Comparing Mathematics Interventions: The Effects of Cover-Copy-Compare Alone and Combined with Performance Feedback on Digits Correct and Incorrect

The purpose of this study was to compare the isolated effects of cover-copy-compare (CCC) with the combined effects of CCC and two types of performance feedback (i.e., digits correct and incorrect per minute) on sixth grade students’ mathematics fluency and accuracy. An alternating treatments design was employed to compare treatments across 16 weeks. Participants included three general education sixth grade students whose teachers recommended them for additional help with mathematics calculation. No differentiation between treatments was demonstrated for any of the participants and individual differences pertaining to the number of sessions needed to reach and consistently perform at mastery levels were found. Follow-up data at 4 and 12 days following termination of the intervention phase indicated that all participants continued to perform at mastery levels. Generalization to a slightly more difficult mathematics skill yielded pre-intervention to post-intervention increases, albeit small. Students rated all three treatment conditions favorably.     

团队作业与团队互动两类共享心智模型的发展特征

共享心智模型指团队成员关于团队作业、策略、团队情境、团队互动等的共同的知识结构,根据内容不同可以分为团队作业模型和团队互动模型两类。该研究通过实验室实验探讨两类共享心智模型的发展特征。132名大学生组成44个3人团队,随机分为团队绩效反馈组和无团队绩效反馈组。采用相似性评定法在团队执行作业前、中、后三次测量两类共享心智模型。结果发现：（1）共享心智模型随团队运作时间增加而发展;（2）团队互动模型形成和发展的难度高于团队作业模型;（3）团队绩效反馈对两类心智模型发展的作用不同,反馈加速了团队作业模型的发展速度,但却是团队互动模型能否得以发展的决定性因素。两类共享心智模型的不同发展特征应归因于两者特异性高低的不同     

3D feedback and observation for motor learning: Application to the roundoff movement in gymnastics

In this paper, we assessed the efficacy of different types of visual information for improving the execution of the roundoff movement in gymnastics. Specifically, two types of 3D feedback were compared to a 3D visualization only displaying the movement of the expert (observation) as well as to a more ‘traditional’ video observation. The improvement in movement execution was measured using different methods, namely subjective evaluations performed by official judges, and more ’quantitative appraisals based on time series analyses. Video demonstration providing information about the expert and 3D feedback (i.e., using 3D representation of the movement in monoscopic vision) combining information about the movement of the expert and the movement of the learner were the two types of feedback giving rise to the best improvement of movement execution, as subjectively evaluated by judges. Much less conclusive results were obtained when assessing movement execution using quantification methods based on time series analysis. Correlation analyses showed that the subjective evaluation performed by the judges can hardly be predicted/ explained by the ‘more objective’ results of time series analyses.     

Entrainment and Modulation of Gesture–Speech Synchrony Under Delayed Auditory Feedback

Gesture–speech synchrony re‐stabilizes when hand movement or speech is disrupted by a delayed feedback manipulation, suggesting strong bidirectional coupling between gesture and speech. Yet it has also been argued from case studies in perceptual–motor pathology that hand gestures are a special kind of action that does not require closed‐loop re‐afferent feedback to maintain synchrony with speech. In the current pre‐registered within‐subject study, we used motion tracking to conceptually replicate McNeill's ( 1992 ) classic study on gesture–speech synchrony under normal and 150 ms delayed auditory feedback of speech conditions (NO DAF vs. DAF). Consistent with, and extending McNeill's original results, we obtain evidence that (a) gesture‐speech synchrony is more stable under DAF versus NO DAF (i.e., increased coupling effect), (b) that gesture and speech variably entrain to the external auditory delay as indicated by a consistent shift in gesture‐speech synchrony offsets (i.e., entrainment effect), and (c) that the coupling effect and the entrainment effect are co‐dependent. We suggest, therefore, that gesture–speech synchrony provides a way for the cognitive system to stabilize rhythmic activity under interfering conditions.     

Feedback Seeking Among Developmental Assessment Center Participants

This study examined 189 newly hired supervisors in the transportation industry who completed a developmental assessment center. The results showed that those who performed poorly in the assessment center, particularly on interpersonal dimensions, were less likely to initiate a scheduled feedback telephone call with an assigned coach. Implications and future research ideas are discussed.     

The effects of a local negative feedback function between choice and relative reinforcer rate

Four pigeons were trained on two-key concurrent variable-interval schedules with no changeover delay. In Phase 1, relative reinforcers on the two alternatives were varied over five conditions from .1 to .9. In Phases 2 and 3, we instituted a molar feedback function between relative choice in an interreinforcer interval and the probability of reinforcers on the two keys ending the next interreinforcer interval. The feedback function was linear, and was negatively sloped so that more extreme choice in an interreinforcer interval made it more likely that a reinforcer would be available on the other key at the end of the next interval. The slope of the feedback function was -1 in Phase 2 and -3 in Phase 3. We varied relative reinforcers in each of these phases by changing the intercept of the feedback function. Little effect of the feedback functions was discernible at the local (interreinforcer interval) level, but choice measured at an extended level across sessions was strongly and significantly decreased by increasing the negative slope of the feedback function.     

