Believing Does Not Equal Remembering: The Effects of Social Feedback and Objective False Evidence on Belief in Occurrence, Belief in Accuracy, and Recollection

We examined the impact of social feedback and objective false evidence on belief in occurrence, belief in accuracy, and recollection of an autobiographical experience. Participants viewed six virtual scenes (e.g., park) and were tested on their belief/recollection. After 1-week, participants were randomly assigned to four groups. One group received social feedback that one scene was not experienced. A second group received objective false evidence that one of the scenes was not shown. A third group received both social feedback and objective false evidence and the control group did not receive any manipulation. Belief in occurrence dropped considerably in the social feedback group and in the combined group. Also, nonbelieved memories were most likely to occur in participants receiving both social feedback and objective false evidence. We show that social feedback and objective false evidence undermine belief in occurrence, but that they leave belief in accuracy and recollection unaffected

Teachers Social Feedback on Test Performance of Primary School Pupils

This study investigated the effect of teachers’ social feedback on test performance of pupils. The study adopted the between-subject experimental design. Social feedback perception scale (SFPS) was designed and employed to measure the effect of teacher’s social feedback on the participants. Participants age ranges between 7 and 10 years (average age = 8.17 years). There were eight male and ten female pupils randomly selected from a private primary school in Ota, Ogun State. The odd-even number separation method was employed to place the participants into either the experimental or control groups. Two hypotheses were formulated for the study. The study found a significant effect of teachers social feedback on students’ perception (U = 33.500, N1 = 9, N2 = 9, p< 0.05, one-tailed) and a significant difference in perception of teachers social feedback among pupils based on gender (U = 27.571, N1 = 8, N2 = 10, p< 0.05, one-tailed). Both hypotheses were accepted. Consequent upon these findings, teachers are encouraged to use social feedback as it has a positive effect on pupil’s test performanc

The Effect of Haptic Feedback on Basic Social. Interaction within Shared Virtual Environments

This paper describes an experiment that studies the effect of basic haptic feedback in creating a sense of social interaction within a shared virtual environment (SVE). Although there have been a number of studies investigating the effect of haptic feedback on collaborative task performance, they do not address the effect it has in inducing social presence. The purpose of this experiment is to show that haptic feedback enhances the sense of social presence within a mediated environment. An experiment was carried out using a shared desktop based virtual environment where 20 remotely located couples who did not know one another had to solve a puzzle together. In 10 groups they had shared haptic communication through their hands, and in another group they did not. Hence the haptic feedback was not used for completing the task itself, but rather as a means of social interacting – communicating with the other participant. The results suggest that basic haptic feedback increases the sense of social presence within the shared VE

Computational Models of Tutor Feedback in Language Acquisition

This paper investigates the role of tutor feedback in language learning using computational models. We compare two dominant paradigms in language learning: interactive learning and cross-situational learning - which differ primarily in the role of social feedback such as gaze or pointing. We analyze the relationship between these two paradigms and propose a new mixed paradigm that combines the two paradigms and allows to test algorithms in experiments that combine no feedback and social feedback. To deal with mixed feedback experiments, we develop new algorithms and show how they perform with respect to traditional knn and prototype approaches.Comment: 6 pages, 8 figures, Seventh Joint IEEE International Conference on Development and Learning and on Epigenetic Robotic

Opinion Polarization by Learning from Social Feedback

We explore a new mechanism to explain polarization phenomena in opinion dynamics in which agents evaluate alternative views on the basis of the social feedback obtained on expressing them. High support of the favored opinion in the social environment, is treated as a positive feedback which reinforces the value associated to this opinion. In connected networks of sufficiently high modularity, different groups of agents can form strong convictions of competing opinions. Linking the social feedback process to standard equilibrium concepts we analytically characterize sufficient conditions for the stability of bi-polarization. While previous models have emphasized the polarization effects of deliberative argument-based communication, our model highlights an affective experience-based route to polarization, without assumptions about negative influence or bounded confidence.Comment: Presented at the Social Simulation Conference (Dublin 2017

