The influence of force feedback and visual feedback in grasping tissue laparoscopicaUy

Background: Due to the limited force feedback provided by laparoscopic instruments, surgeons may have difficulty in applying the appropriate force on the tissue. The aim of this study was to determine the influence of force feedback and visual feedback on the exerted pinch force. Methods: A grasper with a force sensor in the jaws was developed. Subjects with and without laparoscopic experience grasped and pulled pig bowel with a force of 5 N. The applied pinch force was measured during tasks of 1-s and 1-min duration. Visual feedback was provided in half the measurements. Force feedback was adjusted by changing the mechanical efficiency of the forceps from 30% to 90%. Results: The mean pinch force applied was 6.8 N (± 0.5), whereas the force to prevent slippage was 3.0 N ( ± 0.4). Improving the mechanical efficiency had no effect on the pinch force for the 1-s measurements. The amount of excessive pinch force when holding tissue for 1 min was lower at 30% mechanical efficiency compared with 90% (105% vs 131 %, p = 0.04). The tissue slipped more often when the subject had no visual feedback (2% vs 8%, p = 0.02). Conclusion: Force feedback and visual feedbacK playa more limited role than expected in the task of grasping tissue with laparoscopic forceps.     

The influence of competences and support on school performance feedback use

Information‐rich environments are created to promote data use in schools for the purpose of self‐evaluation and quality assurance. However, providing feedback does not guarantee that schools will actually put it to use. One of the main stumbling blocks relates to the interpretation and diagnosis of the information. This study examines the relationship between data literacy competences, support given in interpreting the information, actual use of the feedback and potential school improvement effect. A randomised field experiment with 188 school principals from primary education was set up and a post‐test was used to investigate the effects of a support initiative. The results revealed that a minority of schools invested significantly in the interpretation and diagnosis of the school performance feedback (SPF), despite the fact that most of the respondents showed an interest in the SPF report. In addition, data competence support and the subsequent use of feedback were found to be limited.     

The influence of market force culture on British and German academics

Higher education (HE) in Germany and the United Kingdom is being continually subjected to the discipline of market forces. An empirical study was conducted using questionnaires with academic staff in 12 institutions in each country to discover the extent to which their values and attitudes were converging and were in keeping with what might be expected within a marketized system. Academics in both countries felt that HE was seriously under‐resourced, yet they were not strongly in favour of increased executive power for their leaders; they believed that the good functioning of their higher education institution (HEI) was impeded by excessive state‐sponsored interference, but did not agree that their HEIs should act more commercially and entrepreneurially. The British especially were opposed to greater privatization of the system. Attitudes in keeping with a market force philosophy seem to be superficially embedded in the value system of these academics, and though the British were more stressed, more hard‐worked and suffered from a status‐deficit in comparison with the Germans, there was no statistical difference between the two groups on a summative judgement of professional satisfaction. There appears to be an underlying professional ethos that enables the academics to remain positive despite the turbulence that market forces may cause, though their dedication may also make them vulnerable to exploitation.     

The influence of imaging capacity on visual art skills

Imaging is a component of fundamental cognitive processes employed in a variety of cognitive activities. In particular, imaging is of special relevance to artistic skills. As part of our research on the relationships between mental images and the plastic arts, the influence of the imaging capacity in the visual art skills was investigated. Seventy-two fine arts students were administered the Vividness Of Visual Imagery Test and performed tasks testing spatial skill, spatial manipulation skill, and visual memory. Imaging capacity was associated with all three-task scores. We also found that women were more proficient in spatial tasks and spatial manipulation tasks than men. These results lead us to consider future studies with other tests of imaging capacity, with the aim of confirming and generalizing the relation between mental imagery and artistic skills. If the ability to create mental images is connected to artistic skill one would have to take this into account in the teaching of art and in designing programmes for mental image training.     

The influence of semantic neighbours on visual word recognition

Although it is assumed that semantics is a critical component of visual word recognition, there is still much that we do not understand. One recent way of studying semantic processing has been in terms of semantic neighbourhood (SN) density, and this research has shown that semantic neighbours facilitate lexical decisions. However, it is not clear if this facilitation reflects actual word recognition processes or is instead due to participant strategies used during the lexical decision task. To address this, the current research used college students as participants and tested the effect of SN density using the semantic categorisation and progressive demasking tasks. Both of these tasks require word identification and are not susceptible to the participant strategies that are seen when using the lexical decision task. The results show that SN facilitates responding in both tasks, indicating that SN effects are not due to task‐specific strategies.     

