The effect of informative feedback on temporal tracking in the pigeon

Pigeons emitted interresponse times that were reinforced if they fell between an upper and a lower bound (t相似文献   

Modification of nasal resonance in cleft-palate children by informative feedback

Vibration of the walls of the nasal cavities during production of an English vowel or diphthong defined a hypernasal response. A crystal transducer on one side of the nose activated a voice-operated relay when vibration exceeded an arbitrary limit to provide an apparatus definition of the response. During training sessions, responses without nasal vibration turned on a white light in the sound-treated chamber. Subject 1 had a repaired cleft palate and mild hypernasal speech. Introduction of the differential feedback, reversal, and reinstatement of the feedback conditions resulted in a rapid decrease, increase, and decrease in percentage of nasalized productions of the /eI/ sound Subject 2 had a cleft of the soft palate and severe hypernasal speech. Introduction of feedback produced a gradual decline in the percentage of hypernasal productions of the /##/ sound over 22 sessions. Removal and reinstatement of feedback resulted in a rapid increase and decrease respectively in the percentage of nasalized responses.     

The impact of informative tutoring feedback and self-efficacy on motivation and achievement in concept learning

Informative tutoring feedback (ITF) provides assisted multiple response tries by offering strategically useful information for task completion as opposed to simply offering the solution. Previous studies on ITF focused on its effects on achievement. The present studies examine the assumption that ITF affects not only achievement, but also motivational variables such as task engagement, effort, persistence, and satisfaction with performance. In two experiments, students differing in self efficacy (SE) for identifying concepts worked on concept identification tasks. In cases of incorrect hypothesis about the concept, they received either outcome feedback or ITF. Results reveal that motivation and achievement depend on both SE and type of feedback. Future research should examine in more detail how ITF affects the self-enhancing processes between on-task motivation, achievement, and self-evaluation.     

The effect of informative events on response rate

A single group of pigeons received two different training conditions presented on different response keys. Responding during the first component of each condition was reinforced, according to a fixed interval schedule, by gaining access to the second component. In the uninformative condition the second component consisted on every trial of the illumination of the response key for 10 sec, the key was then darkened and food presented with a probability of 0.5. In the informative condition half of the trials at the conclusion of the first component resulted in the key being darkened and no additional events were presented. On the remaining trials the second component was similar to that for the uninformative condition. The results from the first two stages revealed that responding during the first component was faster in the informative than uninformative condition when trials were presented separately. In the final stage, when the trials were presented simultaneously, the rate of responding during the first component was eventually similar in the two conditions, but subjects preferred the second component of the informative condition. These results suggest that events which are informative, or perhaps unpredictable, can support a higher response rate than those which are uninformative, or predictable.     

The effect of informative and uninformative cueing of attention on feature integration

In the present study, the authors observed the effect of informative and uninformative attentional cueing on visual search for targets that were defined by a simple feature or by conjunctions of features. Three different types of attentional cueing were tested in three experiments: peripheral informative cueing, peripheral uninformative cueing, and central informative cueing. Participants showed a greater effect of cueing in detecting a conjunction of features than in detecting unique features only when attention was oriented by either peripheral or central informative cueing. This differential cueing effect was not observed when attention was oriented by peripheral uninformative cueing. The results suggest that voluntarily oriented attention plays a more important role in feature integration than automatically oriented attention does. The results also pose limits on the generalizability of K. A. Briand's (1998) proposal regarding the role of automatically oriented attention in feature integration.     

A phoneme-grapheme feedback consistency effect

Recent studies examining the feedback consistency effect have been criticized for poor item selection (Peereman, Content, & Bonin, 1998). In the present study, an experiment was run with a new set of items, in which feedback consistency was manipulated at a phoneme-grapheme level. The results suggested that participants responded faster to feedback-consistent words than to feedback-inconsistent words. This was despite the feedback-consistent and feedback-inconsistent word groups’ being matched on many other dimensions, including word frequency and subjective orthographic frequency. These results may differ from those of previous studies, since previous studies in English have measured feedback consistency at the rime-body level.     

Observing responses and informative stimuli

Pigeons were trained on a trial procedure. A trial began with the illumination of a pecking key by a white light. After a fixed interval, a key peck could turn the key to one of two equi-probable colors and produce a delayed trial outcome—an equi-probable occurrence of either reinforcement or nonreinforcement. After a trial, the key turned dark and the trial ended. The response could be made into an observing response by correlating the key colors with the outcomes. Response rates in the fixed interval then increased to a level greater than when the colors and outcomes were uncorrelated. In another phase, the response produced only the colors. The trial outcomes occurred some seconds after the fixed interval without a response being required. Correlating the colors with the outcomes again increased response rates. In a second experiment, a further condition was added in which reinforcement was the outcome on every trial. Response rates were lower than when there were equi-probable reinforcement and nonreinforcement outcomes with correlated colors, and about the same as when there were equi-probable outcomes with uncorrelated colors. The results suggest that stimuli providing information about the probability of reinforcement are themselves reinforcing.     

