subject:( feedback)

Wright State University

1. Delgado, Kristin M. INTERACTIVE EFFECTS OF FEEDBACK TYPE AND FEEDBACK PROPENSITIES ON TASK PERFORMANCE.

Degree: MS, Human Factors and Industrial/Organizational Psychology MS, 2007, Wright State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=wright1176735457

► The purpose of the present study was to examine the effects of feedback types (i.e., outcome, process, and task feedback), feedback propensities, and their interactions… (more)

Subjects/Keywords: Psychology, Industrial; FEEDBACK; feedback propensity; task feedback; external feedback; Process feedback; outcome feedback; propensity

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APA (6^th Edition):

Delgado, K. M. (2007). INTERACTIVE EFFECTS OF FEEDBACK TYPE AND FEEDBACK PROPENSITIES ON TASK PERFORMANCE. (Masters Thesis). Wright State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=wright1176735457

Chicago Manual of Style (16^th Edition):

Delgado, Kristin M. “INTERACTIVE EFFECTS OF FEEDBACK TYPE AND FEEDBACK PROPENSITIES ON TASK PERFORMANCE.” 2007. Masters Thesis, Wright State University. Accessed October 13, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=wright1176735457.

MLA Handbook (7^th Edition):

Delgado, Kristin M. “INTERACTIVE EFFECTS OF FEEDBACK TYPE AND FEEDBACK PROPENSITIES ON TASK PERFORMANCE.” 2007. Web. 13 Oct 2019.

Vancouver:

Delgado KM. INTERACTIVE EFFECTS OF FEEDBACK TYPE AND FEEDBACK PROPENSITIES ON TASK PERFORMANCE. [Internet] [Masters thesis]. Wright State University; 2007. [cited 2019 Oct 13]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=wright1176735457.

Council of Science Editors:

Delgado KM. INTERACTIVE EFFECTS OF FEEDBACK TYPE AND FEEDBACK PROPENSITIES ON TASK PERFORMANCE. [Masters Thesis]. Wright State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=wright1176735457

Linnaeus University

2. Escoda, Alicia Gomez. El feedback sumativo y el feedback formativo en las clases de español en cuatro escuelas de Småland. : Percepciones y preferencias de los alumnos.

Degree: Education, 2016, Linnaeus University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49601

► This essay approaches the different kinds of feedback that teachers in Spanish give to their secondary level students in Sweden. The purpose of the… (more)

Subjects/Keywords: Feedback; summative feedback; formative feedback; assessment for learning; Feedback; feedback sumativo; feedback formativo. evaluación formativa

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APA (6^th Edition):

Escoda, A. G. (2016). El feedback sumativo y el feedback formativo en las clases de español en cuatro escuelas de Småland. : Percepciones y preferencias de los alumnos. (Thesis). Linnaeus University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49601

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Escoda, Alicia Gomez. “El feedback sumativo y el feedback formativo en las clases de español en cuatro escuelas de Småland. : Percepciones y preferencias de los alumnos.” 2016. Thesis, Linnaeus University. Accessed October 13, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49601.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Escoda, Alicia Gomez. “El feedback sumativo y el feedback formativo en las clases de español en cuatro escuelas de Småland. : Percepciones y preferencias de los alumnos.” 2016. Web. 13 Oct 2019.

Vancouver:

Escoda AG. El feedback sumativo y el feedback formativo en las clases de español en cuatro escuelas de Småland. : Percepciones y preferencias de los alumnos. [Internet] [Thesis]. Linnaeus University; 2016. [cited 2019 Oct 13]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49601.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Escoda AG. El feedback sumativo y el feedback formativo en las clases de español en cuatro escuelas de Småland. : Percepciones y preferencias de los alumnos. [Thesis]. Linnaeus University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49601

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Uppsala University

3. Ståhlberg, Jonatan. Disaggregated Electricity Feedback : An analysis of the conditions and needs for improved electricity feedback in houses.

Degree: Engineering Sciences, 2010, Uppsala University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-121967

► This thesis examines if house-owners are prepared to reduce energy use by means of accessing more information on electricity consumption. The goal has been… (more)

Subjects/Keywords: energy feedback; electricity feedback; household

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APA (6^th Edition):

Ståhlberg, J. (2010). Disaggregated Electricity Feedback : An analysis of the conditions and needs for improved electricity feedback in houses. (Thesis). Uppsala University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-121967

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ståhlberg, Jonatan. “Disaggregated Electricity Feedback : An analysis of the conditions and needs for improved electricity feedback in houses.” 2010. Thesis, Uppsala University. Accessed October 13, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-121967.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ståhlberg, Jonatan. “Disaggregated Electricity Feedback : An analysis of the conditions and needs for improved electricity feedback in houses.” 2010. Web. 13 Oct 2019.

Vancouver:

Ståhlberg J. Disaggregated Electricity Feedback : An analysis of the conditions and needs for improved electricity feedback in houses. [Internet] [Thesis]. Uppsala University; 2010. [cited 2019 Oct 13]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-121967.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ståhlberg J. Disaggregated Electricity Feedback : An analysis of the conditions and needs for improved electricity feedback in houses. [Thesis]. Uppsala University; 2010. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-121967

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Universiteit Utrecht

4. Jaâter, Y. Stratégies de peer-feedback.

Degree: 2014, Universiteit Utrecht

URL: http://dspace.library.uu.nl:8080/handle/1874/292921

Stratégies de peer-feedback Analyse de séances de feedback à l’Université d’Utrecht entre étudiants natifs et non-natifs Advisors/Committee Members: Pichon, E.M.M. le.

Subjects/Keywords: peer feedback; strategies; strategieën; feedback

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APA (6^th Edition):

Jaâter, Y. (2014). Stratégies de peer-feedback. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/292921

Chicago Manual of Style (16^th Edition):

Jaâter, Y. “Stratégies de peer-feedback.” 2014. Masters Thesis, Universiteit Utrecht. Accessed October 13, 2019. http://dspace.library.uu.nl:8080/handle/1874/292921.

MLA Handbook (7^th Edition):

Jaâter, Y. “Stratégies de peer-feedback.” 2014. Web. 13 Oct 2019.

Vancouver:

Jaâter Y. Stratégies de peer-feedback. [Internet] [Masters thesis]. Universiteit Utrecht; 2014. [cited 2019 Oct 13]. Available from: http://dspace.library.uu.nl:8080/handle/1874/292921.

Council of Science Editors:

Jaâter Y. Stratégies de peer-feedback. [Masters Thesis]. Universiteit Utrecht; 2014. Available from: http://dspace.library.uu.nl:8080/handle/1874/292921

Open Universiteit Nederland

5. Bergsma - van Dooren, Mirjam. Het Effect van Schriftelijke Feedback met Verbetersuggesties en Motivatie op de Prestatie van Studenten.

Degree: 2016, Open Universiteit Nederland

URL: http://hdl.handle.net/1820/7368

► In dit onderzoek is het effect gemeten van schriftelijke feedback met verbetersuggesties op de prestatie van de student en of motivatie hierbij een rol speelt.… (more)

Subjects/Keywords: Feedback; schriftelijke feedback; motivatie

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APA (6^th Edition):

Bergsma - van Dooren, M. (2016). Het Effect van Schriftelijke Feedback met Verbetersuggesties en Motivatie op de Prestatie van Studenten. (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/7368

Chicago Manual of Style (16^th Edition):

Bergsma - van Dooren, Mirjam. “Het Effect van Schriftelijke Feedback met Verbetersuggesties en Motivatie op de Prestatie van Studenten. ” 2016. Masters Thesis, Open Universiteit Nederland. Accessed October 13, 2019. http://hdl.handle.net/1820/7368.

MLA Handbook (7^th Edition):

Bergsma - van Dooren, Mirjam. “Het Effect van Schriftelijke Feedback met Verbetersuggesties en Motivatie op de Prestatie van Studenten. ” 2016. Web. 13 Oct 2019.

Vancouver:

Bergsma - van Dooren M. Het Effect van Schriftelijke Feedback met Verbetersuggesties en Motivatie op de Prestatie van Studenten. [Internet] [Masters thesis]. Open Universiteit Nederland; 2016. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/1820/7368.

Council of Science Editors:

Bergsma - van Dooren M. Het Effect van Schriftelijke Feedback met Verbetersuggesties en Motivatie op de Prestatie van Studenten. [Masters Thesis]. Open Universiteit Nederland; 2016. Available from: http://hdl.handle.net/1820/7368

University of Georgia

6. Lewis, Micah Anthony. Optimization of peanut drying, utilizing a microwave moisture meter in the implementation of a feedback controlled system.

