Does Feedback Improve the Accuracy of Recurrent Judgmental Forecasts?

Feedback has been shown to be a useful tool for improving decision making (Balzeret al.,1992) and might also be a useful tool for improving the accuracy of recurrent judgmental forecasts. The objective of this study was to examine the impact of feedback on accuracy when forecasting time series with structural instabilities. We found that task information feedback (prompting on the underlying structure of the time series) gave significantly better forecasting performance than performance outcome feedback (prompting with graphical indicators of forecasting accuracy or prompting words expressing levels of forecasting accuracy). We also found that adding cognitive information feedback (prompting on desirable forecasting behaviors) to task information feedback did not significantly improve forecasting performance. Task information and task information feedback with added cognitive information feedback, but not performance outcome feedback, were superior to the baseline of providing simple outcome feedback (following each forecast with the actual value of the time series).     

On the role of reduced auditory feedback and kinesic self-stimulation during Stroop Color-Word performance1

Feedback from one's own voice provides important vocal–motor cues for effective cognitive processing. Reduction of such feedback is known to disturb such functioning. Work in our laboratory has shown that kinesic self-stimulation also plays an important role in cognition, and appears to regulate the focusing of attention under conditions of distraction. The present study investigated the effects of both auditory feedback and kinesic self-stimulation in the regulation of cognitive interference during performance of the Stroop Color-Word Task. Twelve subjects were tested on the Stroop task under conditions of normal and occluded hearing. Kinesic self-stimulation and response errors during color-word performance were recorded on video tape. The findings indicated that not only did self-stimulation increase when voice feedback was reduced, but that this increase was associated with a reduction in specific types of color-word performance errors. Individual differences revealed that high kinesic responders made significantly fewer errors in task performance than did low kinesic responders. Results were interpreted as revealing a kinesic feedback mechanism which has adaptive significance in regard to self-editing when auditory feedback is reduced.     

Task switching in video game players: Benefits of selective attention but not resistance to proactive interference

Research into the perceptual and cognitive effects of playing video games is an area of increasing interest for many investigators. Over the past decade, expert video game players (VGPs) have been shown to display superior performance compared to non-video game players (nVGPs) on a range of visuospatial and attentional tasks. A benefit of video game expertise has recently been shown for task switching, suggesting that VGPs also have superior cognitive control abilities compared to nVGPs. In two experiments, we examined which aspects of task switching performance this VGP benefit may be localized to. With minimal trial-to-trial interference from minimally overlapping task set rules, VGPs demonstrated a task switching benefit compared to nVGPs. However, this benefit disappeared when proactive interference between tasks was increased, with substantial stimulus and response overlap in task set rules. We suggest that VGPs have no generalized benefit in task switching-related cognitive control processes compared to nVGPs, with switch cost reductions due instead to a specific benefit in controlling selective attention.     

Effects of Cognitive Feedback Components,Display Format,and Elaboration on Performance

Balzer, Sulsky, Hammer, and Sumner (1992) demonstrated that task information, rather than cognitive information or functional validity information, is the necessary component of cognitive feedback (CFB). We designed a laboratory experiment to replicate the effects of (CFB) components while jointly investigating the impact of CFB display format and CFB elaboration on performance. Undergraduates (N = 323) were each randomly assigned to a single experimental condition in a 4 × 2 × 2 factorial design which manipulated the CFB components (TI, CI, TI + CI, or TI + CI + FVI), CFB display format (alphanumeric or graphic), and CFB elaboration (typical or augmented). The experimental task, procedures, and dependent measures were identical to Balzer et al. (1992). A main effect of CFB components was found, with results replicating the Balzer et al. findings that task information was necessary for improved performance. The main effects of CFB display format and CFB elaboration, as well as their interactions with each other and the CFB components, had little impact on judgment performance or reactions to feedback. Practical implications of the findings are discussed.     

The effects of video feedback on running form

Correct running form is important for injury prevention; as such, correct form promotes continued engagement in running as a long-term form of exercise. Researchers have shown video feedback to be an effective strategy to improve athletic form for a variety of sports, but it has not been evaluated in any behavior analytic research as a method for improving running form. The purpose of this study is to evaluate the effectiveness of video feedback to improve running form for regular runners. During baseline, each participant was video recorded while running without any feedback (verbal or video). During intervention, the researcher recorded the participant, then showed them the video and provided feedback on correct or incorrect form, according to a 9-step task analysis. Results show that all three participants achieved 100% correct steps on the task analysis when video feedback was used to maintain their form during follow-up.     

