Pro- and Antisaccades: Dissociating Stimulus and Response Influences the Online Control of Saccade Trajectories

The authors examined whether the diminished online control of antisaccades is related to a trade-off between movement planning and control or the remapping of target properties to a mirror-symmetrical location (i.e., vector inversion). Pro- and antisaccades were examined in a standard no-delay schedule wherein target onset served as the movement imperative and a delay cuing schedule wherein responses were initiated 2,000 ms following target onset. Importantly, the delay cuing schedule was employed to equate pro- and antisaccade reaction times. Online control was evaluated by indexing the strength of trajectory amendments at normalized increments of movement time. Antisaccades exhibited fewer online corrections than prosaccades, and this result was consistent across cuing schedules. Thus, the diminished online control of antisaccades cannot be tied to a trade-off between movement planning and control. Rather, the authors propose that the intentional nature of dissociating stimulus and response (i.e., vector inversion) engenders a slow mode of cognitive control that is not optimized for fast oculomotor corrections.     

Visual Feedback of Target Position Affects Accuracy of Sequential Movements at Even Spaces

The role of visual feedback during movement is attributed to its accuracy, but findings regarding the utilization of this information are inconsistent. We developed a novel dot-placing task to investigate the role of vision in arm movements. Participants conducted pointing-like movements between two target stimuli at even spaces. In Experiment 1, visual feedback of targets and response positions was manipulated. Although visual loss of target stimuli hindered accuracy of movements, the absence of the position of previously placed dots had little effect. In Experiment 2, the effect of movement time on accuracy was assessed, as the relationship between these has been traditionally understood as a speed/accuracy trade-off. Results revealed that duration of movement did not impact movement accuracy.     

Contingent auditory feedback of arm movement facilitates reaching behavior in infancy

The purpose of this study was to investigate the influence of contingent auditory feedback on the development of infant reaching. Eleven full-term infants were observed biweekly from the age of 10 weeks to 16 weeks, and their arm kinematics were recorded. Auditory feedback that was contingent on arm kinematics was provided in the form of: (a) the mother's voice; and (b) musical tones. Results showed that providing auditory feedback (mother's voice or musical tones): (i) increased the amplitude of exploratory arm movements before the onset of reaching; and (ii) increased the number of reaches at the onset of reaching. These results show that infants are able to use contingent auditory feedback to explore the relevant possibilities for action that are subsequently shaped into goal-directed movements.     

Modifying Students' Classroom Behaviors Using an Electronic Daily Behavior Report Card

This study examined the effects of e-mailed daily behavior report cards (DBRC) on students' disruptive classroom behaviors. Additionally, teacher acceptability of e-mailed DBRC as an intervention was assessed. Participants included 46 elementary students (37 males and 9 females), that were assigned to one of three conditions; delayed treatment control, e-mailed DBRC, and e-mailed DBRC with performance feedback. Student behaviors were measured by direct observations and teacher ratings. Results suggest that e-mailed DBRC can decrease students' disruptive behaviors, that e-mailed DBRC with performance feedback did not produce superior outcomes, and that e-mailed DBRC was perceived as acceptable.     

反馈干预对学习判断的影响

将反馈干预作为外部线索引入元记忆研究,采用重复学习任务,在第一轮次学习-测验之后插入反馈干预,用两个实验分别考查任务反馈和能力反馈两种形式下的反馈效价对第二轮次即时学习判断的影响.结果表明：①在学习过程中,学习者会进行自我监测;②在任务反馈形式下,反馈信息与自我监测信息冲突,导致反馈干预对元认知监测和认知过程没有影响;③在能力反馈形式下,反馈信息与自我监测信息的冲突消失,结果消极反馈影响了元认知监测.由此得出结论：只有在不与自我监测信息冲突的情况下,反馈干预才对学习判断产生影响.此外,在有反馈干预的情况下,两个实验中都出现了显著的练习伴随低估效应.     

