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Gotowe bibliografie tematyczne / Continuous Feedback / Artykuły w czasopismach

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Artykuły w czasopismach na temat „Continuous Feedback”

Autor: Grafiati

Data publikacji: 2 czerwca 2025

Data aktualizacji: 31 lipca 2025

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1

Goldfarb, Stanley, and Gail Morrison. "Continuous Curricular Feedback." Academic Medicine 89, no. 2 (2014): 264–69. http://dx.doi.org/10.1097/acm.0000000000000103.

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Palazzo, Steven J., Carrie Westmoreland Miller, and Gail Salvatierra. "Continuous Student Feedback." Nursing Education Perspectives 37, no. 5 (2016): 297–98. http://dx.doi.org/10.1097/01.nep.0000000000000051.

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3

Scheinhardt, Werner, Nicky van Foreest, and Michel Mandjes. "Continuous feedback fluid queues." Operations Research Letters 33, no. 6 (2005): 551–59. http://dx.doi.org/10.1016/j.orl.2004.11.008.

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4

Wiseman, H. M. "Quantum theory of continuous feedback." Physical Review A 49, no. 3 (1994): 2133–50. http://dx.doi.org/10.1103/physreva.49.2133.

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5

London, Manuel, and Valerie I. Sessa. "Group Feedback for Continuous Learning." Human Resource Development Review 5, no. 3 (2006): 303–29. http://dx.doi.org/10.1177/1534484306290226.

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6

Sanchez, Tonametl, Jaime A. Moreno, and Leonid M. Fridman. "Output feedback Continuous Twisting Algorithm." Automatica 96 (October 2018): 298–305. http://dx.doi.org/10.1016/j.automatica.2018.06.049.

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7

Qu, Zhilin, Gang Hu, and Benkun Ma. "Controlling chaos via continuous feedback." Physics Letters A 178, no. 3-4 (1993): 265–70. http://dx.doi.org/10.1016/0375-9601(93)91100-j.

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8

Yu, Young Hun, Keumcheol Kwak, and Tong Kun Lim. "Synchronization via small continuous feedback." Physics Letters A 191, no. 3-4 (1994): 233–37. http://dx.doi.org/10.1016/0375-9601(94)90132-5.

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9

PETRE, Aureliana-Loredana. "THE ROLE OF CONSTANT AND CONTINUOUS FEEDBACK ON STUDENTS’ LEARNING MOTIVATION." SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 19, no. 2 (2017): 161–66. http://dx.doi.org/10.19062/2247-3173.2017.19.2.23.

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Wiseman, H. M. "Erratum: Quantum theory of continuous feedback." Physical Review A 49, no. 6 (1994): 5159. http://dx.doi.org/10.1103/physreva.49.5159.2.

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11

SONTAG, EDUARDO D. "Continuous Stabilizers and High-Gain Feedback." IMA Journal of Mathematical Control and Information 3, no. 2-3 (1986): 237–53. http://dx.doi.org/10.1093/imamci/3.2-3.237.

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12

FRALEIGH, S. "Continuous culture, feedback control and auxostats." Trends in Biotechnology 7, no. 6 (1989): 159–64. http://dx.doi.org/10.1016/0167-7799(89)90027-9.

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13

Chen, Y. H., and M. Y. Chou. "Continuous feedback approach for controlling chaos." Physical Review E 50, no. 3 (1994): 2331–34. http://dx.doi.org/10.1103/physreve.50.2331.

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14

Tang, Fengjun. "Stabilization of Discrete Nonlinear Systems with Continuous Feedback Law." Journal of Progressive Research in Mathematics 4, no. 1 (2015): 229–32. https://doi.org/10.5281/zenodo.3980573.

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This paper we studied the stabilization of discrete nonlinear systems, a sufficient and necessary condition for a quadratic function to be a control Lyapunov function is given. And a continuous state feedback law is constructed.

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15

Chaudhary, Anjum. "The Efficacy of Continuous Corrective Feedback on Writings of Saudi EFL Students." Arab World English Journal 13, no. 4 (2022): 386–97. http://dx.doi.org/10.24093/awej/vol13no4.25.

