Following lower-limb amputation, patients suffer from sensory loss within the prosthesis/residuum complex leading to diminished proprioception and balance. Artificial sensory systems have the potential to improve rehabilitation outcomes including better functional usage of lower-limb prostheses to achieve a higher quality of life for the prosthetic users. The purpose of this work was to develop and test the e fficacy of a vibrotactile feedback system for lower-limb amputees that may augment feedback during complex balance and movement tasks. Responses to different vibrotactile stimuli frequencies, locations, and physical conditions were assessed. Key outcome measures for this work were the response time and response accuracy of the subjects to the different stimulator configurations. Frequencies closer to 250 Hz applied to the anterior portion of the thigh resulted in the quickest reaction times. When multitasking, reaction times increased. These preliminary results indicate that vibrotactile sensory feedback may be viable to use by lower-limb amputees.

Following lower-limb amputation, patients suffer from sensory loss within the prosthesis/residuum complex leading to diminished proprioception and balance. Artificial sensory systems have the potential to improve rehabilitation outcomes including better functional usage of lower-limb prostheses to achieve a higher quality of life for the prosthetic users. The purpose of this work was to develop and test the e fficacy of a vibrotactile feedback system for lower-limb amputees that may augment feedback during complex balance and movement tasks. Responses to different vibrotactile stimuli frequencies, locations, and physical conditions were assessed. Key outcome measures for this work were the response time and response accuracy of the subjects to the different stimulator configurations. Frequencies closer to 250 Hz applied to the anterior portion of the thigh resulted in the quickest reaction times. When multitasking, reaction times increased. These preliminary results indicate that vibrotactile sensory feedback may be viable to use by lower-limb amputees.

Att feedback är ett viktigt verktyg i arbetslivet när det kommer till lärande för individen och utveckling av organisationen är för många givet. Att feedback rymmer både att ge feedback uppåt och nedåt i en organisation är inte lika självklart. Denna studie ämnar utforska givande av feedback i en arbetsplatskontext.   Syfte/frågeställningar: Syftet med denna uppsats är att bidra med kunskap om HR-anställdas syn på feedback och deras upplevelser av att ge feedback. Vidare ämnar studien även att undersöka hur makt påverkar givandet av feedback. För att uppnå studiens syfte har följande frågeställningar ställts: Hur ser HR-anställdas uppfattning av feedback ut? Hur upplever HR-anställda sitt givande av feedback? Hur upplever HR-anställda att givandet av feedback påverkas av makt? Metod: Studien har utgått från en kvalitativ metod där sju HR-anställda på sju olika företag har intervjuats med semistrukturerade intervjuer som datainsamlingsmetod. Materialet som samlats in vid intervjuerna har analyserats utifrån definitioner och teorier om makt och feedback.   Resultat: Studiens resultat visar på att HR-anställda uppfattar feedback på olika sätt. Vissa uppfattade det som något positivt där de ska få beröm, medan andra som något negativt där de ska få kritik. Resultat indikerar också på att den feedback som gavs uppåt, gav de flesta positiv feedback medan negativ feedback undveks av olika skäl. Vidare visar resultatet på att ingen av informanterna upplevde att de hade makt över någon annan, däremot att de hade makt att utföra sitt arbete och arbetsuppgifter som de själva ville. Slutsatser: HR-anställda har likartad uppfattning av feedback, men olika känslor kopplade till det. Negativ uppåt-feedback undviks av samtliga informanter av varierande anledningar. Skillnader i hur uppåt- och nedåt-feedback ges och anledningar till detta visar på hur makt påverkar givandet av feedback.

Performance feedback has long been a popular strategy for organizational change (Fairbank & Prue, 1981). One of the primary advantages of performance feedback interventions is the relatively low cost of implementation for organizations when compared to other productivity-enhancement techniques, such as monetary incentives (Yukl, Wexley, & Seymore, 1972) like pay for performance (Lazear, 1995) or employee of the month programs with rewards associated with them (Daniels, 2000). Performance feedback is beneficial to ensure that employees are knowledgeable of the expectations, and what aspects of job performance need to be improved. Three studies (i.e., Betchel, McGee, Huitema, & Dickinson (2015); Alajadeff Abergel, Peterson, Wiskirchen, Hagen & Cole (2017) and Wine et. al. (2019)) have published research evaluating feedback presented prior to completion of a task; however, results varied. The current study evaluated whether feedback presented prior to a performance event improves performance when compared to a baseline condition where no feedback was presented. / Applied Behavioral Analysis