Social anxiety and self-impression: cognitive preparation enhances the beneficial effects of video feedback following a stressful social task

Negative and distorted images of the observable self are important in the development and maintenance of social phobia. Previous research has shown that video feedback has potential to correct the distorted self-perception [Rapee, R. M. & Hayman, K. (1996). The effects of video feedback on the self-evaluation of performance in socially anxious subjects. Behaviour Research and Therapy, 34, 315–322]. The present experiment investigated whether the construction of a self-image prior to viewing the video may enhance the therapeutic effects of video feedback. High and low socially anxious individuals gave a speech and then viewed the video of their performance. Half of the sample were given cognitive preparation prior to viewing the video. Cognitive preparation involved asking participants to (1) predict in detail what they will see in the video, (2) form an image of themselves giving the speech and (3) watch the video as though they were watching a stranger. Participants who received cognitive preparation prior to the video feedback made higher ratings of their overall performance and of specific aspects of their performance compared to those who were not given cognitive preparation and compared to the same ratings made prior to the video feedback. These results suggest that the therapeutic effects of video feedback can be enhanced by careful cognitive preparation which maximises the perceived discrepancy between self and video images.     

Probability matching in risky choice: The interplay of feedback and strategy availability

Probability matching in sequential decision making is a striking violation of rational choice that has been observed in hundreds of experiments. Recent studies have demonstrated that matching persists even in described tasks in which all the information required for identifying a superior alternative strategy—maximizing—is present before the first choice is made. These studies have also indicated that maximizing increases when (1)?the asymmetry in the availability of matching and maximizing strategies is reduced and (2)?normatively irrelevant outcome feedback is provided. In the two experiments reported here, we examined the joint influences of these factors, revealing that strategy availability and outcome feedback operate on different time courses. Both behavioral and modeling results showed that while availability of the maximizing strategy increases the choice of maximizing early during the task, feedback appears to act more slowly to erode misconceptions about the task and to reinforce optimal responding. The results illuminate the interplay between “top-down” identification of choice strategies and “bottom-up” discovery of those strategies via feedback.     

The development of an understanding of balance and the effect of training via stop-action video

Children's rule-governed, scientific reasoning in relation to the physical principles involved in balance has been studied by many, for example, Inhelder and Piaget (1958), Karmiloff-Smith and Inhelder (1974), as well as Siegler (1978). Although Siegler criticized the Genevan research on both methodological and conceptual grounds, his work can be criticized for being narrow in scope thus making his data a result of his task and design, rather than a true representation of the rules children employ naturally as they develop an understanding of balance. The work described herein is an attempt to integrate the methodologies of the Piagetian School and Siegler by making use of current video technology to naturalistically assess children's rule-governed behaviors but to also empirically validate them. The first part of this study (N=128, ages 4–9 years) used video to microanalytically assess the strategies children used as they attempted to balance a set of symmetrical, asymmetrical, and weighted blocks on a fulcrum. After validating on ordinal progression of strategies, the study used stop-action video feedback, in a predict-consequence paradigm, to focus reflection on (a) the action of the block, (b) the placement of the block, and (c) the episode in general. A two-way interaction between entering level and type of video feedback was significant. The results are interpreted in terms of Piaget's theory of equilibration suggesting that reflection and cognitive conflict can improve understanding if the child assimilates the feedback to the confirmation or refutation of an initial assimilatory scheme regarding balance.     

Susceptibility to postidentification feedback is affected by source credibility

How much a person is affected by postidentification feedback is dependent on the credibility of the person giving the feedback. Seven hundred and ninety participants across three experiments viewed a crime video, made judgments from a line‐up, were provided with co‐witness and/or outcome feedback (from police officers [high credibility] or children [low credibility]), and answered testimony‐relevant questions (e.g. How good a view did you get of the person in the video?). The aim was to find out how high versus low credibility co‐witness feedback affects a witness' retrospective judgments (Experiment 1) as well as estimations of these co‐witnesses' judgments (Experiment 2). Experiment 1 showed that the feedback effect was only observed when the co‐witness responses were attributed to a high credibility source. Experiment 2 showed that high credibility co‐witnesses were estimated to score higher on the testimony‐relevant questions as compared to low credibility co‐witnesses. Experiment 3 showed that outcome feedback (e.g. ‘you identified the suspect’) produces stronger effects on testimony‐relevant questions than co‐witness feedback. The implications of these findings are that when postidentification feedback is present, it is important to determine the source of this feedback. Copyright © 2008 John Wiley & Sons, Ltd.     

