• Journal of the Korean Society of Safety
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• v.33 no.4
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• pp.72-77
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• 2018

There are various approaches to prevent industrial accidents, of which the focus on human factors is behavior based safety(BBS). The BBS provides positive feedback on safety behavior and corrective feedback on unsafe behavior. Determining the feedback ratio of positive and correct feedback is an important issue in BBS. The purpose of this study was to examine the effects of positive and corrective feedback ratio on safety performance and feedback acceptance. The participants of this study were sixty undergraduate and graduate students at C University in Seoul, Korea. Participants were asked to work on a simulated welding task. The independent variable of was different positive vs. corrective feedback ratio (1:1 and 1:4). The dependent variables were the amount and the number of correctly completed work tasks, compliance rate of safety behavior, and feedback acceptance. The experimental design of this study was 2 x 2 mixed design. The results showed that feedback, regardless of the ratio, increased both correctly completed work tasks and the compliance rate of safety behavior, while 1:1 positive vs. corrective feedback ratio was more effective than 1:4 ratio. In addition, 1:1 ratio produced higher level of feedback acceptance compared to 1:4 ratio.

• Korean Journal of Cognitive Science
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• v.28 no.3
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• pp.173-191
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• 2017

The theories of cultural evolution hold subtly or clearly different stances about definition of culture, pattern of cultural evolution, biases that affect cultural evolution, and relationship between culture and organism. However, the cultural evolution theories have a common problem to solve: As the evolutionary theory of life tries to explain the early steps and the origin of life, the cultural evolution theories also must explain the early steps of the cultural evolution and the role of the human capability that makes cultural evolution possible. Therefore, explanations of the human's unique traits including the cultural ability are related to determine which one is the most plausible among many cultural evolution theories. Theories that tried to explain human uniqueness commonly depict the coevolution of gene (organism) and culture. We will explicitly call the niche construction theory and the dual inheritance theory the 'gene-culture co-evolutionary theory'. In these theories, the most important concept is the 'concept of positive feedback'. In this paper, we distinguish between core positive feedback and marginal positive feedback, according to whether the trait that the concept of positive feedback explains is the trait of human uniqueness. Both types of positive feedback effectively explain the generality of human uniqueness and the diversity of human traits driven by cultural groups. However, this positive feedback requires an end, in contrast to negative feedback which can be continued in order to maintain homeostasis. We argue that the co-evolutionary process in the gene-culture co-evolutionary theories include only the positive feedback, not covering the cultural evolution after the positive feedback. This thesis strives to define the coevolution concept more comprehensively by suggesting the potential relationships between gene and culture after the positive feedback.

• Journal of Korean society of Dental Hygiene
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• v.21 no.4
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• pp.481-489
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• 2021

Objectives: This study was conducted to understand the effect of learners' self-determination on class participation, focusing on the feedback type of educators. Methods: A survey was conducted from May 1 to May 31 2021 on dental hygiene students, and a total of 151 valid responses were analyzed. The questionnaire consisted of general characteristics, self-determination, class participation, and educator's feedback type. The analysis method used correlation analysis and hierarchical regression analysis. Results: In relation to self-determination, class participation, and feedback type of educators, self-determination was positive feedback (r=0.338, p<0.01), class participation was corrective feedback (r=0.418, p<0.01), and positive feedback was correction (r=0.742, p<0.01). As a result of the mediating effect of the educator's feedback type in the relationship between self-determination and class participation, it was found to be significant by partially mediating positive and corrective feedback. Conclusions: It was found that the right to self-determination influences class participation based on positive feedback and corrective feedback of educators. It relates to efforts to strengthen learners' self-determination and provide appropriate types of feedback from educators.

• Transactions of the Korean Society for Noise and Vibration Engineering
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• v.15 no.8 s.101
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• pp.954-961
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• 2005

This paper is concerned with the implementation of auto-tuning positive position feedback controller using a digital signal processor and microcontroller. The main advantage of the positive position feedback controller is that it can control a natural mode of interest by tuning the filter frequency of the positive position feedback controller to the natural frequency of the target mode. However, the positive position feedback controller loses its advantage when mistuned. In this paper, the fast fourier transform algorithm is implemented on the microcontroller whereas the positive position feedback controller is implemented on the digital signal processor. After calculating the frequency which affects the vibrations of structure most, the result is transferred to the digital signal processor. The digital signal processor updates the information on the frequency to be controlled so that it can cope with both internal and external changes. The proposed scheme was installed and tested using a beam equipped with piezoceramic sensor and actuator. The experimental results show that the auto-tuning positive position feedback controller proposed in this paper can suppress vibrations even when the target structure undergoes structural change thus validating the approach.

• Proceedings of the Korean Society for Noise and Vibration Engineering Conference
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• 2005.05a
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• pp.498-503
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• 2005

This paper is concerned with the implementation of adaptive positive position feedback controller using a digital signal processor and microcontroller The main advantage of the positive position feedback controller is that it can control a natural mode of interest by tuning the filter frequency of the positive position feedback controller to the natural frequency of the target mode. However, the positive position feedback controller loses its advantage when mistuned. In this paper, the fast fourier transform algorithm is implemented on the microcontroller whereas the positive position feedback controller is implemented on the digital signal processor. After calculating the frequency which affects the vibrations of structure most the result is transferred to the digital signal processor. The digital signal processor updates the information on the frequency to be controlled so that it can cope with both internal and external changes. The proposed scheme was installed and tested using a beam equipped with piezoceramic sensor and actuator. The experimental results show that the adaptive positive position feedback controller proposed in this paper can suppress vibrations even when the target structure undergoes structural change thus validating the approach.