First year Humanities and Social Science students’ experiences of engaging with written feedback in a post- 1992 university This thesis examines students’ experiences of engaging with written formative feedback in a post-1992 university. A body of literature on ‘engagement with feedback’ in higher education presents the student as somehow lacking the motivation to engage with feedback. The principles of a feminist methodology were adopted in an attempt to present the underrepresented views of students on the issue of their engagement with feedback. Participants were from two first year undergraduate modules which provided formative feedback on assignments. Qualitative research methods were used: 24 semi-structured interviews, 50 reflective writing documents and 83 questionnaires were collated for open-ended responses and descriptive patterns. Following an analysis of this data, an innovative model was developed. The ‘Student perspective on engaging with feedback model’ was based on the three phases students moved through when engaging with feedback, which was influenced by the type and style of feedback they required at different stages of their transition. This transition involved a period of liminality (a state of betwixt and between) as individuals waited to go through a rite of passage, which often led to students finding themselves in ‘stuck places’ and experiencing feelings of ‘being wrong’. The model demonstrates how firstly, students used the feedback as a ‘sign’ to confirm their learner identities. Secondly, students used the feedback to improve. They valued a personalised dialogue to enable them to do this successfully. Thirdly, they focused on future-orientated feedback, relating to employability and grades. These findings provide the basis for recommendations to HE tutors suggesting that changes to assessment practices and feedback comments may be beneficial for first year undergraduates as they navigate their transition to learning in higher education. First year Humanities and Social Science students’ experiences of engaging with written feedback in a post- 1992 university This thesis examines students’ experiences of engaging with written formative feedback in a post-1992 university. A body of literature on ‘engagement with feedback’ in higher education presents the student as somehow lacking the motivation to engage with feedback. The principles of a feminist methodology were adopted in an attempt to present the underrepresented views of students on the issue of their engagement with feedback. Participants were from two first year undergraduate modules which provided formative feedback on assignments. Qualitative research methods were used: 24 semi-structured interviews, 50 reflective writing documents and 83 questionnaires were collated for open-ended responses and descriptive patterns. Following an analysis of this data, an innovative model was developed. The ‘Student perspective on engaging with feedback model’ was based on the three phases students moved through when engaging with feedback, which was influenced by the type and style of feedback they required at different stages of their transition. This transition involved a period of liminality (a state of betwixt and between) as individuals waited to go through a rite of passage, which often led to students finding themselves in ‘stuck places’ and experiencing feelings of ‘being wrong’. The model demonstrates how firstly, students used the feedback as a ‘sign’ to confirm their learner identities. Secondly, students used the feedback to improve. They valued a personalised dialogue to enable them to do this successfully. Thirdly, they focused on future-orientated feedback, relating to employability and grades. These findings provide the basis for recommendations to HE tutors suggesting that changes to assessment practices and feedback comments may be beneficial for first year undergraduates as they navigate their transition to learning in higher education. First year Humanities and Social Science students’ experiences of engaging with written feedback in a post- 1992 university This thesis examines students’ experiences of engaging with written formative feedback in a post-1992 university. A body of literature on ‘engagement with feedback’ in higher education presents the student as somehow lacking the motivation to engage with feedback. The principles of a feminist methodology were adopted in an attempt to present the underrepresented views of students on the issue of their engagement with feedback. Participants were from two first year undergraduate modules which provided formative feedback on assignments. Qualitative research methods were used: 24 semi-structured interviews, 50 reflective writing documents and 83 questionnaires were collated for open-ended responses and descriptive patterns. Following an analysis of this data, an innovative model was developed. The ‘Student perspective on engaging with feedback model’ was based on the three phases students moved through when engaging with feedback, which was influenced by the type and style of feedback they required at different stages of their transition. This transition involved a period of liminality (a state of betwixt and between) as individuals waited to go through a rite of passage, which often led to students finding themselves in ‘stuck places’ and experiencing feelings of ‘being wrong’. The model demonstrates how firstly, students used the feedback as a ‘sign’ to confirm their learner identities. Secondly, students used the feedback to improve. They valued a personalised dialogue to enable them to do this successfully. Thirdly, they focused on future-orientated feedback, relating to employability and grades. These findings provide the basis for recommendations to HE tutors suggesting that changes to assessment practices and feedback comments may be beneficial for first year undergraduates as they navigate their transition to learning in higher education.

A multiple baseline design across activities and people was used to assess the effectiveness of a feedback package on the facial orientation of a young girl with autism. During baseline, observations indicated low rates of facial orientation and high rates of gaze avoidance during conversation (restricted operant) and play (free operant) conditions. After treatment, facial orientation rates increased and gaze avoidance rates decreased to levels similar to typically-developing peers and maintained at one month follow up. These results suggest that the feedback package was effective in producing durable facial orientation across different environments and people. Possible interpretations, strengths, and limitations are discussed.

