom in sales management encourages public delivery of positive feedback, and private delivery of negative feedback. In stark contrast, U.S. educators typically provide all performance feedback in relative (if not strict) privacy to comply with the Family Educational Rights and Privacy Act (FERPA). To investigate this discrepancy,…
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Bello, Ricardo J; Sarmiento, Samuel; Meyer, Meredith L; Rosson, Gedge D; Cooney, Damon S; Lifchez, Scott D; Cooney, Carisa M
2018-04-20
Operative performance feedback is essential for surgical training. We aimed to understand surgical trainees' views on their operative performance feedback needs and to characterize feedback to elucidate factors affecting its value from the resident perspective. Using a qualitative research approach, 2 research fellows conducted semistructured, one-on-one interviews with surgical trainees. We analyzed recurring themes generated during interviews related to feedback characteristics, as well as the extent to which performance rating tools can help meet trainees' operative feedback needs. Departments or divisions of general or plastic surgery at 9 US academic institutions. Surgical residents and clinical fellows in general or plastic surgery. We conducted 30 interviews with 9 junior residents, 14 senior residents, and 7 clinical fellows. Eighteen (60%) participants were in plastic and 12 (40%) were in general surgery. Twenty-four participants (80%) reported feedback as very or extremely important during surgical training. All trainees stated that verbal, face-to-face feedback is the most valuable, especially if occurring during (92%) or immediately after (65%) cases. Of those trainees using performance rating tools (74%), most (57%) expressed positive views about them but wanted the tools to complement and not replace verbal feedback in surgical education. Trainees value feedback more if received within 1 week or the case. Verbal, face-to-face feedback is very or extremely important to surgical trainees. Residents and fellows prefer to receive feedback during or immediately after a case and continue to value feedback if received within 1 week of the event. Performance rating tools can be useful for providing formative feedback and documentation but should not replace verbal, face-to-face feedback. Considering trainee views on feedback may help reduce perceived gaps in feedback demand-versus-supply in surgical training, which may be essential to overcoming current
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Directory of Open Access Journals (Sweden)
Kiely Marilou
2010-12-01
Full Text Available Abstract Background Vaccine coverage (VC at a given age is a widely-used indicator for measuring the performance of vaccination programs. However, there is increasing data suggesting that measuring delays in administering vaccines complements the measure of VC. Providing feedback to vaccinators is recognized as an effective strategy for improving vaccine coverage, but its implementation has not been widely documented in Canada. The objective of this study was to evaluate the feasibility of providing personalized feedback to vaccinators and its impact on vaccination delays (VD. Methods In April and May 2008, a one-hour personalized feedback session was provided to health professionals in vaccinating medical clinics in the Quebec City region. VD for vaccines administered at two and twelve months of age were presented. Data from the regional vaccination registry were analysed for participating clinics. Two 12-month periods before and after the intervention were compared, namely from April 1st, 2007 to March 31st, 2008 and from June 1st, 2008 to May 31st, 2009. Results Ten medical clinics out of the twelve approached (83%, representing more than 2500 vaccinated children, participated in the project. Preparing and conducting the feedback involved 20 hours of work and expenses of $1000 per clinic. Based on a delay of one month, 94% of first doses of DTaP-Polio-Hib and 77% of meningococcal vaccine doses respected the vaccination schedule both before and after the intervention. Following the feedback, respect of the vaccination schedule increased for vaccines planned at 12 months for the four clinics that had modified their vaccination practices related to multiple injections (depending on the clinic, VD decreased by 24.4%, 32.0%, 40.2% and 44.6% respectively, p Conclusions The present study shows that it is feasible to provide personalized feedback to vaccinating clinics. While it may have encouraged positive changes in practice concerning multiple
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Neural correlates of anticipation and processing of performance feedback in social anxiety.
Heitmann, Carina Y; Peterburs, Jutta; Mothes-Lasch, Martin; Hallfarth, Marlit C; Böhme, Stephanie; Miltner, Wolfgang H R; Straube, Thomas
2014-12-01
Fear of negative evaluation, such as negative social performance feedback, is the core symptom of social anxiety. The present study investigated the neural correlates of anticipation and perception of social performance feedback in social anxiety. High (HSA) and low (LSA) socially anxious individuals were asked to give a speech on a personally relevant topic and received standardized but appropriate expert performance feedback in a succeeding experimental session in which neural activity was measured during anticipation and presentation of negative and positive performance feedback concerning the speech performance, or a neutral feedback-unrelated control condition. HSA compared to LSA subjects reported greater anxiety during anticipation of negative feedback. Functional magnetic resonance imaging results showed deactivation of medial prefrontal brain areas during anticipation of negative feedback relative to the control and the positive condition, and medial prefrontal and insular hyperactivation during presentation of negative as well as positive feedback in HSA compared to LSA subjects. The results indicate distinct processes underlying feedback processing during anticipation and presentation of feedback in HSA as compared to LSA individuals. In line with the role of the medial prefrontal cortex in self-referential information processing and the insula in interoception, social anxiety seems to be associated with lower self-monitoring during feedback anticipation, and an increased self-focus and interoception during feedback presentation, regardless of feedback valence. © 2014 Wiley Periodicals, Inc.
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Fraser, Kimberly D; O'Rourke, Hannah M; Baylon, Melba Andrea B; Boström, Anne-Marie; Sales, Anne E
2013-02-13
Audit with feedback is a moderately effective approach for improving professional practice in other health care settings. Although unregulated caregivers give the majority of direct care in long-term care settings, little is known about how they understand and perceive feedback reports because unregulated providers have not been directly targeted to receive audit with feedback in quality improvement interventions in long-term care. The purpose of this paper is to describe unregulated care providers' perceptions of usefulness of a feedback report in four Canadian long-term care facilities. We delivered monthly feedback reports to unregulated care providers for 13 months in 2009-2010. The feedback reports described a unit's performance in relation to falls, depression, and pain as compared to eight other units in the study. Follow-up surveys captured participant perceptions of the feedback report. We conducted descriptive analyses of the variables related to participant perceptions and multivariable logistic regression to assess the association between perceived usefulness of the feedback report and a set of independent variables. The vast majority (80%) of unregulated care providers (n = 171) who responded said they understood the reports. Those who discussed the report with others and were interested in other forms of data were more likely to find the feedback report useful for making changes in resident care. This work suggests that unregulated care providers can understand and feel positively about using audit with feedback reports to make changes to resident care. Further research should explore ways to promote fuller engagement of unregulated care providers in decision-making to improve quality of care in long-term care settings.
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Providing Formative Feedback: Language Technologies for Lifelong Learning CONSPECT tool
Berlanga, Adriana
2011-01-01
Berlanga, A. J. (2011). Providing Formative Feedback: Language Technologies for Lifelong Learning CONSPECT tool. Presentation given at the Onderwijslunch, University of Maastricht. January, 18, 2011, Maastricht, The Netherlands.
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Feedback effects on students' writing motivation, process, and performance
Duijnhouwer, H.
2010-01-01
Many students’ writing capacities remain insufficient during college years (Kellogg & Whiteford, 2009). Teachers try to improve students’ writing skills by providing them with feedback on their texts. Remarkably, research on the effects of feedback provided on written products is scarce (Graham &
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The Impact of feedback and incentive schemes on performance
Bruun-Olsen, Alexandra M.; Engelsen Eian, Camilla
2015-01-01
Master's thesis in Business administration In this thesis we analyze how different feedback (objective and subjective), incentive schemes (fixed pay and performance pay), and the interaction between them impact performance. To answer our research question we conduct a lab experiment on students from the University of Stavanger. The experiment consists of subjects performing a combined coloring- and calculation task over three periods and receiving either objective or subjective feedback af...
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Crowell, C R; Anderson, D C; Abel, D M; Sergio, J P
1988-01-01
Customer service for bank tellers was defined in terms of 11 verbal behavior categories. An audio-recording system was used to track the occurrence of behaviors in these categories for six retail banking tellers. Three behavior management interventions (task clarification, performance feedback, and social praise), applied in sequence, were designed to improve overall teller performance with regard to the behavioral categories targeted. Clarification was accomplished by providing clear delineation of the various target categories, with specific examples of the behaviors in each. Feedback entailed presentation of ongoing verbal and visual information regarding teller performance. Praise consisted of verbal recognition of teller performance by branch managers. Results showed that clarification effects emerged quickly, producing an overall increase in desired behaviors of 12% over baseline. Feedback and praise effects occurred more gradually, resulting in overall increases of 6% and 7%, respectively. A suspension of all procedures led to a decline in overall performance, whereas reinstatement of feedback and praise was again accompanied by performance improvement. These findings extend the generality of behavior management applications and help to distinguish between possible antecedent and consequent effects of performance feedback.
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Marthouret, Eloïse; Sigvardsson, Sofie
2016-01-01
This thesis conceptualizes quick feedback as part of a performance management tool influencing and contributing to the individual’s self-motivation to work and improvement of employees’ performance. Prior research has shown that feedback is often considered to be a useful communication tool but not essential due to its time-consumption, i.e. feedback is perceived as too time-consuming to be prioritized. Thus, this thesis investigates the potential benefits of a quick feedback strategy focusin...
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The Role of Locus of Control and Feedback on Performance of ...
African Journals Online (AJOL)
This study examined Students' Locus of Control and Teacher Feedback using a 2x3 factorial to measure the performance of thirty-six (36) primary school students utilizing the two locus of control types and three levels of teacher feedback: no feedback, attributional feedback, and progressive feedback. No significant ...
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Waterbrook, Anna L; Spear Ellinwood, Karen C; Pritchard, T Gail; Bertels, Karen; Johnson, Ariel C; Min, Alice; Stoneking, Lisa R
2018-01-01
Non-medical knowledge-based sub-competencies (multitasking, professionalism, accountability, patient-centered communication, and team management) are challenging for a supervising emergency medicine (EM) physician to evaluate in real-time on shift while also managing a busy emergency department (ED). This study examines residents' perceptions of having a medical education specialist shadow and evaluate their nonmedical knowledge skills. Medical education specialists shadowed postgraduate year 1 and postgraduate year 2 EM residents during an ED shift once per academic year. In an attempt to increase meaningful feedback to the residents, these specialists evaluated resident performance in selected non-medical knowledge-based Accreditation Council of Graduate Medical Education (ACGME) sub-competencies and provided residents with direct, real-time feedback, followed by a written evaluation sent via email. Evaluations provided specific references to examples of behaviors observed during the shift and connected these back to ACGME competencies and milestones. Twelve residents participated in this shadow experience (six post graduate year 1 and six postgraduate year 2). Two residents emailed the medical education specialists ahead of the scheduled shadow shift requesting specific feedback. When queried, five residents voluntarily requested their feedback to be included in their formal biannual review. Residents received milestone scores and narrative feedback on the non-medical knowledge-based ACGME sub-competencies and indicated the shadow experience and subsequent feedback were valuable. Medical education specialists who observe residents over the course of an entire shift and evaluate non-medical knowledge-based skills are perceived by EM residents to provide meaningful feedback and add valuable information for the biannual review process.
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Performance Feedback: Individual Based Reflections and the Effect on Motivation
Kaymaz, Kurtulus
2011-01-01
There is also enough scientific research proved the positive effect of performance on motivation. The common idea is that the performance feedback improve the technical and behavioral effectiveness of employees which then reflect on the job motivation. Around this idea, performance feedback effect motivation via reducing the performance ambiguity, improving the manager-subordinate relationships, making more easy to achieve goals, supporting the personal development and adapting to change. In ...
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Feedback Valence Affects Auditory Perceptual Learning Independently of Feedback Probability
Amitay, Sygal; Moore, David R.; Molloy, Katharine; Halliday, Lorna F.
2015-01-01
Previous studies have suggested that negative feedback is more effective in driving learning than positive feedback. We investigated the effect on learning of providing varying amounts of negative and positive feedback while listeners attempted to discriminate between three identical tones; an impossible task that nevertheless produces robust learning. Four feedback conditions were compared during training: 90% positive feedback or 10% negative feedback informed the participants that they were doing equally well, while 10% positive or 90% negative feedback informed them they were doing equally badly. In all conditions the feedback was random in relation to the listeners’ responses (because the task was to discriminate three identical tones), yet both the valence (negative vs. positive) and the probability of feedback (10% vs. 90%) affected learning. Feedback that informed listeners they were doing badly resulted in better post-training performance than feedback that informed them they were doing well, independent of valence. In addition, positive feedback during training resulted in better post-training performance than negative feedback, but only positive feedback indicating listeners were doing badly on the task resulted in learning. As we have previously speculated, feedback that better reflected the difficulty of the task was more effective in driving learning than feedback that suggested performance was better than it should have been given perceived task difficulty. But contrary to expectations, positive feedback was more effective than negative feedback in driving learning. Feedback thus had two separable effects on learning: feedback valence affected motivation on a subjectively difficult task, and learning occurred only when feedback probability reflected the subjective difficulty. To optimize learning, training programs need to take into consideration both feedback valence and probability. PMID:25946173
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Herrell, Katherine A.
2014-01-01
This is a study of the development and validation of a rubric to enhance performer feedback for undergraduate vocal solo performance. In the literature, assessment of vocal performance is under-represented, and the value of feedback from the assessment of musical performances, from the point of view of the performer, is nonexistent. The research…
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Providing Effective Feedback to EFL Student Teachers
Ali, Holi Ibrahim Holi; Al-Adawi, Hamed Ahmed
2013-01-01
Feedback on school practicum is of utmost importance for student teachers to help them to develop their pedagogical and teaching skills. This paper attempts to collect data from both student teachers and their mentors in an ELT teacher training programme in Oman to answer the questions which are raised by this study: 1) What kind of feedback do…
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A Component Analysis of the Impact of Evaluative and Objective Feedback on Performance
Johnson, Douglas A.
2013-01-01
Despite the frequency with which performance feedback interventions are used in organizational behavior management, component analyses of such feedback are rare. It has been suggested that evaluation of performance and objective details about performance are two necessary components for performance feedback. The present study was designed to help…
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Factors affecting the performance of maternal health care providers in Armenia
Directory of Open Access Journals (Sweden)
Voltero Lauren
2004-06-01
Full Text Available Abstract Background Over the last five years, international development organizations began to modify and adapt the conventional Performance Improvement Model for use in low-resource settings. This model outlines the five key factors believed to influence performance outcomes: job expectations, performance feedback, environment and tools, motivation and incentives, and knowledge and skills. Each of these factors should be supplied by the organization in which the provider works, and thus, organizational support is considered as an overarching element for analysis. Little research, domestically or internationally, has been conducted on the actual effects of each of the factors on performance outcomes and most PI practitioners assume that all the factors are needed in order for performance to improve. This study presents a unique exploration of how the factors, individually as well as in combination, affect the performance of primary reproductive health providers (nurse-midwives in two regions of Armenia. Methods Two hundred and eighty-five nurses and midwives were observed conducting real or simulated antenatal and postpartum/neonatal care services and interviewed about the presence or absence of the performance factors within their work environment. Results were analyzed to compare average performance with the existence or absence of the factors; then, multiple regression analysis was conducted with the merged datasets to obtain the best models of "predictors" of performance within each clinical service. Results Baseline results revealed that performance was sub-standard in several areas and several performance factors were deficient or nonexistent. The multivariate analysis showed that (a training in the use of the clinic tools; and (b receiving recognition from the employer or the client/community, are factors strongly associated with performance, followed by (c receiving performance feedback in postpartum care. Other – extraneous
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Combined student ratings and self-assessment provide useful feedback for clinical teachers
Dolmans, Diana H. J. M.; Wolfhagen, Ineke H. A. P.; Peters, Wim G.; van Coppenolle, Lieve; Scherpbier, Albert J. J. A.
2009-01-01
Many evaluation instruments have been developed to provide feedback to physicians on their clinical teaching but written feedback alone is not always effective. We explored whether feedback effectiveness improved when teachers’ self-assessment was added to written feedback based on student ratings. 37 physicians (10 residents, 27 attending physicians) from different specialties (Internal Medicine, Surgery, Obstetrics/Gynecology, Pediatrics, Neurology, Dermatology, Ophthalmology, ENT, and Psychiatry) were invited to fill out a self-assessment questionnaire on their teaching skills. Students completed an almost identical questionnaire to evaluate the same teachers based on their experiences during clerkships. After receiving written feedback incorporating their self-assessment and the student ratings, the teachers indicated their perceptions of the self-assessment exercise and the written feedback in a questionnaire (five-point Likert scale items) and next, in more detail, in semi-structured interviews with a purposive sample of 12 of the participating teachers. 25 physicians participated (67%). The results showed that self-assessment and student feedback were both perceived as useful (3.7, SD 1.0) but the latter was considered more effective. The physicians we interviewed considered the combination of self-assessment with student ratings more effective than either self-assessment or written feedback alone. Notably, discrepancies between student ratings and self-assessment were deemed a strong incentive for change. We conclude that self-assessment can be a useful tool to stimulate improvement of clinical teaching when it is combined with written feedback based on student ratings. Future research among larger groups is needed to confirm our findings and examine whether these combined tools actually lead to improved teaching. PMID:19779976
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Thurlings, Marieke; Vermeulen, Marjan; Kreijns, Karel; Bastiaens, Theo; Stijnen, Sjef
2018-01-01
Research suggests that feedback is an essential element in learning. This study focuses on feedback that teachers provide in reciprocal peer groups to improve their performance in the classroom. The Teacher Feedback Observation Scheme (TFOS) was developed to identify feedback patterns, which
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Cox, Susie S.; Marler, Laura E.; Simmering, Marcia J.; Totten, Jeff W.
2011-01-01
Research in organizational behavior and human resources promotes the view that it is critical for managers to provide accurate feedback to employees, yet little research addresses rater tendencies (i.e., the "mum effect") and attitudes that influence how performance feedback is given. Because technology has changed the nature of…
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Fast feedback for linear colliders
International Nuclear Information System (INIS)
Hendrickson, L.; Adolphsen, C.; Allison, S.; Gromme, T.; Grossberg, P.; Himel, T.; Krauter, K.; MacKenzie, R.; Minty, M.; Sass, R.
1995-01-01
A fast feedback system provides beam stabilization for the SLC. As the SLC is in some sense a prototype for future linear colliders, this system may be a prototype for future feedbacks. The SLC provides a good base of experience for feedback requirements and capabilities as well as a testing ground for performance characteristics. The feedback system controls a wide variety of machine parameters throughout the SLC and associated experiments, including regulation of beam position, angle, energy, intensity and timing parameters. The design and applications of the system are described, in addition to results of recent performance studies
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Cycling in the Absence of Task-related Feedback: Effects on Pacing and Performance
Directory of Open Access Journals (Sweden)
Benjamin Smits
2016-08-01
Full Text Available Introduction. To achieve personal goals in exercise task completion, exercisers have to regulate, distribute and manage their effort. In endurance sports, it has become very commonplace for athletes to consult task-related feedback on external devices to do so. The aim of the present study was to explore the importance of the presence of this information by examining the influence of the absence of commonly available task-related feedback on effort distribution and performance in experienced endurance athletes.Methods. A 20-km cycling time trial was performed. 20 Participants from a homogenous cyclist population were appointed to a group that did not receive any feedback (NoF, or a group that could consult task-related feedback (i.e., speed, heart rate, power output, cadence, elapsed time and elapsed distance continuously during their trial (FF.Results. The distribution of power output (PO differed between groups. Most evident is the spurt at the end of the trial of FF, which was not incorporated by NoF. Nevertheless, no between-group differences were found in performance time (FF: 28.86 +/- 3.68 min vs. NoF: 30.95 +/- 2.77 min and mean PO controlled by body mass (FF: 3.61 +/- .60 W/kg vs. NoF: 3.43 +/- .38 W/kg. Also, no differences in rating of perceived exertion scores were found.Conclusion. The current study provides a first indication that prior knowledge of task demands together with reliance on bodily and environmental information can be sufficient for experienced athletes to come to comparable time trial performances. This questions the necessity of the presence of in-race instantaneous task-related feedback via external devices for maximising performance. Moreover, it seems that different pacing strategies emerge depending on sources of information available to experienced athletes.
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Ring a bell? Adaptive Auditory Game Feedback to Sustain Performance in Stroke Rehabilitation
DEFF Research Database (Denmark)
Hald, Kasper; Knoche, Hendrik
2016-01-01
This paper investigates the effect of adaptive auditory feed- back on continued player performance for stroke patients in a Whack- a-Mole style tablet game. The feedback consisted of accumulatively in- creasing the pitch of positive feedback sounds on tasks with fast reaction time and resetting...... it after slow reaction times. The analysis was based on data was obtained in a field trial with lesion patients during their regular rehabilitation. The auditory feedback events were categorized by feedback type (positive/negative) and the associated pitch change of ei- ther high or low magnitude. Both...... feedback type and magnitude had a significant effect on players performance. Negative feedback improved re- action time on the subsequent hit by 0.42 second and positive feedback impaired performance by 0.15 seconds....
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Directory of Open Access Journals (Sweden)
Waterbrook AL
2018-05-01
Full Text Available Anna L Waterbrook,1 Karen C Spear Ellinwood,2 T Gail Pritchard,3 Karen Bertels,1 Ariel C Johnson,4 Alice Min,1 Lisa R Stoneking1 1Department of Emergency Medicine, The University of Arizona College of Medicine, Tucson, AZ, USA; 2Department of Obstetrics and Gynecology, The University of Arizona College of Medicine, Tucson, AZ, USA; 3Department of Pediatrics, The University of Arizona College of Medicine, Tucson, AZ, USA; 4College of Medicine, The University of Arizona College of Medicine, Tucson, AZ, USA Objective: Non-medical knowledge-based sub-competencies (multitasking, professionalism, accountability, patient-centered communication, and team management are challenging for a supervising emergency medicine (EM physician to evaluate in real-time on shift while also managing a busy emergency department (ED. This study examines residents’ perceptions of having a medical education specialist shadow and evaluate their nonmedical knowledge skills.Methods: Medical education specialists shadowed postgraduate year 1 and postgraduate year 2 EM residents during an ED shift once per academic year. In an attempt to increase meaningful feedback to the residents, these specialists evaluated resident performance in selected non-medical knowledge-based Accreditation Council of Graduate Medical Education (ACGME sub-competencies and provided residents with direct, real-time feedback, followed by a written evaluation sent via email. Evaluations provided specific references to examples of behaviors observed during the shift and connected these back to ACGME competencies and milestones.Results: Twelve residents participated in this shadow experience (six post graduate year 1 and six postgraduate year 2. Two residents emailed the medical education specialists ahead of the scheduled shadow shift requesting specific feedback. When queried, five residents voluntarily requested their feedback to be included in their formal biannual review. Residents received
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The impact of force feedback level on steering performance
Anand, S.; Terken, J.; Hogema, J.H.
2013-01-01
Steer-by-wire systems provide designers the ability to customize and personalize force feedback on the steering wheel, based on individual preferences. Earlier studies using subjective responses have shown that there are individual differences in preferences for force feedback. It has also been
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Impact of the Supervisor Feedback Environment on Creative Performance: A Moderated Mediation Model.
Zhang, Jian; Gong, Zhenxing; Zhang, Shuangyu; Zhao, Yujia
2017-01-01
Studies on the relationship between feedback and creative performance have only focused on the feedback-self and have underestimated the value of the feedback environment. Building on Self Determined Theory, the purpose of this article is to examine the relationship among feedback environment, creative personality, goal self-concordance and creative performance. Hierarchical regression analysis of a sample of 162 supervisor-employee dyads from nine industry firms. The results indicate that supervisor feedback environment is positively related to creative performance, the relationship between the supervisor feedback environment and creative performance is mediated by goal self-concordance perfectly and moderated by creative personality significantly. The mediation effort of goal self-concordance is significantly influenced by creative personality. The implication of improving employees' creative performance is further discussed. The present study advances several perspectives of previous studies, echoes recent suggestions that organizations interested in stimulating employee creativity might profitably focus on developing work contexts that support it.
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Forbes, Chad E; Leitner, Jordan B
2014-10-01
Stereotype threat, a situational pressure individuals experience when they fear confirming a negative group stereotype, engenders a cascade of physiological stress responses, negative appraisals, and performance monitoring processes that tax working memory resources necessary for optimal performance. Less is known, however, about how stereotype threat biases attentional processing in response to performance feedback, and how such attentional biases may undermine performance. Women received feedback on math problems in stereotype threatening compared to stereotype-neutral contexts while continuous EEG activity was recorded. Findings revealed that stereotype threatened women elicited larger midline P100 ERPs, increased phase locking between anterior cingulate cortex and dorsolateral prefrontal cortex (two regions integral for attentional processes), and increased power in left fusiform gyrus in response to negative feedback compared to positive feedback and women in stereotype-neutral contexts. Increased power in left fusiform gyrus in response to negative feedback predicted underperformance on the math task among stereotype threatened women only. Women in stereotype-neutral contexts exhibited the opposite trend. Findings suggest that in stereotype threatening contexts, neural networks integral for attention and working memory are biased toward negative, stereotype confirming feedback at very early speeds of information processing. This bias, in turn, plays a role in undermining performance. Copyright © 2014 Elsevier B.V. All rights reserved.
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A memory advantage for past-oriented over future-oriented performance feedback.
Nash, Robert A; Winstone, Naomi E; Gregory, Samantha E A; Papps, Emily
2018-03-05
People frequently receive performance feedback that describes how well they achieved in the past, and how they could improve in future. In educational contexts, future-oriented (directive) feedback is often argued to be more valuable to learners than past-oriented (evaluative) feedback; critically, prior research led us to predict that it should also be better remembered. We tested this prediction in six experiments. Subjects read written feedback containing evaluative and directive comments, which supposedly related to essays they had previously written (Experiments 1-2), or to essays another person had written (Experiments 3-6). Subjects then tried to reproduce the feedback from memory after a short delay. In all six experiments, the data strongly revealed the opposite effect to the one we predicted: despite only small differences in wording, evaluative feedback was in fact recalled consistently better than directive feedback. Furthermore, even when adult subjects did recall directive feedback, they frequently misremembered it in an evaluative style. These findings appear at odds with the position that being oriented toward the future is advantageous to memory. They also raise important questions about the possible behavioral effects and generalizability of such biases, in terms of students' academic performance. (PsycINFO Database Record (c) 2018 APA, all rights reserved).
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Suhoyo, Yoyo; Van Hell, Elisabeth A; Kerdijk, Wouter; Emilia, Ova; Schönrock-Adema, Johanna; Kuks, Jan B M; Cohen-Schotanus, Janke
2017-04-05
Various feedback characteristics have been suggested to positively influence student learning. It is not clear how these feedback characteristics contribute to students' perceived learning value of feedback in cultures classified low on the cultural dimension of individualism and high on power distance. This study was conducted to validate the influence of five feedback characteristics on students' perceived learning value of feedback in an Indonesian clerkship context. We asked clerks in Neurology (n = 169) and Internal Medicine (n = 132) to assess on a 5-point Likert scale the learning value of the feedback they received. We asked them to record whether the feedback provider (1) informed the student what went well, (2) mentioned which aspects of performance needed improvement, (3) compared the student's performance to a standard, (4) further explained or demonstrated the correct performance, and (5) prepared an action plan with the student to improve performance. Data were analyzed using multilevel regression. A total of 250 students participated in this study, 131 from Internal Medicine (response rate 99%) and 119 from Neurology (response rate 70%). Of these participants, 225 respondents (44% males, 56% females) completed the form and reported 889 feedback moments. Students perceived feedback as more valuable when the feedback provider mentioned their weaknesses (β = 0.153, p learning value of feedback. No gender differences were found for perceived learning value. In Indonesia, we could validate four out of the five characteristics for effective feedback. We argue that our findings relate to culture, in particular to the levels of individualism and power distance. The recognized characteristics of what constitutes effective feedback should be validated across cultures.
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Impact of the Supervisor Feedback Environment on Creative Performance: A Moderated Mediation Model
Zhang, Jian; Gong, Zhenxing; Zhang, Shuangyu; Zhao, Yujia
2017-01-01
Studies on the relationship between feedback and creative performance have only focused on the feedback-self and have underestimated the value of the feedback environment. Building on Self Determined Theory, the purpose of this article is to examine the relationship among feedback environment, creative personality, goal self-concordance and creative performance. Hierarchical regression analysis of a sample of 162 supervisor–employee dyads from nine industry firms. The results indicate that su...
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Clinical performance feedback and quality improvement opportunities for perioperative physicians
Directory of Open Access Journals (Sweden)
Kaye AD
2014-05-01
Full Text Available Alan David Kaye,1 Olutoyin J Okanlawon,2 Richard D Urman21Department of Anesthesiology, Louisiana State University School of Medicine, New Orleans, LA, 2Department of Anesthesiology, Perioperative and Pain Medicine, Brigham and Women's Hospital, Boston MA, USAAbstract: Clinical performance feedback is an important component of the ongoing development and education of health care practitioners. For physicians, feedback about their clinical practice and outcomes is central to developing both confidence and competence at all stages of their medical careers. Cultural and financial infrastructures need to be in place, and the concept of feedback needs to be readily embraced and encouraged by clinical leadership and other stakeholders. The "buy-in" includes the expectation and view that feedback occurs on a routine basis, and those engaged in the process are both encouraged to participate and held accountable. Feedback must be part of an overarching quality improvement and physician education agenda; it is not meant to be an isolated, fragmented initiative that is typically undermined by lack of resources or systemic barriers to gaining improvement within programs. Effective feedback should be an integral part of clinical practice. Anesthesiologists and other perioperative physicians are identifying specialty-specific indicators that can be used when creating a broader quality improvement agenda. Placing a more immediate formal feedback strategy that focuses on goal-oriented behavior is rapidly becoming a mainstay. Physicians may use their individual feedback reports for reflection and designing personal development plans as lifelong learners and leaders in improving patient care.Keywords: physician education, outcomes measurement, performance improvement, anesthesiology
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Ehrampoosh, Shervin; Dave, Mohit; Kia, Michael A; Rablau, Corneliu; Zadeh, Mehrdad H
2013-01-01
This paper presents an enhanced haptic-enabled master-slave teleoperation system which can be used to provide force feedback to surgeons in minimally invasive surgery (MIS). One of the research goals was to develop a combined-control architecture framework that included both direct force reflection (DFR) and position-error-based (PEB) control strategies. To achieve this goal, it was essential to measure accurately the direct contact forces between deformable bodies and a robotic tool tip. To measure the forces at a surgical tool tip and enhance the performance of the teleoperation system, an optical force sensor was designed, prototyped, and added to a robot manipulator. The enhanced teleoperation architecture was formulated by developing mathematical models for the optical force sensor, the extended slave robot manipulator, and the combined-control strategy. Human factor studies were also conducted to (a) examine experimentally the performance of the enhanced teleoperation system with the optical force sensor, and (b) study human haptic perception during the identification of remote object deformability. The first experiment was carried out to discriminate deformability of objects when human subjects were in direct contact with deformable objects by means of a laparoscopic tool. The control parameters were then tuned based on the results of this experiment using a gain-scheduling method. The second experiment was conducted to study the effectiveness of the force feedback provided through the enhanced teleoperation system. The results show that the force feedback increased the ability of subjects to correctly identify materials of different deformable types. In addition, the virtual force feedback provided by the teleoperation system comes close to the real force feedback experienced in direct MIS. The experimental results provide design guidelines for choosing and validating the control architecture and the optical force sensor.
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Schiefer, Matthew; Tan, Daniel; Sidek, Steven M; Tyler, Dustin J
2016-02-01
Tactile feedback is critical to grip and object manipulation. Its absence results in reliance on visual and auditory cues. Our objective was to assess the effect of sensory feedback on task performance in individuals with limb loss. Stimulation of the peripheral nerves using implanted cuff electrodes provided two subjects with sensory feedback with intensity proportional to forces on the thumb, index, and middle fingers of their prosthetic hand during object manipulation. Both subjects perceived the sensation on their phantom hand at locations corresponding to the locations of the forces on the prosthetic hand. A bend sensor measured prosthetic hand span. Hand span modulated the intensity of sensory feedback perceived on the thenar eminence for subject 1 and the middle finger for subject 2. We performed three functional tests with the blindfolded subjects. First, the subject tried to determine whether or not a wooden block had been placed in his prosthetic hand. Second, the subject had to locate and remove magnetic blocks from a metal table. Third, the subject performed the Southampton Hand Assessment Procedure (SHAP). We also measured the subject's sense of embodiment with a survey and his self-confidence. Blindfolded performance with sensory feedback was similar to sighted performance in the wooden block and magnetic block tasks. Performance on the SHAP, a measure of hand mechanical function and control, was similar with and without sensory feedback. An embodiment survey showed an improved sense of integration of the prosthesis in self body image with sensory feedback. Sensory feedback by peripheral nerve stimulation improved object discrimination and manipulation, embodiment, and confidence. With both forms of feedback, the blindfolded subjects tended toward results obtained with visual feedback.
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The Use of Keywords for Delivering Immediate Performance Feedback on Teacher Competence Development
Coninx, Nele; Kreijns, Karel; Jochems, Wim
2013-01-01
Literature shows that feedback that is specific, immediate and goal-oriented is effective on (pre-service) teachers' performance. Synchronous coaching gives this kind of feedback. Due to immediateness of feedback, pre-service teachers can suffer from cognitive load. We propose a set of standardised keywords through which this performance feedback…
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Influence of visual feedback on human task performance in ITER remote handling
Energy Technology Data Exchange (ETDEWEB)
Schropp, Gwendolijn Y.R., E-mail: g.schropp@heemskerk-innovative.nl [Utrecht University, Utrecht (Netherlands); Heemskerk Innovative Technology, Noordwijk (Netherlands); Heemskerk, Cock J.M. [Heemskerk Innovative Technology, Noordwijk (Netherlands); Kappers, Astrid M.L.; Tiest, Wouter M. Bergmann [Helmholtz Institute-Utrecht University, Utrecht (Netherlands); Elzendoorn, Ben S.Q. [FOM-Institute for Plasma Physics Rijnhuizen, Association EURATOM/FOM, Partner in the Trilateral Euregio Clusterand ITER-NL, PO box 1207, 3430 BE Nieuwegein (Netherlands); Bult, David [FOM-Institute for Plasma Physics Rijnhuizen, Association EURATOM/FOM, Partner in the Trilateral Euregio Clusterand ITER-NL, PO box 1207, 3430 BE Nieuwegein (Netherlands)
2012-08-15
Highlights: Black-Right-Pointing-Pointer The performance of human operators in an ITER-like test facility for remote handling. Black-Right-Pointing-Pointer Different sources of visual feedback influence how fast one can complete a maintenance task. Black-Right-Pointing-Pointer Insights learned could be used in design of operator work environment or training procedures. - Abstract: In ITER, maintenance operations will be largely performed by remote handling (RH). Before ITER can be put into operation, safety regulations and licensing authorities require proof of maintainability for critical components. Part of the proof will come from using standard components and procedures. Additional verification and validation is based on simulation and hardware tests in 1:1 scale mockups. The Master Slave manipulator system (MS2) Benchmark Product was designed to implement a reference set of maintenance tasks representative for ITER remote handling. Experiments were performed with two versions of the Benchmark Product. In both experiments, the quality of visual feedback varied by exchanging direct view with indirect view (using video cameras) in order to measure and analyze its impact on human task performance. The first experiment showed that both experienced and novice RH operators perform a simple task significantly better with direct visual feedback than with camera feedback. A more complex task showed a large variation in results and could not be completed by many novice operators. Experienced operators commented on both the mechanical design and visual feedback. In a second experiment, a more elaborate task was tested on an improved Benchmark product. Again, the task was performed significantly faster with direct visual feedback than with camera feedback. In post-test interviews, operators indicated that they regarded the lack of 3D perception as the primary factor hindering their performance.
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Influence of visual feedback on human task performance in ITER remote handling
International Nuclear Information System (INIS)
Schropp, Gwendolijn Y.R.; Heemskerk, Cock J.M.; Kappers, Astrid M.L.; Tiest, Wouter M. Bergmann; Elzendoorn, Ben S.Q.; Bult, David
2012-01-01
Highlights: ► The performance of human operators in an ITER-like test facility for remote handling. ► Different sources of visual feedback influence how fast one can complete a maintenance task. ► Insights learned could be used in design of operator work environment or training procedures. - Abstract: In ITER, maintenance operations will be largely performed by remote handling (RH). Before ITER can be put into operation, safety regulations and licensing authorities require proof of maintainability for critical components. Part of the proof will come from using standard components and procedures. Additional verification and validation is based on simulation and hardware tests in 1:1 scale mockups. The Master Slave manipulator system (MS2) Benchmark Product was designed to implement a reference set of maintenance tasks representative for ITER remote handling. Experiments were performed with two versions of the Benchmark Product. In both experiments, the quality of visual feedback varied by exchanging direct view with indirect view (using video cameras) in order to measure and analyze its impact on human task performance. The first experiment showed that both experienced and novice RH operators perform a simple task significantly better with direct visual feedback than with camera feedback. A more complex task showed a large variation in results and could not be completed by many novice operators. Experienced operators commented on both the mechanical design and visual feedback. In a second experiment, a more elaborate task was tested on an improved Benchmark product. Again, the task was performed significantly faster with direct visual feedback than with camera feedback. In post-test interviews, operators indicated that they regarded the lack of 3D perception as the primary factor hindering their performance.
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Performance Analysis of Simple Channel Feedback Schemes for a Practical OFDMA System
DEFF Research Database (Denmark)
Pedersen, Klaus, I.; Kolding, Troels; Kovacs, Istvan
2009-01-01
In this paper, we evaluate the tradeoff between the amount of uplink channel feedback information and the orthogonal frequency-division multiple access (OFDMA) downlink performance with opportunistic frequency-domain packet scheduling. Three candidate channel feedback schemes are investigated......, including practical aspects, such as the effects of terminal measurement errors, bandwidth measurement granularity, quantization, and uplink signaling delays. The performance is evaluated by means of system-level simulations with detailed modeling of various radio resource-management algorithms, etc. Our...... results show that the optimal tradeoff between the channel feedback and the downlink OFDMA system performance depends on the radio channel frequency coherence bandwidth. We conclude that the so-called average best-M scheme is the most attractive channel feedback solution, where only the average channel...
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Kim, Jung Hyup
2018-02-01
This laboratory experiment was designed to study the effect of metacognitive monitoring feedback on performance in a computer-based training simulation. According to prior research on metacognition, the accurate checking of learning is a critical part of improving the quality of human performance. However, only rarely have researchers studied the learning effects of the accurate checking of retrospective confidence judgments (RCJs) during a computer-based military training simulation. In this study, we provided participants feedback screens after they had completed a warning task and identification task in a radar monitoring simulation. There were two groups in this experiment. One group (group A) viewed the feedback screens with the flight path of all target aircraft and the triangular graphs of both RCJ scores and human performance together. The other group (group B) only watched the feedback screens with the flight path of all target aircraft. There was no significant difference in performance improvement between groups A and B for the warning task (Day 1: group A - 0.347, group B - 0.305; Day 2: group A - 0.488, group B - 0.413). However, the identification task yielded a significant difference in performance improvement between these groups (Day 1: group A - 0.174, group B - 0.1555; Day 2: group A - 0.324, group B - 0.199). The results show that debiasing self-judgment of the identification task produces a positive training effect on learners. The findings of this study will be beneficial for designing an advanced instructional strategy in a simulation-based training environment. Copyright © 2017 Elsevier Ltd. All rights reserved.
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Schiefer, Matthew; Tan, Daniel; Sidek, Steven M.; Tyler, Dustin J.
2016-02-01
Objective. Tactile feedback is critical to grip and object manipulation. Its absence results in reliance on visual and auditory cues. Our objective was to assess the effect of sensory feedback on task performance in individuals with limb loss. Approach. Stimulation of the peripheral nerves using implanted cuff electrodes provided two subjects with sensory feedback with intensity proportional to forces on the thumb, index, and middle fingers of their prosthetic hand during object manipulation. Both subjects perceived the sensation on their phantom hand at locations corresponding to the locations of the forces on the prosthetic hand. A bend sensor measured prosthetic hand span. Hand span modulated the intensity of sensory feedback perceived on the thenar eminence for subject 1 and the middle finger for subject 2. We performed three functional tests with the blindfolded subjects. First, the subject tried to determine whether or not a wooden block had been placed in his prosthetic hand. Second, the subject had to locate and remove magnetic blocks from a metal table. Third, the subject performed the Southampton Hand Assessment Procedure (SHAP). We also measured the subject’s sense of embodiment with a survey and his self-confidence. Main results. Blindfolded performance with sensory feedback was similar to sighted performance in the wooden block and magnetic block tasks. Performance on the SHAP, a measure of hand mechanical function and control, was similar with and without sensory feedback. An embodiment survey showed an improved sense of integration of the prosthesis in self body image with sensory feedback. Significance. Sensory feedback by peripheral nerve stimulation improved object discrimination and manipulation, embodiment, and confidence. With both forms of feedback, the blindfolded subjects tended toward results obtained with visual feedback.
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From Static Output Feedback to Structured Robust Static Output Feedback: A Survey
Sadabadi , Mahdieh ,; Peaucelle , Dimitri
2016-01-01
This paper reviews the vast literature on static output feedback design for linear time-invariant systems including classical results and recent developments. In particular, we focus on static output feedback synthesis with performance specifications, structured static output feedback, and robustness. The paper provides a comprehensive review on existing design approaches including iterative linear matrix inequalities heuristics, linear matrix inequalities with rank constraints, methods with ...
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Using a Feedback Environment to Improve Creative Performance: A Dynamic Affect Perspective.
Gong, Zhenxing; Zhang, Na
2017-01-01
Prior research on feedback and creative performance has neglected the dynamic nature of affect and has focused only on the influence of positive affect. We argue that creative performance is the result of a dynamic process in which a person experiences a phase of negative affect and subsequently enters a state of high positive affect that is influenced by the feedback environment. Hierarchical regression was used to analyze a sample of 264 employees from seven industry firms. The results indicate that employees' perceptions of a supportive supervisor feedback environment indirectly influence their level of creative performance through positive affect (t2); the negative affect (t1) moderates the relationship between positive affect (t2) and creative performance (t2), rendering the relationship more positive if negative affect (t1) is high. The change in positive affect mediates the relationship between the supervisor feedback environment and creative performance; a decrease in negative affect moderates the relationship between increased positive affect and creative performance, rendering the relationship more positive if the decrease in negative affect is large. The implications for improving the creative performances of employees are further discussed.
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Using a Feedback Environment to Improve Creative Performance: A Dynamic Affect Perspective
Directory of Open Access Journals (Sweden)
Zhenxing Gong
2017-08-01
Full Text Available Prior research on feedback and creative performance has neglected the dynamic nature of affect and has focused only on the influence of positive affect. We argue that creative performance is the result of a dynamic process in which a person experiences a phase of negative affect and subsequently enters a state of high positive affect that is influenced by the feedback environment. Hierarchical regression was used to analyze a sample of 264 employees from seven industry firms. The results indicate that employees’ perceptions of a supportive supervisor feedback environment indirectly influence their level of creative performance through positive affect (t2; the negative affect (t1 moderates the relationship between positive affect (t2 and creative performance (t2, rendering the relationship more positive if negative affect (t1 is high. The change in positive affect mediates the relationship between the supervisor feedback environment and creative performance; a decrease in negative affect moderates the relationship between increased positive affect and creative performance, rendering the relationship more positive if the decrease in negative affect is large. The implications for improving the creative performances of employees are further discussed.
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Multisource feedback to graduate nurses: a multimethod study.
McPhee, Samantha; Phillips, Nicole M; Ockerby, Cherene; Hutchinson, Alison M
2017-11-01
(1) To explore graduate nurses' perceptions of the influence of multisource feedback on their performance and (2) to explore perceptions of Clinical Nurse Educators involved in providing feedback regarding feasibility and benefit of the approach. Graduate registered nurses are expected to provide high-quality care for patients in demanding and unpredictable clinical environments. Receiving feedback is essential to their development. Performance appraisals are a common method used to provide feedback and typically involve a single source of feedback. Alternatively, multisource feedback allows the learner to gain insight into performance from a variety of perspectives. This study explores multisource feedback in an Australian setting within the graduate nurse context. Multimethod study. Eleven graduates were given structured performance feedback from four raters: Nurse Unit Manager, Clinical Nurse Educator, preceptor and a self-appraisal. Thirteen graduates received standard single-rater appraisals. Data regarding perceptions of feedback for both groups were obtained using a questionnaire. Semistructured interviews were conducted with nurses who received multisource feedback and the educators. In total, 94% (n = 15) of survey respondents perceived feedback was important during the graduate year. Four themes emerged from interviews: informal feedback, appropriateness of raters, elements of delivery and creating an appraisal process that is 'more real'. Multisource feedback was perceived as more beneficial compared to single-rater feedback. Educators saw value in multisource feedback; however, perceived barriers were engaging raters and collating feedback. Some evidence exists to indicate that feedback from multiple sources is valued by graduates. Further research in a larger sample and with more experienced nurses is required. Evidence resulting from this study indicates that multisource feedback is valued by both graduates and educators and informs graduates
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Sabatino, Susan A; Habarta, Nancy; Baron, Roy C; Coates, Ralph J; Rimer, Barbara K; Kerner, Jon; Coughlin, Steven S; Kalra, Geetika P; Chattopadhyay, Sajal
2008-07-01
Most major medical organizations recommend routine screening for breast, cervical, and colorectal cancers. Screening can lead to early detection of these cancers, resulting in reduced mortality. Yet not all people who should be screened are screened, either regularly or, in some cases, ever. This report presents results of systematic reviews of effectiveness, applicability, economic efficiency, barriers to implementation, and other harms or benefits of two provider-directed intervention approaches to increase screening for breast, cervical, and colorectal cancers. These approaches, provider assessment and feedback, and provider incentives encourage providers to deliver screening services at appropriate intervals. Evidence in these reviews indicates that provider assessment and feedback interventions can effectively increase screening by mammography, Pap test, and fecal occult blood test. Health plans, healthcare systems, and cancer control coalitions should consider such evidence-based findings when implementing interventions to increase screening use. Evidence was insufficient to determine the effectiveness of provider incentives in increasing use of any of these tests. Specific areas for further research are suggested in this report, including the need for additional research to determine whether provider incentives are effective in increasing use of any of these screening tests, and whether assessment and feedback interventions are effective in increasing other tests for colorectal cancer (i.e., flexible sigmoidoscopy, colonoscopy, or double-contrast barium enema).
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Memory for performance feedback :a test of three self- motivation theories
Donlin, Joanne Mac
1990-01-01
The current study tests the adequacy of three self-motive theories to predict recall of performance feedback, memory sensitivity, and ratings of perceived accuracy. Self-enhancement (Jones, 1973) predicts individuals are motivated to maintain their self-esteem. Individuals will therefore recall positive relative to negative feedback and will rate positive feedback as more accurate. Self-consistency theory (Swann, 1985) predicts individuals are motivated to maintain their self-conceptions. The...
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DEFF Research Database (Denmark)
Agerskov, M; Hansen, M B; Nielsen, A M
2017-01-01
levels. METHODS: We collected data on OHCA occurring between 2011 and 2014 in the Capital Region of Denmark where an AED was applied prior to ambulance arrival. Patient data were obtained from the Danish Cardiac Arrest Registry and medical records. AED data were retrieved from the Emergency Medical...... Dispatch Centre (EMDC) and information on feedback mechanisms, energy waveform and energy level was downloaded from the applied AEDs. RESULTS: A total of 196 OHCAs had an AED applied prior to ambulance arrival; 62 of these (32%) provided audio visual (AV) feedback while no feedback was provided in 134 (68...
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Directory of Open Access Journals (Sweden)
Carmen Moret-Tatay
2016-12-01
Full Text Available The current work examines the effect of trial-by-trial feedback about correct and error responding on performance in two basic cognitive tasks: a classic Stroop task (n = 40 and a color-word matching task ('n' = 30. Standard measures of both RT and accuracy were examined in addition to measures obtained from fitting the ex-Gaussian distributional model to the correct RTs. For both tasks, RTs were faster in blocks of trials with feedback than in blocks without feedback, but this difference was not significant. On the other hand, with respect to the distributional analyses, providing feedback served to significantly reduce the size of the tails of the RT distributions. Such results suggest that, for conditions in which accuracy is fairly high, the effect of corrective feedback might either be to reduce the tendency to double-check before responding or to decrease the amount of attentional lapsing.
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Perception of CPR quality: Influence of CPR feedback, Just-in-Time CPR training and provider role.
Cheng, Adam; Overly, Frank; Kessler, David; Nadkarni, Vinay M; Lin, Yiqun; Doan, Quynh; Duff, Jonathan P; Tofil, Nancy M; Bhanji, Farhan; Adler, Mark; Charnovich, Alex; Hunt, Elizabeth A; Brown, Linda L
2015-02-01
Many healthcare providers rely on visual perception to guide cardiopulmonary resuscitation (CPR), but little is known about the accuracy of provider perceptions of CPR quality. We aimed to describe the difference between perceived versus measured CPR quality, and to determine the impact of provider role, real-time visual CPR feedback and Just-in-Time (JIT) CPR training on provider perceptions. We conducted secondary analyses of data collected from a prospective, multicenter, randomized trial of 324 healthcare providers who participated in a simulated cardiac arrest scenario between July 2012 and April 2014. Participants were randomized to one of four permutations of: JIT CPR training and real-time visual CPR feedback. We calculated the difference between perceived and measured quality of CPR and reported the proportion of subjects accurately estimating the quality of CPR within each study arm. Participants overestimated achieving adequate chest compression depth (mean difference range: 16.1-60.6%) and rate (range: 0.2-51%), and underestimated chest compression fraction (0.2-2.9%) across all arms. Compared to no intervention, the use of real-time feedback and JIT CPR training (alone or in combination) improved perception of depth (pCPR quality was poor for chest compression depth (0-13%), rate (5-46%) and chest compression fraction (60-63%). Perception of depth is more accurate in CPR providers versus team leaders (27.8% vs. 7.4%; p=0.043) when using real-time feedback. Healthcare providers' visual perception of CPR quality is poor. Perceptions of CPR depth are improved by using real-time visual feedback and with prior JIT CPR training. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.
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'Peer feedback' voor huisartsopleiders
Damoiseaux, R A M J; Truijens, L
2016-01-01
In medical specialist training programmes it is common practice for residents to provide feedback to their medical trainers. The problem is that due to its anonymous nature, the feedback often lacks the specificity necessary to improve the performance of trainers. If anonymity is to be abolished,
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Iqbal, Sajid; Gul, Raisa; Lakhani, Arusa; Rizvi, Nusrat Fatima
2014-01-01
Written feedback can facilitate students' learning in several ways. However, the teachers' practices of written feedback may be affected by various factors. This study aimed to explore the nurse teachers' accounts of their perceptions and practices of providing written feedback. A descriptive exploratory design was employed in the study. A…
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Expert monitoring and verbal feedback as sources of performance pressure.
Buchanan, John J; Park, Inchon; Chen, Jing; Mehta, Ranjana K; McCulloch, Austin; Rhee, Joohyun; Wright, David L
2018-05-01
The influence of monitoring-pressure and verbal feedback on the performance of the intrinsically stable bimanual coordination patterns of in-phase and anti-phase was examined. The two bimanual patterns were produced under three conditions: 1) no-monitoring, 2) monitoring-pressure (viewed by experts), and 3) monitoring-pressure (viewed by experts) combined with verbal feedback emphasizing poor performance. The bimanual patterns were produced at self-paced movement frequencies. Anti-phase coordination was always less stable than in-phase coordination across all three conditions. When performed under conditions 2 and 3, both bimanual patterns were performed with less variability in relative phase across a wide range of self-paced movement frequencies compared to the no-monitoring condition. Thus, monitoring-pressure resulted in performance stabilization rather than degradation and the presence of verbal feedback had no impact on the influence of monitoring pressure. The current findings are inconsistent with the predictions of explicit monitoring theory; however, the findings are consistent with studies that have revealed increased stability for the system's intrinsic dynamics as a result of attentional focus and intentional control. The results are discussed within the contexts of the dynamic pattern theory of coordination, explicit monitoring theory, and action-focused theories as explanations for choking under pressure. Copyright © 2018. Published by Elsevier B.V.
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Feedback Systems for Linear Colliders
International Nuclear Information System (INIS)
1999-01-01
Feedback systems are essential for stable operation of a linear collider, providing a cost-effective method for relaxing tight tolerances. In the Stanford Linear Collider (SLC), feedback controls beam parameters such as trajectory, energy, and intensity throughout the accelerator. A novel dithering optimization system which adjusts final focus parameters to maximize luminosity contributed to achieving record performance in the 1997-98 run. Performance limitations of the steering feedback have been investigated, and improvements have been made. For the Next Linear Collider (NLC), extensive feedback systems are planned as an integral part of the design. Feedback requirements for JLC (the Japanese Linear Collider) are essentially identical to NLC; some of the TESLA requirements are similar but there are significant differences. For NLC, algorithms which incorporate improvements upon the SLC implementation are being prototyped. Specialized systems for the damping rings, rf and interaction point will operate at high bandwidth and fast response. To correct for the motion of individual bunches within a train, both feedforward and feedback systems are planned. SLC experience has shown that feedback systems are an invaluable operational tool for decoupling systems, allowing precision tuning, and providing pulse-to-pulse diagnostics. Feedback systems for the NLC will incorporate the key SLC features and the benefits of advancing technologies
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Strandbygaard, Jeanett; Bjerrum, Flemming; Maagaard, Mathilde; Winkel, Per; Larsen, Christian Rifbjerg; Ringsted, Charlotte; Gluud, Christian; Grantcharov, Teodor; Ottesen, Bent; Sorensen, Jette Led
2013-05-01
To investigate the impact of instructor feedback versus no instructor feedback when training a complex operational task on a laparoscopic virtual reality simulator. : Simulators are now widely accepted as a training tool, but there is insufficient knowledge about how much feedback is necessary, which is useful for sustainable implementation. A randomized trial complying with CONSORT Statement. All participants had to reach a predefined proficiency level for a complex operational task on a virtual reality simulator. The intervention group received standardized instructor feedback a maximum of 3 times. The control group did not receive instructor feedback. Participants were senior medical students without prior laparoscopic experience (n = 99). Outcome measures were time, repetitions, and performance score to reach a predefined proficiency level. Furthermore, influence of sex and perception of own surgical skills were examined. Time (in minutes) and repetitions were reduced in the intervention group (162 vs 342 minutes; P less time (in minutes) than women (P = 0.037), but no sex difference was observed for repetitions (P = 0.20). Participants in the intervention group had higher self-perception regarding surgical skills after the trial (P = 0.011). Instructor feedback increases the efficiency when training a complex operational task on a virtual reality simulator; time and repetitions used to achieve a predefined proficiency level were significantly reduced in the group that received instructor feedback compared with the control group. NCT01497782.
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CPR performance in the presence of audiovisual feedback or football shoulder pads.
