Feedback procedures are an important class of operant behavior change methods used in a wide variety of settings. One innovative method of providing immediate feedback adapted from the animal literature is through the use of an acoustical stimulus, such as a clicker. Methods utilizing this response contingent delivery of acoustic feedback in humans is commercially referred to as TAGteaching. Several studies have documented the effectiveness of this teaching procedure with various human populations. Despite the successes, very little is known of the environmental manipulations necessary to produce desirable effects; and if these effects sustain when this procedure is implemented in clinical settings. Moreover, several authors have asserted that the acoustic stimulus functions like a conditioned reinforcer, however no explicit pairing procedures are traditionally implemented with humans, to establish the functions of contingent deliveries of the acoustic stimulus. The purpose of the current study was twofold; first this study sought to evaluate the role of textual instructions in establishing the functions of response contingent acoustic feedback using a laboratory task. Secondly, this study sought to evaluate the extent to which instructions and acoustic feedback, produce changes in staff and client behaviors in a clinical setting. Study one was conducted across 40 college students and evaluated the role of instructions in establishing the functions of contingent acoustic feedback in the context of a Multistep Experimental Task (MSET). The MSET was adopted from a previous laboratory evaluation of TAGteach (Smith & Lambert, 2014). Participants were assigned to four different experimental groups for both a within-subject and a between-group analysis of performance. Results indicated improved performance for all participants who received both instructions and contingent acoustic feedback, whereas three participants who received acoustic feedback only showed similar improvements. Study two was conducted across three staff participants and sought to evaluate an intervention comprised of in-situ instructions and response contingent acoustic feedback to teach staff to use Behavior Specific Praise procedures (BSP) with clients. Results from a multiple-baseline-across staff design revealed that the intervention increased staff’s rates of BSP in this clinical setting. Additionally, intervention effects were maintained during one to three-week probes. The intervention also maintained client correct responding across different targeted behavior chains. Staff members also rated the acoustic feedback procedure as more worthwhile, helpful, relevant, pleasant, and less disruptive than their typical feedback methods. Both findings provide useful data to support the design and implementation of acoustic feedback procedures in clinical settings. They also provide preliminary data to clarify the antecedent conditions necessary to establish the functions of contingent acoustic feedback.

Syftet med studien var att undersöka hur upplevelsen av daglig feedback från chefer och medarbetare (feedbackmiljö) är relaterad till arbetsmotivation samt om det var några av dimensionerna i feedbackmiljön som hade större betydelse för arbetsmotivationen. Studien var kvantitativ och en digital enkät användes som mätinstrument. Enkäten var baserad på frågor från Feedback Environment Scale (FES) och QPSNordic, där FES användes för att mäta feedbackmiljön och QPSNordic för att mäta arbetsmotivation. Enkäten delades på sociala medier och genererade 75 enkätsvar. Analyserna genomfördes i SPSS och studiens resultat visade att det fanns ett flertal positiva samband mellan arbetsmotivation och feedbackmiljö samt att upplevelsen av daglig feedback från chefer är mest centralt när det kommer till arbetsmotivation. Det var dock endast framförande av feedback från källan chef som signifikant predicerade arbetsmotivation.

No description available.

Pain is a sensory experience associated with physical discomfort that is influenced by cognition and emotion and has been linked to an increased risk for aggression. The purpose of the current study was to examine the association between pain and aggression under controlled laboratory conditions using both experimental and non-experimental approaches. The aims of the study were two-fold. First, to manipulate perceived pain tolerance via faux feedback and then observe whether aggression differs as a function of this pain perception manipulation using a laboratory analogue of aggression. Second, to examine whether self-ratings of pain sensitivity and behavioral measures of pain are associated with self-reported or behavioral assessment of aggression. Eighty-three men and women were randomly assigned to one of three conditions: A high pain tolerance feedback group, a low pain tolerance feedback group, and a no pain tolerance feedback (control) group. Participants completed self-report ratings of pain and aggression, including the Life History of Aggression: Aggression subscale, the Buss Perry Aggression Questionnaire: Physical Aggression subscale, and the Pain Sensitivity Questionnaire. Participants then completed an algometer pressure pain task and immediately received high or low pain tolerance feedback (or no feedback) before engaging in an electric shock pain tolerance procedure and subsequently participating in a laboratory task of aggression against an increasingly provocative fictitious "opponent" during a competitive reaction-time task (i.e., the Taylor Aggression Paradigm; TAP). Aggression was operationalized both as the average shock and the number of "extreme" shocks administered to the opponent. The latter were ostensibly twice the opponent's pain threshold. Results indicated that, contrary to the main prediction, individuals who received high pain tolerance feedback tended to select lower mean shocks as provocation increased. Pain sensitivity was also positively related to TAP aggression. These results are consistent with the literature suggesting that low perceived pain tolerance is associated with aggression. However, pressure pain tolerance was positively associated with self-reported aggression, suggesting that the association between pain and aggression is complex, may involve multiple pathways, and is dependent on the method used to assess pain and aggression.

No description available.

Lärare använder sig av olika metoder för att hjälpa studenter att utveckla de verktyg de behöver för att lära sig engelska, eller något annat ämne. En metod här är muntlig feedback, som används för att uppmuntra elever eller korrigera dem när de utför språkliga fel. Vårt mål med detta examensarbete är därför att undersöka vilka typer av muntlig feedback som kan hittas i ett klassrum där man lär sig engelska som främmande språk och vilka attityder som både lärare och studenter kan ha gentemot muntlig feedback. Tre typer av undersökningsmetoder har använts: observationer, intervjuer och enkäter. Resultatet visar på att studenter förhåller sig positivt till muntlig feedback i klassrummet, särskilt explicit corrective feedback. Däremot var denna typ av feedback minst använd i klassrummet på grund av att lärarna tror på andra typer av feedback vara mer fördelaktiga. / Teachers use different methods to help students acquire the tools needed to learn English, or any other subject for that matter. One method is oral feedback, which is used to immediately encourage students or correct them when making an error. Our aim is therefore to investigate what kind of oral feedback can be found in a EFL-classroom and what attitudes both teachers and students have towards oral feedback. Three types of research tools were used: observation, interviews and questionnaire. The results show that the students were positive to oral feedback in the classroom, especially explicit corrective feedback. On the other hand, this type of feedback was the least used one in the classroom due to the teachers’ believing that other kinds of oral feedback are more beneficial.

Yes / Feedback from parallel sessions during the GENOVATE conference. / FP7

<p> The limitations of the conventional control system due to the corona discharge are discussed. An improved system employing a parallel feedback loop to modulate the terminal stripper is described. Finally an experiment is described whereby the performance of this system is measured and compared with the original system performance.</p> / Thesis / Master of Science (MSc)

No description available.

No description available.