Behavioral Feedback Research Articles

Social copying drives a tipping point for nonlinear population collapse

Sudden changes in populations are ubiquitous in ecological systems, especially under perturbations. The agents of global change may increase the frequency and severity of anthropogenic perturbations, but complex populations' responses hamper our understanding of their dynamics and resilience. Furthermore, the long-term environmental and demographic data required to study those sudden changes are rare. Fitting dynamical models with an artificial intelligence algorithm to population fluctuations over 40 y in a social bird reveals that feedback in dispersal after a cumulative perturbation drives a population collapse. The collapse is well described by a nonlinear function mimicking social copying, whereby dispersal made by a few individuals induces others to leave the patch in a behavioral cascade for decision-making to disperse. Once a threshold for deterioration of the quality of the patch is crossed, there is a tipping point for a social response of runaway dispersal corresponding to social copying feedback. Finally, dispersal decreases at low population densities, which is likely due to the unwillingness of the more philopatric individuals to disperse. In providing the evidence of copying for the emergence of feedback in dispersal in a social organism, our results suggest a broader impact of self-organized collective dispersal in complex population dynamics. This has implications for the theoretical study of population and metapopulation nonlinear dynamics, including population extinction, and managing of endangered and harvested populations of social animals subjected to behavioral feedback loops.

Improved Behavioural Engagement of Students through Low-stakes Online Tests and Immediate Dialogic Feedback

The engagement of students is a recognised challenge for teachers. Technology offers some practical student engagement tools, and this paper examines the use of low-stakes online tests and immediate dialogic feedback to improve behavioural engagement. The academic exploration of low-stakes tests and dialogic feedback has been extensive, and they are credible teaching tools. In this study, we explore the learning benefit of their combination. Postgraduate engineering students' self-reported and learning analytics data shows conclusive evidence of improved behavioural engagement. We measured a 500% increase in the Learning Management System (LMS) page views on the days when we ran the low-stakes tests (each worth 2% of the marks for the subject) and engaged in immediate dialogic feedback. To interpret these results, we draw on theories of behavioural engagement, low-stakes tests, and feedback. We conclude that the combination of low-stakes tests and immediate feedback improves student behavioural engagement.

Dose-response relations between the frequency of two types of momentary feedback prompts and daily physical activity.

Self-monitoring and behavioral feedback are widely used to help people monitor progress toward daily physical activity goals. Little information exists about the optimal dosing parameters for these techniques or if they are interchangeable in digital physical activity interventions. This study used a within-person experimental design to evaluate associations between the frequency of two different prompt types (one for each technique) and daily physical activity. Insufficiently active young adults were assigned monthly physical activity goals and wore smartwatches with activity trackers for 3 months. They received zero to six randomly selected and timed watch-based prompts each day, with individual prompts either providing behavioral feedback or prompting the participant to self-monitor. Physical activity increased significantly over the 3-month period (step counts d = 1.03; moderate-to-vigorous physical activity duration d = 0.99). Mixed linear models revealed that daily step counts were positively associated with the frequency of daily self-monitoring prompts up to approximately three prompts/day (d = 0.22) after which additional prompts provided minimal or reduced benefit. Daily step counts were not associated with the frequency of behavioral feedback prompts. Daily moderate-to-vigorous physical activity was not associated with the frequency of either prompt. Self-monitoring and behavioral feedback are not interchangeable behavior change techniques in digital physical activity interventions, and only self-monitoring prompts show signs of a dose-response association with physical activity volume. Activity trackers, such as smartwatches and mobile apps, should provide an option to replace behavioral feedback prompts with self-monitoring prompts to promote physical activity among insufficiently active young adults. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Protocol for the PLAY Study: a randomised controlled trial of an intervention to improve infant development by encouraging maternal self-efficacy using behavioural feedback

IntroductionThe early infant caregiving environment is crucial in the formation of parent–child relationships, neurobehavioural development and thus child outcomes. This protocol describes the Play Love And You (PLAY) Study, a...