Tanaka, Shota; Rodrigues, Wayne; Sotir, Susan; Sagisaka, Ryo; Tanaka, Hideharu
2017-01-01
The initiation of cardiopulmonary resuscitation (CPR) can be complicated by the use of protective equipment in contact sports, and the rate of success in resuscitating the patient depends on the time from incident to start of CPR. The aim of our study was to see if (1) previous training, (2) the presence of audiovisual feedback and (3) the presence of football shoulder pads (FSP) affected the quality of chest compressions. Six basic life support certified athletic training students (BLS-ATS), six basic life support certified emergency medical service personnel (BLS-EMS) and six advanced cardiac life support certified emergency medical service personnel (ACLS-EMS) participated in a crossover manikin study. A quasi-experimental repeated measures design was used to measure the chest compression depth (cm), rate (cpm), depth accuracy (%) and rate accuracy (%) on four different conditions by using feedback and/or FSP. Real CPR Help manufactured by ZOLL (Chelmsford, Massachusetts, USA) was used for the audiovisual feedback. Three participants from each group performed 2 min of chest compressions at baseline first, followed by compressions with FSP, with feedback and with both FSP and feedback (FSP+feedback). The other three participants from each group performed compressions at baseline first, followed by compressions with FSP+feedback, feedback and FSP. CPR performance did not differ between the groups at baseline (median (IQR), BLS-ATS: 5.0 (4.4-6.1) cm, 114(96-131) cpm; BLS-EMS: 5.4 (4.1-6.4) cm, 112(99-131) cpm; ACLS-EMS: 6.4 (5.7-6.7) cm, 138(113-140) cpm; depth p=0.10, rate p=0.37). A statistically significant difference in the percentage of depth accuracy was found with feedback (median (IQR), 13.8 (0.9-49.2)% vs 69.6 (32.3-85.8)%; p=0.0002). The rate accuracy was changed from 17.1 (0-80.7)% without feedback to 59.2 (17.3-74.3)% with feedback (p=0.50). The use of feedback was effective for depth accuracy, especially in the BLS-ATS group, regardless of the
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Towards real-time feedback in high performance speed skating
van der Eb, Jeroen; Zandee, Willem; van den Bogaard, Timo; Geraets, Sjoerd; Veeger, H.E.J.; Beek, Peter; Potthast, Wolfgang; Niehoff, Anja; David, Sina
2017-01-01
The aim of the current study is to evaluate several performance indicators to be used as real-time feedback in the coming experiments to enhance performance of elite speeds skaters. Six speed skaters, wearing one IMU per skate, collected data over one full training season to evaluate and pinpoint
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Technologies for learner-centered feedback
Directory of Open Access Journals (Sweden)
Jane Costello
2013-09-01
Full Text Available As the number, type, and use of technologies to support learning increases, so do the opportunities for using these technologies for feedback. Learner-centered feedback is a core to the teaching-learning process. It is related to assessment in describing how learners perform in their learning, their gain in knowledge, skills, and attitudes. Feedback, types of feedback, guidelines for effective learner-centered feedback, and feedback’s relationship to assessment are presented. Methods of providing feedback, for example, automated, audio scribe pens, digital audio, etc., and the related technologies are described. Technologies that allow instructors to make informed decisions about the use of various methods for feedback are discussed.
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Erchul, William P.
2013-01-01
This commentary is in response to the article "Effects of Verbal and Written Performance Feedback on Treatment Adherence" (Kaufman, Codding, Markus, Tryon, & Kyse, this issue). The overall recommendation to those who study treatment integrity using performance feedback methods is to incorporate theories and research on social…
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Cornelius, Kyena E.; Nagro, Sarah A.
2014-01-01
Performance feedback is commonly used during field experiences to improve desired teaching behaviors in preservice teachers. The authors identify eight single-subject studies examining the effects of performance feedback in preservice teachers to determine the evidence base for this practice. These eight studies are reviewed using quality…
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DEFF Research Database (Denmark)
Eriksson, Tor Viking; Poulsen, Anders; Villeval, Marie Claire
2009-01-01
This paper experimentally investigates the impact of different pay schemes and relative performance feedback policies on employee effort. We explore three feedback rules: no feedback on relative performance, feedback given halfway through the production period, and continuously updated feedback. ...... behind, and front runners do not slack off. But in both pay schemes relative performance feedback reduces the quality of the low performers' work; we refer to this as a "negative quality peer effect"....
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De Brún, Aoife; Heavey, Emily; Waring, Justin; Dawson, Pamela; Scott, Jason
2017-08-01
The importance of involving patients in reporting on safety is increasingly recognized. Whilst studies have identified barriers to clinician incident reporting, few have explored barriers and facilitators to patient reporting of safety experiences. This paper explores patient perspectives on providing feedback on safety experiences. Patients (n=28) were invited to take part in semi-structured interviews when given a survey about their experiences of safety following hospital discharge. Transcripts were thematically analysed using NVivo10. Patients were recruited from four hospitals in the UK. Three themes were identified as barriers and facilitators to patient involvement in providing feedback on their safety experiences. The first, cognitive-cultural, found that whilst safety was a priority for most, some felt the term was not relevant to them because safety was the "default" position, and/or because safety could not be disentangled from the overall experience of care. The structural-procedural theme indicated that reporting was facilitated when patients saw the process as straightforward, but that disinclination or perceived inability to provide feedback was a barrier. Finally, learning and change illustrated that perception of the impact of feedback could facilitate or inhibit reporting. When collecting patient feedback on experiences of safety, it is important to consider what may help or hinder this process, beyond the process alone. We present a staged model of prerequisite barriers and facilitators and hypothesize that each stage needs to be achieved for patients to provide feedback on safety experiences. Implications for collecting meaningful data on patients' safety experiences are considered. © 2016 The Authors. Health Expectations Published by John Wiley & Sons Ltd.
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Brandes, Mirko; Elvers, Sebastian
2017-10-01
The purpose of this study was to determine the impact of mild vs. strongly pushed coach feedback on the physiological response, ratio of perceived exertion (RPE), and time-motion characteristics in soccer training with small-sided games (SSGs). Sixteen elite youth soccer players (aged 17.2 ± 0.7 years, V[Combining Dot Above]O2max 62.1 ± 3.8 ml·kg·min) played two 4 vs. 4 small-sided games each. In random order, the coach provided a mild, unobtrusive, or a strongly pushed feedback throughout the game. Physiological measurements included heart rate expressed in mean values and intensity zones, blood lactate concentration, and RPE. The distance traveled, number of sprints, and work:rest ratio were captured by global positioning systems at 5 Hz. Game performance, such as volume of play and efficacy index, was estimated using the Team Sports Assessment Procedure. No differences were found for the physiological response and time-motion characteristics, but effect sizes demonstrated an increase in RPE (+0.4, p = 0.27) and a decrease in game performance (e.g., volume of play, -2.5, p = 0.08) under pushed feedback. Although a pushed feedback raises RPE, it negatively affected the players' game performance, without necessarily provoking higher physiological responses. These results should help coaches to understand that modifying the type of feedback provided during SSG does not impact the physiological response if SSG are already played with high intensity but that the feedback affects RPE and game performance. To keep a better game performance, soccer coaches are encouraged to provide smooth feedback during SSG.
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Sawaki, Yasuyo
2017-01-01
The purpose of the present study is to examine whether performance on the "TOEFL iBT"® Reading practice test is affected by 3 different levels of feedback provided to learners upon completion of reading exercises: (a) correctness of learner response (the knowledge of correct results [KCR] feedback), (b) KCR feedback and rationales for…
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2011-01-01
Background This mixed methods study was designed to explore the acceptability and impact of feedback of team performance data to primary care interdisciplinary teams. Methods Seven interdisciplinary teams were offered a one-hour, facilitated performance feedback session presenting data from a comprehensive, previously-conducted evaluation, selecting highlights such as performance on chronic disease management, access, patient satisfaction and team function. Results Several recurrent themes emerged from participants' surveys and two rounds of interviews within three months of the feedback session. Team performance measurement and feedback was welcomed across teams and disciplines. This feedback could build the team, the culture, and the capacity for quality improvement. However, existing performance indicators do not equally reflect the role of different disciplines within an interdisciplinary team. Finally, the effect of team performance feedback on intentions to improve performance was hindered by a poor understanding of how the team could use the data. Conclusions The findings further our understanding of how performance feedback may engage interdisciplinary team members in improving the quality of primary care and the unique challenges specific to these settings. There is a need to develop a shared sense of responsibility and agenda for quality improvement. Therefore, more efforts to develop flexible and interactive performance-reporting structures (that better reflect contributions from all team members) in which teams could specify the information and audience may assist in promoting quality improvement. PMID:21443806
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Directory of Open Access Journals (Sweden)
Yeon-Kyoung eWoo
2015-06-01
Full Text Available The current study compared the effects of informative and confirmatory feedback on brain activation during negative feedback processing. For confirmatory feedback trials, participants were informed that they had failed the task, whereas informative feedback trials presented task relevant information along with the notification of their failure. Fourteen male undergraduates performed a series of spatial-perceptual tasks and received feedback while their brain activity was recorded. During confirmatory feedback trials, greater activations in the amygdala, dorsal anterior cingulate cortex, and the thalamus (including the habenular were observed in response to incorrect responses. These results suggest that confirmatory feedback induces negative emotional reactions to failure. In contrast, informative feedback trials elicited greater activity in the dorsolateral prefrontal cortex (DLPFC when participants experienced failure. Further psychophysiological interaction (PPI analysis revealed a negative coupling between the DLPFC and the amygdala during informative feedback relative to confirmatory feedback trials. These findings suggest that providing task-relevant information could facilitate implicit down-regulation of negative emotions following failure.
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The Influence of Feedback on Task-Switching Performance: A Drift Diffusion Modeling Account.
Cohen Hoffing, Russell; Karvelis, Povilas; Rupprechter, Samuel; Seriès, Peggy; Seitz, Aaron R
2018-01-01
Task-switching is an important cognitive skill that facilitates our ability to choose appropriate behavior in a varied and changing environment. Task-switching training studies have sought to improve this ability by practicing switching between multiple tasks. However, an efficacious training paradigm has been difficult to develop in part due to findings that small differences in task parameters influence switching behavior in a non-trivial manner. Here, for the first time we employ the Drift Diffusion Model (DDM) to understand the influence of feedback on task-switching and investigate how drift diffusion parameters change over the course of task switch training. We trained 316 participants on a simple task where they alternated sorting stimuli by color or by shape. Feedback differed in six different ways between subjects groups, ranging from No Feedback (NFB) to a variety of manipulations addressing trial-wise vs. Block Feedback (BFB), rewards vs. punishments, payment bonuses and different payouts depending upon the trial type (switch/non-switch). While overall performance was found to be affected by feedback, no effect of feedback was found on task-switching learning. Drift Diffusion Modeling revealed that the reductions in reaction time (RT) switch cost over the course of training were driven by a continually decreasing decision boundary. Furthermore, feedback effects on RT switch cost were also driven by differences in decision boundary, but not in drift rate. These results reveal that participants systematically modified their task-switching performance without yielding an overall gain in performance.
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Vanhoof, Jan; Verhaeghe, Goedele; Van Petegem, Peter; Valcke, Martin
2012-01-01
Background: Schools are increasingly confronted with the challenges that information about school performance brings with it. It is common for schools' use of performance feedback to be limited. Equally, however, there are documented cases in which school performance feedback is meaningfully used. Purpose: This study looks at how Flemish primary…
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Bing-You, Robert; Ramesh, Saradha; Hayes, Victoria; Varaklis, Kalli; Ward, Denham; Blanco, Maria
2018-01-01
Construct: Medical educators consider feedback a core component of the educational process. Effective feedback allows learners to acquire new skills, knowledge, and attitudes. Learners' perceptions of feedback are an important aspect to assess with valid methods in order to improve the feedback skills of educators and the feedback culture. Although guidelines for delivering effective feedback have existed for several decades, medical students and residents often indicate that they receive little feedback. A recent scoping review on feedback in medical education did not reveal any validity evidence on instruments to assess learner's perceptions of feedback. The purpose of our study was to gather validity evidence on two novel FEEDME (Feedback in Medical Education) instruments to assess medical students' and residents' perceptions of the feedback that they receive. After the authors developed an initial instrument with 54 items, cognitive interviews with medical students and residents suggested that 2 separate instruments were needed, one focused on the feedback culture (FEEDME-Culture) and the other on the provider of feedback (FEEDME-Provider). A Delphi study with 17 medical education experts and faculty members assessed content validity. The response process was explored involving 31 medical students and residents at 2 academic institutions. Exploratory factor analysis and reliability analyses were performed on completed instruments. Two Delphi consultation rounds refined the wording of items and eliminated several items. Learners found both instruments easy and quick to answer; it took them less than 5 minutes to complete. Learners preferred an electronic format of the instruments over paper. Factor analysis revealed a two- and three-factor solution for the FEEDME-Culture and FEEDME-Provider instruments, respectively. Cronbach's alpha was greater than 0.80 for all factors. Items on both instruments were moderately to highly correlated (range, r = .3-.7). Our
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Directory of Open Access Journals (Sweden)
Barbara eDrueke
2012-04-01
Full Text Available Executive control describes a wide range of cognitive processes which are critical for the goal-directed regulation of stimulus processing and action regulation. Previous studies have shown that executive control performance declines with age but yet, it is still not clear whether different internal and external factors - as performance feedback and age - influence these cognitive processes and how they might interact with each other. Therefore, we investigated feedback effects in the flanker task in young as well as in older adults in two experiments. Performance feedback significantly improved executive performance in younger adults at the expense of errors. In older adults, feedback also led to higher error rates, but had no significant effect on executive performance which might be due to stronger interference. Results indicate that executive functions can be positively influenced by performance feedback in younger adults, but not necessarily in older adults.
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A method for calculating active feedback system to provide vertical
Indian Academy of Sciences (India)
The active feedback system is applied to control slow motions of plasma. The objective of the ... The other problem is connected with the control of plasma vertical position with active feedback system. Calculation of ... Current Issue Volume 90 ...
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The Influence of Feedback on Task-Switching Performance: A Drift Diffusion Modeling Account
Directory of Open Access Journals (Sweden)
Russell Cohen Hoffing
2018-02-01
Full Text Available Task-switching is an important cognitive skill that facilitates our ability to choose appropriate behavior in a varied and changing environment. Task-switching training studies have sought to improve this ability by practicing switching between multiple tasks. However, an efficacious training paradigm has been difficult to develop in part due to findings that small differences in task parameters influence switching behavior in a non-trivial manner. Here, for the first time we employ the Drift Diffusion Model (DDM to understand the influence of feedback on task-switching and investigate how drift diffusion parameters change over the course of task switch training. We trained 316 participants on a simple task where they alternated sorting stimuli by color or by shape. Feedback differed in six different ways between subjects groups, ranging from No Feedback (NFB to a variety of manipulations addressing trial-wise vs. Block Feedback (BFB, rewards vs. punishments, payment bonuses and different payouts depending upon the trial type (switch/non-switch. While overall performance was found to be affected by feedback, no effect of feedback was found on task-switching learning. Drift Diffusion Modeling revealed that the reductions in reaction time (RT switch cost over the course of training were driven by a continually decreasing decision boundary. Furthermore, feedback effects on RT switch cost were also driven by differences in decision boundary, but not in drift rate. These results reveal that participants systematically modified their task-switching performance without yielding an overall gain in performance.
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Use of Provider-Level Dashboards and Pay-for-Performance in Venous Thromboembolism Prophylaxis*
Michtalik, Henry J.; Carolan, Howard T.; Haut, Elliott R.; Lau, Brandyn D.; Streiff, Michael B.; Finkelstein, Joseph; Pronovost, Peter J.; Durkin, Nowella; Brotman, Daniel J.
2014-01-01
Background Despite safe and cost-effective venous thromboembolism (VTE) prevention measures, VTE prophylaxis rates are often suboptimal. Healthcare reform efforts emphasize transparency through programs to report performance, and payment incentives through programs to pay-for-performance. Objective To sequentially examine an individualized physician dashboard and pay-for-performance program to improve VTE prophylaxis rates amongst hospitalists. Design Retrospective analysis of 3144 inpatient admissions. After a baseline observation period, VTE prophylaxis compliance was compared during both interventions. Setting 1060-bed tertiary care medical center. Participants 38 part- and full-time academic hospitalists. Interventions A Web-based hospitalist dashboard provided VTE prophylaxis feedback. After 6 months of feedback only, a pay-for-performance program was incorporated, with graduated payouts for compliance rates of 80-100%. Measurements Prescription of American College of Chest Physicians guideline-compliant VTE prophylaxis and subsequent pay-for-performance payments. Results Monthly VTE prophylaxis compliance rates were 86% (95% CI: 85, 88), 90% (95% CI: 88, 93), and 94% (95% CI: 93, 96) during the baseline, dashboard, and combined dashboard/pay-for-performance periods, respectively. Compliance significantly improved with the use of the dashboard (p=0.01) and addition of the pay-for-performance program (p=0.01). The highest rate of improvement occurred with the dashboard (1.58%/month; p=0.01). Annual individual physician performance payments ranged from $53 to $1244 (mean $633; SD ±350). Conclusions Direct feedback using dashboards was associated with significantly improved compliance, with further improvement after incorporating an individual physician pay-for-performance program. Real-time dashboards and physician-level incentives may assist hospitals in achieving higher safety and quality benchmarks. PMID:25545690
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Sutton, Robert M; Niles, Dana; Meaney, Peter A; Aplenc, Richard; French, Benjamin; Abella, Benjamin S; Lengetti, Evelyn L; Berg, Robert A; Helfaer, Mark A; Nadkarni, Vinay
2011-05-01
To investigate the effectiveness of brief bedside "booster" cardiopulmonary resuscitation (CPR) training to improve CPR guideline compliance of hospital-based pediatric providers. Prospective, randomized trial. General pediatric wards at Children's Hospital of Philadelphia. Sixty-nine Basic Life Support-certified hospital-based providers. CPR recording/feedback defibrillators were used to evaluate CPR quality during simulated pediatric arrest. After a 60-sec pretraining CPR evaluation, subjects were randomly assigned to one of three instructional/feedback methods to be used during CPR booster training sessions. All sessions (training/CPR manikin practice) were of equal duration (2 mins) and differed only in the method of corrective feedback given to participants during the session. The study arms were as follows: 1) instructor-only training; 2) automated defibrillator feedback only; and 3) instructor training combined with automated feedback. Before instruction, 57% of the care providers performed compressions within guideline rate recommendations (rate >90 min(-1) and 38 mm); and 36% met overall CPR compliance (rate and depth within targets). After instruction, guideline compliance improved (instructor-only training: rate 52% to 87% [p .01], and overall CPR compliance, 43% to 78% [p CPR compliance, 35% to 96% [p training combined with automated feedback: rate 48% to 100% [p CPR compliance, 30% to 100% [p CPR instruction, most certified Pediatric Basic Life Support providers did not perform guideline-compliant CPR. After a brief bedside training, CPR quality improved irrespective of training content (instructor vs. automated feedback). Future studies should investigate bedside training to improve CPR quality during actual pediatric cardiac arrests.
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Hammer, Rubi; Tennekoon, Michael; Cooke, Gillian E; Gayda, Jessica; Stein, Mark A; Booth, James R
2015-08-01
We tested the interactive effect of feedback and reward on visuospatial working memory in children with ADHD. Seventeen boys with ADHD and 17 Normal Control (NC) boys underwent functional magnetic resonance imaging (fMRI) while performing four visuospatial 2-back tasks that required monitoring the spatial location of letters presented on a display. Tasks varied in reward size (large; small) and feedback availability (no-feedback; feedback). While the performance of NC boys was high in all conditions, boys with ADHD exhibited higher performance (similar to those of NC boys) only when they received feedback associated with large-reward. Performance pattern in both groups was mirrored by neural activity in an executive function neural network comprised of few distinct frontal brain regions. Specifically, neural activity in the left and right middle frontal gyri of boys with ADHD became normal-like only when feedback was available, mainly when feedback was associated with large-reward. When feedback was associated with small-reward, or when large-reward was expected but feedback was not available, boys with ADHD exhibited altered neural activity in the medial orbitofrontal cortex and anterior insula. This suggests that contextual support normalizes activity in executive brain regions in children with ADHD, which results in improved working memory. Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.
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Developing a Web-Based Developmental Feedback Program
National Research Council Canada - National Science Library
Douglas, Matthew
2003-01-01
Developmental feedback programs provide an opportunity to improve leadership practices by giving leaders feedback about their performance from a number of sources, This thesis expanded on Capt Doug Patton's pilot study (2002...
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Feedback-linearization and feedback-feedforward decentralized control for multimachine power system
Energy Technology Data Exchange (ETDEWEB)
De Tuglie, Enrico [Dipartimento di Ingegneria dell' Ambiente, e per lo Sviluppo Sostenibile - DIASS, Politecnico di Bari, Viale del Turismo 8, 74100 Taranto (Italy); Iannone, Silvio Marcello; Torelli, Francesco [Dipartimento di Elettrotecnica, ed Elettronica - DEE, Politecnico di Bari, Via Re David 200, 70125 Bari (Italy)
2008-03-15
In this paper a decentralized nonlinear controller for large-scale power systems is investigated. The proposed controller design is based on the input-output feedback linearization methodology. In order to overcome computational difficulties in adopting such methodology, the overall interconnected nonlinear system, given as n-order, is analyzed as a cascade connection of an n{sub 1}-order nonlinear subsystem and an n{sub 2}-order linear subsystem. The controller design is obtained by applying input-output feedback linearization to the nonlinear subsystem and adopting a tracking control scheme, based on feedback-feedforward technique, for the linear subsystem. In the assumed system model, which is characterised by an interconnected structure between generating units, a decentralised adaptive controller is implemented by decentralizing these constraints. The use of a totally decentralised controller implies a system performance decay with respect to performance when the system is equipped with a centralised controller. Fortunately, the robustness of the proposed controller, based on input-output feedback procedure, guarantees good performance in terms of disturbance even when disturbances are caused by decentralization of interconnection constraints. Test results, provided on the IEEE 30 bus test system, demonstrate the effectiveness and practical applicability of proposed methodology. (author)
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Shikdar, Ashraf A; Das, Biman
2003-04-15
Worker satisfaction improved significantly as a consequence of the provision of the assigned and participative standards with performance feedback in a repetitive industrial production task. The maximum improvement in worker satisfaction was found for the participative standard and feedback condition. Only this condition had a significant positive effect on worker job attitudes. Monetary incentive, when provided with an assigned or participative standard with feedback, added no incremental worker satisfaction or job attitudes gain. The participative standard with feedback condition emerges as the optimum strategy for improving worker satisfaction and job attitudes in a repetitive industrial production task.
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Using a Feedback Environment to Improve Creative Performance: A Dynamic Affect Perspective
Gong, Zhenxing; Zhang, Na
2017-01-01
Prior research on feedback and creative performance has neglected the dynamic nature of affect and has focused only on the influence of positive affect. We argue that creative performance is the result of a dynamic process in which a person experiences a phase of negative affect and subsequently enters a state of high positive affect that is influenced by the feedback environment. Hierarchical regression was used to analyze a sample of 264 employees from seven industry firms. The results indi...
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Feedback systems for linear colliders
Hendrickson, L; Himel, Thomas M; Minty, Michiko G; Phinney, N; Raimondi, Pantaleo; Raubenheimer, T O; Shoaee, H; Tenenbaum, P G
1999-01-01
Feedback systems are essential for stable operation of a linear collider, providing a cost-effective method for relaxing tight tolerances. In the Stanford Linear Collider (SLC), feedback controls beam parameters such as trajectory, energy, and intensity throughout the accelerator. A novel dithering optimization system which adjusts final focus parameters to maximize luminosity contributed to achieving record performance in the 1997-98 run. Performance limitations of the steering feedback have been investigated, and improvements have been made. For the Next Linear Collider (NLC), extensive feedback systems are planned as an intregal part of the design. Feedback requiremetns for JLC (the Japanese Linear Collider) are essentially identical to NLC; some of the TESLA requirements are similar but there are significant differences. For NLC, algorithms which incorporate improvements upon the SLC implementation are being prototyped. Specialized systems for the damping rings, rf and interaction point will operate at hi...
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Interface Prostheses With Classifier-Feedback-Based User Training.
Fang, Yinfeng; Zhou, Dalin; Li, Kairu; Liu, Honghai
2017-11-01
It is evident that user training significantly affects performance of pattern-recognition-based myoelectric prosthetic device control. Despite plausible classification accuracy on offline datasets, online accuracy usually suffers from the changes in physiological conditions and electrode displacement. The user ability in generating consistent electromyographic (EMG) patterns can be enhanced via proper user training strategies in order to improve online performance. This study proposes a clustering-feedback strategy that provides real-time feedback to users by means of a visualized online EMG signal input as well as the centroids of the training samples, whose dimensionality is reduced to minimal number by dimension reduction. Clustering feedback provides a criterion that guides users to adjust motion gestures and muscle contraction forces intentionally. The experiment results have demonstrated that hand motion recognition accuracy increases steadily along the progress of the clustering-feedback-based user training, while conventional classifier-feedback methods, i.e., label feedback, hardly achieve any improvement. The result concludes that the use of proper classifier feedback can accelerate the process of user training, and implies prosperous future for the amputees with limited or no experience in pattern-recognition-based prosthetic device manipulation.It is evident that user training significantly affects performance of pattern-recognition-based myoelectric prosthetic device control. Despite plausible classification accuracy on offline datasets, online accuracy usually suffers from the changes in physiological conditions and electrode displacement. The user ability in generating consistent electromyographic (EMG) patterns can be enhanced via proper user training strategies in order to improve online performance. This study proposes a clustering-feedback strategy that provides real-time feedback to users by means of a visualized online EMG signal input as well
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DIRECT CORRECTIVE FEEDBACK ON STUDENTS‟WRITING PERFORMANCE
Directory of Open Access Journals (Sweden)
Testiana Deni Wijayatiningsih
2017-04-01
Full Text Available Teaching writing genre especially recount, narrative, and descriptive need brief and detail correction. Moreover, students aware about their mistakes in writing genre clearly. So, they can revise themselves. Based on the background above, this research aimed to know students‘achievement differences between using direct corrective feedback and indirect corrective feedback. The subject of this research was the fourth semester of English Department of Universitas Muhammadiyah Semarang. It employed quasi experiment and one group pre test post test design to analyze the students‘ writing achievement. The result showed that there is a significant differences between direct corrective feedback and indirect corrective feedback. Hopefully this research gives benefit for lecturers to use direct corrective feedback in their teaching writing process .
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Influence of Strategies-Based Feedback in Students' Oral Performance
Sisquiarco, Angie; Rojas, Santiago Sánchez; Abad, José Vicente
2018-01-01
This article reports on an action research study that assessed the influence of cognitive and metacognitive strategies-based feedback in the oral performance of a group of 6th grade students at a public school in Medellin, Colombia. Researchers analyzed students' oral performance through assessment and self-assessment rubrics, applied inventories…
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Gong, Zhenxing; Li, Miaomiao; Qi, Yaoyuan; Zhang, Na
2017-01-01
In the formation mechanism of the feedback environment, the existing research pays attention to external feedback sources and regards individuals as objects passively accepting feedback. Thus, the external source fails to realize the individuals’ need for feedback, and the feedback environment cannot provide them with useful information, leading to a feedback vacuum. The aim of this study is to examine the effect of feedback-seeking by different strategies on the supervisor-feedback environme...
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Directory of Open Access Journals (Sweden)
Thikey Heather
2012-09-01
Full Text Available Abstract Background Increasing evidence suggests that use of augmented visual feedback could be a useful approach to stroke rehabilitation. In current clinical practice, visual feedback of movement performance is often limited to the use of mirrors or video. However, neither approach is optimal since cognitive and self-image issues can distract or distress patients and their movement can be obscured by clothing or limited viewpoints. Three-dimensional motion capture has the potential to provide accurate kinematic data required for objective assessment and feedback in the clinical environment. However, such data are currently presented in numerical or graphical format, which is often impractical in a clinical setting. Our hypothesis is that presenting this kinematic data using bespoke visualisation software, which is tailored for gait rehabilitation after stroke, will provide a means whereby feedback of movement performance can be communicated in a more meaningful way to patients. This will result in increased patient understanding of their rehabilitation and will enable progress to be tracked in a more accessible way. Methods The hypothesis will be assessed using an exploratory (phase II randomised controlled trial. Stroke survivors eligible for this trial will be in the subacute stage of stroke and have impaired walking ability (Functional Ambulation Classification of 1 or more. Participants (n = 45 will be randomised into three groups to compare the use of the visualisation software during overground physical therapy gait training against an intensity-matched and attention-matched placebo group and a usual care control group. The primary outcome measure will be walking speed. Secondary measures will be Functional Ambulation Category, Timed Up and Go, Rivermead Visual Gait Assessment, Stroke Impact Scale-16 and spatiotemporal parameters associated with walking. Additional qualitative measures will be used to assess the participant
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International Nuclear Information System (INIS)
Smith, I. R.; Cameron, J.; Brighouse, R. D.; Ryan, C. M.; Foster, K. A.; Rivers, J. T.
2013-01-01
Audit of and feedback on both group and individual data provided immediately after the point of care and compared with realistic benchmarks of excellence have been demonstrated to drive change. This study sought to evaluate the impact of immediate benchmarked quantitative case-based performance feedback on the clinical practice of cardiologists practicing at a private hospital in Brisbane, Australia. The participating cardiologists were assigned to one of two groups: Group 1 received patient and procedural details for review and Group 2 received Group 1 data plus detailed radiation data relating to the procedures and comparative benchmarks. In Group 2, Linear-by-Linear Association analysis suggests a link between change in radiation use and initial radiation dose category (p50.014) with only those initially 'challenged' by the benchmarks showing improvement. Those not 'challenged' by the benchmarks deteriorated in performance compared with those starting well below the benchmarks showing greatest increase in radiation use. Conversely, those blinded to their radiation use (Group 1) showed general improvement in radiation use throughout the study compared with those performing initially close to the benchmarks showing greatest improvement. This study shows that use of non-challenging benchmarks in case-based radiation risk feedback does not promote a reduction in radiation use; indeed, it may contribute to increased doses. Paradoxically, cardiologists who are aware of performance monitoring but blinded to individual case data appear to maintain, if not reduce, their radiation use. (authors)
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Does source matter? Nurses' and Physicians' perceptions of interprofessional feedback.
van Schaik, Sandrijn M; O'Sullivan, Patricia S; Eva, Kevin W; Irby, David M; Regehr, Glenn
2016-02-01
Receptiveness to interprofessional feedback, which is important for optimal collaboration, may be influenced by 'in-group or out-group' categorisation, as suggested by social identity theory. We used an experimental design to explore how nurses and resident physicians perceive feedback from people within and outside their own professional group. Paediatric residents and nurses participated in a simulation-based team exercise. Two nurses and two physicians wrote anonymous performance feedback for each participant. Participants each received a survey containing these feedback comments with prompts to rate (i) the usefulness (ii) the positivity and (iii) their agreement with each comment. Half of the participants received feedback labelled with the feedback provider's profession (two comments correctly labelled and two incorrectly labelled). Half received unlabelled feedback and were asked to guess the provider's profession. For each group, we performed separate three-way anovas on usefulness, positivity and agreement ratings to examine interactions between the recipient's profession, actual provider profession and perceived provider profession. Forty-five out of 50 participants completed the survey. There were no significant interactions between profession of the recipient and the actual profession of the feedback provider for any of the 3 variables. Among participants who guessed the source of the feedback, we found significant interactions between the profession of the feedback recipient and the guessed source of the feedback for both usefulness (F1,48 = 25.6; p feedback they guessed to be from nurses were higher than ratings of feedback they guessed to be from physicians, and vice versa. Among participants who received labelled feedback, we noted a similar interaction between the profession of the feedback recipient and labelled source of feedback for usefulness ratings (F1,92 = 4.72; p feedback to the in-group than to the out-group. This finding has potential
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Auditory feedback and memory for music performance: sound evidence for an encoding effect.
Finney, Steven A; Palmer, Caroline
2003-01-01
Research on the effects of context and task on learning and memory has included approaches that emphasize processes during learning (e.g., Craik & Tulving, 1975) and approaches that emphasize a match of conditions during learning with conditions during a later test of memory (e.g., Morris, Bransford, & Franks, 1977; Proteau, 1992; Tulving & Thomson, 1973). We investigated the effects of auditory context on learning and retrieval in three experiments on memorized music performance (a form of serial recall). Auditory feedback (presence or absence) was manipulated while pianists learned musical pieces from notation and when they later played the pieces from memory. Auditory feedback during learning significantly improved later recall. However, auditory feedback at test did not significantly affect recall, nor was there an interaction between conditions at learning and test. Auditory feedback in music performance appears to be a contextual factor that affects learning but is relatively independent of retrieval conditions.
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International Nuclear Information System (INIS)
Hadjiloucas, S; Walker, G C; Bowen, J W; Karatzas, L S
2009-01-01
Current limitations in piezoelectric and electrostatic transducers are discussed. A force-feedback electrostatic transducer capable of operating at bandwidths up to 20 kHz is described. Advantages of the proposed design are a linearised operation which simplifies the feedback control aspects and robustness of the performance characteristics to environmental perturbations. Applications in nanotechnology, optical sciences and acoustics are discussed.
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Energy Technology Data Exchange (ETDEWEB)
Hadjiloucas, S; Walker, G C; Bowen, J W [Cybernetics, School of Systems Engineering, University of Reading, RG6 6AY (United Kingdom); Karatzas, L S, E-mail: s.hadjiloucas@reading.ac.u [Temasek Polytechnic, School of Engineering, 21 Tampines Avenue 1, Singapore, 529757 (Singapore)
2009-07-01
Current limitations in piezoelectric and electrostatic transducers are discussed. A force-feedback electrostatic transducer capable of operating at bandwidths up to 20 kHz is described. Advantages of the proposed design are a linearised operation which simplifies the feedback control aspects and robustness of the performance characteristics to environmental perturbations. Applications in nanotechnology, optical sciences and acoustics are discussed.
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Delacruz, Girlie C.
2012-01-01
Educational videogames can be designed to provide instructional feedback responsive to specific actions. However, existing research indicates that students tend to ignore the feedback provided. That is, students often use ineffective help-seeking strategies. Research on the topic of help-seeking in learning environments have primarily focused on the role of cognitive factors, the nature of the help, or issues of timing and frequency. There is a noticeable gap in understanding how to motivate the use provided feedback. This study examined the relation between incentivizing the use of feedback and providing an explanation of the game's scoring rules on math learning in a pre-algebra videogame. A randomized-control design was used, comparing learning outcomes of students who received the incentive with those who did not. Results indicated that students given the incentive to use feedback had significantly higher normalized change scores on math items (d = .53), with stronger effects for students with low academic intrinsic motivation (d = .88 - 1.17).
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Feedback from performance assessment to site characterisation. The SITE-94 example
International Nuclear Information System (INIS)
Dverstorp, B.; Geier, J.
1999-01-01
Interaction and information exchange between site characterisation and performance assessment are key features of any successful radioactive waste management programme. Some examples are presented of the types of feedback that can be offered from performance assessment to site characterisation, based on SKI's most recent performance assessment project, SITE-94. SITE-94 in Sweden was an assessment of a hypothetical repository for spent nuclear fuel, based on real data gathered in the surface-based investigation of the Aespoe Hard Rock Laboratory site. Examples of feedback are given concerning quality control of data and site investigation procedures, identification of key parameters for the performance assessment, use of models for planning and evaluation of a site investigation, data sampling strategies, and guidance on future priorities for further development of site investigation methods. Because site characterisation serves multiple purposes, including provision of data for repository design and construction, it must account for and compromise among requirements from several lines of analyses in the performance assessment. (author)
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Mouratidis, Athanasios; Lens, Willy; Vansteenkiste, Maarten
2010-10-01
We relied on self-determination theory (SDT; Deci & Ryan, 2000) to investigate to what extent autonomy-supporting corrective feedback (i.e., feedback that coaches communicate to their athletes after poor performance or mistakes) is associated with athletes' optimal motivation and well-being. To test this hypothesis, we conducted a cross-sectional study with 337 (67.1% males) Greek adolescent athletes (age M = 15.59, SD = 2.37) from various sports. Aligned with SDT, we found through path analysis that an autonomy-supporting versus controlling communication style was positively related to future intentions to persist and well-being and negatively related to ill-being. These relations were partially mediated by the perceived legitimacy of the corrective feedback (i.e., the degree of acceptance of corrective feedback), and, in turn, by intrinsic motivation, identified regulation, and external regulation for doing sports. Results indicate that autonomy-supporting feedback can be still motivating even in cases in which such feedback conveys messages of still too low competence.
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Effects of four types of non-obtrusive feedback on computer behaviour, task performance and comfort
Korte, E.M.; Huijsmans, M.A.; de Jong, A.M.; van de Ven, J.G.M.; Ruijsendaal, M.
2012-01-01
This study investigated the effects of non-obtrusive feedback on continuous lifted hand/finger behaviour, task performance and comfort. In an experiment with 24 participants the effects of two visual and two tactile feedback signals were compared to a no-feedback condition in a computer task.
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Accuracy and speed feedback: Global and local effects on strategy use
Touron, Dayna R.; Hertzog, Christopher
2013-01-01
Background Skill acquisition often involves a shift from an effortful algorithm-based strategy to more fluent memory-based performance. Older adults’ slower strategy transitions can be ascribed to both slowed learning and metacognitive factors. Experimenters often provide feedback on response accuracy; this emphasis may either inadvertently reinforce older adults’ conservatism or might highlight that retrieval is generally quite accurate. RT feedback can lead to more rapid shift to retrieval (Hertzog, Touron, & Hines, 2007). Methods This study parametrically varied trial-by-trial feedback to examine whether strategy shifts in the noun-pair task in younger (M = 19) and older adults (M = 67) were influenced by type of performance feedback: none, trial accuracy, trial RT, or both accuracy and RT. Results Older adults who received accuracy feedback retrieved more often, particularly on difficult rearranged trials, and participants who receive speed feedback performed the scanning strategy more quickly. Age differences were also obtained in local (trial-level) reactivity to task performance, but these were not affected by feedback. Conclusions Accuracy and speed feedback had distinct global (general) influences on task strategies and performance. In particular, it appears that the standard practice of providing trial-by-trial accuracy feedback might facilitate older adults’ use of retrieval strategies in skill acquisition tasks. PMID:24785594
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Goomas, David T.
2012-01-01
The effects of wireless ring scanners, which provided immediate auditory and visual feedback, were evaluated to increase the performance and accuracy of order selectors at a meat distribution center. The scanners not only increased performance and accuracy compared to paper pick sheets, but were also instrumental in immediate and accurate data…
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Florin-Thuma, Beth C.; Boudreau, John W.
1987-01-01
Investigated the frequent but previously untested assertion that utility analysis can improve communication and decision making about human resource management programs by examining a performance feedback intervention in a small fast-food store. Results suggest substantial payoffs from performance feedback, though the store's owner-managers had…
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Sutton, Robert M.; Niles, Dana; Meaney, Peter A.; Aplenc, Richard; French, Benjamin; Abella, Benjamin S.; Lengetti, Evelyn L.; Berg, Robert A.; Helfaer, Mark A.; Nadkarni, Vinay
2013-01-01
Objective To investigate the effectiveness of brief bedside “booster” cardiopulmonary resuscitation (CPR) training to improve CPR guideline compliance of hospital-based pediatric providers. Design Prospective, randomized trial. Setting General pediatric wards at Children’s Hospital of Philadelphia. Subjects Sixty-nine Basic Life Support–certified hospital-based providers. Intervention CPR recording/feedback defibrillators were used to evaluate CPR quality during simulated pediatric arrest. After a 60-sec pretraining CPR evaluation, subjects were randomly assigned to one of three instructional/feedback methods to be used during CPR booster training sessions. All sessions (training/CPR manikin practice) were of equal duration (2 mins) and differed only in the method of corrective feedback given to participants during the session. The study arms were as follows: 1) instructor-only training; 2) automated defibrillator feedback only; and 3) instructor training combined with automated feedback. Measurements and Main Results Before instruction, 57% of the care providers performed compressions within guideline rate recommendations (rate >90 min−1 and 38 mm); and 36% met overall CPR compliance (rate and depth within targets). After instruction, guideline compliance improved (instructor-only training: rate 52% to 87% [p .01], and overall CPR compliance, 43% to 78% [p CPR compliance, 35% to 96% [p training combined with automated feedback: rate 48% to 100% [p CPR compliance, 30% to 100% [p CPR instruction, most certified Pediatric Basic Life Support providers did not perform guideline-compliant CPR. After a brief bedside training, CPR quality improved irrespective of training content (instructor vs. automated feedback). Future studies should investigate bedside training to improve CPR quality during actual pediatric cardiac arrests. PMID:20625336
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Li, Ning; Harris, T Brad; Boswell, Wendy R; Xie, Zhitao
2011-11-01
Drawing from an interactionist approach and feedback research, we examine the role of developmental feedback and proactive personality on newcomer task performance and helping behavior. Data were collected from 2 high-tech joint-ventures within the information technology and manufacturing industries located in Shanghai, China. Results based on 151 newcomer-manager dyads showed that supervisor developmental feedback (SDF) positively related to newcomer helping behavior and that SDF and coworker developmental feedback interactively predicted newcomer task performance. We also found differential moderating effects of proactive personality: SDF more strongly related to helping behavior when proactive personality was lower; conversely, coworker developmental feedback more strongly related to helping behavior when proactive personality was higher. (c) 2011 APA, all rights reserved.
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Al-Jundi, Wissam; Elsharif, Mohamed; Anderson, Melanie; Chan, Phillip; Beard, Jonathan; Nawaz, Shah
Constructive feedback plays an important role in learning during surgical training. Standard feedback is usually given verbally following direct observation of the procedure by a trained assessor. However, such feedback requires the physical presence of expert faculty members who are usually busy and time-constrained by clinical commitments. We aim to evaluate electronic feedback (e-feedback) after video observation of surgical suturing in comparison with standard face-to-face verbal feedback. A prospective, blinded, randomized controlled trial comparing e-feedback with standard verbal feedback was carried out in February 2015 using a validated pro formas for assessment. The study participants were 38 undergraduate medical students from the University of Sheffield, UK. They were recorded on video performing the procedural skill, completed a self-evaluation form, and received e-feedback on the same day (group 1); observed directly by an assessor, invited to provide verbal self-reflection, and then received standard verbal feedback (group 2). In both groups, the feedback was provided after performing the procedure. The participants returned 2 days later and performed the same skill again. Poststudy questionnaire was used to assess the acceptability of each feedback among the participants. Overall, 19 students in group 1 and 18 students in group 2 completed the study. Although there was a significant improvement in the overall mean score on the second performance of the task for all participants (first performance mean 11.59, second performance mean 15.95; p ≤ 0.0001), there was no difference in the overall mean improvement score between group 1 and group 2 (4.74 and 3.94, respectively; p = 0.49). The mean overall scores for the e-feedback group at baseline recorded by 2 independent investigators showed good agreement (mean overall scores of 12.84 and 11.89; Cronbach α = 0.86). Poststudy questionnaire demonstrated that both e-feedback and standard verbal feedback
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Pellecchia, Melanie; Connell, James E.; Eisenhart, Donald; Kane, Meghan; Schoener, Christine; Turkel, Kimberly; Riley, Megan; Mandell, David S.
2011-01-01
This study's primary goal was to evaluate the use of performance feedback procedures delivered to a classroom team to increase daily data collection. Performance feedback (PFB) was delivered to four classroom teams responsible for the daily collection of data representing student performance during prescribed instructional activities. Using a…
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Strauss, J. A.; Vinci, M.; Steele, W. P.; Allen, R. M.; Hellweg, M.
2013-12-01
Earthquake Early Warning (EEW) is a system that can provide a few to tens of seconds to minutes of warning prior to ground shaking at a given location. The goal and purpose of such a system is to reduce the damage, costs, and casualties resulting from an earthquake. A prototype earthquake early warning system (ShakeAlert) is in development by the UC Berkeley Seismological Laboratory, Caltech, ETH Zurich, University of Washington, and the USGS. Events are published to the UserDisplay--ShakeAlert's Java based graphical interface, which is being tested by a small group of beta users throughout California. The beta users receive earthquake alerts in real-time and are providing feedback on their experiences. For early warning alerts to be useful, people, companies, and institutions must know beforehand what actions they will perform when they receive the information. Beta user interactions allow the ShakeAlert team to discern: which alert delivery options are most effective, what changes would make the UserDisplay more useful in a pre-disaster situation, and most importantly, what actions users plan to take for various scenarios. We also collect feedback detailing costs of implementing actions and challenges within the beta user organizations, as well as anticipated benefits and savings. Thus, creating a blueprint for a fully operational system that will meet the needs of the public. New California users as well as the first group of Pacific Northwest users are slated to join the ShakeAlert beta test group in the fall of 2013.
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van der Leeuw, Renée M.; Overeem, Karlijn; Arah, Onyebuchi A.; Heineman, Maas Jan; Lombarts, Kiki M. J. M. H.
2013-01-01
Physicians involved in residency training often receive feedback from residents on their teaching. Research shows that learners value narrative feedback, but knowledge of the frequency and determinants of narrative feedback in teaching performance evaluation is lacking. This study aims to
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Zaugg, Vincent; Korb-Savoldelli, Virginie; Durieux, Pierre; Sabatier, Brigitte
2018-01-10
Poor medication adherence decreases treatment efficacy and worsens clinical outcomes, but average rates of adherence to long-term pharmacological treatments for chronic illnesses are only about 50%. Interventions for improving medication adherence largely focus on patients rather than on physicians; however, the strategies shown to be effective are complex and difficult to implement in clinical practice. There is a need for new care models addressing the problem of medication adherence, integrating this problem into the patient care process. Physicians tend to overestimate how well patients take their medication as prescribed. This can lead to missed opportunities to change medications, solve adverse effects, or propose the use of reminders in order to improve patients' adherence. Thus, providing physicians with feedback on medication adherence has the potential to prompt changes that improve their patients' adherence to prescribed medications. To assess the effects of providing physicians with feedback about their patients' medication adherence for improving adherence. We also assessed the effects of the intervention on patient outcomes, health resource use, and processes of care. We conducted a systematic search of the Cochrane Central Register of Controlled Trials (CENTRAL), MEDLINE, and Embase, all from database inception to December 2016 and without any language restriction. We also searched ISI Web of Science, two trials registers, and grey literature. We included randomised trials, controlled before-after studies, and interrupted time series studies that compared the effects of providing feedback to physicians about their patients' adherence to prescribed long-term medications for chronic diseases versus usual care. We included published or unpublished studies in any language. Participants included any physician and any patient prescribed with long-term medication for chronic disease. We included interventions providing the prescribing physician with
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From feedback- to response-based performance monitoring in active and observational learning.
Bellebaum, Christian; Colosio, Marco
2014-09-01
Humans can adapt their behavior by learning from the consequences of their own actions or by observing others. Gradual active learning of action-outcome contingencies is accompanied by a shift from feedback- to response-based performance monitoring. This shift is reflected by complementary learning-related changes of two ACC-driven ERP components, the feedback-related negativity (FRN) and the error-related negativity (ERN), which have both been suggested to signal events "worse than expected," that is, a negative prediction error. Although recent research has identified comparable components for observed behavior and outcomes (observational ERN and FRN), it is as yet unknown, whether these components are similarly modulated by prediction errors and thus also reflect behavioral adaptation. In this study, two groups of 15 participants learned action-outcome contingencies either actively or by observation. In active learners, FRN amplitude for negative feedback decreased and ERN amplitude in response to erroneous actions increased with learning, whereas observational ERN and FRN in observational learners did not exhibit learning-related changes. Learning performance, assessed in test trials without feedback, was comparable between groups, as was the ERN following actively performed errors during test trials. In summary, the results show that action-outcome associations can be learned similarly well actively and by observation. The mechanisms involved appear to differ, with the FRN in active learning reflecting the integration of information about own actions and the accompanying outcomes.
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Sockman, Keith W
2016-05-01
Optimizing plasticity in behavioral performances requires the abilities to regulate physiological effort and to estimate the effects of the environment. To describe how performance-based feedback could play a role in regulating recursive or continuous behavioral performances, I developed two models, one (environmental feedback) that assumes an initial ability to regulate effort but not to predict the effects of the environment and the other (effort feedback) that assumes an initial ability to predict the effects of the environment but not to regulate effort. I tested them by manipulating feedback on egg production, using an egg-substitution experiment in wild, free-ranging Lincoln's sparrows (Melospiza lincolnii). I discovered that females adjusted the size of their clutches' third laid eggs in response to the size of an experimentally substituted first laid egg, such that the size of the third laid egg increased with the size of the substitute. Results were largely consistent with the environmental feedback model, though small portions of the response surface were consistent with the effort feedback model or with neither. Regardless, such feedback-based regulation predicted by either model may help females maximize net benefits of egg production and may be a basis for mechanisms regulating a wide range of other behavioral performances, as well.
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Directory of Open Access Journals (Sweden)
Lyngeraa Tobias
2012-02-01
Full Text Available Abstract Background Good quality basic life support (BLS improves outcome following cardiac arrest. As BLS performance deteriorates over time we performed a parallel group, superiority study to investigate the effect of feedback on quality of chest compression with the hypothesis that feedback delays deterioration of quality of compressions. Methods Participants attending a national one-day conference on cardiac arrest and CPR in Denmark were randomized to perform single-rescuer BLS with (n = 26 or without verbal and visual feedback (n = 28 on a manikin using a ZOLL AED plus. Data were analyzed using Rescuenet Code Review. Blinding of participants was not possible, but allocation concealment was performed. Primary outcome was the proportion of delivered compressions within target depth compared over a 2-minute period within the groups and between the groups. Secondary outcome was the proportion of delivered compressions within target rate compared over a 2-minute period within the groups and between the groups. Performance variables for 30-second intervals were analyzed and compared. Results 24 (92% and 23 (82% had CPR experience in the group with and without feedback respectively. 14 (54% were CPR instructors in the feedback group and 18 (64% in the group without feedback. Data from 26 and 28 participants were analyzed respectively. Although median values for proportion of delivered compressions within target depth were higher in the feedback group (0-30 s: 54.0%; 30-60 s: 88.0%; 60-90 s: 72.6%; 90-120 s: 87.0%, no significant difference was found when compared to without feedback (0-30 s: 19.6%; 30-60 s: 33.1%; 60-90 s: 44.5%; 90-120 s: 32.7% and no significant deteriorations over time were found within the groups. In the feedback group a significant improvement was found in the proportion of delivered compressions below target depth when the subsequent intervals were compared to the first 30 seconds (0-30 s: 3.9%; 30-60 s: 0.0%; 60-90 s: 0
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A Content Analysis of Peer Feedback in Triadic Supervision
Avent, Janeé R.; Wahesh, Edward; Purgason, Lucy L.; Borders, L. DiAnne; Mobley, A. Keith
2015-01-01
There is limited research on the types of peer feedback exchanged during triadic supervision. Through a content analysis, the authors found that students provided feedback about counseling performance and cognitive counseling skills most often in supervision sessions. However, there were differences in the types of feedback exchanged across three…
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Tune and Orbit feedbacks performance: a user perspective
Ponce, L
2012-01-01
The presentation will present the performance and issues of tune and orbit feedbacks seen from the user (operation) perspective. Some statistics on the beam dumps causes will be presented to emphasize the two main limitations of the system : the issue on the tune measurement and the triggering of the QPS system of RQTs circuits. The possible improvements for 2012 will then be discussed together with the foreseen software changes for the orbit reference management.
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Lam, Chak Fu; DeRue, D. Scott; Karam, Elizabeth P.; Hollenbeck, John R.
2011-01-01
Previous research on feedback frequency suggests that more frequent feedback improves learning and task performance (Salmoni, Schmidt, & Walter, 1984). Drawing from resource allocation theory (Kanfer & Ackerman, 1989), we challenge the "more is better" assumption and propose that frequent feedback can overwhelm an individual's cognitive resource…
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Planar, Dolors; Moya, Soledad
2016-01-01
Formative feedback has great potential for teaching and learning in online undergraduate programmes. There is a large number of courses where the main source of feedback is provided by the instructor. This is particularly seen in subjects where assessments are designed based on specific activities which are the same for all students, and where the…
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Feedback and assessment for clinical placements: achieving the right balance
Directory of Open Access Journals (Sweden)
Burgess A
2015-05-01
Full Text Available Annette Burgess, Craig Mellis Central Clinical School, Sydney Medical School, The University of Sydney, Sydney, NSW, Australia Abstract: During clinical placements, the provision of feedback forms an integral part of the learning process and enriches students' learning experiences. The purpose of feedback is to improve the learner's knowledge, skills, or behavior. Receipt of accurate feedback can help to narrow the gap between actual and desired performance. Effective and regular feedback has the potential to reinforce good practice and motivate the learner toward the desired outcome. Despite the obvious role of feedback in effective teaching and learning, a common complaint from students is that they do not receive adequate feedback. Unfortunately, skills in giving and receiving feedback are rarely taught to students or clinicians. This study aims to provide an understanding of the role of feedback within the learning process, consider consequences of inadequate or poorly given feedback, consider the barriers to the feedback process, provide practical guidelines for providing feedback, and consider the need for student and faculty development in feedback skills. Keywords: medical students, formative, summative, assessment
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Directory of Open Access Journals (Sweden)
Brian E. Mavis
2013-07-01
Full Text Available Introduction: We operationalized the taxonomy developed by Hauer and colleagues describing common clinical performance problems. Faculty raters pilot tested the resulting worksheet by observing recordings of problematic simulated clinical encounters involving third-year medical students. This approach provided a framework for structured feedback to guide learner improvement and curricular enhancement. Methods: Eighty-two problematic clinical encounters from M3 students who failed their clinical competency examination were independently rated by paired clinical faculty members to identify common problems related to the medical interview, physical examination, and professionalism. Results: Eleven out of 26 target performance problems were present in 25% or more encounters. Overall, 37% had unsatisfactory medical interviews, with ‘inadequate history to rule out other diagnoses’ most prevalent (60%. Seventy percent failed because of physical examination deficiencies, with missing elements (69% and inadequate data gathering (69% most common. One-third of the students did not introduce themselves to their patients. Among students failing based on standardized patient (SP ratings, 93% also failed to demonstrate competency based on the faculty ratings. Conclusions: Our review form allowed clinical faculty to validate pass/fail decisions based on standardized patient ratings. Detailed information about performance problems contributes to learner feedback and curricular enhancement to guide remediation planning and faculty development.
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Immediate elaborated feedback personalization in online assessment
Vasilyeva, E.; De Bra, P.M.E.; Pechenizkiy, M.; Dillenbourg, P.; Specht, M.
2008-01-01
Providing a student with feedback that is timely, most suitable and useful for her personality and the performed task is a challenging problem of online assessment within Web-based Learning Systems (WBLSs). In our recent work we suggested a general approach of feedback adaptation in WBLS and through
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Directory of Open Access Journals (Sweden)
Kayatri Vasu
2016-09-01
Full Text Available In Malaysia, teacher feedback is highly preferred by students, who often believe that teachers know best. Teacher feedback shows them their teacher’s idea of an ideal writing. However, excessive dependence on teachers adds to their workload. Therefore, teachers are increasingly promoting two other alternative methods that are gradually gaining importance. These methods are peer feedback and self-assessment. This study investigates ESL students’ perceptions toward teacher feedback, peer feedback and self-assessment in students’ writing process. Questionnaires, adapted from the instruments in the literature, were administered to 107 randomly selected students in a private local university in Malaysia. Students found feedback given to the content and organization of their writing more useful than feedback provided for their vocabulary and grammar. It was also found that students perceived feedback from teacher, peers and self-assessment all as highly useful. Additionally the results indicated while there was no significant difference (p > .05 between the students’ perceptions toward teacher feedback and self-assessment, they were both perceived as significantly more useful (p < .001 than peer feedback. The students also perceived explicit feedback as significantly more useful (p < .001 than implicit feedback. The results of this study have implications for English language learning-teaching practitioners and researchers. They shed light on the options preferred by students in revising their writing in ESL writing classrooms. Future research on the effects of teacher feedback, peer feedback and self-assessment on students’ writing performance will provide better insight on the preferred methods in ESL writing classrooms in similar settings.
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The effect of organizational learning from performance feedback on team attention focus
Lucas, G.J.M.; Zijlmans, Marius; Meeus, M.T.H.; Blettner, D.P.; Sund, K.J.; Galavan, R.J.; Huff, A.S.
2016-01-01
In this chapter, we present a theory on how organizational performance feedback influences individual decision-maker cognitions and thereby changes a team’s attention focus in terms of strategy. We argue that when performance compares unfavorably to aspiration levels, decision-makers reconsider
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Clinical skills-related learning goals of senior medical students after performance feedback.
