scholarly journals The dissociable effects of reward on sequential motor behaviour

2021 ◽  
Author(s):  
Sebastian Sporn ◽  
Xiuli Chen ◽  
Joseph M Galea
Keyword(s):  
Performance Feedback ◽  
Motor Performance ◽  
Motor Behaviour ◽  
Reaching Task ◽  
Sequential Movements ◽  
Beneficial Effects ◽  
And Performance ◽  
Performance Gains ◽  
Reward Availability

Reward has consistently been shown to enhance motor performance however its beneficial effects appear to be largely unspecific. While reward has been shown to invigorate performance, it also enhances learning and/or retention. Therefore, a mechanistic account of the effects of reward on motor behaviour is lacking. Here we tested the hypothesis that these distinct reward-based improvements are driven by dissociable reward types: explicit reward (i.e. money) and performance feedback (i.e. points). Experiment 1 showed that explicit reward instantaneously improved movement times (MT) using a novel sequential reaching task. In contrast, performance-based feedback led to learning-related improvements. Importantly, pairing both maximised MT performance gains and accelerated movement fusion. Fusion describes an optimisation process during which neighbouring sequential movements blend together to form singular actions. Results from experiment 2 served as a replication and showed that fusion led to enhanced performance speed whilst also improving movement efficiency through increased smoothness. Finally, experiment 3 showed that these improvements in performance persist for 24 hours even without reward availability. This highlights the dissociable impact of explicit reward and performance feedback, with their combination maximising performance gains and leading to stable improvements in the speed and efficiency of sequential actions.

Combined Effects of Goal Setting and Performance Feedback on Performance and Physiological Response on a Maximum Effort Task

1998 ◽  
Vol 86 (3) ◽  
pp. 1035-1041 ◽  
Author(s):  
Yannis Theodorakis ◽  
Kostas Laparidis ◽  
Efthimis Kioumourtzoglou ◽  
Marios Goudas
Keyword(s):  
Heart Rate ◽  
Goal Setting ◽  
Performance Feedback ◽  
Physiological Response ◽  
Control Group ◽  
Personal Goal ◽  
Beneficial Effects ◽  
Maximum Effort ◽  
And Performance ◽  
Mean Heart Rate

A laboratory experiment was conducted ( N = 40 subjects) to examine whether goal setting would be associated with reduced heart rate on an endurance task. Participants performed an endurance task on an ergometer bicycle. One week later when participants performed the task again half of them set a specific personal goal for an increase in performance. Analysis indicated that subjects who set a goal showed significant improvement in comparison with the control group. Moreover, subjects in the goal group had a significantly lower mean heart rate during the test and had a higher mean heart rate at the end of the test than on the first trial. Results are discussed in terms of combining cognitive and physiological explanations for the beneficial effects of goal setting on performance.

Presenting objective visual performance feedback over multiple sets of resistance exercise improves motivation, competitiveness, and performance

2018 ◽  
Vol 62 (1) ◽  
pp. 1306-1310 ◽  
Author(s):  
Kyle M. Wilson ◽  
Neil R. de Joux ◽  
James R. Head ◽  
William S. Helton ◽  
Jasmine S. Dang ◽  
...  
Keyword(s):  
Resistance Exercise ◽  
Visual Feedback ◽  
Performance Feedback ◽  
Female Athletes ◽  
Improve Performance ◽  
Beneficial Effects ◽  
And Performance ◽  
Effects Of Feedback ◽  
State Motivation ◽  
Single Set

Providing objective visual feedback on performance during resistance exercise has been shown to acutely improve performance as well as enhance self-reported levels of motivation and competitiveness. The majority of research has only tested this over single sets of exercise with male-only cohorts which, however, potentially limits the real-world applicability. The current study used an all-female cohort of eleven netball players and tested the effects of presenting objective visual feedback to participants during three consecutive sets of jump squat exercises. Compared to when no feedback was provided, participants performed significantly better when given feedback (achieving greater peak concentric movement velocities; ms-1) and reported significantly greater state motivation and task competitiveness. The findings suggest that the beneficial effects of feedback persist longer than a single set of resistance exercise and also occur in female athletes.

