text stringlengths 2 512 | source_url stringclasses 7
values | source_title stringclasses 7
values | source_domain stringclasses 3
values | license_type stringclasses 2
values | attribution_required bool 1
class | attribution_text stringclasses 1
value | license_url stringclasses 1
value | relevance_score float64 0.29 0.68 | quality_score float64 0.45 0.89 | topics stringlengths 2 77 | character_count int64 2 512 | subject_name stringclasses 1
value | subject_type stringclasses 1
value | extraction_date stringlengths 26 26 | embedding listlengths 384 384 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
s the interaction with an advice-giving sequence. This excerpt is exemplary of the general tendency of PDs to mitigate negative other-evaluations and downplay critical self-evaluations. Both practices seem to result from an orientation toward negative assessments as socially problematic activities (Skovholt 2018 ; Asmu... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.396 | 0.822 | ["war_conflict"] | 458 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.712219 | [
-0.0033155279234051704,
0.04653436690568924,
-0.028466787189245224,
-0.009671260602772236,
-0.005376673303544521,
0.05386143550276756,
0.03909655287861824,
0.0963708907365799,
0.04945807904005051,
-0.07132375240325928,
-0.0202055424451828,
-0.012982672080397606,
-0.018949519842863083,
0.00... | ||
dialogic feedback fragments are more interactive. These fragments are initiated by the PD asking a question to invite the resident to introduce a topic for discussion. The PD leaves room for the resident’s narration and elicits further elaboration on the topic. An example of dialogic feedback in a conversation between ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.563 | 0.85 | ["communication", "economy", "rhetoric"] | 456 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.712308 | [
0.002291411627084017,
0.010849298909306526,
0.034984949976205826,
-0.05526178330183029,
0.051041703671216965,
-0.02570325694978237,
0.037456169724464417,
0.06351546943187714,
0.06471601128578186,
-0.07498504221439362,
-0.07211609929800034,
-0.07841834425926208,
-0.04208562150597572,
-0.031... | ||
curs at the end of a range of feedback sequences. The PD’s question “Do you have things for us?” opens up the floor to yet unmentioned topics (Schegloff and Sacks 1973 ). The resident’s response is delayed and hesitant (lines 2–7). In partial overlap with the PD’s “go ahead” (line 7), the resident proposes an issue for... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.374 | 0.846 | ["economy"] | 412 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.712385 | [
-0.05925861746072769,
0.05018533766269684,
0.025502638891339302,
-0.03682023659348488,
0.04421021789312363,
-0.019326001405715942,
0.10430840402841568,
0.021783497184515,
0.014245877973735332,
-0.0796988382935524,
0.02354995533823967,
-0.09173636138439178,
-0.02613070048391819,
-0.06078513... | ||
”, line 6) and elaborates on that in lines 11–13. In the following interaction both PDs challenge the validity of the problem, first directly (line 15) and then with an outright invalidation of the problem: “that happens to all of us” (line 22). PD1’s response in line 23 contains another mitigation of the issue: “you d... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.517 | 0.872 | ["crisis", "economy"] | 506 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.712474 | [
-0.022806914523243904,
0.08515971153974533,
0.07843797653913498,
-0.06676723808050156,
0.11551973968744278,
-0.004658014979213476,
0.05709760636091232,
-0.04132877290248871,
0.015379554592072964,
-0.018115665763616562,
0.0409710593521595,
-0.0727415531873703,
-0.014492618851363659,
-0.0564... | ||
), and objected with “in my head it is that way”. Despite PD1’s closure-implicative “okay” (Stokoe and Edwards 2008 ), the resident again takes the turn to explain his issue—which gets mitigated, is raised anew, and gets mitigated once more before one of the PDs formulates an advice and concludes the sequence with “tha... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.346 | 0.864 | ["war_conflict", "philosophy"] | 495 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.712537 | [
-0.04172316566109657,
0.053819604218006134,
0.026188528165221214,
-0.009197505190968513,
0.06128907948732376,
-0.007951783947646618,
0.0323217511177063,
0.09773815423250198,
0.005589180625975132,
-0.011980785056948662,
0.07389216125011444,
0.03331730514764786,
-0.011758504435420036,
-0.052... | ||
the result is a pseudo-dialogue (Skovholt 2018 ). Although the PDs’ questions “made the conversation appear ‘dialogic’” (Skovholt 2018 ) (p152), their disagreements with the topicalized problem quickly subverted the dialogue into a conversation in which the PDs gradually took over the agenda. Unlike Extract 4, Extract ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.38 | 0.836 | ["negotiation"] | 453 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.712586 | [
-0.08274003118276596,
0.07842632383108139,
0.02496163547039032,
-0.0391157865524292,
0.12990739941596985,
-0.01401111762970686,
0.03398919850587845,
-0.012223863042891026,
0.08355911821126938,
-0.03368378058075905,
-0.055124733597040176,
0.010932095348834991,
-0.07779253274202347,
-0.02477... | ||
e, of a positive situation) and remains dialogic. The feedback sequence in Extract 5 has been initiated by the PD’s question “What is going well, according to you?” The resident has proposed a specific topic for discussion (“performing surgery”) and has explained why he thinks it goes well. Note that the open character... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.413 | 0.846 | ["philosophy"] | 470 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.712633 | [
-0.031002841889858246,
0.06594160944223404,
0.048230983316898346,
-0.0025181593373417854,
0.03887886181473732,
0.0030390839092433453,
0.04731921851634979,
0.052166104316711426,
-0.00781950168311596,
-0.025172002613544464,
-0.022034429013729095,
-0.015106650069355965,
-0.08093398809432983,
... | ||
ith which unidirectional feedback is started off. The consequences of this become clear as the interaction unfolds: The PD’s next question is about self-development (lines 50–51), which is prefaced by and builds on the resident’s explanation. Again, this question elicits an elaborate response from the resident with min... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.581 | 0.852 | ["economy", "education"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.712692 | [
0.022216366603970528,
0.005506526213139296,
0.04406097158789635,
-0.0021192526910454035,
-0.0033238735049962997,
-0.028438124805688858,
0.029853524640202522,
0.036708831787109375,
0.04606560245156288,
-0.016170883551239967,
-0.037443917244672775,
-0.07432539761066437,
-0.04658947139978409,
... | ||
to explore how feedback is constructed in semi-annual evaluation meetings between residents and PDs in postgraduate medical education. Although literature highlights the importance of feedback as an interactive dialogue and states that unidirectional feedback is not helpful and should be avoided (Pelgrim et al. 2013 ),... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.493 | 0.818 | ["education"] | 420 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.712753 | [
0.06683441996574402,
0.04883090406656265,
0.0029892465099692345,
-0.014518341049551964,
-0.04871516302227974,
-0.052565958350896835,
-0.02639777585864067,
0.030879542231559753,
0.050811853259801865,
-0.06794580817222595,
-0.076894111931324,
-0.005419713445007801,
-0.05564947426319122,
-0.0... | ||
ls over dialogic feedback in real-world practice. Our fine-grained analysis shows how both feedback formats are interactionally constructed. Unidirectional feedback is dominated by the PD, who initiates the feedback sequence by introducing a topic for discussion and then provides an evaluation on the clinical performan... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.583 | 0.83 | ["philosophy"] | 457 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.712829 | [
0.04327373951673508,
-0.04466196894645691,
0.04744131118059158,
-0.02587907202541828,
-0.028942976146936417,
-0.03738401085138321,
-0.017262622714042664,
0.09303692728281021,
0.07824912667274475,
-0.06754033267498016,
-0.09257640689611435,
0.015623192302882671,
-0.043516431003808975,
-0.00... | ||
ving any opportunity for the resident to respond. Dialogic feedback is also initiated by the PD, but here the PD asks a question to invite the resident to introduce a topic for discussion. Subsequently, the PD leaves room for the resident’s narration and elicits further elaboration on the topic by asking more questions... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.567 | 0.858 | ["communication", "economy", "philosophy", "rhetoric"] | 496 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.712882 | [
0.04468698799610138,
0.022529376670718193,
0.04136991500854492,
-0.005732094869017601,
