An analysis of a performance feedback system: the effects of timing and feedback, public posting, and praise upon academic performance and peer interaction

In the first experiment, after establishing baseline composition rates in each classroom, timing (announcing time limits) and feedback (student self-scoring) were introduced followed by the introduction, removal, and reintroduction of public posting of highest scores. Timing and feedback improved story writing performance and public posting of highest scores improved performance even further in both classrooms. Teacher praise produced further improvement in one classroom but had no effect on performance in the other. Changes in on-task behavior paralleled changes in writing rate. Comments made by children concerning their own work or work of their peers were recorded throughout the experiment. Although the baseline rate of performance comments was almost zero, the introduction of each variable markedly increased the rate of performance comments. In the second experiment, baseline rates on reading and language exercises were established in a fifth-grade classroom. The entire performance feedback system was introduced on a multiple baseline across the two behaviors and then removed during the final phase of the experiment. Introducing the system improved performance on both tasks. These results further increased the generality of some of the findings of the previous experiment and of previous research on the efficacy of the experimental package of timing, feedback, public posting, and praise.     

Communicating safety with drivers via dynamic message signs

In recent years numerous transportation agencies have begun displaying creative safety messages like “get your head out of your apps” on dynamic message signs (DMS). DMS have been used traditionally to provide real-time information about travel times, weather conditions, construction, and incidents. Applying emotional and consequential concepts from protection motivation theory, which has a track record of leading to behavioral changes from public awareness campaigns, this study evaluates how the use of safety messages on DMS impacts driver perceptions. We find that emotions, but not consequences, impact self-reported driving behavior. Further, while drivers reported negative emotions would change their driving habits, positive messages were recalled far more often. Cell phone related messages were recalled most frequently despite being rarely displayed along roadways in Michigan where the study is conducted. Thus, the results support the use of positively themed messages with consequences that drivers perceive as realistic.     

Do supplementary signs distract the driver?

In 2005, the regulation of signage on German highways was changed and now allows supplementary signs. These signs are installed below direction signs and inform about the services offered on motorway service areas. Being advertisement, the supplementary signs bear the risk to distract drivers looking for directional information. To study the influence of supplementary signs, four experiments (N = 30) were conducted. Experiment 1 used the phenomenon of change blindness as an indicator for the allocation of attention. It could be shown that drivers searching for a specific direction direct nearly no attention to the supplementary signs. In experiment 2 and 3, the influence of the supplementary signs on perceptional threshold for directional information and on self-chosen perception times was measured. Neither the perceptional threshold nor perception times freely chosen by the participants were negatively affected by the supplementary signs. The last experiment analyzed the influence of supplementary signs on driver reaction in a critical driving situation in a driving simulator study. Here, supplementary signs had no negative impact on collision rate and reaction time. Based on the results, it is concluded that drivers use effective attentional strategies while searching for directional information. In the experiments no negative effects of the supplementary signs could be found.     

The effectiveness of contingency-specific and contingency-nonspecific prompts in controlling bathroom graffiti

This study replicates and extends the work of Watson (1996) in which a sign eliminated graffiti when posted on bathroom walls. The present study investigated the effects of three different signs on walls in six men's bathrooms located on a university campus. Posting the signs was followed by the elimination or sharp reduction of graffiti. Removal of the signs was followed by a resurgence of graffiti.     

宿主和寄生物的辩证关系

寄生物（包括寄生虫,细菌,真菌,立克次体,病毒等）虽依赖宿主而生存,却不一定对宿主致病,有的反而对宿主有益,根据达尔文的进化论,“自然选择”要求生物在进化中要不断适应环境,适应是生存最重要的条件,不能适应必将死亡,据此,本文对一些常见的自然因素对于宿主和寄生物两方面进行了初步分析,包括寄生物在宿主体内的繁殖速度,寄生物所引起的宿主的症状,其生现象的出现等,并对晚近发现的朊病毒,发生“星际传染性”的     

A durable recording and feedback system

A durable low-cost data-recording and feedback system is described. Data transcribed with a special pen onto a plastic sheet can be removed only with two solvents. These data can be displayed for feedback purposes without fear of destruction.     

The effects of mothers' teasing: Do Japanese infants read their mothers' play intention in teasing?

