Cognitive Feedback Research Articles

Mapping the complexity of task demands during constant observation of patients with complex health behaviors.

Unlicensed patient care assistants (PCAs) are often tasked with providingconstant observation (CO)of patients withcomplex health behaviors. The unique demands of CO are poorly understood, making it challenging to design effective training.Four-componentinstructional design theory suggests the tasks associated with CO featurenon-recurrentchallenges, such that effective, simulation-based deliberate practice must reflect real-life variability.This study aimed toelucidate the variety of challenges PCAsencounter during CO of patientswithcomplex health behaviors. We used a qualitativedescriptivedesignand developed apreliminary framework to code interviews.The data collection framework wasdesigned to support creating numerous realistic scenariosto support generalized and transferable learning.From our interviews with 16 participants, we identified 1,066 statements associated with variations in CO tasks. We grouped our findings by two domains, "patient factors" and "environmental contexts." Our results revealed many recurring and non-recurring challengesinherent in CO, requiring arange of skills to maintain patient and staff safety.Instructional design elements may include scenarios incorporatingenvironment and resource assessment,cognitive feedback for non-recurrent tasks, novel methods of self-harm initiated by the patient, and incorporating interdisciplinary staff in which the learner must navigate a complex conversation. This studyclarifiesthetask demands of CO andisuseful as a task analysis to guide scenario development for simulation-based experiences. A less systematic approachwould risk underrepresenting the difficulties inherent in the task, reinforcing a limited set of behaviors that may not generalize well to the non-recurrent challenges in CO.

Effects of Well-Being Cognition Feedback on Grateful Disposition, Adaptive Cognitive Emotion Regulation and Posttraumatic Growth Among College Athletes with Traumatic Experiences: Pilot Test

Effects of Well-Being Cognition Feedback on Grateful Disposition, Adaptive Cognitive Emotion Regulation and Posttraumatic Growth Among College Athletes with Traumatic Experiences: Pilot Test

The effect of false cognitive feedback on subsequent cognitive task performance

ABSTRACT Introduction Previous research has found beliefs about oneself and one’s own abilities may have the potential to affect subsequent performance on a particular task. Additionally, providing false feedback about a particular characteristic or even about overall cognitive abilities may also affect performance on later tasks. However, it is unclear to what extent false positive or negative feedback about cognition will affect subsequent executive function task performance. In the present series of studies, we examined whether receiving negative false feedback about cognition would affect subsequent decision making and other executive function task performance. Method In Study 1, the participants (n = 115) received false feedback that they were either high or low in creative intelligence before completing a series of decision making tasks. In Study 2, the participants (n = 146) completed a similar false feedback paradigm before completing assessments of a range of executive functions. Results Across studies, we found limited evidence of a consistent pattern of how false feedback affects subsequent cognitive task performance, although receiving positive and negative feedback affected specific tasks. Conclusions Our results indicate that the influence of false feedback on task performance is variable and may depend on factors such as the specific task or executive function assessed. In clinical work, it is important to consider how patients may internalize feedback about their cognitive abilities, as the feedback, coupled with other factors such as level of insight, apathy, disinhibition, or prior perceptions regarding a diagnosis, may influence interpretations.

Interoceptive posture awareness and accuracy: a novel photographic strategy towards making posture actionable.

Interoception, sometimes referred to as the 'hidden sense,' communicates the state of internal conditions for autonomic energy regulation and is important for human motor control as well as self-awareness. The insula, the cortex of interoception, integrates internal senses such as hunger, thirst and emotions. With input from the cerebellum and proprioceptive inputs, it creates a vast sensorimotor network essential for static posture and dynamic movement. With humans being bipedal to allow for improved mobility and energy utilization, greater neuromotor control is required to effectively stabilize and control the four postural zones of mass (i.e., head, torso, pelvis, and lower extremities) over the base of support. In a dynamic state, this neuromotor control that maintains verticality is critical, challenging energy management for somatic motor control as well as visceral and autonomic functions. In this perspective article, the authors promote a simple series of posture photographs to allow one to integrate more accurate alignment of their postural zones of mass with respect to the gravity line by correlating cortical interoception with cognitive feedback. Doing this focuses one on their body perception in space compared to the objective images. Strengthening interoceptive postural awareness can shift the net result of each zone of postural mass during day-to-day movement towards stronger posture biomechanics and can serve as an individualized strategy to optimize function, longevity, and rehabilitation.