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The present study aims to investigate the perceptions of EFL students on Corrective Feedback (C F) and to assess the efficacy of continuous explicit Corrective Feedback on the writings of the preparatory year female students of Umm Al Qura University in Saudi Arabia. The sample consisted of eleven students from an entire class who volunteered for the study. To reach the study’s objectives, an online survey was conducted to gain insight into how EFL students felt about receiving CF. Also, class observations and semi-structured interviews were exercised to get in-depth information on CF. Further

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16

Amani U., Neema. "The Role of Feedback in Continuous Improvement in Schools." NEWPORT INTERNATIONAL JOURNAL OF CURRENT ISSUES IN ARTS AND MANAGEMENT 6, no. 1 (2025): 134–40. https://doi.org/10.59298/nijciam/2025/6.1.134140.

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Feedback is a critical component in fostering continuous improvement in schools, enhancing both teaching practices and student learning outcomes. This paper examines the role of feedback in educational settings, highlighting its importance in refining instructional strategies, improving student engagement, and ensuring accountability in performance assessment. Despite its recognized significance, challenges persist in effectively implementing feedback mechanisms due to issues such as student disengagement, ineffective feedback delivery, and the lack of clear tracking methods. Technological adv

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17

Savari, Maryam, and Yoonsuck Choe. "Utilizing Human Feedback in Autonomous Driving: Discrete vs. Continuous." Machines 10, no. 8 (2022): 609. http://dx.doi.org/10.3390/machines10080609.

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Deep reinforcement learning (Deep RL) algorithms are defined with fully continuous or discrete action spaces. Among DRL algorithms, soft actor–critic (SAC) is a powerful method capable of handling complex and continuous state–action spaces. However, a long training time and data efficiency are the main drawbacks of this algorithm, even though SAC is robust for complex and dynamic environments. One of the proposed solutions to overcome this issue is to utilize human feedback. In this paper, we investigate different forms of human feedback: head direction vs. steering and discrete vs. continuous

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18

Steinboeck, A., D. Wild, and A. Kugi. "Feedback Tracking Control of Continuous Reheating Furnaces." IFAC Proceedings Volumes 44, no. 1 (2011): 11744–49. http://dx.doi.org/10.3182/20110828-6-it-1002.01639.

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19

Cai, Guo-Ping, and C. W. Lim. "Continuous Suboptimal Control with Partial State Feedback." Journal of Vibration and Control 11, no. 4 (2005): 561–78. http://dx.doi.org/10.1177/1077546305052038.

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It is well known that the classical optimal control method requires availability of all state variables of the controlled system for control feedback. This requires a measurable system, namely that all state variables may be obtained by measurement of sensors or by estimation of observers. However, some state variables in control feedback actually have a small effect on control performance. Neglecting these state variables does not greatly affect the performance of control. In this paper, we investigate a continuous suboptimal control method with partial-state feedback. First, the state variab

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20

Li-Ping, Zhang, and Xue Ju-Kui. "Continuous feedback control of KdV Burgers system." Chinese Physics 16, no. 8 (2007): 2264–71. http://dx.doi.org/10.1088/1009-1963/16/8/018.

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21

Rath, M., and D. Rocchesso. "Continuous Sonic Feedback from a Rolling Ball." IEEE Multimedia 12, no. 2 (2005): 60–69. http://dx.doi.org/10.1109/mmul.2005.24.

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22

Anan'yevskii, I. M. "Continuous feedback control of perturbed mechanical systems." Journal of Applied Mathematics and Mechanics 67, no. 2 (2003): 143–56. http://dx.doi.org/10.1016/s0021-8928(03)90000-1.

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23

Burckhardt, Sebastian, Manuel Fahndrich, Peli de Halleux, et al. "It's alive! continuous feedback in UI programming." ACM SIGPLAN Notices 48, no. 6 (2013): 95–104. http://dx.doi.org/10.1145/2499370.2462170.

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24

Al-Sunni, F. M., and F. L. Lewis. "Simultaneous Output-Feedback Stabilization for Continuous Systems." IFAC Proceedings Volumes 25, no. 21 (1992): 360–63. http://dx.doi.org/10.1016/s1474-6670(17)49792-8.

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25

Yu, Young Hun, Keumcheol Kwak, and Tong Kun Lim. "Secure communication using small time continuous feedback." Physics Letters A 197, no. 4 (1995): 311–15. http://dx.doi.org/10.1016/s0375-9601(05)80009-x.

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26

Wu, Q., N. Sepehri, P. Sekhavat, and S. Peles. "On design of continuous Lyapunov's feedback control." Journal of the Franklin Institute 342, no. 6 (2005): 702–23. http://dx.doi.org/10.1016/j.jfranklin.2005.04.004.

