What is left after an error? Towards a comprehensive account of goal-based binding and retrieval

The cognitive system readily detects and corrects erroneous actions by establishing episodic bindings between representations of the acted upon stimuli and the intended correct response. If these stimuli are encountered again, they trigger the retrieval of the correct response. Thus, binding and retrieval efficiently pave the way for future success. The current study set out to define the role of the erroneous response itself and explicit feedback for the error during these processes of goal-based binding and retrieval. Two experiments showed robust and similar binding and retrieval effects with and without feedback and pointed towards sustained activation of the unbound, erroneous response. The third experiment confirmed that the erroneous response is more readily available than a neutral alternative. Together, the results demonstrate that episodic binding biases future actions toward success, guided primarily through internal feedback processes, while the erroneous response still leaves detectable traces in human action control.

Study on the improved internal feedback system of Rapidplan model

Objective: To study whether an interactive improved internal feedback system with the model can be established, we aimed to compare the plans generated by two automatic planning models generated under the same conditions.Methods: 70 cases of pelvic patients were selected. Intensity modulated radiation therapy (IMRT) plans (P0) generated by clinical model (M0) were imported into Rapidplan model, in order to establish dose volume histogram (DVH) predicted model through automatic planning model in clinical used, and the new Rapidplan model (M1) was generated by training and structure matching settings. 70 new IMRT plans (P1) were generated by M1, and new Rapidplan model (M2) was training by P1. By the same way, 70 IMRT plans (Plan2) were generated by M2. Dosimetric differences between P1 and P2 were compared and analysised.Results: From the inside of the model, the values of R22 and X22 in P2 were higher than those in P1, and the CD values of bladder, right femoral head and rectum in P1 were higher than those of corresponding organs in P2. The SR value of bladder and the SR and DA values of left femoral head and right femoral head in P1 were lower than those of P2. In terms of planning, the D2, D98 and HI in P1 were better than those in P2 (P<0.01), the bladder V10 and left femoral head V40 in P2 were lower than those in P1 by 0.08% and 0.15%, respectively (P<0.05), the others in P2 were higher than those in P1 (P<0.05) except the bladder V20, Dmean, rectum V10, V20, V30, right femoral head V10 and V40; and the MUs of P2 was lower than that of P1 for 132.2 (P<0.05).Conclusion: The stability of M2 is stronger than that of M1. Therefore, it can be considered that the interactive improved internal feedback system within the model of "plan-model-plan-model" is feasible and meaningful.

The meaning of feedback: medical students’ view

Introduction: The teaching-learning process in health involves a binomial: on the one hand, teaching (the teacher and the institution) and, on the other hand, the students and their ability to adequately interact in this context. Just as teaching requires specific skills, learning also requires students to be able to master the necessary skills for learning. Feedback should also be understood in this regard. Although feedback is a frequent topic in the literature, few studies have addressed its meaning and impact from the students’ perspective. Moreover, a gap has been identified between theory and practice regarding the real power of feedback in the teaching-learning process. Objective: This study aimed to assess medical students’ understanding of feedback. Method: This is a qualitative research with a descriptive and exploratory focus, carried out using in the case study modality, with the focus group technique in data collection and thematic content analysis. The participants were medical students attending the fourth-year or eighth-semester at three schools located in the state of Goiás, Brazil. Results: The following categories emerged: understanding of feedback, frequency of received feedback, impact of feedback on the teaching-learning process and perception about the received feedback. Students understood in part the concept of feedback, not recognizing the internal feedback. A low frequency of feedback was reported and depended on the teacher, subject and year/semester of the course related to the type of curriculum. Even so, the participants recognized the points of feedback that impact on the teaching-learning process and were receptive to effective feedback. Conclusion: Even though they knew the meaning of feedback only partially and experienced it irregularly, medical students recognized the impact of this tool on the teaching-learning process. In a context of students trained to know about their own knowledge, truly empowering them in the teaching-learning process, they will develop a constant reflective practice of generating internal feedback, allowing the actual impact of feedback on the teaching-learning process to be observed in practice, as described in the literature.