The Effect of Cognitive Feedback on Improving Unity of Essays in Peer Review of English Expository Writing

Drawing upon the peer scaffolding theory and the monitoring hypothesis, this study investigates how cognitive feedback during peer review sessions on the Peerceptiv platform affects the coherence of English expository essays. Specifically, it examines the impact of cognitive feedback on enhancing the integration of essays and the alignment between topic sentences and both the overarching topic and supporting examples. The findings reveal that cognitive feedback significantly contributes to the revision process by fostering greater unity within essays. It also enhances the connection between topic sentences and their respective topics and examples, thereby improving the overall relevance and quality of the essays.

The impact of cognitive and motivational resources on engagement with automated formative feedback

The effectiveness of automated formative feedback highly depends on student feedback engagement that is largely determined by learners’ cognitive and motivational resources. Yet, most studies have only investigated either cognitive resources (e.g., mental effort), or motivational resources (e.g., expectancy-value-cost variables). The purpose of this study is to examine the development (indicated by time) and relationship of 1) cognitive, 2) affective, and 3) behavioral feedback engagement as a function of cognitive and motivational resources in a computer-based learning environment with automated formative feedback. Data was collected from N = 330 German B.Ed. Elementary Education students who worked four consecutive sessions on summarizing texts. Previously invested mental effort (t − 1) affected situational expectancy and cost but not situational value. 1) Cognitive feedback engagement was positively associated with previous performance but neither associated with cognitive nor motivational resources. 2) Affective feedback engagement was positively associated with intrinsic value and negatively associated with situational expectancies, invested mental effort and previous performance. 3) Behavioral feedback engagement was positively associated with situational expectancies and invested mental effort. This study contributes to the understanding of student’s cognitive and motivational structures when engaging with automated formative feedback.

Impact of personalized alcohol intake and cognitive feedback on alcohol use behavior in hazardous drinkers: A quasi-randomized trial.

Worldwide, alcohol use is a major contributor to the burden of disease and mortality. A sizeable literature suggests that brief web-based interventions that incorporate personalized normative and/or health consequences feedback are effective at reducing alcohol intake. The relative efficacy of an intervention that also includes individualized feedback about brain health has not been examined, nor has the utility of integrating a smartphone app component. Participants (N = 436, Mage = 21.27) completed baseline protocols (n = 178 recorded alcohol use via an app for 14 days) and were then assigned to one of three feedback conditions using randomized block allocation with stratification based on the total number of standard drinks consumed. Control participants received no feedback; Alcohol Intake Feedback (Alc) participants received personalized information about their alcohol use; Alcohol Intake plus Cognitive Feedback (AlcCog) participants received personalized details about alcohol use plus individualized brain-health information related to impulsivity. The impact of feedback on alcohol consumption behavior was examined as a function of feedback condition and hazardous/non-harmful drinking status (as defined by the World Health Organization) at an 8-week follow-up. Hazardous drinkers in both the Alc and AlcCog conditions reduced their alcohol intake by 31% to 50% more than those in the Control condition. Reductions were not related to whether participants completed web- plus app-based components or web-only components of the intervention. There was no change in the alcohol intake of non-harmful drinkers. This proof-of-concept study showed that hazardous drinkers respond well to brief electronic interventions that incorporate personalized normative and/or health consequences feedback. Further research is required to determine how best to make impulsivity-related brain-health consequences of drinking manifest and how to maximize the potential of smartphones apps.

Umpan balik dan Evaluasi Terhadap kinerja Organisasi: A Literature Review

Feedback is information provided to individuals about their performance and can help them understand the difference between desired performance and actual performance achieved. Individuals with high self-evaluation tend to assess job demands in a more positive manner and have a greater ability to face or overcome those demands. High self-evaluation can influence individuals' perceptions of work situations and have a positive impact on job satisfaction. This systematic review is based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The databases used were Scopus, SAGE full-text articles, and the language of publication was English. The keywords used in the article search were "Self-Evaluation" and "Feedback". After identifying several articles, the authors analyzed and synthesized them according to the inclusion and exclusion criteria set for this study. The findings indicate that manager performance evaluations using the Balanced Scorecard (BSC) pay more attention to general actions than to unique actions, unless cognitive feedback is given to highlight the importance of using all actions. This underscores the importance of considering behavior as the ultimate outcome of the feedback provided. This research also aims to create a better work environment through the acceptance of constructive feedback and the appropriate use of feedback. High-quality feedback is an important factor in the context of learning and individual performance in the workplace. Overall, these studies provide a better understanding of the importance of feedback in the context of learning, performance, and individual development in the workplace. Dialogic feedback, self-evaluation, and consistent feedback systems can help create a better work environment and improve individual performance and job satisfaction.

