Feedback Skills Research Articles

Visual feedback and lip-positioning skills of children with and without impaired hearing.

Interplay between visual feedback and lip-positioning skill was studied in 10 5- to 14-year-old children with normal hearing and 10 with severe to profound hearing impairment. With visual feedback, the subjects in both groups had similar response times and accuracy in matching six visually specified lip separation "targets." Special skill in processing visual information by the hearing-impaired subjects was suggested by higher velocities of lip movement toward the targets and shorter latencies in reaching the goal positions. In the responses of the hearing children, lip-closing movements were executed more accurately than opening movements both with and without visual feedback. In general, the findings showed that, given visually displayed lip-position targets and feedback from positioning actions, children can achieve the targets with high accuracy regardless of hearing status or prior speaking experience.

Microcomputer Support of Teacher-Pupil Dialogue

This article summarizes progress in developing a microcomputer-based simulation designed to offer students in teacher-training programs realistic experience in maintaining a verbal dialogue with software-defined pupils. Four system-related issues are discussed. These include 1) generating and communicating pupil questions and answers, 2) coding teacher actions to maximize behavioral sensitivity, 3) sequencing instructional aids during training, and 4) generating graphical and tabular displays for use during debriefing. Specific characteristics of modules designed to train feedback and pacing skills are discussed. A summary of participants' evaluations of the current simulation training is also presented. Finally, several anticipated future system enhancements are described.

The Effects of a Comprehensive Feedback Component on the Preparation of Preservice Educators

This study was designed to examine the effects of a comprehensive feedback package on the preparation of preservice teachers. Twenty-four preservice teachers participated in an intensive training program that emphasized verbal feedback skills. Pre- and posttraining data were compared. After the training, the preservice teachers were placed in mainstreamed classrooms to determine the extent to which they were able to apply the feedback skills acquired in training. Data on verbal feedback provided by inservice and preservice teachers were collected in the classroom settings and, to investigate the effect of teacher verbal feedback on student responding, measures of student academic behavior were collected. The results indicate that the comprehensive package on feedback skills can be effective in preparing preservice teachers.

Effect of pretest feedback and mathematics skills overview on IPS achievement

Effect of pretest feedback and mathematics skills overview on IPS achievement

CULTURAL MODERNITY, LEADERSHIP AND JOB SATISFACTION.

In recent year, there has been a growing interest in the area of cross-cultural behavioral research. The evidence regarding the impact of culture on workers' job attitudes has often been meager and contradictory because the research had several common problems that limited the interpretation of the evidence presented. Ajiferuke and Boddewyn (1970a; 1970b), Slocum and Topichak (1972), and Slocum et al. (1973) identified three major problem areas: (1) inadequate delineation of culture and failure to operationally define the term; (2) inadequate data analysis and research instruments, and (3) inadequate control for the possible moderating effects of organizational and interpersonal influences on job attitudes. The present research addressed these methodological problems by examining the influence of modernity, a cultural attribute, on workers' job attitudes while controlling for the possible extraneous effects of work technology, organizational structure and supervisory leadership style. The significant interaction effect on job satisfaction between culture and feedback on performance (Table 1) appears to be consistent with the more tentative finding of Slocum et al. (1973). These researchers concluded that workers in a modern culture were more sensitive to variations in performance feedback skills than were traditional workers. However, the reader should keep in mind that in the present study, the measure of culture did not discriminate job attitudes among countries. Given this limitation and the lack of construct validity of the measure, the theoretical relevance of the interaction between human skills and modernity upon job satisfaction appears to be minimal.

Sensory Feedback and Motor Skill

Sensory Feedback and Motor Skill

Guidance versus augmented feedback and motor skill.

Guidance versus augmented feedback and motor skill.