Feedback modalities as a consideration in biofeedback applications

Abstract

Effects associated with specific feedback modalities are neither clear nor well explored. The present paper provides an overview of feedback modalities typically used for the presentation of information from major physiological systems. Some consideration of feedback modality in relation to theory is provided with a discussion of trends in past applications.The central goal of this paper is to examine current practice concerning types of feedback being employed and, in particular, the sensory modes used in relation to different physiological systems. Early experimentation on motor-skills learning contributed principles basic to the development of the feedback concept and implementation of modalities. In the classic study by Trowbridge and Cason (1932), two clear distinctions among types of feedback were made and confirmed as important. One is the distinction between qualitative and quantitative feedback. In the former, the learner is informed merely that he is right or wrong; in the latter case, he is informed that he is over or under his goal by a certain amount. The second distinction is between relevant and irrelevant (or false) feedback. The Trowbridge and Cason study showed learning with quantitative feedback to be superior, whereas irrelevant feedback resulted in worse performance than the nofeedback condition.Those principles from skill learning have been updated (e.g., Adams, 1968) and used as a conceptual background for work in biofeedback (e.g., analog vs. binary feedback; see Lang & Twentyman, 1974). The general issue of concern is when and under what circumstances the amount of feedback (in informational terms) influences the amount of behavior change. Another distinction discussed by Lang and Twentyman was that between organ feedback and performance feedback. ThisRequests for reprints should be sent to