Browsing by Subject "Feedback (Psychology)"
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Item An examination of supervisor feedback-salesperson motivation relationship: the role of attributions and emotions(Texas Tech University, 1995-12) Kim, David Yoo-SunPerformance feedback, information about the effectiveness of one's work behavior, is a crucial element for individuals in work settings (Taylor, Fisher, and llgen 1984). The absence of supervisor feedback may provoke anxiety, cause individuals to pretend that they "know" how they are doing and/or result in attempts to glean feedback from indirect cues, such as a supervisor's mood. Supervisor feedback may have no impact on the employee at all; it may cause the employee to lash out angrily, or it may result in a response quite different from that desired by the supervisor (llgen et al. 1979). Providing appropriate feedback may have far-reaching effects on the sales organization. Proper feedback can be an effective tool for enhancing salesperson morale and motivation. Effective feedback may also help improve salesperson efficiency, determine promotions and pay increases, and identify weaknesses in sales training programs (Stanton and Buskirk 1983). Since maximizing salesforce productivity is a major responsibility of sales managers, the need for managers to continually motivate individual salespeople is apparent.Item Clients' perception of clinically relevant dimensions of specific and nonspecific personality feedback(Texas Tech University, 1983-05) Boyle, Thomas LNot availableItem The cognitive and affective repercussions of thought suppression following negative personal feedback(2006) Bates, Danielle Elaine; Rude, Stephanie SandraItem Communicating negative feedback in performance appraisal interviews: an experimental study(2004) Tumlin, Geoffrey Roger; Knapp, Mark L.Item Decision making in dynamic environments: the effects of instructions inducing an internal task representation, and of outcome feedback(Texas Tech University, 1985-12) Hurts, Carolus Marinus MariaHuman information processing in dynamic decision environments is relatively unexplored. These are environments where decisions are made continually and modified on the basis of feedback, as well as complicated by the occurrence of time lags. The present study formulates a general model of such decision making phrased in terms of Feedback, Filtering, Situation Assessment, Internal Model of the decision environment. Decision Planning, and Decision Implementation. The empirical part consisted of an experiment using a computerized management game which was played individually. Participants were expected to make nine sets of decisions over a series of nine decision rounds. Each set was fed into the simulation as a result of which a new, updated, decision environment was created for the participants. Independent variables were amount of instructions allowing the formation of an internal model of the decision environment (Extensive versus Normal Instructions), frequency of outcome feedback (every round versus every other round), and time-on-task (number of rounds played). Dependent variables were decision performance (measured by retained earnings), accuracy of the subjects' performance prediction, accuracy of the internal model (measured by a knowledge test), and the degree to which the eight decision variables were utilized (changed) by the subjects. Besides, several aspects of the subjects' query behavior were studied, including number of historic queries, number of redundant queries, and the number of query links corresponding to first-order Markov chains. It was hypothesized that with the more extensive instructions and with frequently presented outcome feedback subjects would show better decision performance, higher internal model accuracy, and higher prediction accuracy. Moreover, the number of historic queries was expected to decrease and the number of relevant queries and the number of first-order query links to increase under the same conditions. The same trends were predicted to take place over time. Finally, Extensive Instructions and Frequent Outcome Feedback were predicted to result in increased usage of the decision variables. Results showed that amount of instructions had a negative effect on performance and prediction accuracy (lower with Extensive Instructions), although the effect on prediction accuracy was nonsignificant. Internal model accuracy, on the other hand, was affected in the expected direction (higher accuracy with Extensive Instructions) by this independent variable. Frequency of outcome feedback had a negative effect on performance and prediction accuracy (lower with Frequent Outcome Feedback). For the performance data this effect was mainly due to subjects in the Infrequent Feedback group making higher earnings on rounds where outcome feedback was made available to them. On the alternate rounds there was no difference in earnings between the two Feedback groups. The effect of the feedback manipulations on internal model accuracy was nonsignificant. Of the query behavior measures the number of historic queries showed expected effects of both amount of instructions and frequency of outcome feedback. The effects on the other query behavior measures showed an inconsistent pattern. The extent to which the decision variables were used changed in the expected direction as a result of Extensive Instructions and Frequent Outcome Feedback, but only significantly so for two and one decision variables, respectively. Finally, learning effects were observed only for performance and prediction accuracy. The experimental design model of this study utilized four