Der mittelfristige Einfluss von Feedback auf die Leistung von Mastery oder Performance motivierten Personen

In vielen Situationen bekommen Personen beim Lernen neuer Aufgaben in einer ersten Phase Feedback, doch in einer zweiten Phase arbeiten sie ohne Feedback. Bislang gibt es einige Befunde zu der Auswirkung eines Feedbacks auf die unmittelbare Leistung, nicht jedoch auf die mittelfristige Leistung in einer Phase ohne Feedback. Es ist zu erwarten, dass die Form der Leistungsmotivation hier eine entscheidende Rolle spielt. Für Personen, die das Ziel haben, besser zu sein als andere, kann ein negatives Feedback eine Bedrohung des Selbstwertes darstellen und daher demotivieren. Mittelfristig sollte jedoch die Bedrohung des Selbstwertes abnehmen. Daher ist zu erwarten, dass Feedback mittelfristig die Leistung steigert. Für Personen, die das Ziel haben, ihre Kenntnisse zu verbessern, stellt ein negatives Feedback keine Bedrohung des Selbstwertes da. Daher sollte sich Feedback anfänglich positiv auf die Leistung auswirken. Diese Personen lieben jedoch das Gefühl, sich Kenntnisse selbst zu erarbeitet zu haben. Feedback verdirbt den Spass am selbstständigen Explorieren und Lösungen finden. Feedback sollte daher - nach einer anfänglichen Leistungssteigerung- mittelfristig zu einer Verringerung der Leistung führen. Wir zeigen in einer Studie in der Tangram Puzzles gelöst wurden, dass beide Prozesse stattfinden.

Implicit task sequence learning in patients with Parkinson's disease, frontal lesions and amnesia: The critical role of fronto–striatal loops

The purpose of this study was to investigate the role of the fronto–striatal system for implicit task sequence learning. We tested performance of patients with compromised functioning of the fronto–striatal loops, that is, patients with Parkinson's disease and patients with lesions in the ventromedial or dorsolateral prefrontal cortex. We also tested amnesic patients with lesions either to the basal forebrain/orbitofrontal cortex or to thalamic/medio-temporal regions. We used a task sequence learning paradigm involving the presentation of a sequence of categorical binary-choice decision tasks. After several blocks of training, the sequence, hidden in the order of tasks, was replaced by a pseudo-random sequence. Learning (i.e., sensitivity to the ordering) was assessed by measuring whether this change disrupted performance. Although all the patients were able to perform the decision tasks quite easily, those with lesions to the fronto–striatal loops (i.e., patients with Parkinson's disease, with lesions in the ventromedial or dorsolateral prefrontal cortex and those amnesic patients with lesions to the basal forebrain/orbitofrontal cortex) did not show any evidence of implicit task sequence learning. In contrast, those amnesic patients with lesions to thalamic/medio-temporal regions showed intact sequence learning. Together, these results indicate that the integrity of the fronto–striatal system is a prerequisite for implicit task sequence learning.

How Welfare States Shape the Democratic Public: Policy Feedback, Participation, Voting and Attitudes

This crucial volume significantly advances the study of policy feedbacks. With contributions from many subfields and methodological approaches, it offers both sophisticated theorizing and new empirical examples that show how policies make politics in a variety of ways. Innovative research designs provide more convincing inference than ever. And the normative questions engaged about welfare performance, evaluation, participation, and accountability could not be more important or timely in this era of austerity and discord over the future of welfare states.’

Quality of feedback to e-mail requests - an explorative study in alpine tourism destinations

The central aim of our project is to explore the handling of e-mail request from customers by tourist organisations and to explain the perceived behaviour. For this purpose, we designed a qualitative empirical study which consists basically of two stages. The first stage consists of a black-box test where we employ the setting of a qualitative experiment to measure the behaviour of the organisation to an e-mail request. The second stage comprises a with-box test where we want to look into the tourist organizations and analyse the relevant information processes. This study should give as some insight in the internal processing of e-mail requests and thus should help to explain the reactions that we registered.