On the asymptotic stability of the Korteweg-de Vries equation with time-delayed internal feedback

<p style='text-indent:20px;'>The aim of this work is to study the asymptotic stability of the nonlinear Korteweg-de Vries equation in the presence of a delayed term in the internal feedback. We first consider the case where the weight of the term with delay is smaller than the weight of the term without delay and we prove a semiglobal stability result for any lengths. Secondly we study the case where the support of the term without delay is not included in the support of the term with delay. In that case, we give a local exponential stability result if the weight of the delayed term is small enough. We illustrate these results by some numerical simulations.</p>

O significado do feedback: um olhar de estudantes de medicina

Introduction: The teaching-learning process in health involves a binomial: on the one hand, teaching (the teacher and the institution) and, on the other hand, the students and their ability to adequately interact in this context. Just as teaching requires specific skills, learning also requires students to be able to master the necessary skills for learning. Feedback should also be understood in this regard. Although feedback is a frequent topic in the literature, few studies have addressed its meaning and impact from the students’ perspective. Moreover, a gap has been identified between theory and practice regarding the real power of feedback in the teaching-learning process. Objective: This study aimed to assess medical students’ understanding of feedback. Method: This is a qualitative research with a descriptive and exploratory focus, carried out using in the case study modality, with the focus group technique in data collection and thematic content analysis. The participants were medical students attending the fourth-year or eighth-semester at three schools located in the state of Goiás, Brazil. Results: The following categories emerged: understanding of feedback, frequency of received feedback, impact of feedback on the teaching-learning process and perception about the received feedback. Students understood in part the concept of feedback, not recognizing the internal feedback. A low frequency of feedback was reported and depended on the teacher, subject and year/semester of the course related to the type of curriculum. Even so, the participants recognized the points of feedback that impact on the teaching-learning process and were receptive to effective feedback. Conclusion: Even though they knew the meaning of feedback only partially and experienced it irregularly, medical students recognized the impact of this tool on the teaching-learning process. In a context of students trained to know about their own knowledge, truly empowering them in the teaching-learning process, they will develop a constant reflective practice of generating internal feedback, allowing the actual impact of feedback on the teaching-learning process to be observed in practice, as described in the literature.

An analysis of internal and external feedback in self-regulated learning activities mediated by self-regulated learning tools and open learner models

In self-regulated learning (SRL), students organize, monitor, direct, and regulate their learning. In SRL, monitoring plays a critical role in generating internal feedback and thus adopting appropriate regulations. However, students may have poor SRL processes and performance due to their poor monitoring. Researchers have suggested providing external feedback to facilitate better student SRL. However, SRL involves many meta-cognitive internal processes that are hidden and difficult to observe and measure. This study proposed a SRL model to illustrate the relationship among external SRL tools, internal SRL processes, internal feedback, and external feedback. Based on the model, this study designed a system with SRL tools and open leaner models (OLMs) to assist students in conducting SRL, including self-assessing their initial learning performance (i.e. perceived initial performance and monitoring of learning performance) after listening to a teacher’s lecture, being assessed by and receiving external feedback from the OLM (i.e. actual performance) in the system, setting target goals (i.e. desired performance) of follow-up learning, conducting follow-up learning (i.e. strategy implementation), and evaluating their follow-up learning performance (i.e. perceived outcome performance and strategy outcome monitoring). These SRL tools also externalize students’ internal SRL processes and feedback, including perceived initial, desired, and perceived outcome performances, for investigation. In addition, this study explores the impact of external feedback from the OLM on students’ internal SRL processes and feedback. An evaluation was conducted to record and analyze students’ SRL processes and performance, and a questionnaire was administered to ask students about their SRL processes. There are three main findings. First, the results showed that students often have poor internal SRL processes and poor internal feedback, including poor self-assessment, inappropriate target goals, a failure to conduct follow-up learning, and a failure to achieve their goals. Second, the results revealed that the SRL tools and external feedback from the OLM assisted most students in SRL, including monitoring their learning performance, goal-setting, strategy implementation and monitoring, and strategy outcome monitoring. Third, some students still required further support for SRL.