Early Client Involvement In The Design Of A Blended Smartphone Application And Dashboard For Depression (Totem)

Technological developments can optimize therapy for depression. However, early client or user involvement is crucial. The smartphone application and dashboard ‘plaTfOrm using evidence-based inTervEntions for (Mental) health’ (TOTEM), based on cognitive behavioral therapy and behavioral activation, is being developed together with clients from the start. Objective monitoring (e.g., activity/travel-related behavior) and human-in-the-loop AI machine learning allow tailored blended care, combining face-to-face therapy with online modules and Just-in-Time Adaptive Interventions. As a first co-creation step, clients with (prior) depression or depressive complaints and psychologists evaluated the usefulness of an existing Health for Travel Behaviour (HTB) application and feedback report developed for cardio patients, which monitors and improves travel-related physical activity. Online semi-structured interviews followed an HTB demonstration. In total, 16 interviews (14 clients and 2 psychologists) were transcribed and analyzed. Participants perceived the application as user-friendly, relevant, useful, attractive, and a supplement to standard care. It encourages people to engage in activities. The feedback report was also perceived as transparent, useful, and relevant. Emotional aspects are underemphasized (e.g., assessment of feelings and mental health-related psycho-education). When tailored to depression (with attention for different recovery phases), monitoring and improving travel-related physical activity was considered helpful in supplementing standard care for depression.

Assessing Leadership Behavior in Health Care: Introducing the Local Leadership Scale of the SCORE Survey.

Engaged and accessible leadership is a key component of care excellence. However, the field lacks brief, reliable, and actionable measures of feedback and coaching-related behaviors of local leaders (for example, provides frequent feedback). The current study introduces a five-item Local Leadership (LL) scale by examining its psychometric properties, providing benchmarking across demographic factors and work settings, assessing its association with psychological safety, and testing whether LL predicts reports of restricted activities and absenteeism. In this cross-sectional study, 23,853 questionnaires were distributed across 31 Midwestern US hospitals. The survey included the LL scale, as well as safety culture and well-being scales. Psychometric analyses (Cronbach's α, confirmatory factor analysis [CFA] fit: root square mean error of the approximation [RMSEA], comparative fit index [CFI], Tucker-Lewis index [TLI]), Spearman correlations, t-tests, and analyses of variance (ANOVAs) were used to test the properties of the LL scale and differences by health care worker and work setting characteristics. A total of 16,797 surveys were returned (70.4% response rate). The LL scale exhibited strong psychometric properties (Cronbach's α = 0.94; RMSEA = 0.079; CFI = 0.99; TLI = 0.98). LL scores differed by role, shift, shift length, and years in specialty. Of all roles, leaders (for example, managers) rated leaders most favorably. Nonclinical (vs. clinical) and nonsurgical (vs. surgical) work settings reported higher LL. LL scores correlated positively with psychological safety, absenteeism, and activities restricted due to illness. The LL scale exhibits strong psychometric properties, convergent validity with psychological safety, and variation by work setting, work setting type, role, shift, shift length, and specialty. The study indicates that assessing leadership behaviors with the LL scale is useful and offers actionable behaviors for leaders to improve safety culture within teams.

A Study of the Impact of Museum Website Creativity on Customer Citizenship Behavior

Based on the stimulus - organism - response theory, this paper analyzes the influence mechanism of museum website creativity on customer citizenship behavior. Through the empirical analysis of 268 questionnaires, the results show that the three dimensions of website creativity, aesthetics, novelty and ease of use, all have significant positive effects on flow experience; Aesthetic, novelty and ease of use have significant positive effects on customer recommendation behavior and customer feedback behavior. Flow experience has significant positive influence on customer recommendation behavior and customer feedback behavior. Flow experience plays a mediating role in the influence of aesthetics, novelty and ease of use on customer recommendation behavior and customer feedback behavior.

Student Engagement With Peer Feedback in L2 Writing: A Multiple Case Study of Chinese Secondary School Students

Abstract While the past few decades have witnessed a growing body of research on peer feedback and student engagement, little attention has been paid to student engagement with peer feedback in the secondary school classrooms. Based on multiple qualitative data including semi-structured interviews, stimulated recall, original, revised and final writing drafts as well as peer discussion recordings, this case study investigated how secondary school students engaged with peer feedback in behavior, cognition, and affect from both the feedback giver’s and receiver’s perspectives and what factors may influence their engagement with peer feedback. Data analysis showed that 1) student engagement with both giving and receiving peer feedback demonstrated dynamic and complex interactions among three dimensions; 2) students were engaged with peer feedback in different ways while playing the roles of feedback givers and receivers, showing deep engagement as a giver and superficial engagement as a receiver, and vice versa; 3) factors such as language proficiency, self-efficacy, personality and teachers’ guidance were found to influence student engagement with peer feedback. By shedding light on the multi-dimensional characteristics of students’ engagement from bidirectional perspectives, the study offers suggestions for educational practitioners to improve English learners’ engagement with peer feedback in L2 writing classes.