The use of mobile instant messaging for peer feedback in online assessments for learning

ABSTRACT As a result of containment measures implemented during COVID-19, the authors needed to re-envision and restructure in-person assessments for learning that provided immediate peer feedback to students in their competency-based financial reporting course. Peer feedback is crucial in competency-based education, as mastering a competency necessitates feedback. This study examines the use of mobile instant messaging (MIM) by students to facilitate peer feedback during online assessments for learning and investigates the types of feedback provided. Content analysis of students’ MIMs reveals that cognitive feedback was the most prevalent type provided. Cognitive feedback helps students manage the task at hand, which appears to be important for students coping with the disruptive environment of the pandemic. Although initially prompted by the pandemic, the use of MIM during assessments for learning has the potential to persist in a post-pandemic classroom.

Instructional design of virtual patients in dental education through a 4C/ID lens: a narrative review

Although VPs have been applied in various medical and dental education programmes, it remains uncertain whether their design was based on specific instructional design (ID) principles, and therefore, how to improve on them. In this study, we evaluated the extent to which ID principles have played a role in the development of VPs for clinical skills training purposes in dental education. First, as frame of reference we mapped key ID principles identified in VPs and medical simulations on the widely used four-component instructional design (4C/ID) model. Next, a literature search was conducted using Libsearch, a single search tool accessing databases such as MEDLINE, PubMed, Embase, CINAHL, ERIC, PsycInfo and Scopus. Following the PRISMA framework for systematic reviews, we selected 21 studies that used screen-based VP simulations for undergraduate dental students. The data analysis consisted of a review of each study analysing the key instructional design features connected to the components of the 4C/ID model. Overall, the results indicate that a structured approach to the design and implementation of VPs likely will have a positive effect on their use. While some ID-principles are shared such as the importance of clinical task variation to improving the transfer of learning. Others, however, such as the choice of learning mode or the use of cognitive feedback are ambiguous. Given its impact on students’ ability to establish effective cognitive schemas and the option to compare and study designs we recommend a more rigorous approach such as 4C/ID for the design of VPs.

Understanding the evolution of cognitive engagement with interaction levels in online learning environments: Insights from learning analytics and epistemic network analysis

AbstractBackgroundThere is a strong association between interactions and cognitive engagement, which is crucial for constructing new cognition and knowledge. Although interactions and cognitive engagement have attracted extensive attention in online learning environments, few studies have revealed the evolution of cognitive engagement with interaction levels.ObjectivesThe study aims to automatically identify learners' interactions and cognitive engagement and then analyse the evolution of learners' cognitive engagement with interaction levels and during different stages of online learning.MethodsThe participants of the study were learners who participated in an online open course. Their text data from discussion forums on five learning themes were collected. Data were analysed using text mining and ENA.ResultsLearners' cognitive engagement in online learning was related to interaction levels. As learners' online interaction levels changed from surface to deep, cognitive engagement levels changed from low to high. With the continuous occurrence of deep interactions, cognitive feedback became more complex. At the social–emotional interaction level, although learners' cognitive engagement levels began to change from low to high, complex cognitive feedback was still insufficient. In addition, the analysis of the evolution of cognitive engagement during different stages of online learning showed that learners' patterns of cognitive engagement changed significantly as the learning process continued, from initially dynamic and complex to a stable development pattern.ImplicationsThe results of the study are of theoretical significance and practical guidance for further understanding the relationship between online interaction levels and cognitive engagement as well as the process of online collaborative knowledge exploration, construction, and even connectivity.

Investigating the role of the foveal cortex in peripheral object discrimination

Peripheral object discrimination is hindered by a central dynamic mask presented between 150 and 300 ms after stimulus onset. The mask is thought to interfere with task-relevant feedback coming from higher visual areas to the foveal cortex in V1. Fan et al. (2016) supported this hypothesis by showing that the effect of mask can be further delayed if the task requires mental manipulation of the peripheral target. The main purpose of this study was to better characterize the temporal dynamics of foveal feedback. Specifically, in two experiments we have shown that (1) the effect of foveal noise mask is sufficiently robust to be replicated in an online data collection (2) in addition to a change in sensitivity the mask affects also the criterion, which becomes more conservative; (3) the expected dipper function for sensitivity approximates a quartic with a global minimum at 94 ms, while the best fit for criterion is a quintic with a global maximum at 174 ms; (4) the power spectrum analysis of perceptual oscillations in sensitivity data shows a cyclic effect of mask at 3 and 12 Hz. Overall, our results show that foveal noise affects sensitivity in a cyclic manner, with a global dip emerging earlier than previously found. The noise also affects the response bias, even though with a different temporal profile. We, therefore, suggest that foveal noise acts on two distinct feedback mechanisms, a faster perceptual feedback followed by a slower cognitive feedback.

