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At least 19 recordsLinked to original sources
PubMedDate not supplied

[Marital feedback behavior: relations between feedback activity of the partner and feedback quality, duration of the marriage and ability of the marriage to function].

The effect of the quality of feedback and the feedback activity of partners on the feedback behavior of married controls, who differed with regard to the duration and the functioning of their marriages, was investigated. 106 married couples were divided into a group of disturbed marriages in the first half of life (GJE), a group of disturbed marriages in the second half of life (GAE), and harmonious marriages (HAE). During a conflict-conversation that was structured according to the technique of revealed differences the partners exchanged positive and negative feedback optically and acoustically. Corresponding to the frequency of the feedback active and less active partners were differentiated. In comparison with the couples of the HAE group, couples of the GAE group gave less feedback, especially less positive feedback. The less active partner of the GAE group gave significantly more negative feedback than the comparable partner of the HAE group. Differences between the GAE and the GJE group that can be called statistically significant do not exist. The results have been discussed with respect to their application.

Adult↗
PubMed2005

Frontomedian activation depends on both feedback validity and valence: fMRI evidence for contextual feedback evaluation.

Activation within the posterior frontomedian cortex (pFMC) is suggested to be involved in decision conflict, which typically emerges whenever one does not know which action to choose in order to receive a positive outcome. Decision conflict attenuates due to learning which is often indicated by and therefore confounded with the receipt of increasingly frequent positive and decreasingly frequent negative feedback. The present functional Magnetic Resonance study aimed to disentangle the influence of the factors processing of negative feedback and contextual feedback evaluation on pFMC activation. Participants performed a forced choice paradigm in which they had to decide which one out of two competing stimuli would win in a virtual competition game. In one condition (rule learning, RL), participants were provided with valid feedback so that contextual feedback evaluation had a guiding function for action and thus enabled learning. In contrast, participants received no valid information from feedback in another condition (putative learning, PL) and hence could not learn on the basis of contextual feedback evaluation. However, a learning effect in the latter condition was simulated by gradually increasing the frequency of positive feedback and decreasing the frequency of negative feedback according to a learning model which was derived from pilot data. Importantly, participants were naive with respect to feedback manipulations. Beyond confirming pFMC activation for decision conflicts, a significant interaction between validity and valence of feedback in pFMC revealed the specific contribution of contextual feedback evaluation processes on activation of this area. Not the processing of negative feedback per se, which was found to elicit activation within anterior cingulate cortex, but the evaluation of feedback against the background of the current mental model is suggested to be reflected by pFMC activation.

Adult↗
PubMedDate not supplied

Simple feedback notes enhance specificity of feedback to learners.

BACKGROUND: Learners reported that physician educators give insufficient and general feedback. OBJECTIVE: This study analyzed faculty's use of 3 x 5-inch feedback notes (preprinted with "well done" or "needs improvement") for quantity and specificity of feedback. Learners evaluated these notes compared with other feedback methods. DESIGN/METHODS: Seven experienced clinician educators presented the feedback notes to learners during the 10-month trial. A carbonless duplicate was retained for qualitative analysis of content. The specificity of comments was categorized as general (no clarifiers) or detailed if it contained 1 or more clarifiers. Additionally, the learners were surveyed regarding utility of notes on the basis of characteristics of effective feedback. RESULTS: A total of 770 notes containing 1607 individual comments were presented to learners, with significantly more (P <.001) "well done" comments (69%) than "needs improvement" comments (31%). Eleven content areas emerged. The most frequently coded "well done" content areas were assessment (n = 258), treatment (n = 208), and physical examination (n = 176). The most frequently coded "needs improvement" content areas were documentation (n = 161) and expanding knowledge (n = 102). Eighty-two percent of the comments were specific, and the specificity increased significantly from 24% in the initial 4-month time frame to 46% in the last 3 months (P <.001, Pearson chi-square test). Learners agreed that feedback notes provided more constructive (94%), timely (92%), and concrete (94%) feedback when compared with other feedback methods. Learners preferred feedback given face-to-face (96%) or by written notes (96%) rather than by e-mail (30%). CONCLUSIONS: Cued feedback notes provided learners with detailed feedback in a format that learners prefer. Over time, simple feedback notes lead to more specific feedback for trainees.

