Success Feedback Research Articles

Enhanced Outcomes, Improved Feedback: Maximizing Success Through Collaborative Final Projects in Quantitative Methods Courses

In political science, teaching quantitative methods can pose challenges due to students’ apprehensions and perceptions of the content, the complexity of the material, and the significant time commitment required from instructors. I advocate for adopting collaborative final projects in quantitative methods courses to mitigate these challenges. A comparative case study analysis is implemented to examine quantitative courses with a collaborative final research project to those with an individual project in two countries: Finland and the United States. There was a noticeable decrease in student anxiety and instructor’s time commitments and an increase in student success and favorable feedback toward the course and instruction. Overall, adoption of collaborative learning into quantitative methods courses can be mutually beneficial for both students and instructors.

Towards an idealized model of feedback uptake: longitudinal development of feedback literacy from a social constructivist perspective

ABSTRACT One of the potentials and challenges for the implementation of effective feedback processes lies in promoting and enacting purposeful student uptake of teacher written feedback. The theoretical framework in addressing this puzzle emanates from the inter-related concepts of social constructivist approaches to feedback and student feedback literacy. Feedback from a social constructivist perspective is underpinned by social and relational interaction in co-constructing inferences from feedback information. Feedback literacy represents the capacities to use feedback information productively. The aim of this longitudinal qualitative inquiry is to analyze how an undergraduate student interprets and uses teacher written feedback to enhance her work and her feedback literacy over a four-year period, in collaboration with a co-researcher. The main data sources comprise all written feedback provided by teachers over the four-year period; co-constructed analysis and action planning; enactment of action plans; and the student’s reflective journal of feedback experiences. The findings are presented in three chronological stages to demonstrate the main feedback literacy development of the student in appreciating the value of feedback, enhancing emotional resilience in response to critical feedback and managing feedback uptake. Experiencing successful feedback uptake is identified as a significant factor in enhancing self-efficacy and supporting the development of student feedback literacy. On the basis of the longitudinal evidence, an idealized model of feedback uptake is proposed underpinned by social constructivist principles. The originality of our contribution to social constructivist feedback research lies in illustrating how its principles are implemented over time.

Keys to successful clinical audit and feedback: essential steps to making impactful improvements in patient care.

Up to 40% of care provided to patients is either wasteful or harmful. The practice of audit and feedback can help identify where care can be improved. However, such audits must be executed in a systematic way that engages with clinicians to maximize the impact of feedback, ultimately improving patient outcomes. Currently, audit training is not integrated into formal education pathways and clinicians need guidance to support them in this activity. This paper explores contemporary research, with the aim of providing practical advice for recommendations to maximize the impact of audit and feedback. http://links.lww.com/IJEBH/A239.

Pars Opercularis Underlies Efferent Predictions and Successful Auditory Feedback Processing in Speech: Evidence From Left-Hemisphere Stroke.

Hearing one's own speech allows for acoustic self-monitoring in real time. Left-hemisphere motor planning regions are thought to give rise to efferent predictions that can be compared to true feedback in sensory cortices, resulting in neural suppression commensurate with the degree of overlap between predicted and actual sensations. Sensory prediction errors thus serve as a possible mechanism of detection of deviant speech sounds, which can then feed back into corrective action, allowing for online control of speech acoustics. The goal of this study was to assess the integrity of this detection-correction circuit in persons with aphasia (PWA) whose left-hemisphere lesions may limit their ability to control variability in speech output. We recorded magnetoencephalography (MEG) while 15 PWA and age-matched controls spoke monosyllabic words and listened to playback of their utterances. From this, we measured speaking-induced suppression of the M100 neural response and related it to lesion profiles and speech behavior. Both speaking-induced suppression and cortical sensitivity to deviance were preserved at the group level in PWA. PWA with more spared tissue in pars opercularis had greater left-hemisphere neural suppression and greater behavioral correction of acoustically deviant pronunciations, whereas sparing of superior temporal gyrus was not related to neural suppression or acoustic behavior. In turn, PWA who made greater corrections had fewer overt speech errors in the MEG task. Thus, the motor planning regions that generate the efferent prediction are integral to performing corrections when that prediction is violated.