Degree: PhD, Biological and Agricultural Engineering, 2011, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/lewis_micah_a_201112_phd

► The peanut drying process requires close monitoring of atmospheric conditions and human interaction for periodic evaluation of moisture content. If these tasks are not performed… (more)

Subjects/Keywords: Feedback controller

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APA (6^th Edition):

Lewis, M. A. (2011). Optimization of peanut drying, utilizing a microwave moisture meter in the implementation of a feedback controlled system. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/lewis_micah_a_201112_phd

Chicago Manual of Style (16^th Edition):

Lewis, Micah Anthony. “Optimization of peanut drying, utilizing a microwave moisture meter in the implementation of a feedback controlled system.” 2011. Doctoral Dissertation, University of Georgia. Accessed October 13, 2019. http://purl.galileo.usg.edu/uga_etd/lewis_micah_a_201112_phd.

MLA Handbook (7^th Edition):

Lewis, Micah Anthony. “Optimization of peanut drying, utilizing a microwave moisture meter in the implementation of a feedback controlled system.” 2011. Web. 13 Oct 2019.

Vancouver:

Lewis MA. Optimization of peanut drying, utilizing a microwave moisture meter in the implementation of a feedback controlled system. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 Oct 13]. Available from: http://purl.galileo.usg.edu/uga_etd/lewis_micah_a_201112_phd.

Council of Science Editors:

Lewis MA. Optimization of peanut drying, utilizing a microwave moisture meter in the implementation of a feedback controlled system. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/lewis_micah_a_201112_phd

University of Colorado

7. Anderson Tack, Lindsay Senior. Guiding the Learner to "Stay on the Task": Isolating the Individual & Combinatory Learning Effects of Different Task & Performance-Directed Feedback Contents.

Degree: PhD, Psychology & Neuroscience, 2014, University of Colorado

URL: http://scholar.colorado.edu/psyc_gradetds/78

► Feedback informs learners whether or not a representation should be changed, and directs learners’ attention towards information that can be used to modify or… (more)

▼ Feedback informs learners whether or not a representation should be changed, and directs learners’ attention towards information that can be used to modify or refine that representation. What sorts of information are better at accomplishing these objectives in explicit learning than others? Under what circumstances? In order to help answer these questions and contribute to the understanding of how feedback information guides learning, the experiments in this thesis investigated both the individual and combinatory effects of different variants of performance (e.g., performance correctness) and task (e.g., providing the correct answer) directed feedback information. Given that many feedback environments are group-based, we compared performance feedback based on both an individual’s and a group’s performance in order to understand how such information differentially impacts individuals’ learning. The first two experiments utilized a fact-learning task, with the focus of the first experiment on both the individual and combinatory effects of correct answer, individual performance, and group performance feedback, and the focus of the second experiment more specifically on group performance feedback. The last experiment utilized a more complex rule-based explicit learning task, and focused on the isolated effects of group performance, individual performance, correct answer, and a different sort of task information, rule feedback. The results of all experiments suggest that feedback containing task information is more effective than feedback containing performance information, but that more explanatory rule feedback may be more cumbersome to process than correct answer feedback (Experiment 3). When feedback contains multiple pieces of information, the efficacy of feedback is reduced when the contents are not complementary in where they cue attention, specifically when one piece cues attention towards but the other away from task information (Experiments 1 & 2). Further, the results suggest that even though performance information does not directly state task information, it can cue attention towards productive task-processing, but that the benefits derived from such cueing are primarily evident when task information is immediately available for processing (Experiment 3) and, if the performance information is paired with task information, when those two contents are congruous in this mission (Experiment 1 & 2). Advisors/Committee Members: Alice F. Healy, Tim Curran, Matt Jones, Mike Mozer, Jerry Rudy.

Subjects/Keywords: Feedback; Feedback complexity; Feedback contents; Group feedback; Learning; Cognitive Psychology

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APA (6^th Edition):

Anderson Tack, L. S. (2014). Guiding the Learner to "Stay on the Task": Isolating the Individual & Combinatory Learning Effects of Different Task & Performance-Directed Feedback Contents. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/psyc_gradetds/78

Chicago Manual of Style (16^th Edition):

Anderson Tack, Lindsay Senior. “Guiding the Learner to "Stay on the Task": Isolating the Individual & Combinatory Learning Effects of Different Task & Performance-Directed Feedback Contents.” 2014. Doctoral Dissertation, University of Colorado. Accessed October 13, 2019. http://scholar.colorado.edu/psyc_gradetds/78.

MLA Handbook (7^th Edition):

Anderson Tack, Lindsay Senior. “Guiding the Learner to "Stay on the Task": Isolating the Individual & Combinatory Learning Effects of Different Task & Performance-Directed Feedback Contents.” 2014. Web. 13 Oct 2019.

Vancouver:

Anderson Tack LS. Guiding the Learner to "Stay on the Task": Isolating the Individual & Combinatory Learning Effects of Different Task & Performance-Directed Feedback Contents. [Internet] [Doctoral dissertation]. University of Colorado; 2014. [cited 2019 Oct 13]. Available from: http://scholar.colorado.edu/psyc_gradetds/78.

Council of Science Editors:

Anderson Tack LS. Guiding the Learner to "Stay on the Task": Isolating the Individual & Combinatory Learning Effects of Different Task & Performance-Directed Feedback Contents. [Doctoral Dissertation]. University of Colorado; 2014. Available from: http://scholar.colorado.edu/psyc_gradetds/78

8. N. G. Ngudle. Learner perceptions on feedback received on performance tasks in mathematics in selected schools from the east London district in the Eastern Cape.

Degree: M.Ed, Faculty of Education, 2014, University of Fort Hare

URL: http://hdl.handle.net/10353/d1016499

► Feedback has an important role to play in the performance of learners. This study looks to identify the challenges that the learners are faced with… (more)

▼ Feedback has an important role to play in the performance of learners. This study looks to identify the challenges that the learners are faced with when the teachers provide them with feedback and the ways they would like like it to be used in order to see feedback assisting them in their learning and improve their performance. Feedback contributes a lot to assessment and has a close link with performance. The study used the qualitative approach to identify the challenges the learners experience when they receive the feedback from their teachers. The participants were sampled from grade 12 learners in the form of a focus group (seven to ten per school) and individual respondents. The m ethod used semi-structured interviews and portfolio observations to collect the data from two high schools in East London (EL) district to look at the nature of the feedback provided to learners. The data was later analysed and interpreted. It has been identified that for both schools feedback conveyed certain messages to learners such motivation to do better, a need to do better and, lastly, affirmation that the learners are on the right track or they are neglected and left to figure out how to do the tasks. The study discovered that, according to Hattie and Timperley (2007)’ there are four levels of feedback. It was found that for the task level learners from school A mainly received oral feedback which was often seen as denigrating them; however, in school B learners received both the oral and written feedback. They felt that the feedback assisted them to understand the task at hand. They also saw this as a way of building up their confidence in all the tasks they come across. Secondly, in the process level, learners in school A did not report receiving feedback at this level but only oral feedback which does not show their mistakes step by step in the task, yet in school B they reported that they got feedback from their teacher individually to help them understand the task. Thirdly, for the self regulation level, in school A there was no data to confirm this. Regarding school B, learners were being assisted by the feedback they received from their teacher and this caused them to monitor their progress. The fourth and last level is the self or personal evaluation where in school A learners were not able to evaluate themselves because they did not receive written feedback, whereas in school B learners could do that freely referring to the written comments from their teacher. The research therefore concluded that in one of the schools the four levels that the study was looking at were not all addressed and thus no meaningful feedback was given. For school B the teacher gave them the feedback which has contributed a lot in their learning. The study recommends that feedback should not be used for right or wrong answers but it must also state clearly why the learner has obtained such mark or grade and what to do to correct the wrongs. Teachers should consider that learner errors also assist them to have a broader picture on what more… Advisors/Committee Members: Prof. Goerge Moyo.

Subjects/Keywords: feedback – assessment – performance.; models of feedback.; oral feedback – written feedback.