I Like Myself, I Really Do (at Least Right Now)

2020 ◽  
Vol 36 (1) ◽  
pp. 196-206 ◽  
Author(s):  
Almut Rudolph ◽  
Michela Schröder-Abé ◽  
Astrid Schütz
Keyword(s):  
Construct Validity ◽  
Performance Feedback ◽  
Repeated Measures ◽  
Temporal Stability ◽  
Social Feedback ◽  
Student Sample ◽  
Empirically Supported ◽  
Good Internal Consistency ◽  
And Performance ◽  
Induced Changes

Abstract. In five studies, we evaluated the psychometric properties of a revised German version of the State Self-Esteem Scale (SSES; Heatherton & Polivy, 1991 ). In Study 1, the results of a confirmatory factor analysis on the original scale revealed poor model fit and poor construct validity in a student sample that resembled those in the literature; thus, a revised 15-item version was developed (i.e., the SSES-R) and thoroughly validated. Study 2 showed a valid three-factor structure (Performance, Social, and Appearance) and good internal consistency of the SSES-R. Correlations between subscales of trait and state SE empirically supported the scale’s construct validity. Temporal stability and intrapersonal sensitivity of the scale to naturally occurring events were investigated in Study 3. Intrapersonal sensitivity of the scale to experimentally induced changes in state SE was uncovered in Study 4 via social feedback (acceptance vs. rejection) and performance feedback (positive vs. negative). In Study 5, the scale’s interpersonal sensitivity was confirmed by comparing depressed and healthy individuals. Finally, the usefulness of the SSES-R was demonstrated by assessing SE instability as calculated from repeated measures of state SE.

The Influence of Cognitive and Affective Reactions to Feedback on Subsequent Goals

2010 ◽  
Vol 15 (2) ◽  
pp. 121-131 ◽  
Author(s):  
Remus Ilies ◽  
Timothy A. Judge ◽  
David T. Wagner
Keyword(s):  
Performance Feedback ◽  
Business School ◽  
Structural Equation ◽  
Emotional Reactions ◽  
Equation Model ◽  
Proposed Model ◽  
And Performance ◽  
Dispositional Measure ◽  
The Relationship ◽  
Reactions To Feedback

This paper focuses on explaining how individuals set goals on multiple performance episodes, in the context of performance feedback comparing their performance on each episode with their respective goal. The proposed model was tested through a longitudinal study of 493 university students’ actual goals and performance on business school exams. Results of a structural equation model supported the proposed conceptual model in which self-efficacy and emotional reactions to feedback mediate the relationship between feedback and subsequent goals. In addition, as expected, participants’ standing on a dispositional measure of behavioral inhibition influenced the strength of their emotional reactions to negative feedback.

Information Theoretic Analysis and Performance Gains of 3-Color Shift Keying

2021 ◽  
pp. 1-1
Author(s):  
Alexandros E. Tzikas ◽  
Panagiotis D. Diamantoulakis ◽  
George K. Karagiannidis
Keyword(s):  
Theoretic Analysis ◽  
Information Theoretic ◽  
Color Shift ◽  
Shift Keying ◽  
And Performance ◽  
Performance Gains

Check-In/Check Out: Electronic Adaptation and Individual Progress Monitoring

2021 ◽  
pp. 016264342199410
Author(s):  
Jordan Yassine ◽  
Leigh Ann Tipton-Fisler
Keyword(s):  
Performance Feedback ◽  
Differential Reinforcement ◽  
Research Evidence ◽  
Progress Monitoring ◽  
Middle School Student ◽  
Teacher Ratings ◽  
Ease Of Use ◽  
Electronic Application ◽  
Long Line ◽  
And Performance

Check-in/Check-Out (CICO) has a long line of research evidence demonstrating its effectiveness in increasing prosocial behavior. The current paper demonstrated an electronic application of CICO utilizing Google Sheets® with teacher feedback. Google Sheets® offers an inexpensive, collaborative, and remote method for tracking behaviors. In the first study, 2,322 teacher ratings (from 38 teachers) were compared between traditional paper CICO forms or electronic Google Sheets®. Results found that teacher ratings were significantly more complete with the use of the electronic forms. In the second study, an electronic CICO form was used for progress monitoring and performance feedback with a middle school student. Through the form we were able to successfully track our participant’s behavior change in response to CICO with the combination of feedback and a differential reinforcement intervention. Social validity showed that overall teacher ratings were high with respect to ease of use, usefulness, cost-effectiveness, and convenience of the electronic Google Sheets®.

