Using task clarification, graphic feedback, and verbal feedback to increase closing-task completion in a privately owned restaurant

An informant functional assessment was used to evaluate closing-task completion by servers and dishwashers at a restaurant. Based on the functional assessment results, an intervention consisting of task clarification, posted graphic feedback, and verbal feedback was implemented and evaluated with a multiple baseline design across two groups of employees. Results showed an increase of 15% and 38% in task completion for the two groups.     

Positive Mood and Future-Oriented Self-Evaluation

When individuals think about their future, feedback on their strengths and weaknesses may often serve as a useful source of information. Three studies investigated the influence of positive and neutral moods on feedback seeking. In Studies 1 and 2, positive mood increased interest in feedback about weaknesses when this information was useful for self-assessment and self-improvement. But when the feedback was not useful for these superordinate, long-term goals then positive mood directed participants’ interest to strength-focused feedback, thereby serving short-term, affective concerns (e.g., feeling good about oneself). Study 3 directly manipulated self-evaluative goals. When a learning goal was activated, positive mood increased interest in weaknesses-focused feedback, but when an affective goal was activated, positive mood increased interest in strength-focused feedback. These results support our hypothesis that positive mood attunes individuals to the relationships of goals and means, thus promoting actions that serve primary goals.

Increasing intervention implementation in general education following consultation: a comparison of two follow-up strategies

This study examined two strategies for increasing the accuracy with which general education teachers implemented a peer tutoring intervention for reading comprehension. The intervention was implemented for 5 elementary school students who had been referred for consultation services. Initial implementation of the intervention by the teachers was variable, and the data exhibited a downward trend. When consultants held brief daily meetings with the teachers to discuss the intervention, implementation improved for 2 of 5 participants. Four of the teachers implemented the intervention at levels substantially above baseline during the performance feedback condition, whereas implementation for 1 teacher increased following discussion of an upcoming follow-up meeting with the principal. Student reading comprehension scores improved markedly during the peer tutoring intervention. Three students maintained these gains 4 weeks after the intervention ended. The implications of these findings for the maintenance of accurate treatment implementation in applied settings are discussed.     

The impact of physical load on duration estimation in sport

We investigated whether physical load has an influence on the accuracy of duration estimation of sporting activities presented in real time and slow motion. 86 participants were studied in two single sessions of 45 min each.Our results showed no general effects for physical load, when comparing physical load versus rest. However, we could replicate findings of past research (Schütz et al., 2021), showing that the duration of sports performance is estimated more accurately when presented in real time compared to slow motion. Further we found, that under physical load, participants perceiving the physical exercise as hard (RPE ≥15) estimated time significantly shorter and more accurately compared to participants perceiving the physical exercise as light or moderate (RPE <15).Thus, our results suggest that using slow motion may worsen the assessment of sports performance. Additionally, we could show that intense physical exertion contributes to reducing the overestimation of time.     

Effects of guided reflexivity and team feedback on team performance improvement: The role of team regulatory processes and cognitive emergent states

The effectiveness of decision-making teams depends largely on the quality of information processing. Prior research has shown that guided team reflexivity and team feedback are important means of advancing team information processing and outcomes. However, the nature of the relationships, and how these relate to team regulatory processes, cognitive emergent states, and ultimately team performance, is currently poorly understood. Drawing on reflexivity and team information-processing theory, we proposed and found that teams that received guided team reflexivity or a combination of both guided reflexivity and feedback showed higher levels of actual reflection than teams that received neither a reflexivity intervention nor feedback. Conditional process analysis showed that the effects of team reflection on team performance improvement were mediated by a path from shared team mental models to shared task mental models and to adaptation. Finally, we also expected that team reflection would be lower in virtual teams than in face-to-face teams. These hypotheses were tested experimentally among 98 student teams that communicated either face-to-face or virtual (via chat) while completing a collective decision-making task. The information distribution among team members constituted a hidden profile. The results supported all our hypotheses, except for the one relating to virtuality.     