Do achievement goals and self-efficacy matter for feedback use?

BackgroundInstructor feedback in higher education is widely acknowledged as being beneficial for learning and achievement. Students’ motivation as a central determinant of how students perceive feedback and incorporate it into their learning process offers potential to explain and foster successful feedback use but is still little understood. In detail, students’ achievement goals, serving as representations of what students strive for in learning settings, and students’ self-efficacy for revision, are two particularly relevant motivational concepts that can offer insights into how students perceive feedback and use it for revising their work. AimsIn this study, we aim to elucidate how achievement goals and self-efficacy explain feedback perception and use. Methods and SampleA sample of 182 German higher education students reported on their achievement goals for a task, self-efficacy for revising their task, perceived usefulness of the feedback they received, and achievement emotions when reading their feedback in three separate feedback occasions. The use of the feedback for revising their task was measured with both self-report measures and a computer-based similarity score. ResultsResults of two-level path modeling revealed self-efficacy for revision to be linked to perceived usefulness of feedback and emotions while receiving feedback, as well as feedback use. Learning and work avoidance goals for the task predicted perceived usefulness of feedback, which was in turn the strongest predictor of feedback use. ConclusionsThe findings support the theoretical role of motivational factors for feedback perception and use, and emphasize the importance of fostering students’ self-efficacy in utilizing feedback and encouraging learning goals.

465 Focused Ultrasound-Mediated Blood-Spinal Cord Barrier Permeabilization: A Promising Targeted Approach for Treating Chronic Spinal Cord Injury in Rat Models

INTRODUCTION: Focused ultrasound (FUS) with microbubble contrast agents can temporarily disrupt the blood-brain barrier (BBB), enabling drug delivery. FUS may also offer a minimally invasive method for delivering therapeutic agents to the affected area in chronic spinal cord injury (SCI) by transiently opening the blood-spinal cord barrier (BSCB). METHODS: Nine female Sprague-Dawley rats underwent a T9-T11 laminectomy with contusion SCI and were randomly allocated into FUS or control group. Three weeks later, FUS was administered intravenously with microbubbles. A pressure sweep was performed until ultra-harmonics were captured using a wideband hydrophone. We administered 2% Evans blue (EB) immediately after FUS confirmed the BSCB permeability. Transcardial perfusion was performed 2 hours later, and spinal cords were collected. Spectrophotometry was used to determine the EB concentration. Statistical analysis was performed using a student t-test. RESULTS: Five rats were treated with FUS while four were used as controls. Successful feedback control was achieved with FUS, and ultra-harmonics were observed in the FUS group at a mean peak pressure of 0.5 MPa. Macroscopic identification of EB in the spinal cord sections of animals exposed to FUS confirmed the localized opening of the BSCB. Spectrophotometry revealed an increase in EB concentration in the FUS group compared to controls: Mean EB concentration was 0.03 μg in the FUS group versus 0.016 μg in controls at 1-cm above the injury (p < 0.001); 0.27 μg versus 0.093 μg at the injury site (p < 0.001); and 0.25 μg versus 0.18 μg at 1-cm below the injury(p < 0.001). CONCLUSIONS: FUS increases the permeability of the BSCB in a chronic contusion SCI rat model. This suggests that FUS-mediated BSCB permeabilization may hold promise as a targeted approach for improving therapeutic outcomes in the treatment of chronic SCI.