Chang, Anna; Chou, Calvin L; Teherani, Arianne; Hauer, Karen E
2011-09-01
Lifelong learning is essential for doctors to maintain competence in clinical skills. With performance feedback, learners should be able to formulate specific and achievable learning goals in areas of need. We aimed to determine: (i) the type and specificity of medical student learning goals after a required clinical performance examination; (ii) differences in goal setting among low, average and high performers, and (iii) whether low performers articulate learning goals that are concordant with their learning needs. We conducted a single-site, multi-year, descriptive comparison study. Senior medical students were given performance benchmarks, individual feedback and guidelines on learning goals; each student was subsequently instructed to write two clinical skills learning goals. Investigators coded the learning goals for specificity, categorised the goals, and performed statistical analyses to determine their concordance with student performance level (low, average or high) in data gathering (history taking and physical examination) or communication skills. All 208 students each wrote two learning goals and most (n=200, 96%) wrote two specific learning goals. Nearly two-thirds of low performers in data gathering wrote at least one learning goal that referred to history taking or physical examination; one-third wrote learning goals pertaining to the organisation of the encounter. High performers in data gathering wrote significantly more patient education goals and significantly fewer history-taking goals than average or low performers. Only 50% of low performers in communication wrote learning goals related to communication skills. Low performers in communication were significantly more likely than average or high performers to identify learning goals related to improving performance in future examinations. The provision of performance benchmarking, individual feedback and brief written guidelines helped most senior medical students in our study to write specific
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Evaluation of Augmented Reality Feedback in Surgical Training Environment.
Zahiri, Mohsen; Nelson, Carl A; Oleynikov, Dmitry; Siu, Ka-Chun
2018-02-01
Providing computer-based laparoscopic surgical training has several advantages that enhance the training process. Self-evaluation and real-time performance feedback are 2 of these advantages, which avoid dependency of trainees on expert feedback. The goal of this study was to investigate the use of a visual time indicator as real-time feedback correlated with the laparoscopic surgical training. Twenty novices participated in this study working with (and without) different presentations of time indicators. They performed a standard peg transfer task, and their completion times and muscle activity were recorded and compared. Also of interest was whether the use of this type of feedback induced any side effect in terms of motivation or muscle fatigue. Of the 20 participants, 15 (75%) preferred using a time indicator in the training process rather than having no feedback. However, time to task completion showed no significant difference in performance with the time indicator; furthermore, no significant differences in muscle activity or muscle fatigue were detected with/without time feedback. The absence of significant difference between task performance with/without time feedback shows that using visual real-time feedback can be included in surgical training based on user preference. Trainees may benefit from this type of feedback in the form of increased motivation. The extent to which this can influence training frequency leading to performance improvement is a question for further study.
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DeRiso, Anthony; Ludwig, Timothy D.
2012-01-01
The impact of task clarification and performance feedback on cleaning and restocking behaviors on both targeted and nontargeted behaviors was analyzed using an AB multiple baseline design across behaviors. Task clarification was presented on an enlarged poster to the serving staff at a fine dining restaurant. Group performance feedback was…
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Farah, Haneen; Musicant, Oren; Shimshoni, Yaara; Toledo, Tomer; Grimberg, Einat; Omer, Haim; Lotan, Tsippy
2014-08-01
This study focuses on investigating the driving behavior of young novice male drivers during the first year of driving (three months of accompanied driving and the following nine months of solo driving). The study's objective is to examine the potential of various feedback forms on driving to affect young drivers' behavior and to mitigate the transition from accompanied to solo driving. The study examines also the utility of providing parents with guidance on how to exercise vigilant care regarding their teens' driving. Driving behavior was evaluated using data collected by In-Vehicle Data Recorders (IVDR), which document events of extreme g-forces measured in the vehicles. IVDR systems were installed in 242 cars of the families of young male drivers, however, only 217 families of young drivers aged 17-22 (M=17.5; SD=0.8) completed the one year period. The families were randomly allocated into 4 groups: (1) Family feedback: In which all the members of the family were exposed to feedback on their own driving and on that of the other family members; (2) Parental training: in which in addition to the family feedback, parents received personal guidance on ways to enhance vigilant care regarding their sons' driving; (3) Individual feedback: In which family members received feedback only on their own driving behavior (and were not exposed to the data on other family members); (4) CONTROL: Group that received no feedback at all. The feedback was provided to the different groups starting from the solo period, thus, the feedback was not provided during the supervised period. The data collected by the IVDRs was first analyzed using analysis of variance in order to compare the groups with respect to their monthly event rates. Events' rates are defined as the number of events in a trip divided by its duration. This was followed by the development and estimation of random effect negative binomial models that explain the monthly event rates of young drivers and their parents
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Amount of kinematic feedback affects learning of speech motor skills.
Ballard, Kirrie J; Smith, Heather D; Paramatmuni, Divija; McCabe, Patricia; Theodoros, Deborah G; Murdoch, Bruce E
2012-01-01
Knowledge of Performance (KP) feedback, such as biofeedback or kinematic feedback, is used to provide information on the nature and quality of movement responses for the purpose of guiding active learning or rehabilitation of motor skills. It has been proposed that KP feedback may interfere with long-term learning when provided throughout training. Here, twelve healthy English-speaking adults were trained to produce a trilled Russian [r] in words with KP kinematic feedback using electropalatography (EPG) and without KP (noKP). Five one-hour training sessions were provided over one week with testing pretraining and one day and one week posttraining. No group differences were found at pretraining or one day post training for production accuracy. A group by time interaction supported the hypothesis that providing kinematic feedback continually during skill acquisition interferes with retention.
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Real-time orbit feedback at the APS
International Nuclear Information System (INIS)
Carwardine, J.
1998-01-01
A real-time orbit feedback system has been implemented at the Advanced Photon Source in order to meet the stringent orbit stability requirements. The system reduces global orbit motion below 30Hz by a factor of four to below 5 microm rms horizontally and 2 microm rms vertically. This paper focuses on dynamic orbit stability and describes the all-digital orbit feedback system that has been implemented at the APS. Implementation of the global orbit feedback system is described and its latest performance is presented. Ultimately, the system will provide local feedback at each x-ray source point using installed photon BPMs to measure x-ray beam position and angle directly. Technical challenges associated with local feedback and with dynamics of the associated corrector magnets are described. The unique diagnostic capabilities provided by the APS system are discussed with reference to their use in identifying sources of the underlying orbit motion
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Feedback in the OSCE: What Do Residents Remember?
Humphrey-Murto, Susan; Mihok, Marika; Pugh, Debra; Touchie, Claire; Halman, Samantha; Wood, Timothy J
2016-01-01
The move to competency-based education has heightened the importance of direct observation of clinical skills and effective feedback. The Objective Structured Clinical Examination (OSCE) is widely used for assessment and affords an opportunity for both direct observation and feedback to occur simultaneously. For feedback to be effective, it should include direct observation, assessment of performance, provision of feedback, reflection, decision making, and use of feedback for learning and change. If one of the goals of feedback is to engage students to think about their performance (i.e., reflection), it would seem imperative that they can recall this feedback both immediately and into the future. This study explores recall of feedback in the context of an OSCE. Specifically, the purpose of this study was to (a) determine the amount and the accuracy of feedback that trainees remember immediately after an OSCE, as well as 1 month later, and (b) assess whether prompting immediate recall improved delayed recall. Internal medicine residents received 2 minutes of verbal feedback from physician examiners in the context of an OSCE. The feedback was audio-recorded and later transcribed. Residents were randomly allocated to the immediate recall group (immediate-RG; n = 10) or the delayed recall group (delayed-RG; n = 8). The immediate-RG completed a questionnaire prompting recall of feedback received immediately after the OSCE, and then again 1 month later. The delayed-RG completed a questionnaire only 1 month after the OSCE. The total number and accuracy of feedback points provided by examiners were compared to the points recalled by residents. Results comparing recall at 1 month between the immediate-RG and the delayed-RG were also studied. Physician examiners provided considerably more feedback points (M = 16.3) than the residents recalled immediately after the OSCE (M = 2.61, p feedback points recalled upon completion of the OSCE (2.61) compared to 1 month later (M = 1
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Smart, J R; Kranz, K; Carmona, F; Lindner, T W; Newton, A
2015-10-15
Previous studies have reported that the quality of cardiopulmonary resuscitation (CPR) is important for patient survival. Real time objective feedback during manikin training has been shown to improve CPR performance. Objective measurement could facilitate competition and help motivate participants to improve their CPR performance. The aims of this study were to investigate whether real time objective feedback on manikins helps improve CPR performance and whether competition between separate European Emergency Medical Services (EMS) and between participants at each EMS helps motivation to train. Ten European EMS took part in the study and was carried out in two stages. At Stage 1, each EMS provided 20 pre-hospital professionals. A questionnaire was completed and standardised assessment scenarios were performed for adult and infant out of hospital cardiac arrest (OHCA). CPR performance was objectively measured and recorded but no feedback given. Between Stage 1 and 2, each EMS was given access to manikins for 6 months and instructed on how to use with objective real-time CPR feedback available. Stage 2 was undertaken and was a repeat of Stage 1 with a questionnaire with additional questions relating to usefulness of feedback and the competition nature of the study (using a 10 point Likert score). The EMS that improved the most from Stage 1 to Stage 2 was declared the winner. An independent samples Student t-test was used to analyse the objective CPR metrics with the significance level taken as p Competition between EMS organisations recorded a mean score of 5.8 and competition between participants recorded a mean score of 6.0. The results suggest that the use of real time objective feedback can significantly help improve CPR performance. Competition, especially between participants, appeared to encourage staff to practice and this study suggests that competition might have a useful role to help motivate staff to perform CPR training.
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DEFF Research Database (Denmark)
Eriksson, Tor Viking; Poulsen, Anders; Villeval, Marie-Claire
This paper experimentally investigates the impact of different pay and relative performance information policies on employee effort. We explore three information policies: No feedback about relative performance, feedback given halfway through the production period, and continuously updated feedba...... of positive peer effects since the underdogs almost never quit the competition even when lagging significantly behind, and frontrunners do not slack off. Moreover, in both pay schemes information feedback reduces the quality of the low performers' work....
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DEFF Research Database (Denmark)
Strandbygaard, Jeanett; Bjerrum, Flemming; Maagaard, Mathilde
2013-01-01
% vs 49%; P = 0.004). Men used less time (in minutes) than women (P = 0.037), but no sex difference was observed for repetitions (P = 0.20). Participants in the intervention group had higher self-perception regarding surgical skills after the trial (P = 0.011). CONCLUSIONS:: Instructor feedback...... increases the efficiency when training a complex operational task on a virtual reality simulator; time and repetitions used to achieve a predefined proficiency level were significantly reduced in the group that received instructor feedback compared with the control group. Trial registration number: NCT......OBJECTIVE:: To investigate the impact of instructor feedback versus no instructor feedback when training a complex operational task on a laparoscopic virtual reality simulator. BACKGROUND:: Simulators are now widely accepted as a training tool, but there is insufficient knowledge about how much...
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Audio-visual feedback improves the BCI performance in the navigational control of a humanoid robot
Directory of Open Access Journals (Sweden)
Emmanuele eTidoni
2014-06-01
Full Text Available Advancement in brain computer interfaces (BCI technology allows people to actively interact in the world through surrogates. Controlling real humanoid robots using BCI as intuitively as we control our body represents a challenge for current research in robotics and neuroscience. In order to successfully interact with the environment the brain integrates multiple sensory cues to form a coherent representation of the world. Cognitive neuroscience studies demonstrate that multisensory integration may imply a gain with respect to a single modality and ultimately improve the overall sensorimotor performance. For example, reactivity to simultaneous visual and auditory stimuli may be higher than to the sum of the same stimuli delivered in isolation or in temporal sequence. Yet, knowledge about whether audio-visual integration may improve the control of a surrogate is meager. To explore this issue, we provided human footstep sounds as audio feedback to BCI users while controlling a humanoid robot. Participants were asked to steer their robot surrogate and perform a pick-and-place task through BCI-SSVEPs. We found that audio-visual synchrony between footsteps sound and actual humanoid’s walk reduces the time required for steering the robot. Thus, auditory feedback congruent with the humanoid actions may improve motor decisions of the BCI’s user and help in the feeling of control over it. Our results shed light on the possibility to increase robot’s control through the combination of multisensory feedback to a BCI user.
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Dashboard report on performance on select quality indicators to cancer care providers.
Stattin, Pär; Sandin, Fredrik; Sandbäck, Torsten; Damber, Jan-Erik; Franck Lissbrant, Ingela; Robinson, David; Bratt, Ola; Lambe, Mats
2016-01-01
Cancer quality registers are attracting increasing attention as important, but still underutilized sources of clinical data. To optimize the use of registers in quality assurance and improvement, data have to be rapidly collected, collated and presented as actionable, at-a-glance information to the reporting departments. This article presents a dashboard performance report on select quality indicators to cancer care providers. Ten quality indicators registered on an individual patient level in the National Prostate Cancer Register of Sweden and recommended by the National Prostate Cancer Guidelines were selected. Data reported to the National Prostate Cancer Register are uploaded within 24 h to the Information Network for Cancer Care platform. Launched in 2014, "What''s Going On, Prostate Cancer" provides rapid, at-a-glance performance feedback to care providers. The indicators include time to report to the National Prostate Cancer Register, waiting times, designated clinical nurse specialist, multidisciplinary conference, adherence to guidelines for diagnostic work-up and treatment, and documentation and outcome of treatment. For each indicator, three performance levels were defined. What's Going On, a dashboard performance report on 10 selected quality indicators to cancer care providers, provides an example of how data in cancer quality registers can be transformed into condensed, at-a-glance information to be used as actionable metrics for quality assurance and improvement.
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Berndt, Markus; Strijbos, Jan-Willem; Fischer, Frank
2018-01-01
Peer-feedback efficiency might be influenced by the oftentimes voiced concern of students that they perceive their peers' competence to provide feedback as inadequate. Feedback literature also identifies mindful processing of (peer)feedback and (peer)feedback content as important for its efficiency, but lacks systematic investigation. In a 2 × 2…
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The Applicability of 360 Degree Feedback Performance Appraisal System: A Brigade Sample
Directory of Open Access Journals (Sweden)
Hakan TURGUT
2012-03-01
Full Text Available On the subject of measuring individual performances, which considered to be one of the fundamental functions of the human resources management process, 360 Degree Feedback Performance Appraisal System (360 DFPAS preferred for taking into account more than one aspect while providing opportunities in order to achieve more objective results. It’s been thought that the applicability of the above mentioned method is not investigated enough in the public sector where most of the employments take place in Turkey. The purpose of this study is to probe into the applicability of the 360 DFPAS on low and mid-level managers in a brigade. Within this framework, differences between the raters (manager, subordinate, peer, client, self-evaluation have been examined and comparisons made between traditional performance appraisal and 360 DFPAS. There are meaningful differences only inner client between two different evaluation methods (Traditional manager evalution-360 DFPAS within evaluation raters. But there aren’t any meaningful differences between traditional performance appraisal and 360 DFPAS as whole method.
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French, Judith C; Colbert, Colleen Y; Pien, Lily C; Dannefer, Elaine F; Taylor, Christine A
2015-01-01
The Accreditation Council for Graduate Medical Education's Milestones Project focuses trainee education on the formation of valued behaviors and skills believed to be necessary for trainees to become independent practitioners. The development and refinement of behaviors and skills outlined within the milestones will require learners to monitor, reflect, and assess their own performance over time. External feedback provides an opportunity for learners to recalibrate their self-assessments, thereby enabling them to develop better self-monitoring and self-assessment skills. Yet, feedback to trainees is frequently generic, such as "great job," "nice work," or "you need to read more." In this article, we describe a feedback model that faculty can use to provide specific feedback, while increasing accountability for learners. We offer practical examples of its use in a variety of settings in the milestone era. The Ask-Tell-Ask (ATA) patient communication skills strategy, which was adapted for use as a trainee feedback model 10 years ago at our institution, is a learner-centered approach for reinforcing and modifying behaviors. The model is efficient, promotes learner accountability, and helps trainees develop reflection and self-assessment skills. A feedback agreement further enhances ATA by establishing a shared understanding of goals for the educational encounter. The ATA feedback model, combined with a feedback agreement, encourages learners to self-identify strengths and areas for improvement, before receiving feedback. Personal monitoring, reflection, self-assessment, and increased accountability make ATA an ideal learner-centered feedback model for the milestones era, which focuses on performance improvement over time. We believe the introduction of the ATA feedback model in surgical training programs is a step in the right direction towards meaningful programmatic culture change. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier
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Vermeulen, Joan; Neyens, Jacques CL; Spreeuwenberg, Marieke D; van Rossum, Erik; Sipers, Walther; Habets, Herbert; Hewson, David J; de Witte, Luc P
2013-01-01
Purpose To involve elderly people during the development of a mobile interface of a monitoring system that provides feedback to them regarding changes in physical functioning and to test the system in a pilot study. Methods and participants The iterative user-centered development process consisted of the following phases: (1) selection of user representatives; (2) analysis of users and their context; (3) identification of user requirements; (4) development of the interface; and (5) evaluation of the interface in the lab. Subsequently, the monitoring and feedback system was tested in a pilot study by five patients who were recruited via a geriatric outpatient clinic. Participants used a bathroom scale to monitor weight and balance, and a mobile phone to monitor physical activity on a daily basis for six weeks. Personalized feedback was provided via the interface of the mobile phone. Usability was evaluated on a scale from 1 to 7 using a modified version of the Post-Study System Usability Questionnaire (PSSUQ); higher scores indicated better usability. Interviews were conducted to gain insight into the experiences of the participants with the system. Results The developed interface uses colors, emoticons, and written and/or spoken text messages to provide daily feedback regarding (changes in) weight, balance, and physical activity. The participants rated the usability of the monitoring and feedback system with a mean score of 5.2 (standard deviation 0.90) on the modified PSSUQ. The interviews revealed that most participants liked using the system and appreciated that it signaled changes in their physical functioning. However, usability was negatively influenced by a few technical errors. Conclusion Involvement of elderly users during the development process resulted in an interface with good usability. However, the technical functioning of the monitoring system needs to be optimized before it can be used to support elderly people in their self-management. PMID
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Directory of Open Access Journals (Sweden)
Sabine Peters
2016-06-01
Full Text Available Feedback learning is a crucial skill for cognitive flexibility that continues to develop into adolescence, and is linked to neural activity within a frontoparietal network. Although it is well conceptualized that activity in the frontoparietal network changes during development, there is surprisingly little consensus about the direction of change. Using a longitudinal design (N = 208, 8–27 years, two measurements in two years, we investigated developmental trajectories in frontoparietal activity during feedback learning. Our first aim was to test for linear and nonlinear developmental trajectories in dorsolateral prefrontal cortex (DLPFC, superior parietal cortex (SPC, supplementary motor area (SMA and anterior cingulate cortex (ACC. Second, we tested which factors (task performance, working memory, cortical thickness explained additional variance in time-related changes in activity besides age. Developmental patterns for activity in DLPFC and SPC were best characterized by a quadratic age function leveling off/peaking in late adolescence. There was a linear increase in SMA and a linear decrease with age in ACC activity. In addition to age, task performance explained variance in DLPFC and SPC activity, whereas cortical thickness explained variance in SMA activity. Together, these findings provide a novel perspective of linear and nonlinear developmental changes in the frontoparietal network during feedback learning.
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Richards, Kelly; Bell, Tamara; Dwyer, Angela
2017-01-01
The quality of feedback provided to university students has long been recognised as the most important predictor of student learning and satisfaction. However, providing quality feedback to students is challenging in the current context, in which universities increasingly rely on casualised and inexperienced academic staff to assess undergraduate…
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van Zundert, J.C.D.; Oomen, T.A.E
2017-01-01
The combination of feedback control with inverse model feedforward control or iterative learning control is known to yield high performance. The aim of this paper is to clarify the role of feedback in the design of feedforward controllers, with specific attention to the inferential situation. Recent
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Perera, Jennifer; Perera, Joachim; Abdullah, Juriah; Lee, Nagarajah
2009-06-29
Most medical schools use simulated patients (SPs) for teaching. In this context the authenticity of role play and quality of feedback provided by SPs is of paramount importance. The available literature on SP training mostly addresses instructor led training where the SPs are given direction on their roles. This study focuses on the use of peer and self evaluation as a tool to train SPs. SPs at the medical school participated in a staff development and training programme which included a) self-assessment of their performance while observing video-tapes of their role play using a structured guide and b) peer group assessment of their performance under tutor guidance. The pre and post training performance in relation to authenticity of role play and quality of feedback was blindly assessed by students and tutors using a validated instrument and the scores were compared. A focus group discussion and a questionnaire assessed acceptability of the training programme by the SPs. The post-training performance assessment scores were significantly higher (p performance. More studies on these methods of training may further refine SP training and lead to improvement of SP performance which in turn may positively impact medical education.
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Relevance Feedback in Content Based Image Retrieval: A Review
Directory of Open Access Journals (Sweden)
Manesh B. Kokare
2011-01-01
Full Text Available This paper provides an overview of the technical achievements in the research area of relevance feedback (RF in content-based image retrieval (CBIR. Relevance feedback is a powerful technique in CBIR systems, in order to improve the performance of CBIR effectively. It is an open research area to the researcher to reduce the semantic gap between low-level features and high level concepts. The paper covers the current state of art of the research in relevance feedback in CBIR, various relevance feedback techniques and issues in relevance feedback are discussed in detail.
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Real-time orbit feedback at the APS
International Nuclear Information System (INIS)
Carwardine, J.A.; Lenkszus, F.R.
1998-01-01
A real-time orbit feedback system has been implemented at the Advanced Photon Source in order to meet the stringent orbit stability requirements. The system reduces global orbit motion below 30 Hz by a factor of four to below 5 μm rms horizontally and 2 μm rms vertically. This paper focuses on dynamic orbit stability and describes the all-digital orbit feedback system that has been implemented at the APS. Implementation of the global orbit feedback system is described and its latest performance is presented. Ultimately, the system will provide local feedback at each x-ray source point using installed photon BPMs to measure x-ray beam position and angle directly. Technical challenges associated with local feedback and with dynamics of the associated corrector magnets are described. The unique diagnostic capabilities provided by the APS system are discussed with reference to their use in identifying sources of the underlying orbit motion. copyright 1998 American Institute of Physics
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Real-time orbit feedback at the APS.
Energy Technology Data Exchange (ETDEWEB)
Carwardine, J.
1998-06-18
A real-time orbit feedback system has been implemented at the Advanced Photon Source in order to meet the stringent orbit stability requirements. The system reduces global orbit motion below 30Hz by a factor of four to below 5{micro}m rms horizontally and 2{micro}m rms vertically. This paper focuses on dynamic orbit stability and describes the all-digital orbit feedback system that has been implemented at the APS. Implementation of the global orbit feedback system is described and its latest performance is presented. Ultimately, the system will provide local feedback at each x-ray source point using installed photon BPMs to measure x-ray beam position and angle directly. Technical challenges associated with local feedback and with dynamics of the associated corrector magnets are described. The unique diagnostic capabilities provided by the APS system are discussed with reference to their use in identifying sources of the underlying orbit motion.
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Medvedeff, Megan; Gregory, Jane Brodie; Levy, Paul E
2008-01-01
In the current study, we examined the interactive effects of feedback type and sign on feedback-seeking behaviour, as well as the moderating role of regulatory focus. Using a behavioural measure of feedback seeking, we demonstrated a strong interaction between feedback type and sign, such that individuals subsequently sought the most feedback after they were provided with negative process feedback. Additionally, results suggested that an individual's chronic regulatory focus has implications ...
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Perioperative feedback in surgical training: A systematic review.
McKendy, Katherine M; Watanabe, Yusuke; Lee, Lawrence; Bilgic, Elif; Enani, Ghada; Feldman, Liane S; Fried, Gerald M; Vassiliou, Melina C
2017-07-01
Changes in surgical training have raised concerns about residents' operative exposure and preparedness for independent practice. One way of addressing this concern is by optimizing teaching and feedback in the operating room (OR). The objective of this study was to perform a systematic review on perioperative teaching and feedback. A systematic literature search identified articles from 1994 to 2014 that addressed teaching, feedback, guidance, or debriefing in the perioperative period. Data was extracted according to ENTREQ guidelines, and a qualitative analysis was performed. Thematic analysis of the 26 included studies identified four major topics. Observation of teaching behaviors in the OR described current teaching practices. Identification of effective teaching strategies analyzed teaching behaviors, differentiating positive and negative teaching strategies. Perceptions of teaching behaviors described resident and attending satisfaction with teaching in the OR. Finally models for delivering structured feedback cited examples of feedback strategies and measured their effectiveness. This study provides an overview of perioperative teaching and feedback for surgical trainees and identifies a need for improved quality and quantity of structured feedback. Copyright © 2016 Elsevier Inc. All rights reserved.
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Useful but Different: Resident Physician Perceptions of Interprofessional Feedback.
Vesel, Travis P; O'Brien, Bridget C; Henry, Duncan M; van Schaik, Sandrijn M
2016-01-01
Phenomenon: Based on recently formulated interprofessional core competencies, physicians are expected to incorporate feedback from other healthcare professionals. Based on social identity theory, physicians likely differentiate between feedback from members of their own profession and others. The current study examined residents' experiences with, and perceptions of, interprofessional feedback. In 2013, Anesthesia, Obstetrics-Gynecology, Pediatrics, and Psychiatry residents completed a survey including questions about frequency of feedback from different professionals and its perceived value (5-point scale). The authors performed an analysis of variance to examine interactions between residency program and profession of feedback provider. They conducted follow-up interviews with a subset of residents to explore reasons for residents' survey ratings. Fifty-two percent (131/254) of residents completed the survey, and 15 participated in interviews. Eighty percent of residents reported receiving written feedback from physicians, 26% from nurses, and less than 10% from other professions. There was a significant interaction between residency program and feedback provider profession, F(21, 847) = 3.82, p feedback provider profession, F(7, 847) = 73.7, p feedback from attending physicians higher than feedback from others, and anesthesia residents rated feedback from other professionals significantly lower than other residents. Ten major themes arose from qualitative data analysis, which revealed an overall positive attitude toward interprofessional feedback and clarified reasons behind residents' perceptions and identified barriers. Insights: Residents in our study reported limited exposure to interprofessional feedback and valued such feedback less than intraprofessional feedback. However, our data suggest opportunities exist for effective utilization of interprofessional feedback.
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Interpreting Feedback: A Discourse Analysis of Teacher Feedback and Student Identity
Torres, J. T.; Anguiano, Carlos J.
2016-01-01
Feedback has typically been studied as a means of improving academic performance. Few studies inquire into the processes by which feedback shapes student identity. The authors carry out a discourse analysis of written comments to explore how feedback is discursively constructed by both teachers and students. Analysis of written feedback,…
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Zhang, Dingguo; Xu, Heng; Shull, Peter B; Liu, Jianrong; Zhu, Xiangyang
2015-05-02
Transcutaneous electrical stimulation can provide amputees with tactile feedback for better manipulating an advanced prosthesis. In general, there are two ways to transfer the stimulus to the skin: somatotopical feedback (SF) that stimulates the phantom digit somatotopy on the stump and non-somatotopical feedback (NF) that stimulates other positions on the human body. To investigate the difference between SF and NF, electrotactile experiments were conducted on seven amputees. Electrical stimulation was applied via a complete phantom map to the residual limb (SF) and to the upper arm (NF) separately. The behavior results of discrimination accuracy and response time were used to examine: 1) performance differences between SF and NF for discriminating position, type and strength of tactile feedback; 2) performance differences between SF and NF for one channel (1C), three channels (3C), and five channels (5C). NASA-TLX standardized testing was used to determine differences in mental workload between SF and NF. The grand-averaged discrimination accuracy for SF was 6% higher than NF, and the average response time for SF was 600 ms faster than NF. SF is better than NF for position, type, strength, and the overall modality regarding both accuracy and response time except for 1C modality (pNASA-TLX scores indicated that mental workload increased as the number of stimulation channels increased. We quantified the difference between SF and NF, and the influence of different number of stimulation channels. SF was better than NF in general, but the practical issues such as the limited area of stumps could constrain the use of SF. We found that more channels increased the amount and richness of information to the amputee while fewer channels resulted in higher performance, and thus the 3C/SF modality was a good compromise. Based on this study, we provide possible solutions to the practical problems involving the implementation of tactile feedback for amputees. These results are
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Feedback on Feedback--Does It Work?
Speicher, Oranna; Stollhans, Sascha
2015-01-01
It is well documented that providing assessment feedback through the medium of screencasts is favourably received by students and encourages deeper engagement with the feedback given by the language teacher (inter alia Abdous & Yoshimura, 2010; Brick & Holmes, 2008; Cann, 2007; Stannard, 2007). In this short paper we will report the…
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Directory of Open Access Journals (Sweden)
Hollie S Jones
2016-09-01
Full Text Available TThe provision of performance-related feedback during exercise is acknowledged as an influential external cue used to inform pacing decisions. The provision of this feedback in a challenging or deceptive context allows research to explore how feedback can be used to improve performance and influence perceptual responses. However, the effects of deception on both acute and residual responses have yet to be explored, despite potential application for performance enhancement. Therefore, this study investigated the effects of challenging and deceptive feedback on perceptual responses and performance in self-paced cycling time trials (TT and explored whether changes in performance are sustained in a subsequent TT following the disclosure of the deception.Seventeen trained male cyclists were assigned to either an accurate or deceptive feedback group and performed four 16.1 km cycling TTs; 1 and 2 ride-alone baseline TTs where a fastest baseline (FBL performance was identified, 3 a TT against a virtual avatar representing 102% of their FBL performance (PACER, and 4 a subsequent ride-alone TT (SUB. The deception group, however, were initially informed that the avatar accurately represented their FBL, but prior to SUB were correctly informed of the nature of the avatar. Affect, self-efficacy and RPE were measured every quartile. Both groups performed PACER faster than FBL and SUB (p < 0.05 and experienced lower affect (p = 0.016, lower self-efficacy (p = 0.011, and higher RPE (p < 0.001 in PACER than FBL. No significant differences were found between FBL and SUB for any variable. The presence of the pacer rather than the manipulation of performance beliefs acutely facilitates TT performance and perceptual responses. Revealing that athletes’ performance beliefs were falsely negative due to deceptive feedback provision has no effect on subsequent perceptions or performance. A single experiential exposure may not be sufficient to produce meaningful
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Abelairas-Gómez, Cristian; Rodríguez-Núñez, Antonio; Vilas-Pintos, Elisardo; Prieto Saborit, José Antonio; Barcala-Furelos, Roberto
2015-06-01
To describe the quality of chest compressions performed by secondary-school students trained with a realtime audiovisual feedback system. The learners were 167 students aged 12 to 15 years who had no prior experience with cardiopulmonary resuscitation (CPR). They received an hour of instruction in CPR theory and practice and then took a 2-minute test, performing hands-only CPR on a child mannequin (Prestan Professional Child Manikin). Lights built into the mannequin gave learners feedback about how many compressions they had achieved and clicking sounds told them when compressions were deep enough. All the learners were able to maintain a steady enough rhythm of compressions and reached at least 80% of the targeted compression depth. Fewer correct compressions were done in the second minute than in the first (P=.016). Real-time audiovisual feedback helps schoolchildren aged 12 to 15 years to achieve quality chest compressions on a mannequin.
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The Impact of Elaborated Feedback on Competency Assessment of IT Professionals
Directory of Open Access Journals (Sweden)
Elena Alexandra TOADER
2015-01-01
Full Text Available Feedback represents an important component in the process of assessing the competencies of the IT professionals as it allows to evaluate their performance and helps their managers to personalize the learning content according to employees’ needs and profiles. In the current paper we propose a computer-based formative feedback framework that provides personalized feedback for the technical employees. Extensive research has been carried out focusing on formative assessment aspects that includes the elaborate feedback. An online competency assessment tool was designed and it is going to be implemented in order to measure the professionals’ performance in software organizations. The subjects of the study are going to be software developers, working in departments of IT Romanian companies. Their performance is going to be evaluated through the competency-based assessment tool. At the end of the assessment process, an elaborate feedback is provided in order to improve their current level of competency acquired. The current paper reveals the role of the computer-based formative assessment within software organizations as well as the importance of an elaborate feedback that can improve the employees’ knowledge and skills.
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Medical student perspective: working toward specific and actionable clinical clerkship feedback.
Moss, Haley A; Derman, Peter B; Clement, R Carter
2012-01-01
Feedback on the wards is an important component of medical student education. Medical schools have incorporated formalized feedback mechanisms such as clinical encounter cards and standardized patient encounters into clinical curricula. However, the system could be further improved as medical students frequently feel uncomfortable requesting feedback, and are often dissatisfied with the quality of the feedback they receive. This article explores the shortcomings of the existing medical student feedback system and examines the relevant literature in an effort to shed light on areas in which the system can be enhanced. The discussion focuses on resident-provided feedback but is broadly applicable to delivering feedback in general. A review of the organizational psychology and business administration literature on fostering effective feedback was performed. These insights were then applied to the setting of medical education. Providing effective feedback requires training and forethought. Feedback itself should be specific and actionable. Utilizing these strategies will help medical students and educators get the most out of existing feedback systems.
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Feedback: an essential element of student learning in clinical practice.
Clynes, Mary P; Raftery, Sara E C
2008-11-01
Clinical practice is an essential component of the nursing curriculum. In order for the student to benefit fully from the experience regular performance feedback is required. Feedback should provide the student with information on current practice and offer practical advice for improved performance. The importance of feedback is widely acknowledged however it appears that there is inconsistency in its provision to students. The benefits of feedback include increased student confidence, motivation and self-esteem as well as improved clinical practice. Benefits such as enhanced interpersonal skills and a sense of personal satisfaction also accrue to the supervisor. Barriers to the feedback process are identified as inadequate supervisor training and education, unfavourable ward learning environment and insufficient time spent with students. In addition to the appropriate preparation of the supervisor effective feedback includes an appreciation of the steps of the feedback process, an understanding of the student response to feedback and effective communication skills.
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Silver, Marc T; Sterns, Laurence D; Piccini, Jonathan P; Joung, Boyoung; Ching, Chi-Keong; Pickett, Robert A; Rabinovich, Rafael; Liu, Shufeng; Peterson, Brett J; Lexcen, Daniel R
2015-03-01
Implantable cardioverter-defibrillator (ICD) shocks are associated with increased anxiety, health care utilization, and potentially mortality. The purpose of the Shock-Less Study was to determine if providing feedback reports to physicians on their adherence to evidence-based shock reduction programming could improve their programming behavior and reduce shocks. Shock-Less enrolled primary prevention (PP) and secondary prevention (SP) ICD patients between 2009 and 2012 at 118 study centers worldwide and followed patients longitudinally after their ICD implant. Center-specific therapy programming reports (TPRs) were delivered to each center 9 to 12 months after their first enrollment. The reports detailed adherence to evidence-based programming targets: number of intervals to detect ventricular fibrillation (VF NID), longest treatment interval (LTI), supraventricular tachycardia (SVT) discriminators (Wavelet, PR Logic), SVT limit, Lead Integrity Alert (LIA), and antitachycardia pacing (ATP). Clinicians programmed ICDs at their discretion. The primary outcome measure was the change in utilization of evidence-based shock reduction programming before (phase I, n = 2694 patients) and after initiation of the TPR (phase II, n = 1438 patients). Patients implanted after feedback reports (phase II) were up to 20% more likely to have their ICDs programmed in line with evidence-based shock reduction programming (eg, VF NID in PP patients 30/40 in 33.5% vs 18.6%, P programming feedback reports improves adherence to evidence-based shock reduction programming and is associated with lower risk of ICD shocks. Copyright © 2015 Heart Rhythm Society. Published by Elsevier Inc. All rights reserved.
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Effect of task-related continuous auditory feedback during learning of tracking motion exercises
Directory of Open Access Journals (Sweden)
Rosati Giulio
2012-10-01
visuomotor perturbation, whereas controller-task-related sound feedback did not. This result was particularly interesting, as the subjects relied more on auditory augmentation of the visualized target motion (which was altered with respect to arm motion by the visuomotor perturbation, rather than on sound feedback provided in the controller space, i.e., information directly related to the effective target motion of their arm. Conclusions Our results indicate that auditory augmentation of visual feedback can be beneficial during the execution of upper limb movement exercises. In particular, we found that continuous task-related information provided through sound, in addition to visual feedback can improve not only performance but also the learning of a novel visuomotor perturbation. However, error-related information provided through sound did not improve performance and negatively affected learning in the presence of the visuomotor perturbation.
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LFSC - Linac Feedback Simulation Code
Energy Technology Data Exchange (ETDEWEB)
Ivanov, Valentin; /Fermilab
2008-05-01
The computer program LFSC (
Feedback Simulation Code>) is a numerical tool for simulation beam based feedback in high performance linacs. The code LFSC is based on the earlier version developed by a collective of authors at SLAC (L.Hendrickson, R. McEwen, T. Himel, H. Shoaee, S. Shah, P. Emma, P. Schultz) during 1990-2005. That code was successively used in simulation of SLC, TESLA, CLIC and NLC projects. It can simulate as pulse-to-pulse feedback on timescale corresponding to 5-100 Hz, as slower feedbacks, operating in the 0.1-1 Hz range in the Main Linac and Beam Delivery System. The code LFSC is running under Matlab for MS Windows operating system. It contains about 30,000 lines of source code in more than 260 subroutines. The code uses the LIAR ('Linear Accelerator Research code') for particle tracking under ground motion and technical noise perturbations. It uses the Guinea Pig code to simulate the luminosity performance. A set of input files includes the lattice description (XSIF format), and plane text files with numerical parameters, wake fields, ground motion data etc. The Matlab environment provides a flexible system for graphical output. -
Let's reflect on processes : task uncertainty as a moderator for feedback effectiveness
Geer-Rutten-Rijswijk, van der E.
2008-01-01
Traditionally, when introducing feedback interventions, the focus of performance indicators used as the basis for feedback has mainly been on the final results of tasks. This stemmed from the general contention that providing employees with information about their performance on the final results of
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Training effectiveness feedback
International Nuclear Information System (INIS)
Wiggin, N.A.
1987-01-01
A formal method of getting feedback about the job performance of employees is a necessary part of all the authors training programs. The formal process may prove to be inadequate if it is the only process in use. There are many ways and many opportunities to get good feedback about employee performance. It is important to document these methods and specific instances to supplement the more formalized process. The key is to identify them, encourage them, use them, and document the training actions that result from them. This paper describes one plant's method of getting feedback about performance of technicians in the field
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Chambers, Kent A.; Blake, Bob
2007-01-01
The World Wide Web recently launched a new interactive feedback system for the instructors, so that can better understanding about their students and their problems. The feedback, in combination with tailored lectures is expected to enhance student performance in the first semester of general chemistry.
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Peters, Sabine; Van Duijvenvoorde, Anna C K; Koolschijn, P Cédric M P; Crone, Eveline A
2016-06-01
Feedback learning is a crucial skill for cognitive flexibility that continues to develop into adolescence, and is linked to neural activity within a frontoparietal network. Although it is well conceptualized that activity in the frontoparietal network changes during development, there is surprisingly little consensus about the direction of change. Using a longitudinal design (N=208, 8-27 years, two measurements in two years), we investigated developmental trajectories in frontoparietal activity during feedback learning. Our first aim was to test for linear and nonlinear developmental trajectories in dorsolateral prefrontal cortex (DLPFC), superior parietal cortex (SPC), supplementary motor area (SMA) and anterior cingulate cortex (ACC). Second, we tested which factors (task performance, working memory, cortical thickness) explained additional variance in time-related changes in activity besides age. Developmental patterns for activity in DLPFC and SPC were best characterized by a quadratic age function leveling off/peaking in late adolescence. There was a linear increase in SMA and a linear decrease with age in ACC activity. In addition to age, task performance explained variance in DLPFC and SPC activity, whereas cortical thickness explained variance in SMA activity. Together, these findings provide a novel perspective of linear and nonlinear developmental changes in the frontoparietal network during feedback learning. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.
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Developing effective automated feedback in temporal bone surgery simulation.
Wijewickrema, Sudanthi; Piromchai, Patorn; Zhou, Yun; Ioannou, Ioanna; Bailey, James; Kennedy, Gregor; O'Leary, Stephen
2015-06-01
We aim to test the effectiveness, accuracy, and usefulness of an automated feedback system in facilitating skill acquisition in virtual reality surgery. We evaluate the performance of the feedback system through a randomized controlled trial of 24 students allocated to feedback and nonfeedback groups. The feedback system was based on the Melbourne University temporal bone surgery simulator. The study was conducted at the simulation laboratory of the Royal Victorian Eye and Ear Hospital, Melbourne. The study participants were medical students from the University of Melbourne, who were asked to perform virtual cortical mastoidectomy on the simulator. The extent to which the drilling behavior of the feedback and nonfeedback groups differed was used to evaluate the effectiveness of the system. Its accuracy was determined through a postexperiment observational assessment of recordings made during the experiment by an expert surgeon. Its usability was evaluated using students' self-reports of their impressions of the system. A Friedman's test showed that there was a significant improvement in the drilling performance of the feedback group, χ(2)(1) = 14.450, P feedback (when trainee behavior was detected) 88.6% of the time and appropriate feedback (accurate advice) 84.2% of the time. Participants' opinions about the usefulness of the system were highly positive. The automated feedback system was observed to be effective in improving surgical technique, and the provided feedback was found to be accurate and useful. © American Academy of Otolaryngology—Head and Neck Surgery Foundation 2015.
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Framing of Feedback Impacts Student's Satisfaction, Self-Efficacy and Performance
van de Ridder, J. M. Monica; Peters, Claudia M. M.; Stokking, Karel M.; de Ru, J. Alexander; ten Cate, Olle Th. J.
2015-01-01
Feedback is considered important to acquire clinical skills. Research evidence shows that feedback does not always improve learning and its effects may be small. In many studies, a variety of variables involved in feedback provision may mask either one of their effects. E.g., there is reason to believe that the way oral feedback is framed may…
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Nottingham, Sara; Henning, Jolene
2014-01-01
Context: Approved Clinical Instructors (ACIs; now known as preceptors) are expected to provide feedback to athletic training students (ATSs) during clinical education experiences. Researchers in other fields have found that clinical instructors and students often have different perceptions of actual and ideal feedback and that several factors may influence the feedback exchanges between instructors and students. However, understanding of these issues in athletic training education is minimal. Objective: To investigate the current characteristics and perceptions of and the influences on feedback exchanges between ATSs and ACIs. Design: Qualitative study. Setting: One entry-level master's degree program accredited by the Commission on Accreditation of Athletic Training Education. Patients or Other Participants: Four ACIs and 4 second-year ATSs. Data Collection and Analysis: Individual, semistructured interviews were conducted with participants and integrated with field notes and observations for analysis. We used the constant comparative approach to inductively analyze data and develop codes and categories. Member checking, triangulation, and peer debriefing were used to promote trustworthiness of the study. Results: Participants described that feedback plays an important role in clinical education and has several purposes related to improving performance. The ACIs and ATSs also discussed several preferred characteristics of feedback. Participants identified 4 main influences on their feedback exchanges, including the ACI, the ATS, personalities, and the learning environment. Conclusions: The ACIs and ATSs had similar perceptions of ideal feedback in addition to the actual feedback that was provided during their clinical education experiences. Most of the preferences for feedback were aligned with recommendations in the literature, suggesting that existing research findings are applicable to athletic training clinical education. Several factors influenced the
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Sommer, Kristin L.; Kulkarni, Mukta
2012-01-01
Organizational experts have long touted the importance of delivering negative performance feedback in a manner that enhances employee receptivity to feedback, yet the broader impacts of constructive feedback have received relatively little attention. The present investigation explored the impact of constructive, critical feedback on organizational…
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Maximizing Performance: Augmented Feedback, Focus of Attention, and/or Reward?
Wälchli, Michael; Ruffieux, Jan; Bourquin, Yann; Keller, Martin; Taube, Wolfgang
2016-04-01
Different approaches like providing augmented feedback (aF), applying an external focus of attention (EF), or rewarding participants with money (RE) have been shown to instantly enhance motor performance. So far, these approaches have been tested either in separate studies or directly against each other. However, there is no study that combined aF, EF, and/or RE to test whether this provokes additional benefits. The aim of the present study was therefore to identify the most powerful combination. Eighteen participants performed maximal countermovement jumps in six different conditions: neutral (NE), aF, RE, aF + EF, aF + RE, and aF + EF + RE. Participants demonstrated the highest jump heights with aF + EF, followed by aF + EF + RE, aF + RE, aF, RE, and finally, NE. Activity of the M. rectus femoris differed significantly between conditions resulting in lower muscular activity in aF + EF and aF + EF + RE compared with NE. All other parameters, such as ground reaction forces and joint angles, were comparable across conditions. This is the first study showing superior performance when combining aF with EF. As reduced muscular activity was found only in conditions with EF, it is argued in line with the constrained action hypothesis that adopting an EF improves movement efficiency. In contrast, aF seems to rather enhance (intrinsic) motivation. However, monetary reward did not further amplify performance.
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Gude, Wouter T; Roos-Blom, Marie-José; van der Veer, Sabine N; Dongelmans, Dave A; de Jonge, Evert; Francis, Jill J; Peek, Niels; de Keizer, Nicolette F
2018-02-17
Audit and feedback aims to guide health professionals in improving aspects of their practice that need it most. Evidence suggests that feedback fails to increase accuracy of professional perceptions about clinical performance, which likely reduces audit and feedback effectiveness. This study investigates health professionals' perceptions about their clinical performance and the influence of feedback on their intentions to change practice. We conducted an online laboratory experiment guided by Control Theory with 72 intensive care professionals from 21 units. For each of four new pain management indicators, we collected professionals' perceptions about their clinical performance; peer performance; targets; and improvement intentions before and after receiving first-time feedback. An electronic audit and feedback dashboard provided ICU's own performance, median and top 10% peer performance, and improvement recommendations. The experiment took place approximately 1 month before units enrolled into a cluster-randomised trial assessing the impact of adding a toolbox with suggested actions and materials to improve intensive care pain management. During the experiment, the toolbox was inaccessible; all participants accessed the same version of the dashboard. We analysed 288 observations. In 53.8%, intensive care professionals overestimated their clinical performance; but in only 13.5%, they underestimated it. On average, performance was overestimated by 22.9% (on a 0-100% scale). Professionals similarly overestimated peer performance, and set targets 20.3% higher than the top performance benchmarks. In 68.4% of cases, intentions to improve practice were consistent with actual gaps in performance, even before professionals had received feedback; which increased to 79.9% after receiving feedback (odds ratio, 2.41; 95% CI, 1.53 to 3.78). However, in 56.3% of cases, professionals still wanted to improve care aspects at which they were already top performers. Alternatively
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Fuchs, Lynn S.; And Others
1991-01-01
Nineteen special educators implemented Curriculum-Based Measurement with a total of 36 learning-disabled math pupils in grades 2-8 to examine the effects of goal line feedback. Results indicated comparable levels and slopes of student performance across treatment conditions, although goal line feedback was associated with greater performance…
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The Effect of Choosing versus Receiving Feedback on College Students' Performance
Cutumisu, Maria; Schwartz, Daniel L.
2016-01-01
This study examines the effect of choosing versus receiving feedback on the learning performance of n = 98 post-secondary students from California on a digital poster design task. The study employs a yoked experimental design where college students are randomly assigned to play a choice-based assessment game, Posterlet, in one of two conditions,…
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Quality assurance feedback as a nursing management strategy.
Brannon, D; Bucher, J A
1989-01-01
Quality assurance and effective nurse management can be viewed as intersecting goals. Objective feedback derived from quality assurance data is a potentially powerful means of enhancing nurses' performance and job satisfaction. The use of automated information systems to provide such direct feedback offers the additional advantage of recognizing nurses as self-monitoring, self-correcting professionals. The need, opportunity, and challenge involved in meshing quality assurance with human resource management through computer-generated feedback are discussed in the context of the home health care setting.
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Advantages of coherent feedback for cooling quantum oscillators.
Hamerly, Ryan; Mabuchi, Hideo
2012-10-26
We model the cooling of open optical and optomechanical resonators via optical feedback in the linear quadratic Gaussian setting of stochastic control theory. We show that coherent feedback control schemes, in which the resonator is embedded in an interferometer to achieve all-optical feedback, can outperform the best possible linear quadratic Gaussian measurement-based schemes in the quantum regime of low steady-state excitation number. Such performance gains are attributed to the coherent controller's ability to process noncommuting output field quadratures simultaneously without loss of fidelity, and may provide important clues for the design of coherent feedback schemes for more general problems of nonlinear and robust control.
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Caulfield, Jay
2007-01-01
The purpose of this empirical research study was to investigate what motivates students to provide formative anonymous feedback to teachers regarding their perceptions of the teaching and learning experience in order to improve student learning. Expectancy theory, specifically Vroom's Model, was used as the conceptual framework for the study.…
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Augmented kinematic feedback from haptic virtual reality for dental skill acquisition.
Suebnukarn, Siriwan; Haddawy, Peter; Rhienmora, Phattanapon; Jittimanee, Pannapa; Viratket, Piyanuch
2010-12-01
We have developed a haptic virtual reality system for dental skill training. In this study we examined several kinds of kinematic information about the movement provided by the system supplement knowledge of results (KR) in dental skill acquisition. The kinematic variables examined involved force utilization (F) and mirror view (M). This created three experimental conditions that received augmented kinematic feedback (F, M, FM) and one control condition that did not (KR-only). Thirty-two dental students were randomly assigned to four groups. Their task was to perform access opening on the upper first molar with the haptic virtual reality system. An acquisition session consisted of two days of ten trials of practice in which augmented kinematic feedback was provided for the appropriate experimental conditions after each trial. One week after, a retention test consisting of two trials without augmented feedback was completed. The results showed that the augmented kinematic feedback groups had larger mean performance scores than the KR-only group in Day 1 of the acquisition and retention sessions (ANOVA, p0.05). The trends in acquisition and retention sessions suggest that the augmented kinematic feedback can enhance the performance earlier in the skill acquisition and retention sessions.
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Rose, Henry M. S.; Ludwig, Timothy D.
2009-01-01
The effects of task clarification, self-monitoring, and performance feedback on cleaning behaviors of 9 lifeguards in 3 performance areas (vacuuming, lobby tidying, and pool deck maintenance) were investigated using an ABA reversal design at a county swim complex. A specific task in each performance area was used as a behavioral control. Following…
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Directory of Open Access Journals (Sweden)
Francesco Pompedda
2017-09-01
Full Text Available Simulated interviews in alleged child sexual abuse (CSA cases with computer-generated avatars paired with feedback improve interview quality. In the current study, we aimed to understand better the effect of different types of feedback in this context. Feedback was divided into feedback regarding conclusions about what happened to the avatar (outcome feedback and feedback regarding the appropriateness of question-types used by the interviewer (process feedback. Forty-eight participants each interviewed four different avatars. Participants were divided into four groups (no feedback, outcome feedback, process feedback, and a combination of both feedback types. Compared to the control group, interview quality was generally improved in all the feedback groups on all outcome variables included. Combined feedback produced the strongest effect on increasing recommended questions and correct conclusions. For relevant and neutral details elicited by the interviewers, no statistically significant differences were found between feedback types. For wrong details, the combination of feedback produced the strongest effect, but this did not differ from the other two feedback groups. Nevertheless, process feedback produced a better result compared to outcome feedback. The present study replicated previous findings regarding the effect of feedback in improving interview quality, and provided new knowledge on feedback characteristics that maximize training effects. A combination of process and outcome feedback showed the strongest effect in enhancing training in simulated CSA interviews. Further research is, however, needed.
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Giesbers, A P M Suzanne; Schouteten, Roel L J; Poutsma, Erik; van der Heijden, Beatrice I J M; van Achterberg, Theo
2016-12-01
Providing nursing teams with feedback on quality measurements is used as a quality improvement instrument in healthcare organizations worldwide. Previous research indicated contradictory results regarding the effect of such feedback on both nurses' well-being and performance. Building on the Job Demands-Resources model this study explores: (1) whether and how nurses' perceptions of feedback on quality measurements (as a burdening job demand or rather as an intrinsically or extrinsically motivating job resource) are respectively related to nurses' well-being and performance; and (2) whether and how team reflection influences nurses' perceptions. An embedded case study. Four surgical wards within three different acute teaching-hospital settings in the Netherlands. During a period of four months, the nurses on each ward were provided with similar feedback on quality measurements. After this period, interviews with eight nurses and the ward manager for each ward were conducted. Additionally, observational data were collected from three oral feedback moments on each of the participating wards. The data revealed that individual nurses perceive the same feedback on quality measurements differently, leading to different effects on nurses' well-being and performance: 1) feedback can be perceived as a job demand that pressures nurses to improve the results on the quality measurements; 2) feedback can be perceived as an extrinsically motivating job resource, that is instrumental to improve the results on quality measurements; 3) feedback can be perceived as an intrinsically motivating job resource that stimulates nurses to improve the results on the quality measurements; and 4) feedback can be perceived neither as a job demand, nor as a job resource, and has no effect on nurses' well-being and performance. Additionally, this study indicates that team reflection after feedback seems to be very low in practice, while our data also provides evidence that nursing teams using the
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Huffmeijer, Renske; Bakermans-Kranenburg, Marian J; Alink, Lenneke R A; van IJzendoorn, Marinus H
2014-06-02
Parental use of love withdrawal is thought to affect children's later psychological functioning because it creates a link between children's performance and relational consequences. In addition, recent studies have begun to show that experiences of love withdrawal also relate to the neural processing of socio-emotional information relevant to a performance-relational consequence link, and can moderate effects of oxytocin on social information processing and behavior. The current study follows-up on our previous results by attempting to confirm and extend previous findings indicating that experiences of maternal love withdrawal are related to electrocortical responses to emotional faces presented with performance feedback. More maternal love withdrawal was related to enhanced early processing of facial feedback stimuli (reflected in more positive VPP amplitudes, and confirming previous findings). However, attentional engagement with and processing of the stimuli at a later stage were diminished in those reporting higher maternal love withdrawal (reflected in less positive LPP amplitudes, and diverging from previous findings). Maternal love withdrawal affects the processing of emotional faces presented with performance feedback differently in different stages of neural processing.
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Wang, Mo; Burlacu, Gabriela; Truxillo, Donald; James, Keith; Yao, Xiang
2015-07-01
Organizations worldwide are currently experiencing shifts in the age composition of their workforces. The workforce is aging and becoming increasingly age-diverse, suggesting that organizational researchers and practitioners need to better understand how age differences may manifest in the workplace and the implications for human resource practice. Integrating socioemotional selectivity theory with the performance feedback literature and using a time-lagged design, the current study examined age differences in moderating the relationships between the characteristics of performance feedback and employee reactions to the feedback event. The results suggest that older workers had higher levels of feedback orientation on social awareness, but lower levels of feedback orientation on utility than younger workers. Furthermore, the positive associations between favorability of feedback and feedback delivery and feedback reactions were stronger for older workers than for younger workers, whereas the positive association between feedback quality and feedback reactions was stronger for younger workers than for older workers. Finally, the current study revealed that age-related differences in employee feedback orientation could explain the different patterns of relationships between feedback characteristics and feedback reactions across older and younger workers. These findings have both theoretical and practical implications for building theory about workplace aging and improving ways that performance feedback is managed across employees from diverse age groups. (c) 2015 APA, all rights reserved).
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Facilitating effects of deep brain stimulation on feedback learning in Parkinson's disease.