Verbal feedback and the feature-positive effect in children

A pair of displays having common elements may be differentiated by the presence of a distinctive feature in one of the displays. When required to discriminate between such displays presented simultaneously, young children more readily learn to confine their responses to the display containing the distinctive feature (feature-positive condition) than to the display which does not contain the distinctive feature (feature-negative condition). The effect of explicit verbal feedback for incorrect choices on the learning of discriminations of this type was examined in 3- to 5-year-old children. In the feature-positive case, explicit feedback for incorrect responses increased the tendency to respond directly to the distinctive feature when responding on the positive display and greatly reduced errors. In the feature-negative case, explicit feedback for incorrect responses increased the tendency to avoid the distinctive feature in favor of a common feature when responding on the negative display. In this case, however, consistent avoidance of the distinctive feature on the negative display was not always followed by the development of consistent choice of the positive display, and errors continued to occur at a high rate throughout training for most subjects. These results reflect the difference in the structure of the feature-positive and feature-negative tasks.     

反馈间隔影响反馈加工：整合行为和电生理研究的视角

反馈在现实生活中扮演着重要角色, 通过反馈信息进行学习是人类获取知识和技能的有效手段。反馈间隔是指个体行为发生到反馈刺激呈现之间的时间间隔。在反馈加工过程中, 反馈间隔是一个重要影响因素, 但反馈间隔影响反馈加工的研究结果不一。对反馈间隔影响反馈加工的行为和电生理研究分别做了介绍, 对结果出现差异的原因进行了分析。未来的研究应考虑结合行为研究与电生理研究, 并统一反馈间隔的操作定义。     

Attachment as an informative relationship

Levels of awareness, a personal construct concept that explains varying levels of "consciousness" while respecting the felt experience of the client, has not been systematically explored within the personal construct literature. Six processes associated with varying levels of awareness are discussed in this article: (1) ways the client's meaning system may preclude possibilities experienced by the therapist, (2) implications of the system that have not been elaborated, (3) terror associated with exploring the contrast poles to meanings, (4) framing assumptions that limit our awareness of issues, (5) suspended events and the shutting down of meaning-making, and (6) nonverbal construing. These processes have implications for how the clinician will connect with and engage the creativity of the client.     

The negative feedback dysregulation effect: losses of motor control in response to negative feedback

Negative feedback has paradoxical features to it. This form of feedback can have informational value under some circumstances, but it can also threaten the ego, potentially upsetting behaviour as a result. To investigate possible consequences of the latter type, two experiments (total N?=?159) presented positive or negative feedback within a sequence-prediction task that could not be solved. Following feedback, participants had to control their behaviours as effectively as possible in a motor control task. Relative to positive feedback, negative feedback undermined control in a manner suggesting emotional upset (Experiment 1). These reactions lasted for at least three seconds and were especially pronounced among people reporting that they typically lose control in the context of their negative emotions (Experiment 2). The findings document a novel form of behavioural dysregulation that occurs in response to negative feedback while also highlighting the utility of motor control perspectives on self-control.     

The effect of feedback delay and feedback type on perceptual category learning: the limits of multiple systems

Evidence that learning rule-based (RB) and information-integration (II) category structures can be dissociated across different experimental variables has been used to support the view that such learning is supported by multiple learning systems. Across 4 experiments, we examined the effects of 2 variables, the delay between response and feedback and the informativeness of feedback, which had previously been shown to dissociate learning of the 2 types of category structure. Our aim was twofold: first, to determine whether these dissociations meet the more stringent inferential criteria of state-trace analysis and, second, to determine the conditions under which they can be observed. Experiment 1 confirmed that a mask-filled feedback delay dissociated the learning of RB and II category structures with minimally informative (yes/no) feedback and also met the state-trace criteria for the involvement of multiple latent variables. Experiment 2 showed that this effect is eliminated when a less similar, fixed pattern mask is presented in the interval between response and feedback. Experiment 3 showed that the selective effect of feedback delay on II learning is reduced with fully informative feedback (in which the correct category is specified after an incorrect response) and that feedback type did not dissociate RB and II learning. Experiment 4 extended the results of Experiment 2, showing that the differential effect of feedback delay is eliminated when a fixed pattern mask is used. These results pose important challenges to models of category learning, and we discuss their implications for multiple learning system models and their alternatives.     