The Effectiveness of Peer Feedback on Second Language Writing

Peer feedback is a widely utilized practice in writing classrooms for second languages (L2) that has drawna lot of attention. While some support the practice because of the clear advantages that peer feedback offers students, others doubt its efficacy. Comparing various forms of feedback is therefore necessary, as is determining the effects that peer feedback has on students and the variables that might affect how successful peer feedback is. This paper focuses on the usefulness of peer feedback for L2 writing, based on a review of studies on the subject. The findings imply that the functions of peer and teacher feedback are distinct, and that peer feedback is advantageous to both parties, particularly to the supplier. The attitudes and cultural backgrounds of the students are among the other factors that affect how effective peer feedback is. Lastly, some implications for future research and education are presented.

Comparative analysis of ROCKET-driven and classic EEG features in predicting attachment styles

Predicting attachment styles using AI algorithms remains relatively unexplored in scientific literature. This study addresses this gap by employing EEG data to evaluate the effectiveness of ROCKET-driven features versus classic features, both analyzed using the XGBoost machine learning algorithm, for classifying ‘secure’ or ‘insecure’ attachment styles.Participants, fourth-year engineering students aged 20–35, first completed the ECR-R questionnaire. A subset then underwent EEG sessions while performing the Arrow Flanker Task, receiving success or failure feedback for each trial.Our findings reveal the effectiveness of both feature sets. The dataset with ROCKET-derived features demonstrated an 88.41% True Positive Rate (TPR) in classifying ‘insecure’ attachment styles, compared to the classic features dataset, which achieved a notable TPR as well. Visual representations further support ROCKET-derived features’ proficiency in identifying insecure attachment tendencies, while the classic features exhibited limitations in classification accuracy. Although the ROCKET-derived features exhibited higher TPR, the classic features also presented a substantial predictive ability.In conclusion, this study advances the integration of AI in psychological assessments, emphasizing the significance of feature selection for specific datasets and applications. While both feature sets effectively classified EEG-based attachment styles, the ROCKET-derived features demonstrated a superior performance across multiple metrics, making them the preferred choice for this study.

Differential evolution with evolutionary scale adaptation

The performance of differential evolution (DE) algorithm heavily depends on the evolutionary scale, which is controlled by the generation operations including mutation, crossover and the control parameters including mutation factor and crossover rate. Adjusting the evolutionary scale to suit different types of problems is a critical yet challenging open question in DE research. To efficiently address this issue, this paper proposes a novel DE based on evolutionary scale adaptation, termed as ESADE. First, a successful scale estimation mechanism is proposed to measure the appropriate evolutionary scale by utilizing the successful evolutionary feedback from the solution space provided by the trial vectors and the target vectors. With the appropriate evolutionary scale, an evolutionary scale adaptation mechanism pre-selects the closest or the farthest trial vector from each target vector, which corresponds to a small or large evolutionary scale respectively to match the search requirements of different evolutionary stages. The effectiveness of the ESA method is demonstrated by performance comparisons with each single baseline strategy, state-of-the-art DEs and state-of-the-art multi-strategy methods on 29 benchmark functions with three dimensionalities. Further applications on several real-world optimization problems also reveal the competitive performance of ESADE.

Beliefs for successful feedback communication.

Beliefs for successful feedback communication.

Different Faces of Medial Beta-Band Activity Reflect Distinct Visuomotor Feedback Signals.