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APA (6^th Edition):

Ngudle, N. G. (2014). Learner perceptions on feedback received on performance tasks in mathematics in selected schools from the east London district in the Eastern Cape. (Masters Thesis). University of Fort Hare. Retrieved from http://hdl.handle.net/10353/d1016499

Chicago Manual of Style (16^th Edition):

Ngudle, N. G.. “Learner perceptions on feedback received on performance tasks in mathematics in selected schools from the east London district in the Eastern Cape.” 2014. Masters Thesis, University of Fort Hare. Accessed October 13, 2019. http://hdl.handle.net/10353/d1016499.

MLA Handbook (7^th Edition):

Ngudle, N. G.. “Learner perceptions on feedback received on performance tasks in mathematics in selected schools from the east London district in the Eastern Cape.” 2014. Web. 13 Oct 2019.

Vancouver:

Ngudle NG. Learner perceptions on feedback received on performance tasks in mathematics in selected schools from the east London district in the Eastern Cape. [Internet] [Masters thesis]. University of Fort Hare; 2014. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10353/d1016499.

Council of Science Editors:

Ngudle NG. Learner perceptions on feedback received on performance tasks in mathematics in selected schools from the east London district in the Eastern Cape. [Masters Thesis]. University of Fort Hare; 2014. Available from: http://hdl.handle.net/10353/d1016499

University of Kansas

9. Henley, Amy Jessica. An Evaluation of the Interactive Effects of Feedback Sequence and Timing on Efficacy and Preference.

Degree: MA, Applied Behavioral Science, 2014, University of Kansas

URL: http://hdl.handle.net/1808/14541

► Feedback is an effective method for increasing employee performance in a wide range of settings, although questions remain regarding the most effective characteristics of feedback.… (more)

Subjects/Keywords: Behavioral sciences; Feedback preference; Feedback sandwich; Feedback sequence; Feedback timing; Feedforward

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APA (6^th Edition):

Henley, A. J. (2014). An Evaluation of the Interactive Effects of Feedback Sequence and Timing on Efficacy and Preference. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/14541

Chicago Manual of Style (16^th Edition):

Henley, Amy Jessica. “An Evaluation of the Interactive Effects of Feedback Sequence and Timing on Efficacy and Preference.” 2014. Masters Thesis, University of Kansas. Accessed October 13, 2019. http://hdl.handle.net/1808/14541.

MLA Handbook (7^th Edition):

Henley, Amy Jessica. “An Evaluation of the Interactive Effects of Feedback Sequence and Timing on Efficacy and Preference.” 2014. Web. 13 Oct 2019.

Vancouver:

Henley AJ. An Evaluation of the Interactive Effects of Feedback Sequence and Timing on Efficacy and Preference. [Internet] [Masters thesis]. University of Kansas; 2014. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/1808/14541.

Council of Science Editors:

Henley AJ. An Evaluation of the Interactive Effects of Feedback Sequence and Timing on Efficacy and Preference. [Masters Thesis]. University of Kansas; 2014. Available from: http://hdl.handle.net/1808/14541

Universiteit Utrecht

10. Berg, L.M. van den; Kalkman, F.; Dragt, W.M.E. Verrek, Feedback: Onderzoek ter controle van de effectiviteit van het feedbackprofessionaliseringstraject op UniC (Deelonderzoeken Docentcognitie en Docentgedrag).

Degree: 2013, Universiteit Utrecht

URL: http://dspace.library.uu.nl:8080/handle/1874/278868

► Om de kwaliteit van het onderwijs te verhogen zijn de Hogeschool Utrecht, Universiteit Utrecht en een aantal middelbare scholen een samenwerkingsverband aangegaan. Onder de noemer… (more)

▼ Om de kwaliteit van het onderwijs te verhogen zijn de Hogeschool Utrecht, Universiteit Utrecht en een aantal middelbare scholen een samenwerkingsverband aangegaan. Onder de noemer ProFeed Project is men samen bezig met het professionaliseren van het gedrag van docenten. Eén van de scholen die hieraan deelneemt is UniC in Utrecht. De pijlers van deze school zijn Authenticiteit, Zelfstandigheid en Verbondenheid. Dit komt in de onderwijspraktijk bijvoorbeeld tot uiting in de persoonlijke begeleiding en het onderwijs op maat. Binnen de visie van UniC is een docent dus niet alleen vakexpert, maar ook begeleider, coach en mentor (www.unic-utrecht.nl). Dit komt met name naar voren in de lesopzet van UniC. Leerlingen bevinden zich in een domein, waar ze, onder begeleiding van docenten, zelfstandig aan hun werk gaan. Voor de nodige vakinhoudelijke uitleg kunnen leerlingen een paar uur in de week ‘geclaimd’ worden en krijgen ze les op een manier die vergelijkbaar is met lessen op een reguliere school. Om de leerlingen te begeleiden op een manier die passend is bij UniC, is goed feedback gedrag van docenten onmisbaar. Volgens Scager en Thoolen (2005), moet een coachende docent kunnen ondersteunen, structureren, sturen, motiveren en inspireren (Sol en Stokking 2008, 32), daarbij blijkt feedback een van de krachtigste variabelen in het onderwijs. Volgens het ProFeed projectplan is het effect ervan echter afhankelijk van het type feedback en hoe deze feedback wordt gegeven. Onderzoek laat zien dat de kwaliteit van feedback die door docenten wordt gegeven nogal varieert. Sinds het schooljaar 2011/2012 wordt er een professionaliseringsproject aangeboden aan de docenten die hier lesgeven om zich tot coachende docent te kunnen ontwikkelen. Hieraan gekoppeld is een driejarig onderzoeksproject. Tijdens het eerste jaar is men bezig geweest met onderzoeken hoe het effect van deze professionalisering gemeten kan worden. Het tweede jaar, waar dit onderzoek zich op het moment in begeeft, houdt zich vooral bezig met het verfijnen van de meetinstrumenten en het daadwerkelijke meten van de resultaten van de eerste lichting geprofessionaliseerde docenten. Zo kijken we of de docenten andere vormen van feedback, bewust dan wel onbewust, toepassen. We proberen bijvoorbeeld een zo nauwkeurig mogelijke codering toe te passen in de videoanalyse. Het derde jaar bouwen de onderzoekers voort op het reeds gedane onderzoek. Dit onderzoek zal zich dus vooral richten op de kwaliteit van dit professionaliseringstraject. Advisors/Committee Members: Zande, P.A.M van der.

Subjects/Keywords: IVLOS; Feedback

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APA (6^th Edition):

Berg, L.M. van den; Kalkman, F.; Dragt, W. M. E. (2013). Verrek, Feedback: Onderzoek ter controle van de effectiviteit van het feedbackprofessionaliseringstraject op UniC (Deelonderzoeken Docentcognitie en Docentgedrag). (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/278868

Chicago Manual of Style (16^th Edition):

Berg, L.M. van den; Kalkman, F.; Dragt, W M E. “Verrek, Feedback: Onderzoek ter controle van de effectiviteit van het feedbackprofessionaliseringstraject op UniC (Deelonderzoeken Docentcognitie en Docentgedrag).” 2013. Masters Thesis, Universiteit Utrecht. Accessed October 13, 2019. http://dspace.library.uu.nl:8080/handle/1874/278868.

MLA Handbook (7^th Edition):

Berg, L.M. van den; Kalkman, F.; Dragt, W M E. “Verrek, Feedback: Onderzoek ter controle van de effectiviteit van het feedbackprofessionaliseringstraject op UniC (Deelonderzoeken Docentcognitie en Docentgedrag).” 2013. Web. 13 Oct 2019.

Vancouver:

Berg, L.M. van den; Kalkman, F.; Dragt WME. Verrek, Feedback: Onderzoek ter controle van de effectiviteit van het feedbackprofessionaliseringstraject op UniC (Deelonderzoeken Docentcognitie en Docentgedrag). [Internet] [Masters thesis]. Universiteit Utrecht; 2013. [cited 2019 Oct 13]. Available from: http://dspace.library.uu.nl:8080/handle/1874/278868.

Council of Science Editors:

Berg, L.M. van den; Kalkman, F.; Dragt WME. Verrek, Feedback: Onderzoek ter controle van de effectiviteit van het feedbackprofessionaliseringstraject op UniC (Deelonderzoeken Docentcognitie en Docentgedrag). [Masters Thesis]. Universiteit Utrecht; 2013. Available from: http://dspace.library.uu.nl:8080/handle/1874/278868

Universiteit Utrecht

11. Bijleveld, B.H.I. Onderzoek ter controle van de effectiviteit van feedback professionaliseringstraject op Unic.

Degree: 2013, Universiteit Utrecht

URL: http://dspace.library.uu.nl:8080/handle/1874/280018

Subtitel: Deelonderzoek leerlingperceptie vanuit kwalitatieve analyse Deel onderzoek van het onderzoek naar de effectiviteit van de feedback cursussen onder docenten op Unic Utrecht. Dit onderzoek richt zich op de leerlingperceptie van de feedback gedrag verandering bij deze docenten. Advisors/Committee Members: van der Zande, Paul.