covariates to correct for experimental groups having different means on these covariates and to correct for correlations between these covariates and the dependent variables. These correlations were quite large, boosting the overall model R-squared value in some cases even as high as 0.60. This finding was taken as a sign of the importance of individual differences, i.e., background variables such as experience and age, in explanations of decision performance and behavior. An in-depth analysis of these individual differences also showed how background variables moderated the effects that were of primary interest to this study, namely, those of amount of instructions and frequency of outcome feedback. The discussion focused on the phenomena of cognitive overload and the stability of people's internal models (even if they are in error) as an explanation for some of the paradoxical findings of this study. The results were also discussed in relation to methodological problems that probably were inherent to this study and in relation to their implications for decision support and future research.Item Implications of electromyographic feedback for essential hypertensive patients.(Texas Tech University, 1975-05) Fray, John MichaelThe general purpose of the present study was to investigate hypothesized therapeutic aspects of biofeedback relaxation techniques in controlling diastolic blood pressure. There have been reports from the Far East for several hundred years of yogis who have been able to control bodily functions normally not under the control of the autonomic nervous system, such as heartbeat, body temperature, and amount of oxygen taken in. These early reports indicated the possibility of gaining voluntary control over internal bodily functions (Kamiya, Barber, DiCara, Miller, Shapiro, & Stoyva, 1971). However, these reports did not suggest techniques by which voluntary control could be taught to a sample of selected individuals. To be widely applied, some feasible techniques had to be developed for the control of internal bodily functions (Kamiya et al., 1971).Item Investigation of feedback on student performance(2005) Walker, Deborah Rush; Lagowski, J. J.Item Modification of ability beliefs and help-seeking behavior in response to verifying and non-self-verifying performance feedback(2002-08) Thorsheim, Thomas Eric, 1971-; Wicker, FrankItem Reciprocal effects of acceptance of personality feedback and computer attitudes(Texas Tech University, 1987-05) Martin, Max RNot availableItem Social skills training of retarded students: the effectiveness of various feedback procedures(Texas Tech University, 1980-05) Irons, Thomas R.The purpose of this study was to investigate the effectiveness of different feedback procedures used in training mentally retarded persons. A filmed model task analysis presentation was utilized. The specific social skill investigated was that of introducing oneself to an unfamiliar person. The feedback procedures investigated were silence, social approval, and non-specific. This type of investigation should have value for researchers, educators, and practitioners in designing and implementing social skills training programs since it would provide data concerning essential components of training.Item Students' perception of the clinically relevant dimensions of actual, trivial, and inaccurate personality feedback(Texas Tech University, 1980-12) Harris, Mitchell EdwardNot availableItem The effect of different contents of intertrial feedback on the development of learned helplessness and the perception of control(Texas Tech University, 1981-08) Schoen, MarcThe purpose of the present investigation was to examine the effect that two variables, the content of intertrial feedback and uncontrollable negative outcomes, would have on subjects perceptions of control and ttieir subsequent learned helplessness. Until this study, the content of intertrial feedback had never been examined in terms of how it affected subjects' perceptions of control in an experiment. This study was based on Seligman's (1975) Learned Helplessness Model of Depression, whereby learned helplessness results from a lack of control over aversive or negative events in one's environment. In order to create a situation in which subjects perceived that they had no control, they were exposed to problem solving tasks which they could not solve. It was hypothesized that subjects who experienced low content percentages (being told that they failed most steps of the problem) would experience learned helplessness, while subjects who experienced high content percentages (being told that they succeeded on most steps of the problem) would not experience helplessness. Secondly, it was hypothesized that subjects who were told that they failed a problem (an uncontrollable negative outcome) would experience helplessness, whereas subjects who were told that they succeeded on a problem would not experience helplessness. The results of the investigation revealed that the content of intertrial feedback did not have a significant impact on creating learned helplessness in subjects. In addition, it was found that neither contingent nor noncontingent intertribal feedback produced learned helplessness in subjects. The only variable found to influence learned helplessness was whether the subject was told that he/she had failed on the problem. When subjects were told that they succeeded on the problem, a facilitation effect was observed.Item The modification of attending behavior of children with attentional deficits and restlessness and children with restlessness alone(Texas Tech University, 1977-05) Sherman, Charles FrederickNot available