Beta-band (13-35 Hz) modulations following reward, task outcome feedback, and error have been described in cognitive and/or motor adaptation tasks. Observations from different studies are, however, difficult to conciliate. Among the studies that used cognitive response selection tasks, several reported an increase in beta-band activity following reward, whereas others observed increased beta power after negative feedback. Moreover, in motor adaptation tasks, an attenuation of the postmovement beta rebound follows a movement execution error induced by visual or mechanical perturbations. Given that kinematic error typically leads to negative task-outcome feedback (e.g., target missed), one may wonder how contradictory modulations, beta power decrease with movement error versus beta power increase with negative feedback, may coexist. We designed a motor adaptation task in which female and male participants experience varied feedbacks-binary success/failure feedback, kinematic error, and sensory-prediction error-and demonstrate that beta-band modulations in opposite directions coexist at different spatial locations, time windows, and frequency ranges. First, high beta power in the medial frontal cortex showed opposite modulations well separated in time when compared in success and failure trials; that is, power was higher in success trials just after the binary success feedback, whereas it was lower in the postmovement period compared with failure trials. Second, although medial frontal high-beta activity was sensitive to task outcome, low-beta power in the medial parietal cortex was strongly attenuated following movement execution error but was not affected by either the outcome of the task or sensory-prediction error. These findings suggest that medial beta activity in different spatio-temporal-spectral configurations play a multifaceted role in encoding qualitatively distinct feedback signals.SIGNIFICANCE STATEMENT Beta-band activity reflects neural processes well beyond sensorimotor functions, including cognition and motivation. By disentangling alternative spatio-temporal-spectral patterns of possible beta-oscillatory activity, we reconcile a seemingly discrepant literature. First, high-beta power in the medial frontal cortex showed opposite modulations separated in time in success and failure trials; power was higher in success trials just after success feedback and lower in the postmovement period compared with failure trials. Second, although medial frontal high-beta activity was sensitive to task outcome, low-beta power in the medial parietal cortex was strongly attenuated following movement execution error but was not affected by the task outcome or the sensory-prediction error. We propose that medial beta activity reflects distinct feedback signals depending on its anatomic location, time window, and frequency range.

Impact and assessment of training models in interventional endoscopic ultrasound.

Interventional endoscopic ultrasound (IEUS) has gained significant popularity in recent years because of its diagnostic and therapeutic capabilities. The proper training of endoscopists is critical to ensure safe and effective procedures. This review study aims to assess the impact of different training models on the competence of trainees performing IEUS. Eight studies that evaluated simulators for IEUS were identified in the medical literature. Various training models have been used, including the EASIE-R, Mumbai EUS, EUS Magic Box, EndoSim, Thai Association for Gastrointestinal Endoscopy model, and an exvivo porcine model (HiFi SAM). The trainees underwent traditional didactic lectures, hands-on training using simulators, and direct supervision by experienced endoscopists. The effectiveness of these models has been evaluated based on objective and subjective parameters such as technical proficiency, operative time, diagnostic success, and participant feedback. As expected, the majority of skills were improved after the training sessions concluded, although the risk of bias is high in the absence of external validation. It is difficult to determine the ideal simulator among the existing ones because of the wide variation between them in terms of costs, reusability, design, fidelity of anatomical structures and feedback, and types of procedures performed. There is a need for a standardized approach for the evaluation of IEUS simulators and the ways skills are acquired by trainees, as well as a clearer definition of the key personal attributes necessary for developing a physician into a skilled endoscopist capable of performing basic and advanced therapeutic EUS interventions.

Educators’ pre-Covid19 lived experience of the assessment and feedback policy at a UK higher education institution

This study was conducted before the Covid19 pandemic. It used an interpretative thematic analysis approach to inquire about educators’ experiences of assessment and feedback policy and their views on assessment feedback. Eighteen teaching staff from a UK-based higher education institution expressed their opinions on various factors that facilitated or hindered the adoption of the assessment and feedback policy, along with their perceptions of assessment and feedback. The policy required that teaching staff provide feedback using technology such as Turnitin, with a two-week turnaround. Three themes were developed from the interpretative thematic analysis: 1) assessment and feedback policy as a personal and professional challenge, 2) mixed perceptions on the effectiveness of feedback, and 3) facilitating conditions for a successful assessment and feedback policy implementation. Workload and time constraints appeared to be the most prominent issues across all the interviews, affecting educators at every level of their professional and personal experiences. Insufficient time for attending meetings, providing timely and quality feedback, conducting research, pursuing professional development, and engaging in innovative strategies created tension between educators’ engagement and commitment to enhancing students learning and the pressure imposed by assessment and feedback policy demands. This research has implications for both educators and their professional development. Additionally, it can inform the university’s internal development of assessment practices and possibly broaden the understanding of assessment and feedback, particularly regarding the potential mismatch between the assessment and feedback policy and educators’ experiences and expectations.