GAN Base feedback analysis system for industrial IOT networks

The internet, like automated tools, has grown to better our daily lives. Interacting IoT products and cyber-physical systems. Generative Adversarial Network's (GANs') generator and discriminator may have different inputs, allowing feedback in supervised models. AI systems use neural networks, and adversarial networks analyse neural network feedback. Cyber-physical production systems (CPPS) herald intelligent manufacturing . CPPS may launch cross-domain attacks since the virtual and real worlds are interwoven. This project addresses enhanced Cyber-Physical System(CPS) feedback structure for Denial-of-Service (DoS) defence . Comparing sensor-controller and controller-to-actuator DoS attack channels shows a swapping system modelling solution for the CPS's complex response feedback. Because of the differential in bandwidth between the two channels and the suspects' limited energy, one person can only launch so many DoS assaults. DoS attacks are old and widespread. Create a layered switching paradigm that employs packet-based transfer techniques to prevent assaults. The discriminator's probability may be used to assess whether feedback samples came from real or fictional data. Cognitive feedback can assess GA feedback data.

Science, Medicine, and the Anesthesiologist

Science, Medicine, and the Anesthesiologist

The evaluation of a scaffolding-based augmented reality educational board game with competition-oriented and collaboration-oriented mechanisms: differences analysis of learning effectiveness, motivation, flow, and anxiety

ABSTRACT The integration of augmented reality (AR) and game-based learning could increase interaction in educational games and provide more learning guidance in higher education courses. This study developed an AR educational board game that featured cognitive scaffolding, immediate feedback, and collaborative interaction. The study also analyzed and compared the competition- and collaboration-oriented mechanisms in the game. Participants of the study were 60 university students, who were divided into a competitive group and a collaborative group. We analyzed learners’ psychological and cognitive differences in their learning effectiveness, motivation, flow, technology acceptance, learning anxiety, and gaming anxiety in the game. The results showed that both groups significantly improved in learning, and the competitive group had better learning effectiveness than the collaborative group. As for learning motivation, the competitive group improved in certain sub-dimensions, whereas the collaborative group improved in all sub-dimensions. Moreover, the collaborative group had higher scores in flow antecedent and perceived ease of use than the competitive group. The students had more smooth gaming experiences and perceived more clear feedback. Both groups showed lower gaming anxiety. These findings may have important implications for AR educational board game design.

The Relationship between the Teacher Qualities Perceived by Students and the Achievements of High and Low Socioeconomic Level Students

Teacher qualities play a key role in students’ achievement. In general, however, disadvantaged students may not have as much opportunity to benefit from teacher support as advantaged students. Therefore, this study aims to find out the relationship between the teacher qualities and the achievements of high and low socioeconomic level students in math and science literacy, and reading. Data were obtained from the Program for International Student Assessment (PISA) 2018 results. The study is a quantitative analysis using a relational model, with a sample consisting of 25% low socioeconomic level students and 25% high socioeconomic level students. The findings of this study indicate a more positive impact of adaptive instruction, teacher-directed instruction, and disciplinary climate on high socioeconomic students than on low socioeconomic students. However, the impact of teacher cognitive feedback on both student groups' achievement in all domains is negative.

Pre-class teacher feedback in the flipped classroom: Cognitive or praise feedback is better than mitigating feedback

ABSTRACT The present study examined whether different types of teacher feedback in a university flipped classroom pre-class activity could improve students’ self-regulated learning skills, learning performance, and learning satisfaction. In a repeated measures design (N = 31) the teacher gave a different type of feedback (no feedback vs. cognitive feedback vs. praise feedback vs. mitigating feedback) to questions that students posted on the course discussion platform. At the end of each week the students completed a self-regulated learning questionnaire, learning satisfaction questionnaire, and learning performance test. Repeated measures ANOVAs revealed that all forms of teacher feedback enhanced students’ learning performance and self-regulated learning skills, especially the cognitive feedback and praise feedback but not their learning satisfaction.