Reversing the testing effect by feedback: Behavioral and electrophysiological evidence

The testing effect refers to the finding that retrieval practice of previously studied information enhances its long-term retention more than restudy practice does. Recent work showed that the testing effect can be dramatically reversed when feedback is provided to participants during final recall testing (Storm, Friedman, Murayama, & Bjork, 2014). Following this prior work, in this study, we examined the reversal of the testing effect by investigating oscillatory brain activity during final recall testing. Twenty-six healthy participants learned cue–target word pairs and underwent a practice phase in which half of the items were retrieval practiced and half were restudy practiced. Two days later, two cued recall tests were administered, and immediate feedback was provided to participants in Test 1. Behavioral results replicated the prior work by showing a testing effect in Test 1, but a reversed testing effect in Test 2. Extending the prior work, EEG results revealed a feedback-related effect in alpha/lower-beta and retrieval-related effects in slow and fast theta power, with practice condition modulating the fast theta power effect for items that were not recalled in Test 1. The results indicate that the reversed testing effect can arise without differential strengthening of restudied and retrieval-practiced items via feedback learning. Theoretical implications of the findings, in particular with respect to the distribution-based bifurcation model of testing effects (Kornell, Bjork, & Garcia, 2011), are discussed.     

Variable shock-free times with informative and uniformative stimuli

Three rats were trained on a fixed-ratio escape procedure in which responding produced one of two equiprobable outcomes—a 10-second or 60-second shock-free period. Before the fixed-ratio requirement was satisfied, brief shocks were presented at irregular intervals averaging either 15 or 30 seconds. Two conditions, differing in the relationship between exteroceptive stimuli and the outcomes, were studied. In the uninformative (uncorrelated) condition, the same stimulus was presented during both outcomes. In the informative (correlated) condition, one stimulus was present during the 10-second outcome only; another stimulus was present during the 60-second outcome only. Subjects pressed faster in the uninformative condition than they did in the informative condition. The inadequacy of the information hypothesis in accounting for the findings is discussed, and an alternative hypothesis is offered.     

The effect of true and false feedback on blushing in women

The effect of true and false feedback of facial blood flow on blushing and embarrassment was investigated in high (n=24) and low (n=24) scorers on the Blushing Propensity Scale. Feedback was given while the participants sang and read aloud. Blushing while singing habituated rapidly in both groups and was not affected by true feedback. Blushing still developed in high scorers when given false-negative feedback of blushing when they first sang, whereas low scorers did not blush. False-positive feedback of blushing while reading aloud increased embarrassment, but facial blood flow decreased. High scorers gave higher ratings for embarrassment and blushing than low scorers during most of the tasks. The findings suggest that people who think that they are prone to blushing feel more self-conscious but generally do not blush more intensely or frequently than people with low blushing propensity scores during clearly embarrassing or innocuous social encounters. However, expecting to blush might actually increase the likelihood of embarrassment and blushing in potentially embarrassing situations.     

Determining informative priors for cognitive models

The development of cognitive models involves the creative scientific formalization of assumptions, based on theory, observation, and other relevant information. In the Bayesian approach to implementing, testing, and using cognitive models, assumptions can influence both the likelihood function of the model, usually corresponding to assumptions about psychological processes, and the prior distribution over model parameters, usually corresponding to assumptions about the psychological variables that influence those processes. The specification of the prior is unique to the Bayesian context, but often raises concerns that lead to the use of vague or non-informative priors in cognitive modeling. Sometimes the concerns stem from philosophical objections, but more often practical difficulties with how priors should be determined are the stumbling block. We survey several sources of information that can help to specify priors for cognitive models, discuss some of the methods by which this information can be formalized in a prior distribution, and identify a number of benefits of including informative priors in cognitive modeling. Our discussion is based on three illustrative cognitive models, involving memory retention, categorization, and decision making.     

The effect of pretraining and feedback on the reasoning of young children

Three experiments are reported in which kindergarten and first-grade children were given one-trial multidimensional reasoning tasks that were modifications of those used by T. C. Toppino (1980, Journal of Experimental Child Psychology, 30, 496–512). In the first two experiments, the nature of the stimulus compounds (partitioned or unitary) was varied in a series of tasks of increasing complexity. First-grade children (Experiment 1) and kindergarten children (Experiment 2) performed extremely well on all of the tasks presented. Experiment 3 was designed to identify factors that contribute to these high levels of performance, relative to those obtained under the conditions used by Toppino (1980). The results indicated that a combination of feedback information and preliminary experience with simple forms of the tasks are sufficient to produce the high performance levels, and that the verbal labeling of stimulus components is not an essential constituent of the training.