Immediate Feedback Assessment Technique: multiple-choice test that "behaves" like an essay examination

A multiple-choice testing system that provides immediate affirming or corrective feedback and permits allocation of partial credit for proximate knowledge is suggested as an alternative to essay examinations.     

How Social Norms Promote Misleading Social Feedback and Inaccurate Self‐Assessment

Self‐assessments are often prone to error. Past research has identified cognitive and motivational biases that lead self‐assessments astray. In the present paper, we discuss how behavior shaped by social norms leaves the negative information that people require for accurate self‐assessments invisible. First, social norms lead people to suppress critical feedback in favor of more positive evaluations. Although people recognize that they prefer to provide positive feedback to others, they fail to consider that they might be the recipient of incomplete feedback. As a result, they are left with overconfident self‐impressions. Second, social norms lead people to hide their own negative emotional experiences from others. Again, people are aware that this positivity norm influences their own behavior but do not apply this knowledge to their understanding of others. As a result, people regard their own negative emotions as more socially aberrant than is actually the case.     

Unconditional Self-Acceptance and Responses to Negative Feedback

Rational-emotive behavior therapy (REBT; Ellis, 1995) contends that esteeming oneself—favorably or unfavorably—is illogical (implying an objective basis for evaluating global worth) and counterproductive (making one prone to depression in the wake of setbacks, anxiety otherwise). A healthier outlook requires unconditional self-acceptance (USA). We evaluated predictions regarding USA in a nonclinical university student sample. Consistent with REBT, participants scoring high on a USA questionnaire, controlling for self-esteem level, reported being low in proneness to depression and in self-esteem lability. They also were more objective in evaluating their performance on a public speaking task and were less apt to denigrate people who provided negative evaluations of their speeches. Predictions regarding impression management, willingness to try another speech, and mood or state self-esteem reactivity to feedback were not supported. Discussion focused on implications for research on USA as well as applied implications for therapy or prevention programs.     

Flight Feedback and Learning a Projectile Task

Over KR acquisition trials of projecting an object a criterion distance, the hypotheses were tested that feedback from the flight of a projected object (flight feedback) would facilitate response recognition but not recall. Visual and auditory flight feedback variables each had two levels, flight feedback present or absent, forming a 2 × 2 × 61 trials design with 14 Ss per cell. Results supported the hypotheses, with flight flight feedback not facilitating response recall, though both flight feedback variables were strong determinants of response recognition. This latter finding was qualified by a discussion of the distinction between response recognition and recognition of response outcome.     

Acquisition and Retention of Esperanto: The Case for Error Correction and Immediate Feedback

The Psychological Record - Participants completed 5 laboratory examinations during which the number of responses permitted (1 response, up to 4 responses) and the timing of feedback (no feedback...     

Female and Male College Students' Responses to Negative Feedback from Parents and Peers

We examine whether female and male collegestudents differ in their tendencies to reject negativeevaluative feedback in transactions with parents andwith male and female peers. The predominantly white respondents described specific,real-life instances of negative feedbackfrom each of four sources (mother, father, female peer,male peer), rating their relationships with eachfeedback sender (closeness, interaction frequency),characteristics of the feedback itself (importance,negativity, directness), their own emotional response(degree of negative affect), and their rejection (vs.acceptance) of the feedback. Participants also completed aglobal self-esteem measure. Though no simple directeffects of gender upon rejection of feedback wereobtained, women showed an overall pattern of greater rejection of feedback as a consequence ofseveral indirect effects. Women reported receivingfeedback on more important topics, and greaterimportance of feedback was related to less rejection.However, women also tended to receive more negativefeedback from others and tended to respond with strongernegative feelings, both of these variables being linkedto greater rejection of feedback. The results challenge various common assumptions in thegender roles literature.     

Peer-Based Interventions on Academic Integrity: Assessing Immediate and Long Term Learning

The current study extends previous literature regarding the effectiveness of learning about academic integrity through peer instruction by assessing the impact of a peer instructional approach for actual and perceived learning gains over time. One trained residence don provided one interactive 30-min presentation covering four major aspects of academic integrity and misconduct (i.e., definition, detection, consequences, and importance of academic integrity) to groups of undergraduate students. In total, 192 participants attended the workshop and were surveyed for their knowledge of academic integrity immediately before the presentation, immediately after the presentation, and after a four week delay. Perceptions regarding the presentation also were assessed. Consistent with previous literature, results indicate perceived learning gains and preference for having an interactive presentation delivered by a residence don. In addition, actual gains in knowledge were found immediately after the presentation and gains remained evident over a four-week delay. Outcomes suggest that peer instruction is a viable and effective approach for educating students about academic integrity.     