The concept, influence, and mechanism of human work interruptions based on the grounded theory.

With the development of mobile communication technology and the transformation of work methods and modes, work interruptions have become ubiquitous challenges for employees in the workplace. Less attention has been paid to work interruptions in China, especially the research on human work interruptions, which is different from virtual work interruptions. The present study carried out an in-depth interview with 29 employees. Based on the grounded theory method, a psychological and behavioral mechanism model of employees facing human work interruptions, namely, the "human work interruptions-cognitive appraisals-affective responses-behavioral changes" model, was constructed. It is found that (1) cognitive appraisals are the causes of different affective responses and behavioral changes of human work interruptions; (2) cognitive appraisals are feedback behaviors that refer to the reappraisals of the effectiveness and appropriateness of individuals' affective responses and behavioral changes; and (3) personal traits and environmental characteristics at work influence the affective responses and behavioral changes of human work interruptions at the individual and organizational level. The model constructed in this study further extends the interruption theory and provides implications on how to process human work interruptions in human resource management practice.

The effects of internal feedback and self-compassion on the perception of negative feedback and post-feedback learning behavior

Negative feedback confronts learners with errors or failure but holds great learning potential. However, learners might perceive it as self-threatening, and thus react maladaptively. Feedback theories recommend prompting internal feedback prior to external feedback. And self-compassion is found to support adaptive reactions to failure. Thus, this study examined in a 2 × 2 factorial design the effects of prompting internal feedback or self-compassion, or both, on feedback perception and post-feedback learning behavior. Participants (N = 210) completed a brief difficult reasoning test and received failure feedback. Perceived acceptance and fairness of the feedback were higher in the internal feedback and self-compassion conditions compared to the control condition with no prompts. The intervention effects were higher for participants with high perceived competence and low trait self-compassion. No significant effects on post-feedback learning behavior were observed. The results highlight the relevance of internal feedback processes for feedback perception.

Implementation of a Digital-Based Early Safety Warning System Program on a Branch Logistics Company in Jakarta

Lack of involvement in interventions to carry out observations and analysis that causes the conditions and behavior of employees at one of the logistics companies at the Jakarta branch. The research aims to reduce potential unsafe of conditions & unsafe actions in the workplace environment. This process involves employees recognizing potential problems in the workplace within the procedures of observation, feedback, and employee behavior interventions. The methodology used in this study is a descriptive method to describe present or ongoing issues. This method allows for assessing a condition and program implementation to make further improvements in the future. There are still several obstacles in implementing the K3 Program (Safety, Health, and Environment), where the program is still being performed manually. BBS STAR program does not cover unsafe conditions and unsafe actions, so reporting workers to management regarding conditions at work still not optimal yet. Employees also have some difficulty reporting unsafe conditions and unsafe actions in the workplace. SEWS program can be a preventive step in the occurrence of potential danger. The quality of employees could increase with the habit of analyzing dangerous aspects of the workplace environment. Employees' involvement in the SEWS contribution program can also help establish moral consistency. Keywords: K3, Unsafe conditions and unsafe actions, SEWS Program

Effects of Behavioral Instruction and Feedback Checklists on Graphing Conventions

Effects of Behavioral Instruction and Feedback Checklists on Graphing Conventions

A Digital Lifestyle Coach (E-Supporter 1.0) to Support People With Type 2 Diabetes: Participatory Development Study

A healthy lifestyle, including regular physical activity and a healthy diet, is becoming increasingly important in the treatment of chronic diseases. eHealth interventions that incorporate behavior change techniques (BCTs) and dynamic tailoring strategies could effectively support a healthy lifestyle. E-Supporter 1.0 is an eCoach designed to support physical activity and a healthy diet in people with type 2 diabetes (T2D). This paper aimed to describe the systematic development of E-Supporter 1.0. Our systematic design process consisted of 3 phases. The definition phase included the selection of the target group and formulation of intervention objectives, and the identification of behavioral determinants based on which BCTs were selected to apply in the intervention. In the development phase, intervention content was developed by specifying tailoring variables, intervention options, and decision rules. In the last phase, E-Supporter 1.0 integrated in the Diameter app was evaluated using a usability test in 9 people with T2D to assess intervention usage and acceptability. The main intervention objectives were to stimulate light to moderate-vigorous physical activities or adherence to the Dutch dietary guidelines in people with T2D. The selection of behavioral determinants was informed by the health action process approach and theories explaining behavior maintenance. BCTs were included to address relevant behavioral determinants (eg, action control, self-efficacy, and coping planning). Development of the intervention resulted in 3 types of intervention options, consisting of motivational messages, behavioral feedback, and tailor-made supportive exercises. On the basis of IF-THEN rules, intervention options could be tailored to, among others, type of behavioral goal and (barriers to) goal achievement. Data on these variables could be collected using app data, activity tracker data, and daily ecological momentary assessments. Usability testing revealed that user experiences were predominantly positive, despite some problems in the fixed delivery of content. The systematic development approach resulted in a theory-based and dynamically tailored eCoach. Future work should focus on expanding intervention content to other chronic diseases and lifestyle behaviors, enhancing the degree of tailoring and evaluating intervention effects on acceptability, use, and cost-effectiveness.

