Some Effects of Feedback on Communication

Leavitt, Harold J.; Mueller, Ronald A. H.

doi:10.1177/001872675100400406

Cited by 112 publications

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“…Dans un article sur la communication pédagogique, Jean-Marie Van Den Maren (1978) écrit ce qui suit: À partir des travaux de Lewitt et Mueller (1951) on peut conclure que, plus la quantité d'informations en retour est importante, plus s'améliore l'exactitude de la communication avec, en corrélation, un accroissement de sentiment de confiance et de sécurité entre les partenaires (p. 50).…”

Section: L'inscription Des Bonnes Réponses Le Correcteur Inscrit Lesunclassified

Les fonctions informatives et les principaux facteurs des feed-back correctifs dans l’apprentissage scolaire

Provencher

2009

rse

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La première partie de cet article, établie à partir d’une recension de plusieurs recherches relatives aux feed-back correctifs (FBC), tente d’établir les fonctions de ces feed-back dans le processus enseignement-apprentissage. La seconde partie traite des facteurs des FBC, des facteurs internes, c’est-à-dire de la forme et de la richesse en information, puis des facteurs externes, c’est-à-dire du délai et du post-délai, du bénéficiaire, du mode de communication, des caractéristiques de l’auteur et de la tâche. L’article se termine par des réflexions relatives aux retombées pédagogiques suggérées par les recherches dans ce domaine.Based on a survey of research dealing with instructional feedback, this study establishes the role of feedback in the teaching-learning process. In the second part, the author describes feedback factors which include internal factors; that is, the form and the quality of the information and external factors; that is, the delay and post-delay, the recipient, the style of communication, and the characteristics of the author and of the task. The article ends with some reflections regarding pedagogical implications suggested by the research in this area.En la primera parte de este artículo, se parte de una crítica de varios estudios relativos a los feed-back correctivos (FBC); se trata de establecer las funciones de estos feedback en el proceso de ensénanza-aprendizaje. La segunda parte trata de los factores de los FBC, de los factores internos, o sea de la forma y de la riqueza en información, y luego de los factores externos, o sea, del retardo y del retardo "a posteriori" del beneficiario, del modo de comunicación, de las caracteristícas del autor y de la tarea. El artículo se termina con reflexiones relativas a las implicaciones pedagógicas sugeridas por los estudios en este sector.Der erste Teil dieses Artikels, der sich auf eine Durchsicht mehrerer Untersuchungen bezüglich des "Korrektiv-Feedback" (FBC) gründet, versucht die Funktion dieser Feedbacks im Prozess des Unterrichts (Lehren — Lernen) herauszufinden. Der zweite Teil behandelt sowohl interne Faktoren des FBC, wie Form und Vielfalt der Information, als auch externe Faktoren, wie die Verzögerung und deren Folgen, die Empfänger, die Art der Übermittlung und Besonderheiten des Urhebers und der Aufgabe. Der Artikel schliesst mit Betrachtungen über pädagogische Folgerungen, die man aus den Forschungen auf diesem Gebiet ziehen kann

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Section: L'inscription Des Bonnes Réponses Le Correcteur Inscrit Lesunclassified

Les fonctions informatives et les principaux facteurs des feed-back correctifs dans l’apprentissage scolaire

Provencher

2009

rse

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“…Accuracy of message transmission. Leavitt and Mueller, who tested communication effectiveness under varying feedback conditions, found that when no feedback was allowed, message transmission was significantly less accurate than when free feedback was allowed [29].…”

Section: Stage Frightmentioning

confidence: 99%

A Synthesis of Experimental Studies of Speech Communication Feedback

Gardiner

1971

Journal of Communication

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The purpose of this article is to provide a major summary and synthesis of experimental studies dealing with communication feedback. Two types of studies have been selected for review. First, all available studies which focus on communication receiver response and its effect on the communication source have been included, Second, the reviewer chose relevant studies from the areas of verbal conditioning, small group interaction, psychology of success and failure, and task performance. The article is divided into four major sections: ( a ) the resiilts of the feedback studies, ( b ) a brief methodological evaluation of the studies, ( c ) suggestions concerning future research, and ( d ) conclusions.Communication researchers in the past two decades have begun to place more emphasis on feedback as a variable in the communication process. Beginning with the Leavitt and Mueller study in 1951, there have been over 50 experimental investigations of the effects of receiver response on the attitudes and behavior of communication sources [28]. In the next four sections of this paper are the findings of these experimental studies, an evaluation of the methodologies used to reach these findings, a number of proposals for future research, and a number of conclusions regarding communication feedback. RESULTS O F FEEDBACK STUDIESPerformance of the Communication Source: Delivery 1. Fluency. Of the 12 studies dealing with fluency, eight report that feedback produced a significant effect on fluency. Vlandis found that nonfluencies significantly increased when punishment was introduced as a variable in the speaking situation [53]. Stolz

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“…Much of the literature on collaborative media has focused on synchronous communication, where geographically separated participants communicate in "real time" (Wainfan & Davis, 2004). As a synchronous communication method, face-toface handovers enable the incoming worker to ask questions and rephrase the material to be handed over, so as to expose differences in mental models (Grusenmeyer, 1995;Leavitt & Mueller, 1962;Lardner, 2000) Furthermore, face-to-face handovers enable gestures, eye contact, tones of voice, degrees of confidence, and other redundant and rich aspects of personal communication to be utilized in conveying possible different mental models (Hopkin, 1980;Knapp, 1995). Faceto-face handovers with written support have been shown to reduce errors in aviation maintenance compared to written handovers with verbal communication filtered through a supervisor (Eiff, Lopp, Nejely, & Vice, 2001).…”

Section: Introductionmentioning

confidence: 99%

Passing The Baton: An Experimental Study of Shift Handover

Parke

Hobbs

Kanki

2010

Proceedings of the Human Factors and Ergonomics Society Annual

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Shift handovers occur in many safety-critical environments, including aviation maintenance, medicine, air traffic control, and mission control for space shuttle and space station operations. Shift handovers are associated with increased risk of communication failures and human error. In dynamic industries, errors and accidents occur disproportionately after shift handover. Typical shift handovers involve transferring information from an outgoing shift to an incoming shift via written logs, or in some cases, face-to-face briefings. The current study explores the possibility of improving written communication with the support modalities of audio and video recordings, as well as face-to-face briefings. Fifty participants participated in an experimental task which mimicked some of the critical challenges involved in transferring information between shifts in industrial settings. All three support modalities-face-to-face, video, and audio recordings, reduced task errors significantly over written communication alone. The support modality most preferred by participants was face-to-face communication; the least preferred was written communication alone.

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Some Effects of Feedback on Communication

Cited by 112 publications

References 0 publications

Les fonctions informatives et les principaux facteurs des feed-back correctifs dans l’apprentissage scolaire

Les fonctions informatives et les principaux facteurs des feed-back correctifs dans l’apprentissage scolaire

A Synthesis of Experimental Studies of Speech Communication Feedback

Passing The Baton: An Experimental Study of Shift Handover

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