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161.
A classic study conducted by Ross, Lepper, and Hubbard (1975) revealed a perseverance effect wherein people who received positive performance feedback on an alleged social perceptiveness test reported more favorable self-perceptions in this domain than those who received negative feedback despite the fact that they had received standard outcome debriefing (i.e., been informed about the false, predetermined, and random nature of the feedback) prior to reporting self-assessments. The present studies extend this past research by revealing that (a) there is a form of outcome debriefing (i.e., informing participants about the bogus nature of the test as well as the bogus nature of the feedback) that effectively eliminates the perseverance effect, (b) the perseverance effect that occurs after standard outcome debriefing is limited to perceptions of specific task-relevant skills rather than more global abilities, and (c) affective reactions do not underlie the perseverance effect that occurs in the false feedback paradigm. 相似文献
162.
In two studies, we document “failure to warn”—a reduced likelihood of warning Black students against potential academic difficulty compared to White students. In both studies, participants placed in the role of academic advisors saw a highly challenging academic course plan, attributed to either a Black or a White student, and gave Black students less warning about the potential negative consequences of taking on the proposed plan. Study 1 (N = 172) demonstrates this effect using undergraduate peer academic advisors, and Study 2 (N = 58) provides evidence that this effect is moderated by Internal Motivation to Respond Without Prejudice (Plant & Devine, 1998), suggesting that this effect is driven by the fear that discouraging an ambitious Black student might reflect prejudice. This well-intentioned concern can have the ironic consequence of leading the recipients of this advice into academic difficulties. 相似文献
163.
Burgos JE 《Journal of the experimental analysis of behavior》2007,88(1):115-130
This article presents an interpretation of autoshaping, and positive and negative automaintenance, based on a neural-network model. The model makes no distinction between operant and respondent learning mechanisms, and takes into account knowledge of hippocampal and dopaminergic systems. Four simulations were run, each one using an A-B-A design and four instances of feedfoward architectures. In A, networks received a positive contingency between inputs that simulated a conditioned stimulus (CS) and an input that simulated an unconditioned stimulus (US). Responding was simulated as an output activation that was neither elicited by nor required for the US. B was an omission-training procedure. Response directedness was defined as sensory feedback from responding, simulated as a dependence of other inputs on responding. In Simulation 1, the phenomena were simulated with a fully connected architecture and maximally intense response feedback. The other simulations used a partially connected architecture without competition between CS and response feedback. In Simulation 2, a maximally intense feedback resulted in substantial autoshaping and automaintenance. In Simulation 3, eliminating response feedback interfered substantially with autoshaping and automaintenance. In Simulation 4, intermediate autoshaping and automaintenance resulted from an intermediate response feedback. Implications for the operant-respondent distinction and the behavior-neuroscience relation are discussed. 相似文献
164.
Anne C. Miers Anke W. Blöte Caroline L. Bokhorst P. Michiel Westenberg 《Behaviour research and therapy》2009,47(12):1043-1049
The current study investigated whether negatively biased self-evaluations of nervousness and social skills are related to how well an individual actually performs, that is performance level. Sixty-eight high socially anxious and 68 control participants (age range 9–17 years) gave a 5 min speech in front of a pre-recorded audience of same age peers and a teacher. Participants' evaluations immediately after the task were measured on a number of performance dimensions. Three independent observers also evaluated recordings of the speech performances. Participants were further divided into good and bad performers based on their actual performance level as judged by the observers. Self-evaluations of the high socially anxious participants were negatively biased for nervous appearance regardless of how well they actually performed. In contrast, a negative bias for social skills only occurred in the high anxious participants with a good performance. The social skill evaluations of the poor performers appear warranted. Taking actual performance level into account may help to clarify the exact nature of a negative bias in socially anxious youth and has clear implications for the choice of treatment approach. 相似文献
165.
William G. Rantz Alyce M. Dickinson Gilbert A. Sinclair Ron Van Houten 《Journal of applied behavior analysis》2009,42(3):497-509
This study examined whether pilots completed airplane checklists more accurately when they receive postflight graphic and verbal feedback. Participants were 8 college students who are pilots with an instrument rating. The task consisted of flying a designated flight pattern using a personal computer aviation training device (PCATD). The dependent variables were the number of checklist items completed correctly. A multiple baseline design across pairs of participants with withdrawal of treatment was employed in this study. During baseline, participants were given postflight technical feedback. During intervention, participants were given postflight graphic feedback on checklist use and praise for improvements along with technical feedback. The intervention produced near perfect checklist performance, which was maintained following a return to the baseline conditions. 相似文献
166.