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27

O'Neil, D. G., and G. Lyberatos. "Feedback identification of continuous microbial growth systems." Biotechnology and Bioengineering 28, no. 9 (1986): 1323–33. http://dx.doi.org/10.1002/bit.260280907.

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28

Zhang, Yu, Junming Yu, and Gonghuan Du. "Secure communication by small time continuous feedback." Chinese Science Bulletin 43, no. 18 (1998): 1519–23. http://dx.doi.org/10.1007/bf02883440.

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29

Low, Jean M. "Teaching Basic Statistical Concepts through Continuous Data Collection and Feedback." Teaching of Psychology 22, no. 3 (1995): 196–97. http://dx.doi.org/10.1207/s15328023top2203_9.

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To evaluate data collection and feedback as a means of teaching basic statistical concepts, sections of a human development course were randomly assigned to a continuous feedback, partial feedback, or no feedback condition. In all three conditions, students contributed personal information at the beginning of each class. After each class, the instructor analyzed the information in order to provide feedback about class frequencies, means, standard deviations, and correlations. Students received this feedback either daily (continuous condition), on an average of twice per month (partial conditio

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30

Kim, Eolim, and Tae Young Han. "The effect of goal orientation on continuous learning activity." Korean Journal of Industrial and Organizational Psychology 31, no. 1 (2018): 123–47. http://dx.doi.org/10.24230/kjiop.v31i1.123-147.

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This study focused on motivational characteristics of two goal orientations affecting continuous learning activity. Specifically the study examined effects of performance goal orientation and learning goal orientation on continuous learning activity through mediation effects of two types of feedback seeking behavior - positive and negative feedback seeking behavior. The survey data from 208 employees working in various organizations were analyzed using structure equation analysis. For a comparison, analyses of two goal orientation were conducted separately. Results showed that each goal orient

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31

Karishma, Komal, and Krishna Raghuwaiya. "Correlational Study of Students’ Moodle Log for Assessments and Feedback on Assessments on Moodle for a Mandatory Pre-Degree English Course." American Journal of Education and Technology 2, no. 4 (2023): 5–16. http://dx.doi.org/10.54536/ajet.v2i4.1998.

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This study explored the correlation between students’ Moodle logs on assessments and feedback on assessments on LLFXX Moodle page. Nine forms of assessments and four forms of feedback on assessments on LLFXX Moodle page were studied. Four of these assessments are part of students’ continuous assessments which add up to 50% of their Course work. Three of the feedbacks on assessments are for these continuous assessed assignments and tests. 80 Blended mode students from the Laucala campus of the university participated in this research. LLFXX, which is a mandatory pre-degree English course was us

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32

Goodwin, Jeff E. "Scheduling Concurrent Visual Feedback in Learning a Continuous Balance Task." Journal of Motor Learning and Development 7, no. 2 (2019): 261–72. http://dx.doi.org/10.1123/jmld.2017-0067.

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This investigation held concurrent visual feedback frequency at 50% in the acquisition phase and manipulated three different feedback schedules while comparing those to a 0% feedback frequency. In an assessment of dynamic postural stability, young, healthy adults performed 20 acquisition trials and four retention trials 48-hr later on a circular platform that moved in the anterior/posterior and medial/lateral axes simultaneously. Three concurrent feedback schedules were manipulated: a fade schedule consisting of high relative frequency of concurrent feedback early in the acquisition phase whic

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33

Ko, YeYoung, and TaeYong Yoo. "The effects of self-development motive and impression management Motive on continuous learning activity." Korean Journal of Industrial and Organizational Psychology 29, no. 2 (2016): 279–301. http://dx.doi.org/10.24230/kjiop.v29i2.279-301.

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 The first purpose of this study was to investigate the effects of self-development motive and impression management motive on continuous learning activity. The second purpose was to examine the mediating effects of feedback seeking behavior on the relationship between two motives(self-development motive, impression management motive) and continuous learning activity. The third purpose was to testify the moderating effects of the leader-member exchange quality on the two motives(self-development motive, impression management motive) and feedback seeking behavior. Using the survey researc

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34

González, Pablo, and Jesús Alvarez. "OUTPUT-FEEDBACK CONTROL OF CONTINUOUS POLYMER REACTORS WITH CONTINUOUS AND DISCRETE MEASUREMENTS." IFAC Proceedings Volumes 39, no. 2 (2006): 445–50. http://dx.doi.org/10.3182/20060402-4-br-2902.00445.