Terminal Feedback Outperforms Concurrent Visual,Auditory, and Haptic Feedback in Learning a Complex Rowing-Type Task

Augmented feedback, provided by coaches or displays, is a well-established strategy to accelerate motor learning. Frequent terminal feedback and concurrent feedback have been shown to be detrimental for simple motor task learning but supportive for complex motor task learning. However, conclusions on optimal feedback strategies have been mainly drawn from studies on artificial laboratory tasks with visual feedback only. Therefore, the authors compared the effectiveness of learning a complex, 3-dimensional rowing-type task with either concurrent visual, auditory, or haptic feedback to self-controlled terminal visual feedback. Results revealed that terminal visual feedback was most effective because it emphasized the internalization of task-relevant aspects. In contrast, concurrent feedback fostered the correction of task-irrelevant errors, which hindered learning. The concurrent visual and haptic feedback group performed much better during training with the feedback than in nonfeedback trials. Auditory feedback based on sonification of the movement error was not practical for training the 3-dimensional movement for most participants. Concurrent multimodal feedback in combination with terminal feedback may be most effective, especially if the feedback strategy is adapted to individual preferences and skill level.     

反馈时间、反馈类型和掩蔽类型对概率类别学习的影响

通过操纵反馈时间(即时,延迟)、反馈类型(简单,丰富)和掩蔽类型(塔罗牌,空白矩形),考察概率类别学习的学习机制。结果发现:(1)被试的学习成绩在即时反馈条件下显著优于在延迟反馈条件下;(2)在即时反馈条件下,仅给予简单反馈,被试虽能出色地完成天气预报任务,但是不能正确地判断卡片预测晴天的概率,倾向内隐学习;(3)在其他条件下,被试能正确地判断卡片预测晴天的概率以及各卡片在天气预报任务中预测天气的重要程度,表明被试能外显地意识到这些线索的作用。综上,概率类别学习采用的是双系统学习机制,既依赖内隐学习,又依赖外显学习。     

Learning to Align Relations: The Effects of Feedback and Self-Explanation

Relational similarity connects superficially dissimilar objects and events. In 2 experiments, the ability to recognize and respond to similar relations was studied in children ages 3 to 5 with 2 comparison tasks. Children interpreted illustrated pictures that shared perceptual or relational aspects and then made 2 comparison choices and explanations of these choices. Results of Experiment 1 demonstrated that when given explicit feedback regarding the relations depicted in the pictures, children learned to respond quickly to this type of similarity in subsequent trials, which involved novel relations. In Experiment 2, the effect of re- explanation on relational understanding was examined. Children age 4.5 to 5 years, but not 3- to 4-year-olds, showed relational learning when asked to explain the experimenter's relational choice.     

The Effect of Social-Comparison Feedback on Aggressive Responses to Erotic and Aggressive Films1

A study assessed the effects of social-comparison cues and filmed violence on aggression toward women. Under the auspices of validating some film clips for use in future research, males viewed either erotic, violent sexual, or violent nonsexual films. A male confederate provided social comparison feedback by indicating (or not indicating) that the film degraded women. Self-reports of sexual arousal, affective responses to the films, perceptions of violence, perceptions of pornography, and perceptions of portrayal of women were measured. In a purportedly unrelated learning experiment, males were given the opportunity to aggress toward a female confederate through electric shock. Intensity and duration of shock were measured. Social comparison information caused reductions in self-reports of sexual arousal, affect, and increased perceptions of violence in the erotic film condition only. Social-comparison information caused males to rate the depiction of women as more negative in both the erotic and violent nonsexual conditions. Regardless of film type, social comparison information caused a reduction in perceived realism of the films. Only film condition affected perceptions of pornography, with greater sexual content judged as more pornographic. Social-comparison information reduced the intensity of shocks delivered. Finally, social-comparison information led to reduced duration of shock in all film conditions; however, this effect appeared to dissipate in the violent sexual condition. Implications are discussed.     

Assessee and Assessor Experiences of Significant Events in Psychological Assessment Feedback

Although a growing body of scholarly work explores the unique utility and therapeutic uses of psychological assessment, less work has focused specifically on feedback, with few studies that have explored empirically the underlying processes that may describe the role of feedback in a successful assessment. The purpose of this project was to add to the discourse on this topic by engaging in an empirical study exploring assessee and assessor experiences of significant events in psychological assessment feedback. The methodology is qualitative and modeled after significant events research in the study of psychotherapy process. I analyze the accounts of 6 assessment clients and 6 assessment clinicians regarding key events in their experience of feedback.     