David W Munro Jennifer Stephenson Henry Roane 《Journal of applied behavior analysis》2009,42(4):795-800
The use of response cards during whole‐class English vocabulary instruction was evaluated. Five low‐participating students were observed during hand‐raising conditions and response‐card conditions to observe the effects of response cards on student responding and test scores and teacher questions and feedback. Responding and test scores were higher for all targeted students in the response‐card condition. The teacher asked a similar number of questions in both conditions; however, she provided more feedback in the response‐card condition. 相似文献
167.
Goal-setting and mental effort investment may be influenced by the perception of success or failure. The aim of the current
study was to investigate the dynamics of motivational intensity model using false performance feedback. Forty participants
performed a demanding cognitive task over five successive (5 min) blocks. Participants received performance feedback of either
progressive success or progressive failure. A number of psychophysiological variables were used to index mental effort investment
and emotion, including: HRV components, blood pressure, skin conductance level, EEG, and facial EMG. Subjective estimates
of mood, workload and motivation were also collected alongside performance measures. The success group experienced positive
affect and a less pronounced decline in subjective motivation in response to a perception of successful achievement. In contrast,
feedback of failure led to adverse changes in mood/motivation, but did not lead to the absolute withdrawal of effort, although
trends in the psychophysiological data suggest that participants in the failure group were on the verge of abandoning the
task. The implications of these findings are discussed within the context of goal-setting and effort regulation models. 相似文献
168.
Michaël Huet Cyril Camachon Laure Fernandez David M. Jacobs Gilles Montagne 《Human movement science》2009,28(4):450-467
The present study investigates the effects of different types of concurrent feedback on the acquisition of perceptual-motor skills. Twenty participants walked through virtual corridors in which rhythmically opening and closing sliding doors were placed. The participants aimed to adjust their walking speed so as to cross the doors when the doors were close to their maximal aperture width. The highest level of performance was achieved by learners who practiced the task with unambiguous self-controlled concurrent feedback, which is to say, by learners who could request that feedback at wish. Practice with imposed rather than self-controlled feedback and practice without concurrent feedback were shown to be less effective. Finally, the way in which the self-controlled concurrent feedback was presented was also found to be of paramount importance; if the feedback is ambiguous, it may even prevent participants from learning the task. Clearly, unambiguous self-controlled feedback can give rise to higher levels of performance than other feedback conditions (compared to imposed schedule) but, depending on the way it is presented, the feedback can also prevent the participants from learning the task.In the discussion it is argued that unambiguous self-controlled concurrent feedback allows learners to more rapidly educate their attention towards more useful perceptual invariants and to calibrate the relation between perceptual invariants and action parameters. 相似文献
169.
Mary Catherine Scheeler Kristie Bruno Erin Grubb Terri Lynn Seavey 《Journal of Behavioral Education》2009,18(3):189-210
Preservice teachers learn evidence-based practices in university classrooms but often fail to use them later on in their own
K-12 classrooms. The problem may be a missing link in teacher preparation, i.e., failure to teach preservice teachers to generalize
newly acquired techniques. Two experiments using multiple baseline designs across participants assessed effectiveness of a
model to promote generalization and maintenance of a specific teaching skill. In Experiment 1, preservice teachers’ maintenance
of behavior deteriorated from practicum to student teaching when intervention consisted of training to criteria alone. When
a programming for generalization component (program common stimuli) was added to the intervention, teachers in Experiment
2 generalized and maintained behavior across settings (student teaching to own classrooms) at a higher average than occurred
during intervention. 相似文献
170.
Participants struck 500 golf balls to a concealed target. Outcome feedback was presented at the subjective or objective threshold of awareness of each participant or at a supraliminal threshold. Participants who received fully perceptible (supraliminal) feedback learned to strike the ball onto the target, as did participants who received feedback that was only marginally perceptible (subjective threshold). Participants who received feedback that was not perceptible (objective threshold) showed no learning. Upon transfer to a condition in which the target was unconcealed, performance increased in both the subjective and the objective threshold condition, but decreased in the supraliminal condition. In all three conditions, participants reported minimal declarative knowledge of their movements, suggesting that deliberate hypothesis testing about how best to move in order to perform the motor task successfully was disrupted by the impoverished disposition of the visual outcome feedback. It was concluded that sub-optimally perceptible visual feedback evokes implicit processes. 相似文献