Evaluating video modeling and video modeling with video feedback to enhance the performance of competitive dancers

This study evaluated the use of video modeling and video modeling plus video feedback to enhance four adolescents' performance of a dance movement. Intervention was evaluated in a multiple baseline across participants design. This study found that video modeling enhanced performance from baseline, but the addition of video feedback produced further increases. For one participant, improvement was dependent on the perspective of the video model. Implications of these findings and suggestions for future research are discussed.     

Automatic grading and hinting in open-ended text questions

Open-ended text questions provide better assessment of learner’s knowledge, but analysing answers for this kind of questions, checking their correctness, and generating of detailed formative feedback about errors for the learner are more difficult and complex tasks than for closed-ended questions like multiple-choice.The analysis of answers for open-ended questions can be performed on different levels. Analysis on character level allows to find errors in characters’ placement inside a word or a token; it is typically used to detect and correct typos, allowing to differ typos from actual errors in the learner’s answer. The word-level or token-level analysis allows finding misplaced, extraneous, or missing words in the sentence. The semantic-level analysis is used to capture formally the meaning of the learner’s answer and compare it with the meaning of the correct answer that can be provided in a natural or formal language. Some systems and approaches use analysis on several levels.The variability of the answers for open-ended questions significantly increases the complexity of the error search and formative feedback generation tasks. Different types of patterns including regular expressions and their use in questions with patterned answers are discussed. The types of formative feedback and modern approaches and their capabilities to generate feedback on different levels are discussed too.Statistical approaches or loosely defined template rules are inclined to false-positive grading. They are generally lowering the workload of creating questions, but provide low feedback. Approaches based on strictly-defined sets of correct answers perform better in providing hinting and answer-until-correct feedback. They are characterised by a higher workload of creating questions because of the need to account for every possible correct answer by the teacher and fewer types of detected errors.The optimal choice for creating automatised e-learning courses are template-based open-ended question systems like OntoPeFeGe, Preg, METEOR, and CorrectWriting which allows answer-until-correct feedback and are able to find and report various types of errors. This approach requires more time to create questions, but less time to manage the learning process in the courses once they are run.     

La cross-évaluation : une approche d’évaluation et de développement des processus de travail inter-équipes

Organizational agility has become an increasing focus for companies and has led to the emergence of new developmental methods. This article presents the cross-evaluation as an approach to evaluating and developing inter-team interface efficacity. Though 360 degrees feedback collective processes are being evaluated, and during reflexive workshops they decide what improvements to make in their team functioning. Based on a literature review and more specifically on the theories of social identity and groupthink this article describes the scientific bases of the cross-evaluation method and the biases that can be involved and how to reduce them. It suggests new avenues of research and practical suggestions for practitioners about an inter-team development method.     

Effects of textual prompts and feedback on social niceties of adolescents with autism spectrum disorder in a simulated workplace

Previous research demonstrates the efficacy of behavioral skills training with a textual prompt to establish greetings and conversational skills. This study examined the efficacy of a brief intervention of textual prompts with performance feedback for increasing social niceties of adolescents and young adults with autism spectrum disorder in a simulated workplace. Target social niceties included “Do you have a minute?” when a participant initiated an interaction and “Thank you for your time” when a participant ended the interaction. Results revealed this intervention was effective for 7 of 9 participants. This study expands upon previous studies by showing the efficacy of a resource-efficient training on acquisition and generalization of social niceties by people with autism spectrum disorder.     

The influence of instructive feedback presentation schedule: A replication with children with autism spectrum disorder

Instructive feedback (IF) is a modification to discrete trial instruction that may increase instructional efficiency for individuals with autism spectrum disorder. Several variations of IF have recently been evaluated in the literature; however, few studies have assessed the effectiveness and efficiency of presenting secondary targets on continuous versus intermittent presentation schedules. The current study evaluated the effectiveness and efficiency of various presentation schedules of secondary targets during discrete trial instruction. Specifically, we replicated and extended Griffen et al. (1998) by comparing a condition in which secondary targets were presented during each trial of a session, a condition in which secondary targets were presented every other trial, and a condition in which secondary targets were presented about every 4 trials. Within-subject replications were included for both participants. One of the intermittent presentation schedules was associated with the most optimal outcomes in all 4 comparisons.     

Planned Straight or Biased to Be So? The Influence of Visual Feedback on Reaching Movements

Abstract

Behavioral studies consistently find that subjects move their hand along straight paths despite considerations that suggest reaches should be curved. Literature on this topic makes it clear that the experimentally displayed feedback influences how subjects reach. Could the standard visual feedback, a displayed cursor, explain the lack of path curvature in experimental results? To address this question, we conducted three experiments to examine reach behavior in the absence of the standard visual feedback. In the first experiment, we found significant increases in curvature as visual feedback was progressively extinguished across groups. A second experiment revealed that practiced reaches became curved after the standard visual feedback was removed. A final experiment found that subjects’ reaches made before and after a brief display of visual feedback were similar, indicating a preference for specific curved trajectories. Our results suggest that the consistently straight reaches often observed could be due to a bias to move the displayed cursor straight, which when removed reveal subject-specific preferences for reaches that are often curved.     

叠音人名的婴儿图式效应及其对人际信任的影响

叠音人名是一种特有的人名形式,但鲜有研究考察其心理特征。本研究通过4个实验探讨叠音人名的婴儿图式效应及其对人际信任的作用机制。实验1采用特质推断指标,结果发现个体认为叠音人名的主人更像婴儿。实验2采用反应类别指标,结果表明叠音人名产生了更强烈的积极情绪。实验3表明叠音人名不影响人际信任。实验4表明在获得正性反馈后,个体不会增加对叠音人名个体的人际信任;在获得负性反馈后,个体则会减少对叠音人名个体的人际信任。上述结果表明,叠音人名可以引发婴儿图式效应,叠音人名与结果反馈类型共同影响人际信任。     

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.     

Feedback functions, optimization, and the relation of response rate to reinforcer rate

The present experiment arranged a series of inverted U-shaped feedback functions relating reinforcer rate to response rate to test whether responding was consistent with an optimization account or with a one-to-one relation of response rate to reinforcer rate such as linear system theory's rate equation or Herrnstein's hyperbola. Reinforcer rate was arranged according to a quadratic equation with a maximum at a unique response rate. The experiment consisted of two phases, during which 6 Long Evans rats lever pressed for food. In the first phase of the experiment, the rats responded on six fixed-interval-plus-quadratic-feedback schedules, and in the second phase the rats responded on three variable-interval-plus-quadratic-feedback schedules. Responding in both phases was inconsistent with a one-to-one relation of response rate to reinforcer rate. Instead, different response rates were obtained at equivalent reinforcer rates. Responding did vary directly with the vertex of the feedback function in both phases, a finding consistent with optimization of reinforcer rate. The present results suggest that the feedback function relating reinforcer rate to response rate imposed by a reinforcement schedule can be an important determinant of behavior. Furthermore, the present experiment illustrates the benefit of arranging feedback functions to investigate assumptions about the variables that control schedule performance.