Meissner, Sarah Nadine; Südmeyer, Martin; Keitel, Ariane; Pollok, Bettina; Bellebaum, Christian
2016-10-15
Deep brain stimulation (DBS) of the subthalamic nucleus (STN) provides an effective treatment for Parkinson's disease (PD) motor symptoms. However, findings of effects on cognitive function such as feedback learning remain controversial and rare. The aim of the present study was to gain a better understanding of cognitive alterations associated with STN-DBS. Therefore, we investigated effects of STN-DBS on active and observational feedback learning in PD. 18 PD patients with STN-DBS and 18 matched healthy controls completed active and observational feedback learning tasks. Patients were investigated ON and OFF STN-DBS. Tasks consisted of learning (with feedback) and test phases (without feedback). STN-DBS improved active learning during feedback trials and PD patients ON (but not OFF) STN-DBS showed comparable performance patterns as healthy controls. No STN-DBS effect was found when assessing performance during active test trials without feedback. In this case, however, STN-DBS effects were found to depend on symptom severity. While more impaired patients benefited from STN-DBS, stimulation had no facilitating effect on patients with less severe symptoms. Along similar lines, the severity of motor symptoms tended to be significantly correlated with differences in active test performance due to STN-DBS. For observational feedback learning, there was a tendency for a positive STN-DBS effect with patients reaching the performance level of healthy controls only ON STN-DBS. The present data suggest that STN-DBS facilitates active feedback learning in PD patients. Furthermore, they provide first evidence that STN-DBS might not only affect learning from own but also from observed actions and outcomes. Copyright © 2016 Elsevier B.V. All rights reserved.
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Pseudo-Haptic Feedback in Teleoperation.
Neupert, Carsten; Matich, Sebastian; Scherping, Nick; Kupnik, Mario; Werthschutzky, Roland; Hatzfeld, Christian
2016-01-01
In this paper, we develop possible realizations of pseudo-haptic feedback in teleoperation systems based on existing works for pseudo-haptic feedback in virtual reality and the intended applications. We derive four potential factors affecting the performance of haptic feedback (calculation operator, maximum displacement, offset force, and scaling factor), which are analyzed in three compliance identification experiments. First, we analyze the principle usability of pseudo-haptic feedback by comparing information transfer measures for teleoperation and direct interaction. Pseudo-haptic interaction yields well above-chance performance, while direct interaction performs almost perfectly. In order to optimize pseudo-haptic feedback, in the second study we perform a full-factorial experimental design with 36 subjects performing 6,480 trials with 36 different treatments. Information transfer ranges from 0.68 bit to 1.72 bit in a task with a theoretical maximum of 2.6 bit, with a predominant effect of the calculation operator and a minor effect of the maximum displacement. In a third study, short- and long-term learning effects are analyzed. Learning effects regarding the performance of pseudo-haptic feedback cannot be observed for single-day experiments. Tests over 10 days show a maximum increase in information transfer of 0.8 bit. The results show the feasibility of pseudo-haptic feedback for teleoperation and can be used as design basis for task-specific systems.
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Social anxiety and the ironic effects of positive interviewer feedback.
Budnick, Christopher J; Kowal, Marta; Santuzzi, Alecia M
2015-01-01
Positive interviewer feedback should encourage positive experiences and outcomes for interviewees. Yet, positive feedback is inconsistent with socially anxious interviewees' negative self-views. Socially anxious interviewees might experience increased self-focus while attempting to reconcile the inconsistency between their self-perceptions and that feedback. This could interfere with successful interview performance. This study used a 3 (feedback: positive, negative, no) × 2 (social anxiety: high, low) between-subjects design. Undergraduate students (N = 88) completed a measure of dispositional social anxiety. They then engaged in a simulated interview with a White confederate trained to adhere to a standardized script. Interviewees received positive, negative, or no interviewer feedback. Each interview was video recorded to code anxiety displays, impression management tactics, and interview success. Following positive feedback, socially anxious interviewees displayed more anxiety, less assertiveness, and received lower success ratings. Among anxious interviewees, increased self-focus provided an indirect path between positive feedback and lower success. Consistent with self-verification theory, anxious interviewees had poorer interview performance following positive feedback that contradicted their negative self-views. Thus, socially anxious interviewees might be at a disadvantage when interviewing, especially following positive feedback. Implications for interviewees and interviewers are discussed.
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Chen, Junwen; Mak, Rebecca; Fujita, Satoko
2015-09-01
Although video feedback (VF) is shown to improve appraisals of social performance in socially anxious individuals, its impact on state anxiety during a social situation is mixed. The current study investigated the effect of combined video feedback and audience feedback (AF) on self-perceptions of performance and bodily sensations as well as state anxiety pertaining to a speech task. Forty-one socially anxious students were randomly allocated to combined video feedback with audience feedback (VF + AF), video feedback only (VF), audience feedback only (AF), or a control condition. Following a 3-min speech, participants in the VF + AF, VF, and AF conditions watched the videotape of their speech with cognitive preparation in the presence of three confederates who served as audience, and/or received feedback from the confederates, while the control group watched their videotaped speech without cognitive preparation. Both VF + AF and AF conditions improved distorted appraisal of performance and bodily sensations as well as state anxiety. The clinical implications of these findings are discussed. © The Author(s) 2015.
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Play it again with feeling: computer feedback in musical communication of emotions.
Juslin, Patrik N; Karlsson, Jessika; Lindström, Erik; Friberg, Anders; Schoonderwaldt, Erwin
2006-06-01
Communication of emotions is of crucial importance in music performance. Yet research has suggested that this skill is neglected in music education. This article presents and evaluates a computer program that automatically analyzes music performances and provides feedback to musicians in order to enhance their communication of emotions. Thirty-six semi-professional jazz /rock guitar players were randomly assigned to one of 3 conditions: (1) feedback from the computer program, (2) feedback from music teachers, and (3) repetition without feedback. Performance measures revealed the greatest improvement in communication accuracy for the computer program, but usability measures indicated that certain aspects of the program could be improved. Implications for music education are discussed.
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Christian, G B; Bett, D R; Blaskovic Kraljevic, N; Burrows, P N; Davis, M R; Gerbershagen, A; Perry, C; Constance, B; Resta-Lopez, J
2012-01-01
A prototype Interaction Point beam-based feedback system for future electron-positron colliders, such as the International Linear Collider, has been designed and tested on the extraction line of the KEK Accelerator Test Facility (ATF). The FONT5 intra-train feedback system aims to stabilize the beam orbit by correcting both the position and angle jitter in the vertical plane on bunch-tobunch time scales, providing micron-level stability at the entrance to the ATF2 final-focus system. The system comprises three stripline beam position monitors (BPMs) and two stripline kickers, custom low-latency analogue front-end BPM processors, a custom FPGA-based digital processing board with fast ADCs, and custom kickerdrive amplifiers. The latest results from beam tests at ATF2 will be presented, including the system latency and correction performance.
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Directory of Open Access Journals (Sweden)
Abdullah Juriah
2009-06-01
Full Text Available Abstract Background Most medical schools use simulated patients (SPs for teaching. In this context the authenticity of role play and quality of feedback provided by SPs is of paramount importance. The available literature on SP training mostly addresses instructor led training where the SPs are given direction on their roles. This study focuses on the use of peer and self evaluation as a tool to train SPs. Methods SPs at the medical school participated in a staff development and training programme which included a self-assessment of their performance while observing video-tapes of their role play using a structured guide and b peer group assessment of their performance under tutor guidance. The pre and post training performance in relation to authenticity of role play and quality of feedback was blindly assessed by students and tutors using a validated instrument and the scores were compared. A focus group discussion and a questionnaire assessed acceptability of the training programme by the SPs. Results The post-training performance assessment scores were significantly higher (p Conclusion Use of structured self-reflective and peer-interactive, practice based methods of SP training is recommended to improve SP performance. More studies on these methods of training may further refine SP training and lead to improvement of SP performance which in turn may positively impact medical education.
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Designing of vague logic based multilevel feedback queue scheduler
Directory of Open Access Journals (Sweden)
Supriya Raheja
2016-03-01
Full Text Available Multilevel feedback queue scheduler suffers from major issues of scheduling such as starvation for long tasks, fixed number of queues, and static length of time quantum in each queue. These factors directly affect the performance of the scheduler. At many times impreciseness exists in attributes of tasks which make the performance even worse. In this paper, our intent is to improve the performance by providing a solution to these issues. We design a multilevel feedback queue scheduler using a vague set which we call as VMLFQ scheduler. VMLFQ scheduler intelligently handles the impreciseness and defines the optimum number of queues as well as the optimal size of time quantum for each queue. It also resolves the problem of starvation. This paper simulates and analyzes the performance of VMLFQ scheduler with the other multilevel feedback queue techniques using MatLab.
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Generalized fast feedback system in the SLC
International Nuclear Information System (INIS)
Hendrickson, L.; Allison, S.; Gromme, T.; Himel, T.; Krauter, K.; Rouse, F.; Sass, R.; Shoaee, H.
1991-11-01
A generalized fast feedback system has been developed to stabilize beams at various locations in the SLC. The system is designed to perform measurements and change actuator settings to control beam states such as position, angle and energy on a pulse to pulse basis. The software design is based on the state space formalism of digital control theory. The system is database-driven, facilitating the addition of new loops without requiring additional software. A communications system, KISNet, provides fast communications links between microprocessors for feedback loops which involve multiple micros. Feedback loops have been installed in seventeen locations throughout the SLC and have proven to be invaluable in stabilizing the machine
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Constructive feedback as a learning tool to enhance students' self ...
African Journals Online (AJOL)
If feedback is provided in a way that can develop students' self-regulatory skills, it could enhance learning and, consequently, lead to improved performance. To improve teaching and learning in higher education (HE), this study sought to determine whether the feedback to first-year students affords them an opportunity to ...
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Relationships among supervisor feedback environment, work-related stressors, and employee deviance.
Peng, Jei-Chen; Tseng, Mei-Man; Lee, Yin-Ling
2011-03-01
Previous research has demonstrated that the employee deviance imposes enormous costs on organizational performance and productivity. Similar research supports the positive effect of favorable supervisor feedback on employee job performance. In light of such, it is important to understand the interaction between supervisor feedback environment and employee deviant behavior to streamline organization operations. The purposes of this study were to explore how the supervisor feedback environment influences employee deviance and to examine the mediating role played by work-related stressors. Data were collected from 276 subordinate-supervisor dyads at a regional hospital in Yilan. Structural equation modeling analyses were conducted to test hypotheses. Structural equation modeling analysis results show that supervisor feedback environment negatively related to interpersonal and organizational deviance. Moreover, work-related stressors were found to partially mediate the relationship between supervisor feedback environment and employee deviance. Study findings suggest that when employees (nurses in this case) perceive an appropriate supervisor-provided feedback environment, their deviance is suppressed because of the related reduction in work-related stressors. Thus, to decrease deviant behavior, organizations may foster supervisor integration of disseminated knowledge such as (a) how to improve employees' actual performance, (b) how to effectively clarify expected performance, and (c) how to improve continuous performance feedback. If supervisors absorb this integrated feedback knowledge, they should be in a better position to enhance their own daily interactions with nurses and reduce nurses' work-related stress and, consequently, decrease deviant behavior.
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What higher education students do with teacher feedback: Feedback ...
African Journals Online (AJOL)
Writing pedagogy research has constantly maintained that feedback is 'an essential component of virtually every model of the writing process' (Hall, 1990: 43) as it motivates writers to improve their next draft. Feedback during the writing process improves not only student attitude to writing but writing performance if students ...
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Hamza, Doha R.; Aï ssa, Sonia
2014-01-01
We consider a spectrum-sharing system, where the primary terminal operates in a time-slotted fashion and is active only when it has a packet to send. The secondary terminal uses spectrum sensing results and the primary automatic repeat request (ARQ) feedback to access the channel probabilistically. To enhance the primary's system performance, the secondary user (SU) acts as a relay for the primary user (PU) in the event of transmission failure on the direct link of the latter. Closed-form expressions for the primary and secondary throughputs are obtained for the described scheme. The optimal medium access probabilities are then obtained by maximizing the secondary throughput subject to constraints that guarantee the stability of the considered queues, a minimum primary throughput, and a maximum primary queueing delay. The results clearly indicate the benefits of cognitive relaying in enhancing the throughput performance for both the PU and SU. Furthermore, by guaranteeing minimum rate and maximum delay requirements, our scheme is shown to provide a definitive notion of protection for the licensed users of the network. © 2013 IEEE.
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Hamza, Doha R.
2014-06-01
We consider a spectrum-sharing system, where the primary terminal operates in a time-slotted fashion and is active only when it has a packet to send. The secondary terminal uses spectrum sensing results and the primary automatic repeat request (ARQ) feedback to access the channel probabilistically. To enhance the primary\\'s system performance, the secondary user (SU) acts as a relay for the primary user (PU) in the event of transmission failure on the direct link of the latter. Closed-form expressions for the primary and secondary throughputs are obtained for the described scheme. The optimal medium access probabilities are then obtained by maximizing the secondary throughput subject to constraints that guarantee the stability of the considered queues, a minimum primary throughput, and a maximum primary queueing delay. The results clearly indicate the benefits of cognitive relaying in enhancing the throughput performance for both the PU and SU. Furthermore, by guaranteeing minimum rate and maximum delay requirements, our scheme is shown to provide a definitive notion of protection for the licensed users of the network. © 2013 IEEE.
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Electroencephalogy (EEG) Feedback in Decision-Making
2015-08-26
Electroencephalogy ( EEG ) Feedback In Decision- Making The goal of this project is to investigate whether Electroencephalogy ( EEG ) can provide useful...feedback when training rapid decision-making. More specifically, EEG will allow us to provide online feedback about the neural decision processes...Electroencephalogy ( EEG ) Feedback In Decision-Making Report Title The goal of this project is to investigate whether Electroencephalogy ( EEG ) can provide useful
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The Vibe of Skating : Design and Testing of a Vibro-Tactile Feedback System
Jansen, A.J.; Dekker, M.C.; van der Steen, Diederik; Espinosa, Hugo G.; Rowlands, David R.; Shepherd, Jonathan; Thiel, David V.
2018-01-01
Providing athletes with real-time feedback on their performance is becoming common in many sports, also in speed skating. This research-by-design project aims at finding a tool that allows the speed skater to get real-time feedback on his performance. Speed skaters often mention a so-called “good
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GIVING AND RECEIVING CONSTRUCTIVE FEEDBACK
Directory of Open Access Journals (Sweden)
Ірина Олійник
2015-05-01
Full Text Available The article scrutinizes the notion of feedback applicable in classrooms where team teaching is provided. The experience of giving and receiving feedback has been a good practice in cooperation between a U.S. Peace Corps volunteer and a Ukrainian counterpart. Giving and receiving feedback is an effective means of classroom observation that provides better insight into the process of teaching a foreign language. The article discusses the stages of feedback and explicates the notion of sharing experience between two teachers working simultaneously in the same classroom. The guidelines for giving and receiving feedback have been provided as well as the most commonly used vocabulary items have been listed. It has been proved that mutual feedback leads to improving teaching methods and using various teaching styles and techniques.
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The Best Achievable ℋ2 Tracking Performances for SIMO Feedback Control Systems
Directory of Open Access Journals (Sweden)
Shinji Hara
2007-01-01
Full Text Available This paper is concerned with the inherent ℋ2 tracking performance limitation of single-input and multiple-output (SIMO linear time-invariant (LTI feedback control systems. The performance is measured by the tracking error between a step reference input and the plant output with additional penalty on control input. We employ the plant augmentation strategy, which enables us to derive analytical closed-form expressions of the best achievable performance not only for discrete-time system, but also for continuous-time system by exploiting the delta domain version of the expressions.
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E-Pad: a comfortable electrocutaneous-based tactile feedback display
Wang, Jiabin; Zhao, Lu; Liu, Yue; Wang, Yongtian; Cai, Yi
2018-01-01
The devices with touchscreen are becoming more popular recently; however, most of them suffer from the crucial drawbacks of lacking accurate tactile feedback. A novel electrocutaneous-based tactile device with the name of E-pad is proposed to provide a dynamic and static low-voltage feedback for touchscreen. We optimize the key parameters of the output voltage and design custom-made hardwares to guarantee a comfortable user experience. Users could move their fingers freely across the touchscreen of the proposed device to really feel virtual objects. Two preliminary experiments are conducted to evaluate the interactive performance of the proposed device and the experimental results show that the proposed device can provide a comfortable and distinct tactile feedback.
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O'Sullivan, Patricia; Chao, Serena; Russell, Matthew; Levine, Sharon; Fabiny, Anne
2008-09-01
Teaching and assessment of communication and interpersonal skills, one of the American Council for Graduate Medical Education-designated core competencies, is an important but difficult task in the training of physicians. Assessment of trainees offers an opportunity to provide explicit feedback on their skills and encourages learning. This article describes a pilot study in which clinician-educators affiliated with the geriatrics training programs at Beth Israel Deaconess Medical Center and Boston University Medical Center designed and piloted a novel Objective Structured Clinical Examination (OSCE) to assess the communication and interpersonal skills of medical, dental, and geriatric psychiatry fellows. The OSCE consisted of three stations where geriatricians and standardized patients evaluated candidates using specifically designed checklists and an abbreviated version of the Master Interview Rating Scale. Communication skills were assessed through performance of specific "real life" clinical tasks, such as obtaining a medical history, explaining a diagnosis and prognosis, giving therapeutic instructions, and counseling. Interpersonal skills were assessed through the effect of the communication between doctor and standardized patient on fostering trust, relieving anxiety, and establishing a therapeutic relationship. This pilot study demonstrated that the OSCE format of assessment provides a valid means of evaluating the communication and interpersonal skills of interdisciplinary geriatric trainees and provides a valuable forum for formative assessment and feedback. Given that geriatricians and non geriatricians involved in elder care both need communication and interpersonal skills, this novel OSCE can be used for assessment of these skills in trainees in diverse healthcare subspecialties.
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Force Feedback Control Method of Active Tuned Mass Damper
Directory of Open Access Journals (Sweden)
Xiuli Wang
2017-01-01
Full Text Available Active tuned mass dampers as vibration-control devices are widely used in many fields for their good stability and effectiveness. To improve the performance of such dampers, a control method based on force feedback is proposed. The method offers several advantages such as high-precision control and low-performance requirements for the actuator, as well as not needing additional compensators. The force feedback control strategy was designed based on direct-velocity feedback. The effectiveness of the method was verified in a single-degree-of-freedom system, and factors such as damping effect, required active force, actuator stroke, and power consumption of the damper were analyzed. Finally, a simulation study was performed by configuring a main complex elastic-vibration-damping system. The results show that the method provides effective control over modal resonances of multiple orders of the system and improves its dynamics performance.
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Effects of performance measure implementation on clinical manager and provider motivation.
Damschroder, Laura J; Robinson, Claire H; Francis, Joseph; Bentley, Douglas R; Krein, Sarah L; Rosland, Ann-Marie; Hofer, Timothy P; Kerr, Eve A
2014-12-01
Clinical performance measurement has been a key element of efforts to transform the Veterans Health Administration (VHA). However, there are a number of signs that current performance measurement systems used within and outside the VHA may be reaching the point of maximum benefit to care and in some settings, may be resulting in negative consequences to care, including overtreatment and diminished attention to patient needs and preferences. Our research group has been involved in a long-standing partnership with the office responsible for clinical performance measurement in the VHA to understand and develop potential strategies to mitigate the unintended consequences of measurement. Our aim was to understand how the implementation of diabetes performance measures (PMs) influences management actions and day-to-day clinical practice. This is a mixed methods study design based on quantitative administrative data to select study facilities and quantitative data from semi-structured interviews. Sixty-two network-level and facility-level executives, managers, front-line providers and staff participated in the study. Qualitative content analyses were guided by a team-based consensus approach using verbatim interview transcripts. A published interpretive motivation theory framework is used to describe potential contributions of local implementation strategies to unintended consequences of PMs. Implementation strategies used by management affect providers' response to PMs, which in turn potentially undermines provision of high-quality patient-centered care. These include: 1) feedback reports to providers that are dissociated from a realistic capability to address performance gaps; 2) evaluative criteria set by managers that are at odds with patient-centered care; and 3) pressure created by managers' narrow focus on gaps in PMs that is viewed as more punitive than motivating. Next steps include working with VHA leaders to develop and test implementation approaches to help
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A method for calculating active feedback system to provide vertical ...
Indian Academy of Sciences (India)
Slow instabilities, development time of which is proportional to the .... where (w, I) denotes the scalar (inner or dot) product of vectors w and I. Solutions ... which the system of passive conductors must satisfy. ..... In this research, the active feedback system consisting of two coils with coordi- .... a new mode becomes dominant.
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Using Video Feedback to Measure Self-Efficacy
Bobo, Linda; Andrews, Amanda
2010-01-01
When a student has a high sense of self-efficacy, foreseeing success and providing positive guides and supports for performing the skill will usually occur. A low self-efficacy tends to predict failure and anticipation of what could go wrong. Videotape feedback provided to students has reported favorable outcomes. Self-efficacy could alter…
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Ramani, Subha; Könings, Karen D; Mann, Karen V; Pisarski, Emily E; van der Vleuten, Cees P M
2018-03-06
To explore resident and faculty perspectives on what constitutes feedback culture, their perceptions of how institutional feedback culture (including politeness concepts) might influence the quality and impact of feedback, feedback seeking, receptivity, and readiness to engage in bidirectional feedback. Using a constructivist grounded theory approach, five focus group discussions with internal medicine residents, three focus group discussions with general medicine faculty, and eight individual interviews with subspecialist faculty were conducted at Brigham and Women's Hospital between April and December 2016. Discussions and interviews were audiotaped and transcribed verbatim; concurrent data collection and analysis were performed using the constant comparative approach. Analysis was considered through the lens of politeness theory and organizational culture. Twenty-nine residents and twenty-two general medicine faculty participated in focus group discussions, and eight subspecialty faculty participated in interviews. The institutional feedback culture was described by participants as: (1) a culture of politeness, in which language potentially damaging to residents' self-esteem was discouraged, and (2) a culture of excellence, in which the institution's outstanding reputation and pedigree of trainees inhibited constructive feedback. Three key themes situated within this broader cultural context were discovered: normalizing constructive feedback to promote a culture of growth, overcoming the mental block to feedback seeking, and hierarchical culture impeding bidirectional feedback. An institutional feedback culture of excellence and politeness may impede honest, meaningful feedback and may impact feedback seeking, receptivity, and bidirectional feedback exchanges. It is essential to understand the institutional feedback culture before it can be successfully changed.
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The Vibe of Skating; Design and Testing of a Vibro-Tactile Feedback System
Directory of Open Access Journals (Sweden)
Arjen J. Jansen
2018-03-01
Full Text Available Providing athletes with real-time feedback on their performance is becoming common in many sports, also in speed skating. This research-by-design project aims at finding a tool that allows the speed skater to get real-time feedback on his performance. Speed skaters often mention a so-called “good feeling” when skating behind a better skater. It is the feeling nearly every speed skater is after when skating alone; skate with less power while maintaining the same speed and feeling of ease. A longer push-off phase at a constant cadence has proven to contribute to this ideal situation but is hard for the coach alone to influence this. Therefore, a system was designed that measures the skating cadence and challenges the skater to change his skating stroke by means of vibro-tactile feedback. Four subjects have tested the feedback system. From this test, we concluded that the system provides meaningful feedback towards changing the skating cycle.
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Martin, Philip; Theobald, Peter; Kemp, Alison; Maguire, Sabine; Maconochie, Ian; Jones, Michael
2013-08-01
European and Advanced Paediatric Life Support training courses. Sixty-nine certified CPR providers. CPR providers were randomly allocated to a 'no-feedback' or 'feedback' group, performing two-thumb and two-finger chest compressions on a "physiological", instrumented resuscitation manikin. Baseline data was recorded without feedback, before chest compressions were repeated with one group receiving feedback. Indices were calculated that defined chest compression quality, based upon comparison of the chest wall displacement to the targets of four, internationally recommended parameters: chest compression depth, release force, chest compression rate and compression duty cycle. Baseline data were consistent with other studies, with <1% of chest compressions performed by providers simultaneously achieving the target of the four internationally recommended parameters. During the 'experimental' phase, 34 CPR providers benefitted from the provision of 'real-time' feedback which, on analysis, coincided with a statistical improvement in compression rate, depth and duty cycle quality across both compression techniques (all measures: p<0.001). Feedback enabled providers to simultaneously achieve the four targets in 75% (two-finger) and 80% (two-thumb) of chest compressions. Real-time feedback produced a dramatic increase in the quality of chest compression (i.e. from <1% to 75-80%). If these results transfer to a clinical scenario this technology could, for the first time, support providers in consistently performing accurate chest compressions during infant CPR and thus potentially improving clinical outcomes. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.
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Generalized fast feedback system in the SLC
International Nuclear Information System (INIS)
Hendrickson, L.; Allison, S.; Gromme, T.; Himel, T.; Krauter, K.; Rouse, F.; Sass, R.; Shoaee, H.
1992-01-01
A generalized fast feedback system has been developed to stabilize beams at various locations in the SLC. The system is designed to perform measurements and change actuator settings to control beam states such as position, angle and energy on a pulse to pulse basis. The software design is based on the state space formalism of digital control theory. The system is database-driven, facilitating the addition of new loops without requiring additional software. A communications system, KISNet, provides fast communications links between microprocessors for feedback loops which involve multiple micros. Feedback loops have been installed in seventeen locations throughout the SLC and have proven to be invaluable in stabilizing the machine. (author)
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Millet, Guillaume Y; Muthalib, Makii; Jubeau, Marc; Laursen, Paul B; Nosaka, Kazunori
2012-04-01
To test the hypothesis that hypoxia centrally affects performance independently of afferent feedback and peripheral fatigue, we conducted two experiments under complete vascular occlusion of the exercising muscle under different systemic O(2) environmental conditions. In experiment 1, 12 subjects performed repeated submaximal isometric contractions of the elbow flexor to exhaustion (RCTE) with inspired O(2) fraction fixed at 9% (severe hypoxia, SevHyp), 14% (moderate hypoxia, ModHyp), 21% (normoxia, Norm), or 30% (hyperoxia, Hyper). The number of contractions (performance), muscle (biceps brachii), and prefrontal near-infrared spectroscopy (NIRS) parameters and high-frequency paired-pulse (PS100) evoked responses to electrical muscle stimulation were monitored. In experiment 2, 10 subjects performed another RCTE in SevHyp and Norm conditions in which the number of contractions, biceps brachii electromyography responses to electrical nerve stimulation (M wave), and transcranial magnetic stimulation responses (motor-evoked potentials, MEP, and cortical silent period, CSP) were recorded. Performance during RCTE was significantly reduced by 10-15% in SevHyp (arterial O(2) saturation, SpO(2) = ∼75%) compared with ModHyp (SpO(2) = ∼90%) or Norm/Hyper (SpO(2) > 97%). Performance reduction in SevHyp occurred despite similar 1) metabolic (muscle NIRS parameters) and functional (changes in PS100 and M wave) muscle states and 2) MEP and CSP responses, suggesting comparable corticospinal excitability and spinal and cortical inhibition between SevHyp and Norm. It is concluded that, in SevHyp, performance and central drive can be altered independently of afferent feedback and peripheral fatigue. It is concluded that submaximal performance in SevHyp is partly reduced by a mechanism related directly to brain oxygenation.
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Ackerman, David S.; Dommeyer, Curt J.; Gross, Barbara L.
2017-01-01
This study examines how three factors affect students' reactions to critical feedback on an assignment--amount of feedback (none vs. low amount vs. high amount), source of feedback (instructor-provided feedback vs. peer-provided feedback), and the situational context of the feedback (revision of paper is or is not possible). An incomplete 3 × 2 ×…
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International Nuclear Information System (INIS)
Lonza, M; Schmickler, H
2014-01-01
Coupled-bunch instabilities excited by the interaction of the particle beam with its surroundings can seriously limit the performance of circular particle accelerators. These instabilities can be cured by the use of active feedback systems based on sensors capable of detecting the unwanted beam motion and actuators that apply the feedback correction to the beam. Advances in electronic technology now allow the implementation of feedback loops using programmable digital systems. Besides important advantages in terms of flexibility and reproducibility, digital systems open the way to the use of novel diagnostic tools and additional features. We first introduce coupled-bunch instabilities, analysing the equation of motion of charged particles and the different modes of oscillation of a multi-bunch beam, showing how they can be observed and measured. Different types of feedback systems will then be presented as examples of real implementations that belong to the history of multi-bunch feedback systems. The main components of a feedback system and the related issues will also be analysed. Finally, we shall focus on digital feedback systems, their characteristics, and features, as well as on how they can be concretely exploited for both the optimization of feedback performance and for beam dynamics studies
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Can Item Keyword Feedback Help Remediate Knowledge Gaps?
Feinberg, Richard A; Clauser, Amanda L
2016-10-01
In graduate medical education, assessment results can effectively guide professional development when both assessment and feedback support a formative model. When individuals cannot directly access the test questions and responses, a way of using assessment results formatively is to provide item keyword feedback. The purpose of the following study was to investigate whether exposure to item keyword feedback aids in learner remediation. Participants included 319 trainees who completed a medical subspecialty in-training examination (ITE) in 2012 as first-year fellows, and then 1 year later in 2013 as second-year fellows. Performance on 2013 ITE items in which keywords were, or were not, exposed as part of the 2012 ITE score feedback was compared across groups based on the amount of time studying (preparation). For the same items common to both 2012 and 2013 ITEs, response patterns were analyzed to investigate changes in answer selection. Test takers who indicated greater amounts of preparation on the 2013 ITE did not perform better on the items in which keywords were exposed compared to those who were not exposed. The response pattern analysis substantiated overall growth in performance from the 2012 ITE. For items with incorrect responses on both attempts, examinees selected the same option 58% of the time. Results from the current study were unsuccessful in supporting the use of item keywords in aiding remediation. Unfortunately, the results did provide evidence of examinees retaining misinformation.
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Directory of Open Access Journals (Sweden)
Vermeulen J
2013-08-01
Full Text Available Joan Vermeulen,1 Jacques CL Neyens,1 Marieke D Spreeuwenberg,1 Erik van Rossum,1,2 Walther Sipers,3 Herbert Habets,3 David J Hewson,4 Luc P de Witte1,2 1School for Public Health and Primary Care (CAPHRI, Maastricht University, Maastricht, The Netherlands; 2Research Center for Technology in Care, Zuyd University of Applied Sciences, Heerlen, The Netherlands; 3Expertise Center for Elderly Care, Orbis Medical Center, Sittard, The Netherlands; 4Institute Charles Delaunay, Université de Technologie de Troyes, Troyes, France Purpose: To involve elderly people during the development of a mobile interface of a monitoring system that provides feedback to them regarding changes in physical functioning and to test the system in a pilot study. Methods and participants: The iterative user-centered development process consisted of the following phases: (1 selection of user representatives; (2 analysis of users and their context; (3 identification of user requirements; (4 development of the interface; and (5 evaluation of the interface in the lab. Subsequently, the monitoring and feedback system was tested in a pilot study by five patients who were recruited via a geriatric outpatient clinic. Participants used a bathroom scale to monitor weight and balance, and a mobile phone to monitor physical activity on a daily basis for six weeks. Personalized feedback was provided via the interface of the mobile phone. Usability was evaluated on a scale from 1 to 7 using a modified version of the Post-Study System Usability Questionnaire (PSSUQ; higher scores indicated better usability. Interviews were conducted to gain insight into the experiences of the participants with the system. Results: The developed interface uses colors, emoticons, and written and/or spoken text messages to provide daily feedback regarding (changes in weight, balance, and physical activity. The participants rated the usability of the monitoring and feedback system with a mean score of 5
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Directory of Open Access Journals (Sweden)
Edmore Mutekwe
2014-11-01
Full Text Available The study examines the effects of the feedback given to students by lecturers as learning support. It was conducted with undergraduates in an educational theory course in a South African university. The thesis was that although some of the feedback messages transmitted to students regarding strengths and weaknesses in learning get easily decoded and turned into action to improve performance, some messages are misconstrued by the students making the process of giving feedback complex. Data was collected through a cross-sectional feedback survey utilizing focus group interviews with 50 Bachelor of Education pre-service students conveniently sampled. The data analysis followed a thematic approach with superordinate themes used to structure the discussion of findings. The study found that student feedback needs to be culturally responsive for it to foster metacognition in them. The conclusion was that unless lecturers provide feedback that is simple, meaningful and clearly focused, students are unlikely to take much heed of it as there is a general tendency to focus more on the marks obtained than on the role of the feedback provided. This makes some students leave university under-prepared or half-baked in terms of providing student feedback on performance.
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International Nuclear Information System (INIS)
De Saint Jean, C.; Dupont, E.; ); Dyrda, J.; Hursin, M.; Pelloni, S.; Ishikawa, M.; Ivanov, E.; Ivanova, T.; Kim, D.H.; Ee, Y.O.; Kodeli, I.; Leal, L.; Leichtle, D.; Palmiotti, G.; Salvatores, M.; Pronyaev, V.; Simakov, S.; )
2013-11-01
The aim of WPEC subgroup 39 'Methods and approaches to provide feedback from nuclear and covariance data adjustment for improvement of nuclear data files' is to provide criteria and practical approaches to use effectively the results of sensitivity analyses and cross section adjustments for feedback to evaluators and differential measurement experimentalists in order to improve the knowledge of neutron cross sections, uncertainties, and correlations to be used in a wide range of applications. This document is the proceedings of the first formal Subgroup 39 meeting held at the NEA, Issy-les-Moulineaux, France, on 28-29 November 2013. It comprises a Summary Record of the meeting and all the available presentations (slides) given by the participants: A - Recent data adjustments performances and trends: 1 - Recommendations from ADJ2010 adjustment (M. Ishikawa); 2 - Feedback on CIELO isotopes from ENDF/B-VII.0 adjustment (G. Palmiotti); 3 - Sensitivity and uncertainty results on FLATTOP-Pu (I. Kodeli); 4 - SG33 benchmark: Comparative adjustment results (S. Pelloni) 5 - Integral benchmarks for data assimilation: selection of a consistent set and establishment of integral correlations (E. Ivanov); 6 - PROTEUS experimental data (M. Hursin); 7 - Additional information on High Conversion Light Water Reactor (HCLWR aka FDWR-II) experiments (14 January 2014); 8 - Data assimilation of benchmark experiments for homogenous thermal/epithermal uranium systems (J. Dyrda); B - Methodology issues: 1 - Adjustment methodology issues (G. Palmiotti); 2 - Marginalisation, methodology issues and nuclear data parameter adjustment (C. De Saint Jean); 3 - Nuclear data parameter adjustment (G. Palmiotti). A list of issues and actions conclude the document
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The Art of Giving Online Feedback
Leibold, Nancyruth; Schwarz, Laura Marie
2015-01-01
The cultivation of providing online feedback that is positive, effective, and enhances the learning experience is a valuable educator skill. Acquisition of the art of providing feedback is through education, practice, and faculty development. This article provides information about the best practices for delivering online feedback to learners. An…
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LFSC - Linac Feedback Simulation Code
International Nuclear Information System (INIS)
Ivanov, Valentin; Fermilab
2008-01-01
The computer program LFSC ( ) is a numerical tool for simulation beam based feedback in high performance linacs. The code LFSC is based on the earlier version developed by a collective of authors at SLAC (L.Hendrickson, R. McEwen, T. Himel, H. Shoaee, S. Shah, P. Emma, P. Schultz) during 1990-2005. That code was successively used in simulation of SLC, TESLA, CLIC and NLC projects. It can simulate as pulse-to-pulse feedback on timescale corresponding to 5-100 Hz, as slower feedbacks, operating in the 0.1-1 Hz range in the Main Linac and Beam Delivery System. The code LFSC is running under Matlab for MS Windows operating system. It contains about 30,000 lines of source code in more than 260 subroutines. The code uses the LIAR ('Linear Accelerator Research code') for particle tracking under ground motion and technical noise perturbations. It uses the Guinea Pig code to simulate the luminosity performance. A set of input files includes the lattice description (XSIF format), and plane text files with numerical parameters, wake fields, ground motion data etc. The Matlab environment provides a flexible system for graphical output
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Synthesis of human-nature feedbacks
Directory of Open Access Journals (Sweden)
Vanessa Hull
2015-09-01
Full Text Available In today's globalized world, humans and nature are inextricably linked. The coupled human and natural systems (CHANS framework provides a lens with which to understand such complex interactions. One of the central components of the CHANS framework involves examining feedbacks among human and natural systems, which form when effects from one system on another system feed back to affect the first system. Despite developments in understanding feedbacks in single disciplines, interdisciplinary research on CHANS feedbacks to date is scant and often site-specific, a shortcoming that prevents complex coupled systems from being fully understood. The special feature "Exploring Feedbacks in Coupled Human and Natural Systems (CHANS" makes strides to fill this critical gap. Here, as an introduction to the special feature, we provide an overview of CHANS feedbacks. In addition, we synthesize key CHANS feedbacks that emerged in the papers of this special feature across agricultural, forest, and urban landscapes. We also examine emerging themes explored across the papers, including multilevel feedbacks, time lags, and surprises as a result of feedbacks. We conclude with recommendations for future research that can build upon the foundation provided in the special feature.
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The impact of online video lecture recordings and automated feedback on student performance
Wieling, M. B.; Hofman, W. H. A.
To what extent a blended learning configuration of face-to-face lectures, online on-demand video recordings of the face-to-face lectures and the offering of online quizzes with appropriate feedback has an additional positive impact on the performance of these students compared to the traditional
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Eikenhout, Nelson; Austin, John
2005-01-01
This study employed an ABAC and multiple baseline design to evaluate the effects of (B) feedback and (C) a package of feedback, goalsetting, and reinforcement (supervisor praise and an area-wide celebration as managed through a performance matrix, on a total of 14 various customer service behaviors for a total of 115 employees at a large…
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Stromer, Walter F.
1975-01-01
The author offers some feedback to those in the helping professions in three areas: (1) forms and letters; (2) jumping to conclusions; and (3) blaming and belittling, in hopes of stimulating more feedback as well as more positive ways of performing their services. (HMV)
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A stochastic optimal feedforward and feedback control methodology for superagility
Halyo, Nesim; Direskeneli, Haldun; Taylor, Deborah B.
1992-01-01
A new control design methodology is developed: Stochastic Optimal Feedforward and Feedback Technology (SOFFT). Traditional design techniques optimize a single cost function (which expresses the design objectives) to obtain both the feedforward and feedback control laws. This approach places conflicting demands on the control law such as fast tracking versus noise atttenuation/disturbance rejection. In the SOFFT approach, two cost functions are defined. The feedforward control law is designed to optimize one cost function, the feedback optimizes the other. By separating the design objectives and decoupling the feedforward and feedback design processes, both objectives can be achieved fully. A new measure of command tracking performance, Z-plots, is also developed. By analyzing these plots at off-nominal conditions, the sensitivity or robustness of the system in tracking commands can be predicted. Z-plots provide an important tool for designing robust control systems. The Variable-Gain SOFFT methodology was used to design a flight control system for the F/A-18 aircraft. It is shown that SOFFT can be used to expand the operating regime and provide greater performance (flying/handling qualities) throughout the extended flight regime. This work was performed under the NASA SBIR program. ICS plans to market the software developed as a new module in its commercial CACSD software package: ACET.
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Teunissen, Pim W; Stapel, Diederik A; van der Vleuten, Cees; Scherpbier, Albert; Boor, Klarke; Scheele, Fedde
2009-07-01
The literature on feedback in clinical medical education has predominantly treated trainees as passive recipients. Past research has focused on how clinical supervisors can use feedback to improve a trainee's performance. On the basis of research in social and organizational psychology, the authors reconceptualized residents as active seekers of feedback. They investigated what individual and situational variables influence residents' feedback-seeking behavior on night shifts. Early in 2008, the authors sent obstetrics-gynecology residents in the Netherlands--both those in their first two years of graduate training and those gaining experience between undergraduate and graduate training--a questionnaire that assessed four predictor variables (learning and performance goal orientation, and instrumental and supportive leadership), two mediator variables (perceived feedback benefits and costs), and two outcome variables (frequency of feedback inquiry and monitoring). They used structural equation modeling software to test a hypothesized model of relationships between variables. The response rate was 76.5%. Results showed that residents who perceive more feedback benefits report a higher frequency of feedback inquiry and monitoring. More perceived feedback costs result mainly in more feedback monitoring. Residents with a higher learning goal orientation perceive more feedback benefits and fewer costs. Residents with a higher performance goal orientation perceive more feedback costs. Supportive physicians lead residents to perceive more feedback benefits and fewer costs. This study showed that some residents actively seek feedback. Residents' feedback-seeking behavior partially depends on attending physicians' supervisory style. Residents' goal orientations influence their perceptions of the benefits and costs of feedback-seeking.
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Individualized feedback during simulated laparoscopic training:a mixed methods study.
Ahlborg, Liv; Weurlander, Maria; Hedman, Leif; Nisel, Henry; Lindqvist, Pelle G; Felländer-Tsai, Li; Enochsson, Lars
2015-07-29
This study aimed to explore the value of individualized feedback on performance, flow and self-efficacy during simulated laparoscopy. Furthermore, we wished to explore attitudes towards feedback and simulator training among medical students. Sixteen medical students were included in the study and randomized to laparoscopic simulator training with or without feedback. A teacher provided individualized feedback continuously throughout the procedures to the target group. Validated questionnaires and scales were used to evaluate self-efficacy and flow. The Mann-Whitney U test was used to evaluate differences between groups regarding laparoscopic performance (instrument path length), self-efficacy and flow. Qualitative data was collected by group interviews and interpreted using inductive thematic analyses. Sixteen students completed the simulator training and questionnaires. Instrument path length was shorter in the feedback group (median 3.9 m; IQR: 3.3-4.9) as compared to the control group (median 5.9 m; IQR: 5.0-8.1), pfeedback group were more concentrated on the task and also more anxious. Both groups had high ambitions to succeed and also expressed the importance of getting feedback. The authenticity of the training scenario was important for the learning process. This study highlights the importance of individualized feedback during simulated laparoscopy training. The next step is to further optimize feedback and to transfer standardized and individualized feedback from the simulated setting to the operating room.
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Lee, Seul Gi; Shin, Yun Hee
2016-04-01
This study was done to verify effects of a self-directed feedback practice using smartphone videos on nursing students' basic nursing skills, confidence in performance and learning satisfaction. In this study an experimental study with a post-test only control group design was used. Twenty-nine students were assigned to the experimental group and 29 to the control group. Experimental treatment was exchanging feedback on deficiencies through smartphone recorded videos of nursing practice process taken by peers during self-directed practice. Basic nursing skills scores were higher for all items in the experimental group compared to the control group, and differences were statistically significant ["Measuring vital signs" (t=-2.10, p=.039); "Wearing protective equipment when entering and exiting the quarantine room and the management of waste materials" (t=-4.74, psmartphone videos can improve basic nursing skills. The significance is that it can help nursing students gain confidence in their nursing skills for the future through improvement of basic nursing skills and performance of quality care, thus providing patients with safer care.
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Jarrell, Amanda; Harley, Jason M.; Lajoie, Susanne; Naismith, Laura
2017-01-01
Students experience a variety of emotions following achievement outcomes which stand to influence how they learn and perform in academic settings. However, little is known about the link between student outcome emotions and dimensions of performance feedback in computer-based learning environments (CBLEs). Understanding the dynamics of this…
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Self-Affirmation Theory and Performance Feedback: When Scoring High Makes You Feel Low.
Velez, John A; Hanus, Michael D
2016-12-01
Video games have a wide variety of benefits for players. The current study examines how video games can also increase players' willingness to internalize important but threatening self-information. Research suggests that negative information regarding a valued self-image evokes defensive strategies aimed at dismissing or discrediting the source of information. Self-Affirmation Theory proposes that affirming or bolstering an important self-image unrelated to the previous threat can be an effective strategy for reducing defensiveness. Participants in the current study completed a fictitious intelligence test and received negative or no feedback, followed by 15 minutes of video game play that resulted in positive or no feedback. Results suggest that participants who valued video game success as part of their identity exhibited less defensive strategies in the form of increased test credibility ratings and lower self-perceptions of intelligence. This suggests that performing well on a video game is an affirmational resource for players whose identities are contingent upon such success. However, results also indicate that players who did not value video game success but received positive video game feedback exhibited more defensive reactions to the negative intelligence test feedback. This suggests that while players who value video game success as part of their identity may reap benefits from video game play after a self-threat, those who do not value such success may experience more harmful effects.
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Feedback stabilization initiative
International Nuclear Information System (INIS)
1997-06-01
Much progress has been made in attaining high confinement regimes in magnetic confinement devices. These operating modes tend to be transient, however, due to the onset of MHD instabilities, and their stabilization is critical for improved performance at steady state. This report describes the Feedback Stabilization Initiative (FSI), a broad-based, multi-institutional effort to develop and implement methods for raising the achievable plasma betas through active MHD feedback stabilization. A key element in this proposed effort is the Feedback Stabilization Experiment (FSX), a medium-sized, national facility that would be specifically dedicated to demonstrating beta improvement in reactor relevant plasmas by using a variety of MHD feedback stabilization schemes
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Feedback stabilization initiative
Energy Technology Data Exchange (ETDEWEB)
NONE
1997-06-01
Much progress has been made in attaining high confinement regimes in magnetic confinement devices. These operating modes tend to be transient, however, due to the onset of MHD instabilities, and their stabilization is critical for improved performance at steady state. This report describes the Feedback Stabilization Initiative (FSI), a broad-based, multi-institutional effort to develop and implement methods for raising the achievable plasma betas through active MHD feedback stabilization. A key element in this proposed effort is the Feedback Stabilization Experiment (FSX), a medium-sized, national facility that would be specifically dedicated to demonstrating beta improvement in reactor relevant plasmas by using a variety of MHD feedback stabilization schemes.
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Framing of feedback impacts student’s satisfaction, self-efficacy and performance
van de Ridder, J. M Monica; Peters, Claudia M M; Stokking, Karel M.; de Ru, J. Alexander; ten Cate, Olle Th J
2014-01-01
Feedback is considered important to acquire clinical skills. Research evidence shows that feedback does not always improve learning and its effects may be small. In many studies, a variety of variables involved in feedback provision may mask either one of their effects. E.g., there is reason to
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Effect of Performance Feedback on Perceived Knowledge and Likelihood to Pursue Continuing Education
Eberman, Lindsey E.; Tripp, Brady L.
2011-01-01
Context: For practicing health care professionals, waiting for a teachable moment to identify a gap in knowledge could prove critical. Other methods are needed to help health care professionals identify their knowledge gaps. Objective: To assess the effect of performance feedback on Athletic Trainers' (AT) perceived knowledge (PK) and likelihood…
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1978-11-01
R 2. GOVT A $ SION NO. 3 RIEqLPýIVT’S.;TALOG NUMBER r/ 4. TITLE (and wbiFflT, -L M4 1 , FEEDBACK SYSTEM THEORY ~r Inter in- 6. PERFORMING ORG. REPORT...ANNUAL REPORT FEEDBACK SYSTEM THEORY AFOSR GRANT NO. 76-2946B Air Force Office of Scientific Research for year ending October 31, 1978 79 02 08 L|I...re less stringent than in other synthesis techniques which cannot handle significant parameter uncertainty. _I FEEDBACK SYSTEM THEORY 1. Introduction
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Ruesseler, M; Sterz, J; Bender, B; Hoefer, S; Walcher, F
2017-08-01
Feedback can significantly improve future performance. Reviewing one's performance by video is discussed as useful adjunct to debriefing, particularly for non-technical skills. Communicative competencies are an essential part of daily clinical practice; thus should be taught and assessed during undergraduate training. The aim of this study was to compare the educational value of video-assisted feedback versus oral feedback in communicative competencies in the surgical context. Fourth-year medical students completed a 210-min training unit of 'taking patient's history and obtaining informed consents prior to surgery' using role plays. Oral feedback was received directly thereafter using agenda-led, outcome-based guidelines (ALOBA). In the study group, the role plays were video-taped and reviewed thereafter. Afterwards, students completed two OSCE stations, where they were assessed regarding their communicative competencies and the content of the clinical scenario. One-hundred students (49 receiving video-assisted feedback, 51 oral) participated in the study. Those receiving video-assisted feedback performed significantly better in overall score in both OSCE stations (p feedback offered a significant educational benefit over oral feedback alone during a simulated patient encounter in a surgical context.
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Effects of error feedback on a nonlinear bistable system with stochastic resonance
International Nuclear Information System (INIS)
Li Jian-Long; Zhou Hui
2012-01-01
In this paper, we discuss the effects of error feedback on the output of a nonlinear bistable system with stochastic resonance. The bit error rate is employed to quantify the performance of the system. The theoretical analysis and the numerical simulation are presented. By investigating the performances of the nonlinear systems with different strengths of error feedback, we argue that the presented system may provide guidance for practical nonlinear signal processing
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Feedback, Incentives and Peer Effects
DEFF Research Database (Denmark)
Eriksson, Tor Viking; Poulsen, Anders; Villeval, Marie Claire
This paper experimentally investigates the impact of different pay and relative performance information policies on employee effort. We explore three information policies: No feedback, feedback given halfway through the production period, and continuously updated feedback about relative performan...... behind, and frontrunners do not slack off....
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Complete the Picture: Evaluation Fills In the Missing Pieces That Feedback Can't Provide
Dumas, Chad; Jenkins, Lee
2013-01-01
The workshop is done--How does anyone know that staff learned what they needed to learn? How does anyone know that the content of the workshop day is now common knowledge among the attendees? Two key indicators are feedback and evaluation. Feedback from participants is what the presenter uses to fine-tune his or her professional learning delivery.…
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Feedback Gating Control for Network Based on Macroscopic Fundamental Diagram
Directory of Open Access Journals (Sweden)
YangBeibei Ji
2016-01-01
Full Text Available Empirical data from Yokohama, Japan, showed that a macroscopic fundamental diagram (MFD of urban traffic provides for different network regions a unimodal low-scatter relationship between network vehicle density and network space-mean flow. This provides new tools for network congestion control. Based on MFD, this paper proposed a feedback gating control policy which can be used to mitigate network congestion by adjusting signal timings of gating intersections. The objective of the feedback gating control model is to maximize the outflow and distribute the allowed inflows properly according to external demand and capacity of each gating intersection. An example network is used to test the performance of proposed feedback gating control model. Two types of background signalization types for the intersections within the test network, fixed-time and actuated control, are considered. The results of extensive simulation validate that the proposed feedback gating control model can get a Pareto improvement since the performance of both gating intersections and the whole network can be improved significantly especially under heavy demand situations. The inflows and outflows can be improved to a higher level, and the delay and queue length at all gating intersections are decreased dramatically.
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Delayed feedback control of fractional-order chaotic systems
International Nuclear Information System (INIS)
Gjurchinovski, A; Urumov, V; Sandev, T
2010-01-01
We study the possibility to stabilize unstable steady states and unstable periodic orbits in chaotic fractional-order dynamical systems by the time-delayed feedback method. By performing a linear stability analysis, we establish the parameter ranges for successful stabilization of unstable equilibria in the plane parameterized by the feedback gain and the time delay. An insight into the control mechanism is gained by analyzing the characteristic equation of the controlled system, showing that the control scheme fails to control unstable equilibria having an odd number of positive real eigenvalues. We demonstrate that the method can also stabilize unstable periodic orbits for a suitable choice of the feedback gain, providing that the time delay is chosen to coincide with the period of the target orbit. In addition, it is shown numerically that delayed feedback control with a sinusoidally modulated time delay significantly enlarges the stability region of steady states in comparison to the classical time-delayed feedback scheme with a constant delay.
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Directory of Open Access Journals (Sweden)
Woogul Lee
Full Text Available We conducted behavioral and functional magnetic resonance imaging (fMRI research to investigate the effects of two types of achievement goals--mastery goals and performance-approach goals--on challenge seeking and feedback processing. The results of the behavioral experiment indicated that mastery goals were associated with a tendency to seek challenge, both before and after experiencing difficulty during task performance, whereas performance-approach goals were related to a tendency to avoid challenge after encountering difficulty during task performance. The fMRI experiment uncovered a significant decrease in ventral striatal activity when participants received negative feedback for any task type and both forms of achievement goals. During the processing of negative feedback for the rule-finding task, performance-approach-oriented participants showed a substantial reduction in activity in the dorsolateral prefrontal cortex (DLPFC and the frontopolar cortex, whereas mastery-oriented participants showed little change. These results suggest that performance-approach-oriented participants are less likely to either recruit control processes in response to negative feedback or focus on task-relevant information provided alongside the negative feedback. In contrast, mastery-oriented participants are more likely to modulate aversive valuations to negative feedback and focus on the constructive elements of feedback in order to attain their task goals. We conclude that performance-approach goals lead to a reluctant stance towards difficulty, while mastery goals encourage a proactive stance.
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Cardiac and electro-cortical concomitants of social feedback processing in women
van der Molen, Melle J. W.; Gunther Moor, Bregtje; van der Veen, Frederik M.; van der Molen, Maurits W.
2015-01-01
This study provides a joint analysis of the cardiac and electro-cortical—early and late P3 and feedback-related negativity (FRN)—responses to social acceptance and rejection feedback. Twenty-five female participants performed on a social- and age-judgment control task, in which they received feedback with respect to their liking and age judgments, respectively. Consistent with previous reports, results revealed transient cardiac slowing to be selectively prolonged to unexpected social rejection feedback. Late P3 amplitude was more pronounced to unexpected relative to expected feedback. Both early and late P3 amplitudes were shown to be context dependent, in that they were more pronounced to social as compared with non-social feedback. FRN amplitudes were more pronounced to unexpected relative to expected feedback, irrespective of context and feedback valence. This pattern of findings indicates that social acceptance and rejection feedback have widespread effects on bodily state and brain function, which are modulated by prior expectancies. PMID:25870439
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Novel charge sensitive preamplifier without high-value feedback resistor
International Nuclear Information System (INIS)
Xi Deming
1992-01-01
A novel charge sensitive preamplifier is introduced. The method of removing the high value feedback resistor, the circuit design and analysis are described. A practical circuit and its measured performances are provided
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Optimal centralized and decentralized velocity feedback control on a beam
International Nuclear Information System (INIS)
Engels, W P; Elliott, S J
2008-01-01
This paper considers the optimization of a velocity feedback controller with a collocated force actuator, to minimize the kinetic energy of a simply supported beam. If the beam is excited at a single location, the optimum feedback gain varies with the position of the control system. It is shown that this variation depends partly on the location of the control force relative to the exciting force. If a distributed excitation is assumed, that is random in both time and space, a unique optimum value of the feedback gain can be found for a given control location. The effect of the control location on performance and the optimal feedback gain can then be examined and is found to be limited provided the control locations are not close to the ends of the beam. The optimization can also be performed for a multichannel velocity feedback system. Both a centralized and a decentralized controller are considered. It is shown that the difference in performance between a centralized and a decentralized controller is small, unless the control locations are closely spaced. In this case the centralized controller effectively feeds back a moment proportional to angular velocity as well as a force proportional to a velocity. It is also shown that the optimal feedback gain can be approximated on the basis of a limited model and that similar results can be achieved
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Energy Technology Data Exchange (ETDEWEB)
Ezura, Eizi; Yoshimoto, Shin-ichi; Akai, Kazunori [National Lab. for High Energy Physics, Tsukuba, Ibaraki (Japan)
1996-08-01
This paper describes the present status of the RF feedback development for the KEK B-Factory (KEKB). A preliminary experiment concerning the RF feedback using a parallel comb-filter was performed through a choke-mode cavity and a klystron. The RF feedback has been tested using the beam of the TRISTAN Main Ring, and has proved to be effective in damping the beam instability. (author)
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Voerman, A.
2014-01-01
Providing feedback is one of the most influential means of teachers to enhance student learning. In this dissertation, we first focused on what is known from research about effective (i.e. learning-enhancing) feedback. Effective feedback, mostly studied from a cognitive psychologist point of view,
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Strbac, Matija; Isakovic, Milica; Belic, Minja; Popovic, Igor; Simanic, Igor; Farina, Dario; Keller, Thierry; Dosen, Strahinja
2017-11-01
Human motor control relies on a combination of feedback and feedforward strategies. The aim of this study was to longitudinally investigate artificial somatosensory feedback and feedforward control in the context of grasping with myoelectric prosthesis. Nine amputee subjects performed routine grasping trials, with the aim to produce four levels of force during four blocks of 60 trials across five days. The electrotactile force feedback was provided in the second and third block using multipad electrode and spatial coding. The first baseline and last validation block (open-loop control) evaluated the effects of long- (across sessions) and short-term (within session) learning, respectively. The outcome measures were the absolute error between the generated and target force, and the number of force saturations. The results demonstrated that the electrotactile feedback improved the performance both within and across sessions. In the validation block, the performance did not significantly decrease and the quality of open-loop control (baseline) improved across days, converging to the performance characterizing closed-loop control. This paper provides important insights into the feedback and feedforward processes in prosthesis control, contributing to the better understanding of the role and design of feedback in prosthetic systems.