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Zhang, Bo, Xiaoxuan Qi, and Xiaowei Han. "An Advanced User Intent Model Based On User Learning Process." International Journal of Pattern Recognition and Artificial Intelligence 34, no. 09 (2019): 2050024. http://dx.doi.org/10.1142/s021800142050024x.

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User intent analysis is a continuous research hotspot in the field of query expansion. However, the big amount of irrelevant feedbacks in search log has negatively impacted the precision of user intent model. By observing the log, it can be found that tentative click is a major source of irrelevant feedback. It is also observed that a kind of new feedback information can be extracted from the log to recognize the characteristics of tentative clicks. With this new feedback information, this paper proposes an advanced user intent model and applies it into query expansion. Experiment results show

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36

Wagner, Stefan. "Continuous and Focused Developer Feedback on Software Quality (CoFoDeF)." Research Ideas and Outcomes 1 (December 21, 2015): e7576. https://doi.org/10.3897/rio.1.e7576.

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Software is intangible and, therefore, difficult to understand and control. Quality problems often creep in unnoticed because the developers do not have a full view of the history and all the consequences of their changes to the system. Therefore, we observe quality decay in many software systems over time. A countermeasure would be frequent quality analyses starting early in the development, e.g. in nightly builds. Frequent quality analyses reduce the problem of quality decay because quality defects are detected soon after they were introduced, but they still allow defects to be introduced. T

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37

Rusu, Spiridon, Tatiana Oloinic, Vitalie Chistol, and Vasile Tronciu. "CHARACTERISTICS OF QUANTUM DOTS LASER SUBJECTED TO CONVENTIONAL AND FILTERED OPTICAL FEEDBACK." Journal of Engineering Science XXVII (2) (May 4, 2020): 44–51. https://doi.org/10.5281/zenodo.3784341.

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The quantum dots laser under the influence of conventional and filtered feedback is analyzed in the framework of the extended Lang-Kobayashi rate equations. The feedbacks comes from two separate branches: conventional and filtered optical feedback. We introduce a filtered feedback to control the unstable behavior of laser induced by conventional optical feedback. The stationary states, so called external filtered modes, of quantum dot laser under the influence of double feedback are obtained analytically. The locations of these modes are plotted in the plane of different parameters. Finally, i

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38

Wei, Thomas, Taylor A. Kessler Faulkner, and Andrea L. Thomaz. "Extending Policy Shaping to Continuous State Spaces (Student Abstract)." Proceedings of the AAAI Conference on Artificial Intelligence 35, no. 18 (2021): 15919–20. http://dx.doi.org/10.1609/aaai.v35i18.17956.

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Policy Shaping is a Human-in-the-loop Reinforcement Learning (HRL) algorithm. We extend this work to continuous states with our algorithm, Deep Policy Shaping (DPS). DPS uses a feedback neural network that learns the optimality of actions from noisy feedback combined with an RL algorithm. In simulation, we find that DPS outperforms or matches baselines averaged over multiple hyperparameter settings and varying feedback correctness.

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39

Egetenmeier, Armin. "Scalable Two-Minute Feedback: Digital, Lecture-Accompanying Survey as a Continuous Feedback Instrument." International Journal of Information and Education Technology 14, no. 4 (2024): 573–80. http://dx.doi.org/10.18178/ijiet.2024.14.4.2079.

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Detailed feedback on courses and lecture content is essential for their improvement and also serves as a tool for reflection. However, feedback methods are often only used sporadically, especially in mass courses, because collecting and analyzing feedback in a timely manner is often a challenge for teachers. Moreover, the current situation of the students or the changing workload during the semester are usually not taken into account either. For a holistic investigation, the article used a digital survey format as formative feedback which attempts to measure student stress in a quantitative pa

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40

Slifkin, Andrew B., David E. Vaillancourt, and Karl M. Newell. "Intermittency in the Control of Continuous Force Production." Journal of Neurophysiology 84, no. 4 (2000): 1708–18. http://dx.doi.org/10.1152/jn.2000.84.4.1708.

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The purpose of the current investigation was to examine the influence of intermittency in visual information processes on intermittency in the control continuous force production. Adult human participants were required to maintain force at, and minimize variability around, a force target over an extended duration (15 s), while the intermittency of on-line visual feedback presentation was varied across conditions. This was accomplished by varying the frequency of successive force-feedback deliveries presented on a video display. As a function of a 128-fold increase in feedback frequency (0.2 to

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41

Shamsi Ara, Huda. "Reflective Teaching through Continuous Assessment:." DIU Journal of Business and Entrepreneurship 4, no. 01 & 02 (2009): 87–96. http://dx.doi.org/10.36481/diujbe.v04i1-2.ezkv0j05.