Subjects/Keywords: IVLOS; feedback

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Bijleveld, B. H. I. (2013). Onderzoek ter controle van de effectiviteit van feedback professionaliseringstraject op Unic. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/280018

Chicago Manual of Style (16^th Edition):

Bijleveld, B H I. “Onderzoek ter controle van de effectiviteit van feedback professionaliseringstraject op Unic.” 2013. Masters Thesis, Universiteit Utrecht. Accessed October 13, 2019. http://dspace.library.uu.nl:8080/handle/1874/280018.

MLA Handbook (7^th Edition):

Bijleveld, B H I. “Onderzoek ter controle van de effectiviteit van feedback professionaliseringstraject op Unic.” 2013. Web. 13 Oct 2019.

Vancouver:

Bijleveld BHI. Onderzoek ter controle van de effectiviteit van feedback professionaliseringstraject op Unic. [Internet] [Masters thesis]. Universiteit Utrecht; 2013. [cited 2019 Oct 13]. Available from: http://dspace.library.uu.nl:8080/handle/1874/280018.

Council of Science Editors:

Bijleveld BHI. Onderzoek ter controle van de effectiviteit van feedback professionaliseringstraject op Unic. [Masters Thesis]. Universiteit Utrecht; 2013. Available from: http://dspace.library.uu.nl:8080/handle/1874/280018

University of Hawaii – Manoa

12. Huh, Sorin. Explicitness of recasts, learner responses, and l2 development of Korean relative clauses : an experimental study.

Degree: 2016, University of Hawaii – Manoa

URL: http://hdl.handle.net/10125/100598

►

Ph.D. University of Hawaii at Manoa 2013.

In the previous research on recasts, two interesting claims have been made. First, the absence of learners' immediate… (more)

▼

Ph.D. University of Hawaii at Manoa 2013.

In the previous research on recasts, two interesting claims have been made. First, the absence of learners' immediate responses following recasts may limit the effectiveness of recasts, and therefore other interactional feedback moves that encourage uptake, such as prompts or negotiation, would be more beneficial for learners than recasts. In response to this claim, some researchers have argued that recasts might have delayed effects on L2 development, and thus the efficacy of recasts should not be discounted due to the lack of immediate responses (Mackey & Philp, 2003; McDonough & Mackey, 2006). The second claim is that, among the many operational definitions of recasts utilized in previous studies, the more explicit ones may be more effective than the more implicit ones (Ellis & Sheen, 2006; Nicholas, Lightbown, & Spada, 2001), since the former lead to a higher rate of learner uptake and repair (Loewen & Philp, 2006; Sheen, 2006) as well as greater noticing of the recasts (Egi, 2007; Kim & Han, 2007). These two issues are investigated in this study examining the effects of explicit (i.e., declarative) and implicit (i.e., interrogative) recasts on L2 development of Korean relative clauses. In total, 63 KSL/KFL learners at the beginning-high to intermediate level participated in this study. The impacts of explicit and implicit recasts are examined with respect to various learner responses in the discourse (i.e., immediate uptake and primed production) as well as subsequent L2 development, measured on two different occasions (i.e., immediate and delayed posttests) by employing three different tasks (i.e., an oral production task, a sentence combination task, and a grammaticality judgment task). The results showed that all three groups (i.e., declarative, interrogative, and control groups) significantly improved over time as a result of the interaction they engaged in during the experiments, regardless of the explicitness of the recasts and even the presence or absence of recasts. However, significantly higher repair rates followed declarative recasts, supporting the argument that declarative recasts are more explicit than interrogative ones. With regard to the relationships between the various learner responses and L2 development, only primed production was significantly associated with posttest scores.

Subjects/Keywords: interactional feedback

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Huh, S. (2016). Explicitness of recasts, learner responses, and l2 development of Korean relative clauses : an experimental study. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/100598

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Huh, Sorin. “Explicitness of recasts, learner responses, and l2 development of Korean relative clauses : an experimental study.” 2016. Thesis, University of Hawaii – Manoa. Accessed October 13, 2019. http://hdl.handle.net/10125/100598.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Huh, Sorin. “Explicitness of recasts, learner responses, and l2 development of Korean relative clauses : an experimental study.” 2016. Web. 13 Oct 2019.

Vancouver:

Huh S. Explicitness of recasts, learner responses, and l2 development of Korean relative clauses : an experimental study. [Internet] [Thesis]. University of Hawaii – Manoa; 2016. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10125/100598.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Huh S. Explicitness of recasts, learner responses, and l2 development of Korean relative clauses : an experimental study. [Thesis]. University of Hawaii – Manoa; 2016. Available from: http://hdl.handle.net/10125/100598

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

13. Hodge, Meriem Esther. Performance feedback in organizations: understanding feedback dynamics.

Degree: PhD, Public Administration, 2015, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/hodge_meriem_e_201505_phd

► This dissertation is comprised of three individual chapters, each of which examines different types of feedback dynamics that occur within different organizations and different sectors.… (more)

▼ This dissertation is comprised of three individual chapters, each of which examines different types of feedback dynamics that occur within different organizations and different sectors. The first chapter explores the characteristics that determine an individual’s preferences for performance feedback. This chapter uses ordered and multinomial logistic regression analyses to assess these relationships. The analyses indicate that there are distinct differences in feedback preferences and that age, the perceptual importance of feedback, organizational level, and educational background all contribute to an individual’s feedback preferences. The second chapter focuses on individual perceptions of feedback processes and the feedback dynamics between supervisors and their employees. More specifically, this chapter analyzes individual perceptions about a variety of feedback processes and their potential effects on important outcomes, like employees remaining with their organization. Moreover, this chapter examines the perceptual differences that occur between supervisors and their employees. This chapter employs t tests and logistic regressions for the analysis. The findings indicate that supervisors report giving more feedback, and in different ways, than their employees report receiving, and there is some evidence that they overestimate the effect their feedback has on their employees’ performance. There is also a strong relationship between an individual’s satisfaction with their professional development feedback and their desire to stay with their organization. The final chapter examines how public, private, and non-profit employees vary in their views in respect to fairness of performance appraisals, accuracy of performance appraisals, recognition of employees, productivity of discussions with their supervisor, different types of supervisory communications, and the provision of constructive performance feedback. This chapter utilizes t tests to compare the responses of employees in each sector. The analysis finds that public sector employees are more likely to agree that they understand the steps required to improve their performance rating and also receive constructive suggestions from their supervisor, but they are less likely to agree that managers communicate the goals and priorities of the organization and that they have enough information to do their job well. Additionally, public sector employees are less likely to believe that they are recognized for providing high quality products and services. Advisors/Committee Members: Hal G. Rainey.

Subjects/Keywords: feedback

…EMPLOYEE FEEDBACK PREFERENCES �� …...8 Abstract �� 9… …43 vi 2 THE FEEDBACK GAP: UNDERSTANDING INDIVIDUAL FEEDBACK PERCEPTIONS AND PERCEPTUAL… …82 Conclusion �� .87 3 FEEDBACK PROCESSES IN THE PUBLIC, PRIVATE, AND… …Marginal Effects for Ideal Formal Feedback Frequency (Feedback Importance)… …26 Table 1.3 Marginal Effects for Ideal Informal Feedback Frequency (Feedback…

13 more images…

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APA (6^th Edition):

Hodge, M. E. (2015). Performance feedback in organizations: understanding feedback dynamics. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/hodge_meriem_e_201505_phd

Chicago Manual of Style (16^th Edition):

Hodge, Meriem Esther. “Performance feedback in organizations: understanding feedback dynamics.” 2015. Doctoral Dissertation, University of Georgia. Accessed October 13, 2019. http://purl.galileo.usg.edu/uga_etd/hodge_meriem_e_201505_phd.

MLA Handbook (7^th Edition):

Hodge, Meriem Esther. “Performance feedback in organizations: understanding feedback dynamics.” 2015. Web. 13 Oct 2019.