高校教师人格力量对大学生成长的影响

高校是培养现代化合格接班人和建设的地方。高校教师的人格力量对学生的成长有着不可忽视的作用，高校教师要注意塑造自己高尚的人格，发挥人格力量的独特魅力去影响学生。     

The use of visual feedback during signing: evidence from signers with impaired vision

The role of visual feedback during the production of American Sign Language was investigated by comparing the size of signing space during conversations and narrative monologues for normally sighted signers, signers with tunnel vision due to Usher syndrome, and functionally blind signers. The interlocutor for all groups was a normally sighted deaf person. Signers with tunnel vision produced a greater proportion of signs near the face than blind and normally sighted signers, who did not differ from each other. Both groups of visually impaired signers produced signs within a smaller signing space for conversations than for monologues, but we hypothesize that they did so for different reasons. Signers with tunnel vision may align their signing space with that of their interlocutor. In contrast, blind signers may enhance proprioceptive feedback by producing signs within an enlarged signing space for monologues, which do not require switching between tactile and visual signing. Overall, we hypothesize that signers use visual feedback to phonetically calibrate the dimensions of signing space, rather than to monitor language output.     

Developmental changes in the allocation of semantic feedback during visual word recognition

The present study used a mediated priming paradigm to examine whether developmental differences exist in the integration of semantic information with orthographic and phonological information during visual word recognition. In Experiment 1, we found that the integration of semantics with phonology and orthography differed among third‐grade, sixth‐grade and college students: orthographically based mediated inhibition effects were found in third‐grade children, whereas phonologically based mediated inhibition effects were found in sixth‐grade children and college students. A second experiment was performed with adults to test the hypothesis that the orthographically based mediated inhibition effect observed with young children was due to deficits in orthographic processing. When stimulus quality was manipulated within the mediated priming paradigm, orthographically based mediated inhibition effects were found when targets were dim, whereas phonologically based mediated inhibition effects were found when targets were bright. Taken together, these results suggest that the allocation of activation during reading may depend on the processing demands of the word recognition system.     

The influence of visual cognitive style when learning from instructional animations and static pictures

In a 2 × 2 design, we examined the role of visual cognitive style in two multimedia-based learning environments (text plus static pictures/animations). A statistically significant interaction was obtained for deeper comprehension: Highly developed visualizers (HDV) who learned with static pictures performed better than HDV who learned with animations, and less developed visualizers (LDV) performed the same with static pictures or animations.For factual knowledge, there was a main effect in favor of HDV. Subsequent tests revealed that HDV outperformed LDV only when learning from static pictures, but not when studying animations. There were no overall differences between animations and static pictures. The assumption is made that HDV benefit from their cognitive style when they have to construct a mental animation from static pictures.Concluding, we did not find any rationale for converting static pictures to animations — HDV learned better with static pictures, while for LDV, it made no difference.     

The influence of three approaches to feedback on L2 writing task improvement and subsequent learning

This research examined the effects of using rubrics, exemplars, and self-assessment as forms of feedback in an L2 writing development course in English with Chinese speakers. The sample consisted of 114 L2 students at a university in Macau. Participants were randomly assigned to treatment groups and provided feedback on an English writing task using either rubrics, exemplars, self-assessment, or a control condition. The efficacy of these treatments was examined for both performance (on the writing task at hand) and learning (as demonstrated by performance on a new, similar writing task). Results indicate that rubrics and exemplars were effective as compared to the control condition, but the self-assessment approach was not.     

科里奥利力对射击准确度的影响

本文以步枪射击测试为对象,在忽略侧风和空气阻力等其他因素情况下,建立了子弹运动方程并完成了特定距离的偏差数值计算,单独将科里奥利力影响与重力影响作对比,证实了在近距离射击中(600米以内)科氏力对准确度的影响微小,可以忽略不计,只在远距离射击中才会产生比较大的偏差。     

一个基于主手的力觉再现和反馈的机器人仿真系统

介绍了基于5自由度力觉再现装置的虚拟力觉仿真系统的实现方法．此系统中，操作通过主手控制虚拟环境中的从手与虚拟物体相作用，虚拟环境中的接触情况如碰撞响应、形变在图形界面仿真，虚拟力通过主手装置表达．该研究有利于提高遥操作机器人的性能和增强操作的沉浸感．     

学习瑞吉欧重在把握其教育理念--瑞吉欧方案教学的教育精髓

意大利瑞吉欧·艾米利亚的方案教学是近几年来我国幼儿教育界讨论的焦点与热点。然而，瑞吉欧教育经验本身不是一种理论，它是一种结合了意大利的文化传统，并将杜威、克伯屈、皮亚杰、维果茨基的理论运用于幼教实践的一种典型。其教育经验的一大特色就是方案教学。然而，方案教学只是其众多课程与教学方法中的一部分和方法之一而已。除此之外，还有游戏、分组、角落的个别活动等等方式。因此，如果将瑞吉欧的教育经验等同于一般意义上的方案教学就是对瑞吉欧教育经验的误解。当前，在我国的幼教实践中，学习、探索、研究的风气非常浓。然而…     

论科学认识中的反馈问题

仅仅把科学认识过程看作负反馈过程是不够的,正反馈对科学认识的发展也有着不可忽视的作用.该文对有关科学认识中的反馈问题进行了较为全面的讨论,提出了科学认识中的跃迁模型和多级反馈过程.     

