Comparison of the effects of feedback frequency reduction procedures on capability of error detection &amp; learning force production task

Mohammadi, Farzad; Abdoli, Behrouz; Aslankhani, Mohammad Ali

doi:10.1016/j.sbspro.2011.03.352

Cited by 2 publications

(4 citation statements)

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“…However, as feedback frequency increases, individuals must respond to and process more information which, in turn, consumes more of the available cognitive resources. When provided feedback is too frequent, it can impair an individual’s ability to learn ( Lam et al, 2011 ; Mohammadi et al, 2011 ). A common strategy in most learning paradigms is to follow each response with feedback; however, as showed by Lam et al (2011) , it may be more beneficial for the learning process to decrease the overall feedback amount.…”

Section: Introductionmentioning

confidence: 99%

I Don’t Want to Miss a Thing – Learning Dynamics and Effects of Feedback Type and Monetary Incentive in a Paired Associate Deterministic Learning Task

et al. 2017

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Effective functioning in a complex environment requires adjusting of behavior according to changing situational demands. To do so, organisms must learn new, more adaptive behaviors by extracting the necessary information from externally provided feedback. Not surprisingly, feedback-guided learning has been extensively studied using multiple research paradigms. The purpose of the present study was to test the newly designed Paired Associate Deterministic Learning task (PADL), in which participants were presented with either positive or negative deterministic feedback. Moreover, we manipulated the level of motivation in the learning process by comparing blocks with strictly cognitive, informative feedback to blocks where participants were additionally motivated by anticipated monetary reward or loss. Our results proved the PADL to be a useful tool not only for studying the learning process in a deterministic environment, but also, due to the varying task conditions, for assessing differences in learning patterns. Particularly, we show that the learning process itself is influenced by manipulating both the type of feedback information and the motivational significance associated with the expected monetary reward.

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Section: Introductionmentioning

confidence: 99%

I Don’t Want to Miss a Thing – Learning Dynamics and Effects of Feedback Type and Monetary Incentive in a Paired Associate Deterministic Learning Task

et al. 2017

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“…However, a number of recent studies suggest that infrequent feedback might be more beneficial to performance (Mohammadi et al 2011;Casas-Arce et al 2017). Our study contributes to this discussion by examining a feature of the setting (i.e., performance-contingent rewards) and highlighting that the presence or absence of that feature will change the effectiveness of feedback distribution.…”

Section: Introductionmentioning

confidence: 80%

“…Research indicates that more frequent feedback is often more cognitively demanding than less frequent feedback (Lam et al 2011). This research finds that in some cases feedback given more frequently improves productivity, however, in other cases providing less frequent feedback led to better performance outcomes (Casas-Arce et al 2017; Chhokar and Wallin 1984;Cook 1967;Lam et al 2011;Lurie and Swaminathan 2009;Mohammadi et al 2011). This was due in part to the complexity and cognitive demands of the task.…”

Section: Introductionmentioning

confidence: 96%

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The Impact of Feedback Distribution and Performance-Contingent Bonuses on Learning and Performance.

Lill¹

2020

Preprint

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This study investigates how the distribution of cognitive feedback interacts with bonus incentives in an environment with incomplete information. We experimentally examine how identical feedback influences performance when it is either provided evenly distributed throughout a task, or distributed early at the beginning of the task, and whether the effect is moderated by the presence of a performance-contingent bonus. We predict and find that evenly distributed feedback produces higher performance when there is no bonus. However, when a bonus is offered, identical feedback distributed early is more effective. Additional tests reveal that without a bonus, feedback distributed early leads to cognitive overload, and consequently lowers performance. However, when a bonus is provided, workers take a more active approach to learning and spend more time trying to understand the feedback, which leads to higher performance. This study adds to the growing body of accounting studies on the effects of feedback distribution on performance. Importantly it highlights that performance-contingent incentives can influence the effectiveness of feedback.

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Comparison of the effects of feedback frequency reduction procedures on capability of error detection & learning force production task

Cited by 2 publications

References 15 publications

I Don’t Want to Miss a Thing – Learning Dynamics and Effects of Feedback Type and Monetary Incentive in a Paired Associate Deterministic Learning Task

I Don’t Want to Miss a Thing – Learning Dynamics and Effects of Feedback Type and Monetary Incentive in a Paired Associate Deterministic Learning Task

The Impact of Feedback Distribution and Performance-Contingent Bonuses on Learning and Performance.

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