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The purpose of the investigation was to determine the effect of variations in relative frequency of concurrent visual feedback (CVF) on the acquisition and retention of a serial skill. Subjects (n=24) were college-aged females with no gymnastics experience. Subjects viewed a demonstration tape of a skilled gymnast performing a series of seven gymnastics dance skills consisting of simple and complex movements. Following this, subjects performed the dance sequence in front of a floor to ceiling mirror for concurrent visual feedback on a certain percentage of acquisition trials. The percentage of trials a subject received CVF depended on the group to which a subject was assigned: 100% relative frequency of CVF, 50% CVF (given on alternating trials), 50% faded CVF, or a control group that received no CVF. All subjects participated in three, 12trial acquisition sessions on different days. A two-trialshort-term no-CVF retention test was administered after each acquisition session with one long-term retention test administered 72 hours after the last acquisition session.The results of this study indicated no significant differences in form rating scores between groups. Thus, variations in the relative frequency of CVF during acquisition did not seem to enhance or detract from acquisition or retention performance. In addition, the ability to reproduce the correct sequence was not dependent upon the variation in the frequency of CVF employed throughout acquisition trials.The presence of a significant session effect in both acquisition and retention form rating indicated that learning did occur regardless of the presence or absence of CVF. / School of Physical Education

The purpose of this study was to identify similarities and differences among superiors and subordinates about the perceived quality and quantity of feedback superiors were giving subordinates in a public health organization. The research compared the perceived quality and quantity of feedback superiors were giving subordinates regarding their job performance. The analysis was then taken a step further to determine the relationship between subordinates' perceptions of the quality and quantity of the feedback they received and their job satisfaction.The members of two departments in the public health organization were chosen to complete a questionnaire. Results of the questionnaire revealed that, in general, these superiors and subordinates shared similar perceptions of the feedback superiors provided subordinates. There was a significant difference in the perceptions of the amount of feedback provided, however. Similarly, superiors perceived that frequency, timing, consistency of feedback affected subordinates' job satisfaction more than the quality or amount. Subordinates, on the other hand, perceived that the quality and amount of feedback affected their job satisfaction more than the frequency, consistency, and timing of feedback. Respondents differed in their perceptions of channels through which subordinates preferred to receive feedback. The majority of subordinates responded that they preferred receiving feedback by face-to-face communication, while their superiors thought that they preferred receiving it through a combination of channels, such as face-to-face, telephone, a written note, or memo. Respondents also differed in their perceptions of positive and negative feedback. Superiors perceived they were giving more negative feedback than subordinates perceived they were receiving.

The study which was presented in this thesis was an attempt by the administrators at a state institution for the mentally retarded to determine the effects of providing staff with performance feedback in order to increase the staff's implementation of assigned duties, which were defined as implementing the training programs and writing of weekly progress notes relative to the training objectives for assigned residents. During the course of the study additional interventions were introduced which compounded or appeared to intensify the effects of the pro-vision of performance feedback to the staff. Prior to the discussion of the afore mentioned study, the thesis presents a brief historical view of the development of institutions for the mentally retarded in the U. S.