Recovery from memory failure when recalling a memorized performance: The role of musical structure and performance cues

2021 ◽  
pp. 102986492110254
Author(s):  
Roger Chaffin ◽  
Jane Ginsborg ◽  
James Dixon ◽  
Alexander P. Demos
Keyword(s):  
Vocal Music ◽  
Musical Structure ◽  
Public Performance ◽  
Memory Failure ◽  
And Performance ◽  
Written Recall ◽  
Performance Gains ◽  
Over Time

To perform reliably and confidently from memory, musicians must able to recover from mistakes and memory failures. We describe how an experienced singer (the second author) recovered from mistakes and gaps in recall as she periodically recalled the score of a piece of vocal music that she had memorized for public performance, writing out the music six times over a five-year period following the performance. Five years after the performance, the singer was still able to recall two-thirds of the piece. When she made mistakes, she recovered and went on, leaving gaps in her written recall that lengthened over time. We determined where in the piece gaps started ( losses) and ended ( gains), and compared them with the locations of structural beats (starts of sections and phrases) and performance cues ( PCs) that the singer reported using as mental landmarks to keep track of her progress through the piece during the sung, public performance. Gains occurred on structural beats where there was a PC; losses occurred on structural beats without a PC. As the singer’s memory faded over time, she increasingly forgot phrases that did not start with a PC and recovered at the starts of phrases that did. Our study shows how PCs enable musicians to recover from memory failures.

Perceived value of internship experience: a try before you leap

2018 ◽  
Vol 8 (4) ◽  
pp. 376-394 ◽  
Author(s):  
Sonali Bhattacharya ◽  
Netra Neelam
Keyword(s):  
Experiential Learning ◽  
Performance Feedback ◽  
Work Experience ◽  
Selection Process ◽  
Learning Orientation ◽  
Research Approach ◽  
Content Type ◽  
Internship Experience ◽  
And Performance ◽  
Task Variety

Purpose The purpose of this paper is to examine how internship value is manifested in the context of a business school. The authors have examined the internship experience in terms of experiential learning and employability. Specifically, the authors investigate the factors that determine internship at four phases: design, conduct, evaluation and feedback. Design/methodology/approach The authors have applied a mixed method approach. In all, 110 students of a busines school were first surveyed on their expectation, motivation and level of preparation through a self-administered questionnaire before internship. Based on the survey result, eight of these students were interviewed in details about internship expectations from industry, the selection process for internship, communications or exchanges between intern and companies prior to internship and perceived industry expectation from interns. At the next phase, authors used a qualitative research approach by conducting semi-structured, in-depth interviews with 14 interns and their mentors after internship period. They were interviewed on design, conduct, evaluation and feedback process of the internship. Interviews tried capture what kind of leader-member exchange led to satisfactory internship experience and outcome from view of both inter and mentor. Findings The authors find that at various stages of internship program quality of mentor – intern exchanges (as defined by leadership exchange theory), and task characteristics as indicated by autonomy, task variety, task significance and performance feedback determine intern’s performance. An intern’s performance is antecedent to an intern’s and a mentor’s satisfaction and overall internship value. The authors also found that intrinsic capability of intern such as critical thinking ability and learning orientation result in enhanced value of internship experience. The proposed models, postulate that at designing stage, lower the level of communication from employers, higher the feeling of ambiguity and lower the perceived internship value in terms of experiential learning and perceived employability. Feeling of ambiguity is moderated by existence of prior work experience of interns. At conduction stage, mentor-intern exchange is directly related to flexibility in structure of the program and inversely related to dependency on peer learning. Mentor-intern exchange also related to mentor and intern’s learning value. However, the learning value is moderated by learning orientation of the intern. Originality/value The authors have tried the summer internship experience from the perspective of interns and mentors. This is the uniqueness of the research.

Interventions Aimed at Reducing Use of Low-Value Health Services: A Systematic Review

2016 ◽  
Vol 74 (5) ◽  
pp. 507-550 ◽  
Author(s):  
Carrie H. Colla ◽  
Alexander J. Mainor ◽  
Courtney Hargreaves ◽  
Thomas Sequist ◽  
Nancy Morden
Keyword(s):  
Performance Feedback ◽  
Risk Sharing ◽  
Pay For Performance ◽  
Clinical Decision ◽  
Evidence Base ◽  
Provider Education ◽  
Rigorous Evaluation ◽  
And Performance ◽  
Multicomponent Interventions

The effectiveness of different types of interventions to reduce low-value care has been insufficiently summarized to allow for translation to practice. This article systematically reviews the literature on the effectiveness of interventions to reduce low-value care and the quality of those studies. We found that multicomponent interventions addressing both patient and clinician roles in overuse have the greatest potential to reduce low-value care. Clinical decision support and performance feedback are promising strategies with a solid evidence base, and provider education yields changes by itself and when paired with other strategies. Further research is needed on the effectiveness of pay-for-performance, insurer restrictions, and risk-sharing contracts to reduce use of low-value care. While the literature reveals important evidence on strategies used to reduce low-value care, meaningful gaps persist. More experimentation, paired with rigorous evaluation and publication, is needed.

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