Videotape Replay Research Articles

Effects of three feedback conditions employing videotape and audiotape on acquired speech skill

Students from a university Fundamentals of Speech course were randomly assigned to three groups for outside‐of‐class electronic feedback of within‐class speeches: (1) videotape replay, (2) audiotape replay, and (3) control. During the semester, all subjects received traditional feedback from their instructors and peers. Nine trained judges provided highly reliable ratings of videotape recordings of all subjects’ pretreatment and posttreatment speeches using the multi‐dimensional Price speech skill measurement instrument. Analyses indicated that all groups showed significant improvement during the course. However, in final speeches, videotape subjects demonstrated significantly greater speech skill than audiotape subjects; no differences were found between audiotape and control subjects.

Changes of Supervisor Behavior in a Microteaching Practicum

This study examined outcomes of a supervision practicum in which graduate students supervised under-graduates in teacher education during microteaching activities and studied their supervisory behavior using videotape replays of conferences with teacher-trainees. Pre- and post-measures were used to assess changes in conference style as reflected by verbal behavior, and changes in the relationship between conference dialogues and subsequent teaching behavior. Supervisors shifted toward more indirect-supportive conference styles. Conclusions were that videotaped microteaching can be adapted to improve supervisor education by 1.) providing realistic supervisory experience, 2.) serving as a vehicle to modify the conference behavior of potential supervisors, and 3.) serving as a research vehicle for accumulating new knowledge and testing current theories concerning the process of supervision.

USING THE VIDEO TAPE IN SELECTION INTERVIEWING: A REPORT OF THREE STUDIES.

The selection interview has been the focus of extensive research and recent reviews [1; 2] have summarized a number of biases and weaknesses. Two classes of biasing factors have appeared which work to distort the accuracy of interview decision making: interviewer bias (e.g. stereotyping) and process bias (e.g. proximity effects associated with graphic rating scales). In spite of known potential weaknesses almost all firms use the interview before hiring job applicants. Interview evaluation is considered so important by business organizations that three-fourths of employers seeking college graduates conduct interviews subsequent to the on-campus interview. [3] Usually this second interview is done at the company's branch or home office at considerable expense. Encouragingly, a number of investigations seem to indicate that the selection interview can be both reliable and valid. Inter-rater reliability in judging interviewees can reach as high as .80-.90 [4; 5] and even untrained interviewers have demonstrated ability to differentiate honest from dishonest interviewees. [6] Interview information can be conveyed with an accuracy equal to the questionnaire or the personal data blank. [7] Video tape techniques have considerable promise in supplementing and improving the selection interview procedure. Interview reliability and validity have been difficult to establish because of the one-to-one and private nature of the interview relationship. Video tape makes possible multiple judgements while retaining intact the interview relationship, thus allowing direct reliability and convergent-discriminant validity analyses. Video tape replay also makes group decision making possible, thus eliminating the need for a company to rely entirely on interviewer judgement in the initial screening stages and posing the possibility of eliminating the second interview. Video tape may be extremely useful in interviewer training because of the direct feedback feature. Variations in the use of video tape in the interview process are numerous and commercial possibilities have been described. [8] This paper reports the results of a program of research on the use of video tape in the selection interview and is based on three sequential studies. Each on the three studies will be described briefly.

Videotape replay and recall in group work.

Videotape replay and recall in group work.

Videotape and the attribution process: reversing actors' and observers' points of view.

Two actor subjects at a time engaged in a brief, unstructured conversation while two observer subjects looked on. Later a questionnaire measured the actors' attributions of their own behavior in the conversation either to dispcsitional, internal causes or to situational, external causes. Similarly, each observer attributed his matched actor's behavior. Videotapes of the conversation, replayed to subjects before the attribution questionnaire, provided an experimental manipulation of visual orientation. Some actors and observers saw no videotape replay, while other subjects saw a tape that merely repeated their original visual orientations. As predicted for both of these conditions, the actors attributed relatively more to the situation than the observers. A third set of subjects saw a videotape taken from a new perspective—some actors saw a tape of themselves, while some observers saw the other participant with whom their matched actor had been conversing. With this reorientation, self-viewing actors attributed relatively more to their own dispositions than observers. The results indicated the importance of visual orientation in determining attributional differences between actors and observers. Pragmatically, the theoretical framework and results of the study had relevance to the use of videotape self-observation in therapy and T groups. When an individual observes a behavior and attempts to understand its causes, he is concerned with the relative importance of personal dispositions of the actor and the surrounding social and environmental context. Both an observer who wishes to explain another's behavior and an actor who tries to understand his own behavior attempt to make the appropriate causal attributions. There is reason to believe, however, that actors and observers do not always arrive at the same explanation of the actor's behavior. Jones and Nisbett (1971) have argued that when actors seek to explain their own behavior, they are inclined to give considerable weight to external, environmental (i.e., situational) causes. Observers, on the other hand, place considerably more emphasis on internal, personal (i.e., dispositional) causes of the actor's behavior. 1 The research for this article was performed as part of the author's PhD dissertation submitted to the Department of Psychology, Yale University. The author wishes to express his appreciation to Richard E. Nisbett, who served as advisor for the thesis and who has contributed many helpful criticisms of the present article. 2 Requests for reprints should be sent to the au