Discussion quality diffuses in the digital public square

Studies of online social influence have demonstrated that friends have important effects on many types of behavior in a wide variety of settings. However, we know much less about how influence works among relative strangers in digital public squares, despite important conversations happening in such spaces. We present the results of a study on large public Facebook pages where we randomly used two different methods--most recent and social feedback--to order comments on posts. We find that the social feedback condition results in higher quality viewed comments and response comments. After measuring the average quality of comments written by users before the study, we find that social feedback has a positive effect on response quality for both low and high quality commenters. We draw on a theoretical framework of social norms to explain this empirical result. In order to examine the influence mechanism further, we measure the similarity between comments viewed and written during the study, finding that similarity increases for the highest quality contributors under the social feedback condition. This suggests that, in addition to norms, some individuals may respond with increased relevance to high-quality comments.Comment: 10 pages, 6 figures, 2 table

Mathematical Model of Vaccine Noncompliance

Vaccine scares can prevent individuals from complying with a vaccination program. When compliance is high, the critical vaccination proportion is close to being met, and herd immunity occurs, bringing the disease incidence to extremely low levels. Thus, the risk to vaccinate may seem greater than the risk of contracting the disease, inciting vaccine noncompliance. A previous behavior-incidence ordinary differential equation model shows both social learning and feedback contributing to changes in vaccinating behavior, where social learning is the perceived risk of vaccinating and feedback repre- sents new cases of the disease. In our study, we compared several candidate models to more simply illustrate both vaccination coverage and incidence through social learn- ing and feedback. The behavior model uses logistic growth and exponential decay to describe the social learning aspect as well as different functional forms of the disease prevalence to represent feedback. Each candidate model was tested by fitting it to data from the pertussis vaccine scare in England and Wales in the 1970s. Our most parsimonious model shows a superior fit to the vaccine coverage curve during the scare

Teachers' classroom feedback: still trying to get it right

This article examines feedback traditionally given by teachers in schools. Such feedback tends to focus on children's acquisition and retrieval of externally prescribed knowledge which is then assessed against mandated tests. It suggests that, from a sociocultural learning perspective, feedback directed towards such objectives may limit children's social development. In this article, I draw on observation and interview data gathered from a group of 27 9- to 10-year olds in a UK primary school. These data illustrate the children's perceived need to conform to, rather than negotiate, the teacher's feedback comments. They highlight the children's sense that the teacher's feedback relates to school learning but not to their own interests. The article also includes alternative examples of feedback which draw on children's own inquiries and which relate to the social contexts within which, and for whom, they act. It concludes by suggesting that instead of looking for the right answer to the question of what makes teachers' feedback effective in our current classrooms, a more productive question might be how a negotiation can be opened up among teachers and learners themselves, about how teachers' feedback could support children's learning most appropriately

Rank expectations, feedback and social hierarchies

We develop and test experimentally a theoretical model of the role of self-esteem, generated by private feedback regarding relative performance, on the behavior of agents working on an effort provision task for a flat wage. Agents work harder and expect to rank better when they are told they may learn their ranking, relative to cases when they are told feedback will not be provided. Individuals who learn that they have ranked better than expected decrease their output but expect an even better rank in the future, while those who were told they ranked worse than expected increase their output and at the same time lower their rank expectations going forward. These effects are stronger in earlier rounds of the task, while subjects learn how they compare to their peers. This rank hierarchy is established early on, and remains relatively stable afterwards. Private relative rank information helps create a ratcheting effect in the group's average output, which is mainly due to the fight for dominance at the top of the hierarchy. Hence, in environments where monetary incentives are weak, moral hazard may be mitigated by providing feedback to agents regarding their relative performance, and by optimally choosing the reference peer group.rankings, incentives, feedback, moral hazard, intrinsic motivation, ego utility, self-esteem