Experimental effects of receiving negative weight-related feedback: a weight guessing study

The effects of receiving negative verbal weight-related feedback on the mood, self-esteem, and body image of restrained and unrestrained eaters were investigated. Female undergraduate students either reported their current weight (no feedback) or had their weight guessed as 15 lb higher than their actual weight (negative feedback) by an experimenter who presented herself as either an undergraduate (peer) or graduate student (non-peer). Participants overall had higher anxiety and felt “fatter” in the negative feedback condition. When this feedback came from a peer they felt fatter, more dissatisfied with their bodies, and, for restrained eaters, more depressed, as compared to when it came from a non-peer. These results provide empirical evidence that negative weight-related feedback produces adverse psychological consequences for young women, especially restrained eaters, and suggest the importance of peers’ perceptions of weight.     

基于性能反馈的PSO算法速度上限调整策略

速度上限是影响微粒群算法性能的一个主要参数。针对现有调节策略存在参数统一设置、与微粒性能无关等缺点,本文提出一种基于性能反馈的调整策略,使得速度上限能随着个体性能的改变而动态调整,从而更加真实有效的模拟了鸟类觅食的群体行为特征。仿真结果表明该算法能较好地提高微粒群算法的计算效率。     

词汇判断中汉语多义词识别的优势效应

运用词汇判断任务,考察了汉语双字词识别中的多义性效应。实验一运用2个真字任意组合构成的假词（如：镜社）作填充材料,发现多义词识别的优势效应仅仅存在于错误率中。实验二运用与源真词（如：冲锋）同音形似的假词（如：冲烽）作填充材料,促使被试更多地在语义水平上做出判断,结果发现很强的多义词识别的优势效应,这种效应主要表现在低频词上。两个实验结果表明,在词汇判断中用不同的假词作填充词会影响被试的词汇判断策略,从而在不同水平上通达词义。最后,用反馈模型对实验结果进行了解释。     

绩效反馈研究的回顾与展望

绩效反馈是组织中鼓励先进、鞭策落后、激发员工潜能的很重要的管理手段。该概要回顾了有关反馈的研究,分析了反馈研究的发展趋势,认为不同反馈来源中上级反馈的影响越来越重要;表扬还是批评的信息对员工的影响值得进一步探讨;反馈接受者本人的特点对反馈效果的影响研究应更加深入。     

Stimuli inevitably generated by behavior that avoids electric shock are inherently reinforcing.

A molecular analysis based on the termination of stimuli that are positively correlated with shock and the production of stimuli that are negatively correlated with shock provides a parsimonious count for both traditional discrete-trial avoidance behavior and the data derived from more recent free-operant procedures. The necessary stimuli are provided by the intrinsic feedback generated by the subject's behavior, in addition to those presented by the experimenter. Moreover, all data compatible with the molar principle of shock-frequency reduction as reinforcement are also compatible with a delay-of-shock gradient, but some data compatible with the delay gradient are not compatible with frequency reduction. The delay gradient corresponds to functions relating magnitude of behavioral effect to the time between conditional and unconditional stimuli, the time between conditioned and primary reinforcers, and the time between responses and positive reinforcers.     

The ghost of Christmas future: didn't Scrooge learn to be good? Commentary on Magnuson,McMurray, Tanenhaus,and Aslin (2003)

Magnuson, McMurray, Tanenhaus, and Aslin [Cogn. Sci. 27 (2003) 285] suggest that they have evidence of lexical feedback in speech perception, and that this evidence thus challenges the purely feedforward Merge model [Behav. Brain Sci. 23 (2000) 299]. This evidence is open to an alternative explanation, however, one which preserves the assumption in Merge that there is no lexical–prelexical feedback during on‐line speech processing. This explanation invokes the distinction between perceptual processing that occurs in the short term, as an utterance is heard, and processing that occurs over the longer term, for perceptual learning.     

INCREASING NURSES' USE OF FEEDBACK TO PROMOTE INFECTION-CONTROL PRACTICES IN A HEAD-INJURY TREATMENT CENTER

This study established regular implementation of a simple feedback procedure by supervisory nurses with their assistants at a head-injury treatment center. Five nurses were trained to distribute brief written comments to their assistants about infection-control practices, including using gloves to avoid contact with body fluids. Following low rates of written feedback, nurses met with the trainer weekly to set goals for using the system, to review feedback rates, and to examine contingent letters of appreciation. Written feedback increased from 0.09 to 0.58 per day. When outcome data on glove use were subsequently added to the feedback provided to nurses, nurses' feedback on glove use increased and overall glove use by assistants increased by 36.7% for 66.7% of assistants who responded to feedback. Assistants rated feedback as highly accurate and indicated some interest in receiving future feedback. However, nurses and assistants expressed a preference for oral over written feedback.     

Teacher Use Of Interventions In General Education Settings: Measurement And Analysis Of The Independent Variable

This study examined the integrity with which 4 general education teachers implemented an intervention designed to improve the academic performance of elementary school students. Treatment integrity was measured daily using permanent products. The results showed that the 4 teachers markedly increased the integrity of the delivered treatment when they were provided with performance feedback. The results suggest that academic performance improved for the group of students as integrity improved.     

Clients Helping Therapists Find Solutions to their Therapy

This paper is offered as a beginning toward including client perspectives on treatment and client participation in supervision. Rather than see therapists as technical experts who do things to people, many of us now see therapists as nonexperts who create conversations with people (Goolishian & Anderson, 1992). This new shift challenges the traditional training positions of supervisor and supervisee, respectively. Including clients' voices the supervisor participate from a nonexpert position.