The central purpose of this study is to ascertain the function of immediate verbal feedback after each response on learning a paired associative task with normal and retarded subjects.

The purpose of this study was to evaluate the effects of a computer program on the training and maintenance of diaphragmatic breathing. The biofeedback portion was visual computer training and the results were displayed concurrently with participants' breathing responses to monitor display. The verbal feedback portion was praise that was given and recorded when participants responded with predominantly diaphragmatic breathing at the scheduled moment and response instruction that was given when participants responded with predominantly thoracic breathing. The results of this study indicate the computer program's effectiveness needs to be increased by supplementation with verbal feedback.

No description available.

The level of learner engagement, performance, self-efficacy, and enjoyment on a knot-tying task by college students who received positive verbal and non-verbal learning-oriented feedback by trained facilitators was examined. Secondary learner outcomes were learner perception of engagement and learner perception of facilitator support. Facilitator variables were attitude and competency. Changes in facilitators" attitudes toward (1) flow theory (Csikszentmihalyi, 1997), (2) systematic feedback (Ilgen, Fisher, & Taylor, 1979; Liden & Mitchell, 1985; Locke & Latham, 1985), and (3) hands-on learning (Joplin, 1995; Kolb, 1984; Pfieffer & Jones, 1985; Williamson, 1995) were examined. Facilitators" competence in (1) delivering learning-oriented feedback, (2) using verbal learning-oriented feedback to increase learner engagement, and (3) using nonverbal learning-oriented feedback to increase learner engagement was measured. One hundred twenty-six college students from an introductory human development class were randomly selected and randomly assigned to one of three treatment groups as facilitators, learners, or timekeepers for a knot-tying task. Twelve psychology majors, members of an independent study group in the same class, were trained as observers and randomly assigned to one of the three treatment groups. The treatment was the administration of learning-oriented feedback by trained facilitators during a knot-tying task. The primary findings were that learning-oriented feedback provided by trained facilitators increased learner engagement, learner self-efficacy, learner task enjoyment, learner perception of facilitator support, and learner perception of personal engagement in the task. Learner performance was not affected by the administration of learning oriented feedback. Facilitators showed significant change in their attitude toward flow theory, systematic feedback, and hands-on learning. It can be concluded that facilitators who received training in learning-oriented feedback had a greater effect on the affective side of learning (engagement, self-efficacy, enjoyment) than those who did not receive training. However, the training of facilitators in the use of learning-oriented feedback had no effect on learner performance. Further, teaching a task using facilitated verbal and nonverbal cues positively affects how facilitators feel about flow theory, hands-on learning, and feedback. Further research to verify effects of learning-oriented feedback on learner engagement using other tasks is suggested. Additional research to examine the attitudes of facilitators is suggested. / Ph. D.

This study investigated the effects of verbal and graphic feedback alone and in combination with praise on the data-recording behavior of 12 direct care trainers (DCTs) who recorded their reinforcer deliveries as they interacted with mentally retarded clients. An additional variable examined was the effect of time of delivering feedback on subsequent data-recording behavior. Feedback was delivered by the experimenter. Correspondence checks were conducted and a three-phase multiple condition experimental design was used. All feedback conditions produced an observable difference in DCT data-recording behavior. Time of delivery of feedback also appeared to have an effect on the amount of data recorded by DCTs.

Token economies incorporating differential reinforcement of other behavior and response cost have been shown to be effective for decreasing behavior. However, these token economies in the literature have differed in their findings of the effectiveness of and preference for differential reinforcement of other behavior and response cost. They have also differed in the way they implemented token economies including factors such as the immediacy of a consequence and the use of verbal feedback. Therefore, we examined two versions of response cost, one in which the contingency is experienced immediately and one in which it is experienced at end of an interval, with differential reinforcement of other behavior. We also examined these contingencies with the addition of verbal feedback and the participant preference for conditions. Results demonstrated that there was a faster decrease in errors during the response cost immediate conditions when compared to response cost delay and DRO conditions. All conditions resulted in fewer errors than the conditions without verbal feedback and preference was found to be variable. Response cost immediate resulted in the most raffle tickets earned during the no verbal feedback phases and most of the verbal feedback phases.

The purpose of this study was to examine how different feedback conditions effect the skill learning in basketball. Two task were selected and participants were randomly grouped and assigned to the verbal, visual + verbal, and visual feedback groups. In task one, a continuos skill of basketball, dribbling and in task two a discrete skill of basketball lay up skill were used. Two experts evaluated performances of the participants. In the study first a pre test applied to the subjects to form the groups than a day later subjects performed both task 15 times (5 trails in 3 sets) and get relevant feedback after every 5 trails for three consequent days. 72 hours later a retention test was applied to the subjects to test learning. A 3 &acute / 2 (Group &acute / Condition) ANOVA was used to calculate the differences between the groups in the pre test and post test conditions. The results indicated no significant difference between the groups for the two skills in the pre test but the post-test results indicated significant difference among the verbal to visual + verbal group, visual to visual + verbal group and verbal and visual group. The total difference scores of the groups were also significant where visual + verbal condition indicated the highest improvement whereas the visual condition indicated the least improvement in the two selected basketball skills. The study indicated that the verbal feedback for novice group caused better improvement and retention of the dribbling and lay-up basketball skills compared to the visual feedback group. This watermark does not appear in the registered version -