Corrected Feedback: A Procedure to Enhance Recall of Informed Consent to Research Among Substance Abusing Offenders

This study examined the efficacy of corrected feedback for improving consent recall throughout the course of an ongoing longitudinal study. Participants (N = 135) were randomly assigned to either a corrected feedback or a no-feedback control condition. Participants completed a consent quiz 2 weeks after consenting to the host study and at months 1, 2, and 3. The corrected feedback group received corrections to erroneous responses and the no-feedback control group did not. The feedback group displayed significantly greater recall overall and in specific content areas (i.e., procedures, protections, risks/benefits). Results support the use of corrected feedback for improving consent recall.     

Enhancing Adherence to a Problem-Solving Model for Middle-School Pre-Referral Teams

Abstract

Performance feedback and checklists were used to improve the degree to which middle-school teams adhered to elements of systematic problem solving as described in the Instructional Consultation literature (Bartels & Mortenson, 2002; Rosenfield, 1987). Direct observations of problem-solving meetings were conducted to determine levels of adherence to a problem-solving methodology. Performance feedback was provided to each participating school psychologist after a period of no feedback and was followed by the provision of a checklist of problem-solving steps to all team members. Visual analysis of the data indicated variable improvements in systematic problem solving following presentation of feedback and checklists. Feedback and prompts, while necessary, may not be sufficient to ensure adequate adherence to problem solving.     

C1调制效应的理论评述及影响因素

C1成分是对视觉刺激最早做出反应的视皮层诱发电位,C1调制效应是指注意等因素能够影响C1振幅的现象.以往多数研究未观察到注意等因素对C1振幅的影响,仅发现注意等因素对晚于C1的P1与N1等成分存在调制作用,并有研究者据此提出延迟反馈假说.但近期研究提示,注意等因素可能会对C1成分产生影响,提示初级视皮层(V1)可能在视觉信息加工初期直接受注意调制.目前,对C1调制效应的影响因素尚未完全确定,知觉学习、负载等因素的作用尚待考察.未来研究需进一步明确C1调制效应的影响因素及实验条件.     

Self-esteem,performance feedback,and cardiovascular stress reactivity

Abstract

This study sought to establish the impact of performance-related feedback on cardiovascular responses to stressors, and whether this impact is influenced by individual differences in self-esteem. A total of 66 college women were categorized as either high or low in self-esteem on the basis of their scores in a standardized psychometric test. They then took part in a laboratory experiment, in which they were assigned to one of three performance-feedback manipulations. Following the provision of feedback on an initial laboratory task (picture-matching), they undertook a second task (mental arithmetic). Cardiovascular functioning was monitored throughout. Provision of negative feedback to the initial task exerted an adverse impact on cardiovascular responses, suggestive of unhappiness with performance. Provision of positive feedback to the initial task exerted an impact on cardiovascular functioning during the second task, suggestive of task engagement. Importantly, low self-esteem exacerbated the adverse impact of negative feedback. The impact of feedback and the buffering role of self-esteem may have important consequences for cardiovascular health. Further, discrepancies in the findings of previous feedback research may be accounted for by dispositional individual differences.     

Harnessing members' positive mood for team-directed learning behaviour and team innovation: The moderating role of perceived team feedback

This study examines the role of individual team members' positive mood and perceived team feedback for their team-directed learning behaviour. Results obtained in a sample of 186 members from 27 work teams showed that positive mood was positively associated with team-directed learning behaviour if individual members perceived that the feedback they received was based on the performance of the team as a whole, but not if they perceived such team feedback to be lacking. Moreover, teams were found to be more innovative to the extent that their members, on average, engaged in team-directed learning behaviour to a greater extent. These results offer new insights into the micro-foundations of team learning. Our findings explicate why the contributions of individual members to their team's learning may differ and suggest that, if managed effectively, members' positive mood may be an important resource in facilitating team learning.