The SATIN project – I. Turbulent multiphase ISM in Milky Way simulations with SNe feedback from stellar clusters

ABSTRACT We introduce the star formation and supernova (SN) feedback model of the satin (Simulating AGNs Through ISM with Non-Equilibrium Effects) project to simulate the evolution of the star forming multiphase interstellar medium (ISM) of entire disc galaxies. This galaxy-wide implementation of a successful ISM feedback model tested in small box simulations naturally covers an order of magnitude in gas surface density, shear and radial motions. It is implemented in the adaptive mesh refinement code ramses at a peak resolution of 9 pc. New stars are represented by star cluster (sink) particles with individual SN delay times for massive stars. With SN feedback, cooling, and gravity, the galactic ISM develops a three-phase structure. The star formation rates naturally follow observed scaling relations for the local Milky Way gas surface density. SNe drive additional turbulence in the warm (300 < T < 104 K) gas and increase the kinetic energy of the cold gas, cooling out of the warm phase. The majority of the gas leaving the galactic ISM is warm and hot with mass loading factors of 3 ≤ η ≤ 10 up to h = 5 kpc away from the galaxy. While the hot gas is leaving the system, the warm and cold gas falls back onto the disc in a galactic fountain flow. The inclusion of other stellar feedback processes from massive stars seems to be needed to reduce the rate at which stars form at higher surface densities and to increase/decrease the amount of warm/cold gas.

Self-Efficacy Beliefs and Self-Regulated Learning Strategies in Learning English as a Second Language

These case studies provide a description of five undergraduates’ self-efficacy beliefs and use of self-regulated learning strategies related to learning English as a second language. A qualitative research design with a purposive sampling method was used. Semi-structured interviews were conducted to investigate the context of learning English language and to explore the undergraduates’ self-reported self-efficacy beliefs and self-regulated learning (SRL) strategies. Classroom observations and document analysis were also used for data collection. The findings showed a relationship between self-efficacy, self-regulated learning strategies, and participants’ English language proficiency. Pedagogical implications for language instructors are highlighted. ESL learning may be enhanced through positive and successful past experiences and constructive feedback and scaffolding by language instructors. Self-regulated learning instruction should be incorporated by ESL instructors in developing self-regulated learners.

Intention to reengage in entrepreneurship: Performance feedback, sensation seeking and workaholism

This study investigates whether prior success or failure feedback motivates individuals to reengage in entrepreneurship. Three studies test the moderating effects of the dispositional factors of sensation-seeking and workaholism on this relationship. Study 1 is a hybrid experiment that employs video manipulations to engage 136 student participants. Study 2 is a field survey with a sample of 189 real-world entrepreneurs who had shut down or discontinued a prior business. Study 3 is also a field survey with a sample of 340 ex-entrepreneurs who do not currently operate a business. The results of the three studies demonstrate that entrepreneurs' compulsion (i.e., sensation seeking and workaholism) can suppress cognition (i.e., prior performance feedback) in the decision of whether to reengage in entrepreneurship. These findings provide a psychological perspective that extends beyond commonly studied cognition and overconfidence theories.