Education, Medical↗
PubMed2000

Audit and feedback: effects on professional practice and health care outcomes.

BACKGROUND: Audit and feedback has been identified as having the potential to change the practice of health care professionals. OBJECTIVES: To assess the effects of audit and feedback on the practice of health professionals and patient outcomes. SEARCH STRATEGY: We searched MEDLINE up to June 1997, the Research and Development Resource Base in Continuing Medical Education, and reference lists of related systematic reviews and articles. SELECTION CRITERIA: Randomised trials of audit and feedback (defined as any summary of clinical performance of health care over a specified period of time). The participants were health care professionals responsible for patient care. DATA COLLECTION AND ANALYSIS: Two reviewers independently extracted data and assessed study quality. MAIN RESULTS: Thirty-seven studies were included, involving more than 4977 physicians. The reporting of study methods was inadequate for almost all studies. In 31 out of 37 studies the randomisation process could not be determined. Information regarding data analysis was also lacking. For example, power calculations were not mentioned in 27 out of 37 studies. A variety of behaviours were targeted including the reduction of diagnostic test ordering, prescribing practices, preventive care, and the general management of a problem, for example hypertension. Twenty-eight studies measured physician performance, one study targeted patient outcomes in diabetes and the remaining eight studies measured both physician performance and patient outcomes. The relative percentage differences ranged from -16% to 152%. The clinical importance of the changes was not always clear. REVIEWER'S CONCLUSIONS: Audit and feedback can sometimes be effective in improving the practice of health care professionals, in particular prescribing and diagnostic test ordering. When it is effective, the effects appear to be small to moderate but potentially worthwhile. Those attempting to enhance professional behaviour should not rely solely on this approach.

Education, Medical, Continuing↗
PubMed2003

A learning prescription permits feedback on feedback.

BACKGROUND: Students consistently identified inadequate feedback as a deficiency in our third-year clerkship. METHODS: We asked students to solicit one faculty and one resident every 2 weeks for written feedback on a "feedback prescription pad." Each prescription requested four comments: two things the student did well and two things the student needs to improve. Students rated feedback using a five-point scale. A three-point categorization scheme was employed to assess the quality of feedback. RESULTS: Students' rating of feedback improved significantly compared with a previous time period (3.5 +/- 1.2 versus 2.6 +/- 1.2, P <0.01). Interrater reliability of our categorization scheme was high (kappa > or =0.75, P <0.01) and demonstrated that only 10% of comments were specific enough to qualify as effective feedback. CONCLUSIONS: Feedback prescription pads were a simple method to facilitate feedback. Although students appreciated feedback, most feedback was inadequate. Faculty development programs to enhance student feedback should be a priority of clinical medical education.

Clinical Clerkship↗
PubMed2005

Receipt of negative feedback is related to increased negative feedback seeking among individuals with depressive symptoms.

In recent years, numerous studies have demonstrated a link between positive and negative feedback seeking by depressed individuals, interpersonal rejection, and depression chronicity. Nonetheless, many of the specific interpersonal patterns underlying these links have yet to be clearly specified. One important lingering question concerns how depressed individuals respond to negative evaluation or feedback from others, because continued negative feedback seeking could place depressed people at risk for further rejection and continuation/exacerbation of depressive symptoms. Two studies were conducted to investigate the influence of negative feedback provisions from others on the feedback seeking behaviors of individuals with depressive symptoms. The results from Study 1 indicated an increased tendency to seek negative feedback among depressive individuals in association with an independent negative evaluation by their college roommates. Using a sample of newlywed couples, Study 2 extended this finding by demonstrating that, when directly provided with negative feedback from their spouses, individuals with depressive symptomatology actively sought further negative feedback, while those without such symptoms did not. Together, the results from these studies suggest that depressed individuals are likely to respond to negative evaluation and feedback from others with behaviors that could place them at risk for further rejection and continuing, if not worsening problems with depression.