Instant improvement in monaural spatial hearing abilities through cognitive feedback

Several studies report that sound localization performance of acute and chronic monauralized normal-hearing listeners can improve through training. Typically, training sessions are administered daily for several days or weeks. While this intensive training is effective, it may also be that monaural localization abilities improve instantly after providing explicit top-down information about the direction dependent change in timbre and level. The aim of the present study was to investigate whether cognitive feedback (i.e., top-down information) could instantly improve sound localization in naive acutely monauralized listeners. Forty-three normal-hearing listeners (experimental group), divided over five different centers, were tested. Two control groups, consisting of, respectively, nine and eleven normal-hearing listeners, were tested in one center. Broadband sounds (0.5–20 kHz) were presented from visible loudspeakers, positioned in azimuth (− 90° to 90°). Participants in the experimental group received explicit information about the noticeable difference in timbre and the poor localization in the monauralized listening condition, resulting in an instant improvement in sound localization abilities. With subsequent roving of stimulus level (20 dB), sound localization performance deteriorated immediately. The reported improvement is related to the context of the localization test. The results provide important implications for studies investigating sound localization in a clinical setting, especially during closed-set testing, and indicate the importance of top-down information.

Linking cognitive processes and learning outcomes: The influence of cognitive presence on learning performance in MOOCs

AbstractMassively open online courses (MOOCs) offer learners opportunities for self‐improvement and knowledge development. Linking cognitive processes and learning outcomes is helpful in supporting students learning with the help of MOOCs. Based on the cognitive presence of the Community of Inquiry framework, this study quantified the effect of cognitive presence on students’ learning performance by analysing more than 400,000 posts of 13 MOOCs. First, the study built a highly predictive classification model using a machine learning algorithm to automatically identify the phases of cognitive presence in MOOC forum posts. Subsequently, multilevel modelling was used to analyse the influence of learners’ cognitive presence on their learning performance. The results showed that different phases of cognitive presence influenced students’ learning differently. The findings help us understand the phases and depth of students’ cognitive presence and can be used as the basis for MOOCs to automatically provide appropriate cognitive feedback and support to students. Practitioner notesWhat is already known about this topic Massively open online courses (MOOCs) offer learners opportunities for self‐improvement and knowledge development. Linking cognitive processes and learning outcomes is helpful in supporting student learning in MOOCs. Little is known so far about the role of cognitive presence in influencing students’ learning performance. What this paper adds This study built a highly predictive classification model using a machine learning algorithm to automatically identify the phases of cognitive presence in MOOC forum posts. Multilevel modelling was used to quantify the influence of learners’ cognitive presence on their learning performance. The results showed that different phases of cognitive presence influenced students’ learning differently. Implications for practice and/or policy This study built an effective, high‐performance machine learning model with easy feature extraction, which could be used to automatically identify students’ cognitive processes in MOOC forums and beyond. The combination of cognitive presence and learning performance helps us understand the phases and depth of students’ cognitive presence. The findings can be used as the basis for MOOCs to automatically provide appropriate cognitive feedback and support to students.

Impact of the bidirectional relationship between communication and cognitive efficacy on orthopedic patient adherence behavior

BackgroundThere is growing interest in patient autonomy, and communication between physicians and patients has become the essential cornerstone for improving the quality of healthcare services. Previous research has concentrated on the direct effect of physician-patient communication on service outcomes. In the present study, we examined the influence among constructs in the service process and the impact on healthcare outcomes. The present study used behavioral theory to expand the process aspect of the Donabedian healthcare service quality structure-process-outcome model to examine the impact of cognitive changes and communication feedback on patients’ adherence behavior. In addition, the moderating effect of hospital facility levels is examined.MethodsA conceptual model was developed and tested using a questionnaire administered to patients in eight hospitals. A total of 397 respondents returned usable surveys, with a response rate of 92.11%. Structural equation modeling was used to analyze the data in two steps that involved a measurement model and a structural model. The former was applied to estimate the Cronbach’s alphas, intercorrelations of factors, and descriptive statistics; the latter was used to test the hypothesized relationships of the constructs.ResultsThe results identified three mediators of the healthcare process within the healthcare services framework: physician-patient communication, cognitive efficacy, and adherence behavior. Physician-patient communication influenced cognitive efficacy (β = 0.16, p < 0.001), and cognitive efficacy influenced physician-patient communication (β = 0.18, p < 0.001). The effect of this bidirectional relationship on adherence behavior was positive (β = 0.38, p < 0.001). The healthcare structure influenced healthcare outcomes via these three healthcare process constructs. The adherence behavior of patients who were treated in the medical center has greater influences by the structure and physician-patient communication than it was treated in the regional hospitals.ConclusionsThis study revealed a complex pattern in relationships among process constructs for healthcare services. The findings of this study acknowledge the important potential interrelationships among the healthcare service constructs to improve the quality of healthcare outcomes.Trial registrationCRREC104107. Date: 22/01/2016. Prospectively Registered.