-0.04109915345907211,
-0.01416611298918724,
0.02892114222049713,
0.06825397908687592,
0.05002986267209053,
-0.0629059374332428,
-0.05394602194428444,
-0.028417028486728668,
-0.06315411627292633,
-0.03013... | ||
enhances the dialogic nature of the interaction. Also, as shown in Extracts 4 and 5, providing conversational space benefits the opportunity for the resident to introduce “hither-to unmentioned mentionables” (Schegloff and Sacks 1973 , p. 245). Providing this opportunity is a way of acknowledging the resident’s right “... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.402 | 0.85 | ["philosophy", "salary"] | 511 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.712928 | [
0.030843202024698257,
-0.0021311072632670403,
0.05328568071126938,
0.021518243476748466,
0.018252413719892502,
-0.00988193042576313,
0.07185155898332596,
0.03164106234908104,
0.024512065574526787,
-0.08360204845666885,
-0.06456021964550018,
-0.013968694023787975,
-0.03366905078291893,
-0.0... | ||
information about residents’ performance, while avoiding the pitfall of a PD-dominated conversation. It gives residents the opportunity to take ownership of their strengths and weaknesses, which, in turn, increases the likelihood that they will apply the feedback in order to improve their future performance (Holmboe et... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.582 | 0.822 | ["philosophy", "crisis"] | 423 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.713011 | [
0.07221920788288116,
0.02963748387992382,
0.06394436210393906,
0.00995757058262825,
-0.059141796082258224,
-0.06633415818214417,
0.038088470697402954,
0.023551728576421738,
-0.016531582921743393,
-0.06065491586923599,
-0.011566273868083954,
0.006219707429409027,
-0.03964659944176674,
-0.03... | ||
sational floor, taking the floor seems difficult. This corroborates the importance of leaving the floor open by asking open questions to elicit residents’ responses and avoid the pitfall of occupying the floor that has just been opened to the resident. Another important finding of our study is the pervasiveness of miti... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.562 | 0.83 | ["crisis", "education"] | 430 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.713066 | [
0.11136942356824875,
-0.0008763944497331977,
0.04023856669664383,
0.03452397882938385,
0.004048493225127459,
-0.061280738562345505,
0.008589672856032848,
0.06545838713645935,
0.04306383803486824,
-0.041167180985212326,
-0.007840445265173912,
-0.02349057048559189,
-0.014277788810431957,
-0.... | ||
y downplay negative as well as positive feedback. This feature resembles a common linguistic strategy used in various types of communication: hedging . Hedging can be described as mitigating claims by introducing elements of doubt (e.g. “I think”, “probably”) or signaling a lack of commitment to what is said (e.g. “The... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.588 | 0.71 | ["management", "communication", "strategy", "philosophy"] | 504 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.713117 | [
0.05598947033286095,
0.013491561636328697,
0.05782011151313782,
-0.012825287878513336,
-0.04828586429357529,
0.03309154883027077,
0.1156662330031395,
0.04951969161629677,
0.08239811658859253,
-0.037356507033109665,
-0.03409840539097786,
0.04326790198683739,
0.05459171533584595,
0.053534485... | ||
formance (Ginsburg et al. 2016 ). Ginsburg et al. ( 2016 ) argue for the functionality of hedging in assessment contexts in medical education for the benefit of harmonious relationships. Yet, hedging as a way to downplay feedback can also create confusion or misunderstanding of the message (Ginsburg et al. 2016 ; Bonne... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.395 | 0.72 | ["networking", "education", "philosophy"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.713181 | [
-0.006533330772072077,
0.07181929051876068,
-0.005899558775126934,
0.00022151872690301389,
-0.08433420211076736,
0.04648284241557121,
0.03230508044362068,
0.04770475998520851,
0.013018366880714893,
-0.0025625932030379772,
-0.10224012285470963,
0.06402546167373657,
-0.037116531282663345,
0.... | ||
ne-grained conversation analysis, we suggest three implications for effective feedback practice. First, feedback providers should open up the floor to residents . They should ask questions to elicit information about the resident’s performance; pose explicit evaluations of performance after having enquired about the re... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.494 | 0.836 | ["philosophy"] | 511 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.713256 | [
0.07629313319921494,
-0.0036431599874049425,
0.05609225854277611,
0.038564153015613556,
-0.06883285194635391,
-0.06855913251638412,
0.055522654205560684,
0.015458932146430016,
-0.016736585646867752,
-0.08673062175512314,
-0.04963722452521324,
-0.030033374205231667,
-0.032411932945251465,
-... | ||
s to build on residents’ evaluations of their own performance. Second, feedback providers should leave the floor open to the resident to further enhance the dialogic conversation. Again, they should ask questions to facilitate two-way dialogue. Additionally, feedback providers should explore issues brought up by the re... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.472 | 0.828 | ["philosophy"] | 449 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.713324 | [
0.07259730249643326,
0.01956561952829361,
0.04761398211121559,
0.02822165936231613,
-0.055187713354825974,
-0.027852147817611694,
0.04447526857256889,
0.01925038918852806,
-0.03401987999677658,
-0.08657737821340561,
-0.043994221836328506,
-0.05226817727088928,
-0.034592706710100174,
-0.038... | ||
oviders should be careful in mitigating feedback. Hedging might serve as a way to be polite and maintain relationships, but it can also distort the message. Strengths, limitations and future research A strength of our study is that we studied real-life feedback conversations, so we were able to ground our recommendatio... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.454 | 0.832 | ["networking", "education"] | 439 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.713372 | [
-0.04253325238823891,
-0.039498455822467804,
-0.03165263682603836,
-0.005923149175941944,
0.023754065856337547,
-0.009905494749546051,
0.03228026255965233,
0.05369458347558975,
0.05670832842588425,
-0.0654447078704834,
-0.09497156739234924,
0.04384137690067291,
-0.033595599234104156,
0.039... | ||
ing video-recordings instead of audio-recordings. Video-recordings allow including non-verbal interactional features in the analysis of feedback construction. However, participants were very hesitant to participate in a study using video-recordings and allow themselves to be video-recorded. Furthermore, we included par... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.492 | 0.816 | ["education"] | 478 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.713434 | [
0.055829718708992004,
-0.01914067566394806,
-0.019152170047163963,
-0.02650287374854088,
0.021614080294966698,
0.03355392813682556,
0.01645519956946373,
0.05025499314069748,
0.08722522109746933,
-0.08448322117328644,
-0.0030557774007320404,
-0.04744117334485054,
-0.015697328373789787,
0.01... | ||
eaching, which resulted in participant diversity. Although we deliberately chose to select different types of medical disciplines (surgical and non-surgical), we could have maximized heterogeneity of the sample by including a wider range of medical specialties. We stress the need for further studies of feedback convers... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.479 | 0.838 | [] | 491 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.713475 | [
0.1203179806470871,
-0.005825014319270849,
0.058669690042734146,
-0.009556330740451813,
-0.05302535742521286,
-0.05961297079920769,
-0.004959271289408207,
0.026448458433151245,
0.03173477575182915,
-0.07007213681936264,
-0.10038194060325623,
-0.056360356509685516,
-0.07540683448314667,
0.0... | ||
ilar feedback settings and to different cultures. In future analyses it would also be interesting to analyze where in the overall structure of the meeting the feedback sequences tend to occur, how the feedback sessions start and end and how this changes the nature of the feedback. Conclusion This study explores how fee... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.587 | 0.834 | ["education", "philosophy"] | 436 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.713583 | [
0.032323285937309265,
0.0670347586274147,
0.01825881190598011,
-0.02811966836452484,
-0.07994493097066879,
-0.04301644489169121,
-0.03943104296922684,
0.04715192690491676,
0.06418240070343018,
-0.047903530299663544,
-0.030613962560892105,
0.004723747726529837,
-0.04735337942838669,
-0.0357... | ||