Adult↗
PubMed2002

Self-controlled feedback: does it enhance learning because performers get feedback when they need it?

This paper examines whether self-controlled feedback schedules enhance learning, because they are more tailored to the performers' needs than externally controlled feedback schedules. Participants practiced a sequential timing task. One group of learners (self-control) was provided with feedback whenever they requested it, whereas another group (yoked) had no influence on the feedback schedule. The self-control group showed learning benefits on a delayed transfer test. Questionnaire results revealed that self-control learners asked for feedback primarily after good trials and yoked learners preferred to receive feedback after good trials. Analyses demonstrated that errors were lower on feedback than no-feedback trials for the self-control group but not for the yoked group. Thus, self-control participants appeared to use a strategy for requesting feedback. This might explain learning advantages of self-controlled practice.

Adult↗
PubMed1994

Motor skill acquisition and retention as a function of average feedback, summary feedback, and performance variability.

Summary feedback involves withholding feedback from subjects until the last trial in a block is completed, and then presenting feedback about each trial. A variation of this method, called average feedback (Young & Schmidt, 1992), presents subjects with only the mean of the trial block. We investigated whether these methods have similar effects on acquisition and retention of a simple motor skill. Five groups of subjects (n = 16 per group) performed 60 acquisition trials of an aiming task involving both spatial and temporal accuracy. We presented average and summary feedback based on either 5-trial blocks or 15-trial blocks and compared these schedules with every-trial feedback. During acquisition, all groups improved with practice, with a slight tendency for the every-trial condition to have less absolute error than the longer summary and average conditions. Analysis of delayed no-feedback retention tests, however, revealed a strong advantage for the 5-trial summary and average conditions compared with the every-trial condition. In addition, we found that for long blocks of acquisition trials without augmented feedback, the performance variability of those trials was associated with retention performance. Results are discussed in terms of how these different manipulations may make feedback less useful during acquisition, but foster the use of certain information processing activities that enhance overall learning.

Journal Article↗
PubMed2004

The influence of force feedback and visual feedback in grasping tissue laparoscopically.

BACKGROUND: Due to the limited force feedback provided by laparoscopic instruments, surgeons may have difficulty in applying the appropriate force on the tissue. The aim of this study was to determine the influence of force feedback and visual feedback on the exerted pinch force. METHODS: A grasper with a force sensor in the jaws was developed. Subjects with and without laparoscopic experience grasped and pulled pig bowel with a force of 5 N. The applied pinch force was measured during tasks of 1-s and 1-min duration. Visual feedback was provided in half the measurements. Force feedback was adjusted by changing the mechanical efficiency of the forceps from 30% to 90%. RESULTS: The mean pinch force applied was 6.8 N (+/-0.5), whereas the force to prevent slippage was 3.0 N (+/-0.4). Improving the mechanical efficiency had no effect on the pinch force for the 1-s measurements. The amount of excessive pinch force when holding tissue for 1 min was lower at 30% mechanical efficiency compared with 90% (105% vs 131%, p = 0.04). The tissue slipped more often when the subject had no visual feedback (2% vs 8%, p = 0.02). CONCLUSION: Force feedback and visual feedback play a more limited role than expected in the task of grasping tissue with laparoscopic forceps.

Animals↗
PubMed1975

Susceptibility to delayed auditory feedback and dependence on auditory or oral sensory feedback.