Rapid Assessment of Cerebral Hemodynamics

Publisher Summary This chapter is a review of the results using the image intensifier videocamera (MagnacameraB) and non-diffusible radiopharmaceuticals in the assessment of 175 patients with various types—namely, acute and chronic vascular disease, vascular and avascular tumors, arteriovenous malformations, idiopathic seizures, and trauma—of cerebral hemisphere pathology. The procedure, in the great majority of cases, followed the internal carotid angiogram using the same indwelling catheter. This facilitated correlating the results obtained from the two studies. Initially, the video camera did not have a video-quantifier accessory that necessitated dependence on the high-speed Polaroid film sensitivity to ascertain variations with time of the test agent radio density in the lateral hemisphere picture. The quantifier produces a radio histogram of any two selected regions in the hemisphere simultaneously from videotape replay. Recently, the quantifier data has been carefully reanalyzed using a programmed calculator and expressed in percent mean maximum concentration of the test agent, arterial-capillary time, and inverse T 1/2 for each 1.5 cm 2 region of the hemisphere.

Effects of Video Tape Replays on Behavior of Culturally Different Young Children

Ss were three boys and one girl, CA 4 to 5 yr., enrolled in a preschool program for culturally different children. The daily program consisted of three 15-min. instructional sessions including a language program and an 8-min. pl~ysical education lesson. During a five-day baseline period Ss were video taped as a group for 8 min. of the language development lesson and 4 min. of the physical education lesson but were not shown a replay. The treatment period consisted of the same video taping procedure but included a replay to Ss as a group immediately after the physical education lesson. Each day's tape was stored for review at the end of the treaanenr period. Criterion measures were: (a) teachers' perceptions of Ss' behavior and (b) frequency of behaviors judged inappropriate. The Adapted Devereux Child Behavior Rating Scale (ADCB), a 10-item scale which measures the rater's perception of inability to delay gratification and social aggression (Nelson, 1971), was completed for each S by four teachers at rhe beginning and end of the project. Inappropriate behaviors comprising five categories (verbal, aggression, gross motor, noise making, and self-directed) were counted for each S during a randomly ordered review of each video cape. Two intra-observer reliability checks for total inappropriate behavior resulted in 93 and 95% agreement. The Wilcoxon matched-pairs signed-ranks test was used to assess change in the combined ADCB ratings of the four teachers for each S. Two Ss showed significant improvement and two did not: SJ (n = 13, T = 49, p > .05); S? (n = 14, T = 7, P < .01); S3 (n = 21, T = 19, p < .01); S, (no change). The Mann-Whitney U test was used to compare total inappropriate behavior of all Ss during baseline with total inappropriate behavior during treatment. When behavior during baseline was compared with behavior during the five days of treatment, the difference was nonsignificant (U = 5, p = .15). However, it was observed that inappropriate behavior tended to decrease over treatment sessions. When behavior during baseline was compared with behavior during the last four days of treatment the difference was significant (U = 0, p = .02).' It appears that a video tape replay (VTR) may be used to change human behavior (cf. Moore, Chernell, & West, 1965). However, (a) the effects of VTR may differ for individual Ss and (b) the effectiveness of the treaunent may be a function of the number of replays. When used with young children, some consideration must be given to specific replay techniques which facilitate attainment of the desired therapeutic goals.

Effect of Viewing Video Tapes of a Sport Skill Performed by Self and others on Self-Assessment

Abstract This study investigated the accuracy of self-assessment of a sport skill, the golf swing, by women students in beginning golf classes and the effectiveness of videotape replay in reducing any differences between actual and self-assessed skill. Ratings by judges were accepted as being representative of actual skill. Accuracy of self-assessment refers to the degree of agreement between self-assessed skill and actual skill. Two self-assessments, based on a scale utilizing four model performances, were secured from each of the 63 volunteer subjects. The first self-assessments were arrived at by having the subjects compare their swings, as they pictured them to be, to those of the models. Control subjects repeated this procedure for their second self-assessment. Experimental subjects arrived at their second self-assessments after viewing a replay of their own swings and the model performances. The major finding was that self-viewing did improve the accuracy of self-assessment.