idents and PDs in postgraduate medical education. Unidirectional feedback prevails over dialogic feedback in real-world practice. Dialogic feedback avoids the pitfall of a program director-dominated conversation and gives residents the opportunity to take ownership of their strengths and weaknesses, which increases cha... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.455 | 0.842 | ["education"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.713644 | [
0.06843535602092743,
-0.003195124212652445,
0.0425291508436203,
0.007931319996714592,
-0.05660989135503769,
-0.05821609869599342,
0.044477950781583786,
0.06222597137093544,
0.03623499721288681,
-0.057343095541000366,
-0.061016932129859924,
-0.013725641183555126,
-0.07043539732694626,
-0.01... | ||
: feedback providers should open up the floor to residents, they should leave the floor open to the resident to further enhance the dialogic conversation and they should be careful in mitigating feedback. Acknowledgements The authors wish to thank the participants for their co-operation, Lex Crijns and Lynn de Rijk for... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.46 | 0.832 | ["education"] | 426 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.713700 | [
0.043699197471141815,
0.015072501264512539,
0.026184583082795143,
0.02683984860777855,
-0.03696851432323456,
-0.03462635725736618,
0.033000364899635315,
0.02497691474854946,
0.01072173472493887,
-0.049825917929410934,
-0.015447527170181274,
-0.04369254410266876,
-0.029148058965802193,
-0.0... | ||
s of the data sessions for their enriching input. Furthermore, the authors like to thank Lokke Genissen for her help in the beginning of the analysis of the data. We would like to thank Tineke Bouwkamp for editing the English language. Appendix 1 Jeffersonian transcription conventions Symbol Name Used to indicate : Col... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.352 | 0.864 | [] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.713776 | [
-0.016556205227971077,
-0.038884468376636505,
0.029010294005274773,
-0.06169221177697182,
-0.04306555539369583,
0.01971355825662613,
0.03955920785665512,
-0.0013015478616580367,
0.04108302667737007,
-0.05463314801454544,
0.059827711433172226,
-0.009076415561139584,
0.031276341527700424,
-0... | ||
ed pause Intervals occuring within and between same or different speaker’s utterance (()) Double Parentheses Scenic details () Single parentheses Transcriptionist doubt . Period Falling vocal pitch ? Question marks Rising vocal pitch ↑↓ Arrows Pitch resets; marked rising and falling shifts in intonation ° ° Degree sign... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.525 | 0.856 | ["rhetoric"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.713827 | [
-0.06127723678946495,
-0.023068778216838837,
0.07632709294557571,
-0.06395027786493301,
-0.08454505354166031,
0.03254338726401329,
-0.0028901847545057535,
-0.020750567317008972,
0.05344155803322792,
-0.05600223317742348,
0.01290183886885643,
-0.045521803200244904,
-0.06918463110923767,
-0.... | ||
rackets Speech overlap [[ Double brackets Simultaneous speech orientations to prior turn ! Exclamation Points Animated speech tone – Hyphens Halting, abrupt cut off of sound or word > < Less than/greater than signs Portions of an utterance delivered at a pace noticeably quicker than surrounding talk OKAY CAPS Extended ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.532 | 0.856 | ["rhetoric"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.713892 | [
0.020472101867198944,
0.007259299047291279,
-0.007944334298372269,
-0.0583420991897583,
-0.08058638125658035,
0.0013219995889812708,
0.10029803216457367,
-0.013023014180362225,
0.04725456237792969,
-0.04880785569548607,
0.047462351620197296,
-0.0027743021491914988,
-0.031212717294692993,
-... | ||
with periods indicate audible inbreaths (e.g., .hhh). H ’s within (e.g., ye(hh)s) parentheses mark within-speech aspirations, possible laughter pt Lip smack Often preceding an inbreath hahheh hoh Laugh syllable Relative closed or open position of laughter $ Smiley voice Laughing/chuckling talk between markers Open in a... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.506 | 0.704 | ["education", "rhetoric"] | 511 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.713947 | [
0.03080536425113678,
-0.007508541457355022,
0.007994038052856922,
-0.010995648801326752,
-0.01736743189394474,
-0.03263431042432785,
0.04854723811149597,
-0.043698251247406006,
0.035397473722696304,
-0.0375291146337986,
0.08148713409900665,
-0.08219362050294876,
-0.04702844098210335,
-0.03... | ||
collection, analysis, interpretation of the data and writing of the manuscript. Compliance with ethical standards Conflict of interest The authors declare that they have no conflict of interest. Footnotes Publisher's Note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institu... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.531 | 0.838 | ["war_conflict", "ethics", "philosophy"] | 511 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.714013 | [
0.004300304688513279,
0.03541447967290878,
-0.028580477461218834,
-0.061433058232069016,
-0.090085968375206,
-0.07636641710996628,
-0.08232652395963669,
0.057298120111227036,
0.05618921294808388,
-0.00006261066300794482,
0.04012688994407654,
0.10088355839252472,
0.023713354021310806,
-0.00... | ||
ity of feedback received during clinical rotations. Medical Teacher. 2014;36(sup1):S17–S23. doi: 10.3109/0142159X.2014.886009. [ DOI ] [ PubMed ] [ Google Scholar ] Archer JC. State of the science in health professional education: Effective feedback. Medical Education. 2010;44(1):101–108. doi: 10.1111/j.1365-2923.2009.... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.567 | 0.668 | ["education", "career", "interview", "philosophy"] | 458 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.714065 | [
0.017199821770191193,
0.056261345744132996,
-0.05474209412932396,
-0.015388463623821735,
-0.06427391618490219,
0.04432354122400284,
-0.04628048464655876,
0.14505083858966827,
0.05622195079922676,
0.008347708731889725,
-0.06543026119470596,
0.09952356666326523,
-0.011640720069408417,
0.0291... | ||
Preference organization in assessment sequences. The Journal of Business Communication (1973) 2008;45(4):408–429. [ Google Scholar ] Bienstock JL, Katz NT, Cox SM, Hueppchen N, Erickson S, et al. To the point: Medical education reviews—Providing feedback. American Journal of Obstetrics and Gynecology. 2007;196(6):508–5... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.55 | 0.682 | ["communication", "education"] | 456 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.714117 | [
-0.005017132498323917,
0.02758108638226986,
-0.08269292861223221,
0.029382500797510147,
-0.04037225618958473,
0.07000669836997986,
-0.03311679884791374,
0.07632172852754593,
0.06860090047121048,
0.01979946903884411,
-0.024123845621943474,
0.1090971827507019,
-0.09345651417970657,
0.0581090... | ||
Hayes V, Varaklis K, Trowbridge R, Kemp H, et al. Feedback for learners in medical education: What is known? A scoping review. Academic Medicine. 2017;92(9):1346–1354. doi: 10.1097/ACM.0000000000001578. [ DOI ] [ PubMed ] [ Google Scholar ] Bing-You RG, Trowbridge RL. Why medical educators may be failing at feedback. J... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.541 | 0.7 | ["education"] | 477 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.714175 | [
0.07499091327190399,
0.07398567348718643,
0.004981874488294125,
0.014117398299276829,
-0.011994993314146996,
0.011596833355724812,
0.0028043966740369797,
0.13591094315052032,
0.029791289940476418,
0.011962116695940495,
-0.05741189420223236,
0.09146063774824142,
-0.059479229152202606,
0.018... | ||
Varaklis K, Hayes V, Trowbridge R, Kemp H, et al. The feedback tango: An integrative review and analysis of the content of the teacher–learner feedback exchange. Academic Medicine. 2018;93(4):657–663. doi: 10.1097/ACM.0000000000001927. [ DOI ] [ PubMed ] [ Google Scholar ] Blatt B, Confessore S, Kallenberg G, Greenberg... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.553 | 0.682 | ["education"] | 482 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.714222 | [
0.020601356402039528,
0.023150013759732246,
-0.035430632531642914,
0.03735334426164627,
-0.03463992476463318,
-0.0026690971571952105,
0.02507389336824417,
0.09536455571651459,
0.08515483886003494,
0.011188599281013012,
-0.07724355906248093,
0.09423410892486572,
-0.03436865657567978,
0.0254... | ||
08;20(4):329–333. doi: 10.1080/10401330802384789. [ DOI ] [ PubMed ] [ Google Scholar ] Boehler ML, Rogers DA, Schwind CJ, Mayforth R, Quin J, et al. An investigation of medical student reactions to feedback: A randomised controlled trial. Medical Education. 2006;40(8):746–749. doi: 10.1111/j.1365-2929.2006.02503.x. [ ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.559 | 0.69 | ["crisis", "education"] | 493 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.714369 | [
-0.01146690919995308,
0.11264559626579285,
0.03997083380818367,
-0.017334124073386192,
-0.0023461193777620792,
-0.0374150276184082,
0.07512707263231277,