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Failure to utilize feedback causes decision-making deficits among excessive Internet gamers.
Yao, Yuan-Wei; Chen, Pin-Ru; Chen, Chang; Wang, Ling-Jiao; Zhang, Jin-Tao; Xue, Gui; Deng, Lin-Yuan; Liu, Qin-Xue; Yip, Sarah W; Fang, Xiao-Yi
2014-11-30
Internet gaming addiction (IGA) is an increasing mental health issue worldwide. Previous studies have revealed decision-making impairments in excessive Internet gamers (EIGs) with high symptoms of IGA. However, the role of feedback processing in decision-making deficits among EIGs remains unknown. The present study aimed to investigate the effect of feedback processing on decision-making deficits under risk among EIGs, using the Game of Dice Task (GDT) and a modified version of the GDT in which no feedback was provided. Twenty-six EIGs and 26 matched occasional Internet gamers (OIGs) were recruited. The results showed: (a) OIGs performed better on the original GDT than on the modified GDT (no feedback condition); however, EIGs performed similarly on both tasks; (b) EIGs and OIGs performed equally on the modified GDT; however, EIGs chose more disadvantageous options than OIGs on the original GDT; (c) EIGs utilized feedback less frequently on the original GDT relative to OIGs. These results suggest that EIGs are not able to utilize feedback to optimize their decisions, which could underlie their poor decision-making under risk. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.
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Fuzzy Adaptive Output Feedback Control of Uncertain Nonlinear Systems With Prescribed Performance.
Zhang, Jin-Xi; Yang, Guang-Hong
2018-05-01
This paper investigates the tracking control problem for a family of strict-feedback systems in the presence of unknown nonlinearities and immeasurable system states. A low-complexity adaptive fuzzy output feedback control scheme is proposed, based on a backstepping method. In the control design, a fuzzy adaptive state observer is first employed to estimate the unmeasured states. Then, a novel error transformation approach together with a new modification mechanism is introduced to guarantee the finite-time convergence of the output error to a predefined region and ensure the closed-loop stability. Compared with the existing methods, the main advantages of our approach are that: 1) without using extra command filters or auxiliary dynamic surface control techniques, the problem of explosion of complexity can still be addressed and 2) the design procedures are independent of the initial conditions. Finally, two practical examples are performed to further illustrate the above theoretic findings.
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Reddy, Rajiv M; Panahi, Issa M S
2008-01-01
The performance of FIR feedforward, IIR feedforward, FIR feedback, hybrid FIR feedforward--FIR feedback, and hybrid IIR feedforward - FIR feedback structures for active noise control (ANC) are compared for an fMRI noise application. The filtered-input normalized least squares (FxNLMS) algorithm is used to update the coefficients of the adaptive filters in all these structures. Realistic primary and secondary paths of an fMRI bore are used by estimating them on a half cylindrical acrylic bore of 0.76 m (D)x1.52 m (L). Detailed results of the performance of the ANC system are presented in the paper for each of these structures. We find that the IIR feedforward structure produces most of the performance improvement in the hybrid IIR feedforward - FIR feedback structure and adding the feedback structure becomes almost redundant in the case of fMRI noise.
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Evaluation of feedback given to trainees in medical specialties.
Tham, Tony Ck; Burr, Bill; Boohan, Mairead
2017-07-01
The aim of this study was to evaluate the quality of feedback provided to specialty trainees (ST3 or higher) in medical specialties during their workplace-based assessments (WBAs). The feedback given in WBAs was examined in detail in a group of 50 ST3 or higher trainees randomly selected from those taking part in a pilot study of changes to the WBA system conducted by the Joint Royal Colleges of Physicians Training Board. They were based in Health Education Northeast (Northern Deanery) and Health Education East of England (Eastern Deanery). Thematic analysis was used to identify commonly occurring themes. Feedback was mainly positive but there were differences in quality between specialties. Problems with feedback included insufficient detail, such that it was not possible to map the progression of the trainee, insufficient action plans made and the timing of feedback not being contemporaneous (feedback not being given at the time of assessment). Recommendations included feedback should be more specific; there need to be more options in the feedback forms for the supervisor to compare the trainee's performance to what is expected and action plans need to be made. © Royal College of Physicians 2017. All rights reserved.
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Prevailing Trends in Haptic Feedback Simulation for Minimally Invasive Surgery.
Pinzon, David; Byrns, Simon; Zheng, Bin
2016-08-01
Background The amount of direct hand-tool-tissue interaction and feedback in minimally invasive surgery varies from being attenuated in laparoscopy to being completely absent in robotic minimally invasive surgery. The role of haptic feedback during surgical skill acquisition and its emphasis in training have been a constant source of controversy. This review discusses the major developments in haptic simulation as they relate to surgical performance and the current research questions that remain unanswered. Search Strategy An in-depth review of the literature was performed using PubMed. Results A total of 198 abstracts were returned based on our search criteria. Three major areas of research were identified, including advancements in 1 of the 4 components of haptic systems, evaluating the effectiveness of haptic integration in simulators, and improvements to haptic feedback in robotic surgery. Conclusions Force feedback is the best method for tissue identification in minimally invasive surgery and haptic feedback provides the greatest benefit to surgical novices in the early stages of their training. New technology has improved our ability to capture, playback and enhance to utility of haptic cues in simulated surgery. Future research should focus on deciphering how haptic training in surgical education can increase performance, safety, and improve training efficiency. © The Author(s) 2016.
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Directory of Open Access Journals (Sweden)
Adnan Munawar
2016-08-01
Full Text Available In robot-assisted tele-operated laparoscopic surgeries, the patient side manipulators are controlled via the master manipulators that are controlled by the surgeon. The current generation of robots approved for laparoscopic surgery lack haptic feedback. In theory, haptic feedback would enhance the surgical procedures by enabling better coordination between the hand movements that are improved by the tactile sense of the operating environment. This research presents an overall control framework for a haptic feedback on existing robot platforms, and demonstrated on the daVinci Research Kit (dVRK system. The paper discusses the implementation of a flexible framework that incorporates a stiffness control with gravity compensation for the surgeons manipulator and a sensing and collision detection algorithm for calculating the interaction between the patients manipulators and the surgical area.
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Junod Perron, N.; Nendaz, M.; Louis-Simonet, M.; Sommer, J.; Gut, A.; Baroffio, A.; Dolmans, D.; Vleuten, C.P.M. van der
2013-01-01
Teaching communication skills (CS) to residents during clinical practice remains problematic. Direct observation followed by feedback is a powerful way to teach CS in clinical practice. However, little is known about the effect of training on feedback skills in this field. Controlled studies are
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Davis, Paula; And Others
1983-01-01
An on-the-job coach provided graphic feedback on the food service performance of a moderately retarded young woman. Her performance improved to a production range acceptable for competive employment. Feedback from co-workers revealed, however, that she was still not functioning adequately. (CL)
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The Value of Peer Feedback Opportunities for Students in Writing Intensive Classes
Kennette, Lynne N.; Frank, Nichole M.
2013-01-01
The present study was conducted to examine the usefulness of peer feedback on APA-style research papers in a writing-intensive class. Subsequent to APA training, students were asked to review and provide feedback on a classmate's APA-style research report for both content and formatting. Performance on this research report was then compared to…
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Leadership in Libraries--Feedback as Communication.
Wright, Dianne H.
This paper focuses on the role of feedback in effective communication and ways in which feedback can assist library managers at all levels in performing their role as leaders. The various kinds and sources of feedback are discussed, and the relationship between feedback and goal setting are considered, as well as the effects of goal setting and…
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Lonza, M.; Schmickler, H.
2016-01-01
Coupled-bunch instabilities excited by the interaction of the particle beam with its surroundings can seriously limit the performance of circular particle accelerators. These instabilities can be cured by the use of active feedback systems based on sensors capable of detecting the unwanted beam motion and actuators that apply the feedback correction to the beam. Advances in electronic technology now allow the implementation of feedback loops using programmable digital systems. Besides importa...
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Designing feedback to mitigate teen distracted driving: A social norms approach.
Merrikhpour, Maryam; Donmez, Birsen
2017-07-01
The purpose of this research is to investigate teens' perceived social norms and whether providing normative information can reduce distracted driving behaviors among them. Parents are among the most important social referents for teens; they have significant influences on teens' driving behaviors, including distracted driving which significantly contributes to teens' crash risks. Social norms interventions have been successfully applied in various domains including driving; however, this approach is yet to be explored for mitigating driver distraction among teens. Forty teens completed a driving simulator experiment while performing a self-paced visual-manual secondary task in four between-subject conditions: a) social norms feedback that provided a report at the end of each drive on teens' distracted driving behavior, comparing their distraction engagement to their parent's, b) post-drive feedback that provided just the report on teens' distracted driving behavior without information on their parents, c) real-time feedback in the form of auditory warnings based on eyes of road-time, and d) no feedback as control. Questionnaires were administered to collect data on these teens' and their parents' self-reported engagement in driver distractions and the associated social norms. Social norms and real-time feedback conditions resulted in significantly smaller average off-road glance duration, rate of long (>2s) off-road glances, and standard deviation of lane position compared to no feedback. Further, social norms feedback decreased brake response time and percentage of time not looking at the road compared to no feedback. No major effect was observed for post-drive feedback. Questionnaire results suggest that teens appeared to overestimate parental norms, but no effect of feedback was found on their perceptions. Feedback systems that leverage social norms can help mitigate driver distraction among teens. Overall, both social norms and real-time feedback induced
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Providing Feedback on Computer-Based Algebra Homework in Middle-School Classrooms
Fyfe, Emily R.
2016-01-01
Homework is transforming at a rapid rate with continuous advances in educational technology. Computer-based homework, in particular, is gaining popularity across a range of schools, with little empirical evidence on how to optimize student learning. The current aim was to test the effects of different types of feedback on computer-based homework.…
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Feedback as real-time constructions
DEFF Research Database (Denmark)
Keiding, Tina Bering; Qvortrup, Ane
2014-01-01
instant it takes place. This article argues for a clear distinction between the timing of communicative events, such as responses that are provided as help for feedback constructions, and the feedback construction itself as an event in a psychic system. Although feedback is described as an internal...
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Improving workplace-based assessment and feedback by an E-portfolio enhanced with learning analytics
van der Schaaf, Marieke; Donkers, Jeroen; Slof, Bert; Moonen-van Loon, Joyce; van Tartwijk, Jan; Driessen, Eric; Badii, Atta; Serban, Ovidiu; Ten Cate, Olle
Electronic portfolios (E-portfolios) are crucial means for workplace-based assessment and feedback. Although E-portfolios provide a useful approach to view each learner’s progress, so far options for personalized feedback and potential data about a learner’s performances at the workplace often
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Sinha, Neha; Glass, Arnold Lewis
2015-01-01
Three experiments, two performed in the laboratory and one embedded in a college psychology lecture course, investigated the effects of immediate versus delayed feedback following a multiple-choice exam on subsequent short answer and multiple-choice exams. Performance on the subsequent multiple-choice exam was not affected by the timing of the feedback on the prior exam; however, performance on the subsequent short answer exam was better following delayed than following immediate feedback. This was true regardless of the order in which immediate versus delayed feedback was given. Furthermore, delayed feedback only had a greater effect than immediate feedback on subsequent short answer performance following correct, confident responses on the prior exam. These results indicate that delayed feedback cues a student's prior response and increases subsequent recollection of that response. The practical implication is that delayed feedback is better than immediate feedback during academic testing.
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Giesbers, A.P.; Schouteten, R.L.; Poutsma, F.; Heijden, B.I. van der; Achterberg, T. van
2016-01-01
BACKGROUND: Providing nursing teams with feedback on quality measurements is used as a quality improvement instrument in healthcare organizations worldwide. Previous research indicated contradictory results regarding the effect of such feedback on both nurses' well-being and performance. OBJECTIVES:
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Directory of Open Access Journals (Sweden)
Xiaoyu Dang
2012-01-01
Full Text Available By combining adaptive modulation and automatic repeat request, a cross-layer design (CLD scheme for MIMO system with antenna selection (AS and imperfect feedback is presented, and the corresponding performance is studied. Subject to a target packet loss rate and fixed power constraint, the variable switching thresholds of fading gain are derived. According to these results, and using mathematical manipulation, the average spectrum efficiency (SE and packet error rate (PER of the system are further derived. As a result, closed-form expressions of the average SE and PER are obtained, respectively. These expressions include the expressions under perfect channel state information as special cases and provide good performance evaluation for the system. Numerical results show that the proposed CLD scheme with antenna selection has higher SE than the existing CLD scheme with space-time block coding, and the CLD scheme with variable switching thresholds outperforms that with conventional-fixed switching thresholds.
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Brown, Jennifer; Pan, Wei-Xing; Dudman, Joshua Tate
2014-05-21
Dysfunction of the basal ganglia produces severe deficits in the timing, initiation, and vigor of movement. These diverse impairments suggest a control system gone awry. In engineered systems, feedback is critical for control. By contrast, models of the basal ganglia highlight feedforward circuitry and ignore intrinsic feedback circuits. In this study, we show that feedback via axon collaterals of substantia nigra projection neurons control the gain of the basal ganglia output. Through a combination of physiology, optogenetics, anatomy, and circuit mapping, we elaborate a general circuit mechanism for gain control in a microcircuit lacking interneurons. Our data suggest that diverse tonic firing rates, weak unitary connections and a spatially diffuse collateral circuit with distinct topography and kinetics from feedforward input is sufficient to implement divisive feedback inhibition. The importance of feedback for engineered systems implies that the intranigral microcircuit, despite its absence from canonical models, could be essential to basal ganglia function. DOI: http://dx.doi.org/10.7554/eLife.02397.001. Copyright © 2014, Brown et al.
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A Journey towards Sustainable Feedback
Mutch, Allyson; Young, Charlotte; Davey, Tamzyn; Fitzgerald, Lisa
2018-01-01
Meeting students' expectations associated with the provision of feedback is a perennial challenge for tertiary education. Efforts to provide comprehensive, timely feedback within our own first year undergraduate public health courses have not always met students' expectations. In response, we sought to develop peer feedback activities to support…
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Wardman, M J; Yorke, V C; Hallam, J L
2018-05-01
Feedback is an essential part of the learning process, and students expect their feedback to be personalised, meaningful and timely. Objective Structured Clinical Examination (OSCE) assessments allow examiners to observe students carefully over the course of a number of varied station types, across a number of clinical knowledge and skill domains. They therefore present an ideal opportunity to record detailed feedback which allows students to reflect on and improve their performance. This article outlines two methods by which OSCE feedback was collected and then disseminated to undergraduate dental students across 2-year groups in a UK dental school: (i) Individual written feedback comments made by examiners during the examination, (ii) General audio feedback recorded by groups of examiners immediately following the examination. Evaluation of the feedback was sought from students and staff examiners. A multi-methods approach utilising Likert questionnaire items (quantitative) and open-ended feedback questions (qualitative) was used. Data analysis explored student and staff perceptions of the audio and written feedback. A total of 131 students (response rate 68%) and 52 staff examiners (response rate 83%) completed questionnaires. Quantitative data analysis showed that the written and audio formats were reported as a meaningful source of feedback for learning by both students (93% written, 89% audio) and staff (96% written, 92% audio). Qualitative data revealed the complementary nature of both types of feedback. Written feedback gives specific, individual information whilst audio shares general observations and allows students to learn from others. The advantages, limitations and challenges of the feedback methods are discussed, leading to the development of an informed set of implementation guidelines. Written and audio feedback methods are valued by students and staff. It is proposed that these may be very easily applied to OSCEs running in other dental schools.
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Impact of tailored feedback in assessment of communication skills for medical students.
Uhm, Seilin; Lee, Gui H; Jin, Jeong K; Bak, Yong I; Jeoung, Yeon O; Kim, Chan W
2015-01-01
Finding out the effective ways of teaching and assessing communication skills remain a challenging part of medication education. This study aims at exploring the usefulness and effectiveness of having additional feedback using qualitative analysis in assessment of communication skills in undergraduate medical training. We also determined the possibilities of using qualitative analysis in developing tailored strategies for improvement in communication skills training. This study was carried out on medical students (n=87) undergoing their final year clinical performance examination on communication skills using standardized patient by video-recording and transcribing their performances. Video-recordings of 26 students were randomly selected for qualitative analysis, and additional feedback was provided. We assessed the level of acceptance of communication skills scores between the study and nonstudy group and within the study group, before and after receiving feedback based on qualitative analysis. There was a statistically significant increase in the level of acceptance of feedback after delivering additional feedback using qualitative analysis, where the percentage of agreement with feedback increased from 15.4 to 80.8% (pskills assessment gives essential information for medical students to learn and self-reflect, which could potentially lead to improved communication skills. As evident from our study, feedback becomes more meaningful and effective with additional feedback using qualitative analysis.
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Haptic seat for fuel economy feedback
Energy Technology Data Exchange (ETDEWEB)
Bobbitt, III, John Thomas
2016-08-30
A process of providing driver fuel economy feedback is disclosed in which vehicle sensors provide for haptic feedback on fuel usage. Such sensors may include one or more of a speed sensors, global position satellite units, vehicle pitch/roll angle sensors, suspension displacement sensors, longitudinal accelerometer sensors, throttle position in sensors, steering angle sensors, break pressure sensors, and lateral accelerometer sensors. Sensors used singlely or collectively can provide enhanced feedback as to various environmental conditions and operating conditions such that a more accurate assessment of fuel economy information can be provided to the driver.
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Lee, Jason Young; McDougall, Elspeth M; Lineberry, Matthew; Tekian, Ara
2016-08-01
Provision of expert feedback is widely acknowledged to be an essential component of simulation-based training. However, little is known about the most effective and efficient ways to provide feedback to novices. Optimizing the timing of expert feedback may improve outcomes while reducing resource requirements. The main objective of this study was to determine the impact of providing early versus late expert feedback to novice learners engaged in a flexible ureteroscopy (fURS) training curriculum. Senior medical students were recruited to participate in this study. Each student participated in a comprehensive fURS training curriculum that included 3 deliberate, independent practice sessions. Baseline and postcourse fURS skill was assessed for each student using a standardized fURS test task. Each student was randomized to either an early feedback group (EFG) or late feedback group (LFG). The EFG participants were provided expert feedback immediately after the baseline skill test, whereas LFG participants were given feedback before their final deliberate, independent practice session. Eighteen senior medical students completed the study (9 EFG and 9 LFG participants). There were no discernible demographic differences between the groups at baseline. When controlling for pretest performance, early rather than late feedback was associated with both shorter postcourse time to completion of the task (19.2 vs. 21.5 minutes, P feedback when learning a novel skill. Further study is required.
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Carter, Michael J; Carlsen, Anthony N; Ste-Marie, Diane M
2014-01-01
The learning advantages of self-controlled feedback schedules compared to yoked schedules have been attributed to motivational influences and/or information processing activities with many researchers adopting the motivational perspective in recent years. Chiviacowsky and Wulf (2005) found that feedback decisions made before (Self-Before) or after a trial (Self-After) resulted in similar retention performance, but superior transfer performance resulted when the decision to receive feedback occurred after a trial. They suggested that the superior skill transfer of the Self-After group likely emerged from information processing activities such as error estimation. However, the lack of yoked groups and a measure of error estimation in their experimental design prevents conclusions being made regarding the underlying mechanisms of why self-controlled feedback schedules optimize learning. Here, we revisited Chiviacowsky and Wulf's (2005) design to investigate the learning benefits of self-controlled feedback schedules. We replicated their Self-Before and Self-After groups, but added a Self-Both group that was able to request feedback before a trial, but could then change or stay with their original choice after the trial. Importantly, yoked groups were included for the three self-controlled groups to address the previously stated methodological limitation and error estimations were included to examine whether self-controlling feedback facilitates a more accurate error detection and correction mechanism. The Self-After and Self-Before groups demonstrated similar accuracy in physical performance and error estimation scores in retention and transfer, and both groups were significantly more accurate than the Self-Before group and their respective Yoked groups (p's 0.05). We suggest these findings further indicate that informational factors associated with the processing of feedback for the development of one's error detection and correction mechanism, rather than
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The effectiveness of immediate feedback during the objective structured clinical examination.
Hodder, R V; Rivington, R N; Calcutt, L E; Hart, I R
1989-03-01
Using eight different physical examination or technical stations, 400 examinations were conducted to evaluate the effectiveness of immediate feedback during the Objective Structured Clinical Examination (OSCE). The test group comprised 50 medical students who underwent a standard 4-minute examination followed by 2 minutes of feedback. Immediately following feedback the students repeated an identical 4-minute examination scored by the same examiners. The control group consisted of 50 students from the same class who underwent an identical testing sequence, but instead of receiving feedback, they were instructed to continue their examinations for an additional 2 minutes before repeating the stations. Simple repetition of the task did not significantly improve score (mean increase 2.0%, NS). Extending the testing period from 4 to 6 minutes resulted in a small but significant increase in score (mean 6.7%, P less than 0.001). However, there was a much larger increase in the scores obtained following 2 minutes of immediate feedback compared to pre-feedback performance (mean 26.3%, P less than 0.0001). The majority of students and examiners felt that feedback, as administered in this study, was valuable both as a learning and teaching experience. Short periods of immediate feedback during an OSCE are practical and can improve competency in the performance of criterion-based tasks, at least over the short term. In addition, such feedback provides students with valuable self-assessment that may stimulate further learning.
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Using Feedback to Promote Physical Activity: The Role of the Feedback Sign.
Kramer, Jan-Niklas; Kowatsch, Tobias
2017-06-02
Providing feedback is a technique to promote health behavior that is emphasized by behavior change theories. However, these theories make contradicting predictions regarding the effect of the feedback sign-that is, whether the feedback signals success or failure. Thus, it is unclear whether positive or negative feedback leads to more favorable behavior change in a health behavior intervention. The aim of this study was to examine the effect of the feedback sign in a health behavior change intervention. Data from participants (N=1623) of a 6-month physical activity intervention was used. Participants received a feedback email at the beginning of each month. Feedback was either positive or negative depending on the participants' physical activity in the previous month. In an exploratory analysis, change in monthly step count averages was used to evaluate the feedback effect. The feedback sign did not predict the change in monthly step count averages over the course of the intervention (b=-84.28, P=.28). Descriptive differences between positive and negative feedback can be explained by regression to the mean. The feedback sign might not influence the effect of monthly feedback emails sent out to participants of a large-scale physical activity intervention. However, randomized studies are needed to further support this conclusion. Limitations as well as opportunities for future research are discussed. ©Jan-Niklas Kramer, Tobias Kowatsch. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 02.06.2017.
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Improving Student Performance Using Nudge Analytics
Feild, Jacqueline
2015-01-01
Providing students with continuous and personalized feedback on their performance is an important part of encouraging self regulated learning. As part of our higher education platform, we built a set of data visualizations to provide feedback to students on their assignment performance. These visualizations give students information about how they…
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ABCDEFG IS - the principle of constructive feedback.
Bhattarai, M
2007-01-01
Feedback is an integral part of any learning experience. Constructive feedback is a powerful instrument and facilitates the learner's professional and personal development. "ABCDEFG IS", a mnemonic for the principles of constructive feedback, stands for Amount of the information, Benefit of the trainees, Change behaviour, Descriptive language, Environment, Focused, Group check, Interpretation check, and Sharing information. The eight important steps of feedback are: Ensure prior information, Collect data, Make appropriate meeting arrangement, Begin by encouraging self assessment by the trainee, Highlight areas where the trainee is doing well, Give feedback, Handle reaction maintaining the dignity and Plan actions. Communication and reflection also share many of the principles and steps of constructive feedback and giving regular feedback, thus, helps to improve communication and reflection. The feedback provider would be able to provide genuine feedback by following the appropriate steps and principles of constructive feedback and realize how important and rewarding its role is in teaching learning activities.
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International Nuclear Information System (INIS)
Gary, S.; Larsen, E.R.
2000-01-01
Deregulation has reshaped the utility sector in many countries around the world. Organisations in these deregulated industries must adopt new polices which guide strategic decisions, in an uncertain and unfamiliar environment, that determine the short- and long-term fate of their companies. Traditional economic equilibrium models do not adequately address the issues facing these organisations in the shift towards deregulated market competition. Equilibrium assumptions break down in the out-of-equilibrium transition to competitive markets, and therefore different underpinning assumptions must be adopted in order to guide management in these periods. Simulation models incorporating information feedback through behavioural policies fill the void left by equilibrium models and support strategic policy analysis in out-of-equilibrium markets. As an example, we present a feedback simulation model developed to examine firm and industry level performance consequences of new generation capacity investment policies in the deregulated UK electricity sector. The model explicitly captures behavioural decision polices of boundedly rational managers and avoids equilibrium assumptions. Such models are essential to help managers evaluate the performance impact of various strategic policies in environments in which disequilibrum behaviour dominates. (Author)
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Timing matters: The impact of immediate and delayed feedback on artificial language learning
Directory of Open Access Journals (Sweden)
Bertram Opitz
2011-02-01
Full Text Available In the present experiment, we used event-related potentials (ERP to investigate the role of immediate and delayed feedback in an artificial grammar learning task. Two groups of participants were engaged in classifying non-word strings according to an underlying rule system, not known to the participants. Visual feedback was provided after each classification either immediately or with a short delay of one second. Both groups were able to learn the artificial grammar system as indicated by an increase in classification performance. However, the gain in performance was significantly larger for the group receiving immediate feedback as compared to the group receiving delayed feedback. Learning was accompanied by an increase in P300 activity in the ERP for delayed as compared to immediate feedback. Irrespective of feedback delay, both groups exhibited learning related decreases in the feedback-related positivity (FRP elicited by positive feedback only. The feedback-related negativity (FRN, however, remained constant over the course of learning. These results suggest, first, that delayed feedback is less effective for artificial grammar learning as task requirements are very demanding, and second, that the FRP elicited by positive prediction errors decreases with learning while the FRN to negative prediction errors is elicited in an all-or-none fashion by negative feedback throughout the entire experiment.
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Social dimension and complexity differentially influence brain responses during feedback processing.
Pfabigan, Daniela M; Gittenberger, Marianne; Lamm, Claus
2017-10-30
Recent research emphasizes the importance of social factors during performance monitoring. Thus, the current study investigated the impact of social stimuli -such as communicative gestures- on feedback processing. Moreover, it addressed a shortcoming of previous studies, which failed to consider stimulus complexity as potential confounding factor. Twenty-four volunteers performed a time estimation task while their electroencephalogram was recorded. Either social complex, social non-complex, non-social complex, or non-social non-complex stimuli were used to provide performance feedback. No effects of social dimension or complexity were found for task performance. In contrast, Feedback-Related Negativity (FRN) and P300 amplitudes were sensitive to both factors, with larger FRN and P300 amplitudes after social compared to non-social stimuli, and larger FRN amplitudes after complex positive than non-complex positive stimuli. P2 amplitudes were solely sensitive to feedback valence and social dimension. Subjectively, social complex stimuli were rated as more motivating than non-social complex ones. Independently of each other, social dimension and visual complexity influenced amplitude variation during performance monitoring. Social stimuli seem to be perceived as more salient, which is corroborated by P2, FRN and P300 results, as well as by subjective ratings. This could be explained due to their given relevance during every day social interactions.
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DEFF Research Database (Denmark)
Smith, Cameron
The ability to perform laboratory operations in compact systems is not only advantageous for the development of diagnostics tools and their production, but also provides unique opportunities to explore the natural world on the micro- and nanoscale. To this end, we focus on two optical schemes: 1...... to the advantages they bring to lab-on-a-chip systems.......) polymer-based distributed feedback (DFB) dye lasers, and 2) plasmonic V-grooves. Regarding the first, DFB dye lasers are well suited to serve as compact, minimal analyte volume and highly sensitive refractive index sensors, where changes occurring in an analyte result in readily measurable shifts...
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Effects of feedback reliability on feedback-related brain activity: A feedback valuation account.
Ernst, Benjamin; Steinhauser, Marco
2018-04-06
Adaptive decision making relies on learning from feedback. Because feedback sometimes can be misleading, optimal learning requires that knowledge about the feedback's reliability be utilized to adjust feedback processing. Although previous research has shown that feedback reliability indeed influences feedback processing, the underlying mechanisms through which this is accomplished remain unclear. Here we propose that feedback processing is adjusted by the adaptive, top-down valuation of feedback. We assume that unreliable feedback is devalued relative to reliable feedback, thus reducing the reward prediction errors that underlie feedback-related brain activity and learning. A crucial prediction of this account is that the effects of feedback reliability are susceptible to contrast effects. That is, the effects of feedback reliability should be enhanced when both reliable and unreliable feedback are experienced within the same context, as compared to when only one level of feedback reliability is experienced. To evaluate this prediction, we measured the event-related potentials elicited by feedback in two experiments in which feedback reliability was varied either within or between blocks. We found that the fronto-central valence effect, a correlate of reward prediction errors during reinforcement learning, was reduced for unreliable feedback. But this result was obtained only when feedback reliability was varied within blocks, thus indicating a contrast effect. This suggests that the adaptive valuation of feedback is one mechanism underlying the effects of feedback reliability on feedback processing.
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Autogenic-feedback training improves pilot performance during emergency flying conditions
Kellar, Michael A.; Folen, Raymond A.; Cowings, Patricia S.; Toscano, William B.; Hisert, Glen L.
1994-01-01
Studies have shown that autonomous mode behavior is one cause of aircraft fatalities due to pilot error. In such cases, the pilot is in a high state of psychological and physiological arousal and tends to focus on one problem, while ignoring more critical information. This study examined the effect of training in physiological self-recognition and regulation, as a means of improving crew cockpit performance. Seventeen pilots were assigned to the treatment and control groups matched for accumulated flight hours. The treatment group comprised three pilots of HC-130 Hercules aircraft and four HH-65 Dolphin helicopter pilots; the control group comprised three pilots of HC-130's and six Dolphin helicopter pilots. During an initial flight, physiological data were recorded for each crew member and individual crew performance was rated by an instructor pilot. Eight crewmembers were then taught to regulate their own physiological response levels using Autogenic-Feedback Training (AFT). The remaining subjects received no training. During a second flight, treatment subjects showed significant improvement in performance, while controls did not improve. The results indicate that AFT management of high states of physiological arousal may improve pilot performance during emergency flying conditions.
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Raska, David
2014-01-01
This research explores and tests the effect of an innovative performance feedback practice--feedback supplemented with web-based peer benchmarking--through a lens of social cognitive framework for self-regulated learning. The results suggest that providing performance feedback with references to exemplary peer output is positively associated with…
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Improving Workplace-Based Assessment and Feedback by an E-Portfolio Enhanced with Learning Analytics
van der Schaaf, Marieke; Donkers, Jeroen; Slof, Bert; Moonen-van Loon, Joyce; van Tartwijk, Jan; Driessen, Eric; Badii, Atta; Serban, Ovidiu; Ten Cate, Olle
2017-01-01
Electronic portfolios (E-portfolios) are crucial means for workplace-based assessment and feedback. Although E-portfolios provide a useful approach to view each learner's progress, so far options for personalized feedback and potential data about a learner's performances at the workplace often remain unexploited. This paper advocates that…
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Inoculating Relevance Feedback Against Poison Pills
Dehghani, Mostafa; Azarbonyad, Hosein; Kamps, Jaap; Hiemstra, Djoerd; Marx, Maarten
2016-01-01
Relevance Feedback is a common approach for enriching queries, given a set of explicitly or implicitly judged documents to improve the performance of the retrieval. Although it has been shown that on average, the overall performance of retrieval will be improved after relevance feedback, for some
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Adapting Progress Feedback and Emotional Support to Learner Personality
Dennis, Matt; Masthoff, Judith; Mellish, Chris
2016-01-01
As feedback is an important part of learning and motivation, we investigate how to adapt the feedback of a conversational agent to learner personality (as well as to learner performance, as we expect an interaction effect between personality and performance on feedback). We investigate two aspects of feedback. Firstly, we investigate whether the…
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Schermer, Tjard R; Akkermans, Reinier P; Crockett, Alan J; van Montfort, Marian; Grootens-Stekelenburg, Joke; Stout, Jim W; Pieters, Willem
2011-01-01
Spirometry has become an indispensable tool in primary care to exclude, diagnose, and monitor chronic respiratory conditions, but the quality of spirometry tests in family practices is a reason for concern. Aim of this study was to investigate whether a combination of e-learning and bimonthly performance feedback would improve spirometry test quality in family practices in the course of 1 year. Our study was a cluster trial with 19 family practices allocated to intervention or control conditions through minimization. Intervention consisted of e-learning and bimonthly feedback reports to practice nurses. Control practices received only the joint baseline workshop. Spirometry quality was assessed by independent lung function technicians. Two outcomes were defined, with the difference between rates of tests with 2 acceptable and repeatable blows being the primary outcome and the difference between rates of tests with 2 acceptable blows being the secondary outcome. We used multilevel logistic regression analysis to calculate odds ratios (ORs) for an adequate test in intervention group practices. We analyzed 1,135 tests. Rate of adequate tests was 33% in intervention and 30% in control group practices (OR = 1.3; P=.605). Adequacy of tests did not differ between groups but tended to increase with time: OR = 2.2 (P = .057) after 3 and OR = 2.0 (P = .086) in intervention group practices after 4 feedback reports. When ignoring test repeatability, these differences between the groups were slightly more pronounced: OR = 2.4 (P = .033) after 3 and OR=2.2 (P = .051) after 4 feedback reports. In the course of 1 year, we observed a small and late effect of e-learning and repeated feedback on the quality of spirometry as performed by family practice nurses. This intervention does not seem to compensate the lack of rigorous training and experience in performing spirometry tests in most practices.
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Schermer, Tjard R.; Akkermans, Reinier P.; Crockett, Alan J.; van Montfort, Marian; Grootens-Stekelenburg, Joke; Stout, Jim W.; Pieters, Willem
2011-01-01
PURPOSE Spirometry has become an indispensable tool in primary care to exclude, diagnose, and monitor chronic respiratory conditions, but the quality of spirometry tests in family practices is a reason for concern. Aim of this study was to investigate whether a combination of e-learning and bimonthly performance feedback would improve spirometry test quality in family practices in the course of 1 year. METHODS Our study was a cluster trial with 19 family practices allocated to intervention or control conditions through minimization. Intervention consisted of e-learning and bimonthly feedback reports to practice nurses. Control practices received only the joint baseline workshop. Spirometry quality was assessed by independent lung function technicians. Two outcomes were defined, with the difference between rates of tests with 2 acceptable and repeatable blows being the primary outcome and the difference between rates of tests with 2 acceptable blows being the secondary outcome. We used multilevel logistic regression analysis to calculate odds ratios (ORs) for an adequate test in intervention group practices. RESULTS We analyzed 1,135 tests. Rate of adequate tests was 33% in intervention and 30% in control group practices (OR = 1.3; P=.605). Adequacy of tests did not differ between groups but tended to increase with time: OR = 2.2 (P = .057) after 3 and OR = 2.0 (P = .086) in intervention group practices after 4 feedback reports. When ignoring test repeatability, these differences between the groups were slightly more pronounced: OR = 2.4 (P = .033) after 3 and OR=2.2 (P = .051) after 4 feedback reports. CONCLUSIONS In the course of 1 year, we observed a small and late effect of e-learning and repeated feedback on the quality of spirometry as performed by family practice nurses. This intervention does not seem to compensate the lack of rigorous training and experience in performing spirometry tests in most practices. PMID:21747104
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Sell, John M.
1974-01-01
Counselor attractiveness, subject self-esteem, and subject receipt of test performance feedback were manipulated in a counseling analogue experiment. The results demonstrated no relationship between the independent variables and counselor influence, although the experimental induction of attractiveness was successful. Implications for a theory of…
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Postidentification Feedback Affects Subsequent Eyewitness Identification Performance
Palmer, Matthew A.; Brewer, Neil; Weber, Nathan
2010-01-01
Eyewitnesses sometimes view more than one lineup during an investigation. We investigated the effects of postidentification feedback following one lineup on responses to a second lineup. Witnesses (N = 621) viewed a mock crime and, later, attempted to identify the culprit from an initial (target-absent) lineup and a second (target-present or…
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Milner, Rachel; Parrish, Jonathan; Wright, Adrienne; Gnarpe, Judy; Keenan, Louanne
2015-01-01
In a large-enrollment, introductory biochemistry course for nonmajors, the authors provide students with formative feedback through practice questions in PDF format. Recently, they investigated possible benefits of providing the practice questions via an online game (Brainspan). Participants were randomly assigned to either the online game group…
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The role of haptic feedback in laparoscopic simulation training.
Panait, Lucian; Akkary, Ehab; Bell, Robert L; Roberts, Kurt E; Dudrick, Stanley J; Duffy, Andrew J
2009-10-01
Laparoscopic virtual reality simulators are becoming a ubiquitous tool in resident training and assessment. These devices provide the operator with various levels of realism, including haptic (or force) feedback. However, this feature adds significantly to the cost of the devices, and limited data exist assessing the value of haptics in skill acquisition and development. Utilizing the Laparoscopy VR (Immersion Medical, Gaithersburg, MD), we hypothesized that the incorporation of force feedback in the simulated operative environment would allow superior trainee performance compared with performance of the same basic skills tasks in a non-haptic model. Ten medical students with minimal laparoscopic experience and similar baseline skill levels as proven by performance of two fundamentals of laparoscopic surgery (FLS) tasks (peg transfer and cutting drills) voluntarily participated in the study. Each performed two tasks, analogous to the FLS drills, on the Laparoscopy VR at 3 levels of difficulty, based on the established settings of the manufacturer. After achieving familiarity with the device and tasks, the students completed the drills both with and without force feedback. Data on completion time, instrument path length, right and left hand errors, and grasping tension were analyzed. The scores in the haptic-enhanced simulation environment were compared with the scores in the non-haptic model and analyzed utilizing Student's t-test. The peg transfer drill showed no difference in performance between the haptic and non-haptic simulations for all metrics at all three levels of difficulty. For the more complex cutting exercise, the time to complete the tasks was significantly shorter when force feedback was provided, at all levels of difficulty (158+/-56 versus 187+/-51 s, 176+/-49 versus 222+/-68 s, and 275+/-76 versus 422+/-220 s, at levels 1, 2, and 3, respectively, Psimulation did not demonstrate an appreciable performance improvement among our trainees. These data
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Energy Technology Data Exchange (ETDEWEB)
Yun, Sangwon; Lee, Woongryol; Lee, Taegu; Park, Mikyung; Lee, Sangil [National Fusion Research Institute (NFRI), Gwahangno 169-148, Yuseong-Gu, Daejeon 305-806 (Korea, Republic of); Neto, André C. [Associação EURATOM/IST, Instituto de Plasmas e Fusão Nuclear, Instituto Superior Técnico, Universidade Técnica de Lisboa, P-1049-001 Lisboa (Portugal); Wallander, Anders [ITER Organization, Route de Vinon sur Verdon, 13115 St Paul Lez Durance (France); Kim, Young-Kuk, E-mail: ykim@cnu.ac.kr [Chungnam National University, Daejeon 305-764 (Korea, Republic of)
2013-10-15
Highlights: •We measured the performance of MARTe by measuring response time and jitter. •We compared the performance of application with and without MARTe. •We compared the performance of MARTe application on different O/Ss. -- Abstract: The Korea Super conducting Tokamak Advanced Research (KSTAR) is performing the task of “Demonstration and Evaluation of ITER CODAC Technologies at KSTAR” whose objective is the evaluation of real-time technologies for decision making on real-time operating systems (RTOS), real-time frameworks and 10 GbE networks. In this task, the Multi-threaded Application Real-Time executor (MARTe) has been evaluated as a real-time framework for real-time feedback control system. The performance of MARTe has been verified by measuring response time and jitter in a path of feedback control from an analog input of a monitoring system to an analog output of an actuator system. In addition, the evaluation has been performed in terms of applicability of MARTe and its performance depending on types of operating system and tuning of CPU affinity and priority. This paper describes the overview of MARTe as a real-time framework, the results of evaluation performance and its implementation.
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International Nuclear Information System (INIS)
Yun, Sangwon; Lee, Woongryol; Lee, Taegu; Park, Mikyung; Lee, Sangil; Neto, André C.; Wallander, Anders; Kim, Young-Kuk
2013-01-01
Highlights: •We measured the performance of MARTe by measuring response time and jitter. •We compared the performance of application with and without MARTe. •We compared the performance of MARTe application on different O/Ss. -- Abstract: The Korea Super conducting Tokamak Advanced Research (KSTAR) is performing the task of “Demonstration and Evaluation of ITER CODAC Technologies at KSTAR” whose objective is the evaluation of real-time technologies for decision making on real-time operating systems (RTOS), real-time frameworks and 10 GbE networks. In this task, the Multi-threaded Application Real-Time executor (MARTe) has been evaluated as a real-time framework for real-time feedback control system. The performance of MARTe has been verified by measuring response time and jitter in a path of feedback control from an analog input of a monitoring system to an analog output of an actuator system. In addition, the evaluation has been performed in terms of applicability of MARTe and its performance depending on types of operating system and tuning of CPU affinity and priority. This paper describes the overview of MARTe as a real-time framework, the results of evaluation performance and its implementation
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The Effects of Feedback on Online Quizzes
Butler, Melanie; Pyzdrowski, Laura; Goodykoontz, Adam; Walker, Vennessa
2008-01-01
Online homework is unable to provide the detailed feedback of paper and pencil assignments. However, immediate feedback is an advantage that online assessments provide. A research study was conducted that focused on the effects of immediate feedback; students in 5 sections of a Pre-calculus course were participants. Three sections were randomly…
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Interns reflect: the effect of formative assessment with feedback during pre-internship
Directory of Open Access Journals (Sweden)
McKenzie S
2017-01-01
Full Text Available Susan McKenzie,1 Annette Burgess,2 Craig Mellis1 1Central Clinical School, 2Education Office, Sydney Medical School, The University of Sydney, Sydney, NSW, Australia Background: It is widely known that the opportunity for medical students to be observed and to receive feedback on their procedural skills performance is variable in the senior years. To address this problem, we provided our Pre-Intern (PrInt students with “one-to-one” formative feedback on their ability to perform urethral catheterization (U/C and hypothesized that their future practice of U/C as interns would benefit. This study sought to evaluate the performance and practice of interns in U/C 4–5 months after having received feedback on their performance of U/C as PrInt students.Methods: Between 2013 and 2014, two cohorts of interns, (total n=66 who had received recent formative feedback on their U/C performance as PrInt students at Central Clinical School, were invited to complete an anonymous survey. The survey contained nine closed unvalidated questions and one open-ended question, designed to allow interns to report on their current practice of U/C.Results: Forty-one out of 66 interns (62% completed the survey. Thirty-five out of 41 respondents (85% reported that the assessment with feedback during their PrInt term was beneficial to their practice. Thirty of 41 (73% reported being confident to perform U/C independently. Eleven out of 41 respondents (27% reported that they had received additional training at intern orientation. Nine of the 11 interns (82% reported that they had a small, but a significant, increase in confidence to perform U/C when compared with the 30 of the 41 respondents (73% who had not (p=0.03.Conclusion: Our results substantiate our hypothesis that further education by assessment with feedback in U/C during PrInt was of benefit to interns’ performance. Additional educational reinforcement in U/C during intern orientation further improved intern
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Breaststroke learning through the use of videotape feedback
Directory of Open Access Journals (Sweden)
Marcela de Castro Ferracioli
2013-03-01
Full Text Available DOI: http://dx.doi.org/10.5007/1980-0037.2013v15n2p204 People from all age groups and social backgrounds have always sought to learn swimming. However, the swimming learning process is usually considered repetitive and tiring, requiring the teacher to use methods that motivate students to join the practice without ignoring the need for improvement in their performance. This study assessed motivation during a breaststroke learning process in students who received videotape feedback, verbal feedback, and who did not receive any feedback during practice. Thirty seven swimming inexperienced students were divided into three groups: Video (n=13, which received videotape feedback; Verbal (n=15, which received verbal feedback; and Control (n=9, which did not receive any feedback during experimental phases (pre-test, acquisition (5 days, post-test and retention. Participants completed a questionnaire based on Likert scale for motivation assessment. Scores were given to their performance by a swimming teacher to assess breaststroke learning during each experimental phase. Results of motivation assessment showed that students who received feedback (videotape or verbal felt more motivated during practice than those who did not receive any feedback. Regarding the breaststroke learning, all participants improved their performance along experimental phases, but, during the retention one, Verbal group’s performance was considered superior to the Control group’s performance. This study concluded that the use of videotape and verbal feedback has motivational results on breaststroke learning, and that it is effective in the learning process.
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Ullsperger, M.
2010-01-01
Performance monitoring is essential for optimization of action outcomes. Research consistently implicates the posterior medial frontal cortex, particularly the rostral cingulate zone, in monitoring for unfavorable action outcomes, signaling the need for adjustments and learning from feedback.
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Effects of different real-time feedback types on human performance in high-demanding work conditions
Cohen, I.; Brinkman, W.P.; Neerincx, M.A.
2016-01-01
Experiencing stress during training is a way to prepare professionals for real-life crises. With the help of feedback tools, professionals can train to recognize and overcome negative effects of stress on task performances. This paper reports two studies that empirically examined the effect of such
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UEP LT Codes with Intermediate Feedback
DEFF Research Database (Denmark)
Sørensen, Jesper Hemming; Popovski, Petar; Østergaard, Jan
2013-01-01
We analyze a class of rateless codes, called Luby transform (LT) codes with unequal error protection (UEP). We show that while these codes successfully provide UEP, there is a significant price in terms of redundancy in the lower prioritized segments. We propose a modification with a single inter...... intermediate feedback message. Our analysis shows a dramatic improvement on the decoding performance of the lower prioritized segment....
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Holistic feedback approach with video and peer discussion under teacher supervision.
Hunukumbure, Agra Dilshani; Smith, Susan F; Das, Saroj
2017-09-29
High quality feedback is vital to learning in medical education but many students and teachers have expressed dissatisfaction on current feedback practices. Lack of teachers' insight into students' feedback requirements may be a key, which might be addressed by giving control to the students with student led feedback practices. The conceptual framework was built on three dimensions of learning theory by Illeris and Vygotsky's zone of proximal development and scaffolding. We introduced a feedback session with self-reflection and peer feedback in the form of open discussion on video-recorded student performances under teacher's guidance. The aims of this qualitative study were to explore students' perception on this holistic feedback approach and to investigate ways of maximising effective feedback and learning. Semi-structured interviews were used to gather data which were evaluated using a thematic analytical approach. The participants were third year medical students of Imperial College London on clinical placements at Hillingdon Hospital. Video based self-reflection helped some students to identify mistakes in communication and technical skills of which they were unaware prior to the session. Those who were new to video feedback found their expected self-image different to that of their actual image on video, leading to some distress. However many also identified that mistakes were not unique to themselves through peer videos and learnt from both model performances and from each other's mistakes. Balancing honest feedback with empathy was a challenge for many during peer discussion. The teacher played a vital role in making the session a success by providing guidance and a supportive environment. This study has demonstrated many potential benefits of this holistic feedback approach with video based self-reflection and peer discussion with students engaging at a deeper cognitive level than the standard descriptive feedback.
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Validity evidence and reliability of a simulated patient feedback instrument.
Schlegel, Claudia; Woermann, Ulrich; Rethans, Jan-Joost; van der Vleuten, Cees
2012-01-27
In the training of healthcare professionals, one of the advantages of communication training with simulated patients (SPs) is the SP's ability to provide direct feedback to students after a simulated clinical encounter. The quality of SP feedback must be monitored, especially because it is well known that feedback can have a profound effect on student performance. Due to the current lack of valid and reliable instruments to assess the quality of SP feedback, our study examined the validity and reliability of one potential instrument, the 'modified Quality of Simulated Patient Feedback Form' (mQSF). Content validity of the mQSF was assessed by inviting experts in the area of simulated clinical encounters to rate the importance of the mQSF items. Moreover, generalizability theory was used to examine the reliability of the mQSF. Our data came from videotapes of clinical encounters between six simulated patients and six students and the ensuing feedback from the SPs to the students. Ten faculty members judged the SP feedback according to the items on the mQSF. Three weeks later, this procedure was repeated with the same faculty members and recordings. All but two items of the mQSF received importance ratings of > 2.5 on a four-point rating scale. A generalizability coefficient of 0.77 was established with two judges observing one encounter. The findings for content validity and reliability with two judges suggest that the mQSF is a valid and reliable instrument to assess the quality of feedback provided by simulated patients.
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Interns reflect: the effect of formative assessment with feedback during pre-internship.
McKenzie, Susan; Burgess, Annette; Mellis, Craig
2017-01-01
It is widely known that the opportunity for medical students to be observed and to receive feedback on their procedural skills performance is variable in the senior years. To address this problem, we provided our Pre-Intern (PrInt) students with "one-to-one" formative feedback on their ability to perform urethral catheterization (U/C) and hypothesized that their future practice of U/C as interns would benefit. This study sought to evaluate the performance and practice of interns in U/C 4-5 months after having received feedback on their performance of U/C as PrInt students. Between 2013 and 2014, two cohorts of interns, (total n=66) who had received recent formative feedback on their U/C performance as PrInt students at Central Clinical School, were invited to complete an anonymous survey. The survey contained nine closed unvalidated questions and one open-ended question, designed to allow interns to report on their current practice of U/C. Forty-one out of 66 interns (62%) completed the survey. Thirty-five out of 41 respondents (85%) reported that the assessment with feedback during their PrInt term was beneficial to their practice. Thirty of 41 (73%) reported being confident to perform U/C independently. Eleven out of 41 respondents (27%) reported that they had received additional training at intern orientation. Nine of the 11 interns (82%) reported that they had a small, but a significant, increase in confidence to perform U/C when compared with the 30 of the 41 respondents (73%) who had not ( p =0.03). Our results substantiate our hypothesis that further education by assessment with feedback in U/C during PrInt was of benefit to interns' performance. Additional educational reinforcement in U/C during intern orientation further improved intern confidence. Our results indicate that extra pre- and post-graduation procedural skills training, with feedback, should be universal.
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A cognitive neuroprosthetic that uses cortical stimulation for somatosensory feedback
Klaes, Christian; Shi, Ying; Kellis, Spencer; Minxha, Juri; Revechkis, Boris; Andersen, Richard A.
2014-10-01
Objective. Present day cortical brain-machine interfaces (BMIs) have made impressive advances using decoded brain signals to control extracorporeal devices. Although BMIs are used in a closed-loop fashion, sensory feedback typically is visual only. However medical case studies have shown that the loss of somesthesis in a limb greatly reduces the agility of the limb even when visual feedback is available. Approach. To overcome this limitation, this study tested a closed-loop BMI that utilizes intracortical microstimulation to provide ‘tactile’ sensation to a non-human primate. Main result. Using stimulation electrodes in Brodmann area 1 of somatosensory cortex (BA1) and recording electrodes in the anterior intraparietal area, the parietal reach region and dorsal area 5 (area 5d), it was found that this form of feedback can be used in BMI tasks. Significance. Providing somatosensory feedback has the poyential to greatly improve the performance of cognitive neuroprostheses especially for fine control and object manipulation. Adding stimulation to a BMI system could therefore improve the quality of life for severely paralyzed patients.
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Peer Feedback in Learning a Foreign Language in Facebook
Akbari, E.; Simons, P.R.J.; Pilot, A.; Naderi, Ahmad
2017-01-01
Feedback can have different forms and functions depending on its objectives as well as its provider: teacher feedback, student feedback, peer feedback, written feedback, oral feedback, etc. One of the most constructive forms of feedback may be peer feedback, since it involves group learning (Van
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Intricacies of Feedback in Computer-based Prism Adaptation Therapy
DEFF Research Database (Denmark)
Wilms, Inge Linda; Rytter, Hana Malá
Prism Adaptation Therapy (PAT) is an intervention method for treatment of attentional disorders, such as neglect e.g. 1,2. The method involves repeated pointing at specified targets with or without prism glasses using a specifically designed wooden box. The aim of this study was to ascertain...... whether the PAT method can be executed with similar effect using a computer with a touch screen. 62 healthy subjects were subjected to two experimental conditions: 1) pointing out at targets using the original box, 2) pointing out at targets on a computer attached touch screen. In both conditions......, the subjects performed a pre-test consisting of 30 targets without feedback, then an exposure-test of 90 targets with prism glasses and feedback, and finally a post-test of 60 targets, with no glasses and no feedback. Two experiments were carried out, 1) the feedback was provided by showing a cross...
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INDIRECT WRITTEN CORRECTIVE FEEDBACK, REVISION, AND LEARNING
Directory of Open Access Journals (Sweden)
Fatemeh Poorebrahim
2017-01-01
Full Text Available Corrective feedback, the necessity of providing it, and how it should be provided has been one of the hot topics in the area of ELT. Amid continuing controversies over whether providing feedback helps L2 learners improve their writing accuracy, many research studies have been undertaken to compare the relative effectiveness of different types of feedback. However, the difference between two types of indirect corrective feedback, namely indication and indication plus location, have not been properly examined yet. Motivated to narrow this gap, this study is designed to compare two groups of Iranian learners, each revising their papers based on one of the aforementioned options. For data analysis, a series of independent samples t tests were employed. The results revealed that the difference between the two groups in their reduction of errors from the original draft to the revision of each task followed a growing trend and became significant. Nonetheless, the difference in accuracy of new pieces of writing fell short of significance. Finally, it was found that error reduction in revision stage cannot be considered as learning. The results of the study, discussed in relation to that of others, implicate that the purpose for which feedback is provided is essential in determining the type of feedback; more explicit feedback is better for revising purposes while more implicit feedback is good for learning purposes.
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Rosen, Christopher C; Levy, Paul E; Hall, Rosalie J
2006-01-01
The authors proposed a model suggesting that organizational environments supporting high levels of informal supervisor and coworker feedback are associated with lower employee perceptions of organizational politics. Furthermore, these lowered perceptions of politics were proposed to result in higher employee morale (as reflected in job satisfaction and affective commitment) and, through morale, to higher levels of task performance and organizational citizenship. The proposed mediational model was supported with empirical results from 150 subordinate-supervisor dyads sampled across a variety of organizations. Higher quality feedback environments were associated with lower perceptions of organizational politics, and morale mediated the relationships between organizational politics and various aspects of work performance. These findings suggest that when employees have greater access to information regarding behaviors that are acceptable and desired at work, perceptions of politics are reduced and work outcomes are enhanced. (c) 2006 APA, all rights reserved.
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Influence of Vibrotactile Feedback on Controlling Tilt Motion After Spaceflight
Wood, S. J.; Rupert, A. H.; Vanya, R. D.; Esteves, J. T.; Clement, G.
2011-01-01
We hypothesize that adaptive changes in how inertial cues from the vestibular system are integrated with other sensory information leads to perceptual disturbances and impaired manual control following transitions between gravity environments. The primary goals of this ongoing post-flight investigation are to quantify decrements in manual control of tilt motion following short-duration spaceflight and to evaluate vibrotactile feedback of tilt as a sensorimotor countermeasure. METHODS. Data is currently being collected on 9 astronaut subjects during 3 preflight sessions and during the first 8 days after Shuttle landings. Variable radius centrifugation (216 deg/s, body axis, thereby eliciting canal reflexes without concordant otolith or visual cues. A simple 4 tactor system was implemented to provide feedback when tilt position exceeded predetermined levels in either device. Closed-loop nulling tasks are performed during random tilt steps or sum-of-sines (TTS only) with and without vibrotactile feedback of chair position. RESULTS. On landing day the manual control performance without vibrotactile feedback was reduced by >30% based on the gain or the amount of tilt disturbance successfully nulled. Manual control performance tended to return to baseline levels within 1-2 days following landing. Root-mean-square position error and tilt velocity were significantly reduced with vibrotactile feedback. CONCLUSIONS. These preliminary results are consistent with our hypothesis that adaptive changes in vestibular processing corresponds to reduced manual control performance following G-transitions. A simple vibrotactile prosthesis improves the ability to null out tilt motion within a limited range of motion disturbances.