Research has shown that giving quality feedback to students, which is an aspect of formative assessment, is a high-yield strategy that educators can use to advance academic achievement and support students in their learning process. The study took place in a Virginia school division where formative assessment was not a division-wide initiative used to increase student achievement. Therefore, the purpose of this qualitative case study was to identify the perceptions of teachers and students concerning formative feedback and distinguish the types of written feedback that may influence student learning. Bandura's social cognitive theory of self-efficacy and motivation provided the conceptual framework for this study. Teachers' and students' perspectives and student work samples were analyzed to determine the types of feedback that influenced students' learning in mathematics and to gain an understanding of teachers' and students' perceptions of written formative feedback. Data were collected through interviews with 10 elementary teachers and 20 elementary third through fifth grade students at 2 elementary schools and by collecting 318 work samples of these students. Themes emerged from inductive coding, and teachers' feedback was categorized using a feedback typology to determine the types of feedback teachers gave students. The teachers' and students' understanding of written formative feedback varied but both groups found written descriptive feedback aligned with learning outcomes were most beneficial. The results could serve to improve professional development for teachers on formative feedback, which could increase student learning.

This report describes a systematic procedure designed to give students pronunciation feedback on suprasegmental features of English in spontaneous production (rather than students' pronunciation during a read-aloud task). The procedure was developed to find out if written feedback (given frequently enough) could impact students' spontaneous production of suprasegmentals. Pronunciation feedback was given to the treatment group by marking transcripts of spontaneous speech with written symbols. Both the treatment group and the control group received form-focused pronunciation instruction. After 14 weeks, there was no significant difference between the groups, but there was a statistically significant improvement in students' comprehensibility overall (regardless of the feedback condition). Students were also surveyed to determine if either group perceived a greater benefit from the pronunciation instruction or if either group perceived a greater improvement in pronunciation. Surveys revealed a meaningful correlation between the group that received the treatment and the group that found the pronunciation instruction to be beneficial.

Företag och organisationer har individuella upplägg för hur de arbetar med feedback, det är inte garanterat att någon större vikt läggs vid feedback, trots att det utgör en värdefull resurs. Denna studie identifierar vad som utmärker en bra respektive mindre bra feedbackprocess för den enskilda medarbetaren och undersöker hur ett företags riktlinjer och arbetssätt påverkar medarbetarens möjligheter att få bra feedback. För att undersöka detta har två fallföretag använts, konsultföretagen Accenture och Frontwalker. Företagen valdes då de anställda hos konsultföretag utgör företagets produkt vilket därmed ökar vikten av feedback. Materialet har främst samlats in genom intervjuer. Intervjuerna har sedan analyserats genom studiens analysmodell och dess tre huvudområden: feedback-vänligt klimat, att ge feedback och att ta feedback. De två fallföretagen har olika arbetssätt för feedback. De skiljer sig åt när det kommer till syfte och huvudområde för feedback och formella verktyg. Frontwalker arbetar för ett öppet klimat på företaget, där den spontana feedbacken i vardagen och att alla ska lära känna varandra står i fokus. Accenture har en mer strukturerad process med formella verktyg som ligger till grund för medarbetarens karriär inom företaget. Från intervjuerna har vi kunnat se att bra feedback med hög kvalitet är balanserad så att både positiva sidor och utvecklingsområden presenteras, feedbacken ska ges i rätt miljö och vara kontinuerlig. Karaktärsdrag som sänker kvalitetsnivån på feedback är om mottagaren uppfattar den som kränkande eller att den innehåller personliga påhopp.

Syftet med studien var att undersöka om det fanns skillnader i uppfattning av feedback (positiv, negativ och kvalité) beroende på om den kom från chef, medarbetare, vårdtagare eller anhörig inom äldreomsorgen. Ett ytterligare syfte var att undersöka vilken feedbackkälla som bäst predicerar generell arbetstillfredsställelse. Studien genomfördes på sju äldreboenden där 87 anställda deltog. De mätinstrument som användes i studien var FES-skalan som mätte de olika aspekterna av feedback, samt Minnesota Satisfaction Questionnaire (MSQ) som mätte arbetstillfredsställelse. Resultatet visade att källan chef predicerade generell arbetstillfredsställelse bäst av de fyra källorna, samt att det var aspekten kvalité som bidrog mest i modellen. Positiv feedback från vårdtagare och negativ feedback från chef skattades högst. Resultatet visade även att den interna reliabiliteten för samtliga feedbackaspekter inom varje källa var god. Avslutningsvis visade resultatet att inre arbetstillfredsställelse skattades högre än yttre arbetstillfredsställelse. / The purpose with this study was to examine whether there were differences in the perceptions of feedback (positive, negative and quality) depending on whether it came from the supervisor, co-workers, patients, or family members in nursing homes. A further aim was to examine which feedback-source that best predicts job satisfaction. The study was conducted on seven nursing homes where 87 employees participated. The instruments used in the study were FES-scale that measured the different scales of feedback, and the Minnesota Satisfaction Questionnaire (MSQ) which measured job satisfaction. The results showed that the source supervisor predicted overall job satisfaction best of the four sources, and that the aspect quality contributed most to the model. Positive feedback from patients and negative feedback from supervisor was rated highest. The results also showed that the internal reliability for all the feedback aspects of each source was good. In conclusion, the results showed that internal job satisfaction was rated higher than external job satisfaction.