Instructive feedback: Review of parameters and effects

We present a review of the existing research on instructive feedback. Instructive feedback is a method of presenting extra, non-target stimuli in the consequent events of instructional trials (e.g., during praise statements). Students are not required to respond to those additional stimuli and are not reinforced if they do. The research is reviewed in terms of the characteristics of participants involved, the settings and instructional variables used, and the findings that emerged. The findings indicate that a wide range of students by age and disability were included and that most studies occurred in special education contexts. When used with response prompting procedures in a variety of direct instructional arrangements, students acquire and maintain some of the instructive feedback stimuli. Thus, teachers are encouraged to use instructive feedback in their direct instructional activities. Areas of future research include using instructive feedback in new contexts and examining methods for presenting instructive feedback. In addition, the use of instructive feedback to influence future learning and stimulus class formation should be investigated.     

TRAINING RESIDENTIAL SUPERVISORS TO PROVIDE FEEDBACK FOR MAINTAINING STAFF TEACHING SKILLS WITH PEOPLE WHO HAVE SEVERE DISABILITIES

We evaluated procedures for training supervisors in a residential setting to provide feedback for maintaining direct-service staff members' teaching skills with people who have severe disabilities. Using classroom-based instruction and on-the-job observation and feedback, 10 supervisors were initially trained to implement teaching programs themselves. The training improved supervisors' teaching skills but was insufficient to improve the quality of feedback they provided to direct-service staff regarding the staff members' teaching skills. Subsequently, classroom-based instruction and on-the-job observation and feedback that targeted supervisors' feedback skills were provided. Following training in provision of feedback, all supervisors met criterion for providing feedback to their staff. Results also indicated that maintenance of teaching skills was greater for direct-service staff whose supervisors had received training in providing feedback relative to staff whose supervisors had not received such training. The need for analysis of other variables that affect maintenance of staff performance, as well as variables that affect other important areas of supervisor performance, is discussed.     

Effects of reward distribution and performance feedback on competitive responding

To implement competitive contingencies, one must select a distribution of unequal rewards and a schedule of feedback for competitors regarding one another's performance. This study investigated three bases for distributing rewards and two performance feedback conditions. Pairs of college students competed over a series of 2-min contests in which the competitive response was a knob pull. A sum of money was divided using a proportional distribution or one of two fixed reward distributions. In the proportional distribution, a subject's proportion of the sum was his or her proportion of the total number of responses. The two fixed distributions were divisions of 100%/0% or 67%/33%. Also, in every contest either subject could make a response that would end the contest prematurely and give both subjects the same amount—a sum equal to 33% of the competitive total. In the two feedback conditions, cumulative responses by each subject were either shown to both subjects during the contest or were not shown. The proportional distribution was clearly superior to either of the fixed distributions in number of responses produced across contests. The proportional distribution with feedback produced the largest number of competitive responses, and the 100%/0% distribution without feedback produced the smallest number. Differences among distributions typically emerged only during later blocks of contests. Fixed distributions of rewards often produced decelerating rates of responding, with losing competitors ending the contests before they were completed. Response-rate decreases were greatest for pairs in which the 2 subjects differed most in their response rates and proportion of wins. The presence of feedback had a small effect, increasing responding for some pairs in the 100%/0% distribution. Performance patterns were interpreted in terms of the consequences arranged for the individual participants by the reward distributions and differences in performance between competitors.     

Combined Audience and Video Feedback With Cognitive Review Improves State Anxiety and Self-Perceptions During Speech Tasks in Socially Anxious Individuals

This study investigated the effects of combined audience feedback with video feedback plus cognitive preparation, and cognitive review (enabling deeper processing of feedback) on state anxiety and self-perceptions including perception of performance and perceived probability of negative evaluation in socially anxious individuals during a speech performance. One hundred and forty socially anxious students were randomly assigned to four conditions: Cognitive Preparation + Video Feedback + Audience Feedback + Cognitive Review (CP + VF + AF + CR), Cognitive Preparation + Video Feedback + Cognitive Review (CP + VF + CR), Cognitive Preparation + Video Feedback only (CP + VF), and Control. They were asked to deliver two impromptu speeches that were evaluated by confederates. Participants’ levels of anxiety and self-perceptions pertaining to the speech task were assessed before and after feedback, and after the second speech. Compared to participants in the other conditions, participants in the CP + VF + AF + CR condition reported a significant decrease in their state anxiety and perceived probability of negative evaluation scores, and a significant increase in their positive perception of speech performance from before to after the feedback. These effects generalized to the second speech. Our results suggest that adding audience feedback to video feedback plus cognitive preparation and cognitive review may improve the effects of existing video feedback procedures in reducing anxiety symptoms and distorted self-representations in socially anxious individuals.