0.08305865526199341,
0.11255408823490143,
-0.012658278457820415,
0.0013389980886131525,
-0.02225821278989315,
-0.013399372808635235,
0.00... | ||
ons in Psychological Science. 2011;20(5):321–324. [ Google Scholar ] Boud D, Molloy E. Rethinking models of feedback for learning: The challenge of design. Assessment & Evaluation in Higher Education. 2013;38(6):698–712. [ Google Scholar ] Cantillon P, Sargeant J. Giving feedback in clinical settings. BMJ. 2008;337(nov... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.554 | 0.684 | ["education", "crisis", "governance"] | 453 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.714501 | [
0.035390932112932205,
0.07257482409477234,
-0.027060505002737045,
0.02706855721771717,
-0.01601984351873398,
-0.012469176203012466,
0.004360206890851259,
0.07003609836101532,
0.07019829005002975,
0.026226337999105453,
-0.06608807295560837,
0.04652275890111923,
0.028260761871933937,
0.01542... | ||
SK, Henke PK, Ailawadi G, Dimick JB, Colletti LM. Attending, house officer, and medical student perceptions about teaching in the third-year medical school general surgery clerkship. Journal of the American College of Surgeons. 2004;199(6):932–942. doi: 10.1016/j.jamcollsurg.2004.08.025. [ DOI ] [ PubMed ] [ Google Sch... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.53 | 0.68 | ["governance", "education"] | 494 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.714595 | [
0.02845624089241028,
0.06526072323322296,
0.00456640450283885,
-0.06797942519187927,
-0.11601732671260834,
-0.0627622976899147,
0.006763755343854427,
0.07599104195833206,
0.009792742319405079,
0.016464034095406532,
-0.04305713623762131,
0.09429743140935898,
-0.0028101324569433928,
0.018082... | ||
):S84–S87. doi: 10.1097/00001888-200510001-00023. [ DOI ] [ PubMed ] [ Google Scholar ] Eichna L. Feedback in clinical medical education. Jama. 1983;250:777–781. [ PubMed ] [ Google Scholar ] Ferguson A. Appraisal in student–supervisor conferencing: A linguistic analysis. International Journal of Language & Communicati... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.537 | 0.692 | ["communication", "resume", "education"] | 484 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.714647 | [
0.05810891091823578,
0.029623081907629967,
0.027647677809000015,
-0.02424272522330284,
-0.049001313745975494,
0.03731512650847435,
0.03837968781590462,
0.10224170982837677,
0.06944974511861801,
-0.015962425619363785,
0.000408975436585024,
0.041525114327669144,
-0.019661614671349525,
0.0451... | ||
olhuis S, Klaassen T, de Visser M, Grol R, et al. Residents provide feedback to their clinical teachers: Reflection through dialogue. Medical Teacher. 2013;35(9):e1485–e1492. doi: 10.3109/0142159X.2013.785631. [ DOI ] [ PubMed ] [ Google Scholar ] Frank AW. Improper closings: The art of conversational repudiation. Huma... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.584 | 0.68 | [] | 462 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.714706 | [
0.010405629873275757,
0.032518740743398666,
-0.008259118534624577,
-0.0357675738632679,
-0.06733343750238419,
0.024925246834754944,
0.03526007756590843,
0.09637975692749023,
0.044324249029159546,
0.016731856390833855,
-0.07530082762241364,
0.09601148962974548,
-0.09701576828956604,
0.03309... | ||
hedging. New Approaches to Hedging. 2010;1:15–34. [ Google Scholar ] Ginsburg S, van der Vleuten C, Eva KW, Lingard L. Hedging to save face: A linguistic analysis of written comments on in-training evaluation reports. Advances in Health Sciences Education. 2016;21(1):175–188. doi: 10.1007/s10459-015-9622-0. [ DOI ] [ P... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.549 | 0.698 | ["education", "war_conflict"] | 504 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.714771 | [
-0.0029823852237313986,
0.07380010187625885,
-0.04377349838614464,
0.03681321069598198,
-0.012278935872018337,
0.07501696795225143,
0.04343588650226593,
0.04269988089799881,
0.0031037216540426016,
0.03382045403122902,
-0.06431007385253906,
0.06885623186826706,
0.010416973382234573,
0.02416... | ||
in Health Sciences Education. 2009;14(3):431–439. doi: 10.1007/s10459-008-9127-1. [ DOI ] [ PubMed ] [ Google Scholar ] Hattie J, Timperley H. The power of feedback. Review of Educational Research. 2007;77(1):81–112. [ Google Scholar ] Holmboe ES, Yepes M, Williams F, Huot SJ. Feedback and the mini clinical evaluation ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.551 | 0.664 | ["education"] | 428 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.714843 | [
0.03784086927771568,
0.09944847226142883,
-0.031378123909235,
0.047545064240694046,
-0.01631251722574234,
0.009233257733285427,
-0.014433175325393677,
0.14169098436832428,
0.05270557105541229,
0.032774511724710464,
-0.03934340924024582,
0.09101102501153946,
-0.014334303326904774,
0.0117983... | ||
):558–561. doi: 10.1111/j.1525-1497.2004.30134.x. [ DOI ] [ PMC free article ] [ PubMed ] [ Google Scholar ] Iobst WF, Sherbino J, Cate OT, Richardson DL, Dath D, et al. Competency-based medical education in postgraduate medical education. Medical Teacher. 2010;32(8):651–656. doi: 10.3109/0142159X.2010.500709. [ DOI ] ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.536 | 0.69 | ["education"] | 474 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.714897 | [
0.08661224693059921,
-0.04972187429666519,
-0.0015942597528919578,
0.018504707142710686,
-0.008519248105585575,
-0.002693566493690014,
-0.032436564564704895,
0.06973987817764282,
0.05254741385579109,
-0.03570880740880966,
0.039869341999292374,
0.06513967365026474,
-0.02309766784310341,
0.0... | ||
:153–183. [ Google Scholar ] Kluger AN, DeNisi A. The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin. 1996;119(2):254. [ Google Scholar ] Kornegay JG, Kraut A, Manthey D, Omron R, Caretta-Weyer H, et al. Feed... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.585 | 0.67 | ["education", "philosophy"] | 439 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.714944 | [
0.0519903227686882,
0.10901132225990295,
-0.057141680270433426,
-0.004853189457207918,
-0.027603641152381897,
0.05295266583561897,
-0.043605368584394455,
0.09290818125009537,
0.01628021150827408,
-0.029209120199084282,
-0.02487729676067829,
0.08376719057559967,
0.01797306537628174,
-0.0251... | ||
ining. 2017;1(2):98–109. doi: 10.1002/aet2.10024. [ DOI ] [ PMC free article ] [ PubMed ] [ Google Scholar ] Lefroy J, Watling C, Teunissen PW, Brand P. Guidelines: The do’s, don’ts and don’t knows of feedback for clinical education. Perspectives on Medical Education. 2015;4(6):284–299. doi: 10.1007/s40037-015-0231-7. ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.57 | 0.698 | ["education", "communication"] | 498 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.714990 | [
-0.020634178072214127,
0.08887595683336258,
0.03268290311098099,
-0.02249172143638134,
-0.031138060614466667,
-0.07014385610818863,
0.015461073257029057,
0.17482031881809235,
0.07004382461309433,
-0.04369998723268509,
-0.10393698513507843,
0.08705591410398483,
-0.06393707543611526,
0.00442... | ||
ion and medical communication. Medical Education. 2005;39(4):428–435. doi: 10.1111/j.1365-2929.2005.02111.x. [ DOI ] [ PubMed ] [ Google Scholar ] Mazeland H. Conversation analysis. Encyclopedia of Language and Linguistics. 2006;3:153–162. [ Google Scholar ] Nicol D. From monologue to dialogue: Improving written feedba... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.592 | 0.686 | ["education", "communication"] | 493 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.715036 | [
0.028762293979525566,
0.061965908855199814,
0.05655033886432648,
-0.0383293479681015,
-0.07360722869634628,
-0.051505718380212784,
0.03952315077185631,
0.08159288763999939,
0.11096329241991043,
-0.02344590611755848,
-0.06962400674819946,
0.028003031387925148,
-0.048588454723358154,
-0.0044... | ||
elgrim E, Kramer A, Mokkink H, Van der Vleuten C. Reflection as a component of formative assessment appears to be instrumental in promoting the use of feedback; An observational study. Medical Teacher. 2013;35(9):772–778. doi: 10.3109/0142159X.2013.801939. [ DOI ] [ PubMed ] [ Google Scholar ] Pomerantz A, Heritage J. ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.588 | 0.686 | ["education", "philosophy"] | 465 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.715095 | [
0.014760630205273628,
-0.0019332458032295108,
0.01095390971750021,
0.03456433489918709,
-0.03288659080862999,
0.014888940379023552,
0.013172505423426628,
0.07561247795820236,
0.07124963402748108,
-0.010393164120614529,
-0.12347176671028137,
0.02438945136964321,
-0.05736161395907402,
0.0321... | ||
J: Wiley-Blackwell Publishing; 2012. pp. 210–228. [ Google Scholar ] Ramani S, Könings KD, Ginsburg S, van der Vleuten CP. Twelve tips to promote a feedback culture with a growth mind-set: Swinging the feedback pendulum from recipes to relationships. Medical Teacher. 2018 doi: 10.1080/0142159X.2018.1432850. [ DOI ] [ P... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.58 | 0.692 | ["networking"] | 479 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.715140 | [