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Whitney, Paul; Hinson, John M.; Jackson, Melinda L.; Van Dongen, Hans P.A.
2015-01-01
Study Objectives: To better understand the sometimes catastrophic effects of sleep loss on naturalistic decision making, we investigated effects of sleep deprivation on decision making in a reversal learning paradigm requiring acquisition and updating of information based on outcome feedback. Design: Subjects were randomized to a sleep deprivation or control condition, with performance testing at baseline, after 2 nights of total sleep deprivation (or rested control), and following 2 nights of recovery sleep. Subjects performed a decision task involving initial learning of go and no go response sets followed by unannounced reversal of contingencies, requiring use of outcome feedback for decisions. A working memory scanning task and psychomotor vigilance test were also administered. Setting: Six consecutive days and nights in a controlled laboratory environment with continuous behavioral monitoring. Subjects: Twenty-six subjects (22–40 y of age; 10 women). Interventions: Thirteen subjects were randomized to a 62-h total sleep deprivation condition; the others were controls. Results: Unlike controls, sleep deprived subjects had difficulty with initial learning of go and no go stimuli sets and had profound impairment adapting to reversal. Skin conductance responses to outcome feedback were diminished, indicating blunted affective reactions to feedback accompanying sleep deprivation. Working memory scanning performance was not significantly affected by sleep deprivation. And although sleep deprived subjects showed expected attentional lapses, these could not account for impairments in reversal learning decision making. Conclusions: Sleep deprivation is particularly problematic for decision making involving uncertainty and unexpected change. Blunted reactions to feedback while sleep deprived underlie failures to adapt to uncertainty and changing contingencies. Thus, an error may register, but with diminished effect because of reduced affective valence of the feedback
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DEFF Research Database (Denmark)
Federico, de Bosio; Pastorelli, Michele; Antonio DeSouza Ribeiro, Luiz
2016-01-01
State feedback coupling between the capacitor voltage and inductor current deteriorates notably the performance during transients of voltage and current regulators in stand-alone systems based on voltage source inverters. A decoupling technique is proposed, considering the limitations introduced...
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DEFF Research Database (Denmark)
Federico, de Bosio; de Sousa Ribeiro, Luiz Antonio; Freijedo Fernandez, Francisco Daniel
2016-01-01
The influence of state feedback coupling in the dynamics performance of power converters for stand-alone microgrids is investigated. Computation and PWM delays are the main factors that limit the achievable bandwidth of current regulators in digital implementations. In particular, the performance...... of state feedback decoupling is degraded because of these delays. Two decoupling techniques to improve the transient response of the system are investigated, named non-ideal and ideal capacitor voltage decoupling respectively. In particular, the latter solution consists in leading the capacitor voltage...... on the state feedback decoupling path in order to compensate for system delays. Practical implementation issues are discussed with reference to both the decoupling techniques. A design methodology for the voltage loop, that considers the closed loop transfer functions developed for the inner loop, is also...
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READING COMPREHENSION EXERCISES ONLINE: THE EFFECTS OF FEEDBACK, PROFICIENCY AND INTERACTION
Directory of Open Access Journals (Sweden)
Philip Murphy
2007-02-01
Full Text Available This paper describes an ongoing project to create an online version of a reading programme, a custom-designed English language proficiency course at a university in Japan. Following an interactionist view of second language acquisition, it was hypothesised that comprehension of a reading passage could be enhanced by online materials promoting interaction between students as they completed a multiple-choice reading comprehension exercise. Interaction was promoted: (a through pair work at a single computer and (b by providing Elaborative feedback in the form of hints about incorrect answers as a means of stimulating discussion about corrections. Students were randomly selected from upper and lower levels of English proficiency, as determined by the Kanda English Proficiency Test (Bonk & Ockey, 2003, to receive either Elaborative feedback or Knowledge of Correct Response feedback (which supplies the correct answers. Within these groups, some students worked in pairs and some alone. Quantitative results show that the interaction between Type of feedback and Manner of study (individual or pair work was statistically significant; students performed best on a follow-up comprehension exercise when in pairs and having been provided with Elaborative feedback. Furthermore, qualitative analysis of transcribed interactions also shows that Elaborative feedback was conducive to quality interaction.
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The Effect of Information Feedback in Construction Bidding
Directory of Open Access Journals (Sweden)
Alexander Soo
2010-07-01
Full Text Available With the goal to achieve efficiency in bidding competitions, many codes of bidding procedure recommend clients provide contractors with bidding feedback information. Contractors strive to bid competitively via learning based on their experiences in past bidding attempts. The level of bidding feedback information, however, varies across clients. In many cases, clients do not provide feedback or provide insufficient feedback to contractors. Focussing on two information feedback conditions (full and partial, we examine: (i the changes in bidding trend over time, and (ii the effects of bidding feedback information on bidders’ competitiveness in bidding. Data were gathered using a bidding experiment that involved student (inexperienced bidders with a construction project management background. The results show that the variations in bids over time for full information feedback condition are statistically significant, but not for bids from bidders with partial bidding feedback information. Bidders with full bidding feedback information are more competitive than those with partial bidding feedback information. The findings add to both our theoretical and empirical understanding of construction bidding: an understanding of the process of changes in the price of building work, and how the process can be manipulated through the release of bidding feedback information.
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Scheduling for Multiuser MIMO Downlink Channels with Ranking-Based Feedback
Kountouris, Marios; Sälzer, Thomas; Gesbert, David
2008-12-01
We consider a multi-antenna broadcast channel with more single-antenna receivers than transmit antennas and partial channel state information at the transmitter (CSIT). We propose a novel type of CSIT representation for the purpose of user selection, coined as ranking-based feedback. Each user calculates and feeds back the rank, an integer between 1 and W + 1, of its instantaneous channel quality information (CQI) among a set of W past CQI measurements. Apart from reducing significantly the required feedback load, ranking-based feedback enables the transmitter to select users that are on the highest peak (quantile) with respect to their own channel distribution, independently of the distribution of other users. It can also be shown that this feedback metric can restore temporal fairness in heterogeneous networks, in which users' channels are not identically distributed and mobile terminals experience different average signal-to-noise ratio (SNR). The performance of a system that performs user selection using ranking-based CSIT in the context of random opportunistic beamforming is analyzed, and we provide design guidelines on the number of required past CSIT samples and the impact of finite W on average throughput. Simulation results show that feedback reduction of order of 40-50% can be achieved with negligible decrease in system throughput.
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Robust wide-range control of nuclear reactors by using the feedforward-feedback concept
International Nuclear Information System (INIS)
Weng, C.K.; Edwards, R.M.; Ray, A.
1994-01-01
A robust feedforward-feedback controller is proposed for wide-range operations of nuclear reactors. This control structure provides (a) optimized performance over a wide operating range resulting form the feedforward element and (b) guaranteed robust stability and performance resulting from the feedback element. The feedforward control law is synthesized via nonlinear programming, which generates an optimal control sequence over a finite-time horizon under specified constraints. The feedback control is synthesized via the structured singular value μ approach to guarantee robustness in the presence of disturbances and modeling uncertainties. The results of simulation experiments are presented to demonstrate efficacy of the proposed control structure for a large rapid power reduction to avoid unnecessary plant trips
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Enhancement of electromechanical manipulator performance by external sensory feedback
International Nuclear Information System (INIS)
Um, Taejun; Yoon, Jisup; Jung, Wootae; Lee, Jaesol.
1990-01-01
The electromechanical manipulator (EMM) is widely used in nuclear facilities because of its strength and mechanical reliability. Nevertheless, the lack of internal position or force feedback makes it unsuitable for many tasks that require a high level of dexterity. At the remote handling department of Korea Atomic Energy Research Institute, a series of research and development (R and D) activities was conducted to provide a higher degree of intelligence to the EMM with the aid of external sensory devices. These R and D activities focus on remote viewing and remote measurement in radioactive environments. As a result, an improved EMM system was achieved that incorporates various sensory devices such as a motion tracking system and a laser vision system. This paper presents detailed technical descriptions of these sensors and test results
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Can false memories be corrected by feedback in the DRM paradigm?
McConnell, Melissa D; Hunt, R Reed
2007-07-01
Normal processes of comprehension frequently yield false memories as an unwanted by-product. The simple paradigm now known as the Deese/Roediger-McDermott (DRM) paradigm takes advantage of this fact and has been used to reliably produce false memory for laboratory study. Among the findings from past research is the difficulty of preventing false memories in this paradigm. The purpose of the present experiments was to examine the effectiveness of feedback in correcting false memories. Two experiments were conducted, in which participants recalled DRM lists and either received feedback on their performance or did not. A subsequent recall test was administered to assess the effect of feedback. The results showed promising effects of feedback: Feedback enhanced both error correction and the propagation of correct recall. The data replicated other data of studies that have shown substantial error perseveration following feedback. These data also provide new information on the occurrence of errors following feedback. The results are discussed in terms of the activation-monitoring theory of false memory.
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Directory of Open Access Journals (Sweden)
Marilda C. Cavalcanti
2008-04-01
Full Text Available This paper reports on a case study conducted in Brazil, aimed at investigating the relationship between what a Portuguese native-language teacher provided as feedback on compositions in a remedial sixth-grade class and what the students thought about and did with that feedback. The study called for the teacher to fill out a questionnaire and to provide verbal report protocol data while making comments on the composition of a selected student. The student also provided a verbal report protocol concerning his reactions to the feedback, and all the students in the class filled out a questionnaire about their handling of the feedback. This paper reports on a case study conducted in Brazil, aimed at investigating the relationship between what a Portuguese native-language teacher provided as feedback on compositions in a remedial sixth-grade class and what the students thought about and did with that feedback. The study called for the teacher to fill out a questionnaire and to provide verbal report protocol data while making comments on the composition of a selected student. The student also provided a verbal report protocol concerning his reactions to the feedback, and all the students in the class filled out a questionnaire about their handling of the feedback.
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Feedback type as a moderator of the relationship between achievement goals and feedback reactions
Anseel, Frederik; Van Yperen, Nico W.; Janssen, Onne; Duyck, Wouter
2011-01-01
The aim of the current study is to shed new light on the inconsistent relationship between performance-approach (PAp) goals and feedback reactions by examining feedback type as a moderator. Results of a field experiment (N = 939) using a web-based work simulation task showed that the effect of
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Teacher feedback during active learning: current practices in primary schools.
van den Bergh, Linda; Ros, Anje; Beijaard, Douwe
2013-06-01
Feedback is one of the most powerful tools, which teachers can use to enhance student learning. It appears difficult for teachers to give qualitatively good feedback, especially during active learning. In this context, teachers should provide facilitative feedback that is focused on the development of meta-cognition and social learning. The purpose of the present study is to contribute to the existing knowledge about feedback and to give directions to improve teacher feedback in the context of active learning. The participants comprised 32 teachers who practiced active learning in the domain of environmental studies in the sixth, seventh, or eighth grade of 13 Dutch primary schools. A total of 1,465 teacher-student interactions were examined. Video observations were made of active learning lessons in the domain of environmental studies. A category system was developed based on the literature and empirical data. Teacher-student interactions were assessed using this system. Results. About half of the teacher-student interactions contained feedback. This feedback was usually focused on the tasks that were being performed by the students and on the ways in which these tasks were processed. Only 5% of the feedback was explicitly related to a learning goal. In their feedback, the teachers were directing (rather than facilitating) the learning processes. During active learning, feedback on meta-cognition and social learning is important. Feedback should be explicitly related to learning goals. In practice, these kinds of feedback appear to be scarce. Therefore, giving feedback during active learning seems to be an important topic for teachers' professional development. © 2012 The British Psychological Society.
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Hemmeter, Mary Louise; Snyder, Patricia; Kinder, Kiersten; Artman, Kathleen
2011-01-01
We examined the effects of a professional development intervention that included data-based performance feedback delivered via electronic mail (e-mail) on preschool teachers' use of descriptive praise and whether increased use of descriptive praise was associated with changes in classroom-wide measures of child engagement and challenging behavior.…
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Standardized Patients Provide a Reliable Assessment of Athletic Training Students' Clinical Skills
Armstrong, Kirk J.; Jarriel, Amanda J.
2016-01-01
Context: Providing students reliable objective feedback regarding their clinical performance is of great value for ongoing clinical skill assessment. Since a standardized patient (SP) is trained to consistently portray the case, students can be assessed and receive immediate feedback within the same clinical encounter; however, no research, to our…
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Finger, Herbert; Weeks, Bill
1985-01-01
This presentation discusses instrumentation that will be used for a specific event, which we hope will carry on to future events within the Space Shuttle program. The experiment is the Autogenic Feedback Training Experiment (AFTE) scheduled for Spacelab 3, currently scheduled to be launched in November, 1984. The objectives of the AFTE are to determine the effectiveness of autogenic feedback in preventing or reducing space adaptation syndrome (SAS), to monitor and record in-flight data from the crew, to determine if prediction criteria for SAS can be established, and, finally, to develop an ambulatory instrument package to mount the crew throughout the mission. The purpose of the Ambulatory Feedback System (AFS) is to record the responses of the subject during a provocative event in space and provide a real-time feedback display to reinforce the training.
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Feedback using an ePortfolio for medicine long cases: quality not quantity.
Bleasel, Jane; Burgess, Annette; Weeks, Ruth; Haq, Inam
2016-10-21
The evidence for the positive impact of an electronic Portfolio (ePortfolio) on feedback in medicine is mixed. An ePortfolio for medical long cases in a Graduate Medical Program was developed. The purpose of this study was to explore the perceptions of medical students and faculty of the impact of the ePortfolio on the feedback process. In total, 130 Year 3 medical students, and six faculty participated in the study. This is a mixed methods study, using a combination of both quantitative and qualitative approaches. Quantitative methods were used to quantify the number of long cases performed. Qualitative methods were used to explore the relationship between quantity and quality of feedback, and provide a rich understanding of both students' and faculty's experience and perceptions of the ePortfolio. Students received a variable quantity of feedback at each of the three studied clinical schools, with an average of between 4 - 5.4 feedback episodes per student. Feedback that was constructive, specific and timely and delivered by a senior academic was important. Quantity was not an essential factor, with two episodes of detailed feedback reported to be adequate. The barriers to the use of the ePortfolio were technical aspects of the platform that interfered with student engagement. Feedback using the ePortfolio for medical long cases is a valuable tool providing a senior clinician delivers detailed, constructive and personalized feedback in a timely fashion. The ePortfolio system needs to be user-friendly to engage students.
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2014-01-01
Background Small-scale evaluations suggest that the provision of feedback to parents about their child’s weight status may improve recognition of overweight, but the effects on lifestyle behaviour are unclear and there are concerns that informing parents that their child is overweight may have harmful effects. The aims of this study were to describe the benefits and harms of providing weight feedback to parents as part of a national school-based weight-screening programme in England. Methods We conducted a pre-post survey of 1,844 parents of children aged 4–5 and 10–11 years who received weight feedback as part of the 2010–2011 National Child Measurement Programme. Questionnaires assessed general knowledge about the health risks associated with child overweight, parental recognition of overweight and the associated health risks in their child, child lifestyle behaviour, child self-esteem and weight-related teasing, parental experience of the feedback, and parental help-seeking behaviour. Differences in the pre-post proportions of parents reporting each outcome were assessed using a McNemar’s test. Results General knowledge about child overweight as a health issue was high at baseline and increased further after weight feedback. After feedback, the proportion of parents that correctly recognised their child was overweight increased from 21.9% to 37.7%, and more than a third of parents of overweight children sought further information regarding their child’s weight. However, parent-reported changes in lifestyle behaviours among children were minimal, and limited to increases in physical activity in the obese children only. There was some suggestion that weight feedback had a greater impact upon changing parental recognition of the health risks associated with child overweight in non-white ethnic groups. Conclusions In this population-based sample of parents of children participating in the National Child Measurement Programme, provision of weight feedback
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Mental models of audit and feedback in primary care settings.
Hysong, Sylvia J; Smitham, Kristen; SoRelle, Richard; Amspoker, Amber; Hughes, Ashley M; Haidet, Paul
2018-05-30
Audit and feedback has been shown to be instrumental in improving quality of care, particularly in outpatient settings. The mental model individuals and organizations hold regarding audit and feedback can moderate its effectiveness, yet this has received limited study in the quality improvement literature. In this study we sought to uncover patterns in mental models of current feedback practices within high- and low-performing healthcare facilities. We purposively sampled 16 geographically dispersed VA hospitals based on high and low performance on a set of chronic and preventive care measures. We interviewed up to 4 personnel from each location (n = 48) to determine the facility's receptivity to audit and feedback practices. Interview transcripts were analyzed via content and framework analysis to identify emergent themes. We found high variability in the mental models of audit and feedback, which we organized into positive and negative themes. We were unable to associate mental models of audit and feedback with clinical performance due to high variance in facility performance over time. Positive mental models exhibit perceived utility of audit and feedback practices in improving performance; whereas, negative mental models did not. Results speak to the variability of mental models of feedback, highlighting how facilities perceive current audit and feedback practices. Findings are consistent with prior research in that variability in feedback mental models is associated with lower performance.; Future research should seek to empirically link mental models revealed in this paper to high and low levels of clinical performance.
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Meli, Leonardo; Pacchierotti, Claudio; Prattichizzo, Domenico
2017-12-01
Haptic feedback has been proven to play a key role in enhancing the performance of teleoperated medical procedures. However, due to safety issues, commercially-available medical robots do not currently provide the clinician with haptic feedback. This work presents the experimental evaluation of a teleoperation system for robot-assisted medical procedures able to provide magnified haptic feedback to the clinician. Forces registered at the operating table are magnified and provided to the clinician through a 7-DoF haptic interface. The same interface is also used to control the motion of a 6-DoF slave robotic manipulator. The safety of the system is guaranteed by a time-domain passivity-based control algorithm. Two experiments were carried out on stiffness discrimination (during palpation and needle insertion) and one experiment on needle guidance. Our haptic-enabled teleoperation system improved the performance with respect to direct hand interaction of 80%, 306%, and 27% in stiffness discrimination through palpation, stiffness discrimination during needle insertion, and guidance, respectively. Copyright © 2017 John Wiley & Sons, Ltd.
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Evaluation of stiffness feedback for hard nodule identification on a phantom silicone model.
Li, Min; Konstantinova, Jelizaveta; Xu, Guanghua; He, Bo; Aminzadeh, Vahid; Xie, Jun; Wurdemann, Helge; Althoefer, Kaspar
2017-01-01
Haptic information in robotic surgery can significantly improve clinical outcomes and help detect hard soft-tissue inclusions that indicate potential abnormalities. Visual representation of tissue stiffness information is a cost-effective technique. Meanwhile, direct force feedback, although considerably more expensive than visual representation, is an intuitive method of conveying information regarding tissue stiffness to surgeons. In this study, real-time visual stiffness feedback by sliding indentation palpation is proposed, validated, and compared with force feedback involving human subjects. In an experimental tele-manipulation environment, a dynamically updated color map depicting the stiffness of probed soft tissue is presented via a graphical interface. The force feedback is provided, aided by a master haptic device. The haptic device uses data acquired from an F/T sensor attached to the end-effector of a tele-manipulated robot. Hard nodule detection performance is evaluated for 2 modes (force feedback and visual stiffness feedback) of stiffness feedback on an artificial organ containing buried stiff nodules. From this artificial organ, a virtual-environment tissue model is generated based on sliding indentation measurements. Employing this virtual-environment tissue model, we compare the performance of human participants in distinguishing differently sized hard nodules by force feedback and visual stiffness feedback. Results indicate that the proposed distributed visual representation of tissue stiffness can be used effectively for hard nodule identification. The representation can also be used as a sufficient substitute for force feedback in tissue palpation.
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Evaluation of stiffness feedback for hard nodule identification on a phantom silicone model.
Directory of Open Access Journals (Sweden)
Min Li
Full Text Available Haptic information in robotic surgery can significantly improve clinical outcomes and help detect hard soft-tissue inclusions that indicate potential abnormalities. Visual representation of tissue stiffness information is a cost-effective technique. Meanwhile, direct force feedback, although considerably more expensive than visual representation, is an intuitive method of conveying information regarding tissue stiffness to surgeons. In this study, real-time visual stiffness feedback by sliding indentation palpation is proposed, validated, and compared with force feedback involving human subjects. In an experimental tele-manipulation environment, a dynamically updated color map depicting the stiffness of probed soft tissue is presented via a graphical interface. The force feedback is provided, aided by a master haptic device. The haptic device uses data acquired from an F/T sensor attached to the end-effector of a tele-manipulated robot. Hard nodule detection performance is evaluated for 2 modes (force feedback and visual stiffness feedback of stiffness feedback on an artificial organ containing buried stiff nodules. From this artificial organ, a virtual-environment tissue model is generated based on sliding indentation measurements. Employing this virtual-environment tissue model, we compare the performance of human participants in distinguishing differently sized hard nodules by force feedback and visual stiffness feedback. Results indicate that the proposed distributed visual representation of tissue stiffness can be used effectively for hard nodule identification. The representation can also be used as a sufficient substitute for force feedback in tissue palpation.
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DEFF Research Database (Denmark)
Oestergaard, Jeanett; Bjerrum, Flemming; Maagaard, Mathilde
2012-01-01
of training. This is mainly due to lack of knowledge concerning the time and human resources needed to train novice surgeons to an adequate level. The purpose of this trial is to investigate the impact of instructor feedback regarding time, repetitions and self-perception when training complex operational...
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Ai, Haiyang
2017-01-01
Corrective feedback (CF), a response to linguistic errors made by second language (L2) learners, has received extensive scholarly attention in second language acquisition. While much of the previous research in the field has focused on whether CF facilitates or impedes L2 development, few studies have examined the efficacy of gradually modifying…
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Adaptation of the Patient Feedback Survey at a Community Treatment Setting
Kolodziej, Monika E.; Muchowski, Patrice M.; Hamdi, Nayla R.; Morrissette, Paula; Psy.D.; McGowan, Alicen J.; Weiss, Roger D.
2013-01-01
The Patient Feedback Survey is a performance improvement measure designed to assess the quality of outpatient substance abuse treatment. We modified and administered this measure to 500 individuals at a multi-site treatment provider. Although the feedback scores were high in general, analyses of variance showed score variability in relation to type and length of treatment. Moreover, respondents who reported any use of marijuana, cravings for substances, or mutual-support group attendance (i.e. Alcoholics Anonymous or Narcotics Anonymous) had lower feedback scores than respondents without these experiences. We highlight the importance of investigating treatment evaluations in the context of other recovery experiences. PMID:22211348
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Investigating the role of feedback and motivation in clinical reaction time assessment.
Eckner, James T; Chandran, Srikrishna; Richardson, James K
2011-12-01
To investigate the influence of performance feedback and motivation during 2 tests of simple visuomotor reaction time (RT). Cross-sectional, observational study. Outpatient academic physiatry clinic. Thirty-one healthy adults (mean [SD], 54 ± 15 years). Participants completed a clinical test of RT (RT(clin)) and a computerized test of RT with and without performance feedback (RT(compFB) and RT(compNoFB), respectively) in randomly assigned order. They then ranked their degree of motivation during each test. RT(clin) measured the time required to catch a suspended vertical shaft by hand closure after release of the shaft by the examiner. RT(compFB) and RT(compNoFB) both measured the time required to press a computer key in response to a visual cue displayed on a computer monitor. Performance feedback (visual display of the previous trial and summary results) was provided for RT(compFB), but not for RT(compNoFB). Means and standard deviations of RT(clin), RT(compFB), and RT(compNoFB) and participants' self-reported motivation on a 5-point Likert scale for each test. There were significant differences in both the means and standard deviations of RT(clin), RT(compFB), and RT(compNoFB) (F(2,60) = 81.66, P motivation between RT(clin) and RT(compFB), both of which were reported to be more motivating than RT(compNoFB). The stronger correlation between RT(clin) and RT(compFB) as well as the higher reported motivation during RT(clin) and RT(compFB) testing suggest that performance feedback is a positive motivating factor that is inherent to RT(clin) testing. RT(clin) is a simple, inexpensive technique for measuring RT and appears to be an intrinsically motivating task. This motivation may promote faster, more consistent RT performance compared with currently available computerized programs, which do not typically provide performance feedback. Copyright © 2011 American Academy of Physical Medicine and Rehabilitation. Published by Elsevier Inc. All rights reserved.
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Feedback to Suppress Phase Noise at Aladdin
Bosch, Robert A; Kleman, Kevin J
2005-01-01
The performance of the Aladdin infrared beamline is adversely affected by a Robinson mode in which all bunches move in unison with a frequency of 3 kHz. To decrease these oscillations, feedback has been installed in the radiofrequency system to damp longitudinal motion of the bunch centroids. Simulations indicate that at frequencies around 3 kHz, the phase noise generated by Robinson modes may be reduced 20 dB by feedback with a damping time of 0.3 ms. This agrees with the measured performance of feedback circuitry. Since the feedback greatly improves operation of the infrared beamline, it is now incorporated into the standard operation of Aladdin.
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Sensory feedback in upper limb prosthetics.
Antfolk, Christian; D'Alonzo, Marco; Rosén, Birgitta; Lundborg, Göran; Sebelius, Fredrik; Cipriani, Christian
2013-01-01
One of the challenges facing prosthetic designers and engineers is to restore the missing sensory function inherit to hand amputation. Several different techniques can be employed to provide amputees with sensory feedback: sensory substitution methods where the recorded stimulus is not only transferred to the amputee, but also translated to a different modality (modality-matched feedback), which transfers the stimulus without translation and direct neural stimulation, which interacts directly with peripheral afferent nerves. This paper presents an overview of the principal works and devices employed to provide upper limb amputees with sensory feedback. The focus is on sensory substitution and modality matched feedback; the principal features, advantages and disadvantages of the different methods are presented.
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Lonza, M
2008-01-01
Coupled-bunch instabilities excited by the interaction of the particle beam with its surroundings can seriously limit the performance of circular particle accelerators. These instabilities can be cured by the use of active feedback systems based on sensors capable of detecting the unwanted beam motion and actuators that apply the feedback correction to the beam. The advances in electronic technology now allow the implementation of feedback loops using programmable digital systems. Besides important advantages in terms of flexibility and reproducibility, digital systems open the way to the use of novel diagnostic tools and additional features. The lecture will first introduce coupled-bunch instabilities analysing the equation of motion of charged particles and the different modes of oscillation of a multi-bunch beam, showing how they can be observed and measured. Different types of feedbacks systems will then be presented as examples of real implementations that belong to the history of multi-bunch feedback sy...
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Lonza, M.
2014-12-19
Coupled-bunch instabilities excited by the interaction of the particle beam with its surroundings can seriously limit the performance of circular particle accelerators. These instabilities can be cured by the use of active feedback systems based on sensors capable of detecting the unwanted beam motion and actuators that apply the feedback correction to the beam. Advances in electronic technology now allow the implementation of feedback loops using programmable digital systems. Besides important advantages in terms of flexibility and reproducibility, digital systems open the way to the use of novel diagnostic tools and additional features. We first introduce coupled-bunch instabilities, analysing the equation of motion of charged particles and the different modes of oscillation of a multi-bunch beam, showing how they can be observed and measured. Different types of feedback systems will then be presented as examples of real implementations that belong to the history of multi-bunch feedback systems. The main co...
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Energy Technology Data Exchange (ETDEWEB)
Soriguera Marti, F.; Miralles Miquel, E.
2016-07-01
This paper faces the human factor in driving and its consequences for road safety. It presents the concepts behind the development of a smartphone app capable of evaluating drivers’ performance. The app provides feedback to the driver in terms of a grade (between 0 and 10) depending on the aggressiveness and risks taken while driving. These are computed from the cumulative probability distribution function of the jerks (i.e. the time derivative of acceleration), which are measured using the smartphones’ accelerometer. Different driving contexts (e.g. urban, freeway, congestion, etc.) are identified applying cluster analysis to the measurements, and treated independently. Using regression analysis, the aggressiveness indicator is related to the drivers' safety records and to the probability of having an accident, through the standard DBQ - Driving Behavior Questionnaire. Results from a very limited pilot test show a strong correlation between the 99th percentile of the jerk measurements and the DBQ results. A linear model is fitted. This allows quantifying the safe driving behavior only from smartphone measurements. Finally, this indicator is translated into a normalized grade and feedback to the driver. This feedback will challenge the driver to train and to improve his performance. The phone will be blocked while driving and will incorporate mechanisms to prevent bad practices, like competition in aggressive driving. The app is intended to contribute to the improvement of road safety, one of the major public health problems, by tackling the human factor which is the trigger of the vast majority of traffic accidents. Making explicit and quantifying risky behaviors is the first step towards a safer driving. (Author)
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Whitney, Paul; Hinson, John M; Jackson, Melinda L; Van Dongen, Hans P A
2015-05-01
To better understand the sometimes catastrophic effects of sleep loss on naturalistic decision making, we investigated effects of sleep deprivation on decision making in a reversal learning paradigm requiring acquisition and updating of information based on outcome feedback. Subjects were randomized to a sleep deprivation or control condition, with performance testing at baseline, after 2 nights of total sleep deprivation (or rested control), and following 2 nights of recovery sleep. Subjects performed a decision task involving initial learning of go and no go response sets followed by unannounced reversal of contingencies, requiring use of outcome feedback for decisions. A working memory scanning task and psychomotor vigilance test were also administered. Six consecutive days and nights in a controlled laboratory environment with continuous behavioral monitoring. Twenty-six subjects (22-40 y of age; 10 women). Thirteen subjects were randomized to a 62-h total sleep deprivation condition; the others were controls. Unlike controls, sleep deprived subjects had difficulty with initial learning of go and no go stimuli sets and had profound impairment adapting to reversal. Skin conductance responses to outcome feedback were diminished, indicating blunted affective reactions to feedback accompanying sleep deprivation. Working memory scanning performance was not significantly affected by sleep deprivation. And although sleep deprived subjects showed expected attentional lapses, these could not account for impairments in reversal learning decision making. Sleep deprivation is particularly problematic for decision making involving uncertainty and unexpected change. Blunted reactions to feedback while sleep deprived underlie failures to adapt to uncertainty and changing contingencies. Thus, an error may register, but with diminished effect because of reduced affective valence of the feedback or because the feedback is not cognitively bound with the choice. This has important
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Pavo, Noemi; Goliasch, Georg; Nierscher, Franz Josef; Stumpf, Dominik; Haugk, Moritz; Breckwoldt, Jan; Ruetzler, Kurt; Greif, Robert; Fischer, Henrik
2016-05-13
Resuscitation guidelines encourage the use of cardiopulmonary resuscitation (CPR) feedback devices implying better outcomes after sudden cardiac arrest. Whether effective continuous feedback could also be given verbally by a second rescuer ("human feedback") has not been investigated yet. We, therefore, compared the effect of human feedback to a CPR feedback device. In an open, prospective, randomised, controlled trial, we compared CPR performance of three groups of medical students in a two-rescuer scenario. Group "sCPR" was taught standard BLS without continuous feedback, serving as control. Group "mfCPR" was taught BLS with mechanical audio-visual feedback (HeartStart MRx with Q-CPR-Technology™). Group "hfCPR" was taught standard BLS with human feedback. Afterwards, 326 medical students performed two-rescuer BLS on a manikin for 8 min. CPR quality parameters, such as "effective compression ratio" (ECR: compressions with correct hand position, depth and complete decompression multiplied by flow-time fraction), and other compression, ventilation and time-related parameters were assessed for all groups. ECR was comparable between the hfCPR and the mfCPR group (0.33 vs. 0.35, p = 0.435). The hfCPR group needed less time until starting chest compressions (2 vs. 8 s, p feedback or by using a mechanical audio-visual feedback device was similar. Further studies should investigate whether extended human feedback training could further increase CPR quality at comparable costs for training.
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Walliczek-Dworschak, Ute; Pellegrino, Robert; Lee, Shangwa; Hummel, Cornelia; Hähner, Antje; Hummel, Thomas
2016-10-01
Sniffin' Sticks have become a popular procedure to measure overall olfactory functionality with 3 subtest: phenyl ethyl alcohol threshold test (T), discrimination (D), and identification (I). However, several procedural components specified by the original paper have not been tested nor has the impact of deviations been measured. The aim of the present work was to measure olfactory performance under modified testing procedures. First, the reverse order of subtests (IDT) was compared with more standard practices (TDI). Next, the possible impact of background noise and positive concurrent feedback were assessed. A total of 120 individuals participated in the study where the 3 conditional experiments, each involving 40 participants, were completed. Testing procedures that reversed the presentation order of subtests (I->D->T) scored a significantly lower overall TDI score than standard testing order with the threshold subtest being the most influenced. Additionally, nonverbal background noise lowered overall olfactory performance while concurrent feedback modulated threshold performance. These results emphasize the importance of testing parameters where olfactory perception and tasks may be modulated by adaptation and attentional distraction, respectively. This study helped furthermore to demonstrate that the investigated 3 deviations from the standard procedure revealed a significant impact on the performance outcome in olfactory assessment using the Sniffin' Sticks. © The Author 2016. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.
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Virtual grasping: closed-loop force control using electrotactile feedback.
Jorgovanovic, Nikola; Dosen, Strahinja; Djozic, Damir J; Krajoski, Goran; Farina, Dario
2014-01-01
Closing the control loop by providing somatosensory feedback to the user of a prosthesis is a well-known, long standing challenge in the field of prosthetics. Various approaches have been investigated for feedback restoration, ranging from direct neural stimulation to noninvasive sensory substitution methods. Although there are many studies presenting closed-loop systems, only a few of them objectively evaluated the closed-loop performance, mostly using vibrotactile stimulation. Importantly, the conclusions about the utility of the feedback were partly contradictory. The goal of the current study was to systematically investigate the capability of human subjects to control grasping force in closed loop using electrotactile feedback. We have developed a realistic experimental setup for virtual grasping, which operated in real time, included a set of real life objects, as well as a graphical and dynamical model of the prosthesis. We have used the setup to test 10 healthy, able bodied subjects to investigate the role of training, feedback and feedforward control, robustness of the closed loop, and the ability of the human subjects to generalize the control to previously "unseen" objects. Overall, the outcomes of this study are very optimistic with regard to the benefits of feedback and reveal various, practically relevant, aspects of closed-loop control.
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Virtual Grasping: Closed-Loop Force Control Using Electrotactile Feedback
Directory of Open Access Journals (Sweden)
Nikola Jorgovanovic
2014-01-01
Full Text Available Closing the control loop by providing somatosensory feedback to the user of a prosthesis is a well-known, long standing challenge in the field of prosthetics. Various approaches have been investigated for feedback restoration, ranging from direct neural stimulation to noninvasive sensory substitution methods. Although there are many studies presenting closed-loop systems, only a few of them objectively evaluated the closed-loop performance, mostly using vibrotactile stimulation. Importantly, the conclusions about the utility of the feedback were partly contradictory. The goal of the current study was to systematically investigate the capability of human subjects to control grasping force in closed loop using electrotactile feedback. We have developed a realistic experimental setup for virtual grasping, which operated in real time, included a set of real life objects, as well as a graphical and dynamical model of the prosthesis. We have used the setup to test 10 healthy, able bodied subjects to investigate the role of training, feedback and feedforward control, robustness of the closed loop, and the ability of the human subjects to generalize the control to previously “unseen” objects. Overall, the outcomes of this study are very optimistic with regard to the benefits of feedback and reveal various, practically relevant, aspects of closed-loop control.
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Emotional feedback for mobile devices
Seebode, Julia
2015-01-01
This book investigates the functional adequacy as well as the affective impression made by feedback messages on mobile devices. It presents an easily adoptable experimental setup to examine context effects on various feedback messages, and applies it to auditory, tactile and auditory-tactile feedback messages. This approach provides insights into the relationship between the affective impression and functional applicability of these messages as well as an understanding of the influence of unimodal components on the perception of multimodal feedback messages. The developed paradigm can also be extended to investigate other aspects of context and used to investigate feedback messages in modalities other than those presented. The book uses questionnaires implemented on a Smartphone, which can easily be adopted for field studies to broaden the scope even wider. Finally, the book offers guidelines for the design of system feedback.
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The effects of spatially displaced visual feedback on remote manipulator performance
Smith, Randy L.; Stuart, Mark A.
1993-01-01
The results of this evaluation have important implications for the arrangement of remote manipulation worksites and the design of workstations for telerobot operations. This study clearly illustrates the deleterious effects that can accompany the performance of remote manipulator tasks when viewing conditions are less than optimal. Future evaluations should emphasize telerobot camera locations and the use of image/graphical enhancement techniques in an attempt to lessen the adverse effects of displaced visual feedback. An important finding in this evaluation is the extent to which results from previously performed direct manipulation studies can be generalized to remote manipulation studies. Even though the results obtained were very similar to those of the direct manipulation evaluations, there were differences as well. This evaluation has demonstrated that generalizations to remote manipulation applications based upon the results of direct manipulation studies are quite useful, but they should be made cautiously.
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Feedback using an ePortfolio for medicine long cases: quality not quantity
Directory of Open Access Journals (Sweden)
Jane Bleasel
2016-10-01
Full Text Available Abstract Background The evidence for the positive impact of an electronic Portfolio (ePortfolio on feedback in medicine is mixed. An ePortfolio for medical long cases in a Graduate Medical Program was developed. The purpose of this study was to explore the perceptions of medical students and faculty of the impact of the ePortfolio on the feedback process. Methods In total, 130 Year 3 medical students, and six faculty participated in the study. This is a mixed methods study, using a combination of both quantitative and qualitative approaches. Quantitative methods were used to quantify the number of long cases performed. Qualitative methods were used to explore the relationship between quantity and quality of feedback, and provide a rich understanding of both students’ and faculty’s experience and perceptions of the ePortfolio. Results Students received a variable quantity of feedback at each of the three studied clinical schools, with an average of between 4 – 5.4 feedback episodes per student. Feedback that was constructive, specific and timely and delivered by a senior academic was important. Quantity was not an essential factor, with two episodes of detailed feedback reported to be adequate. The barriers to the use of the ePortfolio were technical aspects of the platform that interfered with student engagement. Conclusions Feedback using the ePortfolio for medical long cases is a valuable tool providing a senior clinician delivers detailed, constructive and personalized feedback in a timely fashion. The ePortfolio system needs to be user-friendly to engage students.
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Persistent disturbance rejection via state feedback for networked control systems
Energy Technology Data Exchange (ETDEWEB)
Yue Dong [Institute of Information and Control Engineering Technology, Nanjing Normal University, 78 Bancang Street, Nanjing, Jiangsu 210042 (China)], E-mail: medongy@njnu.edu.cn; Lam, James [Department of Mechanical Engineering, University of Hong Kong, Pokfulam Road (Hong Kong); Wang Zidong [Department of Information Systems and Computing, Brunel University, Uxbridge, Middlesex UB8 3PH (United Kingdom)], E-mail: Zidong.Wang@brunel.ac.uk
2009-04-15
The problem of persistent disturbance rejection via state feedback for networked control systems is concerned based on the Lyapunov function method. The effect of the network conditions, such as network-induced delay and data dropout, is considered in the modeling of the system. It is assumed that the state and the control signals are individually quantized by quantizers on the sensor side and the controller side. The feedback gain and the quantizer parameters that guarantee the internal stability and the disturbance rejection performance of the closed-loop system are obtained by solving some linear matrix inequalities. To illustrate the effectiveness of the proposed method, a numerical example is provided for the design of the feedback gain and the quantizer parameters.
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Persistent disturbance rejection via state feedback for networked control systems
International Nuclear Information System (INIS)
Yue Dong; Lam, James; Wang Zidong
2009-01-01
The problem of persistent disturbance rejection via state feedback for networked control systems is concerned based on the Lyapunov function method. The effect of the network conditions, such as network-induced delay and data dropout, is considered in the modeling of the system. It is assumed that the state and the control signals are individually quantized by quantizers on the sensor side and the controller side. The feedback gain and the quantizer parameters that guarantee the internal stability and the disturbance rejection performance of the closed-loop system are obtained by solving some linear matrix inequalities. To illustrate the effectiveness of the proposed method, a numerical example is provided for the design of the feedback gain and the quantizer parameters.
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Pelgrim, E A M; Kramer, A W M; Mokkink, H G A; van der Vleuten, C P M
2013-09-01
Although the literature suggests that reflection has a positive impact on learning, there is a paucity of evidence to support this notion. We investigated feedback and reflection in relation to the likelihood that feedback will be used to inform action plans. We hypothesised that feedback and reflection present a cumulative sequence (i.e. trainers only pay attention to trainees' reflections when they provided specific feedback) and we hypothesised a supplementary effect of reflection. We analysed copies of assessment forms containing trainees' reflections and trainers' feedback on observed clinical performance. We determined whether the response patterns revealed cumulative sequences in line with the Guttman scale. We further examined the relationship between reflection, feedback and the mean number of specific comments related to an action plan (ANOVA) and we calculated two effect sizes. Both hypotheses were confirmed by the results. The response pattern found showed an almost perfect fit with the Guttman scale (0.99) and reflection seems to have supplementary effect on the variable action plan. Reflection only occurs when a trainer has provided specific feedback; trainees who reflect on their performance are more likely to make use of feedback. These results confirm findings and suggestions reported in the literature.
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Directory of Open Access Journals (Sweden)
Pakkirisami Rajadurai
2016-10-01
Full Text Available The present investigation deals with performance analysis of single server preemptive priority retrial queue with immediate Bernoulli feedback. There are two types of customers are considered, which are priority customers and ordinary customers. The priority customers do not form any queue and have an exclusive preemptive priority to receive their services over ordinary customers. After completion of regular service for ordinary customer, the customer is allowed to make an immediate feedback with probability r. When the orbit becomes empty at service completion instant for a priority customer or ordinary customer; the server goes for multiple working vacations. By using the supplementary variable technique, we obtained the steady state probability generating functions for the system/orbit. Some important system performance measures, the mean busy period and the mean busy cycle are discussed. Finally, some numerical examples are presented.
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Feedback on students' clinical reasoning skills during fieldwork education.
de Beer, Marianne; Mårtensson, Lena
2015-08-01
Feedback on clinical reasoning skills during fieldwork education is regarded as vital in occupational therapy students' professional development. The nature of supervisors' feedback however, could be confirmative and/or corrective and corrective feedback could be with or without suggestions on how to improve. The aim of the study was to evaluate the impact of supervisors' feedback on final-year occupational therapy students' clinical reasoning skills through comparing the nature of feedback with the students' subsequent clinical reasoning ability. A mixed-method approach with a convergent parallel design was used combining the collection and analysis of qualitative and quantitative data. From focus groups and interviews with students, data were collected and analysed qualitatively to determine how the students experienced the feedback they received from their supervisors. By quantitatively comparing the final practical exam grades with the nature of the feedback, their fieldwork End-of-Term grades and average academic performance it became possible to merge the results for comparison and interpretation. Students' clinical reasoning skills seem to be improved through corrective feedback if accompanied by suggestions on how to improve, irrespective of their average academic performance. Supervisors were inclined to underrate high performing students and overrate lower performing students. Students who obtained higher grades in the final practical examinations received more corrective feedback with suggestions on how to improve from their supervisors. Confirmative feedback alone may not be sufficient for improving the clinical reasoning skills of students. © 2015 The Authors. Australian Occupational Therapy Journal published by Wiley Publishing Asia Pty Ltd on behalf of Occupational Therapy Australia.
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Artificial proprioceptive feedback for myoelectric control.
Pistohl, Tobias; Joshi, Deepak; Ganesh, Gowrishankar; Jackson, Andrew; Nazarpour, Kianoush
2015-05-01
The typical control of myoelectric interfaces, whether in laboratory settings or real-life prosthetic applications, largely relies on visual feedback because proprioceptive signals from the controlling muscles are either not available or very noisy. We conducted a set of experiments to test whether artificial proprioceptive feedback, delivered noninvasively to another limb, can improve control of a two-dimensional myoelectrically-controlled computer interface. In these experiments, participants were required to reach a target with a visual cursor that was controlled by electromyogram signals recorded from muscles of the left hand, while they were provided with an additional proprioceptive feedback on their right arm by moving it with a robotic manipulandum. Provision of additional artificial proprioceptive feedback improved the angular accuracy of their movements when compared to using visual feedback alone but did not increase the overall accuracy quantified with the average distance between the cursor and the target. The advantages conferred by proprioception were present only when the proprioceptive feedback had similar orientation to the visual feedback in the task space and not when it was mirrored, demonstrating the importance of congruency in feedback modalities for multi-sensory integration. Our results reveal the ability of the human motor system to learn new inter-limb sensory-motor associations; the motor system can utilize task-related sensory feedback, even when it is available on a limb distinct from the one being actuated. In addition, the proposed task structure provides a flexible test paradigm by which the effectiveness of various sensory feedback and multi-sensory integration for myoelectric prosthesis control can be evaluated.
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Directory of Open Access Journals (Sweden)
M. M. Reijne
2018-02-01
Full Text Available Descend technique and performance vary among elite racing cyclists and it is not clear what slower riders should do to improve their performance. An observation study was performed of the descending technique of members of a World Tour cycling team and the technique of each member was compared with the fastest descender amongst them. The obtained data gives us guidelines for rider specific feedback in order to improve his performance. The bicycles were equipped with a system that could measure: velocity, cadence, pedal power, position, steer angle, 3D orientation, rotational speeds and linear accelerations of the rear frame and brake force front and rear. From our observation study, the brake point and apex position turned out to be distinctive indicators of a fast cornering technique in a descent for a tight, hairpin corner. These two indicators can be used as feedback for a slower rider to improve his descend performance.
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Social evaluative threat with verbal performance feedback alters neuroendocrine response to stress.
Phan, Jenny M; Schneider, Ekaterina; Peres, Jeremy; Miocevic, Olga; Meyer, Vanessa; Shirtcliff, Elizabeth A
2017-11-01
Laboratory stress tasks such as the Trier Social Stress Test (TSST) have provided a key piece to the puzzle for how psychosocial stress impacts the hypothalamic-pituitary-adrenal axis, other stress-responsive biomarkers, and ultimately wellbeing. These tasks are thought to work through biopsychosocial processes, specifically social evaluative threat and the uncontrollability heighten situational demands. The present study integrated an experimental modification to the design of the TSST to probe whether additional social evaluative threat, via negative verbal feedback about speech performance, can further alter stress reactivity in 63 men and women. This TSST study confirmed previous findings related to stress reactivity and stress recovery but extended this literature in several ways. First, we showed that additional social evaluative threat components, mid-task following the speech portion of the TSST, were still capable of enhancing the psychosocial stressor. Second, we considered stress-reactive hormones beyond cortisol to include dehydroepiandrosterone (DHEA) and testosterone, and found these hormones were also stress-responsive, and their release was coupled with one another. Third, we explored whether gain- and loss-framing incentive instructions, meant to influence performance motivation by enhancing the personal relevance of task performance, impacted hormonal reactivity. Results showed that each hormone was stress reactive and further had different responses to the modified TSST compared to the original TSST. Beyond the utility of showing how the TSST can be modified with heightened social evaluative threat and incentive-framing instructions, this study informs about how these three stress-responsive hormones have differential responses to the demands of a challenge and a stressor. Copyright © 2017 Elsevier Inc. All rights reserved.
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Perceiving haptic feedback in virtual reality simulators.
Våpenstad, Cecilie; Hofstad, Erlend Fagertun; Langø, Thomas; Mårvik, Ronald; Chmarra, Magdalena Karolina
2013-07-01
To improve patient safety, training of psychomotor laparoscopic skills is often done on virtual reality (VR) simulators outside the operating room. Haptic sensations have been found to influence psychomotor performance in laparoscopy. The emulation of haptic feedback is thus an important aspect of VR simulation. Some VR simulators try to simulate these sensations with handles equipped with haptic feedback. We conducted a survey on how laparoscopic surgeons perceive handles with and without haptic feedback. Surgeons with different levels of experience in laparoscopy were asked to test two handles: Xitact IHP with haptic feedback and Xitact ITP without haptic feedback (Mentice AB, Gothenburg, Sweden), connected to the LapSim (Surgical Science AB, Sweden) VR simulator. They performed two tasks on the simulator before answering 12 questions regarding the two handles. The surgeons were not informed about the differences in the handles. A total of 85 % of the 20 surgeons who participated in the survey claimed that it is important that handles with haptic feedback feel realistic. Ninety percent of the surgeons preferred the handles without haptic feedback. The friction in the handles with haptic feedback was perceived to be as in reality (5 %) or too high (95 %). Regarding the handles without haptic feedback, the friction was perceived as in reality (45 %), too low (50 %), or too high (5 %). A total of 85 % of the surgeons thought that the handle with haptic feedback attempts to simulate the resistance offered by tissue to deformation. Ten percent thought that the handle succeeds in doing so. The surveyed surgeons believe that haptic feedback is an important feature on VR simulators; however, they preferred the handles without haptic feedback because they perceived the handles with haptic feedback to add additional friction, making them unrealistic and not mechanically transparent.
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EFFECTS OF THREE FEEDBACK CONDITIONS ON AEROBIC SWIM SPEEDS
Directory of Open Access Journals (Sweden)
Pedro Pérez Soriano
2009-03-01
Full Text Available The purpose of this study was twofold: (a to develop an underwater chronometer capable to provide feedback while the athlete is swimming, as well as being a control tool for the coach, and (b to analyse its feedback effect on swim pace control compared with feedback provided by the coach and with no feedback, in 25 m and 50 m swimming pools. 30 male swimmers of national level volunteer to participate. Each swimmer swam 3 x 200 m at aerobic speed (AS and 3 x 200 m just under the anaerobic threshold speed (AnS, each swam repetition with a different feedback condition: chronometer, coach and without feedback. Results (a validate the chronometer system developed and (b show that swimmers pace control is affected by the type of feedback provided, the swim speed elected and the size of the swimming pool
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Effectiveness of Feedback in First Year Physics
DEFF Research Database (Denmark)
Bearden, Ian; Voigt, Karen A; Mathiasen, Helle
How can we provide better and more effective feedback to our students? How can we encourage students to use feedback effectively? We will present results of a study of first year physics students addressing these questions and comparing the effectiveness of written and screencast feedback....
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Penilaian Kinerja dengan Menggunakan Konsep 360 Derajat Feedback
Widya, Rita
2004-01-01
The concept of 360 degree appraisal is straight forward enough. In the systems, individuals evalute themselves and receive feedback from other employees and organizational members. The feedback comes from an individuals immediate supervisor and peers, and if the individual is manager from his or her direct subordinates. Employees performance can improved through feedback with evaluate themselves and receives feedback from other employees. With apply the concept of 360 degree feedback for gett...
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Griffin, Peter; Cooper, Clayton; Glick, Joshua; Terndrup, Thomas E
2014-08-01
Several studies have demonstrated subpar chest compression (CC) performance by trained health care professionals. The objective of this study was to determine the immediate and sustained effect of instantaneous audiovisual feedback on CC quality. A prospective, randomized, crossover study measuring the effect of audiovisual feedback training on the performance of CCs by health care providers and medical students in a simulated cardiopulmonary arrest scenario was performed. Compression rate, hand placement, depth, and recoil were collected using 60-second epochs of CC on a simulation mannequin. Data from 200 initial enrollments and 100 tested 1 year later were analyzed by evaluators using standard criterion. At initial testing, feedback trainees demonstrated significantly improved depth compliance, recoil compliance, and accuracy of hand placement. One year later, the previous year's control group now receiving feedback demonstrated immediate improvement in depth, hand placement, and rate. In the feedback group, the only statistically significant improvement from initial baseline to the baseline 1 year later was an 18% improvement in depth compliance. However, the same improvement rate was seen in the control group. Improved depth compliance performance was correlated to the number of cardiopulmonary resuscitation training sessions received external to the study. Instantaneous audiovisual feedback training on CC quality produces immediate improvements in compression rate, hand placement, as well as depth and recoil compliance. These improvements, however, are not retained 1 year later. Improved depth performance may be correlated to an increased training frequency.
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Technologies for Learner-Centered Feedback
Costello, Jane; Crane, Daph
2013-01-01
As the number, type, and use of technologies to support learning increases, so do the opportunities for using these technologies for feedback. Learner-centered feedback is a core to the teaching-learning process. It is related to assessment in describing how learners perform in their learning, their gain in knowledge, skills, and attitudes.…
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The Roles of Feedback and Feedforward as Humans Learn to Control Unknown Dynamic Systems.
Zhang, Xingye; Wang, Shaoqian; Hoagg, Jesse B; Seigler, T Michael
2018-02-01
We present results from an experiment in which human subjects interact with an unknown dynamic system 40 times during a two-week period. During each interaction, subjects are asked to perform a command-following (i.e., pursuit tracking) task. Each subject's performance at that task improves from the first trial to the last trial. For each trial, we use subsystem identification to estimate each subject's feedforward (or anticipatory) control, feedback (or reactive) control, and feedback time delay. Over the 40 trials, the magnitudes of the identified feedback controllers and the identified feedback time delays do not change significantly. In contrast, the identified feedforward controllers do change significantly. By the last trial, the average identified feedforward controller approximates the inverse of the dynamic system. This observation provides evidence that a fundamental component of human learning is updating the anticipatory control until it models the inverse dynamics.
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Full State Feedback Control for Virtual Power Plants
Energy Technology Data Exchange (ETDEWEB)
Johnson, Jay Tillay [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States)
2017-09-01
This report presents an object-oriented implementation of full state feedback control for virtual power plants (VPP). The components of the VPP full state feedback control are (1) objectoriented high-fidelity modeling for all devices in the VPP; (2) Distribution System Distributed Quasi-Dynamic State Estimation (DS-DQSE) that enables full observability of the VPP by augmenting actual measurements with virtual, derived and pseudo measurements and performing the Quasi-Dynamic State Estimation (QSE) in a distributed manner, and (3) automated formulation of the Optimal Power Flow (OPF) in real time using the output of the DS-DQSE, and solving the distributed OPF to provide the optimal control commands to the DERs of the VPP.
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Violato, Claudio; Lockyer, Jocelyn M; Fidler, Herta
2008-10-01
Multi-source feedback (MSF) enables performance data to be provided to doctors from patients, co-workers and medical colleagues. This study examined the evidence for the validity of MSF instruments for general practice, investigated changes in performance for doctors who participated twice, 5 years apart, and determined the association between change in performance and initial assessment and socio-demographic characteristics. Data for 250 doctors included three datasets per doctor from, respectively, 25 patients, eight co-workers and eight medical colleagues, collected on two occasions. There was high internal consistency (alpha > 0.90) and adequate generalisability (Ep(2) > 0.70). D study results indicate adequate generalisability coefficients for groups of eight assessors (medical colleagues, co-workers) and 25 patient surveys. Confirmatory factor analyses provided evidence for the validity of factors that were theoretically expected, meaningful and cohesive. Comparative fit indices were 0.91 for medical colleague data, 0.87 for co-worker data and 0.81 for patient data. Paired t-test analysis showed significant change between the two assessments from medical colleagues and co-workers, but not between the two patient surveys. Multiple linear regressions explained 2.1% of the variance at time 2 for medical colleagues, 21.4% of the variance for co-workers and 16.35% of the variance for patient assessments, with professionalism a key variable in all regressions. There is evidence for the construct validity of the instruments and for their stability over time. Upward changes in performance will occur, although their effect size is likely to be small to moderate.
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Operation and performance of a longitudinal feedback system using digital signal processing
International Nuclear Information System (INIS)
Teytelman, D.; Fox, J.; Hindi, H.
