Spelling suggestions: "subject:"feedback (mpsychology)"" "subject:"feedback (phsychology)""
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Communicating negative feedback in performance appraisal interviews an experimental study /Tumlin, Geoffrey Roger, Knapp, Mark L. January 2004 (has links) (PDF)
Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: Mark L. Knapp. Vita. Includes bibliographical references.
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The effects of self-regulatory focus, feedback, and outcome focus framing upon the peak punch force performance of elite Olympic-style boxersYoon, Edward K. January 1900 (has links)
Thesis (M.S.)--Northern Michigan University, 2005. / Includes bibliographical references (leaves [95]-100). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.
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The effects of self-regulatory focus, feedback, and outcome focus framing upon the peak punch force performance of elite Olympic-style boxersYoon, Edward K. January 1900 (has links)
Thesis (M.S.)--Northern Michigan University, 2005. / Includes bibliographical references (leaves [95]-100).
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The emergence of a negative feedback bias as a product of supervisor and subordinate dynamics : consequences of opportunity-based supervision and performance variation /Berry, Thomas D. January 1994 (has links)
Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 116-126). Also available via the Internet.
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Durations of acoustic segments under synchronous and delayed feedback conditionsJeffrey, Ingrid January 1974 (has links)
The present study investigates durations of acoustic segments under synchronous and delayed feedback conditions.
Three subjects read a passage and four sentences at their normal rate (NORMAL), at a slow rate (SLOW SAF) under synchronous feedback, and then at a slow rate (SLOW DAF) and at a maximally fast rate (FAST DAF) under delayed auditory
feedback. The delay used was determined for each subject so it would produce maximum speech disturbance.
The hypotheses under test, on the basis of a pilot study were: (a) that under SLOW SAF and under delayed feedback, vowels would be prolonged proportionately more than consonants, and that continuants would be prolonged proportionately more than obstruents; and (b) that close vowels would be prolonged more under SLOW SAF and open vowels more under DAF conditions. Position in the syllable was expected to affect selectively increases in duration under DAF.
The results, based on normalized data, confirmed that vowels were proportionately more prolonged than consonants
under SLOW SAF and DAF conditions. Continuant consonants were proportionately more prolonged than obstruents
under DAF conditions but not consistently under SLOW SAF. For the obstruents prevocalic closure was consistently more prolonged under DAF than under SLOW SAF.
The hypothesis that close vowels would be prolonged
more under SLOW SAF and open vowels more under DAF was not in general confirmed. The study further indicated that position in the syllable not only affected durations of segments under DAF but also under SLOW SAF: Under SLOW SAF consonants in postvocalic position were proportionately more prolonged and under DAF consonants in prevocalic position
were proportionately more prolonged.
It was also found that the durations of vowels in words such as function words increased proportionately more than the duration of vowels in other words and that the duration of the vowel /u/ increased proportionately more than that of open vowels. Moreover, /u/ occurred more frequently than other vowels in phonetic environments in which vowels are normally of longer duration.
Finally, it is hypothesized that the syllable is a monitored unit under DAF and that the reflex level is involved in the DAF-induced speech disturbances. / Medicine, Faculty of / Audiology and Speech Sciences, School of / Graduate
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Videotape and verbal feedback : effects on behavior and attributions in distressed couplesFichten, Catherine Martos. January 1978 (has links)
No description available.
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Performance feedback to enhance the quality of teaching by institutional direct care staff.Fleming, Richard Kevin 01 January 1987 (has links) (PDF)
No description available.
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Sequencing process and outcome feedback: investigating the role of goal orientation during skill acquisitionVan Duyne, Lori Rhodenizer 01 October 2001 (has links)
No description available.
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The effects of negotiated written feedback within formative assessment on fourth grade students' motivation and goal orientationsWaddell, Craig Alan. January 1900 (has links)
Title from title page of PDF (University of Missouri--St. Louis, viewed March 23, 2010). Includes bibliographical references (p. 156-161).
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The restoration of diluted judgment /Youmans, Robert J. January 2003 (has links)
Thesis (M.A.)--Wake Forest University. Dept. of Psychology, 2003. / Vita. Includes bibliographical references (leaves 49-51).
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