Feedback,Adult Intervention,and Peer Collaboration in Initial Logo Learning

We assigned 144 children (mean age = 6 years, 11 months) at random to one of four conditions: (a) child alone, (b) child-plus-peer, (c) child-plus-adult (the child's teacher), or (d) child-plus-peer-plus-adult. The task was to control a Turtle using simple Logo commands, and a feedback model of task performance was used to generate pretest and posttest measures. Children working with an adult (Conditions C and D) performed significantly better than children working without an adult (Conditions A and B); however, there were no significant effects due to condition either on subsequent individual performance or on pretest to posttest gains. Analysis of interaction in the child-plus-adult condition showed that the adults' interventions did not consistently result in either the prevention of error or its productive use in debugging. It is concluded that feedback and collaboration may not be additive in their effects on learning.     

反馈与情绪关系中自我调节的作用

通过考察99名中学生反馈后情绪体验、生理变化和完成假词情绪判断任务的情况,探索了反馈与情绪的关系及自我调节在其间的作用.结果表明:1)高自我调节学生在消极反馈后、低自我调节学生在积极反馈后情绪体验显著,反之不显著;2)反馈可诱发显著的情绪生理变化,高自我调节学生呼吸率和心率始终低于低自我调节学生;3)高自我调节学生反馈后假词情绪判断时间短于无反馈情况,而低自我调节学生二者判断时间差异不显著.     

测验与反馈在分段视频学习中的作用

分段原则是多媒体和视频学习中通过分段促进学习的重要原则。本研究探讨了测验和反馈对分段的影响。实验1对比了观看分段视频和在分段中进行测验两种情境,结果表明分段中测验会提高学习表现。实验2对比了分段视频、分段中测验和分段中测验并提供反馈三种情境。结果发现分段组与分段测验组之间没有差异,接受反馈的学习者学习表现最好。结果表明在分段视频中测验和反馈具有积极效应,对多媒体和线上学习具有潜在的意义。     

The Interaction of Criterion and Feedback Information in Learning a Drawing Task

Experiments were designed to examine the influence of criterion and feedback information in the learning of a two-dimensional drawing task. Experiment 1 showed that when the task criterion is well known to the subject, the combined presentation of criterion information and information feedback facilitates the rate of acquisition of the skill but not its overall performance level of achievement. Experiment 2 showed that when the task criterion information is not well known to the subject, presentation of criterion information facilitates both the rate of acquisition and the overall performance level and, furthermore, is essential if configuration information feedback is to be utilized effectively. Experiment 3 showed that it is the combined presentation of criterion and configuration information feedback, rather than the isolated presentation of either type of information alone, that facilitates learning and performance. Collectively, the findings from the three experiments suggest an interactive effect of prior knowledge by the learner and type of augmented information in facilitating the acquisition of skill, according to the constraints imposed in the task. The data are consistent with the proposal that the degrees of freedom in the information available to support motor skill learning must match the degrees of freedom to be constraint in the perceptual-motor workspace.     

The Interactive Effects of Task and External Feedback on Practice Performance and Learning

The interactions of task and external feedback on practice performance and learning were examined. While external feedback was consistently beneficial to performance during practice, regardless of the availability of feedback from the task, it was detrimental to learning when the task provided little feedback. External feedback benefited learning only when feedback was also available from the task. In addition, task feedback benefited learning, partially due to its effects on error detection and correction skills. Results suggest the importance of examining the simultaneous provision of feedback from different sources, studying the role of task feedback in learning, and more cleanly assessing learning to avoid confounding it with transient performance improvements.     

Notes and Comments the Role of Action Feedback in the Acquisition of Simple Motor Responses

The use of visual action feedback (AIF) in learning a simple motor response can sometimes be as effective as the more conventional terminal feedback (TIF) but sometimes leads to gross overshooting errors when AIF is removed. Both the amplitude of movement and the gain of the AIF have strong and systematic effects on the error in attempted reproductions. Percent overestimation increases linearly with fog. gain and decreases linearly with log. amplitude. This may be due to an intersensory effect in which visual and kinesthetic feedback sum to form a unitary impression of the movement on which subsequent attempts at reproduction are based.