1994-01-01
A programmable longitudinal feedback system using a parallel array of AT ampersand T 1610 digital signal processors has been developed as a component of the PEP-II R ampersand D program. This system has been installed at the Advanced Light Source (LBL) and implements full speed bunch by bunch signal processing for storage rings with bunch spacing of 4ns. Open and closed loop results showing the action of the feedback system are presented, and the system is shown to damp coupled-bunch instabilities in the ALS. A unified PC-based software environment for the feedback system operation is also described
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The effects of driver identity on driving safety in a retrospective feedback system.
Zhao, Guozhen; Wu, Changxu
2012-03-01
Retrospective feedback that provides detailed information on a driver's performance in critical driving situations at the end of a trip enhances his/her driving behaviors and safe driving habits. Although this has been demonstrated by a previous study, retrospective feedback can be further improved and applied to non-critical driving situations, which is needed for transportation safety. To propose a new retrospective feedback system that uses driver identity (i.e., a driver's name) and to experimentally study its effects on measures of driving performance and safety in a driving simulator. We conducted a behavioral experimental study with 30 participants. "Feedback type" was a between-subject variable with three conditions: no feedback (control group), feedback without driver identity, and feedback with driver identity. We measured multiple aspects of participants' driving behavior. To control for potential confounds, factors that were significantly correlated with driving behavior (e.g., age and driving experience) were all entered as covariates into a multivariate analysis of variance. To examine the effects of speeding on collision severity in driving simulation studies, we also developed a new index - momentum of potential collision - with a set of equations. Subjects who used a feedback system with driver identity had the fewest speeding violations and central-line crossings, spent the least amount of time speeding and crossing the central line, had the lowest speeding and central-line crossing magnitude, ran the fewest red lights, and had the smallest momentum of potential collision compared to the groups with feedback without driver identity and without feedback (control group). The new retrospective feedback system with driver identity has the potential to enhance a person's driving safety (e.g., speeding, central-line crossing, momentum of potential collision), which is an indication of the valence of one's name in a feedback system design. Copyright
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Provider Profiling: A Population Health Improvement Tool for the Southeast Military Health System
National Research Council Canada - National Science Library
Pemberton, Phillip
1999-01-01
...). Profiling with Provider Perspectives, a Primary Care Management Tool, provides the SEMHS with a standardized performance measurement system that offers feedback in a user friendly and non-threatening format...
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The Influence of Peer Feedback on the Acquisition of Physical-Examination Skills
Directory of Open Access Journals (Sweden)
Bernard Martineau
2016-12-01
Full Text Available Studies have suggested that having students observe peers while acquiring physical-examination (PE skills fosters the acquisition of the psychomotor skills required to conduct a PE. One difficulty, however, has been to disentangle the effect of peer observation from peer feedback, both of which occur when students learn in groups. This study investigated the influence of peer feedback on learning the neurolocomotor physical exam for low-back pain. 120 second-year medical students were randomly assigned to a peer-feedback group (n=61 or a no-peer-feedback group (n=53, during a regular learning activity with a standardized-patient instructor. Students first practised the NLE in groups of three, with or without peer feedback, depending on the group to which they were assigned. Subsequently, the members of both groups performed the NLE individually. The final NLE was videotaped and assessed later. Peer feedback had a positive effect on the acquisition of PE skills (87.9% vs. 90.8%, p=0.023, despite the fact that students had an initial preference for instructor feedback compared with peer feedback. These results support the use of group activities that give students the opportunity to provide feedback to their peers while learning PE skills.
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Strategies in probabilistic feedback learning in Parkinson patients OFF medication.
Bellebaum, C; Kobza, S; Ferrea, S; Schnitzler, A; Pollok, B; Südmeyer, M
2016-04-21
Studies on classification learning suggested that altered dopamine function in Parkinson's Disease (PD) specifically affects learning from feedback. In patients OFF medication, enhanced learning from negative feedback has been described. This learning bias was not seen in observational learning from feedback, indicating different neural mechanisms for this type of learning. The present study aimed to compare the acquisition of stimulus-response-outcome associations in PD patients OFF medication and healthy control subjects in active and observational learning. 16 PD patients OFF medication and 16 controls were examined with three parallel learning tasks each, two feedback-based (active and observational) and one non-feedback-based paired associates task. No acquisition deficit was seen in the patients for any of the tasks. More detailed analyses on the learning strategies did, however, reveal that the patients showed more lose-shift responses during active feedback learning than controls, and that lose-shift and win-stay responses more strongly determined performance accuracy in patients than controls. For observational feedback learning, the performance of both groups correlated similarly with the performance in non-feedback-based paired associates learning and with the accuracy of observed performance. Also, patients and controls showed comparable evidence of feedback processing in observational learning. In active feedback learning, PD patients use alternative learning strategies than healthy controls. Analyses on observational learning did not yield differences between patients and controls, adding to recent evidence of a differential role of the human striatum in active and observational learning from feedback. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.
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CSIR Research Space (South Africa)
Sastrawan, J
2016-08-01
Full Text Available (2016) Analytically exploiting noise correlations inside the feedback loop to improve locked-oscillator performance J. Sastrawan,1 C. Jones,1 I. Akhalwaya,2 H. Uys,2 and M. J. Biercuk1,* 1ARC Centre for Engineered Quantum Systems, School of Physics...) that probes and is locked to the atomic transition. The LO frequencymay evolve randomly in time due to intrinsic noise processes in the underlying hardware [10,11], leading to time-varying deviations of the LO frequency from that of the stable atomic reference...
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Lee, Juncheol; Song, Yeongtak; Oh, Jaehoon; Chee, Youngjoon; Ahn, Chiwon; Shin, Hyungoo; Kang, Hyunggoo; Lim, Tae Ho
2018-02-12
According to the guidelines, rescuers should provide chest compressions (CC) ∼1.5 inches (40 mm) for infants. Feedback devices could help rescuers perform CC with adequate rates (CCR) and depths (CCD). However, there is no CC feedback device for infant cardiopulmonary resuscitation (CPR). We suggest a smartwatch-based CC feedback application for infant CPR. We created a smartwatch-based CC feedback application. This application provides feedback on CCD and CCR by colour and text for infant CPR. To evaluate the application, 30 participants were divided randomly into two groups on the basis of whether CC was performed with or without the assistance of the smartwatch application. Both groups performed continuous CC-only CPR for 2 min on an infant mannequin placed on a firm table. We collected CC parameters from the mannequin, including the proportion of correct depth, CCR, CCD and the proportion of correct decompression depth. Demographics between the two groups were not significantly different. The median (interquartile range) proportion of correct depth was 99 (97-100) with feedback compared with 83 (58-97) without feedback (P=0.002). The CCR and proportion of correct decompression depth were not significantly different between the two groups (P=0.482 and 0.089). The CCD of the feedback group was significantly deeper than that of the control group [feedback vs. 41.2 (39.8-41.7) mm vs. 38.6 (36.1-39.6) mm; P=0.004]. Rescuers who receive feedback of CC parameters from a smartwatch could perform adequate CC during infant CPR.This is an open-access article distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives License 4.0 (CCBY-NC-ND), where it is permissible to download and share the work provided it is properly cited. The work cannot be changed in any way or used commercially without permission from the journal. http://creativecommons.org/licenses/by-nc-nd/4.0/.
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Joo, Yeon Kyoung; Lee-Won, Roselyn J
2016-10-01
For members of a group negatively stereotyped in a domain, making mistakes can aggravate the influence of stereotype threat because negative stereotypes often blame target individuals and attribute the outcome to their lack of ability. Virtual agents offering real-time error feedback may influence performance under stereotype threat by shaping the performers' attributional perception of errors they commit. We explored this possibility with female drivers, considering the prevalence of the "women-are-bad-drivers" stereotype. Specifically, we investigated how in-vehicle voice agents offering error feedback based on responsibility attribution (internal vs. external) and outcome attribution (ability vs. effort) influence female drivers' performance under stereotype threat. In addressing this question, we conducted an experiment in a virtual driving simulation environment that provided moment-to-moment error feedback messages. Participants performed a challenging driving task and made mistakes preprogrammed to occur. Results showed that the agent's error feedback with outcome attribution moderated the stereotype threat effect on driving performance. Participants under stereotype threat had a smaller number of collisions when the errors were attributed to effort than to ability. In addition, outcome attribution feedback moderated the effect of responsibility attribution on driving performance. Implications of these findings are discussed.
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Rocchio-based relevance feedback in video event retrieval
Pingen, G.L.J.; de Boer, M.H.T.; Aly, Robin; Amsaleg, Laurent; Guðmundsson, Gylfi Þór; Gurrin, Cathal; Jónsson, Björn Þór; Satoh, Shin’ichi
This paper investigates methods for user and pseudo relevance feedback in video event retrieval. Existing feedback methods achieve strong performance but adjust the ranking based on few individual examples. We propose a relevance feedback algorithm (ARF) derived from the Rocchio method, which is a
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Managers' Feedback Seeking Propensities on their Intra- Personal ...
African Journals Online (AJOL)
Based on the idea that feedback seeking enhances job performance, the study was aimed at investigating managers' feedback seeking tendencies on their intra personal, interpersonal and leadership skills, and their preferred feedback sources: subordinates, peers and superiors. Using cross-sectional survey design, 156 ...
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Cross-Layer Adaptive Feedback Scheduling of Wireless Control Systems
Xia, Feng; Ma, Longhua; Peng, Chen; Sun, Youxian; Dong, Jinxiang
2008-01-01
There is a trend towards using wireless technologies in networked control systems. However, the adverse properties of the radio channels make it difficult to design and implement control systems in wireless environments. To attack the uncertainty in available communication resources in wireless control systems closed over WLAN, a cross-layer adaptive feedback scheduling (CLAFS) scheme is developed, which takes advantage of the co-design of control and wireless communications. By exploiting cross-layer design, CLAFS adjusts the sampling periods of control systems at the application layer based on information about deadline miss ratio and transmission rate from the physical layer. Within the framework of feedback scheduling, the control performance is maximized through controlling the deadline miss ratio. Key design parameters of the feedback scheduler are adapted to dynamic changes in the channel condition. An event-driven invocation mechanism for the feedback scheduler is also developed. Simulation results show that the proposed approach is efficient in dealing with channel capacity variations and noise interference, thus providing an enabling technology for control over WLAN. PMID:27879934
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Cross-Layer Adaptive Feedback Scheduling of Wireless Control Systems
Directory of Open Access Journals (Sweden)
Jinxiang Dong
2008-07-01
Full Text Available There is a trend towards using wireless technologies in networked control systems. However, the adverse properties of the radio channels make it difficult to design and implement control systems in wireless environments. To attack the uncertainty in available communication resources in wireless control systems closed over WLAN, a cross-layer adaptive feedback scheduling (CLAFS scheme is developed, which takes advantage of the co-design of control and wireless communications. By exploiting crosslayer design, CLAFS adjusts the sampling periods of control systems at the application layer based on information about deadline miss ratio and transmission rate from the physical layer. Within the framework of feedback scheduling, the control performance is maximized through controlling the deadline miss ratio. Key design parameters of the feedback scheduler are adapted to dynamic changes in the channel condition. An eventdriven invocation mechanism for the feedback scheduler is also developed. Simulation results show that the proposed approach is efficient in dealing with channel capacity variations and noise interference, thus providing an enabling technology for control over WLAN.
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Junod Perron, Noelle; Nendaz, Mathieu; Louis-Simonet, Martine; Sommer, Johanna; Gut, Anne; Baroffio, Anne; Dolmans, Diana; van der Vleuten, Cees
2013-01-01
Teaching communication skills (CS) to residents during clinical practice remains problematic. Direct observation followed by feedback is a powerful way to teach CS in clinical practice. However, little is known about the effect of training on feedback skills in this field. Controlled studies are scarce as well as studies that go beyond…
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Random distributed feedback fibre lasers
Energy Technology Data Exchange (ETDEWEB)
Turitsyn, Sergei K., E-mail: s.k.turitsyn@aston.ac.uk [Aston Institute of Photonic Technologies, Aston University, Birmingham B4 7ET (United Kingdom); Novosibirsk State University, 2 Pirogova str., 630090, Novosibirsk (Russian Federation); Babin, Sergey A. [Novosibirsk State University, 2 Pirogova str., 630090, Novosibirsk (Russian Federation); Institute of Automation and Electrometry SB RAS, 1 Ac. Koptug. ave., 630090, Novosibirsk (Russian Federation); Churkin, Dmitry V. [Aston Institute of Photonic Technologies, Aston University, Birmingham B4 7ET (United Kingdom); Novosibirsk State University, 2 Pirogova str., 630090, Novosibirsk (Russian Federation); Institute of Automation and Electrometry SB RAS, 1 Ac. Koptug. ave., 630090, Novosibirsk (Russian Federation); Vatnik, Ilya D.; Nikulin, Maxim [Institute of Automation and Electrometry SB RAS, 1 Ac. Koptug. ave., 630090, Novosibirsk (Russian Federation); Podivilov, Evgenii V. [Novosibirsk State University, 2 Pirogova str., 630090, Novosibirsk (Russian Federation); Institute of Automation and Electrometry SB RAS, 1 Ac. Koptug. ave., 630090, Novosibirsk (Russian Federation)
2014-09-10
generation of a stationary near-Gaussian beam with a narrow spectrum. A random distributed feedback fibre laser has efficiency and performance that are comparable to and even exceed those of similar conventional fibre lasers. The key features of the generated radiation of random distributed feedback fibre lasers include: a stationary narrow-band continuous modeless spectrum that is free of mode competition, nonlinear power broadening, and an output beam with a Gaussian profile in the fundamental transverse mode (generated both in single mode and multi-mode fibres). This review presents the current status of research in the field of random fibre lasers and shows their potential and perspectives. We start with an introductory overview of conventional distributed feedback lasers and traditional random lasers to set the stage for discussion of random fibre lasers. We then present a theoretical analysis and experimental studies of various random fibre laser configurations, including widely tunable, multi-wavelength, narrow-band generation, and random fibre lasers operating in different spectral bands in the 1–1.6 μm range. Then we discuss existing and future applications of random fibre lasers, including telecommunication and distributed long reach sensor systems. A theoretical description of random lasers is very challenging and is strongly linked with the theory of disordered systems and kinetic theory. We outline two key models governing the generation of random fibre lasers: the average power balance model and the nonlinear Schrödinger equation based model. Recently invented random distributed feedback fibre lasers represent a new and exciting field of research that brings together such diverse areas of science as laser physics, the theory of disordered systems, fibre optics and nonlinear science. Stable random generation in optical fibre opens up new possibilities for research on wave transport and localization in disordered media. We hope that this review will provide
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Random distributed feedback fibre lasers
International Nuclear Information System (INIS)
Turitsyn, Sergei K.; Babin, Sergey A.; Churkin, Dmitry V.; Vatnik, Ilya D.; Nikulin, Maxim; Podivilov, Evgenii V.
2014-01-01
generation of a stationary near-Gaussian beam with a narrow spectrum. A random distributed feedback fibre laser has efficiency and performance that are comparable to and even exceed those of similar conventional fibre lasers. The key features of the generated radiation of random distributed feedback fibre lasers include: a stationary narrow-band continuous modeless spectrum that is free of mode competition, nonlinear power broadening, and an output beam with a Gaussian profile in the fundamental transverse mode (generated both in single mode and multi-mode fibres). This review presents the current status of research in the field of random fibre lasers and shows their potential and perspectives. We start with an introductory overview of conventional distributed feedback lasers and traditional random lasers to set the stage for discussion of random fibre lasers. We then present a theoretical analysis and experimental studies of various random fibre laser configurations, including widely tunable, multi-wavelength, narrow-band generation, and random fibre lasers operating in different spectral bands in the 1–1.6 μm range. Then we discuss existing and future applications of random fibre lasers, including telecommunication and distributed long reach sensor systems. A theoretical description of random lasers is very challenging and is strongly linked with the theory of disordered systems and kinetic theory. We outline two key models governing the generation of random fibre lasers: the average power balance model and the nonlinear Schrödinger equation based model. Recently invented random distributed feedback fibre lasers represent a new and exciting field of research that brings together such diverse areas of science as laser physics, the theory of disordered systems, fibre optics and nonlinear science. Stable random generation in optical fibre opens up new possibilities for research on wave transport and localization in disordered media. We hope that this review will provide
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Computational aspects of feedback in neural circuits.
Directory of Open Access Journals (Sweden)
Wolfgang Maass
2007-01-01
Full Text Available It has previously been shown that generic cortical microcircuit models can perform complex real-time computations on continuous input streams, provided that these computations can be carried out with a rapidly fading memory. We investigate the computational capability of such circuits in the more realistic case where not only readout neurons, but in addition a few neurons within the circuit, have been trained for specific tasks. This is essentially equivalent to the case where the output of trained readout neurons is fed back into the circuit. We show that this new model overcomes the limitation of a rapidly fading memory. In fact, we prove that in the idealized case without noise it can carry out any conceivable digital or analog computation on time-varying inputs. But even with noise, the resulting computational model can perform a large class of biologically relevant real-time computations that require a nonfading memory. We demonstrate these computational implications of feedback both theoretically, and through computer simulations of detailed cortical microcircuit models that are subject to noise and have complex inherent dynamics. We show that the application of simple learning procedures (such as linear regression or perceptron learning to a few neurons enables such circuits to represent time over behaviorally relevant long time spans, to integrate evidence from incoming spike trains over longer periods of time, and to process new information contained in such spike trains in diverse ways according to the current internal state of the circuit. In particular we show that such generic cortical microcircuits with feedback provide a new model for working memory that is consistent with a large set of biological constraints. Although this article examines primarily the computational role of feedback in circuits of neurons, the mathematical principles on which its analysis is based apply to a variety of dynamical systems. Hence they may also
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Dempsey, Jerome A
2012-09-01
The cardioaccelerator and ventilatory responses to rhythmic exercise in the human are commonly viewed as being mediated predominantly via feedforward 'central command' mechanisms, with contributions from locomotor muscle afferents to the sympathetically mediated pressor response. We have assessed the relative contributions of three types of feedback afferents on the cardiorespiratory response to voluntary, rhythmic exercise by inhibiting their normal 'tonic' activity in healthy animals and humans and in chronic heart failure. Transient inhibition of the carotid chemoreceptors during moderate intensity exercise reduced muscle sympathetic nerve activity (MSNA) and increased limb vascular conductance and blood flow; and reducing the normal level of respiratory muscle work during heavier intensity exercise increased limb vascular conductance and blood flow. These cardiorespiratory effects were prevented via ganglionic blockade and were enhanced in chronic heart failure and in hypoxia. Blockade of μ opioid sensitive locomotor muscle afferents, with preservation of central motor output via intrathecal fentanyl: (a) reduced the mean arterial blood pressure (MAP), heart rate and ventilatory responses to all steady state exercise intensities; and (b) during sustained high intensity exercise, reduced O(2) transport, increased central motor output and end-exercise muscle fatigue and reduced endurance performance. We propose that these three afferent reflexes - probably acting in concert with feedforward central command - contribute significantly to preserving O(2) transport to locomotor and to respiratory muscles during exercise. Locomotor muscle afferents also appear to provide feedback concerning the metabolic state of the muscle to influence central motor output, thereby limiting peripheral fatigue development.
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International Nuclear Information System (INIS)
Xiang, Xingcan; Mutlu, Rahim; Alici, Gursel; Li, Weihua
2014-01-01
Conducting polymer actuators have shown significant potential in articulating micro instruments, manipulation devices, and robotics. However, implementing a feedback control strategy to enhance their positioning ability and accuracy in any application requires a feedback sensor, which is extremely large in size compared to the size of the actuators. Therefore, this paper proposes a new sensorless control scheme without the use of a position feedback sensor. With the help of the system identification technique and particle swarm optimization, the control scheme, which we call the simulated feedback control system, showed a satisfactory command tracking performance for the conducting polymer actuator’s step and dynamic displacement responses, especially under a disturbance, without needing a physical feedback loop, but using a simulated feedback loop. The primary contribution of this study is to propose and experimentally evaluate the simulated feedback control scheme for a class of the conducting polymer actuators known as tri-layer polymer actuators, which can operate both in dry and wet media. This control approach can also be extended to other smart actuators or systems, for which the feedback control based on external sensing is impractical. (paper)
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Evaluating Internal Model Strength and Performance of Myoelectric Prosthesis Control Strategies.
Shehata, Ahmed W; Scheme, Erik J; Sensinger, Jonathon W
2018-05-01
On-going developments in myoelectric prosthesis control have provided prosthesis users with an assortment of control strategies that vary in reliability and performance. Many studies have focused on improving performance by providing feedback to the user but have overlooked the effect of this feedback on internal model development, which is key to improve long-term performance. In this paper, the strength of internal models developed for two commonly used myoelectric control strategies: raw control with raw feedback (using a regression-based approach) and filtered control with filtered feedback (using a classifier-based approach), were evaluated using two psychometric measures: trial-by-trial adaptation and just-noticeable difference. The performance of both strategies was also evaluated using Schmidt's style target acquisition task. Results obtained from 24 able-bodied subjects showed that although filtered control with filtered feedback had better short-term performance in path efficiency ( ), raw control with raw feedback resulted in stronger internal model development ( ), which may lead to better long-term performance. Despite inherent noise in the control signals of the regression controller, these findings suggest that rich feedback associated with regression control may be used to improve human understanding of the myoelectric control system.
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Oestergaard, Jeanett; Bjerrum, Flemming; Maagaard, Mathilde; Winkel, Per; Larsen, Christian Rifbjerg; Ringsted, Charlotte; Gluud, Christian; Grantcharov, Teodor; Ottesen, Bent; Soerensen, Jette Led
2012-02-28
Several studies have found a positive effect on the learning curve as well as the improvement of basic psychomotor skills in the operating room after virtual reality training. Despite this, the majority of surgical and gynecological departments encounter hurdles when implementing this form of training. This is mainly due to lack of knowledge concerning the time and human resources needed to train novice surgeons to an adequate level. The purpose of this trial is to investigate the impact of instructor feedback regarding time, repetitions and self-perception when training complex operational tasks on a virtual reality simulator. The study population consists of medical students on their 4th to 6th year without prior laparoscopic experience. The study is conducted in a skills laboratory at a centralized university hospital. Based on a sample size estimation 98 participants will be randomized to an intervention group or a control group. Both groups have to achieve a predefined proficiency level when conducting a laparoscopic salpingectomy using a surgical virtual reality simulator. The intervention group receives standardized instructor feedback of 10 to 12 min a maximum of three times. The control group receives no instructor feedback. Both groups receive the automated feedback generated by the virtual reality simulator. The study follows the CONSORT Statement for randomized trials. Main outcome measures are time and repetitions to reach the predefined proficiency level on the simulator. We include focus on potential sex differences, computer gaming experience and self-perception. The findings will contribute to a better understanding of optimal training methods in surgical education. NCT01497782.
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Voet, Michiel; Gielen, Mario; Boelens, Ruth; De Wever, Bram
2018-01-01
Criticizing the common approach of supporting peer assessment through providing assessors with an explication of assessment criteria, recent insights on peer assessment call for support focusing on assessees, who often assume a passive role of receivers of feedback. Feedback requests, which require assessees to formulate their specific needs for…
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THE EFFECTS OF INTERVAL FEEDBACK ON THE SELF-EFFICACY OF NETBALL UMPIRES
Directory of Open Access Journals (Sweden)
Alison J. Mahoney
2008-03-01
Full Text Available The present study used quantitative and qualitative methods to explore the relationship between interval feedback and self-efficacy toward umpiring netball games. Grade "A" level umpires (n = 7 provided feedback to umpires (n = 40 under two conditions; 1 interval feedback given at the end of one tournament game (after 14 minutes and again at the end of a second consecutive game (after 28 minutes, and 2 feedback at the end of the game (after 28 minutes. Umpires in both conditions completed an Umpiring Self-Efficacy Questionnaire (USEQ which was a 14-item measure designed to assess factors relevant to netball umpire performance. Participants completed the USEQ immediately before game one, during the interval, and after a second game. Umpires also completed a feedback questionnaire which enabled them to reflect on the feedback received. A repeated measures factorial (time x feedback condition ANOVA indicated no significant interaction effect (F = 0.05, p > .05, and no main effect for condition (F = 0.06, p > .05 or time (F = 1.61, p > .05 for changes in self-efficacy. Although there were no significant effects, qualitative data alluded to aspects of feedback perceived to enhance umpire self-efficacy, thus identifying ways in which feedback might have a more consistent effect. Practical implications of the study in relation to verbal interval feedback are discussed
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Joint adaptive modulation and diversity combining with feedback error compensation
Choi, Seyeong; Hong-Chuan, Yang; Alouini, Mohamed-Slim; Qaraqe, Khalid A.
2009-01-01
This letter investigates the effect of feedback error on the performance of the joint adaptive modulation and diversity combining (AMDC) scheme which was previously studied with an assumption of error-free feedback channels. We also propose to utilize adaptive diversity to compensate for the performance degradation due to feedback error. We accurately quantify the performance of the joint AMDC scheme in the presence of feedback error, in terms of the average number of combined paths, the average spectral efficiency, and the average bit error rate. Selected numerical examples are presented and discussed to illustrate the effectiveness of the proposed feedback error compensation strategy with adaptive combining. It is observed that the proposed compensation strategy can offer considerable error performance improvement with little loss in processing power and spectral efficiency in comparison with the no compensation case. Copyright © 2009 IEEE.
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Joint adaptive modulation and diversity combining with feedback error compensation
Choi, Seyeong
2009-11-01
This letter investigates the effect of feedback error on the performance of the joint adaptive modulation and diversity combining (AMDC) scheme which was previously studied with an assumption of error-free feedback channels. We also propose to utilize adaptive diversity to compensate for the performance degradation due to feedback error. We accurately quantify the performance of the joint AMDC scheme in the presence of feedback error, in terms of the average number of combined paths, the average spectral efficiency, and the average bit error rate. Selected numerical examples are presented and discussed to illustrate the effectiveness of the proposed feedback error compensation strategy with adaptive combining. It is observed that the proposed compensation strategy can offer considerable error performance improvement with little loss in processing power and spectral efficiency in comparison with the no compensation case. Copyright © 2009 IEEE.
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Lundahl, Allison A.
Schools implementing Response to Intervention (RtI) procedures frequently engage in team problem-solving processes to address the needs of students who require intensive and individualized services. Because the effectiveness of the problem-solving process will impact the overall success of RtI systems, the present study was designed to learn more about how to strengthen the integrity of the problem-solving process. Research suggests that school districts must ensure high quality training and ongoing support to enhance the effectiveness, acceptability, and sustainability of the problem-solving process within an RtI model; however, there is a dearth of research examining the effectiveness of methods to provide this training and support. Consequently, this study investigated the effects of performance feedback and coaching strategies on the integrity with which teams of educators conducted the problem-solving process in schools. In addition, the relationships between problem-solving integrity, teacher acceptability, and student outcomes were examined. Results suggested that the performance feedback increased problem-solving procedural integrity across two of the three participating schools. Conclusions about the effectiveness of the (a) coaching intervention and (b) interventions implemented in the third school were inconclusive. Regression analyses indicated that the integrity with which the teams conducted the problem-solving process was a significant predictor of student outcomes. However, the relationship between problem-solving procedural integrity and teacher acceptability was not statistically significant.
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LENUS (Irish Health Repository)
Harewood, Gavin C
2011-03-29
BACKGROUND AND AIMS: Previous studies have demonstrated the value of systematic feedback in enhancing endoscopic procedure performance. It remains unknown whether feedback may play a role in modifying physician performance in outpatient practice. This study aimed to assess the impact of systematic feedback on duration of office visits of gastroenterology (GI) trainees in outpatient practice. METHODS: Patients attending a GI outpatient department in an academic medical center were prospectively followed over 4 months. The duration of office visits for consecutive patients seen by five GI fellows of similar experience level were recorded for 2 months (pre-feedback); confidential feedback was then provided to each fellow on a weekly basis for 2 months detailing their individual consultation times and the comparative, anonymous times of the other fellows (post-feedback). RESULTS: Over the course of the study, 1,647 outpatients were seen by five GI fellows. Pre-feedback consultation durations differed significantly with one fellow taking 2.5 times longer than their colleague. Following feedback, times shortened significantly for all fellows, with the greatest impact observed in those trainees taking longer at baseline. There were no significant differences in satisfaction levels among patients seen by each trainee. CONCLUSIONS: There was a wide disparity in the consultation times among GI fellows. Systematic feedback shortened times among all trainees and enhanced uniformity by having the greatest impact among those fellows taking longer at baseline. Routine provision of feedback may be valuable in enhancing uniformity of outpatient practice although clinicians should ensure that shortening consultation visits does not compromise quality of patient care. Future larger studies of feedback in this setting will be enhanced by incorporating objective measures of quality of care and patient satisfaction.
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LENUS (Irish Health Repository)
Harewood, Gavin C
2012-02-01
BACKGROUND AND AIMS: Previous studies have demonstrated the value of systematic feedback in enhancing endoscopic procedure performance. It remains unknown whether feedback may play a role in modifying physician performance in outpatient practice. This study aimed to assess the impact of systematic feedback on duration of office visits of gastroenterology (GI) trainees in outpatient practice. METHODS: Patients attending a GI outpatient department in an academic medical center were prospectively followed over 4 months. The duration of office visits for consecutive patients seen by five GI fellows of similar experience level were recorded for 2 months (pre-feedback); confidential feedback was then provided to each fellow on a weekly basis for 2 months detailing their individual consultation times and the comparative, anonymous times of the other fellows (post-feedback). RESULTS: Over the course of the study, 1,647 outpatients were seen by five GI fellows. Pre-feedback consultation durations differed significantly with one fellow taking 2.5 times longer than their colleague. Following feedback, times shortened significantly for all fellows, with the greatest impact observed in those trainees taking longer at baseline. There were no significant differences in satisfaction levels among patients seen by each trainee. CONCLUSIONS: There was a wide disparity in the consultation times among GI fellows. Systematic feedback shortened times among all trainees and enhanced uniformity by having the greatest impact among those fellows taking longer at baseline. Routine provision of feedback may be valuable in enhancing uniformity of outpatient practice although clinicians should ensure that shortening consultation visits does not compromise quality of patient care. Future larger studies of feedback in this setting will be enhanced by incorporating objective measures of quality of care and patient satisfaction.
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Interns reflect: the effect of formative assessment with feedback during pre-internship
McKenzie, Susan; Burgess, Annette; Mellis, Craig
2017-01-01
Susan McKenzie,1 Annette Burgess,2 Craig Mellis1 1Central Clinical School, 2Education Office, Sydney Medical School, The University of Sydney, Sydney, NSW, Australia Background: It is widely known that the opportunity for medical students to be observed and to receive feedback on their procedural skills performance is variable in the senior years. To address this problem, we provided our Pre-Intern (PrInt) students with “one-to-one” formative feedback on their ability to p...
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GLIMPSE: Google Glass interface for sensory feedback in myoelectric hand prostheses
Markovic, Marko; Karnal, Hemanth; Graimann, Bernhard; Farina, Dario; Dosen, Strahinja
2017-06-01
Objective. Providing sensory feedback to the user of the prosthesis is an important challenge. The common approach is to use tactile stimulation, which is easy to implement but requires training and has limited information bandwidth. In this study, we propose an alternative approach based on augmented reality. Approach. We have developed the GLIMPSE, a Google Glass application which connects to the prosthesis via a Bluetooth interface and renders the prosthesis states (EMG signals, aperture, force and contact) using augmented reality (see-through display) and sound (bone conduction transducer). The interface was tested in healthy subjects that used the prosthesis with (FB group) and without (NFB group) feedback during a modified clothespins test that allowed us to vary the difficulty of the task. The outcome measures were the number of unsuccessful trials, the time to accomplish the task, and the subjective ratings of the relevance of the feedback. Main results. There was no difference in performance between FB and NFB groups in the case of a simple task (basic, same-color clothespins test), but the feedback significantly improved the performance in a more complex task (pins of different resistances). Importantly, the GLIMPSE feedback did not increase the time to accomplish the task. Therefore, the supplemental feedback might be useful in the tasks which are more demanding, and thereby less likely to benefit from learning and feedforward control. The subjects integrated the supplemental feedback with the intrinsic sources (vision and muscle proprioception), developing their own idiosyncratic strategies to accomplish the task. Significance. The present study demonstrates a novel self-contained, ready-to-deploy, wearable feedback interface. The interface was successfully tested and was proven to be feasible and functionally beneficial. The GLIMPSE can be used as a practical solution but also as a general and flexible instrument to investigate closed-loop prosthesis
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Directory of Open Access Journals (Sweden)
C. R. Shapiro
2018-01-01
Full Text Available This paper is an extended version of our paper presented at the 2016 TORQUE conference (Shapiro et al., 2016. We investigate the use of wind farms to provide secondary frequency regulation for a power grid using a model-based receding horizon control framework. In order to enable real-time implementation, the control actions are computed based on a time-varying one-dimensional wake model. This model describes wake advection and wake interactions, both of which play an important role in wind farm power production. In order to test the control strategy, it is implemented in a large-eddy simulation (LES model of an 84-turbine wind farm using the actuator disk turbine representation. Rotor-averaged velocity measurements at each turbine are used to provide feedback for error correction. The importance of including the dynamics of wake advection in the underlying wake model is tested by comparing the performance of this dynamic-model control approach to a comparable static-model control approach that relies on a modified Jensen model. We compare the performance of both control approaches using two types of regulation signals, RegA and RegD, which are used by PJM, an independent system operator in the eastern United States. The poor performance of the static-model control relative to the dynamic-model control demonstrates that modeling the dynamics of wake advection is key to providing the proposed type of model-based coordinated control of large wind farms. We further explore the performance of the dynamic-model control via composite performance scores used by PJM to qualify plants for regulation services or markets. Our results demonstrate that the dynamic-model-controlled wind farm consistently performs well, passing the qualification threshold for all fast-acting RegD signals. For the RegA signal, which changes over slower timescales, the dynamic-model control leads to average performance that surpasses the qualification threshold, but further
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Lee, Hyunjoo
2016-01-01
This study examined how performance feedback type (progress vs. distance) affects Korean college students' self-regulation and task achievement according to relative goal importance in the pursuit of multiple goals. For this study, 146 students participated in a computerised task. The results showed the interaction effects of goal importance and…
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Dissecting Solidago canadensis-soil feedback in its real invasion.
Dong, Li-Jia; Yang, Jian-Xia; Yu, Hong-Wei; He, Wei-Ming
2017-04-01
The importance of plant-soil feedback (PSF) has long been recognized, but the current knowledge on PSF patterns and the related mechanisms mainly stems from laboratory experiments. We aimed at addressing PSF effects on community performance and their determinants using an invasive forb Solidago canadensis . To do so, we surveyed 81 pairs of invaded versus uninvaded plots, collected soil samples from these pairwise plots, and performed an experiment with microcosm plant communities. The magnitudes of conditioning soil abiotic properties and soil biotic properties by S. canadensis were similar, but the direction was opposite; altered abiotic and biotic properties influenced the production of subsequent S. canadensis communities and its abundance similarly. These processes shaped neutral S. canadensis -soil feedback effects at the community level. Additionally, the relative dominance of S. canadensis increased with its ability of competitive suppression in the absence and presence of S. canadensis -soil feedbacks, and S. canadensis -induced decreases in native plant species did not alter soil properties directly. These findings provide a basis for understanding PSF effects and the related mechanisms in the field conditions and also highlight the importance of considering PSFs holistically.
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Parikh, S P; Esposito, J M
2012-01-01
Touchscreen technology has become pervasive in the consumer product arena over the last decade, offering some distinct advantages such as software reconfigurable interfaces and the removal of space consuming mice and keyboards. However, there are significant drawbacks to these devices that have limited their adoption by some users. Most notably, standard touchscreens demand the user's visual attention and require them to look at the input device to avoid pressing the wrong button. This issue is particularly important for mobile, capacitive sensing, nonstylus devices, such as the iPhone where small button sizes can generate high error rates. While previous work has shown the benefits of augmenting such interfaces with audio or vibrotactile feedback, only positive feedback (confirmation of button presses) has been considered. In this paper, we present a simple prototype interface that provides negative vibrotactile feedback. By negative, we mean feedback is generated when an inactive or ambiguous part of the screen, such as the area between two buttons, is touched. First, we present a usability study comparing positive and negative vibrotactile feedback for a benchmark numerical data entry task. The difference in performance is not statistically significant, implying negative feedback provides comparable benefits. Next, based on the experimenter's observations and the users comments, we introduce a multimodal feedback strategy-combining complementary positive audio and negative vibrotactile signals. User tests on a text entry experiment show that, with multimodal feedback, users exhibit a (statistically significant) 24 percent reduction in corrective key presses, as compared to positive audio feedback alone. Exit survey comments indicate that users favor multimodal feedback.
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Vision-Based Haptic Feedback for Remote Micromanipulation in-SEM Environment
Bolopion, Aude; Dahmen, Christian; Stolle, Christian; Haliyo, Sinan; Régnier, Stéphane; Fatikow, Sergej
2012-07-01
This article presents an intuitive environment for remote micromanipulation composed of both haptic feedback and virtual reconstruction of the scene. To enable nonexpert users to perform complex teleoperated micromanipulation tasks, it is of utmost importance to provide them with information about the 3-D relative positions of the objects and the tools. Haptic feedback is an intuitive way to transmit such information. Since position sensors are not available at this scale, visual feedback is used to derive information about the scene. In this work, three different techniques are implemented, evaluated, and compared to derive the object positions from scanning electron microscope images. The modified correlation matching with generated template algorithm is accurate and provides reliable detection of objects. To track the tool, a marker-based approach is chosen since fast detection is required for stable haptic feedback. Information derived from these algorithms is used to propose an intuitive remote manipulation system that enables users situated in geographically distant sites to benefit from specific equipments, such as SEMs. Stability of the haptic feedback is ensured by the minimization of the delays, the computational efficiency of vision algorithms, and the proper tuning of the haptic coupling. Virtual guides are proposed to avoid any involuntary collisions between the tool and the objects. This approach is validated by a teleoperation involving melamine microspheres with a diameter of less than 2 μ m between Paris, France and Oldenburg, Germany.
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Social closeness and feedback modulate susceptibility to the framing effect
Sip, Kamila E.; Smith, David V.; Porcelli, Anthony J.; Kar, Kohitij; Delgado, Mauricio R.
2014-01-01
Although, we often seek social feedback from others to help us make decisions, little is known about how social feedback affects decisions under risk, particularly from a close peer. We conducted two experiments using an established framing task to probe how decision making is modulated by social feedback valence (positive, negative) and the level of closeness with feedback provider (friend, confederate). Participants faced mathematically equivalent decisions framed as either an opportunity to keep (gain frame) or lose (loss frame) part of an initial endowment. Periodically, participants were provided with positive (e.g., “Nice!”) or negative (e.g., “Lame!”) feedback about their choices. Such feedback was provided by either a confederate (Experiment 1), or a gender-matched close friend (Experiment 2). As expected, the framing effect was observed in both experiments. Critically, an individual’s susceptibility to the framing effect was modulated by the valence of the social feedback, but only when the feedback provider was a close friend. This effect was reflected in the activation patterns of ventromedial prefrontal cortex and posterior cingulate cortex, regions involved in complex decision making. Taken together, these results highlight social closeness as an important factor in understanding the impact of social feedback on neural mechanisms of decision making. PMID:25074501
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von Rein, Erik; Hoff, Maike; Kaminski, Elisabeth; Sehm, Bernhard; Steele, Christopher J; Villringer, Arno; Ragert, Patrick
2015-04-01
Mirror visual feedback (MVF) during motor training has been shown to improve motor performance of the untrained hand. Here we thought to determine if MVF-induced performance improvements of the left hand can be augmented by upregulating plasticity in right primary motor cortex (M1) by means of anodal transcranial direct current stimulation (a-tDCS) while subjects trained with the right hand. Participants performed a ball-rotation task with either their left (untrained) or right (trained) hand on two consecutive days (days 1 and 2). During training with the right hand, MVF was provided concurrent with two tDCS conditions: group 1 received a-tDCS over right M1 (n = 10), whereas group 2 received sham tDCS (s-tDCS, n = 10). On day 2, performance was reevaluated under the same experimental conditions compared with day 1 but without tDCS. While baseline performance of the left hand (day 1) was not different between groups, a-tDCS exhibited stronger MVF-induced performance improvements compared with s-tDCS. Similar results were observed for day 2 (without tDCS application). A control experiment (n = 8) with a-tDCS over right M1 as outlined above but without MVF revealed that left hand improvement was significantly less pronounced than that induced by combined a-tDCS and MVF. Based on these results, we provide novel evidence that upregulating activity in the untrained M1 by means of a-tDCS is capable of augmenting MVF-induced performance improvements in young normal volunteers. Our findings suggest that concurrent MVF and tDCS might have synergistic and additive effects on motor performance of the untrained hand, a result of relevance for clinical approaches in neurorehabilitation and/or exercise science. Copyright © 2015 the American Physiological Society.
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Markovic, Marko; Schweisfurth, Meike A; Engels, Leonard F; Bentz, Tashina; Wüstefeld, Daniela; Farina, Dario; Dosen, Strahinja
2018-03-27
To effectively replace the human hand, a prosthesis should seamlessly respond to user intentions but also convey sensory information back to the user. Restoration of sensory feedback is rated highly by the prosthesis users, and feedback is critical for grasping in able-bodied subjects. Nonetheless, the benefits of feedback in prosthetics are still debated. The lack of consensus is likely due to the complex nature of sensory feedback during prosthesis control, so that its effectiveness depends on multiple factors (e.g., task complexity, user learning). We evaluated the impact of these factors with a longitudinal assessment in six amputee subjects, using a clinical setup (socket, embedded control) and a range of tasks (box and blocks, block turn, clothespin and cups relocation). To provide feedback, we have proposed a novel vibrotactile stimulation scheme capable of transmitting multiple variables from a multifunction prosthesis. The subjects wore a bracelet with four by two uniformly placed vibro-tactors providing information on contact, prosthesis state (active function), and grasping force. The subjects also completed a questionnaire for the subjective evaluation of the feedback. The tests demonstrated that feedback was beneficial only in the complex tasks (block turn, clothespin and cups relocation), and that the training had an important, task-dependent impact. In the clothespin relocation and block turn tasks, training allowed the subjects to establish successful feedforward control, and therefore, the feedback became redundant. In the cups relocation task, however, the subjects needed some training to learn how to properly exploit the feedback. The subjective evaluation of the feedback was consistently positive, regardless of the objective benefits. These results underline the multifaceted nature of closed-loop prosthesis control as, depending on the context, the same feedback interface can have different impact on performance. Finally, even if the closed
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Object discrimination using electrotactile feedback.
Arakeri, Tapas J; Hasse, Brady A; Fuglevand, Andrew J
2018-04-09
A variety of bioengineering systems are being developed to restore tactile sensations in individuals who have lost somatosensory feedback because of spinal cord injury, stroke, or amputation. These systems typically detect tactile force with sensors placed on an insensate hand (or prosthetic hand in the case of amputees) and deliver touch information by electrically or mechanically stimulating sensate skin above the site of injury. Successful object manipulation, however, also requires proprioceptive feedback representing the configuration and movements of the hand and digits. Therefore, we developed a simple system that simultaneously provides information about tactile grip force and hand aperture using current amplitude-modulated electrotactile feedback. We evaluated the utility of this system by testing the ability of eight healthy human subjects to distinguish among 27 objects of varying sizes, weights, and compliances based entirely on electrotactile feedback. The feedback was modulated by grip-force and hand-aperture sensors placed on the hand of an experimenter (not visible to the subject) grasping and lifting the test objects. We were also interested to determine the degree to which subjects could learn to use such feedback when tested over five consecutive sessions. The average percentage correct identifications on day 1 (28.5% ± 8.2% correct) was well above chance (3.7%) and increased significantly with training to 49.2% ± 10.6% on day 5. Furthermore, this training transferred reasonably well to a set of novel objects. These results suggest that simple, non-invasive methods can provide useful multisensory feedback that might prove beneficial in improving the control over prosthetic limbs.
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Developing students' teaching through peer observation and feedback.
Rees, Eliot L; Davies, Benjamin; Eastwood, Michael
2015-10-01
With the increasing popularity and scale of peer teaching, it is imperative to develop methods that ensure the quality of teaching provided by undergraduate students. We used an established faculty development and quality assurance process in a novel context: peer observation of teaching for undergraduate peer tutors. We have developed a form to record observations and aid the facilitation of feedback. In addition, experienced peer tutors have been trained to observe peer-taught sessions and provide tutors with verbal and written feedback. We have found peer observation of teaching to be a feasible and acceptable process for improving quality of teaching provided by undergraduate medical students. However, feedback regarding the quality of peer observer's feedback may help to develop students' abilities further.
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Cardiac Concomitants of Feedback and Prediction Error Processing in Reinforcement Learning
Kastner, Lucas; Kube, Jana; Villringer, Arno; Neumann, Jane
2017-01-01
Successful learning hinges on the evaluation of positive and negative feedback. We assessed differential learning from reward and punishment in a monetary reinforcement learning paradigm, together with cardiac concomitants of positive and negative feedback processing. On the behavioral level, learning from reward resulted in more advantageous behavior than learning from punishment, suggesting a differential impact of reward and punishment on successful feedback-based learning. On the autonomic level, learning and feedback processing were closely mirrored by phasic cardiac responses on a trial-by-trial basis: (1) Negative feedback was accompanied by faster and prolonged heart rate deceleration compared to positive feedback. (2) Cardiac responses shifted from feedback presentation at the beginning of learning to stimulus presentation later on. (3) Most importantly, the strength of phasic cardiac responses to the presentation of feedback correlated with the strength of prediction error signals that alert the learner to the necessity for behavioral adaptation. Considering participants' weight status and gender revealed obesity-related deficits in learning to avoid negative consequences and less consistent behavioral adaptation in women compared to men. In sum, our results provide strong new evidence for the notion that during learning phasic cardiac responses reflect an internal value and feedback monitoring system that is sensitive to the violation of performance-based expectations. Moreover, inter-individual differences in weight status and gender may affect both behavioral and autonomic responses in reinforcement-based learning. PMID:29163004
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Cardiac Concomitants of Feedback and Prediction Error Processing in Reinforcement Learning
Directory of Open Access Journals (Sweden)
Lucas Kastner
2017-10-01
Full Text Available Successful learning hinges on the evaluation of positive and negative feedback. We assessed differential learning from reward and punishment in a monetary reinforcement learning paradigm, together with cardiac concomitants of positive and negative feedback processing. On the behavioral level, learning from reward resulted in more advantageous behavior than learning from punishment, suggesting a differential impact of reward and punishment on successful feedback-based learning. On the autonomic level, learning and feedback processing were closely mirrored by phasic cardiac responses on a trial-by-trial basis: (1 Negative feedback was accompanied by faster and prolonged heart rate deceleration compared to positive feedback. (2 Cardiac responses shifted from feedback presentation at the beginning of learning to stimulus presentation later on. (3 Most importantly, the strength of phasic cardiac responses to the presentation of feedback correlated with the strength of prediction error signals that alert the learner to the necessity for behavioral adaptation. Considering participants' weight status and gender revealed obesity-related deficits in learning to avoid negative consequences and less consistent behavioral adaptation in women compared to men. In sum, our results provide strong new evidence for the notion that during learning phasic cardiac responses reflect an internal value and feedback monitoring system that is sensitive to the violation of performance-based expectations. Moreover, inter-individual differences in weight status and gender may affect both behavioral and autonomic responses in reinforcement-based learning.
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Cutaneous Feedback of Fingertip Deformation and Vibration for Palpation in Robotic Surgery.
Pacchierotti, Claudio; Prattichizzo, Domenico; Kuchenbecker, Katherine J
2016-02-01
Despite its expected clinical benefits, current teleoperated surgical robots do not provide the surgeon with haptic feedback largely because grounded forces can destabilize the system's closed-loop controller. This paper presents an alternative approach that enables the surgeon to feel fingertip contact deformations and vibrations while guaranteeing the teleoperator's stability. We implemented our cutaneous feedback solution on an Intuitive Surgical da Vinci Standard robot by mounting a SynTouch BioTac tactile sensor to the distal end of a surgical instrument and a custom cutaneous display to the corresponding master controller. As the user probes the remote environment, the contact deformations, dc pressure, and ac pressure (vibrations) sensed by the BioTac are directly mapped to input commands for the cutaneous device's motors using a model-free algorithm based on look-up tables. The cutaneous display continually moves, tilts, and vibrates a flat plate at the operator's fingertip to optimally reproduce the tactile sensations experienced by the BioTac. We tested the proposed approach by having eighteen subjects use the augmented da Vinci robot to palpate a heart model with no haptic feedback, only deformation feedback, and deformation plus vibration feedback. Fingertip deformation feedback significantly improved palpation performance by reducing the task completion time, the pressure exerted on the heart model, and the subject's absolute error in detecting the orientation of the embedded plastic stick. Vibration feedback significantly improved palpation performance only for the seven subjects who dragged the BioTac across the model, rather than pressing straight into it.
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Directory of Open Access Journals (Sweden)
Oestergaard Jeanett
2012-02-01
Full Text Available Abstract Background Several studies have found a positive effect on the learning curve as well as the improvement of basic psychomotor skills in the operating room after virtual reality training. Despite this, the majority of surgical and gynecological departments encounter hurdles when implementing this form of training. This is mainly due to lack of knowledge concerning the time and human resources needed to train novice surgeons to an adequate level. The purpose of this trial is to investigate the impact of instructor feedback regarding time, repetitions and self-perception when training complex operational tasks on a virtual reality simulator. Methods/Design The study population consists of medical students on their 4th to 6th year without prior laparoscopic experience. The study is conducted in a skills laboratory at a centralized university hospital. Based on a sample size estimation 98 participants will be randomized to an intervention group or a control group. Both groups have to achieve a predefined proficiency level when conducting a laparoscopic salpingectomy using a surgical virtual reality simulator. The intervention group receives standardized instructor feedback of 10 to 12 min a maximum of three times. The control group receives no instructor feedback. Both groups receive the automated feedback generated by the virtual reality simulator. The study follows the CONSORT Statement for randomized trials. Main outcome measures are time and repetitions to reach the predefined proficiency level on the simulator. We include focus on potential sex differences, computer gaming experience and self-perception. Discussion The findings will contribute to a better understanding of optimal training methods in surgical education. Trial Registration NCT01497782
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2012-01-01
Abstract Background Several studies have found a positive effect on the learning curve as well as the improvement of basic psychomotor skills in the operating room after virtual reality training. Despite this, the majority of surgical and gynecological departments encounter hurdles when implementing this form of training. This is mainly due to lack of knowledge concerning the time and human resources needed to train novice surgeons to an adequate level. The purpose of this trial is to investigate the impact of instructor feedback regarding time, repetitions and self-perception when training complex operational tasks on a virtual reality simulator. Methods/Design The study population consists of medical students on their 4th to 6th year without prior laparoscopic experience. The study is conducted in a skills laboratory at a centralized university hospital. Based on a sample size estimation 98 participants will be randomized to an intervention group or a control group. Both groups have to achieve a predefined proficiency level when conducting a laparoscopic salpingectomy using a surgical virtual reality simulator. The intervention group receives standardized instructor feedback of 10 to 12 min a maximum of three times. The control group receives no instructor feedback. Both groups receive the automated feedback generated by the virtual reality simulator. The study follows the CONSORT Statement for randomized trials. Main outcome measures are time and repetitions to reach the predefined proficiency level on the simulator. We include focus on potential sex differences, computer gaming experience and self-perception. Discussion The findings will contribute to a better understanding of optimal training methods in surgical education. Trial Registration NCT01497782 PMID:22373062
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Virtual reality cerebral aneurysm clipping simulation with real-time haptic feedback.
Alaraj, Ali; Luciano, Cristian J; Bailey, Daniel P; Elsenousi, Abdussalam; Roitberg, Ben Z; Bernardo, Antonio; Banerjee, P Pat; Charbel, Fady T
2015-03-01
With the decrease in the number of cerebral aneurysms treated surgically and the increase of complexity of those treated surgically, there is a need for simulation-based tools to teach future neurosurgeons the operative techniques of aneurysm clipping. To develop and evaluate the usefulness of a new haptic-based virtual reality simulator in the training of neurosurgical residents. A real-time sensory haptic feedback virtual reality aneurysm clipping simulator was developed using the ImmersiveTouch platform. A prototype middle cerebral artery aneurysm simulation was created from a computed tomographic angiogram. Aneurysm and vessel volume deformation and haptic feedback are provided in a 3-dimensional immersive virtual reality environment. Intraoperative aneurysm rupture was also simulated. Seventeen neurosurgery residents from 3 residency programs tested the simulator and provided feedback on its usefulness and resemblance to real aneurysm clipping surgery. Residents thought that the simulation would be useful in preparing for real-life surgery. About two-thirds of the residents thought that the 3-dimensional immersive anatomic details provided a close resemblance to real operative anatomy and accurate guidance for deciding surgical approaches. They thought the simulation was useful for preoperative surgical rehearsal and neurosurgical training. A third of the residents thought that the technology in its current form provided realistic haptic feedback for aneurysm surgery. Neurosurgical residents thought that the novel immersive VR simulator is helpful in their training, especially because they do not get a chance to perform aneurysm clippings until late in their residency programs.
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Directory of Open Access Journals (Sweden)
Westert Gert P
2011-10-01
Full Text Available Abstract Background Feedback is potentially effective in improving the quality of care. However, merely sending reports is no guarantee that performance data are used as input for systematic quality improvement (QI. Therefore, we developed a multifaceted intervention tailored to prospectively analyzed barriers to using indicators: the Information Feedback on Quality Indicators (InFoQI program. This program aims to promote the use of performance indicator data as input for local systematic QI. We will conduct a study to assess the impact of the InFoQI program on patient outcome and organizational process measures of care, and to gain insight into barriers and success factors that affected the program's impact. The study will be executed in the context of intensive care. This paper presents the study's protocol. Methods/design We will conduct a cluster randomized controlled trial with intensive care units (ICUs in the Netherlands. We will include ICUs that submit indicator data to the Dutch National Intensive Care Evaluation (NICE quality registry and that agree to allocate at least one intensivist and one ICU nurse for implementation of the intervention. Eligible ICUs (clusters will be randomized to receive basic NICE registry feedback (control arm or to participate in the InFoQI program (intervention arm. The InFoQI program consists of comprehensive feedback, establishing a local, multidisciplinary QI team, and educational outreach visits. The primary outcome measures will be length of ICU stay and the proportion of shifts with a bed occupancy rate above 80%. We will also conduct a process evaluation involving ICUs in the intervention arm to investigate their actual exposure to and experiences with the InFoQI program. Discussion The results of this study will inform those involved in providing ICU care on the feasibility of a tailored multifaceted performance feedback intervention and its ability to accelerate systematic and local quality
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Neurophysiological correlates of anhedonia in feedback processing
Mies, Gabry W.; Van den Berg, Ivo; Franken, Ingmar H. A.; Smits, Marion; Van der Molen, Maurits W.; Van der Veen, Frederik M.
2013-01-01
Disturbances in feedback processing and a dysregulation of the neural circuit in which the cingulate cortex plays a key role have been frequently observed in depression. Since depression is a heterogeneous disease, instead of focusing on the depressive state in general, this study investigated the relations between the two core symptoms of depression, i.e., depressed mood and anhedonia, and the neural correlates of feedback processing using fMRI. The focus was on the different subdivisions of the anterior cingulate cortex (ACC). Undergraduates with varying levels of depressed mood and anhedonia performed a time-estimation task in which they received positive and negative feedback that was either valid or invalid (i.e., related vs. unrelated to actual performance). The rostral cingulate zone (RCZ), corresponding to the dorsal part of the ACC, was less active in response to feedback in more anhedonic individuals, after correcting for the influence of depressed mood, whereas the subgenual ACC was more active in these individuals. Task performance was not affected by anhedonia, however. No statistically significant effects were found for depressed mood above and beyond the effects of anhedonia. This study therefore implies that increasing levels of anhedonia involve changes in the neural circuitry underlying feedback processing. PMID:23532800
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Opportunistic Relay Selection With Limited Feedback
Eltayeb, Mohammed E.
