We're all in this together now: group performance feedback to increase classroom team data collection

This study's primary goal was to evaluate the use of performance feedback procedures delivered to a classroom team to increase daily data collection. Performance feedback (PFB) was delivered to four classroom teams responsible for the daily collection of data representing student performance during prescribed instructional activities. Using a multiple-baseline design, the effects of the team performance-feedback were evaluated for the target student, and for generalization to data collection for all classroom students. A secondary question evaluated if student on-task behavior correlated with increased data collection. Finally, social validity was investigated to evaluate team satisfaction with the PFB intervention. The results demonstrate improved data collection across all four classroom teams for the target student in each classroom and generalization within classrooms to all remaining students. Slight increases in student on-task behavior were observed in three of the four classrooms, and teacher satisfaction ratings were high.     

On the development and mechanics of delayed matching-to-sample performance

Despite its frequent use to assess effects of environmental and pharmacological variables on short-term memory, little is known about the development of delayed matching-to-sample (DMTS) performance. This study was designed to examine the dimensions and dynamics of DMTS performance development over a long period of exposure to provide a more secure foundation for assessing stability in future research. Six pigeons were exposed to a DMTS task with variable delays for 300 sessions (i.e., 18,000 total trials; 3,600 trials per retention interval). Percent-correct and log-d measures used to quantify the development of conditional stimulus control under the procedure generally and at each of five retention intervals (0, 2, 4, 8 and 16-s) individually revealed that high levels of accuracy developed relatively quickly under the shorter retention intervals, but increases in accuracy under the longer retention intervals sometimes were not observed until 100-150 sessions had passed, with some still increasing at Session 300. Analyses of errors suggested that retention intervals induced biases by shifting control from the sample stimulus to control by position, something that was predicted by observed response biases during initial training. These results suggest that although it may require a great deal of exposure to DMTS prior to obtaining asymptotic steady state, quantification of model parameters may help predict trends when extended exposure is not feasible.     

The size coding of responses: The size of switches and the force feedback

We aimed to understand which factors have a functional role in the size coding of responses, either the size of the switches or the force required to trigger each switch. This question is of relevance because it allows a better understanding of processes underlying action coding. In each trial, participants saw a small or large object. Depending on its colour, the participants had to press one of two switches. In the “size” condition, the response device consisted of two switches of different visual size, but both required the same amount of force. In the “force-feedback” condition, the response device consisted in two switches of identical visual size, but one switch required more force than the other. We found a compatibility effect in the “size,” not in the “force-feedback” condition, supporting that the size-coding of responses would be due to the size of the switches.     

能力社会比较与归因反馈对不诚实行为的影响

社会比较作为认识自我的一种方式,对个体心理与行为的诸多方面产生影响,但对于社会比较如何影响不诚实行为以及归因反馈在其中的作用,目前尚不清楚。在3项实验中操纵了不同方向的能力社会比较,探讨其对不诚实行为的影响(研究1)以及归因反馈在其中的调节作用(研究2)。结果发现:(1)相比于向下比较和无比较,向上比较会增加个体的不诚实行为;(2)归因反馈调节上述影响:向上比较后,相比于给予能力反馈,给予努力反馈可以减少个体的不诚实行为。本研究拓展了社会比较后效研究,对如何减少社会比较引起的不诚实行为具有重要启示。     

工作记忆负荷对反馈加工过程的影响:来自脑电研究的证据

个体对行为后反馈结果的加工在学习和环境适应方面有重要意义,工作记忆负荷(working memory load,WM load)如何影响反馈加工过程尚不清楚。采用双任务范式,设置基线、低WM load、高WM load三种条件,结合ERP技术对这一问题进行探究。发现RewP (reward positivity,奖赏正波)对效价敏感,而不受WM load条件影响;Theta震荡的正、负反馈差异波在高WMload条件下比在低WM load条件下小。结果支持等级强化学习-前扣带回理论(HRL-ACC, hierarchical reinforcement learning theory of anterior cingulate cortex)对于RewP和theta震荡的观点:RewP反映了反馈效价评估功能, theta震荡反映了认知控制功能,并且WM load选择性影响了ACC的认知控制功能而不是反馈效价评估功能。     

Attention to Emotion and Non-Western Faces: Revisiting the Facial Feedback Hypothesis

In a modified replication of Strack, Martin, and Stepper's demonstration of the Facial Feedback Hypothesis (1988), we investigated the effect of attention to emotion on the facial feedback process in a non-western cultural setting. Participants, recruited from two universities in Ghana, West Africa, gave self-reports of their perceived levels of attention to emotion, and then completed cartoon-rating tasks while randomly assigned to smiling, frowning, or neutral conditions. While participants with low Attention to Emotion scores displayed the usual facial feedback effect (rating cartoons as funnier when in the smiling compared to the frowning condition), the effect was not present in individuals with high Attention to Emotion. The findings indicate that (1) the facial feedback process can occur in contexts beyond those in which the phenomenon has previously been studied, and (2) aspects of emotion regulation, such as Attention to Emotion can interfere with the facial feedback process.