ABSTRACT EFFECTS OF VERBAL FEEDBACK AND SELF-EVALUATION ON LEARNING FUNDAMENTAL BASKETBALL SKILLS M&uuml / ft&uuml / ler, Mine M.S., Department of Physical Education and Sports Supervisor: Assist. Prof. Dr. Sadettin Kirazci September 2005, 82 pages The study investigated the effects of verbal feedback in KP forms and self-evaluation on learning two fundamental basketball skills, dribbling and lay-up, which were novel to the participants (N = 75) who were 4th &ndash / and 5th &ndash / grade level students in a public elementary school. The students were assigned to one of four different treatment groups: (a) control group, (b) verbal feedback group (VF), (c) self-evaluation group (SE), and (d) self-evaluation + verbal feedback group (SE+VF). Students&rsquo / performances on each task were evaluated by two independent observers on a 5-point Likert type scale in which the scores were given from 1 representing very poor to 5 representing very well. During acquisition phase, students were given 14 trials on two separate days. However, for the retention phase, the students were given 4 trials without receiving treatment conditions. The acquisition data were analyzed with a 4 (Group) x 4 (Block) analyses of variance (ANOVA) with repeated measures on the block factor. The retention data were analyzed by, a 4 x 2 (Group x Block) repeated measure ANOVA. In the acquisition phase, subjects in the control, VF, and SE+ VF groups performed significantly better than those in the SE group in both dribbling and lay-up tasks F (3,71) = 8.72, p &lt / .05 and F (3,71) = 7.05, p &lt / .01 respectively. However, in the retention phase, performance scores of the tasks for the students in VF group surpassed the other experimental groups F (3,71) = 9.42, p &lt / .05. and F (3,71) = 4.02, p &lt / .05 respectively.

no / Background Modification of high-risk movement strategies such as dynamic knee valgus is key to the reduction of anterior cruciate ligament (ACL) and patellofemoral joint (PFJ) injuries. Augmented feedback, which includes video and verbal feedback, could offer a quick, simple and effective alternative to training programs for altering high-risk movement patterns. It is not clear whether feedback can reduce dynamic knee valgus measured using frontal plane projection angle (FPPA). Methods Vertical ground reaction force (vGRF), two-dimensional FPPA of the knee, contact time and jump height of 20 recreationally active university students were measured during a drop jump task pre- and post- an augmented feedback intervention. A control group of eight recreationally active university students were also studied at baseline and repeat test. Results There was a significant reduction in vGRF (p = 0.033), FPPA (p < 0.001) and jump height (p < 0.001) and an increase in contact time (p < 0.001) post feedback in the intervention group. No changes were evident in the control group. Conclusion Augmented feedback leads to significant decreases in vGRF, FPPA and contact time which may help to reduce ACL and PFJ injury risk. However, these changes may result in decreased performance. Clinical relevance Augmented feedback reduces dynamic knee valgus, as measured via FPPA, and forces experienced during the drop jump task and therefore could be used as a tool for helping decrease ACL and PFJ injury risk prior to, or as part of, the implementation of injury prevention training programs.

Arbetets utgångspunkt är att förändra den traditionella synen på matematiska felsvar samt lärarens återkoppling vid felsvar. Genom en systematisk kvalitativ litteraturstudie syftar denna studie att visa vilken roll muntlig återkoppling och felaktiga svar har för att utveckla elevers matematiska prestationer. Studien syftar också till att ge matematiklärare användbara verktyg för att dra fördel av denna roll och skapa en god lärandemiljö. Studiens resultat presenteras i två avsnitt. Det första avsnittet belyser felsvar positiva roll samt återkopplingen på elevernas matematiska prestationer. Det andra avsnittet ger användbara verktyg för att dra nytta av den positiva roll som återkoppling har. Denna studie drar slutsatsen att lärare, för att skapa en god lärandemiljö, bör ge elever återkoppling med glädje och på så vis inleda konstruktiva diskussioner. Lärare skapar således ett positivt klassrumsklimat där felsvar är välkomna. / This study aims to alter students’ stereotypical views of incorrect answers and teachers’ feedback on them. By conducting a systematic qualitative literature review, this study demonstrates the role of verbal feedback and incorrect answers in students’ development of their learning abilities. It also aims to equip mathematics teachers with the required tools for creating a positive learning environment. The study’s findings are presented in two sections: The first section highlights the positive impact of errors and feedback on the mathematical performance of students. The second section provides tools for the effective delivery of positive feedback. The study concludes that, to create a positive learning environment, teachers should know how to use verbal feedback (response) positively and spark constructive discussions in mathematics classrooms. Thus, teachers create a positive classroom climate in which incorrect answers are welcome.