0.04094881936907768,
0.03933948650956154,
-0.015405016019940376,
0.025374365970492363,
-0.06328573077917099,
0.015251392498612404,
0.00856017880141735,
0.06856715679168701,
0.04415745660662651,
-0.007017764262855053,
-0.04155915975570679,
0.016611047089099884,
-0.03771676495671272,
-0.0137... | ||
nvironment. Medical Teacher. 2012;34(10):787–791. doi: 10.3109/0142159X.2012.684916. [ DOI ] [ PubMed ] [ Google Scholar ] Ramani S, Post SE, Könings K, Mann K, Katz JT, et al. “It’s just not the culture”: A qualitative study exploring residents’ perceptions of the impact of institutional culture on feedback. Teaching ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.546 | 0.696 | ["education"] | 484 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.715188 | [
0.14488017559051514,
0.058036919683218,
-0.04120678827166557,
0.006695910356938839,
-0.052986498922109604,
-0.03516070172190666,
-0.02150397188961506,
0.05848845839500427,
0.053617894649505615,
-0.027018995955586433,
-0.0019389643566682935,
0.023177266120910645,
-0.029236165806651115,
-0.0... | ||
ar ] Ridder J, McGaghie WC, Stokking KM, Cate OT. Variables that affect the process and outcome of feedback, relevant for medical training: A meta-review. Medical Education. 2015;49(7):658–673. doi: 10.1111/medu.12744. [ DOI ] [ PubMed ] [ Google Scholar ] Sargeant J, Mann K. Feedback in medical education: Skills for i... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.558 | 0.7 | ["education", "philosophy"] | 482 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.715235 | [
0.08542154729366302,
0.07295317202806473,
-0.0550784133374691,
-0.0017339778132736683,
-0.08008203655481339,
0.02597198449075222,
0.03234194219112396,
0.11723741143941879,
0.028449647128582,
0.006942432373762131,
-0.08575711399316788,
0.11260025203227997,
0.0002914965443778783,
-0.00517723... | ||
JM, Mann KV, Van der Vleuten CP, Metsemakers JF. Reflection: A link between receiving and using assessment feedback. Advances in Health Sciences Education. 2009;14(3):399–410. doi: 10.1007/s10459-008-9124-4. [ DOI ] [ PubMed ] [ Google Scholar ] Schegloff EA, Sacks H. Opening up closings. Semiotica. 1973;8(4):289–327. ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.572 | 0.694 | ["education"] | 504 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.715292 | [
0.003540265839546919,
0.06461626291275024,
-0.03129872307181358,
0.005013551563024521,
-0.06366533041000366,
-0.006915376055985689,
0.026775648817420006,
0.08448664844036102,
0.03623240068554878,
0.004067847039550543,
-0.06377653777599335,
0.03345853462815285,
-0.01643252931535244,
0.06773... | ||
fferent perceptions of feedback. Medical Teacher. 2005;27(5):470–472. doi: 10.1080/0142590500129183. [ DOI ] [ PubMed ] [ Google Scholar ] Sidnell J, Stivers T. The handbook of conversation analysis. New York: Wiley; 2012. [ Google Scholar ] Skovholt K. Anatomy of a teacher–student feedback encounter. Teaching and Teac... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.579 | 0.69 | ["education"] | 508 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.715347 | [
0.005137038417160511,
0.04397016763687134,
0.014624682255089283,
-0.013914396986365318,
-0.08029905706644058,
-0.131893128156662,
0.0500045120716095,
0.08445434272289276,
0.02332730032503605,
-0.0062002576887607574,
-0.07600454241037369,
0.027286192402243614,
-0.0023837967310100794,
-0.006... | ||
edback on trainee surgeons’ non-technical skills. International Journal of Medical Education. 2015;6:4. doi: 10.5116/ijme.54b4.2196. [ DOI ] [ PMC free article ] [ PubMed ] [ Google Scholar ] Stokoe E, Edwards D. Did you have permission to smash your neighbour’s door?’Silly questions and their answers in police—Suspect... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.576 | 0.682 | ["war_conflict", "education"] | 462 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.715395 | [
-0.00027553009567782283,
0.08284754306077957,
0.02298904024064541,
-0.031226037070155144,
-0.05231044441461563,
-0.09580975770950317,
0.04508524015545845,
0.025576166808605194,
-0.03784916549921036,
0.0033764271065592766,
-0.05743153393268585,
0.05567479878664017,
-0.04222366586327553,
0.0... | ||
onversation analysis. Thousand Oaks: Sage; 2007. [ Google Scholar ] Van de Ridder JM, Peters CM, Stokking KM, de Ru JA, ten Cate OTJ. Framing of feedback impacts student’s satisfaction, self-efficacy and performance. Advances in Health Sciences Education. 2015;20(3):803–816. doi: 10.1007/s10459-014-9567-8. [ DOI ] [ P... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.594 | 0.702 | ["education", "communication", "economy", "philosophy"] | 511 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.715463 | [
0.00006330922769848257,
0.0374014787375927,
-0.028252532705664635,
-0.012092861346900463,
0.02819712460041046,
-0.0993637815117836,
0.047165822237730026,
0.07608278095722198,
0.06136327236890793,
-0.059661298990249634,
-0.08294863998889923,
0.09854394197463989,
-0.02429448626935482,
-0.020... | ||
sition from case presentation to discussion in GP residents’ experience sharing sessions. Teaching and Learning in Medicine. 2016;28(1):3–14. doi: 10.1080/10401334.2015.1107486. [ DOI ] [ PubMed ] [ Google Scholar ] Yang M, Carless D. The feedback triangle and the enhancement of dialogic feedback processes. Teaching in... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6647409/ | Using conversation analysis to explore feedback on resident performance - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.577 | 0.656 | ["education", "communication"] | 377 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.715523 | [
0.06753826141357422,
0.024340318515896797,
-0.0040872106328606606,
-0.043382178992033005,
-0.10127052664756775,
-0.06184620037674904,
0.040020156651735306,
0.07350876182317734,
0.07199660688638687,
-0.020324282348155975,
-0.1052577942609787,
0.09348378330469131,
-0.008451669476926327,
-0.0... | ||
Behav Anal . 2015 Jan 14;38(1):51–75. doi: 10.1007/s40614-014-0026-x An Analysis of Feedback from a Behavior Analytic Perspective Kathleen A Mangiapanello Kathleen A Mangiapanello 1 The Graduate School, City University of New York, New York, NY USA 2 Department of Psychology, Queens College, 65-30 Kissena Boulevard, Fl... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.558 | 0.864 | ["education"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.943420 | [
0.03999381139874458,
0.027759306132793427,
-0.0484946072101593,
0.05074281617999077,
-0.008062349632382393,
0.04762741178274155,
0.03081275150179863,
0.01845601759850979,
0.023751351982355118,
-0.05605447664856911,
-0.024556731805205345,
0.005442234221845865,
0.03239143639802933,
0.0186366... | ||
of New York, New York, NY USA 2 Department of Psychology, Queens College, 65-30 Kissena Boulevard, Flushing, NY 11367 USA Find articles by Nancy S Hemmes 1, 2 Author information Article notes Copyright and License information 1 The Graduate School, City University of New York, New York, NY USA 2 Department of Psycholog... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.541 | 0.838 | ["education", "philosophy"] | 436 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.943655 | [
0.09016089141368866,
-0.00868088286370039,
0.01702537201344967,
0.07249107956886292,
-0.02014186419546604,
0.042609479278326035,
-0.022303370758891106,
-0.05687602981925011,
0.05227193981409073,
-0.02034890279173851,
-0.03271809592843056,
0.02570081688463688,
-0.07116944342851639,
-0.00690... | ||
✉ Corresponding author. Collection date 2015 May. © Association for Behavior Analysis International 2015 PMC Copyright notice PMCID: PMC4883498 PMID: 27606167 Abstract The present paper presents a systematic analysis from a behavior analytic perspective of procedures termed feedback. Although feedback procedures are wi... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.443 | 0.826 | [] | 466 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.943726 | [
0.01647637039422989,
0.019146155565977097,
-0.0496453195810318,
0.05315563827753067,
-0.04510519281029701,
-0.01481835450977087,
-0.010034609586000443,
0.02813710644841194,
0.004990988411009312,
-0.05882536247372627,
-0.04656459018588066,
-0.04032844305038452,
0.04624123498797417,
0.005365... | ||
ack is neither consistently defined nor analyzed. Feedback is frequently treated as a principle of behavior; however, its effects are rarely analyzed in terms of well-established principles of learning and behavior analysis. On the assumption that effectiveness of feedback procedures would be enhanced when their use is... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.38 | 0.836 | ["education", "philosophy"] | 470 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.943798 | [
-0.050150953233242035,
0.017174072563648224,
-0.04010798782110214,
0.05588145554065704,
-0.015048000030219555,