How am I doing? Performance feedback mitigates the effects of mental fatigue on endurance exercise performance

Mental fatigue induced by an earlier cognitive task can impair performance on a subsequent physical task. The current study investigated whether such performance impairment could be mitigated by performance feedback. In an experimental sequential-task design, 63 sport science students completed a series of three tasks: 5-min physical (pre-test), 20-min cognitive, 5-min physical (post-test). Participants were randomly allocated to one of three groups: feedback (n = 23), no feedback (n = 20), control (n = 20). The physical tasks, which assessed force production during a self-paced rhythmic handgrip task as a measure of physical endurance performance, were performed with (feedback group) or without (no feedback group, control group) visual performance feedback. The cognitive tasks involved either completing a 2-back memory task to induce mental fatigue (feedback and no feedback groups) or watching a didactic film (control group). Self-report measures (fatigue, exertion, vigor, motivation) were collected throughout. The 2-back cognitive task increased mental fatigue, mental exertion and general fatigue in the feedback and no feedback groups compared to the control group. Relative to the pre-test physical task, post-test endurance performance declined in the no feedback group (−14.4%) but did not change in the control (−2.6%) and feedback (−2.4%) groups. This mitigation of performance effect was not accompanied by parallel changes in fatigue, exertion, vigor, or motivation. In conclusion, visual performance feedback mitigates the negative effects of mental fatigue on physical endurance performance.     

Who uses base rates andP(D/∼H)? An analysis of individual differences

In two experiments, involving over 900 subjects, we examined the cognitive correlates of the tendency to viewP(D/～H) and base rate information as relevant to probability assessment. We found that individuals who viewedP(D/～H) as relevant in a selection task and who used it to make the proper Bayesian adjustment in a probability assessment task scored higher on tests of cognitive ability and were better deductive and inductive reasoners. They were less biased by prior beliefs and more datadriven on a covariation assessment task. In contrast, individuals who thought that base rates were relevant did not display better reasoning skill or higher cognitive ability. Our results parallel disputes about the normative status of various components of the Bayesian formula in interesting ways. It is argued that patterns of covariance among reasoning tasks may have implications for inferences about what individuals are trying to optimize in a rational analysis (J. R. Anderson, 1990, 1991).     

Anticipations of Effort and Accuracy in Multiattribute Choice

Research on multiattribute choice strategies suggests that decision makers adapt to variations in task features by switching decision strategies. One perspective is that strategy selection is determined by a trade-off between the goals of minimizing effort and maximizing accuracy. However, since strategy selection is based on anticipated effort and accuracy, empirical evidence is needed on the nature of these anticipations. An experiment examines how well decision makers anticipate the influence of two particular task features, information display organization and number of alternatives, on effort and accuracy. Subjects chose the best alternative from sets of loan applications described by six relevant attributes. Prior to each choice, they prospectively judged the effort required and the accuracy that would result. Results suggest that anticipated consequences deviate substantially from experienced consequences for both effort and accuracy. Neither task experience nor explicit feedback brought anticipations and experiences closer together. These findings underscore the importance of anticipation judgments in multiattribute choice.     

Self-control over combined video feedback and modeling facilitates motor learning

Allowing learners to control the video presentation of knowledge of performance (KP) or an expert model during practice has been shown to facilitate motor learning (Aiken, Fairbrother, & Post, 2012; Wulf, Raupach, & Pfeiffer, 2005). Split-screen replay features now allow for the simultaneous presentation of these modes of instructional support. It is uncertain, however, if such a combination incorporated into a self-control protocol would yield similar benefits seen in earlier self-control studies. Therefore, the purpose of the present study was to examine the effects of self-controlled split-screen replay on the learning of a golf chip shot. Participants completed 60 practice trials, three administrations of the Intrinsic Motivation Inventory, and a questionnaire on day one. Retention and transfer tests and a final motivation inventory were completed on day two. Results revealed significantly higher form and accuracy scores for the self-control group during transfer. The self-control group also had significantly higher scores on the perceived competence subscale, reported requesting feedback mostly after perceived poor trials, and recalled a greater number of critical task features compared to the yoked group. The findings for the performance measures were consistent with previous self-control research.     

On being happy but fearing failure: The effects of mood on self-handicapping strategies

Does temporary mood influence people’s tendency to engage in self-handicapping behaviors? Based on past research on self-handicapping and recent work on affect and social behaviors, this experiment predicted and found that positive mood significantly increased the tendency to engage in two kinds of self-handicapping strategies. Participants (N = 94) first received contingent or non-contingent positive feedback about performance on a task of ‘cognitive abilities’, and then underwent a positive, neutral, or negative mood induction using video films. Self-handicapping was assessed in terms of their subsequent preference for (a) drinking a performance-enhancing, or performance-inhibiting herbal tea, and (b) engaging or not engaging in performance-enhancing cognitive practice. As predicted, happy mood and non-contingent feedback significantly increased self-handicapping on both measures. The implications of these results for everyday performance tasks, and for recent affect-cognition theories, are discussed.     

Preschoolers’ use of feedback for flexible behavior: Insights from a computational model

This study addressed preschoolers’ cognitive flexibility in an inductive task requiring response feedback processing to infer relevant task goals. A total of 63 4- to 6-year-olds were tested on a perceptual matching task in which they needed to switch attention among three colors. A computational model was designed to track down how responses to positive and negative feedback changed as children progressed through the task. The results showed that children’s differential response to positive and negative feedback developed with age. In addition, age differences in feedback responding increased as the task unfolded. These findings are interpreted as reflecting an increase in flexibility with age in terms of growing efficiency in feedback processing.     