A Comparison of Delayed Static and Dynamic Visual Feedback

Abstract A maze was used to determine the relative effectiveness of delay periods of 7, 15, and 30 sec. in dynamic and static visual feedback in maze tracing. Static feedback involved a view of the tracing only, whereas dynamic feedback was afforded by videotape replay of the action of tracing the maze. The 102 subjects were randomly assigned to the two feedback conditions and the positioning of the three delay periods within each condition, so that there were 17 subjects in each of the six experimental groups. Significant F ratios were obtained for ordered trial effects but not for experimental effects.

Imparting diagnostic information to mothers: a comparison of methodologies.

This study sought to evaluate maternal understanding of information obtained during a diagnostic consultation by mothers of speech-handicapped children as a result of two replay procedures: Video Tape Replay (VTR) and Audio Tape Relay (ATR). A 35-item list (Communication Behavior Scale; CBS) of developmental levels in speech and language was constructed and validated. It consisted of items classified under the following variables: verbal comprehension, verbal communication, articulation ability, and intelligibility of speech. One hundred twenty mothers of speech-handicapped children were divided into three groups of 40 each. All subjects, regardless of group, completed the CBS before and after they were seen by the diagnostician, a speech pathologist. Group I received only the regular diagnostic consultation from the speech pathologist; Group II (VTR) saw the entire diagnostic consultation again by video-tape replay; and Group III (ATR) heard the entire diagnostic consultation again by tape recording. Statistically significant differences were found for all four variables between control and experimental groups. With one exception, no differences were found between the experimental groups. The implications of mechanical feedback and its utility in the diagnostic or research setting are discussed.

Rapid sequential visualization of the heart and great vessels in man using the wide-field anger scintillation camera. Radioisotope-angiography following the injection of technetium-99m.

The recent development of the instantaneously sensing Anger scintillation camera, capable of recording wide-field radioisotope images from the precordium, and a system for video storage and analysis has provided a means of visualizing the anatomic and hemodynamic features of the heart and great vessels without the hazards involved in introducing a radiopaque agent. Sodium pertechnetate ( 99m TcO 4 - ) produces no cardiocirculatory effects or untoward actions and delivers only 0.13 rads of total body radiation. Following injection, the rapidly changing distribution of radioactivity within the heart is recorded by the scintillation camera-television system which includes no inherent dead time or overlap of the scanned field from frame to frame. Video tape replay is available immediately and sequential integrated pictures are possible at any rate up to 60 sec. Radioisotope images of longer intervals are easily obtained by the integration of successive stop-action fields reproduced on a high resolution television monitor and photographed on rapidly developed film. In addition, the replay may be gated and tracked, allowing selected phases to be integrated and time-concentration curves of blood flow. Five to 10 millicuries of 99m TcO 4 - in 2 to 8 cc were rapidly injected into selected cardiac chambers at the time of diagnostic catheterization in 50 patients with a variety of congenital and acquired forms of heart disease. Movement of radioisotope closely reflected the hemodynamic alterations caused by these conditions, as determined by standard contrast angiocardiography. The radioisotope-angiocardiogram provides a new approach for visualization of the cardiovascular system, does not require the use of radiopaque medium, is safer than angiography, and does not disturb circulatory function.

The use of television videotape to enhance the therapeutic value of psychodrama.

The value and potentials of videotape replay of psychodrama are reviewed. While one benefit is in showing participants what they are doing and feeling, it also permits the director to review his own actions in order to perfect and correct his technique. The audience can also be involved by recording their reactions to the dramas taking place.

Staff Training and Video-Tape Replay

Staff Training and Video-Tape Replay

Acquisition and retention of cross-cultural interaction skills through self-confrontation.

Abstract : An experiment was conducted to assess relative effectiveness of two techniques for training United States Air Force military advisors in cross- cultural communicative skills. Retention of skills over time and effects of attitude on learning were also studied. A scenario required subjects to play the role of an Air Force Captain who had to interact in specified ways with a 'foreign counterpart,' a role played by a confederate of the experimenters. Subjects were to perform 57 distinct behaviors appropriate to the situation and to the fictitious cultural description, which gave either a positive, negative, or neutral impression of the culture. Sixty-six male subjects were divided into two groups and taught the desired behaviors either by extensive reading of training manuals followed by three role-playing sessions or by less reading but with self-confrontation by a videotape replay between successive role-play trials. Subjects returned and performed the same role again either 1 day, 1 week, or 2 weeks following initial training. Self-confrontation proved superior to manual reading in training the desired behaviors. Subjects with positive attitudes toward the culture learned fastest. Retention of skills learned through self-confrontation was high. A discussion of planned future research on cross-cultural training techniques and programs is given.