Neural responses to reward valence and magnitude from pre- to early adolescence

BackgroundNeural activation during reward processing is thought to underlie critical behavioral changes that take place during the transition to adolescence (e.g., learning, risk-taking). Though literature on the neural basis of reward processing in adolescence is booming, important gaps remain. First, more information is needed regarding changes in functional neuroanatomy in early adolescence. Another gap is understanding whether sensitivity to different aspects of the incentive (e.g., magnitude and valence) changes during the transition into adolescence. We used fMRI from a large sample of preadolescent children to characterize neural responses to incentive valence vs. magnitude during anticipation and feedback, and their change over a period of two years. MethodsData were taken from the Adolescent Cognitive and Brain DevelopmentSM (ABCD®) study release 3.0. Children completed the Monetary Incentive Delay task at baseline (ages 9–10) and year 2 follow-up (ages 11–12). Based on data from two sites (N = 491), we identified activation-based Regions of Interest (ROIs; e.g., striatum, prefrontal regions, etc.) that were sensitive to trial type (win $5, win $0.20, neutral, lose $0.20, lose $5) during anticipation and feedback phases. Then, in an independent subsample (N = 1470), we examined whether these ROIs were sensitive to valence and magnitude and whether that sensitivity changed over two years. ResultsOur results show that most ROIs involved in reward processing (including the striatum, prefrontal cortex, and insula) are specialized, i.e., mainly sensitive to either incentive valence or magnitude, and this sensitivity was consistent over a 2-year period. The effect sizes of time and its interactions were significantly smaller (0.002≤η2≤0.02) than the effect size of trial type (0.06≤η2≤0.30). Interestingly, specialization was moderated by reward processing phase but was stable across development. Biological sex and pubertal status differences were few and inconsistent. Developmental changes were mostly evident during success feedback, where neural reactivity increased over time. ConclusionsOur results suggest sub-specialization to valence vs. magnitude within many ROIs of the reward circuitry. Additionally, in line with theoretical models of adolescent development, our results suggest that the ability to benefit from success increases from pre- to early adolescence. These findings can inform educators and clinicians and facilitate empirical research of typical and atypical motivational behaviors during a critical time of development.

Energetic cost of feedback control

Successful feedback control of small systems allows for the rectification of thermal fluctuations, converting them into useful energy; however, control itself requires work. This paper emphasizes the fact that the controller is a physical entity interacting with the feedback-controlled system. For a specifically designed class of controllers, reciprocal interactions become nonreciprocal due to large timescale separation, which considerably simplifies the situation. We introduce a minimally dissipative controller model, illustrating the findings using a simple example. We find that the work required to run the controller must at least compensate for the decrease in entropy due to the control operation.

Self-efficacy resources program for behavior changes

Self-efficacy resources program for behavior changes

Simultaneous stabilization and control of the n = 1 and n = 2 resistive wall mode

DIII-D experiments demonstrate simultaneous stability measurements and control of resistive wall modes (RWMs) with toroidal mode numbers n = 1 and n = 2. RWMs with n > 1 are sometimes observed on DIII-D following the successful feedback stabilization of the n = 1 mode, motivating the development of multi-n control. A new model-based multi-mode feedback algorithm based on the VALEN physics code has been implemented on the DIII-D tokamak using a real-time GPU installed directly into the DIII-D plasma control system. In addition to stabilizing RWMs, the feedback seeks to control the stable plasma error field response, enabling compensation of the typically unaddressed DIII-D n = 2 error field component. Experiments recently demonstrated this algorithm’s ability to simultaneously control n = 1 and n = 2 perturbed fields for the first time in a tokamak, using reactor relevant external coils. Control was maintained for hundreds of wall-times above the n = 1 no-wall pressure limit and approaching the n = 1 and n = 2 ideal-wall limits. Furthermore, a rotating non-zero target was set for the feedback, allowing stability to be assessed by monitoring the rotating plasma response (PR) while maintaining control. This novel technique can be viewed as a closed-loop extension of active MHD spectroscopy, which has been used to validate stability models through comparisons of the PR to applied, open-loop perturbations. The closed-loop response measurements are consistent with open-loop MHD spectroscopy data over a wide range of β N approaching the n = 1 ideal-wall limit. These PR measurements were then fit to produce both VALEN and single-mode stability models. These models allowed for important plasma stability information to be determined and have been shown to agree with experimentally observed RWM growth rates.