Learning from Error

1988 ◽  
Author(s):  
Colleen M. Seifert ◽  
Edwin L. Hutchins
Keyword(s):  
Learning From Error

Interpretive Methodology: Some Problems, Limitations, and Remedial Strategies

1992 ◽  
Vol 40 (1) ◽  
pp. 139-168 ◽  
Author(s):  
Philip Rubovits-Seitz
Keyword(s):  
Clinical Interpretation ◽  
Error Detecting ◽  
Remedial Strategies ◽  
Learning From Error

Clinical interpretation is difficult and fallible. Basic methodologic problems make errors inevitable in interpretive work. This report reviews some of the major problems and limitations of interpretive methodology, and describes remedial strategies for dealing with them, i.e., “learning from error” by use of error-detecting, error-correcting, and validating procedures.

Informal learning from error in hospitals: what do we learn, how do we learn and how can informal learning be enhanced? A narrative review

2012 ◽  
Vol 18 (4) ◽  
pp. 787-805 ◽  
Author(s):  
Jeantine M. de Feijter ◽  
Willem S. de Grave ◽  
Richard P. Koopmans ◽  
Albert J. J. A. Scherpbier
Keyword(s):  
Informal Learning ◽  
Narrative Review ◽  
Learning From Error

Authoritarian Learning in the Development of Russia’s Electoral System

2017 ◽  
Vol 2 (2) ◽  
pp. 182-205 ◽  
Author(s):  
Grigorii V. Golosov
Keyword(s):  
Electoral System ◽  
Transition To Democracy ◽  
Political Order ◽  
Electoral Institutions ◽  
Authoritarian Leadership ◽  
Electoral Authoritarianism ◽  
Electoral Reforms ◽  
Established Democracies ◽  
Learning From Error ◽  
Principal Elements

The contemporary electoral system of Russia, once adopted to foster the country’s transition to democracy, has been transformed into a crucial pillar of electoral authoritarianism. This study investigates how the principal elements of Russia’s electoral system contributed to the consolidation of the authoritarian political order. While certainly not undemocratic in themselves and often borrowed from well-established democracies, the electoral institutions of Russia were assembled into a combination that effectively prevents alternation in power. The study shows that central role in this process was played by learning from error. At each of the stages of transition to authoritarianism, electoral reforms were implemented in order to minimize the risks that were revealed by the previous electoral experiences of the authoritarian leadership.

scholarly journals Reward prediction error modulates saccade vigor

2019 ◽  
Author(s):  
Ehsan Sedaghat-Nejad ◽  
David J. Herzfeld ◽  
Reza Shadmehr
Keyword(s):  
Prediction Error ◽  
Dopamine Release ◽  
Human Subjects ◽  
Reaction Times ◽  
Movement Onset ◽  
Reward Prediction Error ◽  
Reward Prediction ◽  
Movement Error ◽  
Orderly Fashion ◽  
Learning From Error

AbstractMovements toward rewarding stimuli exhibit greater vigor, i.e., increased velocity and reduced reaction-times. This invigoration may be due to release of dopamine before movement onset. Dopamine release is strongly modulated by reward prediction error (RPE). Here, we generated an RPE event in the milliseconds before movement onset and tested whether there was a causal relationship between RPE and vigor. Human subjects made saccades toward an image. During the execution of their primary saccade, we probabilistically changed the position and content of the image. This led to a secondary saccade following completion of the primary saccade. We focused on properties of this secondary saccade. On some trials, the content of the secondary image was more valuable than the first image, resulting in a +RPE event that preceded the secondary saccade. On other trials, this content was less valuable, resulting in a -RPE event. We found that reaction-time and velocity of the secondary saccade were affected in an orderly fashion by the magnitude and direction of the preceding RPE event: the most vigorous saccades followed the largest +RPE, whereas the least vigorous saccades followed the largest -RPE. Presence of the secondary saccade indicated that the primary saccade had experienced a movement error, inducing trial-to-trial adaptation: the subsequent primary saccade was changed in the direction of the movement error in the previous trial. However, motor learning from error was not affected by the RPE event. Therefore, reward prediction error, and not reward per se, modulated vigor of saccades.Author summaryDoes dopamine release before onset of a movement modulate vigor of the ensuing movement? To test this hypothesis, we relied on the fact that RPE is a strong modulator of dopamine. Our innovation was a task in which an RPE event occurred precisely before onset of a movement. We probabilistically produced a combination of large or small, negative or positive RPE events before onset of a saccade, and observed that the vigor of the saccade that followed carried a robust signature of the preceding RPE event: high vigor saccades followed +RPE events, while low vigor saccades followed -RPE events. This suggests that control of vigor is partly through release of dopamine in the moments before onset of the movement.

scholarly journals Learning from Excellence: the ‘Yaytix’ programme

2018 ◽  
Vol 63 (4) ◽  
pp. 104-107
Author(s):  
Gabriel Chain ◽  
Emma Marshall ◽  
Cathy Geddie ◽  
Sonia Joseph ◽  
Benjamin Chain ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Positive Feedback ◽  
Nurse Managers ◽  
Negative Impact ◽  
Staff Morale ◽  
Feedback Mechanisms ◽  
Charge Nurse ◽  
Second Victim ◽  
Set Up ◽  
Learning From Error

Background and aims Learning from error can have a negative impact on the staff involved in the error (‘second victim phenomenon’1). We created a project, based on the principles of the Learning from Excellence project,2 to learn from excellence and correct the imbalance of negative to positive feedback in the context of hospital practice. Methods and results Using a questionnaire, we surveyed staff on existing feedback mechanisms and morale. We then introduced a system where staff recorded and commented on examples of excellence in practice. Recipients and their supervisors received copies of these reports and the feedback was analysed and discussed with senior staff (consultant, senior charge nurse, managers). We re-audited the staff two months after starting this project and noted improvements in staff morale and in positive reporting. Conclusions This project has improved the process of giving and learning from positive feedback and had a significant impact on staff morale. We can also demonstrate an example of improved clinical practice (from feedback received) and will now attempt to measure clinical outcomes with a new prospective study. Finally, we hope to set up a regional programme of reporting excellence in South-East Scotland.

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