The purpose of this study was to examine the effectiveness of supervisor feedback in contributing to skills acquired through microcounseling. A secondary purpose was to examine the effects of other counselor training experience on the acquisition of counseling skills.Sixty-four M.A.- level graduate students of the Ball State University European program in Counseling volunteered for the study. Subjects enrolled in an introductory counseling course during the spring quarter, 1977, were solicited by a form letter and in person the first night of class. Microtraining took place over a three week period of regularly scheduled classes at Ramstein Air Force Base, Germany.The writer trained four U.S. counseling students as supervisors, who then worked with two types of experimental groups. Except for supervisor feedback, each group received identical treatment. Counselor trainees viewed modeling tapes, read directions about specific skills to be learned, and performed videotaped practice interviews which were critiqued immediately afterwards. One experimental group received positive reinforcement from a supervisor upon attainment of each target behavior; the second experimental group received no supervisor feedback, but the tape was stopped after each counselor response for peer comments; the no-treatment control group spent an equivalent amount of time in class. The treatment consisted of three two-hour training periods during which the following three behavioral skills were taught: (a) open questions, (b) paraphrasing, and (c) responding to feelings and emotions.The effectiveness ratings of three specific skills plus an overall counseling skills rating served as dependent variables. Eight doctoral students were trained to judge the effectiveness of counseling skills (r =.82) using the IveyGluckstern Rating Scale (1974). A pre-study determined that judges rated audio and video tapes similarly; therefore, three, three minute audiotaped segments were excerpted from half-hour post-test interviews.The study format was based on a post-test-only control group design. The statistical treatment of the data included a 2 x 3 two-way analysis of variance and a Scheff' post hoc analysis to determine where the significant differences were. The level required for significance was the .05 level of confidence.Results of the data analysis were somewhat contrary to expectations. Counselor trainees given microcounseling with no supervisor feedback were significantly more effective than the supervisor feedback group. Open questions and paraphrasing were learned as well by trainees with no experience as by those with other counseling course experience. The skill of responding to feelings and emotions was acquired most efficiently by those with other counseling course experience and concurrent practice, and not at all by inexperienced counselors. An assessment of the overall effectiveness of skills showed that experienced students given microtraining with no supervisor feedback learned the basic skills most efficiently.An examination of these findings lead to several interesting conclusions. The results confirmed that a microcounseling format with no supervisor feedback was an effective vehicle for teaching basic counseling skills to small groups of counselor trainees. For students who had extensive counseling course experience, supervisor feedback was actually detrimental to skills acquisition. However, students with limited counseling course experience did benefit from feedback given by a supervisor. Evaluation also showed that additional practice was vital to learning more complex microcounseling skills.The implications of these conclusions are relevant to counselor education. Because students appeared to learn more efficiently during microtraining without supervisor feedback, maximum student participation should be encouraged and didactic presentation minimized. For optimum training benefit, the microcounseling timetable should be critically examined; simple skills can be introduced early in a training program, while microtraining of more complex skills should follow student acquisition of other counseling course experience.

Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1976. / Bibliography: leaves [111]-123. / Microfiche. / vi, 123 leaves ill

Two studies were undertaken in order to investigate the effect of different forms of error feedback and error framing in learning a complex novel task. The experimental task in both studies was a computer-based simulation of a group management situation. After each of the 12 trials, all participants received feedback about their performance on that trial. Participants receiving signal error feedback were also advised as to where they had made errors. Participants receiving diagnostic feedback were told how they could have achieved optimum performance on the previous trial. Learning, performance, strategy, exploration and depth of processing were measured during the task. Self-report measures of self-efficacy, self-set goals, satisfaction and intrinsic motivation were taken after the first six trials and again after all 12 trials were completed. In study 1, detailed diagnostic feedback was associated with better performance than feedback which simply signaled where an error had been made, or feedback that did not identify errors. Diagnostic feedback facilitated the development and use of effective problem-solving strategies and discouraged trial-and-error exploration of the problem space. In this research, exploration was found to be negatively associated with learning and performance. Learners??? self-efficacy moderated the effects of error feedback: learners with high self-efficacy showed high levels of performance regardless of the level of information that the feedback provided but for those with low self-efficacy, detailed diagnostic feedback was essential for the learning process. In the second study, positive error framing (error management) was investigated as a possible means of making signal error feedback more valuable in learning. However while positive error framing was associated with more exploration as expected, it also produced poorer strategies and worse performance than negative error framing (error avoidance instructions). Participants who used good learning strategies instead of exploration performed well despite impoverished feedback. Self-efficacy moderated the impact of error framing: positive error framing helped those with low self-efficacy, but for those with higher self-efficacy it was of more value to encourage error avoidance than error tolerance. The findings show important interactions between error framing, error feedback and learner characteristics.

Thesis (M.A.)--California State University, Chico, 2005. / Includes bibliographical references (leaves: 83-87). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.