Studies of the delayed auditory feedback (DAF) effect have consistently reported marked individual differences in susceptibility to DAF among normal speakers. It has been suggested that speakers showing extreme susceptibility to DAF may be differentially dependent on auditory feedback in regulating their speech production. Assuming this is the case, then a reduction in sensory feedback would also be expected to produce differential effects on these speakers. To test this hypothesis, normative data on the actual range of susceptibility to 180 msec DAF were first obtained from a group of 400 normal male speakers. Subjects from the extremes of this distribution were then tested under conditions that selectively reduces sensory feedback. Auditory masking, whispering and local anaesthesia were used separately and in combination to achieve a reduction in one or more feedback channels (air-conducted, bone-conducted and oral sensory feedback). The results obtained did not support the feedback dependence hypothesis. Measures of reading duration, disfluency and correct syllabel rate revealed similar changes in the speech of high and low susceptible speakers when auditory and/or oral feedback was reduced. Alternative explanations of individual differences in DAF susceptibility are considered.

Adult↗
PubMed2006

Feedback regulation of growth hormone synthesis and secretion in fish and the emerging concept of intrapituitary feedback loop.

Growth hormone (GH) is known to play a key role in the regulation of body growth and metabolism. Similar to mammals, GH secretion in fish is under the control of hypothalamic factors. Besides, signals generated within the pituitary and/or from peripheral tissues/organs can also exert a feedback control on GH release by effects acting on both the hypothalamus and/or anterior pituitary. Among these feedback signals, the functional role of IGF is well conserved from fish to mammals. In contrast, the effects of steroids and thyroid hormones are more variable and appear to be species-specific. Recently, a novel intrapituitary feedback loop regulating GH release and GH gene expression has been identified in fish. This feedback loop has three functional components: (i) LH induction of GH release from somatotrophs, (ii) amplification of GH secretion by GH autoregulation in somatotrophs, and (iii) GH feedback inhibition of LH release from neighboring gonadotrophs. In this article, the mechanisms for feedback control of GH synthesis and secretion are reviewed and functional implications of this local feedback loop are discussed. This intrapituitary feedback loop may represent a new facet of pituitary research with potential applications in aquaculture and clinical studies.

Animals↗
PubMed2006

Discrete bandwidth visual feedback increases structure of output as compared to continuous visual feedback in isometric force control tasks.

BACKGROUND: Performance variability measures provide a partial picture of force control ability. Nonlinear analyses can reveal important information related to the randomness and complexity of the data, providing a more complete picture of the physiological process. METHODS: We investigated the effects of visual feedback on the structure and performance of the force output from isometric force control tasks. Twelve young volunteers completed isometric force control tasks using two types of visual feedback: discrete bandwidth (+/-4% maximal voluntary contraction) and continuous line matching. We determined force signal variability (standard deviation), self-similarity (fractal dimension), and complexity (approximate entropy). Analyses of variance (feedback x muscle group x force level) were conducted and P values less than 0.05 were considered significant. FINDINGS: The force signal in discrete bandwidth feedback, compared to continuous line matching, had significantly a higher standard deviation (P=.000): 2.18 Nm (SD 1.98) vs. 0.99 Nm (SD 0.91); lower fractal dimension (P=.000): 1.07 (SD 0.04) vs. 1.16 (SD 0.04); and lower approximate entropy (P=.000): 0.12 (SD 0.07) vs. 0.26 (SD 0.09). INTERPRETATION: The greater self-similarity (lower fractal dimension) and greater regularity (lower approximate entropy) of the discrete bandwidth, compared to the continuous line matching, may indicate a process that required more kinesthetic (intrinsic) feedback to modulate force. Clinicians may choose to employ visual feedback paradigms that target the use of intrinsic feedback during rehabilitation. Discrete bandwidth feedback may be useful for delineating impairments in motor skill and measuring outcomes of intervention programs.

Adult↗
PubMed2003

Effects of multisource feedback and a feedback facilitator on the influence behavior of managers toward subordinates.

The authors compared a feedback workshop with both a no-feedback control group and a comparison group of managers who received a feedback report but no feedback workshop. The multisource feedback was based on ratings of a manager's influence behavior by subordinates, peers, and bosses. Managers in the feedback workshop increased their use of some core influence tactics with subordinates, whereas there was no change in behavior for the control group or for the comparison group. The feedback was perceived to be more useful by managers who received it in a workshop with a facilitator than by managers who received only a printed feedback report.