Vancouver:

Hodge ME. Performance feedback in organizations: understanding feedback dynamics. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2019 Oct 13]. Available from: http://purl.galileo.usg.edu/uga_etd/hodge_meriem_e_201505_phd.

Council of Science Editors:

Hodge ME. Performance feedback in organizations: understanding feedback dynamics. [Doctoral Dissertation]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/hodge_meriem_e_201505_phd

Open Universiteit Nederland

14. Hulsebos, Erna. Het effect van gefocuste en niet-gefocuste geschreven correctieve feedback bij kinderen uit de bovenbouw van de basisschool.

Degree: 2017, Open Universiteit Nederland

URL: http://hdl.handle.net/1820/8713

► Samenvatting Docenten besteden een groot gedeelte van hun werkzaamheden aan het corrigeren van het werk van hun leerlingen. In de literatuur wordt dit correctieve feedback… (more)

▼ Samenvatting Docenten besteden een groot gedeelte van hun werkzaamheden aan het corrigeren van het werk van hun leerlingen. In de literatuur wordt dit correctieve feedback (CF) genoemd. Er zijn verschillende soorten correctieve feedback, waaronder gefocuste geschreven CF en niet-gefocuste geschreven CF. In de literatuur is veel onderzoek gedaan naar gefocuste CF met meestal een positief leereffect. Er is minder bekend over niet-gefocuste CF. De beperkte onderzoeken tonen ook een positief leereffect aan. Opvallend is dat er veel onderzoek naar CF gedaan is op scholen voor tweedetaalonderwijs (L2 onderwijs), maar nauwelijks op basisscholen. Er is weinig bekend over welke aanpak van CF het meeste leereffect oplevert bij kinderen van de bovenbouw van de basisschool. Het doel van dit onderzoek is om na te gaan welke manier van geschreven CF het beste aansluit bij kinderen van de bovenbouw van de basisschool voor een optimaal leereffect. Dit onderzoek concentreert zich op de geschreven gefocuste en niet-gefocuste CF met als focus het voltooid deelwoord. Het onderzoek is uitgevoerd over 137 kinderen uit groep 8 van verschillende basisscholen in Deventer. Er is sprake van een selectieve steekproef. Het onderzoek vond plaats in bestaande groepen, waarbij de docent heeft aangegeven mee te willen doen aan het onderzoek. In dit onderzoek is gebruik gemaakt van een experimentele opzet met twee experimentele groepen (gefocuste en niet-gefocuste geschreven CF) en een controlegroep (geen feedback). Voor het onderzoek zijn kwantitatieve data verzameld, waarvoor twee soorten zelfgeconstrueerde meetinstrumenten gebruikt zijn: toetsen over het voltooid deelwoord voor een voortest, een natest en een verlate natest en een interventieopdracht met de verschillende typen feedback, waarbij een verhaal geschreven werd in de voltooide tijd. Deze interventieopdracht werd tweemaal uitgevoerd door de kinderen en vond plaats tussen de voor- en natesten. De kinderen kregen afhankelijk van de conditie feedback op de interventieopdracht. De analyses toonden aan dat de verschillen in resultaten van de testen niet toegeschreven kunnen worden aan het type van geschreven CF. Daarnaast laten de analyses zien dat de verschillen in resultaten van de testen op zowel korte als lange termijn niet toegeschreven kunnen worden aan de manier waarop geschreven CF wordt gegeven op de interventieopdrachten. Tot slot gaven de resultaten aan dat het soort feedback geen invloed heeft op de gemiddelde scores van de testen over een bepaalde periode; wel nam bij alle leerlingen de schrijfvaardigheid voor het voltooid deelwoord in de loop van de tijd toe. Een reden kan geweest zijn dat er te weinig onderscheid was tussen de experimentele groepen en de controlegroep enerzijds en tussen de gefocuste- en niet-gefocuste groep anderzijds. Daarnaast kan het onder de aandacht brengen van een leeritem (het voltooid deelwoord) ervoor gezorgd hebben dat alle condities vooruit zijn gegaan na de voortest.

Subjects/Keywords: feedback; gefocuste feedback; niet-gefocuste feedback; geschreven correctieve feedback; foutencorrectie

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Hulsebos, E. (2017). Het effect van gefocuste en niet-gefocuste geschreven correctieve feedback bij kinderen uit de bovenbouw van de basisschool. (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/8713

Chicago Manual of Style (16^th Edition):

Hulsebos, Erna. “Het effect van gefocuste en niet-gefocuste geschreven correctieve feedback bij kinderen uit de bovenbouw van de basisschool. ” 2017. Masters Thesis, Open Universiteit Nederland. Accessed October 13, 2019. http://hdl.handle.net/1820/8713.

MLA Handbook (7^th Edition):

Hulsebos, Erna. “Het effect van gefocuste en niet-gefocuste geschreven correctieve feedback bij kinderen uit de bovenbouw van de basisschool. ” 2017. Web. 13 Oct 2019.

Vancouver:

Hulsebos E. Het effect van gefocuste en niet-gefocuste geschreven correctieve feedback bij kinderen uit de bovenbouw van de basisschool. [Internet] [Masters thesis]. Open Universiteit Nederland; 2017. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/1820/8713.

Council of Science Editors:

Hulsebos E. Het effect van gefocuste en niet-gefocuste geschreven correctieve feedback bij kinderen uit de bovenbouw van de basisschool. [Masters Thesis]. Open Universiteit Nederland; 2017. Available from: http://hdl.handle.net/1820/8713

Virginia Tech

15. Harding, Jonathan M. Student Perceptions of Screencasted Feedback.

Degree: MA, English, 2018, Virginia Tech

URL: http://hdl.handle.net/10919/83843

► This study addresses student perceptions of screencasted feedback compared to traditional written comments. Screencasts allow instructors to provide audio-visual feedback on a student's essay that… (more)

Subjects/Keywords: Feedback; screencasting

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APA (6^th Edition):

Harding, J. M. (2018). Student Perceptions of Screencasted Feedback. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/83843

Chicago Manual of Style (16^th Edition):

Harding, Jonathan M. “Student Perceptions of Screencasted Feedback.” 2018. Masters Thesis, Virginia Tech. Accessed October 13, 2019. http://hdl.handle.net/10919/83843.

MLA Handbook (7^th Edition):

Harding, Jonathan M. “Student Perceptions of Screencasted Feedback.” 2018. Web. 13 Oct 2019.

Vancouver:

Harding JM. Student Perceptions of Screencasted Feedback. [Internet] [Masters thesis]. Virginia Tech; 2018. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10919/83843.

Council of Science Editors:

Harding JM. Student Perceptions of Screencasted Feedback. [Masters Thesis]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/83843

Angelo State University

16. Duncan, Megan Michelle. The Frequency of Feedback when Affectivity is Involved.

Degree: Masters of Science, Psychology, I/O, 2015, Angelo State University

URL: http://hdl.handle.net/2346.1/30417

► In this study, the role of feedback frequency and negative affectivity relating to self-efficacy, job satisfaction, and job performance was examined. In total, 148 participant… (more)

Subjects/Keywords: Feedback; Affectivity

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APA (6^th Edition):

Duncan, M. M. (2015). The Frequency of Feedback when Affectivity is Involved. (Masters Thesis). Angelo State University. Retrieved from http://hdl.handle.net/2346.1/30417

Chicago Manual of Style (16^th Edition):

Duncan, Megan Michelle. “The Frequency of Feedback when Affectivity is Involved.” 2015. Masters Thesis, Angelo State University. Accessed October 13, 2019. http://hdl.handle.net/2346.1/30417.

MLA Handbook (7^th Edition):

Duncan, Megan Michelle. “The Frequency of Feedback when Affectivity is Involved.” 2015. Web. 13 Oct 2019.

Vancouver:

Duncan MM. The Frequency of Feedback when Affectivity is Involved. [Internet] [Masters thesis]. Angelo State University; 2015. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/2346.1/30417.