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In EFL context, teachers’ frequent adjustment with students’ particular needs is a pre-condition to facilitate students’ active learning of speaking skill. And only a systematic reflection can have a consistent adjustment. Continuous assessment is a process through which both the teachers and the students can feedback each-other and thus can elicit a two way reflection which can have a significant impact in improving both the students’ way of reception and the teachers’ way of instruction. This paper acknowledges the existing teacher and student assessment process of private universities in Ba

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42

Gowda, Naveen R., Abhinav Wankar, Sanjay Kumar Arya, H. Vikas, Nayana Kollalackal Narayanan, and C. P. Linto. "Feedback System in Healthcare: The Why, What and How." International Journal of Marketing Studies 12, no. 1 (2020): 52. http://dx.doi.org/10.5539/ijms.v12n1p52.

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Background: A lively, dynamic and interactive feedback system that can connect all the stakeholders and engage them in a sustainable loop of seamless information flow is quintessential for any organization with significant public interface. It is important to balance the asymmetry in the patient doctor relationship and empower the patients.   Methodology: In this regard, process mapping of existing system was done. Ethnographic methods were used with triangulation of data for validity. Three key bottlenecks were identified; the system to collect feedback, the feedback form itself a

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43

Robinson, John, Dan Smale, David Pollard, and Hisako Shiona. "Solar tracker with optical feedback and continuous rotation." Atmospheric Measurement Techniques 13, no. 11 (2020): 5855–71. http://dx.doi.org/10.5194/amt-13-5855-2020.

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Abstract. Solar trackers are often used by spectrometers to measure atmospheric trace gas concentrations using direct sun spectroscopy. The ideal solar tracker should be sufficiently accurate, highly reliable, and with a longevity that exceeds the lifetime of the spectrometer that it serves. It should also be affordable, easy to use, and not too complex should maintenance be required. In this paper we present a design that fulfils these requirements using some simple innovations. Our altitude–azimuth design features a custom coaxial power transformer, enabling continuous 360∘ azimuth rotation.

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Schaum, A., J. A. Moreno, J. Alvarez, and J. Diaz-Salgado. "OUTPUT-FEEDBACK DISSIPATIVE CONTROL OF EXOTHERMIC CONTINUOUS REACTORS." IFAC Proceedings Volumes 42, no. 11 (2009): 381–86. http://dx.doi.org/10.3182/20090712-4-tr-2008.00060.

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Kabanov, A. A. "Feedback Linearization of Continuous and Discrete Multidimensional Systems." MEHATRONIKA, AVTOMATIZACIA, UPRAVLENIE 18, no. 6 (2017): 363–70. http://dx.doi.org/10.17587/mau.18.363-370.

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Harmand, Jérôme, Alain Rapaport, and Frédéric Mazenc. "ABOUT FEEDBACK STABILIZATION OF CONTINUOUS BIOPROCESSES THROUGH RECIRCULATION." IFAC Proceedings Volumes 38, no. 1 (2005): 73–78. http://dx.doi.org/10.3182/20050703-6-cz-1902.02216.

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Erneux, T., S. Bielawski, D. Derozier, and P. Glorieux. "Stabilizing or destabilizing lasers by continuous delayed feedback." Quantum and Semiclassical Optics: Journal of the European Optical Society Part B 7, no. 6 (1995): 951–63. http://dx.doi.org/10.1088/1355-5111/7/6/004.

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Hasler, P. "Continuous-time feedback in floating-gate MOS circuits." IEEE Transactions on Circuits and Systems II: Analog and Digital Signal Processing 48, no. 1 (2001): 56–64. http://dx.doi.org/10.1109/82.913187.

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Kahn, M. G., S. A. Steib, W. C. Dunagan, and V. J. Fraser. "Monitoring Expert System Performance Using Continuous User Feedback." Journal of the American Medical Informatics Association 3, no. 3 (1996): 216–23. http://dx.doi.org/10.1136/jamia.1996.96310635.

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Reese, Robert J., Larry A. Norsworthy, and Steve R. Rowlands. "Does a continuous feedback system improve psychotherapy outcome?" Psychotherapy: Theory, Research, Practice, Training 46, no. 4 (2009): 418–31. http://dx.doi.org/10.1037/a0017901.

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