Training metacognition in the classroom: the influence of incentives and feedback on exam predictions

In two semester-long studies, we examined whether college students could improve their ability to accurately predict their own exam performance across multiple exams. We tested whether providing concrete feedback and incentives (i.e., extra credit) for accuracy would improve predictions by improving students’ metacognition, or awareness of their own knowledge. Students’ predictions were almost always higher than the grade they earned and this was particularly true for low-performing students. Experiment 1 demonstrated that providing incentives but minimal feedback failed to show improvement in students’ metacognition or performance. However, Experiment 2 showed that when feedback was made more concrete, metacognition improved for low performing students although exam scores did not improve across exams, suggesting that feedback and incentives influenced metacognitive monitoring but not control.     

英语写作教学中教师反馈与同伴反馈的对比研究

作为教师反馈的补充,同伴反馈越来越多地被运用到大学英语写作教学中。不过,关于同伴反馈的效果,实证研究的结果却不一致。本研究以高职生为研究对象,采用文本分析的方法,从反馈合理性的角度,对同伴反馈和教师反馈进行比较,探索高职英语教学中同伴反馈对教师反馈的补充作用。     

离体器官静息张力检测装置的优化设计与应用

在离体器官实验中，标本悬挂、静息张力调节是实验成功的关键，为此，我们首创并研制了离体器官实验的关键设备——离体器官静息张力检测装置。该文介绍了该装置的构造、技术原理以及在教学、科研中的具体应用。该装置操作简便，能灵敏、准确的调节离体器官标本的静息张力，可更客观、更准确地反映各种理化及药物因素对离体器官平滑肌的影响。     

教师反馈与同伴反馈对大学英语写作的影响探究

在大学英语教学过程当中,英语写作开始受到越来越多的学生以及教师的高度重视,然而,如果想要顺利的写出一篇语言流利且连贯的英语文章,对于绝大多数的学生来说是相当困难的,再加上学生的英语写作水平普遍较低,因此,学生很难准确对英语写作加以掌握。本文结合我国大学英语写作教学的现状,通过实验,深入的探究了大学生英语写作当中的教师反馈和同伴反馈的影响,希望能够有助于促进大学生英语写作水平的提高。     

The mythology of feedback

Much of the general education and discipline-specific literature on feedback suggests that it is a central and important element of student learning. This paper examines feedback from a social process perspective and suggests that feedback is best understood through an analysis of the interactions between academics and students. The paper argues that these two groups will have their own mythology of feedback and that this will inform their beliefs, attitudes and behaviours in the feedback process. Where there are different mythologies, the outcome will be dissonance. The paper reports on a study in which a 15-item questionnaire was distributed to academics and students in a School of Law and a School of Management. Responses were received from 91 academics and 1197 students. The data suggests that academics and students have different perceptions of feedback and this creates dissonance as the two groups offer different interpretations of the same feedback events.     

The development of student feedback literacy: the influences of teacher feedback on peer feedback

Abstract

Although the concept of student feedback literacy has drawn increasing attention in higher education, empirical research on this matter is still in its infancy. In the area of peer feedback, little research has investigated the role of teacher follow-up feedback on peer feedback in the development of student feedback literacy. To address the research gap, a multiple-case study of three Chinese master’s students enrolled in an academic writing course was conducted, drawing on the students’ drafts with peer feedback, teacher written feedback on that peer feedback, semi-structured interviews, retrospective verbal reports, observation field notes and class documents. Three students’ epistemological and practical knowledge about, attitudes towards, and self-efficacy beliefs in peer feedback were found to improve at different paces and to different degrees. However, considerable individual variations were observed with two high-achieving, highly motivated participants becoming more feedback-literate than their under-achieving, minimally motivated peer. Teacher feedback on peer feedback was found to have distinct impacts on individual students, depending on learner factors including language ability, beliefs and motivation. These findings suggest that teacher feedback on peer feedback, if consistently provided and compatible with learner factors, can scaffold both cognitive and social-affective aspects of student feedback literacy.