How Effective Feedback for Training Depends on Learner Resources and Task Demands

2006 ◽  
Author(s):  
Anne Collins McLaughlin ◽  
Wendy A. Rogers ◽  
Arthur D. Fisk
Keyword(s):  
Task Demands ◽  
Effective Feedback ◽  
And Task

How Effective Feedback for Training Depends on Learner Resources and Task Demands

2006 ◽  
Vol 50 (25) ◽  
pp. 2624-2628 ◽  
Author(s):  
Anne Collins McLaughlin ◽  
Wendy A. Rogers ◽  
Arthur D. Fisk
Keyword(s):  
Task Demands ◽  
Effective Feedback ◽  
And Task

Construction of Graphic Symbol Utterances by Children, Teenagers, and Adults: The Effect of Structure and Task Demands

2007 ◽  
Vol 50 (5) ◽  
pp. 1314-1329 ◽  
Author(s):  
Natacha Trudeau ◽  
Ann Sutton ◽  
Emmanuelle Dagenais ◽  
Sophie de Broeck ◽  
Jill Morford
Keyword(s):  
Task Demands ◽  
Graphic Symbol ◽  
Effect Of Structure ◽  
And Task

The Effect of Attention on Repetition Suppression and Multivoxel Pattern Similarity

2013 ◽  
Vol 25 (8) ◽  
pp. 1305-1314 ◽  
Author(s):  
Katherine S. Moore ◽  
Do-Joon Yi ◽  
Marvin Chun
Keyword(s):  
Task Demands ◽  
Initial Presentation ◽  
Fmri Signal ◽  
Repetition Suppression ◽  
Specific Memory ◽  
Pattern Similarity ◽  
Parahippocampal Place Area ◽  
And Task

Fundamental to our understanding of learning is the role of attention. We investigated how attention affects two fMRI measures of stimulus-specific memory: repetition suppression (RS) and pattern similarity (PS). RS refers to the decreased fMRI signal when a stimulus is repeated, and it is sensitive to manipulations of attention and task demands. In PS, region-wide voxel-level patterns of responses are evaluated for their similarity across repeated presentations of a stimulus. More similarity across presentations is related to better learning, but the role of attention on PS is not known. Here, we directly compared these measures during the visual repetition of scenes while manipulating attention. Consistent with previous findings, we observed RS in the scene-sensitive parahippocampal place area only when a scene was attended both at initial presentation and upon repetition in subsequent trials, indicating that attention is important for RS. Likewise, we observed greater PS in response to repeated pairs of scenes when both instances of the scene were attended than when either or both were ignored. However, RS and PS did not correlate on either a scene-by-scene or subject-by-subject basis, and PS measures revealed above-chance similarity even when stimuli were ignored. Thus, attention has different effects on RS and PS measures of perceptual repetition.

Moving Toward Accurate Assessment of Working Memory in Adults With Neurogenically Based Communication Disorders

2021 ◽  
pp. 1-9
Author(s):  
Bijoyaa Mohapatra ◽  
Jacqueline Laures-Gore
Keyword(s):  
Working Memory ◽  
Experimental Testing ◽  
Communication Disorders ◽  
Test Construction ◽  
Task Demands ◽  
Future Research ◽  
Modality Effects ◽  
Memory Assessment ◽  
Response Modality ◽  
And Task

Purpose This article presents a viewpoint highlighting concerns regarding currently available assessments of working memory in adults with neurogenic communication disorders. Additionally, we provide recommendations for improving working memory assessment in this population. Method This viewpoint includes a critique of clinical and experimental working memory tests relevant to speech-language pathologists. We consider the terminology used to describe memory, as well as discuss language demands and test construction. Results Clinical and experimental testing of working memory in adults with neurogenic communication disorders is challenged due to theoretical, methodological, and practical limitations. The major limitations are characterized as linguistic and task demands, presentation and response modality effects, test administration, and scoring parameters. Taking these limitations into consideration, several modifications to working memory testing and their relevance to neurogenic populations are discussed. Conclusions The recommendations provided in this article can better guide clinicians and researchers to advocate for improved tests of working memory in adults with neurogenic communication disorders. Future research should continue to address these concerns and consider our recommendations.

Focusing Effective Feedback Practices on Developing Students' ‘Assessment Literacy'

2020 ◽  
pp. 81-98
Author(s):  
Demi Elizabeth Ladbrook
Keyword(s):  
High School ◽  
Gifted And Talented ◽  
Implementation Strategies ◽  
Teacher Feedback ◽  
Assessment Literacy ◽  
Self Assessment ◽  
Feed Forward ◽  
Effective Feedback ◽  
And Task

This chapter investigated effective feedback practices that develop assessment literacy of the high school gifted and talented in an inclusive environment. Gifted and talented were identified by their fluency of content and flexibility of curriculum areas, with the purpose for feedback to build student capacity for assessment literacy. A conceptual method included the aim for actionable feedback that extended the gifted and talented in their assessment literacy. Efficient feedback that developed assessment literacy included a feed-forward focus, metacognition development, and task-orientated understanding of the criteria. The study emphasised implementation strategies to build student capacity in utilising the feedback provided to its greatest effect. Ultimately, to improve assessment literacy, the use of exemplars to develop metacognition and improve criteria knowledge through strategic calibration of self-assessment were successful strategies used as part of teacher feedback.

Quantifying the Effects of Multi-Tasking on Processing Efficiency

2018 ◽  
Vol 62 (1) ◽  
pp. 1717-1721
Author(s):  
Elizabeth L. Fox ◽  
Joseph W. Houpt
Keyword(s):  
Individual Differences ◽  
System Design ◽  
Task Demands ◽  
Task Characteristics ◽  
Baseline Model ◽  
Processing Efficiency ◽  
Different Types ◽  
Unique Individual ◽  
And Task ◽  
Task Environments

The type and amount of task demands that humans must simultaneously process and respond to influences how efficient they are in completing the tasks. Capturing how and to what degree human efficiency changes in different task environments is crucial to inform an appropriate system design. An individual-based analytic approach is necessary to accurately capture performance changes and lend practical suggestions. We can provide designers with the amount and type of task demands that we expect a person to sustain adequate performance given their unique underlying cognitive properties. We develop a metric, multi-tasking throughput (MT), that provides the extent to which a person processes tasks more efficiently, the same, or less efficiently when required to complete several different types of tasks at once. This is a cognitive-based, standardized metric; meaning it yields the relative degree of change from a baseline model that is created to accommodate to unique individual differences, numbers of tasks, and task characteristics. We quantify MT by using transformations of RTs to predict the extent that external demands of multi-tasking exceeds what the cognitive system can accommodate to thereby hindering performance. We use a real world dual-task application to highlight the apparent differences in strategy and ability across individuals and alternative task environments.

scholarly journals Locomotion and Task Demands Differentially Modulate Thalamic Audiovisual Processing during Active Search

2015 ◽  
Vol 25 (14) ◽  
pp. 1885-1891 ◽  
Author(s):  
Ross S. Williamson ◽  
Kenneth E. Hancock ◽  
Barbara G. Shinn-Cunningham ◽  
Daniel B. Polley
Keyword(s):  
Task Demands ◽  
Active Search ◽  
Audiovisual Processing ◽  
And Task
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