0.01584499329328537,
0.03479571267962456,
0.007746424991637468,
0.03538426011800766,
-0.013093850575387478,
-0.0171661414206028,
0.002485396573320031,
0.05675821378827095,
-0.0382... | ||
ects in terms of operant conditioning principles. In the first comprehensive review of this type, we compare feedback procedures with those of well-defined operant procedures. We also compare the functional relations that have been observed between parameters of consequence delivery and behavior under both feedback and... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.541 | 0.842 | [] | 511 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.943848 | [
-0.031962502747774124,
0.030518664047122,
0.04795023053884506,
0.03706987947225571,
0.006887303199619055,
0.0023991551715880632,
0.008657186292111874,
0.05107547715306282,
0.08255978673696518,
0.0018539750017225742,
0.035242386162281036,
-0.00909595936536789,
0.00012948510993737727,
-0.045... | ||
e sufficient to explain the phenomena observed in studies on feedback. Keywords: Feedback, Behavioral processes, Operant conditioning, Reinforcement, Punishment, Contingency Feedback is a term commonly used within the discipline of psychology; however, it is neither consistently defined nor analyzed. In his influential... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.446 | 0.844 | [] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.943927 | [
-0.008336624130606651,
-0.017436517402529716,
-0.03252789378166199,
0.038234543055295944,
0.004686584696173668,
0.05017334222793579,
0.027045970782637596,
0.03793958202004433,
0.070869579911232,
0.032198015600442886,
-0.0033663406502455473,
0.02556213177740574,
0.025733081623911858,
-0.019... | ||
ervation that it is sometimes “treated as a principle of behavior” (p. 101), yet is no better than “professional slang” (p. 102). Weatherly and Malott ( 2008 ) observed that control of feedback effects by associative learning processes is often assumed, rather than determined, further pointing out that this occurs even... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.397 | 0.862 | ["education", "career", "resume"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.944014 | [
-0.012163582257926464,
-0.04254171997308731,
-0.010207430459558964,
0.04440565034747124,
-0.030692443251609802,
0.04641729220747948,
0.09437057375907898,
0.030868373811244965,
0.033384718000888824,
0.01870545744895935,
0.009910673834383488,
0.044178254902362823,
-0.016823388636112213,
-0.0... | ||
hat feedback functions as a reinforcer (or punisher), such assumptions may be misleading. Imprecision and inconsistency in defining feedback at both the stimulus and procedural level interfere with analyzing the specific function(s) that feedback serves. It has been suggested that feedback may function similarly to the... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.534 | 0.856 | ["leadership"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.944228 | [
-0.04157434031367302,
0.027476279065012932,
0.012300650589168072,
-0.029888756573200226,
0.024739768356084824,
0.09811032563447952,
-0.017849722877144814,
0.006103308871388435,
0.05037642642855644,
0.07049952447414398,
0.019792117178440094,
-0.0157488901168108,
0.02538146637380123,
-0.0309... | ||
and Mayer 1991 ), (b) an instruction (Catania 1998 ; Hirst et al. 2013 ), (c) a guide (Salmoni et al. 1984 ), (d) a discriminative stimulus (Duncan and Bruwelheid 1985-1986 ; Roscoe et al. 2006 ; Sulzer-Azaroff and Mayer 1991 ), (e) a rule (Haas and Hayes 2006 ; Prue and Fairbank 1981 ; Ribes and Rodriguez 2001 ), (f) ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.522 | 0.884 | ["motivation"] | 503 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.944287 | [
-0.04106668382883072,
-0.045399010181427,
0.001086413161829114,
0.007063647732138634,
0.0005195305566303432,
0.15064138174057007,
0.009509247727692127,
0.010326172225177288,
0.009464967995882034,
0.05768438056111336,
0.044573113322257996,
0.08719351142644882,
0.008992444723844528,
0.012475... | ||
ing stimulus (Duncan and Bruwelheide 1985-1986 ). Peterson’s ( 1982 ) suggestion that the term be eradicated apparently was not well-received. Since publication of that paper, 441 articles with feedback in the title and behavior in the journal name have appeared in over 50 journals in 1983 through 2013. Publication fre... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.336 | 0.844 | [] | 440 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.944367 | [
0.038960255682468414,
-0.009292935021221638,
-0.03211178630590439,
0.08311804383993149,
0.01279237400740385,
0.04182150214910507,
0.06162722781300545,
0.05421336367726326,
-0.017775025218725204,
0.032545577734708786,
0.0572877898812294,
0.09821663796901703,
0.08687432110309601,
-0.00128002... | ||
) using the search parameters listed in Table 1 . In these studies, feedback was often implemented in the following areas: (a) behavioral skills training (to improve teaching, academic, and a variety of motor skills), (b) health-related behavior (increasing exercise time and habit cessation), and organizational behavio... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.571 | 0.822 | ["management"] | 439 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.944419 | [
-0.005974984262138605,
0.02723420225083828,
-0.06028091534972191,
0.07852280884981155,
-0.03927856311202049,
0.08605513721704483,
0.005449310876429081,
0.05408720672130585,
-0.04240897297859192,
-0.02243829146027565,
0.056348033249378204,
0.04214959964156151,
0.05577467381954193,
-0.028055... | ||
ease absenteeism, and increase safe work habits). Table 1 lists the journals that collectively accounted for greater than 80 % (356) of the 441 publications identified in the search. The three journals that focus on organizational behavior collectively had the highest frequencies of articles, with the Journal of Organi... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.553 | 0.854 | ["management"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.944474 | [
0.08152592182159424,
-0.0642765462398529,
-0.07945160567760468,
0.08287683129310608,
0.029668480157852173,
0.06571376323699951,
0.011461497284471989,
0.008534105494618416,
-0.047013357281684875,
0.03428196907043457,
0.035203881561756134,
0.0978010818362236,
0.012031840160489082,
0.02828347... | ||
Behavior and the Journal of Applied Behavior Analysis. Cumulative frequency per year is plotted in Fig. 1 . This function suggests that the rate of publication increased after 2006. Table 1. Citations by journal Journal title Number of citations Journal of Organizational Behavior Management 82 Journal of Motor Behavior... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.527 | 0.85 | ["management", "decision_making"] | 510 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.944522 | [
0.011126355268061161,
-0.060807179659605026,
-0.051750365644693375,
0.009132693521678448,
-0.05124226212501526,
-0.009480367414653301,
-0.06001884490251541,
0.00935995951294899,
-0.01220017671585083,
0.062159910798072815,
0.08039677143096924,
0.04622841998934746,
0.015096868388354778,
0.00... | ||
odification 18 Journal of Organizational Behavior (Journal of Occupational Behavior) 16 Behavioral Therapy 15 Games and Economic Behavior 12 Journal of Behavior Therapy and Experimental Psychiatry 12 Social Behavior and Personality 12 Law and Human Behavior 11 Small Group Research (Small Group Behavior) 9 Open in a new... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.556 | 0.708 | ["governance"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.944569 | [
0.02112034149467945,
0.016254501417279243,
-0.10924625396728516,
0.04597193002700806,
-0.013094242662191391,
0.022822635248303413,
0.023447750136256218,
0.04499996080994606,
-0.016133641824126244,
0.02314087375998497,
0.03968609496951103,
0.041853442788124084,
0.016467276960611343,
0.01849... | ||
appeared in the title and the word behavior appeared in the publication title; the source was limited to journal articles that were published between 1983 and 2013. Studies that did not include human participants were excluded. A total of 441 citations were identified, representing over 50 scholarly journals. Table 1 l... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.326 | 0.854 | [] | 483 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.944611 | [
0.05929998680949211,
0.013552878051996231,
-0.08290818333625793,
0.07912557572126389,
-0.007569603621959686,
0.02614196017384529,
0.013071496039628983,
0.02417159453034401,
-0.004934723023325205,
0.07404188811779022,
0.014567445032298565,
0.015825288370251656,
0.018786855041980743,
0.03826... | ||
441 publications identified in the search Fig. 1. Open in a new tab Cumulative frequency per year of journal articles containing the word feedback in the title, appearing in journals with behavior in the journal name While admitting the wisdom of Peterson’s ( 1982 ) suggestion that behavior analysts avoid references to... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.404 | 0.866 | ["strategy", "education"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.944658 | [