Council of Science Editors:

Duncan MM. The Frequency of Feedback when Affectivity is Involved. [Masters Thesis]. Angelo State University; 2015. Available from: http://hdl.handle.net/2346.1/30417

Université de Neuchâtel

17. Leonini, Lorenzo. SPLAY: a toolkit for the design and evaluation of large scale distributed systems.

Degree: 2014, Université de Neuchâtel

URL: http://doc.rero.ch/record/210236

► Cette thèse présente SPLAY, un système intégré qui facilite la conception, le déploiement et les expérimentations des systèmes distribués à grande échelle. SPLAY couvre toutes… (more)

Subjects/Keywords: Relevance feedback

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APA (6^th Edition):

Leonini, L. (2014). SPLAY: a toolkit for the design and evaluation of large scale distributed systems. (Thesis). Université de Neuchâtel. Retrieved from http://doc.rero.ch/record/210236

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Leonini, Lorenzo. “SPLAY: a toolkit for the design and evaluation of large scale distributed systems.” 2014. Thesis, Université de Neuchâtel. Accessed October 13, 2019. http://doc.rero.ch/record/210236.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Leonini, Lorenzo. “SPLAY: a toolkit for the design and evaluation of large scale distributed systems.” 2014. Web. 13 Oct 2019.

Vancouver:

Leonini L. SPLAY: a toolkit for the design and evaluation of large scale distributed systems. [Internet] [Thesis]. Université de Neuchâtel; 2014. [cited 2019 Oct 13]. Available from: http://doc.rero.ch/record/210236.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Leonini L. SPLAY: a toolkit for the design and evaluation of large scale distributed systems. [Thesis]. Université de Neuchâtel; 2014. Available from: http://doc.rero.ch/record/210236

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Università della Svizzera italiana

18. Leitner, Jürgen. Towards adaptive and autonomous humanoid robots: from vision to actions.

Degree: 2014, Università della Svizzera italiana

URL: http://doc.rero.ch/record/257528

► Although robotics research has seen advances over the last decades robots are still not in widespread use outside industrial applications. Yet a range of proposed… (more)

▼ Although robotics research has seen advances over the last decades robots are still not in widespread use outside industrial applications. Yet a range of proposed scenarios have robots working together, helping and coexisting with humans in daily life. In all these a clear need to deal with a more unstructured, changing environment arises. I herein present a system that aims to overcome the limitations of highly complex robotic systems, in terms of autonomy and adaptation. The main focus of research is to investigate the use of visual feedback for improving reaching and grasping capabilities of complex robots. To facilitate this a combined integration of computer vision and machine learning techniques is employed. From a robot vision point of view the combination of domain knowledge from both imaging processing and machine learning techniques, can expand the capabilities of robots. I present a novel framework called Cartesian Genetic Programming for Image Processing (CGP-IP). CGP-IP can be trained to detect objects in the incoming camera streams and successfully demonstrated on many different problem domains. The approach requires only a few training images (it was tested with 5 to 10 images per experiment) is fast, scalable and robust yet requires very small training sets. Additionally, it can generate human readable programs that can be further customized and tuned. While CGP-IP is a supervised-learning technique, I show an integration on the iCub, that allows for the autonomous learning of object detection and identification. Finally this dissertation includes two proof-of-concepts that integrate the motion and action sides. First, reactive reaching and grasping is shown. It allows the robot to avoid obstacles detected in the visual stream, while reaching for the intended target object. Furthermore the integration enables us to use the robot in non-static environments, i.e. the reaching is adapted on-the- fly from the visual feedback received, e.g. when an obstacle is moved into the trajectory. The second integration highlights the capabilities of these frameworks, by improving the visual detection by performing object manipulation actions. Advisors/Committee Members: Schmidhuber, Jürgen (Dir.), Alexander (Codir.).

Subjects/Keywords: Visual feedback

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APA (6^th Edition):

Leitner, J. (2014). Towards adaptive and autonomous humanoid robots: from vision to actions. (Thesis). Università della Svizzera italiana. Retrieved from http://doc.rero.ch/record/257528

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Leitner, Jürgen. “Towards adaptive and autonomous humanoid robots: from vision to actions.” 2014. Thesis, Università della Svizzera italiana. Accessed October 13, 2019. http://doc.rero.ch/record/257528.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Leitner, Jürgen. “Towards adaptive and autonomous humanoid robots: from vision to actions.” 2014. Web. 13 Oct 2019.

Vancouver:

Leitner J. Towards adaptive and autonomous humanoid robots: from vision to actions. [Internet] [Thesis]. Università della Svizzera italiana; 2014. [cited 2019 Oct 13]. Available from: http://doc.rero.ch/record/257528.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Leitner J. Towards adaptive and autonomous humanoid robots: from vision to actions. [Thesis]. Università della Svizzera italiana; 2014. Available from: http://doc.rero.ch/record/257528

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Arizona

19. Kahler, Elizabeth. Application of Feedback Analysis in Hydrological Modeling .

Degree: 2018, University of Arizona

URL: http://hdl.handle.net/10150/628090

► Feedback analysis has been a standard element of the design of electrical systems for almost one hundred years and has been an important tool in… (more)

Subjects/Keywords: feedback; groundwater

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APA (6^th Edition):

Kahler, E. (2018). Application of Feedback Analysis in Hydrological Modeling . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/628090

Chicago Manual of Style (16^th Edition):

Kahler, Elizabeth. “Application of Feedback Analysis in Hydrological Modeling .” 2018. Masters Thesis, University of Arizona. Accessed October 13, 2019. http://hdl.handle.net/10150/628090.

MLA Handbook (7^th Edition):

Kahler, Elizabeth. “Application of Feedback Analysis in Hydrological Modeling .” 2018. Web. 13 Oct 2019.

Vancouver:

Kahler E. Application of Feedback Analysis in Hydrological Modeling . [Internet] [Masters thesis]. University of Arizona; 2018. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10150/628090.

Council of Science Editors:

Kahler E. Application of Feedback Analysis in Hydrological Modeling . [Masters Thesis]. University of Arizona; 2018. Available from: http://hdl.handle.net/10150/628090

Karlstad University

20. Parviainen, Jennie. Oral or Written? : The feedback most preferred by students of EFL.

Degree: Faculty of Arts and Education, 2008, Karlstad University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-3257

► The aim of this investigation was to find out how students react to and make use of oral and written feedback given to them… (more)

Subjects/Keywords: Feedback; assessment; correction; oral feedback; written feedback; timing of feedback; benefits from feedback

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APA (6^th Edition):

Parviainen, J. (2008). Oral or Written? : The feedback most preferred by students of EFL. (Thesis). Karlstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-3257

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Parviainen, Jennie. “Oral or Written? : The feedback most preferred by students of EFL.” 2008. Thesis, Karlstad University. Accessed October 13, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-3257.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Parviainen, Jennie. “Oral or Written? : The feedback most preferred by students of EFL.” 2008. Web. 13 Oct 2019.

Vancouver:

Parviainen J. Oral or Written? : The feedback most preferred by students of EFL. [Internet] [Thesis]. Karlstad University; 2008. [cited 2019 Oct 13]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-3257.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Parviainen J. Oral or Written? : The feedback most preferred by students of EFL. [Thesis]. Karlstad University; 2008. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-3257

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Universiteit Utrecht

21. Jansen, K. Faalangst, Feedback en Leerprestaties.

Degree: 2015, Universiteit Utrecht

URL: http://dspace.library.uu.nl:8080/handle/1874/322479

► Het doel van het huidige onderzoek was om na te gaan of kinderen in verschillende feedbackgroepen (experimentele groep ten opzichte van controlegroep) en feedbackcondities (beloning… (more)

Subjects/Keywords: Faalangst; leerprestaties; positieve feedback; negatieve feedback.

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APA (6^th Edition):

Jansen, K. (2015). Faalangst, Feedback en Leerprestaties. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/322479

Chicago Manual of Style (16^th Edition):

Jansen, K. “Faalangst, Feedback en Leerprestaties.” 2015. Masters Thesis, Universiteit Utrecht. Accessed October 13, 2019. http://dspace.library.uu.nl:8080/handle/1874/322479.

MLA Handbook (7^th Edition):

Jansen, K. “Faalangst, Feedback en Leerprestaties.” 2015. Web. 13 Oct 2019.

Vancouver:

Jansen K. Faalangst, Feedback en Leerprestaties. [Internet] [Masters thesis]. Universiteit Utrecht; 2015. [cited 2019 Oct 13]. Available from: http://dspace.library.uu.nl:8080/handle/1874/322479.