When and how sales manager feedback contributes to sales performance: the role of emotional labor and cross-selling

PurposeThis study aims to test the mediating effect of cross-selling behavior (CSB) on the relationship between sales manager feedback (i.e. output and behavioral) and sales performance, and the moderating effect of emotional labor (i.e. deep and surface acting) on this relationship.Design/methodology/approachThe authors used two-wave multisource data: survey and objective sales performance (sales revenue) data collected from 300 door-to-door salespeople working at a South Korean cosmetics company.FindingsThe relationship between output feedback and sales performance was mediated by CSB. In addition, the positive relationship between output feedback and CSB was weakened by deep and surface acting, whereas that between behavioral feedback and CSB was strengthened by deep acting. Specifically, behavioral feedback had a positive relationship with CSB when salespeople engaged in a high level of deep acting. This relationship was not significant for low and medium levels of deep acting. The authors’ supplementary analyses indicated no significant three-way interaction effect between output feedback, behavioral feedback and emotional labor on CSB.Research limitations/implicationsData collection from door-to-door salespeople in a single cosmetics company undermines the generalizability of the present findings.Practical implicationsBy exploring the boundary conditions that strengthen or weaken the effectiveness of manager feedback, this study provides insights into how the two types of manager feedback can be effectively used to promote CSB and sales performance.Originality/valueThis study offers a nuanced understanding of the relative roles of output and behavioral feedback in CSB and the differential moderating effects of emotional labor on the two types of manager feedback.

Cerebro-cerebellar networks facilitate learning through feedback decoupling

Behavioural feedback is critical for learning in the cerebral cortex. However, such feedback is often not readily available. How the cerebral cortex learns efficiently despite the sparse nature of feedback remains unclear. Inspired by recent deep learning algorithms, we introduce a systems-level computational model of cerebro-cerebellar interactions. In this model a cerebral recurrent network receives feedback predictions from a cerebellar network, thereby decoupling learning in cerebral networks from future feedback. When trained in a simple sensorimotor task the model shows faster learning and reduced dysmetria-like behaviours, in line with the widely observed functional impact of the cerebellum. Next, we demonstrate that these results generalise to more complex motor and cognitive tasks. Finally, the model makes several experimentally testable predictions regarding cerebro-cerebellar task-specific representations over learning, task-specific benefits of cerebellar predictions and the differential impact of cerebellar and inferior olive lesions. Overall, our work offers a theoretical framework of cerebro-cerebellar networks as feedback decoupling machines.

Fixing feedback revision rules in online markets

AbstractFeedback withdrawal mechanisms in online markets aim to facilitate the resolution of conflicts during transactions. Yet, frequently used online feedback withdrawal rules are flawed and may backfire by inviting strategic transaction and feedback behavior. Our laboratory experiment shows how a small change in the design of feedback withdrawal rules, allowing unilateral rather than mutual withdrawal, can both reduce incentives for strategic gaming and improve coordination of expectations. This leads to less trading risk, more cooperation, and higher market efficiency.