Feedback↗
PubMed1995

Mathematical analysis of activation thresholds in enzyme-catalyzed positive feedbacks: application to the feedbacks of blood coagulation.

A hierarchy of enzyme-catalyzed positive feedback loops is examined by mathematical and numerical analysis. Four systems are described, from the simplest, in which an enzyme catalyzes its own formation from an inactive precursor, to the most complex, in which two sequential feedback loops act in a cascade. In the latter we also examine the function of a long-range feedback, in which the final enzyme produced in the second loop activates the initial step in the first loop. When the enzymes generated are subject to inhibition or inactivation, all four systems exhibit threshold properties akin to excitable systems like neuron firing. For those that are amenable to mathematical analysis, expressions are derived that relate the excitation threshold to the kinetics of enzyme generation and inhibition and the initial conditions. For the most complex system, it was expedient to employ numerical simulation to demonstrate threshold behavior, and in this case long-range feedback was seen to have two distinct effects. At sufficiently high catalytic rates, this feedback is capable of exciting an otherwise subthreshold system. At lower catalytic rates, where the long-range feedback does not significantly affect the threshold, it nonetheless has a major effect in potentiating the response above the threshold. In particular, oscillatory behavior observed in simulations of sequential feedback loops is abolished when a long-range feedback is present.

Blood Coagulation↗
PubMed1998

The impact of computer-tailored feedback and iterative feedback on fat, fruit, and vegetable intake.

A randomized trial was conducted to study the impact of individualized computer-generated nutrition information and additional effects of iterative feedback on changes in intake of fat, fruits, and vegetables. Respondents in the experimental group received computer-generated feedback letters tailored to their dietary intake, intentions, attitudes, self-efficacy expectations, and self-rated behavior. After the first feedback letter, half of the experimental group received additional iterative feedback tailored to changes in behavior and intentions. The control group received a single general nutrition information letter in a format similar to the tailored letters. Computer-tailored feedback had a significantly greater impact on fat reduction and fruit and vegetable intake than did general information. Iterative computer-tailored feedback had an additional impact on fat intake. The results confirm that computer-generated individualized feedback can be effective in inducing recommended dietary changes and that iterative feedback can increase the longer term impact of computer-tailored nutrition education on fat reduction.

Adult↗
PubMed2006

The effects of feedback self-consistency, therapist status, and attitude toward therapy on reaction to personality feedback.

Individuals' reactions to interpersonal feedback may depend on characteristics of the feedback and the feedback source. The present authors examined the effects of experimentally manipulated personality feedback that they--in the guise of therapists--e-mailed to participants on the degree of their acceptance of the feedback. Consistent with Self-Verification Theory (W. B. Swann Jr., 1987), participants accepted feedback that was consistent with their self-views more readily than they did feedback that was inconsistent with their self-views. Furthermore, the authors found main effects for therapist's status and participant's attitude toward therapy. Significant interactions showed effects in which high-status therapists and positive client attitudes increased acceptance of self-inconsistent feedback, effects that were only partially mediated by clients' perceptions of therapist competence. The present results indicate the possibility that participants may be susceptible to self-concept change or to self-fulfilling prophecy effects in therapy when they have a positive attitude toward therapy or are working with a high-status therapist.

Adolescent↗
PubMed1976

A comparison of direct blood pressure feedback and electromyographic feedback on the blood pressure of normotensives.

Groups of 20 normotensive subjects were assigned to one of three conditions to help them lower their blood pressure: (1) intermittent visual feedback of blood pressure; (2) continuous analogue auditory feedback of frontal EMG; (3) an instructed, no-feedback condition. Both groups receiving feedback showed greater within-session lowering of systolic blood pressure than the no-feedback control group. Although the group receiving intermittent visual feedback of blood pressure lowered blood pressure more than the EMG feedback group at the first session, in three subsequent sessions, the two feedback groups did not differ.

Adolescent↗