0.018030446022748947,
-0.002679699333384633,
-0.10733366012573242,
0.060887400060892105,
-0.036268167197704315,
0.057459063827991486,
-0.003259015502408147,
0.01080675795674324,
0.0063833012245595455,
-0.017649337649345398,
-0.009172163903713226,
-0.004012561868876219,
0.07392355054616928,
... | ||
the research and practice of those who take a nonbehavior analytic approach to problems in business and industry. As an alternative, Duncan and Bruwelheide urged “a finer-grained analysis of feedback, focused on behavior functions” (p. 112). The present report adopts this recommendation. In the first comprehensive revi... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.584 | 0.83 | ["economy"] | 452 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.944726 | [
-0.008681951090693474,
0.05928501859307289,
-0.04367681220173836,
-0.010167832486331463,
-0.041055090725421906,
0.03606340289115906,
0.012579942122101784,
0.034289658069610596,
-0.01528532151132822,
-0.03782280907034874,
-0.021276745945215225,
-0.028811849653720856,
0.05684429034590721,
-0... | ||
t procedures, noting overlap and dissimilarities. We also compare functional relations between parameters of consequence delivery and behavior under both feedback and operant procedures. We reason that convergence of these functions will support the conceptually systematic assertion that the processes involved in opera... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.532 | 0.826 | ["philosophy"] | 444 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.944816 | [
-0.0338769406080246,
-0.013554892502725124,
0.03818828612565994,
0.01758621819317341,
-0.021364983171224594,
0.021689757704734802,
0.011913798749446869,
0.0026691474486142397,
0.11879193037748337,
0.0256473608314991,
0.030871357768774033,
0.02904447726905346,
0.029129374772310257,
-0.02434... | ||
dies of feedback. As pointed out by Alvero et al. ( 2001 ) and others (e.g., Duncan and Bruwelheide 1985-1986 ; Johnson 2013 ; Normand et al. 1999 ), to the extent that behavior control by feedback can be attributed to basic learning processes, its application can be informed by the vast literature on variables that in... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.543 | 0.872 | ["resume", "education", "philosophy"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.944887 | [
-0.024827521294355392,
0.006258789915591478,
-0.020161280408501625,
0.04690694808959961,
-0.04387153312563896,
0.05791420489549637,
0.023572206497192383,
0.014541028067469597,
-0.04124331474304199,
0.04276397079229355,
0.00345610361546278,
0.08888237923383713,
0.0222635418176651,
0.0014536... | ||
er’s analysis of psychological terms (Skinner 1945 ; also see Schlinger 2013 ), an operational definition was adopted for this report in order to describe the minimal stimulus conditions likely to occasion emission of feedback as an utterance or as a written word. Although the objective was a definition that is applica... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.676 | 0.708 | ["philosophy"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.944943 | [
-0.00849082414060831,
0.03318619728088379,
-0.028956977650523186,
0.05431412532925606,
-0.024141795933246613,
0.060472190380096436,
0.07883207499980927,
0.024103716015815735,
-0.016593217849731445,
-0.02044488675892353,
-0.004638337064534426,
-0.012568270787596703,
0.04464126005768776,
-0.... | ||
imitless; therefore, the present formulation focuses on that which is typical, as opposed to that which is conceivable. For this report, feedback is defined as presentation of an exteroceptive stimulus whose parameters vary as a function of parameters of antecedent responding. The feedback stimulus may vary along one o... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.414 | 0.822 | ["communication", "philosophy"] | 416 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.945012 | [
0.025224069133400917,
-0.030871815979480743,
-0.03445994853973389,
0.01764608919620514,
-0.022516706958413124,
0.003940510097891092,
0.06906557083129883,
0.054213088005781174,
0.049439407885074615,
0.007491033524274826,
0.019013304263353348,
-0.0719362273812294,
0.048182278871536255,
-0.02... | ||
of responding—both quantitative and qualitative. It may describe characteristics of the immediately prior response or of a predetermined target response (goal) and possibly the relation between the two (i.e., whether they are members of the same response class or, if not, how they differ). It may also describe the cont... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.377 | 0.706 | ["philosophy"] | 510 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.945082 | [
0.02586286887526512,
-0.027723755687475204,
-0.0025246574077755213,
0.030985459685325623,
-0.004026214592158794,
0.011156395077705383,
0.033232979476451874,
0.036139145493507385,
0.08473982661962509,
-0.020578140392899513,
-0.004243166651576757,
-0.0367901474237442,
0.028606880456209183,
-... | ||
., verbal statements, tones, images) and may vary with a single response dimension or a combination of response dimensions. While the foregoing definition and specifications are based on those of previous authors, collectively, they are more comprehensive than those identified in the literature. The intention was to pr... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.405 | 0.836 | [] | 462 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.945131 | [
0.04403964430093765,
0.03895695134997368,
0.01038884837180376,
0.003667892189696431,
-0.0481412336230278,
0.0039174542762339115,
-0.02988417074084282,
0.08205059170722961,
0.0010340121807530522,
-0.03419383615255356,
-0.01563258096575737,
-0.05188065394759178,
0.006646329071372747,
-0.0143... | ||
h precision for a variety of feedback procedures. A Comparison of Feedback with Reinforcement and Punishment Procedures In this section, procedures labeled feedback are compared at a procedural level with common operant conditioning procedures, and functions showing behavior change as a function of procedural parameter... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.387 | 0.848 | [] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.945174 | [
0.004354891832917929,
0.041717104613780975,
-0.03744452819228172,
-0.03571021184325218,
-0.08933117985725403,
0.01837322860956192,
0.0031020957976579666,
0.015687929466366768,
0.0019157188944518566,
0.022029558196663857,
-0.0029124703723937273,
-0.02319679781794548,
0.04036515951156616,
-0... | ||
r that is analogous to reinforcement (or punishment) procedures (e.g., Duncan and Bruwelheide 1985-1986 ; Peterson 1982 ). Most notably, under both feedback and operant procedures, consequences of responding are contingent on properties of responding. Likely for this reason, feedback is often assumed to function as a r... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.414 | 0.846 | ["philosophy"] | 505 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.945220 | [
-0.05927065387368202,
-0.028048107400536537,
-0.053650863468647,
0.046965375542640686,
0.014425823464989662,
0.08282452821731567,
0.004165492951869965,
0.030329067260026932,
0.05955997854471207,
0.06436096131801605,
0.0025046877562999725,
0.015444650314748287,
0.05592428892850876,
0.056382... | ||
pendently, as discussed in the following section. Unlike feedback stimuli, reinforcers and punishers are defined and classified by their effects on parameters of the response class upon which they are contingent, including probability, rate, magnitude, and latency. Reinforcement is defined as an increase in response st... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.453 | 0.846 | [] | 511 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.945261 | [
-0.035582154989242554,
-0.0221447441726923,
-0.06125956028699875,
0.006933629512786865,
-0.02237829566001892,
0.09340737015008926,
0.03172668069601059,
-0.025036657229065895,
0.04335138574242592,
0.06782910972833633,
0.056613922119140625,
-0.03716914728283882,
0.07312171906232834,
0.056226... | ||
istent with a stimulus functioning as a punisher. Both feedback and operant procedures are classified as positive or negative; however, these terms are used differently when referring to feedback versus to operant procedures. For reinforcement and punishment procedures, the terms refer to the sign (positive or negative... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.469 | 0.846 | [] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.945305 | [
-0.0023561762645840645,
0.012670709751546383,
-0.05010044947266579,
0.01518736407160759,
-0.06334253400564194,
0.016789181157946587,
0.0324406772851944,
-0.0005776337930001318,
0.05347759649157524,
0.03684335947036743,
0.08523634076118469,
-0.027657393366098404,
0.07273540645837784,
0.0619... | ||