Impact of combining human and analytics feedback on students’ engagement with, and performance in, reflective writing tasks

Reflective writing is part of many higher education courses across the globe. It is often considered a challenging task for students as it requires self-regulated learning skills to appropriately plan, timely engage and deeply reflect on learning experiences. Despite an advance in writing analytics and the pervasiveness of human feedback aimed to support student reflections, little is known about how to integrate feedback from humans and analytics to improve students’ learning engagement and performance in reflective writing tasks. This study proposes a personalised behavioural feedback intervention based on students’ writing engagement analytics utilising time-series analysis of digital traces from a ubiquitous online word processing platform. In a semester-long experimental study involving 81 postgraduate students, its impact on learning engagement and performance was studied. The results showed that the intervention cohort engaged statistically significantly more in their reflective writing task after receiving the combined feedback compared to the control cohort which only received human feedback on their reflective writing content. Further analyses revealed that the intervention cohort reflected more regularly at the weekly level, the regularity of weekly reflection led to better performance grades, and the impact on students with low self-regulated learning skills was higher. This study emphasizes the powerful benefits of implementing combined feedback approaches in which the strengths of analytics and human feedback are synthesized to improve student engagement and performance. Further research should explore the long-term sustainability of the observed effects and their validity in other contexts.

How the Role Behaviour in Value Co-creation influence on the Educational Experience of Undergraduates?

The higher education sector needs to move from the traditional marketing concept of ‘student as a customer’ to ‘co-creator’ of value with the intention of maintaining the quality of education while facing high competition specially in the private education sector. The main purpose of this study is to examine the impact of role behaviour in value co-creation on the educational experience of undergraduates, referring to a well-established large-scale private higher educational institution in Sri Lanka. Key areas of the study are identifying the role of a student, level of co-creation behaviour and educational experiences. The study design is quantitative and used a self-administrative questionnaire with a sample of 370 students in the Business Management faculty and Faculty of Information Technology. Findings show that the majority (84.4%) of the students in the institution are playing a mixed role (irregular) rather than the role of “customer” or a “co-creator” which is 15.6%. Irrespective of the sex of the students, 83% of females and 86.5% of males are playing the mixed role. Compared to their irregular counterparts, co-creators are at a better level of educational experience. Hence, there is a significant positive relationship between role behaviour on co-creation and the educational experience. Feedback, helping, and responsible behaviour are having a significant positive impact on the educational experience. Role identification of the student significantly moderated the relationship of role behaviour to educational experience but sex, year of study. and study discipline were not significant moderators. The residual analysis ensured the accuracy of the final model and the adequacy of the model is 57% (R-squared=0.57).

Occupant Feedback and Control Behavior with a Newly Developed Personalized Environmental Control System (PECS)

Personalized Environmental Control Systems (PECS) allow control over indoor environmental quality (IEQ) parameters of the microclimate around individual occupants. The present study reports on the results of human subject experiments evaluating a prototype of PECS. The tested prototype had heating, cooling, and ventilation (air circulation through a filter and an ultraviolet germicidal irradiation component) functions. The objective of the present experiment was to obtain the occupants' subjective responses and physiological parameters such as skin temperature, with and without the use of PECS. The occupants' interaction with the PECS prototype was also observed. Experiments were conducted with 24 university students (12 male and 12 female subjects) over a 5-week period between February and March 2022. Different ambient temperature settings between 18 and 28 °C were tested each week. In each week, subjects participated in two 3-hour sessions, once with PECS and once without it. Subjects with PECS were able to adjust the PECS functions freely throughout the measurements, and the changes they made were recorded in an internal log of the PECS. Subjective responses such as thermal sensation and acceptability were compared with their PECS operation to evaluate the effect of PECS, together with each occupant’s interaction with PECS.

Embedded racism: Inequitable niche construction as a neglected evolutionary process affecting health.

Racial health disparities are a pervasive feature of modern experience and structural racism is increasingly recognized as a public health crisis. Yet evolutionary medicine has not adequately addressed the racialization of health and disease, particularly the systematic embedding of social biases in biological processes leading to disparate health outcomes delineated by socially defined race. In contrast to the sheer dominance of medical publications which still assume genetic 'race' and omit mention of its social construction, we present an alternative biological framework of racialized health. We explore the unifying evolutionary-ecological principle of niche construction as it offers critical insights on internal and external biological and behavioral feedback processes environments at every level of the organization. We Integrate insights of niche construction theory in the context of human evolutionary and social history and phenotype-genotype modification, exposing the extent to which racism is an evolutionary mismatch underlying inequitable disparities in disease. We then apply ecological models of niche exclusion and exploitation to institutional and interpersonal racial constructions of population and individual health and demonstrate how discriminatory processes of health and harm apply to evolutionarily relevant disease classes and life-history processes in which socially defined race is poorly understood and evaluated. Ultimately, we call for evolutionary and biomedical scholars to recognize the salience of racism as a pathogenic process biasing health outcomes studied across disciplines and to redress the neglect of focus on research and application related to this crucial issue.