Using an Advance Time Meter display as means to reduce driving speed

ObjectiveTesting an experimental means to reduce motivation to drive fast.BackgroundOne determinant of that motivation may be a wrong presumption, demonstrated here: Time to reach destination declines about linearly to increase in driving speed. Actually, that time is a linear function of advance time, the inverse of speed. It is hypothesized that the behavioral by-product of the popularity of that fallacy could be counteracted by introducing an essential change to the speed-based continuous feedback provided to the driver – from a speedometer displaying instantaneous velocity to a gauge reporting advance time (denoted ATM), so that both average driving speed and speed variance are reduced.MethodIn two driving simulator experiments, driving speed of participants presented with either of the two types of gauge was recorded.ResultsThe main finding is that driving with feedback provided by an ATM gauge following prior briefing led to a significant reduction – ∼11 km/h – in mean speed, as well as to a significant reduction in between-driver speed variability, as compared with driving with an ordinary speedometer. It was also found that no significant difference was observed in the speeding behavior of participants driving with an ATM display for three ∼2-h sessions administered in three different days, so that the last session took place within seven days from the first one.ConclusionThe ATM gauge serves to reduce motivation to speed.ApplicationWidespread use of the ATM gauge may result in reduction in number and intensity of accidents.     

Effects of visual focus and gait speed on walking balance in the frontal plane

We investigated how head position and gait speed influenced frontal plane balance responses to external perturbations during gait. Thirteen healthy participants walked on a treadmill at three different gait speeds. Visual conditions included either focus downward on lower extremities and walking surface only or focus forward on a stationary scene with horizontal and vertical lines. The treadmill was positioned on a platform that was stationary (non-perturbed) or moving in a pattern that appeared random to the subjects (perturbed). In non-perturbed walking, medial–lateral upper body motion was very similar between visual conditions. However, in perturbed walking, there was significantly less body motion when focus was on the stationary visual scene, suggesting visual feedback of stationary vertical and horizontal cues are particularly important when balance is challenged. Sensitivity of body motion to perturbations was significantly decreased by increasing gait speed, suggesting that faster walking was less sensitive to frontal plane perturbations. Finally, our use of external perturbations supported the idea that certain differences in balance control mechanisms can only be detected in more challenging situations, which is an important consideration for approaches to investigating sensory contribution to balance during gait.     

“先扬后抑”vs.“先抑后扬”:反馈顺序对决策信心建构的影响

本研究采用2×3被试内设计,通过操纵不同性质信息的反馈比例和反馈顺序,重点考察了反馈顺序对决策信心动态建构的影响。结果表明:(1)在不同反馈比例条件下,当个体接收到的正性反馈多于负性反馈时,个体的决策信心上升,反之则下降;当个体接收到的正性反馈等于负性反馈时,个体的决策信心下降,表现出"负性偏向";(2)"先扬后抑"与"先抑后扬"的信息反馈顺序对决策信心的动态建构产生了不同影响,表现出类似于"近因效应"的现象,"惊讶假设(surprise hypothesis)"可为此提供解释。本研究表明,在决策信心的动态建构过程中,信息的反馈顺序发挥着重要作用。     

Feeling Better About Self After Receiving Negative Feedback: When the Sense That Ability Can Be Improved Is Activated

Past studies suggest that managers and educators often consider negative feedback as a motivator for individuals to think about their shortcomings and improve their work, but delivering negative feedback does not always achieve desired results. The present study, based on incremental theory, employed an intervention method to activate the belief that a particular ability could be improved after negative feedback. Three experiments tested the intervention effect on negative self-relevant emotion. Study 1 indicated conveying suggestions for improving ability reduced negative self-relevant emotion after negative feedback. Study 2 tested whether activating the sense of possible improvement in the ability could reduce negative self-relevant emotion. Results indicated activating the belief that ability could be improved reduced negative self-relevant emotion after failure, but delivering emotion management information alone did not yield the same effect. Study 3 extended the results by affirming the effort participants made in doing the test, and found the affirmation reduced negative self-relevant emotion. Collectively, the findings indicated focusing on the belief that the ability could be improved in the future can reduce negative self-relevant emotion after negative feedback.     

Servant Leadership and Follower Outcomes: Mediating Effects of Organizational Identification and Psychological Safety

This study investigated the mediating role of organizational identification and psychological safety in the relationship between servant leadership and two employee outcomes: employee voice and negative feedback seeking behavior. The sample for this study comprised of 174 full-time employees drawn from a large food company based in Pakistan. Results showed that organizational identification and psychological safety partially mediated the effects of servant leadership on voice and negative feedback seeking behavior. The theoretical and practical implications of this research are discussed.