Identifying the relation between feedback preferences and performance.
Performance feedback is a common organizational behavior management intervention (Gravina et al., 2018) that typically yields consistent effects when combined with other procedures (Alvero et al., 2001). A noteworthy characteristic that might affect feedback effectiveness is timing (Lechermeier & Fa...
| Publicado en: | Journal of Applied Behavior Analysis (John Wiley & Sons, Inc.) Vol. 54; no. 2; pp. 668 - 684 |
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| Autores principales: | , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
John Wiley & Sons, Inc.
Apr2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=149959912&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 149959912 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00218855 NRNO jtl: Journal of Applied Behavior Analysis (John Wiley & Sons, Inc.) issn: 00218855 maglogo: N pubinfo: dt: Apr2021 vid: 54 iid: 2 pid: 52269 pub: John Wiley & Sons, Inc. artinfo: ui: 149959912 149959912 149959912 10.1002/jaba.804 149959912 ppf: 668 ppct: 16 formats: tig: atl: Identifying the relation between feedback preferences and performance. aug: au: Bacotti, Janelle K. Grauerholz‐Fisher, Emma Morris, Samuel L. Vollmer, Timothy R. affil: Department of Psychology, University of Florida sug: subj: Feedback Behavior Students, Undergraduate Task Performance and Analysis Human ab: Performance feedback is a common organizational behavior management intervention (Gravina et al., 2018) that typically yields consistent effects when combined with other procedures (Alvero et al., 2001). A noteworthy characteristic that might affect feedback effectiveness is timing (Lechermeier & Fassnacht, 2018). Given the frequent use and practical utility of feedback, we assessed feedback preference across three feedback timing options: after step, after trial, and after session. We used a direct‐choice paradigm to assess feedback timing preferences with undergraduate students completing two multistep computerized tasks. The data obtained suggest that most participants shifted their preference from relatively proximal (e.g., after step) to distal feedback (e.g., after session) as they acquired the tasks. A few participants' preferences varied despite increases in performance. We discuss implications based on the current findings and future directions for research. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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