2015-08-01
Relay selection is a simple technique that achieves spatial diversity in cooperative relay networks. Generally, relay selection algorithms require channel state information (CSI) feedback from all cooperating relays to make a selection decision. This requirement poses two important challenges, which are often neglected in the literature. Firstly, the fed back channel information is usually corrupted by additive noise. Secondly, CSI feedback generates a great deal of feedback overhead (air-time) that could result in significant performance hits. In this paper, we propose a compressive sensing (CS) based relay selection algorithm that reduces the feedback overhead of relay networks under the assumption of noisy feedback channels. The proposed algorithm exploits CS to first obtain the identity of a set of relays with favorable channel conditions. Following that, the CSI of the identified relays is estimated using least squares estimation without any additional feedback. Both single and multiple relay selection cases are considered. After deriving closed-form expressions for the asymptotic end-to-end SNR at the destination and the feedback load for different relaying protocols, we show that CS-based selection drastically reduces the feedback load and achieves a rate close to that obtained by selection algorithms with dedicated error-free feedback. © 1972-2012 IEEE.
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Smart building temperature control using occupant feedback
Gupta, Santosh K.
This work was motivated by the problem of computing optimal commonly-agreeable thermal settings in spaces with multiple occupants. In this work we propose algorithms that take into account each occupant's preferences along with the thermal correlations between different zones in a building, to arrive at optimal thermal settings for all zones of the building in a coordinated manner. In the first part of this work we incorporate active occupant feedback to minimize aggregate user discomfort and total energy cost. User feedback is used to estimate the users comfort range, taking into account possible inaccuracies in the feedback. The control algorithm takes the energy cost into account, trading it off optimally with the aggregate user discomfort. A lumped heat transfer model based on thermal resistance and capacitance is used to model a multi-zone building. We provide a stability analysis and establish convergence of the proposed solution to a desired temperature that minimizes the sum of energy cost and aggregate user discomfort. However, for convergence to the optimal, sufficient separation between the user feedback frequency and the dynamics of the system is necessary; otherwise, the user feedback provided do not correctly reflect the effect of current control input value on user discomfort. The algorithm is further extended using singular perturbation theory to determine the minimum time between successive user feedback solicitations. Under sufficient time scale separation, we establish convergence of the proposed solution. Simulation study and experimental runs on the Watervliet based test facility demonstrates performance of the algorithm. In the second part we develop a consensus algorithm for attaining a common temperature set-point that is agreeable to all occupants of a zone in a typical multi-occupant space. The information on the comfort range functions is indeed held privately by each occupant. Using occupant differentiated dynamically adjusted prices as
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Bird, Fiona L.; Yucel, Robyn
2015-01-01
Effective feedback can build self-assessment skills in students so that they become more competent and confident to identify and self-correct weaknesses in their work. In this study, we trialled a feedback code as part of an integrated programme of formative and summative assessment tasks, which provided feedback to first-year students on their…
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Feedback in clinical education: untying the Gordian knot.
Weinstein, Debra F
2015-05-01
Feedback is essential to clinical education, especially in the era of competencies, milestones, and entrustable professional activities. It is, however, an area where medical educators often fall short. Although educational leaders and faculty supervisors provide feedback in a variety of clinical settings, surveys show important gaps in medical student and resident satisfaction with the feedback received, suggesting lost opportunities to identify performance problems as well as to help each learner reach his or her greatest potential.In this issue of Academic Medicine, Telio and colleagues extend the empirically validated concept of a "therapeutic alliance" to propose the "educational alliance" as a framework for enhancing feedback in medical education. They highlight the importance of source credibility, which depends on the teacher-learner relationship and alignment of values, the teacher's understanding of the learner's role and goals, the teacher's direct observation of the learner, and the learner's perception of the teacher's good intentions. The author of this Commentary suggests that the educational alliance framework should prompt medical educators to reconsider feedback and explore opportunities for optimizing it. Most medical schools and graduate medical education programs are not designed in a way that supports the education alliance model, but the Commentary author offers suggestions for cultivating educational alliances, including rethinking supervisor selection criteria. Such interventions should be combined with ongoing faculty development and efforts to improve coaching and mentoring for students, residents, and fellows. Untying the Gordian knot of effective feedback will require innovative approaches, exchange of successful strategies, and continued research.
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Energy Technology Data Exchange (ETDEWEB)
Giachero, A; Gotti, C; Maino, M; Pessina, G, E-mail: claudio.gotti@mib.infn.it [INFN - Sezione di Milano-Bicocca, I-20126, Milano (Italy)
2011-05-01
Fast charge sensitive preamplifiers were built using commercial current feedback operational amplifiers for fast read out of charge pulses from a photomultiplier tube. Current feedback opamps prove to be particularly well suited for this application where the charge from the detector is large, of the order of one million electrons, and high timing resolution is required. A proper circuit arrangement allows very fast signals, with rise times down to one nanosecond, while keeping the amplifier stable. After a review of current feedback circuit topology and stability constraints, we provide a 'recipe' to build stable and very fast charge sensitive preamplifiers from any current feedback opamp by adding just a few external components. The noise performance of the circuit topology has been evaluated and is reported in terms of equivalent noise charge.
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Land market feedbacks can undermine biodiversity conservation.
Armsworth, Paul R; Daily, Gretchen C; Kareiva, Peter; Sanchirico, James N
2006-04-04
The full or partial purchase of land has become a cornerstone of efforts to conserve biodiversity in countries with strong private property rights. Methods used to target areas for acquisition typically ignore land market dynamics. We show how conservation purchases affect land prices and generate feedbacks that can undermine conservation goals, either by displacing development toward biologically valuable areas or by accelerating its pace. The impact of these market feedbacks on the effectiveness of conservation depends on the ecological value of land outside nature reserves. Traditional, noneconomic approaches to site prioritization should perform adequately in places where land outside reserves supports little biodiversity. However, these approaches will perform poorly in locations where the countryside surrounding reserves is important for species' persistence. Conservation investments can sometimes even be counterproductive, condemning more species than they save. Conservation is most likely to be compromised in the absence of accurate information on species distributions, which provides a strong argument for improving inventories of biodiversity. Accounting for land market dynamics in conservation planning is crucial for making smart investment decisions.
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PID control with robust disturbance feedback control
DEFF Research Database (Denmark)
Kawai, Fukiko; Vinther, Kasper; Andersen, Palle
2015-01-01
Disturbance Feedback Control (DFC) is a technique, originally proposed by Fuji Electric, for augmenting existing control systems with an extra feedback for attenuation of disturbances and model errors. In this work, we analyze the robustness and performance of a PID-based control system with DFC...... and performance (if such gains exist). Finally, two different simulation case studies are evaluated and compared. Our numerical studies indicate that better performance can be achieved with the proposed method compared with a conservatively tuned PID controller and comparable performance can be achieved when...... compared with an H-infinity controller....
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Bultena, Sybrine; Danielmeier, Claudia; Bekkering, Harold; Lemhöfer, Kristin
2017-01-01
Humans monitor their behavior to optimize performance, which presumably relies on stable representations of correct responses. During second language (L2) learning, however, stable representations have yet to be formed while knowledge of the first language (L1) can interfere with learning, which in some cases results in persistent errors. In order to examine how correct L2 representations are stabilized, this study examined performance monitoring in the learning process of second language learners for a feature that conflicts with their first language. Using EEG, we investigated if L2 learners in a feedback-guided word gender assignment task showed signs of error detection in the form of an error-related negativity (ERN) before and after receiving feedback, and how feedback is processed. The results indicated that initially, response-locked negativities for correct (CRN) and incorrect (ERN) responses were of similar size, showing a lack of internal error detection when L2 representations are unstable. As behavioral performance improved following feedback, the ERN became larger than the CRN, pointing to the first signs of successful error detection. Additionally, we observed a second negativity following the ERN/CRN components, the amplitude of which followed a similar pattern as the previous negativities. Feedback-locked data indicated robust FRN and P300 effects in response to negative feedback across different rounds, demonstrating that feedback remained important in order to update memory representations during learning. We thus show that initially, L2 representations may often not be stable enough to warrant successful error monitoring, but can be stabilized through repeated feedback, which means that the brain is able to overcome L1 interference, and can learn to detect errors internally after a short training session. The results contribute a different perspective to the discussion on changes in ERN and FRN components in relation to learning, by extending the
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Alcohol impairs brain reactivity to explicit loss feedback.
Nelson, Lindsay D; Patrick, Christopher J; Collins, Paul; Lang, Alan R; Bernat, Edward M
2011-11-01
Alcohol impairs the brain's detection of performance errors as evidenced by attenuated error-related negativity (ERN), an event-related potential (ERP) thought to reflect a brain system that monitors one's behavior. However, it remains unclear whether alcohol impairs performance-monitoring capacity across a broader range of contexts, including those entailing external feedback. This study sought to determine whether alcohol-related monitoring deficits are specific to internal recognition of errors (reflected by the ERN) or occur also in external cuing contexts. We evaluated the impact of alcohol consumption on the feedback-related negativity (FRN), an ERP thought to engage a similar process as the ERN but elicited by negative performance feedback in the environment. In an undergraduate sample randomly assigned to drink alcohol (n = 37; average peak BAC = 0.087 g/100 ml, estimated from breath alcohol sampling) or placebo beverages (n = 42), ERP responses to gain and loss feedback were measured during a two-choice gambling task. Time-frequency analysis was used to parse the overlapping theta-FRN and delta-P3 and clarified the effects of alcohol on the measures. Alcohol intoxication attenuated both the theta-FRN and delta-P3 brain responses to feedback. The theta-FRN attenuation was stronger following loss than gain feedback. Attenuation of both theta-FRN and delta-P3 components indicates that alcohol pervasively attenuates the brain's response to feedback in this task. That theta-FRN attenuation was stronger following loss trials is consistent with prior ERN findings and suggests that alcohol broadly impairs the brain's recognition of negative performance outcomes across differing contexts.
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Feedback control architecture and the bacterial chemotaxis network.
Directory of Open Access Journals (Sweden)
Abdullah Hamadeh
2011-05-01
Full Text Available Bacteria move towards favourable and away from toxic environments by changing their swimming pattern. This response is regulated by the chemotaxis signalling pathway, which has an important feature: it uses feedback to 'reset' (adapt the bacterial sensing ability, which allows the bacteria to sense a range of background environmental changes. The role of this feedback has been studied extensively in the simple chemotaxis pathway of Escherichia coli. However it has been recently found that the majority of bacteria have multiple chemotaxis homologues of the E. coli proteins, resulting in more complex pathways. In this paper we investigate the configuration and role of feedback in Rhodobacter sphaeroides, a bacterium containing multiple homologues of the chemotaxis proteins found in E. coli. Multiple proteins could produce different possible feedback configurations, each having different chemotactic performance qualities and levels of robustness to variations and uncertainties in biological parameters and to intracellular noise. We develop four models corresponding to different feedback configurations. Using a series of carefully designed experiments we discriminate between these models and invalidate three of them. When these models are examined in terms of robustness to noise and parametric uncertainties, we find that the non-invalidated model is superior to the others. Moreover, it has a 'cascade control' feedback architecture which is used extensively in engineering to improve system performance, including robustness. Given that the majority of bacteria are known to have multiple chemotaxis pathways, in this paper we show that some feedback architectures allow them to have better performance than others. In particular, cascade control may be an important feature in achieving robust functionality in more complex signalling pathways and in improving their performance.
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Self-controlled feedback facilitates motor learning in both high and low activity individuals.
Fairbrother, Jeffrey T; Laughlin, David D; Nguyen, Timothy V
2012-01-01
The purpose of this study was to determine if high and low activity individuals differed in terms of the effects of self-controlled feedback on the performance and learning of a movement skill. The task consisted of a blindfolded beanbag toss using the non-preferred arm. Participants were pre-screened according to their physical activity level using the International Physical Activity Questionnaire. An equal number of high activity (HA) and low activity (LA) participants were assigned to self-control (SC) and yoked (YK) feedback conditions, creating four groups: Self-Control-High Activity; Self-Control-Low Activity; Yoked-High Activity; and Yoked-Low Activity. SC condition participants were provided feedback whenever they requested it, while YK condition participants received feedback according to a schedule created by their SC counterpart. Results indicated that the SC condition was more accurate than the YK condition during acquisition and transfer phases, and the HA condition was more accurate than the LA condition during all phases of the experiment. A post-training questionnaire indicated that participants in the SC condition asked for feedback mostly after what they perceived to be "good" trials; those in the YK condition indicated that they would have preferred to receive feedback after "good" trials. This study provided further support for the advantages of self-controlled feedback when learning motor skills, additionally showing benefits for both active and less active individuals. The results suggested that the provision of self-controlled feedback to less active learners may be a potential avenue to teaching motor skills necessary to engage in greater amounts of physical activity.
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Baranowski, Tom; Beltran, Alicia; Chen, Tzu-An; O'Connor, Teresia; Hughes, Sheryl; Buday, Richard; Baranowski, Janice
2013-02-01
A serious videogame is being developed to train parents of preschool children in selecting and using parenting practices that are likely to encourage their child to eat more vegetables. The structure of feedback to the parents on their selection may influence what they learn from the game. Feedback Intervention Theory provides some guidance on the design of such messages. The structure of preferred performance feedback statements has not been investigated within serious videogames. Two feedback formats were tested for a player's preferences within the context of this videogame. Based on Feedback Intervention Theory, which proposes that threat to self-concept impairs feedback response, three-statement (a nonaffirming comment sandwiched between two affirming comments, called "Oreo" feedback, which should minimize threat to self-concept) and two-statement (a nonaffirming comment followed by an affirming comment) performance feedbacks were tailored to respondents. Tailoring was based on participants' report of frequency of use of effective and ineffective vegetable parenting practices and the reasons for use of the ineffective practices. Participants selected their preference between the two forms of feedback for each of eight ineffective vegetable parenting practices. In general, mothers ( n =81) (no male respondents) slightly preferred the "Oreo" feedback, but the pattern of preferences varied by demographic characteristics. Stronger relationships by income suggest the feedback structure should be tailored to family income. Future research with larger and more diverse samples needs to test whether perceived threat to self-concept mediates the response to feedback and otherwise verify these findings.
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Directory of Open Access Journals (Sweden)
Petr Stastny
2018-04-01
Full Text Available Background: Visual feedback may help elicit peak performance during different types of strength and power testing, but its effect during the anaerobic Wingate test is unexplored. Therefore, the purpose of this study was to determine the effect of visual feedback on power output during a hockey-specific intermittent Wingate test (AnWT6x6 consisting of 6 stages of 6 s intervals with a 1:1 work-to-rest ratio. Methods: Thirty elite college-aged hockey players performed the AnWT6x6 with either constant (n = 15 visual feedback during all 6 stages (CVF or restricted (n = 15 visual feedback (RVF where feedback was shown only during the 2nd through 5th stages. Results: In the first stage, there were moderate-to-large effect sizes for absolute peak power (PP output and PP relative to body mass and PP relative to fat-free mass. However, the remaining stages (2–6 displayed small or negligible effects. Conclusions: These data indicate that visual feedback may play a role in optimizing power output in a non-fatigued state (1st stage, but likely does not play a role in the presence of extreme neuromuscular fatigue (6th stage during Wingate testing. To achieve the highest peak power, coaches and researchers could provide visual feedback during Wingate testing, as it may positively influence performance in the early stages of testing, but does not result in residual fatigue or negatively affect performance during subsequent stages.
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Interaction in Spoken Word Recognition Models: Feedback Helps
Magnuson, James S.; Mirman, Daniel; Luthra, Sahil; Strauss, Ted; Harris, Harlan D.
2018-01-01
Human perception, cognition, and action requires fast integration of bottom-up signals with top-down knowledge and context. A key theoretical perspective in cognitive science is the interactive activation hypothesis: forward and backward flow in bidirectionally connected neural networks allows humans and other biological systems to approximate optimal integration of bottom-up and top-down information under real-world constraints. An alternative view is that online feedback is neither necessary nor helpful; purely feed forward alternatives can be constructed for any feedback system, and online feedback could not improve processing and would preclude veridical perception. In the domain of spoken word recognition, the latter view was apparently supported by simulations using the interactive activation model, TRACE, with and without feedback: as many words were recognized more quickly without feedback as were recognized faster with feedback, However, these simulations used only a small set of words and did not address a primary motivation for interaction: making a model robust in noise. We conducted simulations using hundreds of words, and found that the majority were recognized more quickly with feedback than without. More importantly, as we added noise to inputs, accuracy and recognition times were better with feedback than without. We follow these simulations with a critical review of recent arguments that online feedback in interactive activation models like TRACE is distinct from other potentially helpful forms of feedback. We conclude that in addition to providing the benefits demonstrated in our simulations, online feedback provides a plausible means of implementing putatively distinct forms of feedback, supporting the interactive activation hypothesis. PMID:29666593
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Interaction in Spoken Word Recognition Models: Feedback Helps.
Magnuson, James S; Mirman, Daniel; Luthra, Sahil; Strauss, Ted; Harris, Harlan D
2018-01-01
Human perception, cognition, and action requires fast integration of bottom-up signals with top-down knowledge and context. A key theoretical perspective in cognitive science is the interactive activation hypothesis: forward and backward flow in bidirectionally connected neural networks allows humans and other biological systems to approximate optimal integration of bottom-up and top-down information under real-world constraints. An alternative view is that online feedback is neither necessary nor helpful; purely feed forward alternatives can be constructed for any feedback system, and online feedback could not improve processing and would preclude veridical perception. In the domain of spoken word recognition, the latter view was apparently supported by simulations using the interactive activation model, TRACE, with and without feedback: as many words were recognized more quickly without feedback as were recognized faster with feedback, However, these simulations used only a small set of words and did not address a primary motivation for interaction: making a model robust in noise. We conducted simulations using hundreds of words, and found that the majority were recognized more quickly with feedback than without. More importantly, as we added noise to inputs, accuracy and recognition times were better with feedback than without. We follow these simulations with a critical review of recent arguments that online feedback in interactive activation models like TRACE is distinct from other potentially helpful forms of feedback. We conclude that in addition to providing the benefits demonstrated in our simulations, online feedback provides a plausible means of implementing putatively distinct forms of feedback, supporting the interactive activation hypothesis.
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Interaction in Spoken Word Recognition Models: Feedback Helps
Directory of Open Access Journals (Sweden)
James S. Magnuson
2018-04-01
Full Text Available Human perception, cognition, and action requires fast integration of bottom-up signals with top-down knowledge and context. A key theoretical perspective in cognitive science is the interactive activation hypothesis: forward and backward flow in bidirectionally connected neural networks allows humans and other biological systems to approximate optimal integration of bottom-up and top-down information under real-world constraints. An alternative view is that online feedback is neither necessary nor helpful; purely feed forward alternatives can be constructed for any feedback system, and online feedback could not improve processing and would preclude veridical perception. In the domain of spoken word recognition, the latter view was apparently supported by simulations using the interactive activation model, TRACE, with and without feedback: as many words were recognized more quickly without feedback as were recognized faster with feedback, However, these simulations used only a small set of words and did not address a primary motivation for interaction: making a model robust in noise. We conducted simulations using hundreds of words, and found that the majority were recognized more quickly with feedback than without. More importantly, as we added noise to inputs, accuracy and recognition times were better with feedback than without. We follow these simulations with a critical review of recent arguments that online feedback in interactive activation models like TRACE is distinct from other potentially helpful forms of feedback. We conclude that in addition to providing the benefits demonstrated in our simulations, online feedback provides a plausible means of implementing putatively distinct forms of feedback, supporting the interactive activation hypothesis.
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Evaluating advanced LMR [liquid metal reactor] reactivity feedbacks using SSC
International Nuclear Information System (INIS)
Slovik, G.C.; Van Tuyle, G.J.; Kennett, R.J.; Cheng, H.S.
1988-01-01
Analyses of the PRISM and SAFR Liquid Metal Reactors with SSC are discussed from a safety and licensing perspective. The PRISM and SAFR reactors with metal fuel are designed for inherent shutdown responses to loss-of-flow and loss-of-heat-sink events. The demonstration of this technology was performed by EBR-II during experiments in April 1986 by ANL (Planchon, et al.). Response to postulated TOPs (control rod withdrawal) are made acceptable largely by reducing reactivity swings, and therefore minimizing the size of possible ractivity insertions. Analyses by DOE and the contractors GE, RI, and ANL take credit for several reactivity feedback mechanisms during transient calculations. These feedbacks include Doppler, sodium density, and thermal expansion of the grid plates, the load pads, the fuel (axial) and the control rod which are now factored into the BNL SSC analyses. The bowing feedback mechanism is not presently modeled in the SSC due to its complexity and subsequent large uncertainty. The analysis is conservative by not taking credit for this negative feedback mechanism. Comparisons of BNL predictions with DOE contractors are provided
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Closing the sensorimotor loop: haptic feedback facilitates decoding of motor imagery
Gomez-Rodriguez, M.; Peters, J.; Hill, J.; Schölkopf, B.; Gharabaghi, A.; Grosse-Wentrup, M.
2011-06-01
The combination of brain-computer interfaces (BCIs) with robot-assisted physical therapy constitutes a promising approach to neurorehabilitation of patients with severe hemiparetic syndromes caused by cerebrovascular brain damage (e.g. stroke) and other neurological conditions. In such a scenario, a key aspect is how to reestablish the disrupted sensorimotor feedback loop. However, to date it is an open question how artificially closing the sensorimotor feedback loop influences the decoding performance of a BCI. In this paper, we answer this issue by studying six healthy subjects and two stroke patients. We present empirical evidence that haptic feedback, provided by a seven degrees of freedom robotic arm, facilitates online decoding of arm movement intention. The results support the feasibility of future rehabilitative treatments based on the combination of robot-assisted physical therapy with BCIs.
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Exploring Occupational Therapy Students' Meaning of Feedback during Fieldwork Experiences
Rathgeber, Karen Lynne
2014-01-01
Researchers have revealed that students' confidence and performance improve after they receive feedback from clinical supervisors regarding the delivery of quality patient care. Multiple studies of feedback have focused on the provision and acceptance of feedback; however, it was not known if or how students internalized feedback to promote…
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Vibrotactile Feedback for Brain-Computer Interface Operation
Directory of Open Access Journals (Sweden)
Febo Cincotti
2007-01-01
Full Text Available To be correctly mastered, brain-computer interfaces (BCIs need an uninterrupted flow of feedback to the user. This feedback is usually delivered through the visual channel. Our aim was to explore the benefits of vibrotactile feedback during users' training and control of EEG-based BCI applications. A protocol for delivering vibrotactile feedback, including specific hardware and software arrangements, was specified. In three studies with 33 subjects (including 3 with spinal cord injury, we compared vibrotactile and visual feedback, addressing: (I the feasibility of subjects' training to master their EEG rhythms using tactile feedback; (II the compatibility of this form of feedback in presence of a visual distracter; (III the performance in presence of a complex visual task on the same (visual or different (tactile sensory channel. The stimulation protocol we developed supports a general usage of the tactors; preliminary experimentations. All studies indicated that the vibrotactile channel can function as a valuable feedback modality with reliability comparable to the classical visual feedback. Advantages of using a vibrotactile feedback emerged when the visual channel was highly loaded by a complex task. In all experiments, vibrotactile feedback felt, after some training, more natural for both controls and SCI users.
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Performance evaluation of a robot-assisted catheter operating system with haptic feedback.
Song, Yu; Guo, Shuxiang; Yin, Xuanchun; Zhang, Linshuai; Hirata, Hideyuki; Ishihara, Hidenori; Tamiya, Takashi
2018-06-20
In this paper, a novel robot-assisted catheter operating system (RCOS) has been proposed as a method to reduce physical stress and X-ray exposure time to physicians during endovascular procedures. The unique design of this system allows the physician to apply conventional bedside catheterization skills (advance, retreat and rotate) to an input catheter, which is placed at the master side to control another patient catheter placed at the slave side. For this purpose, a magnetorheological (MR) fluids-based master haptic interface has been developed to measure the axial and radial motions of an input catheter, as well as to provide the haptic feedback to the physician during the operation. In order to achieve a quick response of the haptic force in the master haptic interface, a hall sensor-based closed-loop control strategy is employed. In slave side, a catheter manipulator is presented to deliver the patient catheter, according to position commands received from the master haptic interface. The contact forces between the patient catheter and blood vessel system can be measured by designed force sensor unit of catheter manipulator. Four levels of haptic force are provided to make the operator aware of the resistance encountered by the patient catheter during the insertion procedure. The catheter manipulator was evaluated for precision positioning. The time lag from the sensed motion to replicated motion is tested. To verify the efficacy of the proposed haptic feedback method, the evaluation experiments in vitro are carried out. The results demonstrate that the proposed system has the ability to enable decreasing the contact forces between the catheter and vasculature.
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Bachrach, D G; Bendoly, E; Podsakoff, P M
2001-12-01
The purpose of this study was to examine the possibility that feedback regarding team performance may influence team members' reports of organizational citizenship behaviors. Ninety-five teams of business students (N = 412) participated in a labor-scheduling simulation over a local area network. Teams were provided with false negative, false positive, or neutral feedback regarding their performance. Results support the hypothesis that the perception of 2 forms of organizational citizenship behavior (helping behavior and civic virtue) in work groups may, in part. be a function of the nature of the performance feedback that group members receive. However, negative feedback appears to play a more critical role than positive feedback in this attributional process. Possible reasons for these findings, as well as their implications, are discussed.
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Experimental evaluation of user performance in a pursuit tracking task with multimodal feedback
Directory of Open Access Journals (Sweden)
Obrenović Željko
2004-01-01
Full Text Available In this paper we describe the results of experimental evaluation of user performance in a pursuit-tracking task with multimodal feedback. Our experimental results indicate that audio can significantly improve the accuracy of pursuit tracking. Experiments with 19 participants have shown that addition of acoustic modalities reduces the error during pursuit tracking for up to 19%. Moreover, experiments indicated the existence of perceptual boundaries of multimodal HCI for different scene complexity and target speeds. We have also shown that the most appealing paradigms are not the most effective ones, which necessitates a careful quantitative analysis of proposed multimodal HCI paradigms.
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Directory of Open Access Journals (Sweden)
Daniela Melitta Pfabigan
2011-09-01
Full Text Available This study investigated the relationship between feedback processing and antisocial personality traits measured by the PSSI questionnaire (Kuhl & Kazén, 1997 in a healthy undergraduate sample. While event-related potentials (Feedback Related Negativity [FRN], P300 were recorded, participants encountered expected and unexpected feedback during a gambling task. As recent findings suggest learning problems and deficiencies during feedback processing in clinical populations of antisocial individuals, we performed two experiments with different healthy participants in which feedback about monetary gains or losses consisted either of social-emotional (facial emotion displays or non-social cues (numerical stimuli. Since the FRN and P300 are both sensitive to different aspects of feedback processing we hypothesized that they might help to differentiate between individuals scoring high and low on an antisocial trait measure.In line with previous evidence FRN amplitudes were enhanced after negative and after unexpected feedback stimuli. Crucially, participants scoring high on antisocial traits displayed larger FRN amplitudes than those scoring low only in response to expected and unexpected negative numerical feedback, but not in response to social-emotional feedback - irrespective of expectancy. P300 amplitudes were not modulated by antisocial traits at all, but by subjective reward probabilities. The present findings indicate that individuals scoring high on antisociality attribute higher motivational salience to monetary compared to emotional-social feedback which is reflected in FRN amplitude enhancement. Contrary to recent findings, however, no processing deficiencies concerning social-emotional feedback stimuli were apparent in those individuals. This indicates that stimulus salience is an important aspect in learning and feedback processes in individuals with antisocial traits which has potential implications for therapeutic interventions in
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Tailored instructor feedback leads to more effective virtual-reality laparoscopic training.
Paschold, M; Huber, T; Zeißig, S R; Lang, H; Kneist, Werner
2014-03-01
Laparoscopic novices begin at different performance levels, and studies on tailored training concepts are warranted. The effect of verbal instructor feedback has been investigated with varying results, and its effectiveness in virtual-reality laparoscopic (VRL) simulations still is unclear. This study aimed to determine whether laparoscopic novices with lower initial performance statuses may profit from training with intensive instructor feedback. A prospective, single-blinded study was performed within a week-long curricular course. In this study, 20 medical students performed a complex bimanual maneuver on a VRL simulator. There was a division in performance levels, with a high-performer group (HPG) that received a better median score and a low-performer group (LPG). During the training phase, only the initial LPG received standardized instructor feedback in a one-to-one setting. The final assessment of skills for both groups involved performing the task without feedback at the end of the course. The HPG and LPG showed significantly different initial performance levels according global and categorized (time, economics, error) scores (p training concept with instructor feedback limited to the LPG. The tailored training was effective and economic for the laparoscopic novices and their teachers.
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International Nuclear Information System (INIS)
Parkhomchuk, V.V.; Shiltsev, V.D.
1993-06-01
The paper considers the Superconducting Super Collider (SSC) site ground motion measurements as well as data from accelerators worldwide about noises that worsen beam performance. Unacceptably fast emittance growth due to these noises is predicted for the SSC. A transverse feedback system was found to be the only satisfactory alternative to prevent emittance decay. Optimization of the primary feedback parameters was done
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Weakley, Jonathon Js; Wilson, Kyle M; Till, Kevin; Read, Dale B; Darrall-Jones, Joshua; Roe, Gregory; Phibbs, Padraic J; Jones, Ben
2017-07-12
It is unknown whether instantaneous visual feedback of resistance training outcomes can enhance barbell velocity in younger athletes. Therefore, the purpose of this study was to quantify the effects of visual feedback on mean concentric barbell velocity in the back squat, and to identify changes in motivation, competitiveness, and perceived workload. In a randomised-crossover design (Feedback vs. Control) feedback of mean concentric barbell velocity was or was not provided throughout a set of 10 repetitions in the barbell back squat. Magnitude-based inferences were used to assess changes between conditions, with almost certainly greater differences in mean concentric velocity between the Feedback (0.70 ±0.04 m·s) and Control (0.65 ±0.05 m·s) observed. Additionally, individual repetition mean concentric velocity ranged from possibly (repetition number two: 0.79 ±0.04 vs. 0.78 ±0.04 m·s) to almost certainly (repetition number 10: 0.58 ±0.05 vs. 0.49 ±0.05 m·s) greater when provided feedback, while almost certain differences were observed in motivation, competitiveness, and perceived workload, respectively. Providing adolescent male athletes with visual kinematic information while completing resistance training is beneficial for the maintenance of barbell velocity during a training set, potentially enhancing physical performance. Moreover, these improvements were observed alongside increases in motivation, competitiveness and perceived workload providing insight into the underlying mechanisms responsible for the performance gains observed. Given the observed maintenance of barbell velocity during a training set, practitioners can use this technique to manipulate training outcomes during resistance training.
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Feedback-Controlled LED Photobioreactor for Photophysiological Studies of Cyanobacteria
Energy Technology Data Exchange (ETDEWEB)
Melnicki, Matthew R.; Pinchuk, Grigoriy E.; Hill, Eric A.; Kucek, Leo A.; Stolyar, Sergey; Fredrickson, Jim K.; Konopka, Allan; Beliaev, Alex S.
2013-04-09
A custom photobioreactor (PBR) was designed to enable automatic light adjustments using computerized feedback control. A black anodized aluminum enclosure, constructed to surround the borosilicate reactor vessel, prevents the transmission of ambient light and serves as a mount for arrays of light-emitting diodes (LEDs). The high-output LEDs provide narrow-band light of either 630 or 680 nm for preferential excitation of the cyanobacterial light-harvesting pigments, phycobilin or chlorophyll a, respectively. Custom developed software BioLume provides automatic control of optical properties and a computer feedback loop can automatically adjust the incident irradiance as necessary to maintain a fixed transmitted light through the culture, based on user-determined set points. This feedback control serves to compensate for culture dynamics which have optical effects, (e.g., changing cell density, pigment adaptations) and thus can determine the appropriate light conditions for physiological comparisons or to cultivate light-sensitive strains, without prior analyses. The LED PBR may also be controlled as a turbidostat, using a feedback loop to continuously adjust the rate of media-dilution based on the transmitted light measurements, with a fast and precise response. This cultivation system gains further merit as a high-performance analytical device, using non-invasive tools (e.g., dissolved gas sensors, online mass spectrometry) to automate real-time measurements, thus permitting unsupervised experiments to search for optimal growth conditions, to monitor physiological responses to perturbations, as well as to quantitate photophysiological parameters using an in situ light-saturation response routine.
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Static inverter with synchronous output waveform synthesized by time-optimal-response feedback
Kernick, A.; Stechschulte, D. L.; Shireman, D. W.
1976-01-01
Time-optimal-response 'bang-bang' or 'bang-hang' technique, using four feedback control loops, synthesizes static-inverter sinusoidal output waveform by self-oscillatory but yet synchronous pulse-frequency-modulation (SPFM). A single modular power stage per phase of ac output entails the minimum of circuit complexity while providing by feedback synthesis individual phase voltage regulation, phase position control and inherent compensation simultaneously for line and load disturbances. Clipped sinewave performance is described under off-limit load or input voltage conditions. Also, approaches to high power levels, 3-phase arraying and parallel modular connection are given.
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High-performance feedback-type active damping of LCL-filtered voltage source converters
DEFF Research Database (Denmark)
Wang, Xiongfei; Blaabjerg, Frede; Loh, Poh Chiang
2015-01-01
a generalized impedance-based model of grid current control with feedback-type active damping. Then, a controller design method based on the z-domain root contours and frequency-domain passivity theorem is proposed. It not only allows a co-design of the grid current controller and damping controller......Active damping of LCL-filter resonance based on single-state feedback control is widely used with voltage source converters. Its robustness against grid impedance variation has always been a major concern with its controller design. To deal with this issue, this paper begins by developing......, but ensures also a robust stabilization against the grid parameters variations. For illustration, the approach is applied to design three single-state feedback-damping schemes, and their damping robustness are compared under both inductive and resonant grid impedances. Experimental results validate...
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Feedback for suppression of single-bunch transverse instability in electron-positron storage rings
International Nuclear Information System (INIS)
Smaluk, V; Sukhanov, D; Oreshonok, V; Cherepanov, V; Kiselev, V
2012-01-01
Transverse head-tail instability is a severe limitation of a single-bunch beam current in circular accelerators. Applicability and efficiency of feedbacks for suppression of the instability is analyzed. Both chromatic and nonlinear effects have been taken into account to understand the processes of excitation and damping of the instability. Analytical estimations are compared with the results of experiments and numerical simulations. A feedback system has been developed, installed and commissioned at the VEPP-4M electron-positron collider. An original scheme of the kicker powering has been developed to provide the necessary performance with minimal expenses. Real-time digital data processing performed by a code running in an FPGA module provides high efficiency and flexibility of the system. During the system commissioning, a more than threefold increase of intensity of the VEPP-4M single-bunch beam has been achieved.
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Beam closed orbit feedback based on PID control
International Nuclear Information System (INIS)
Xuan Ke; Wang Lin; Liu Gongfa; Li Weimin; Li Chuan; Wang Jigang; Bao Xun; Xu Hongliang
2013-01-01
The algorithm in the feedback system has important influence on the performance of the beam orbit. Good feedback algorithm can greatly improve the beam orbit stability. In this paper, the theory of beam closed orbit correction, the principle of PID control and the beam closed orbit feedback correction using PID control were introduced. The simulation results were given. Compared with least-square method, the PID feedback algorithm makes the steady-state error smaller and more accurate, and enhances the beam orbit stability. (authors)
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Searching for Prototypical Facial Feedback Signals
Heylen, Dirk K.J.; Bevacqua, E.; Tellier, M.; Pelachaud, C.; Pelachaud, C.; Martin, J-C.; André, E.; Chollet, G.; Pelé, D.
2007-01-01
Embodied conversational agents should be able to provide feedback on what a human interlocutor is saying. We are compiling a list of facial feedback expressions that signal attention and interest, grounding and attitude. As expressions need to serve many functions at the same time and most of the
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Educators' Perceptions of Automated Feedback Systems
Debuse, Justin C. W.; Lawley, Meredith; Shibl, Rania
2008-01-01
Assessment of student learning is a core function of educators. Ideally students should be provided with timely, constructive feedback to facilitate learning. However, provision of high quality feedback becomes more complex as class sizes increase, modes of study expand and academic workloads increase. ICT solutions are being developed to…
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International Nuclear Information System (INIS)
Cordes, Gail Adele; Van Ausdeln, Leo Anthony; Velasquez, Maria Elena
2002-01-01
The report discusses preliminary proof-of-concept research for using the Advanced Data Validation and Verification System (ADVVS), a new INEEL software package, to add validation and verification and multivariate feedback control to the operation of non-destructive analysis (NDA) equipment. The software is based on human cognition, the recognition of patterns and changes in patterns in time-related data. The first project applied ADVVS to monitor operations of a selectable energy linear electron accelerator, and showed how the software recognizes in real time any deviations from the optimal tune of the machine. The second project extended the software method to provide model-based multivariate feedback control for the same linear electron accelerator. The projects successfully demonstrated proof-of-concept for the applications and focused attention on the common application of intelligent information processing techniques
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Banis, Stella; Geerligs, Linda; Lorist, Monicque M.
2014-01-01
Sex-specific prevalence rates in mental and physical disorders may be partly explained by sex differences in physiological stress responses. Neural networks that might be involved are those underlying feedback processing. Aim of the present EEG study was to investigate whether acute stress alters feedback processing, and whether stress effects differ between men and women. Male and female participants performed a gambling task, in a control and a stress condition. Stress was induced by exposing participants to a noise stressor. Brain activity was analyzed using both event-related potential and time-frequency analyses, measuring the feedback-related negativity (FRN) and feedback-related changes in theta and beta oscillatory power, respectively. While the FRN and feedback-related theta power were similarly affected by stress induction in both sexes, feedback-related beta power depended on the combination of stress induction condition and sex. FRN amplitude and theta power increases were smaller in the stress relative to the control condition in both sexes, demonstrating that acute noise stress impairs performance monitoring irrespective of sex. However, in the stress but not in the control condition, early lower beta-band power increases were larger for men than women, indicating that stress effects on feedback processing are partly sex-dependent. Our findings suggest that sex-specific effects on feedback processing may comprise a factor underlying sex-specific stress responses. PMID:24755943
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Directory of Open Access Journals (Sweden)
Stella Banis
Full Text Available Sex-specific prevalence rates in mental and physical disorders may be partly explained by sex differences in physiological stress responses. Neural networks that might be involved are those underlying feedback processing. Aim of the present EEG study was to investigate whether acute stress alters feedback processing, and whether stress effects differ between men and women. Male and female participants performed a gambling task, in a control and a stress condition. Stress was induced by exposing participants to a noise stressor. Brain activity was analyzed using both event-related potential and time-frequency analyses, measuring the feedback-related negativity (FRN and feedback-related changes in theta and beta oscillatory power, respectively. While the FRN and feedback-related theta power were similarly affected by stress induction in both sexes, feedback-related beta power depended on the combination of stress induction condition and sex. FRN amplitude and theta power increases were smaller in the stress relative to the control condition in both sexes, demonstrating that acute noise stress impairs performance monitoring irrespective of sex. However, in the stress but not in the control condition, early lower beta-band power increases were larger for men than women, indicating that stress effects on feedback processing are partly sex-dependent. Our findings suggest that sex-specific effects on feedback processing may comprise a factor underlying sex-specific stress responses.
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Lopez-Campos, Jose Luis; Asensio-Cruz, M Isabel; Castro-Acosta, Ady; Calero, Carmen; Pozo-Rodriguez, Francisco
2014-01-01
Clinical audits have emerged as a potential tool to summarize the clinical performance of healthcare over a specified period of time. However, the effectiveness of audit and feedback has shown inconsistent results and the impact of audit and feedback on clinical performance has not been evaluated for COPD exacerbations. In the present study, we analyzed the results of two consecutive nationwide clinical audits performed in Spain to evaluate both the in-hospital clinical care provided and the feedback strategy. The present study is an analysis of two clinical audits performed in Spain that evaluated the clinical care provided to COPD patients who were admitted to the hospital for a COPD exacerbation. The first audit was performed from November-December 2008. The feedback strategy consisted of personalized reports for each participant center, the presentation and discussion of the results at regional, national and international meetings and the creation of health-care quality standards for COPD. The second audit was part of a European study during January and February 2011. The impact of the feedback strategy was evaluated in term of clinical care provided and in-hospital survival. A total of 94 centers participated in the two audits, recruiting 8,143 admissions (audit 1∶3,493 and audit 2∶4,650). The initially provided clinical care was reasonably acceptable even though there was considerable variability. Several diagnostic and therapeutic procedures improved in the second audit. Although the differences were significant, the degree of improvement was small to moderate. We found no impact on in-hospital mortality. The present study describes COPD hospital care in Spanish hospitals and evaluates the impact of peer-benchmarked, individually written and group-oral feedback strategy on the clinical outcomes for treating COPD exacerbations. It describes small to moderate improvements in the clinical care provided to COPD patients with no impact on in
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El Saadawi, Gilan M; Azevedo, Roger; Castine, Melissa; Payne, Velma; Medvedeva, Olga; Tseytlin, Eugene; Legowski, Elizabeth; Jukic, Drazen; Crowley, Rebecca S
2010-03-01
Previous studies in our laboratory have shown the benefits of immediate feedback on cognitive performance for pathology residents using an intelligent tutoring system (ITS) in pathology. In this study, we examined the effect of immediate feedback on metacognitive performance, and investigated whether other metacognitive scaffolds will support metacognitive gains when immediate feedback is faded. Twenty-three participants were randomized into intervention and control groups. For both groups, periods working with the ITS under varying conditions were alternated with independent computer-based assessments. On day 1, a within-subjects design was used to evaluate the effect of immediate feedback on cognitive and metacognitive performance. On day 2, a between-subjects design was used to compare the use of other metacognitive scaffolds (intervention group) against no metacognitive scaffolds (control group) on cognitive and metacognitive performance, as immediate feedback was faded. Measurements included learning gains (a measure of cognitive performance), as well as several measures of metacognitive performance, including Goodman-Kruskal gamma correlation (G), bias, and discrimination. For the intervention group, we also computed metacognitive measures during tutoring sessions. Results showed that immediate feedback in an intelligent tutoring system had a statistically significant positive effect on learning gains, G and discrimination. Removal of immediate feedback was associated with decreasing metacognitive performance, and this decline was not prevented when students used a version of the tutoring system that provided other metacognitive scaffolds. Results obtained directly from the ITS suggest that other metacognitive scaffolds do have a positive effect on G and discrimination, as immediate feedback is faded. We conclude that immediate feedback had a positive effect on both metacognitive and cognitive gains in a medical tutoring system. Other metacognitive scaffolds
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Proprioceptive feedback and brain computer interface (BCI based neuroprostheses.
Directory of Open Access Journals (Sweden)
Ander Ramos-Murguialday
Full Text Available Brain computer interface (BCI technology has been proposed for motor neurorehabilitation, motor replacement and assistive technologies. It is an open question whether proprioceptive feedback affects the regulation of brain oscillations and therefore BCI control. We developed a BCI coupled on-line with a robotic hand exoskeleton for flexing and extending the fingers. 24 healthy participants performed five different tasks of closing and opening the hand: (1 motor imagery of the hand movement without any overt movement and without feedback, (2 motor imagery with movement as online feedback (participants see and feel their hand, with the exoskeleton moving according to their brain signals, (3 passive (the orthosis passively opens and closes the hand without imagery and (4 active (overt movement of the hand and rest. Performance was defined as the difference in power of the sensorimotor rhythm during motor task and rest and calculated offline for different tasks. Participants were divided in three groups depending on the feedback receiving during task 2 (the other tasks were the same for all participants. Group 1 (n = 9 received contingent positive feedback (participants' sensorimotor rhythm (SMR desynchronization was directly linked to hand orthosis movements, group 2 (n = 8 contingent "negative" feedback (participants' sensorimotor rhythm synchronization was directly linked to hand orthosis movements and group 3 (n = 7 sham feedback (no link between brain oscillations and orthosis movements. We observed that proprioceptive feedback (feeling and seeing hand movements improved BCI performance significantly. Furthermore, in the contingent positive group only a significant motor learning effect was observed enhancing SMR desynchronization during motor imagery without feedback in time. Furthermore, we observed a significantly stronger SMR desynchronization in the contingent positive group compared to the other groups during active and
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Proprioceptive feedback and brain computer interface (BCI) based neuroprostheses.
Ramos-Murguialday, Ander; Schürholz, Markus; Caggiano, Vittorio; Wildgruber, Moritz; Caria, Andrea; Hammer, Eva Maria; Halder, Sebastian; Birbaumer, Niels
2012-01-01
Brain computer interface (BCI) technology has been proposed for motor neurorehabilitation, motor replacement and assistive technologies. It is an open question whether proprioceptive feedback affects the regulation of brain oscillations and therefore BCI control. We developed a BCI coupled on-line with a robotic hand exoskeleton for flexing and extending the fingers. 24 healthy participants performed five different tasks of closing and opening the hand: (1) motor imagery of the hand movement without any overt movement and without feedback, (2) motor imagery with movement as online feedback (participants see and feel their hand, with the exoskeleton moving according to their brain signals, (3) passive (the orthosis passively opens and closes the hand without imagery) and (4) active (overt) movement of the hand and rest. Performance was defined as the difference in power of the sensorimotor rhythm during motor task and rest and calculated offline for different tasks. Participants were divided in three groups depending on the feedback receiving during task 2 (the other tasks were the same for all participants). Group 1 (n = 9) received contingent positive feedback (participants' sensorimotor rhythm (SMR) desynchronization was directly linked to hand orthosis movements), group 2 (n = 8) contingent "negative" feedback (participants' sensorimotor rhythm synchronization was directly linked to hand orthosis movements) and group 3 (n = 7) sham feedback (no link between brain oscillations and orthosis movements). We observed that proprioceptive feedback (feeling and seeing hand movements) improved BCI performance significantly. Furthermore, in the contingent positive group only a significant motor learning effect was observed enhancing SMR desynchronization during motor imagery without feedback in time. Furthermore, we observed a significantly stronger SMR desynchronization in the contingent positive group compared to the other groups during active and passive
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Directory of Open Access Journals (Sweden)
Elisabeth Riebenbauer
2017-12-01
Full Text Available The introduction to teaching is critical for novice teachers. Near the end of their master’s program, students of Business Education and Development in Austria spend one semester at an assigned school. They are introduced to teaching, while being assisted by peer students, mentoring teachers, and a companion course. Mentors receive special training and preparation in advance, thus contributing to a high quality mentoring program. The program is organized threefold: (1 providing feedback, (2 opportunities for reflection and (3 career orientation. The purpose of this paper is to assess key elements of successful mentoring programs and to question which competences of mentors contribute most to the success of those programs. Between 2012 and 2015, 188 persons (student teachers and their mentors responded to an online survey at the end of their mentoring program. Additionally, data from a study (1,245 questionnaires regarding the student teachers’ perception of their own competence was utilized, allowing for a comparison of student teacher confidence in their abilities before and after the mentoring program. The present results provide insight into the key elements of successful mentoring programs; both from a student teacher’s and mentor’s perspective. During the semester, students showed an increase regarding their self-perception of their professional competences. It was found that students and mentoring teachers valued feedback after each lesson more than feedback in regular meetings. Opportunities for reflection (e.g. exchange with peer students, learning diaries were considered helpful. The mentoring program helped students to decide whether to become a teacher or not.
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Progress In Transverse Feedbacks and Related Diagnostics for Hadron Machines
Hofle, W
2013-01-01
Today Hadron Accelerators with high intensity and high brightness beams increasingly rely on transverse feedback systems for the control of instabilities and the preservation of the transverse emittance. With particular emphasis, but not limited to, the CERN Hadron Accelerator Chain, the progress made in recent years, and the performances achieved are reviewed. Hadron colliders such as the LHC represent a particular challenge as they ask for low noise electronic systems in these feedbacks for acceptable emittance growth. Achievements of the LHC transverse feedback system used for damping injection oscillations and to provide stability throughout the cycle are summarized. This includes its use for abort gap and injection cleaning as well as transverse blow-up for diagnostics purposes. Beyond systems already in operation, advances in technology and modern digital signal processing with increasingly higher digitization rates have made systems conceivable to cure intra-bunch motion. With its capabilities to both ...
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DEFF Research Database (Denmark)
Fossen, T. I.; Blanke, Mogens
2000-01-01
Accurate propeller shaft speed controllers can be designed by using nonlinear control theory and feedback from the axial water velocity in the propeller disc. In this paper, an output feedback controller is derived, reconstructing the axial flow velocity from vehicle speed measurements, using...... a three-state model of propeller shaft speed, forward (surge) speed of the vehicle, and the axial flow velocity. Lyapunov stability theory is used to prove that a nonlinear observer combined with an output feedback integral controller provide exponential stability. The output feedback controller...... compensates for variations in thrust due to time variations in advance speed. This is a major problem when applying conventional vehicle-propeller control systems, The proposed controller is simulated for an underwater vehicle equipped with a single propeller. The simulations demonstrate that the axial water...
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International Nuclear Information System (INIS)
Cabellos, Oscar; De Saint Jean, Cyrille; Hursin, Mathieu; Pelloni, Sandro; Ivanov, Evgeny; Kodeli, Ivan; Leconte, Pierre; Palmiotti, Giuseppe; Salvatores, Massimo; Sobes, Vladimir; Yokoyama, Kenji
2015-12-01
The aim of WPEC subgroup 39 'Methods and approaches to provide feedback from nuclear and covariance data adjustment for improvement of nuclear data files' is to provide criteria and practical approaches to use effectively the results of sensitivity analyses and cross section adjustments for feedback to evaluators and differential measurement experimentalists in order to improve the knowledge of neutron cross sections, uncertainties, and correlations to be used in a wide range of applications. This document is the proceedings of the fifth formal Subgroup 39 meeting held at the Institute Curie, Paris, France, on 4 December 2015. It comprises a Summary Record of the meeting, and all the available presentations (slides) given by the participants: A - Sensitivity methods: - 1: Short update on deliverables (K. Yokoyama); - 2: Does one shot Bayesian is equivalent to successive update? Bayesian inference: some matrix linear algebra (C. De Saint Jean); - 3: Progress in Methodology (G. Palmiotti); - SG39-3: Use of PIA approach. Possible application to neutron propagation experiments (S. Pelloni); - 4: Update on sensitivity coefficient methods (E. Ivanov); - 5: Stress test for U-235 fission (H. Wu); - 6: Methods and approaches development at ORNL for providing feedback from integral benchmark experiments for improvement of nuclear data files (V. Sobes); B - Integral experiments: - 7a: Update on SEG analysis (G. Palmiotti); - 7b:Status of MANTRA (G. Palmiotti); - 7c: Possible new experiments at NRAD (G. Palmiotti); - 8: B-eff experiments (I. Kodeli); - 9: On going CEA activities related to dedicated integral experiments for nuclear date validation in the Fast energy range (P. Leconte); - 10: PROTEUS Experiments: an update (M. Hursin); - 11: Short updates on neutron propagation experiments, STEK, CIELO status (O. Cabellos)
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Advantages of externally powered prosthesis with feedback system using pseudo-cineplasty.
Nambu, Seiji; Ikebuchi, Mitsuhiko; Taniguchi, Masashi; Park, Choong Sik; Kitagawa, Takahiro; Nakajima, Shigeyoshi; Koike, Tatsuya
2014-01-01
Externally powered upper-limb prostheses are difficult to use because of the lack of sensory feedback. Neuroprostheses have recently been developed for people with upper-limb amputation but are complicated, expensive, and still developing. We therefore designed a simple system by combining pseudo-cineplasty with extended physiological proprioception to provide sensory feedback to the body. We penetrated the palmaris longus tendon percutaneously with a metal ring, similar to that used in body piercing, in a nondisabled subject as a pseudo-cineplasty. The tendon and ring were connected to the system, and a sensory feedback experiment was performed. We investigated the ability of the user to determine the size of an object grasped by the prosthetic hand without visual information. The subject could distinguish between large and small objects with 100% accuracy and between small, medium, and large objects with 80% accuracy. In pseudo-cineplasty, control and sensory feedback are natural because the prosthetic hand is controlled by muscle contraction. Tension transmitted from the prosthetic hand is sensed via muscle spindles and skin sensors. This technique allows only partial sensory feedback but appears to offer several advantages over other human-machine interfaces.
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Lehrer, Nicole; Chen, Yinpeng; Duff, Margaret; L Wolf, Steven; Rikakis, Thanassis
2011-09-08
Few existing interactive rehabilitation systems can effectively communicate multiple aspects of movement performance simultaneously, in a manner that appropriately adapts across various training scenarios. In order to address the need for such systems within stroke rehabilitation training, a unified approach for designing interactive systems for upper limb rehabilitation of stroke survivors has been developed and applied for the implementation of an Adaptive Mixed Reality Rehabilitation (AMRR) System. The AMRR system provides computational evaluation and multimedia feedback for the upper limb rehabilitation of stroke survivors. A participant's movements are tracked by motion capture technology and evaluated by computational means. The resulting data are used to generate interactive media-based feedback that communicates to the participant detailed, intuitive evaluations of his performance. This article describes how the AMRR system's interactive feedback is designed to address specific movement challenges faced by stroke survivors. Multimedia examples are provided to illustrate each feedback component. Supportive data are provided for three participants of varying impairment levels to demonstrate the system's ability to train both targeted and integrated aspects of movement. The AMRR system supports training of multiple movement aspects together or in isolation, within adaptable sequences, through cohesive feedback that is based on formalized compositional design principles. From preliminary analysis of the data, we infer that the system's ability to train multiple foci together or in isolation in adaptable sequences, utilizing appropriately designed feedback, can lead to functional improvement. The evaluation and feedback frameworks established within the AMRR system will be applied to the development of a novel home-based system to provide an engaging yet low-cost extension of training for longer periods of time.
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Virtual Reality Cerebral Aneurysm Clipping Simulation With Real-time Haptic Feedback
Alaraj, Ali; Luciano, Cristian J.; Bailey, Daniel P.; Elsenousi, Abdussalam; Roitberg, Ben Z.; Bernardo, Antonio; Banerjee, P. Pat; Charbel, Fady T.
2014-01-01
Background With the decrease in the number of cerebral aneurysms treated surgically and the increase of complexity of those treated surgically, there is a need for simulation-based tools to teach future neurosurgeons the operative techniques of aneurysm clipping. Objective To develop and evaluate the usefulness of a new haptic-based virtual reality (VR) simulator in the training of neurosurgical residents. Methods A real-time sensory haptic feedback virtual reality aneurysm clipping simulator was developed using the Immersive Touch platform. A prototype middle cerebral artery aneurysm simulation was created from a computed tomography angiogram. Aneurysm and vessel volume deformation and haptic feedback are provided in a 3-D immersive VR environment. Intraoperative aneurysm rupture was also simulated. Seventeen neurosurgery residents from three residency programs tested the simulator and provided feedback on its usefulness and resemblance to real aneurysm clipping surgery. Results Residents felt that the simulation would be useful in preparing for real-life surgery. About two thirds of the residents felt that the 3-D immersive anatomical details provided a very close resemblance to real operative anatomy and accurate guidance for deciding surgical approaches. They believed the simulation is useful for preoperative surgical rehearsal and neurosurgical training. One third of the residents felt that the technology in its current form provided very realistic haptic feedback for aneurysm surgery. Conclusion Neurosurgical residents felt that the novel immersive VR simulator is helpful in their training especially since they do not get a chance to perform aneurysm clippings until very late in their residency programs. PMID:25599200
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Feedback stabilization of plasma instabilities
International Nuclear Information System (INIS)
Cap, F.F.
1977-01-01
This paper reviews the theoretical and experimental aspects of feedback stabilization. After giving an outline of a general theoretical model for electrostatic instabilities the author provides a theoretical analysis of the suppression of various types of instability. Experiments which have been carried out on the feedback stabilization of various types of plasma instability are reported. An extensive list of references is given. (B.R.H.)