Action video game experience affects oculomotor performance

Action video games have been show to affect a variety of visual and cognitive processes. There is, however, little evidence of whether playing video games can also affect motor action. To investigate the potential link between experience playing action video games and changes in oculomotor action, we tested habitual action video game players (VGPs) and non-video game players (NVGPs) in a saccadic trajectory deviation task. We demonstrate that spatial curvature of a saccadic trajectory towards or away from distractor is profoundly different between VGPs and NVGPs. In addition, task performance accuracy improved over time only in VGPs. Results are discussed in the context of the competing interplay between stimulus-driven motor programming and top–down inhibition during oculomotor execution.     

A neurally plausible parallel distributed processing model of event-related potential word reading data

The Parallel Distributed Processing (PDP) framework has significant potential for producing models of cognitive tasks that approximate how the brain performs the same tasks. To date, however, there has been relatively little contact between PDP modeling and data from cognitive neuroscience. In an attempt to advance the relationship between explicit, computational models and physiological data collected during the performance of cognitive tasks, we developed a PDP model of visual word recognition which simulates key results from the ERP reading literature, while simultaneously being able to successfully perform lexical decision—a benchmark task for reading models. Simulations reveal that the model’s success depends on the implementation of several neurally plausible features in its architecture which are sufficiently domain-general to be relevant to cognitive modeling more generally.     

The Role of Cognitive Ability in Self‐Efficacy and Self‐Assessed Test Performance1

Research has shown that test takers are often unable to assess their own test performance accurately. However, the role of cognitive ability in assessing one's test performance has not been explored. We examined whether high cognitive ability participants were better than low cognitive ability participants in assessing their performance on a video‐based situational judgment test (SJT) of customer‐service skills. Results indicated a strong relationship between actual and perceived SJT performance for high cognitive ability participants, but no relationship for those low in cognitive ability. The discussion focuses on implications for metacognitive theory, test perceptions, and providing feedback to applicants.     

Emotional after‐effects on the P3 component of the event‐related brain potential

Agrowing body of literature indicates that affective states can influence cognitive processes. The core assumption of Ellis and Ashbrook's (1988) model explaining these emotional after‐effects on cognition is that the emotional state regulates the allocation of processing resources. A negative emotional state is supposed to pre‐empt capacity normally allocated to the cognitive task at hand. This is assumed to occur because the negative emotional state leads to an increase in intrusive, irrelevant thoughts, which compete with relevant cognitive activities and thus result in a lack of attention given to relevant features of the task to be performed. In the present study, the hypothesis that negative emotions lead to a reduced information‐processing capacity and that this is observable on a very basic level of information processing is tested. Therefore, 102 participants were assigned to three independent groups, each inducing one of a negative, a positive, or a neutral mood by means of a 3‐minute video‐clip. Shortly after the video‐clip, two acoustical stimuli with increasing information were presented, while the P3 component of the event‐related brain potential on these stimuli was measured as a psychophysiological indicator of cognitive resource allocation. In addition, the expenmental manipulation was checked by assessing subjective and external mood ratings as well as cortical alpha activity. Results show that the videos did in fact induce positive, neutral, or negative mood. Moreover, even when controlling for video‐related unspecific cortical arousal, a significant emotional after‐effect was found on the P3 component of the event‐related brain potential, indicating reduced information‐processing capacity, particularly in the negative mood condition. The reported data support Ellis and Ashbrook's model of emotional after‐effects on cognitive processes. As those effects were observable after an event that did not demand a high amount of cognitive resources, this suggests that even tasks that do not heavily engage central processing resources and are not likely to be influenced by cognitive strategies, seem to be affected by a negative emotional state.     

Medial frontal event-related potentials and reward prediction: do responses matter?

Medial frontal event-related potentials (ERPs) following rewarding feedback index outcome evaluation. The majority of studies examining the feedback related medial frontal negativity (MFN) employ active tasks during which participants’ responses impact their feedback, however, the MFN has been elicited during passive tasks. Many of the studies examining the MFN show enhanced effects when an error in reward prediction occurs (i.e. expected rewards are not delivered). To clarify the roles of reward prediction error and active responding in producing the MFN, the current study employed a reward prediction design with active and passive task blocks. Following the presentation of a reward predictor, participants (active task) or the computer (passive task) indicated whether participants would receive the outcome associated with a stimulus presented on the left or right of the reward predictor. The MFN was largest when the trial outcome was worse than predicted and this effect was enhanced when the participant, rather than the computer, made the choice. These results show that both reward prediction error and active choice impact the neural system of outcome monitoring with the largest MFN when the individual’s decision led to the negative outcome.