Council of Science Editors:

Jansen K. Faalangst, Feedback en Leerprestaties. [Masters Thesis]. Universiteit Utrecht; 2015. Available from: http://dspace.library.uu.nl:8080/handle/1874/322479

Penn State University

22. Lee, Mei-Hua. The emergence and development of reaching in infancy.

Degree: PhD, Kinesiology, 2011, Penn State University

URL: https://etda.libraries.psu.edu/catalog/11703

► The development of reaching movements is influenced by the interactions among the organism, task, and environmental constraints (Kawai, Savelsbergh, & Wimmers, 1999; Pick & Carman,… (more)

▼ The development of reaching movements is influenced by the interactions among the organism, task, and environmental constraints (Kawai, Savelsbergh, & Wimmers, 1999; Pick & Carman, 1994; Newell, 1986; Thelen; 1981). This dissertation addresses the general issue of the development in infancy of goal-directed arm movements under the influence of different sources of informational constraints. More specifically, the main focus was to investigate the role of environmental constraints including object properties, visual and audition feedback of the arm trajectory on the development of prehension during infancy. In Experiment 1, it was found that as infant age increased (10 – 14 weeks) through the phases of object-oriented movements, the distinguishing feature was that there was a decrease in movement jerk (when normalized to a dimensionless quantity), which reflects the increasing ability to adaptively modulate arm movements. This change in the dynamic characteristics of the object-oriented arm movements precedes the onset of goal-directed reaching movements and is hypothesised to reflect a critical variable in the infant developmental process of learning to reach in prehension. In Experiment 2, the influence of auditory feedback on the development of reaching movements in infancy was investigated at 10-14 weeks of age. The results showed that before the onset of reaching, the amplitude of the arm movement increased when the auditory feedback was provided. Also, at the point of reaching onset, the number of reaches increased when the auditory feedback was presented. Together, these results showed that before the onset of reaching, infants are able to use auditory feedback to explore the possibilities for action, and that subsequently the primitive form of these object-oriented arm movements is developed into more skilled and goal-directed reaching movements. In Experiment 3, we addressed the question of whether the development of prehension was influenced by the visual information of the hand trajectory and object properties at reach onset, 6 mo and 1 yr of age. It was found that age of onset of reaching for an object was earlier when the visual feedback of the hand trajectory was available. However, the effect of the visual feedback of the hand trajectory diminished after reach onset; there were no significant difference in terms of movement speed and smoothness at 6 mo and 1 yr of age. Infants also reached for the larger object earlier and with higher velocity than for the smaller object. Collectively, these results reveal the distinct roles of visual information of the hand trajectory and object property on the development of prehension during the infancy. In sum, the results of the experiments highlight the importance of exploratory behavior in early infancy and how exploratory behavior prior to the onset of reaching movements can be channeled through the vision and auditory information feedback. These findings are consistent with the perspective that the development of motor skill is influenced by the interactions…

Subjects/Keywords: visual feedback; infancy; Reaching; auditory feedback

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APA (6^th Edition):

Lee, M. (2011). The emergence and development of reaching in infancy. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/11703

Chicago Manual of Style (16^th Edition):

Lee, Mei-Hua. “The emergence and development of reaching in infancy.” 2011. Doctoral Dissertation, Penn State University. Accessed October 13, 2019. https://etda.libraries.psu.edu/catalog/11703.

MLA Handbook (7^th Edition):

Lee, Mei-Hua. “The emergence and development of reaching in infancy.” 2011. Web. 13 Oct 2019.

Vancouver:

Lee M. The emergence and development of reaching in infancy. [Internet] [Doctoral dissertation]. Penn State University; 2011. [cited 2019 Oct 13]. Available from: https://etda.libraries.psu.edu/catalog/11703.

Council of Science Editors:

Lee M. The emergence and development of reaching in infancy. [Doctoral Dissertation]. Penn State University; 2011. Available from: https://etda.libraries.psu.edu/catalog/11703

University of Oklahoma

23. Anderson, Heather. All risk and no reward: How benevolent and hostile sexism undermine women's development through feedback seeking.

Degree: PhD, 2018, University of Oklahoma

URL: http://hdl.handle.net/11244/301993

► For nearly three decades, researchers have investigated a myriad of proactive behaviors in organizations, including feedback seeking. In general, feedback seeking and other forms of… (more)

Subjects/Keywords: feedback seeking; proactive behavior; ambivalent sexism; feedback

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APA (6^th Edition):

Anderson, H. (2018). All risk and no reward: How benevolent and hostile sexism undermine women's development through feedback seeking. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/301993

Chicago Manual of Style (16^th Edition):

Anderson, Heather. “All risk and no reward: How benevolent and hostile sexism undermine women's development through feedback seeking.” 2018. Doctoral Dissertation, University of Oklahoma. Accessed October 13, 2019. http://hdl.handle.net/11244/301993.

MLA Handbook (7^th Edition):

Anderson, Heather. “All risk and no reward: How benevolent and hostile sexism undermine women's development through feedback seeking.” 2018. Web. 13 Oct 2019.

Vancouver:

Anderson H. All risk and no reward: How benevolent and hostile sexism undermine women's development through feedback seeking. [Internet] [Doctoral dissertation]. University of Oklahoma; 2018. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/11244/301993.

Council of Science Editors:

Anderson H. All risk and no reward: How benevolent and hostile sexism undermine women's development through feedback seeking. [Doctoral Dissertation]. University of Oklahoma; 2018. Available from: http://hdl.handle.net/11244/301993

24. Brand, Amanda. Det är mer än enkel motivation : En studie med fokus på tre lärares feedback för att öka motivationen hos eleverna och elevernas uppfattning.

Degree: Science and Mathematics Education, 2015, Umeå University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-107730

► Motivation is a strong thing within ourselves as teachers and students. The TIMSS-study of 2011 shows that students in year 4 have a high… (more)

Subjects/Keywords: self-determinationsteorin; elevuppfattning; kontrollerande feedback; autonomstödjande feedback

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APA (6^th Edition):

Brand, A. (2015). Det är mer än enkel motivation : En studie med fokus på tre lärares feedback för att öka motivationen hos eleverna och elevernas uppfattning. (Thesis). Umeå University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-107730

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Brand, Amanda. “Det är mer än enkel motivation : En studie med fokus på tre lärares feedback för att öka motivationen hos eleverna och elevernas uppfattning.” 2015. Thesis, Umeå University. Accessed October 13, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-107730.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Brand, Amanda. “Det är mer än enkel motivation : En studie med fokus på tre lärares feedback för att öka motivationen hos eleverna och elevernas uppfattning.” 2015. Web. 13 Oct 2019.

Vancouver:

Brand A. Det är mer än enkel motivation : En studie med fokus på tre lärares feedback för att öka motivationen hos eleverna och elevernas uppfattning. [Internet] [Thesis]. Umeå University; 2015. [cited 2019 Oct 13]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-107730.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brand A. Det är mer än enkel motivation : En studie med fokus på tre lärares feedback för att öka motivationen hos eleverna och elevernas uppfattning. [Thesis]. Umeå University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-107730

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Uppsala University

25. Lindblom, Emma. Feedback för utveckling : En undersökning av feedbackprocessen på konsultföretag.

Degree: Business Studies, 2015, Uppsala University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-255973

► Företag och organisationer har individuella upplägg för hur de arbetar med feedback, det är inte garanterat att någon större vikt läggs vid feedback, trots… (more)

Subjects/Keywords: Feedback; Organisation; Feedback-vänligt klimat; Utvecklingssamtal

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APA (6^th Edition):

Lindblom, E. (2015). Feedback för utveckling : En undersökning av feedbackprocessen på konsultföretag. (Thesis). Uppsala University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-255973

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lindblom, Emma. “Feedback för utveckling : En undersökning av feedbackprocessen på konsultföretag.” 2015. Thesis, Uppsala University. Accessed October 13, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-255973.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lindblom, Emma. “Feedback för utveckling : En undersökning av feedbackprocessen på konsultföretag.” 2015. Web. 13 Oct 2019.