• Proceedings of the Korean Society for Noise and Vibration Engineering Conference
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• 2005.11a
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• pp.310-313
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• 2005

This paper is concerned with the active vibration control of beam equipped with piezoceramic sensors and actuators. The single-input and single-output positive position feedback controller is considered as an active vibration controller for the beam. The proposed single-input and single-output positive position feedback controller can cope with many modes of interest by summing each positive position feedback controller designed for each mode. In this paper, theoretical formulation is first explained in detail. We discuss how to design the single-input and single-output positive position feedback controller for a target structure by considering Euler-Bemoulli beam. It is found that the theories developed in this study are capable of predicting the control system characteristics and its performance.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.25 no.2
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• pp.146-154
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• 2018

Purpose: In this study, effects of positive, negative, and mixed verbal feedback were examined for accuracy of self-assessment, emotional responses, self-efficacy, and perceived quality of feedback in skill performance assessment. Methods: Participants were a convenience sample of 104 second-year nursing students who had completed their fundamentals of nursing class. Participants were assigned randomly to a positive, a negative or a mixed feedback group. All participants completed the performance measure and then received the assigned the type of feedback from an evaluator. After delivery of feedback, they assessed their own performance using the same sheet as the evaluator and completed the survey for emotional response, self-efficacy for learning, and quality of feedback. Results: There were no significant differences in accuracy of self-assessment and perceived quality of feedback among the three groups ($x^2=4.74$, p=.094; $x^2=3.30$, p=.192, respectively). The negative feedback group had significantly lower self-efficacy and positive emotions and more negative emotions than the other two groups (F=9.43, p=.009; $x^2=16.29$, p<.001; $x^2=5.69$, p=.005, respectively). Conclusion: Negative feedback can affect emotions and motivations for learning in nursing students and may interfere with the effectiveness of feedback, so instructors should pay more attention when providing negative feedback. Mixed feedback with an effect similar to positive feedback could be an alternative.

• The Journal of the Korea Contents Association
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• v.20 no.10
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• pp.593-614
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• 2020

The purpose of this study is to find out how positive feedback affects job satisfaction and empirically validate, in the process, the mediation effect of intrinsic motivation and the moderating effect of LMX. For this study, data was gathered on 345 out of total 396 members of domestic organizations in various industries, on whom we conducted a survey, and we reviewed the validity of our survey by means of confirmatory factor analysis, performed based on SPSS 25.0 AMOS 25.0, and confirmed correlations, and mediating and moderating roles existing among variables using Process Macro 3.0. As a result, it was verified that organizational members' positive feedback positively affects their intrinsic motivation and job satisfaction. In this study, it is validated that organizational member's intrinsic motivation has a positive influence on job satisfaction and positive mediation effect exists between them. Also, LMX has a positive moderating role for positive feedback and intrinsic motivation, and organizational member's intrinsic motivation revealed that it has a LMX-moderated positive mediation effect on positive feedback and job satisfaction. The implications of these findings are first, positive feedback, an issue these days in corporate organizations, produces intrinsic motivation of organization members and raises their job satisfaction. Furthermore, organizational members' intrinsic motivation is triggered by their leader's positive feedback when they are more in a good relationship. Lastly, given that job satisfaction of organizational members matters for organizational performance and human resource development, we can get a practical implication that we should nurture the capabilities of a leader through various education methods as we must provide an adequate positive feedback as one of the multiple ways that help improving the job satisfaction of organizational members.

• Journal of the Korean Society of Safety
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• v.34 no.3
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• pp.75-82
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• 2019

The purpose of this study was to evaluate the effectiveness of a vibration feedback system in improving two safe seating postures of office workers. In addition, the relative effectiveness of positive and negative feedback procedures was examined. Participants were four office workers. The dependent variables were the percentages of time participants spent in the safe sitting postures including shoulder, back, and overall body positions during the experimental sessions. A multiple-baseline design counterbalanced across participants was adopted. For two participants, the negative procedure was introduced first after baseline and positive procedure was introduced in the next phase. For the other two participants, the sequence of introducing the positive and negative feedback procedures was reversed. The result showed that the vibration feedback system, regardless of the type of the procedure, was effective in improving the safe sitting postures for all participants. However, the difference between the two procedures was not clearly shown. The benefits of the automated observation and vibration feedback system in workers' safety were discussed.

• Iberoamérica
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• v.23 no.2
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• pp.135-178
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• 2021

A teacher's talk does not make a simple delivery of information. It reflects the role of the teacher, since the language used by a teacher intervenes in a crucial way in the complex mechanisms that underlie teaching and learning of foreign languages. In this sense, the ways in which teachers give feedback have an impact on the process, not only of learning, but also of teaching. The important role of emotional factors in learning has resonated strongly in the intuition of many second and foreign language teachers. As a result, over the past three decades, research on foreign language acquisition has confirmed the hypothesis that language learning is enhanced by rapport between teacher and student. This study analyses the positive feedback given by native Spanish teachers in the context of university classes in Korea. The positive words from a language teacher are related to forming emotional factors such as motivation, attitude, interest, self-confidence, self-esteem, anxiety, and empathy, which directly influence in the acquisition of Spanish. 35 hours of oral practical classes taught by three native teachers of Colombian, Spanish and Mexican nationality were examined. According to the result, almost all the correct answers from students were corresponded with some type of positive feedback. The most frequent strategies are making a compliment, an approval, a repetition, and laughter or non-verbal cues. It is interesting to observe that teachers don't use only a single strategy to provide positive feedback, but instead combine multiple ways to enrich the positiveness of the feedback.