The focus of this study was whether an infant can understand the playful intention in the mother's teasing behaviour. The mother's teasing behaviour can elicit playful interaction with the infant on the one hand, or can result in the infant's distress. In other words, teasing may function as the turning-point in mother-infant interaction. Thus it was hypothesized that the consequence of mothers' teasing behaviour would be positive or negative depending on the success or failure in communication of both mothers' play intention with play signs and infants' interpretation of the play signs. Subjects were 20 mothers and their infants aged from 10 to 13 months (M = 11 months) who were observed during 10 minutes of free play with toys that evoke minor surprise and/or fearfulness. Results showed that about one-third of mothers' teasing behaviour elicited the infant's enjoyment. Especially, mothers' playful teasing accompanied by a smile or laugh led most successfully to infant enjoyment. In contrast, mothers' pretence teasing elicited no particular response from infants. These data suggest that around their first birthday infants develop some understanding of the play intention latent in mothers' teasing behaviour.     

INTERVENTIONS TO REDUCE HIGH-VOLUME PORTABLE HEADSETS: “TURN DOWN THE SOUND!”

Two studies examined effects of interventions to reduce noise levels from portable stereo headphones. Study 1 examined the effectiveness of warning signs posted in and nearby public elevators with 567 passengers possessing a portable headphone (total N = 7,811). During a 9-day baseline, the mean percentage of headphones played at an observer-audible level was 85%. During a subsequent 6-day warning sign phase, the mean percentage of audible headphones declined to 59%, which increased to a mean of 76% during a second baseline phase (5 days). Study 2 assessed the impact of a student confederate who lowered his or her observer-audible headphone volume at the polite request of a second student confederate. Of the 4,069 elevator passengers, 433 possessed a portable headset. The mean percentage of observer-audible headphones during a 4-day baseline was 85%. Subsequently, a 5-day modeling intervention reduced audible volumes to a mean of 46%. During a second baseline phase of 4 days, the mean level was 77%, and during reintroduction of the modeling phase (9 days) the mean level was 42%. The modeling intervention was significantly more effective with women (53% compliance) than men (29% compliance).     

A driving simulation study to investigate the information threshold of graphical variable message signs based on visual perception characteristics of drivers

Graphical variable message signs (VMSs) are infrastructure-based advanced traveler information systems widely used to provide drivers with real-time traffic condition information about a road section or area. However, there is a lack of research on the suitable volume of information to be shown on graphical VMSs. In practice, an overload of VMS information commonly exists, especially on China’s highways. Building on our earlier findings obtained through surveys and static cognitive experiments, this study introduces the use of dynamic simulation experiments to assess the influence of the volume of information (i.e., number of roads displayed) on graphical VMSs from the perspective of drivers’ visual perception characteristics. Thirty-two drivers participated in the driving simulation experiment and questionnaires. Five indexes, including legibility speed, legibility distance, legibility time, comprehension accuracy, and driver subjective scoring, were thoroughly analyzed to evaluate their relationships to different volumes of information (i.e., four, five, and six roads shown on a VMS). The results show that the legibility distance notably decreased with increasing volumes of information. The comprehension accuracy decreased significantly when the number of roads shown increased to six. The legibility speed, legibility time, and subjective scoring also deteriorated as the number of roads displayed on the VMS increased. The index scores were evaluated, in combination with the data of the drivers’ subjective scoring, data-based statistical analyses, and comprehensive evaluations using the TOPSIS method, to recommend that five is the recommended maximum number of roads to be shown on a graphical VMS. The results of this study support the goal of providing understandable and effective messages for drivers by addressing issues relating to how much information should be displayed on a VMS. These findings provide a basis for policy development to ensure consistent and practical designs of graphical VMSs on highways.     

Effects of public posting,goal setting,and oral feedback on the skills of female soccer players

We evaluated the effects of public posting, goal setting, and oral feedback on the skills of 3 female high school soccer players during practice scrimmages. The dependent variables were the percentage of appropriate responses when the player (a) kept and maintained possession of the ball, (b) moved to an open position during a game restart (e.g., goal or corner kick), and (c) moved to an open position after passing the ball. We also assessed the extent to which changes in practice performances generalized to games. A social validity questionnaire was completed by both players and coaches to assess the acceptability of the intervention's goals, procedures, and outcomes. Results indicate that the intervention was effective in improving performances during practice scrimmages but produced limited generalization to game settings.