Vancouver:

Lindblom E. Feedback för utveckling : En undersökning av feedbackprocessen på konsultföretag. [Internet] [Thesis]. Uppsala University; 2015. [cited 2019 Oct 13]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-255973.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lindblom E. Feedback för utveckling : En undersökning av feedbackprocessen på konsultföretag. [Thesis]. Uppsala University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-255973

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

26. Nordin, Stina. Vems feedback är viktigast för att personal inom äldreomsorgen ska uppleva arbetstillfredsställelse?.

Degree: Faculty of Health and Occupational Studies, 2014, University of Gävle

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-17303

►

Syftet med studien var att undersöka om det fanns skillnader i uppfattning av feedback (positiv, negativ och kvalité) beroende på om den kom från… (more)

▼

Syftet med studien var att undersöka om det fanns skillnader i uppfattning av feedback (positiv, negativ och kvalité) beroende på om den kom från chef, medarbetare, vårdtagare eller anhörig inom äldreomsorgen. Ett ytterligare syfte var att undersöka vilken feedbackkälla som bäst predicerar generell arbetstillfredsställelse. Studien genomfördes på sju äldreboenden där 87 anställda deltog. De mätinstrument som användes i studien var FES-skalan som mätte de olika aspekterna av feedback, samt Minnesota Satisfaction Questionnaire (MSQ) som mätte arbetstillfredsställelse. Resultatet visade att källan chef predicerade generell arbetstillfredsställelse bäst av de fyra källorna, samt att det var aspekten kvalité som bidrog mest i modellen. Positiv feedback från vårdtagare och negativ feedback från chef skattades högst. Resultatet visade även att den interna reliabiliteten för samtliga feedbackaspekter inom varje källa var god. Avslutningsvis visade resultatet att inre arbetstillfredsställelse skattades högre än yttre arbetstillfredsställelse.

The purpose with this study was to examine whether there were differences in the perceptions of feedback (positive, negative and quality) depending on whether it came from the supervisor, co-workers, patients, or family members in nursing homes. A further aim was to examine which feedback-source that best predicts job satisfaction. The study was conducted on seven nursing homes where 87 employees participated. The instruments used in the study were FES-scale that measured the different scales of feedback, and the Minnesota Satisfaction Questionnaire (MSQ) which measured job satisfaction. The results showed that the source supervisor predicted overall job satisfaction best of the four sources, and that the aspect quality contributed most to the model. Positive feedback from patients and negative feedback from supervisor was rated highest. The results also showed that the internal reliability for all the feedback aspects of each source was good. In conclusion, the results showed that internal job satisfaction was rated higher than external job satisfaction.

Subjects/Keywords: Job satisfaction; feedback; eldercare; Arbetstillfredsställelse; feedback; äldreomsorg

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APA (6^th Edition):

Nordin, S. (2014). Vems feedback är viktigast för att personal inom äldreomsorgen ska uppleva arbetstillfredsställelse?. (Thesis). University of Gävle. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-17303

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Nordin, Stina. “Vems feedback är viktigast för att personal inom äldreomsorgen ska uppleva arbetstillfredsställelse?.” 2014. Thesis, University of Gävle. Accessed October 13, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-17303.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Nordin, Stina. “Vems feedback är viktigast för att personal inom äldreomsorgen ska uppleva arbetstillfredsställelse?.” 2014. Web. 13 Oct 2019.

Vancouver:

Nordin S. Vems feedback är viktigast för att personal inom äldreomsorgen ska uppleva arbetstillfredsställelse?. [Internet] [Thesis]. University of Gävle; 2014. [cited 2019 Oct 13]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-17303.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nordin S. Vems feedback är viktigast för att personal inom äldreomsorgen ska uppleva arbetstillfredsställelse?. [Thesis]. University of Gävle; 2014. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-17303

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Mississippi State University

27. Copeland, Elizabeth. Exploring feedback mode redundancy in handheld scanning tasks.

Degree: MS, Industrial and Systems Engineering, 2015, Mississippi State University

URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-07012015-102935/ ;

► This study was conducted to determine whether or not combining feedback modes resulted in improved operator performance, given a specific task and environment. A… (more)

Subjects/Keywords: handheld scanner; redundant feedback; feedback modalities

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APA (6^th Edition):

Copeland, E. (2015). Exploring feedback mode redundancy in handheld scanning tasks. (Masters Thesis). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-07012015-102935/ ;

Chicago Manual of Style (16^th Edition):

Copeland, Elizabeth. “Exploring feedback mode redundancy in handheld scanning tasks.” 2015. Masters Thesis, Mississippi State University. Accessed October 13, 2019. http://sun.library.msstate.edu/ETD-db/theses/available/etd-07012015-102935/ ;.

MLA Handbook (7^th Edition):

Copeland, Elizabeth. “Exploring feedback mode redundancy in handheld scanning tasks.” 2015. Web. 13 Oct 2019.

Vancouver:

Copeland E. Exploring feedback mode redundancy in handheld scanning tasks. [Internet] [Masters thesis]. Mississippi State University; 2015. [cited 2019 Oct 13]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-07012015-102935/ ;.

Council of Science Editors:

Copeland E. Exploring feedback mode redundancy in handheld scanning tasks. [Masters Thesis]. Mississippi State University; 2015. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-07012015-102935/ ;

Rochester Institute of Technology

28. Frazier, Athena. Toward wearable pneumatic haptic devices for microscale force feedback applications.

Degree: 2010, Rochester Institute of Technology

URL: https://scholarworks.rit.edu/theses/4481

► The addition of haptic feedback to systems and devices allows a human user to gain a more complete understanding of the remote environment they are… (more)

Subjects/Keywords: Haptic; PDMS; Pneumatic feedback; Tactile feedback

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APA (6^th Edition):

Frazier, A. (2010). Toward wearable pneumatic haptic devices for microscale force feedback applications. (Thesis). Rochester Institute of Technology. Retrieved from https://scholarworks.rit.edu/theses/4481

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Frazier, Athena. “Toward wearable pneumatic haptic devices for microscale force feedback applications.” 2010. Thesis, Rochester Institute of Technology. Accessed October 13, 2019. https://scholarworks.rit.edu/theses/4481.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Frazier, Athena. “Toward wearable pneumatic haptic devices for microscale force feedback applications.” 2010. Web. 13 Oct 2019.

Vancouver:

Frazier A. Toward wearable pneumatic haptic devices for microscale force feedback applications. [Internet] [Thesis]. Rochester Institute of Technology; 2010. [cited 2019 Oct 13]. Available from: https://scholarworks.rit.edu/theses/4481.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Frazier A. Toward wearable pneumatic haptic devices for microscale force feedback applications. [Thesis]. Rochester Institute of Technology; 2010. Available from: https://scholarworks.rit.edu/theses/4481

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Edinburgh

29. Murray, Laura. Iterated Learning with Human subjects: adding communication and feedback.

Degree: 2010, University of Edinburgh

URL: http://hdl.handle.net/1842/5348

► The framework pioneered by Cornish (2006) and Kirby, Cornish and Smith (2008) has opened a new door for language research with human participants in a… (more)

Subjects/Keywords: Iterated Learning,; Feedback

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APA (6^th Edition):

Murray, L. (2010). Iterated Learning with Human subjects: adding communication and feedback. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/5348

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Murray, Laura. “Iterated Learning with Human subjects: adding communication and feedback.” 2010. Thesis, University of Edinburgh. Accessed October 13, 2019. http://hdl.handle.net/1842/5348.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Murray, Laura. “Iterated Learning with Human subjects: adding communication and feedback.” 2010. Web. 13 Oct 2019.

Vancouver:

Murray L. Iterated Learning with Human subjects: adding communication and feedback. [Internet] [Thesis]. University of Edinburgh; 2010. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/1842/5348.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Murray L. Iterated Learning with Human subjects: adding communication and feedback. [Thesis]. University of Edinburgh; 2010. Available from: http://hdl.handle.net/1842/5348

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Edinburgh

30. Murray, Laura. Iterated Learning with Human subjects: adding communication and feedback.

Degree: 2010, University of Edinburgh

URL: http://hdl.handle.net/1842/5311

► The framework pioneered by Cornish (2006) and Kirby, Cornish and Smith (2008) has opened a new door for language research with human participants in a… (more)

Subjects/Keywords: Iterated Learning,; Feedback

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Murray, L. (2010). Iterated Learning with Human subjects: adding communication and feedback. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/5311

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Murray, Laura. “Iterated Learning with Human subjects: adding communication and feedback.” 2010. Thesis, University of Edinburgh. Accessed October 13, 2019. http://hdl.handle.net/1842/5311.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Murray, Laura. “Iterated Learning with Human subjects: adding communication and feedback.” 2010. Web. 13 Oct 2019.

Vancouver:

Murray L. Iterated Learning with Human subjects: adding communication and feedback. [Internet] [Thesis]. University of Edinburgh; 2010. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/1842/5311.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Murray L. Iterated Learning with Human subjects: adding communication and feedback. [Thesis]. University of Edinburgh; 2010. Available from: http://hdl.handle.net/1842/5311

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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Open Access Theses and Dissertations