Analysis of Pressure Head-Flow Loops of Pulsatile Rotodynamic Blood Pumps

The clinical importance of pulsatility is a recurring topic of debate in mechanical circulatory support. Lack of pulsatility has been identified as a possible factor responsible for adverse events and has also demonstrated a role in myocardial perfusion and cardiac recovery. A commonly used method for restoring pulsatility with rotodynamic blood pumps (RBPs) is to modulate the speed profile, synchronized to the cardiac cycle. This introduces additional parameters that influence the (un)loading of the heart, including the timing (phase shift) between the native cardiac cycle and the pump pulses, and the amplitude of speed modulation. In this study, the impact of these parameters upon the heart-RBP interaction was examined in terms of the pressure head-flow (HQ) diagram. The measurements were conducted using a rotodynamic Deltastream DP2 pump in a validated hybrid mock circulation with baroreflex function. The pump was operated with a sinusoidal speed profile, synchronized to the native cardiac cycle. The simulated ventriculo-aortic cannulation showed that the level of (un)loading and the shape of the HQ loops strongly depend on the phase shift. The HQ loops displayed characteristic shapes depending on the phase shift. Increased contribution of native contraction (increased ventricular stroke work [WS ]) resulted in a broadening of the loops. It was found that the previously described linear relationship between WS and the area of the HQ loop for constant pump speeds becomes a family of linear relationships, whose slope depends on the phase shift.

Ultrasound feedback and motivational interviewing targeting smoking cessation in the second and third trimesters of pregnancy.

INTRODUCTION: Cigarette smoking during pregnancy is associated with poor maternal and child health outcomes. Effective interventions to increase smoking cessation rates are needed particularly for pregnant women unable to quit in their first trimester. Real-time ultrasound feedback focused on potential effects of smoking on the fetus may be an effective treatment adjunct, improving smoking outcomes. METHODS: A prospective randomized trial was conducted to evaluate the efficacy of a smoking cessation intervention consisting of personalized feedback during ultrasound plus motivational interviewing-based counseling sessions. Pregnant smokers (N = 360) between 16 and 26 weeks of gestation were randomly assigned to one of three groups: Best Practice (BP) only, Best Practice plus ultrasound feedback (BP+US), or Motivational Interviewing-based counseling plus ultrasound feedback (MI+US). Assessments were conducted at baseline and end of pregnancy (EOP). RESULTS: Analyses of cotinine-verified self-reported smoking status at EOP indicated that 10.8% of the BP group was not smoking at EOP; 14.2% in the BP+US condition and 18.3% who received MI+US were abstinent, but differences were not statistically significant. Intervention effects were found conditional upon level of baseline smoking, however. Nearly 34% of light smokers (< or =10 cigarettes/day) in the MI+US condition were abstinent at EOP, followed by 25.8% and 15.6% in the BP+US and BP conditions, respectively. Heavy smokers (>10 cigarettes/day) were notably unaffected by the intervention. DISCUSSION: Future research should confirm benefit of motivational interviewing plus ultrasound feedback for pregnant light smokers and explore mechanisms of action. Innovative interventions for pregnant women smoking at high levels are sorely needed.

Feedback von Schülerinnen und Schülern als Quelle des Lernprozesses im Praktikum von Lehramtsstudierenden

Rückmeldungen von Schülerinnen und Schülern zum Unterricht nehmen eine wichtige Rolle zur Verbesserung der Unterrichtsqualität ein. Während der Ausbildung von Lehrpersonen wird dieses Potenzial bisher aber selten genutzt. Der Beitrag stellt Ergebnisse aus dem Forschungsprojekt "Lernen im Praktikum" vor. Befragt wurden 150 Studierende des Lehramts für 7.-9. Klassen (Sekundarstufe 1) zur Bedeutung von Schülerrückmeldungen im Praktikum sowie 1331 Schülerinnen und Schüler aus Praktikumsklassen zum Praktikum und zum Lernprozess der Praktikantinnen und Praktikanten. Die Ergebnisse unterstützen einerseits die Relevanz systematischer Schülerrückmeldungen für das Lernen im Praktikum. Andererseits machen sie auf die Notwendigkeit aufmerksam, die Kriterien, die Schülerbeurteilungen zugrunde liegen, weiter zu erforschen.