of the feedback stimulus (affirmative or corrective, respectively), not to the contingency between responding and the presentation of feedback. Feedback procedures are most often programmed analogously to positive reinforcement or positive punishment procedures in that feedback stimuli are typically presented, rather t... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.537 | 0.836 | ["communication"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.945368 | [
-0.012764958664774895,
-0.0025248329620808363,
0.004632608033716679,
0.013983282260596752,
-0.014568008482456207,
0.051956240087747574,
0.0459284633398056,
-0.027789711952209473,
0.08398578315973282,
0.004745266400277615,
-0.004268912132829428,
-0.008746218867599964,
0.03808771073818207,
-... | ||
ocusing on the following: (a) identification of the a priori behavior-altering effects of the consequence, (b) parameters of consequence delivery, and (c) precision of the relation between target responding and its consequences. A Priori Establishment of Behavior-Altering Effects of Consequential Stimuli Operant and fe... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.535 | 0.82 | [] | 440 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.945410 | [
0.014125931076705456,
-0.008597001433372498,
0.044718097895383835,
0.016543958336114883,
0.0016699043335393071,
0.027023574337363243,
0.0000029288819405337563,
0.05657080560922623,
0.06656564772129059,
0.001097951433621347,
0.021260298788547516,
0.0011500532273203135,
0.010950926691293716,
... | ||
ons are identified prior to their implementation. Traditions differ for the two types of procedures, possibly owing to differing epistemologies. In the feedback literature, a control system model is often used to account for the behavior-altering effects of feedback. In general, control system models hold that feedback... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.394 | 0.834 | ["philosophy"] | 468 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.945468 | [
0.009608693420886993,
-0.00288227666169405,
-0.06830412149429321,
0.04139530286192894,
-0.002186992671340704,
0.016533613204956055,
0.007068000268191099,
0.07283240556716919,
0.06883817166090012,
0.030464770272374153,
-0.009944509714841843,
0.06398780643939972,
0.08979150652885437,
-0.0257... | ||
blished goals or other standards for performance. Discrepancies result in adjustment of performance or goals (for a description of this model, see Duncan and Bruwelheide 1985-1986 ). Under control system models, a priori establishment of feedback stimulus effectiveness would amount to determining that stimuli accuratel... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.572 | 0.844 | ["philosophy"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.945515 | [
-0.003383419243618846,
0.002481114352121949,
-0.012955634854733944,
0.02107350341975689,
-0.017497852444648743,
0.05154028534889221,
-0.03103814087808132,
0.05337673798203468,
0.03682253137230873,
-0.002405033214017749,
0.00422080559656024,
-0.003943738527595997,
0.10366921126842499,
-0.00... | ||
ponse consequences is guided by the principle of transituationality (Meehl 1950 ). When a stimulus is determined to function as a reinforcer or punisher for at least one response prior to implementation of a behavior change procedure, its effectiveness in the latter procedure can be attributed to its previously identif... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.51 | 0.832 | [] | 446 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.945564 | [
-0.03552839905023575,
0.006197127513587475,
0.07168371975421906,
-0.011493301950395107,
0.0012990763643756509,
0.09626929461956024,
0.04065405949950218,
-0.024730822071433067,
0.07002314180135727,
0.012616878375411034,
0.08919958025217056,
-0.020755749195814133,
0.021247167140245438,
0.061... | ||
ondition of transituationality has been achieved. To help achieve transituationality, and also enhance the efficacy of operant procedures, many researchers use stimulus preference assessments to identify potentially effective stimuli (e.g., Call et al. 2012 ; DeLeon et al. 2001 ; Kelly et al. 2014 ; Lee et al. 2010 ; R... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.519 | 0.72 | ["crisis", "llm"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.945707 | [
0.054003454744815826,
-0.10104884207248688,
0.08578655123710632,
0.04001064971089363,
0.012237799353897572,
0.02724233642220497,
0.009547049179673195,
0.018049346283078194,
0.0199422724545002,
-0.020907174795866013,
-0.01632947288453579,
0.000051719216571655124,
-0.012347114272415638,
0.03... | ||
roportion of trials on which each stimulus is approached taken as an index of preference for that stimulus (Fisher et al. 1992 ). Fisher et al. and others (e.g., Lee et al. 2010 ) have shown that preference assessments yield strong predictions regarding reinforcer efficacy. Graff and Karsten ( 2012 ) surveyed practitio... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.518 | 0.706 | ["crisis", "philosophy"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.945779 | [
-0.04722889885306358,
-0.06790796667337418,
-0.01602894254028797,
0.0226407740265131,
0.02362477220594883,
0.09294451773166656,
0.03781752288341522,
0.0968039408326149,
-0.05723680928349495,
0.026257779449224472,
-0.011418936774134636,
-0.009522865526378155,
-0.05031868815422058,
0.0480440... | ||
of stimulus preference assessment to determine effective consequences. This literature suggests that a priori establishment of potential reinforcer or punisher effectiveness of consequent stimuli is common among behavior analysts. The reinforcer or punisher functions of feedback stimuli generally are not established pr... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.549 | 0.824 | [] | 475 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.945852 | [
-0.027775004506111145,
-0.034735605120658875,
0.010428411886096,
-0.00336259207688272,
-0.020235924050211906,
0.08605936169624329,
0.04301067441701889,
0.03149893879890442,
0.028121262788772583,
0.024763941764831543,
-0.006825034040957689,
-0.03498100861907005,
0.02287590317428112,
0.09314... | ||
ocedures in terms of reinforcement or punishment. Nonetheless, reinforcement is often posited as a basis for increases in responding when feedback is contingent upon the measured response, particularly when procedural parameters, such as timing of the feedback stimulus, match those of typical reinforcement procedures (... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.381 | 0.832 | [] | 457 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.945921 | [
0.012373402714729309,
-0.003273102454841137,
-0.001783311483450234,
0.037969596683979034,
0.00593392550945282,
-0.006591275800019503,
0.0021372302435338497,
0.010297213681042194,
0.08376184105873108,
-0.0013025797670707107,
0.008589164353907108,
-0.014074617065489292,
0.039216626435518265,
... | ||
einforcement has been examined in the literature. For example, in a recent study, Johnson ( 2013 ) performed a component analysis in which effects of objective feedback—description of the previous day’s performance—and evaluative feedback—statements consistent with excellent, good, average, or poor performance on the p... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.466 | 0.844 | ["philosophy", "education"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.946005 | [
0.06390123814344406,
0.007010454777628183,
-0.018490469083189964,
0.02250550501048565,
0.01721891202032566,
0.020181629806756973,
-0.027872398495674133,
0.014855475164949894,
0.030032886192202568,
-0.03522855043411255,
-0.05645444244146347,
0.03634706512093544,
0.06217499449849129,
-0.0185... | ||
n; however, when the two types were combined, performance was considerably higher than when either type was presented separately. The author reasoned that the evaluative feedback may function as an establishing or abolishing operation, controlling the effectiveness of objective feedback as a reinforcer or punisher. How... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.415 | 0.848 | ["philosophy"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.946074 | [
0.01619740016758442,
0.0011047681327909231,
-0.036217089742422104,
0.005319762974977493,
-0.01254463940858841,
0.05738610401749611,
0.008029762655496597,
0.008446283638477325,
0.01691395230591297,
-0.003549842396751046,
0.006683293264359236,
0.013062147423624992,
0.0479409396648407,
0.0165... | ||
nnot be determined if behavior change was mediated by reinforcement (or punishment) or by other processes controlled by response-contingent feedback (e.g., instruction, establishing or abolishing operations, discriminative stimulus control, or elicitation). In the absence of direct evidence that feedback functions as a... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.538 | 0.836 | [] | 511 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.946128 | [
0.0011819119099527597,
-0.03535282239317894,
0.03800562024116516,
0.00518307089805603,
-0.03994419425725937,
0.03538599982857704,
0.006747378036379814,
-0.0017766579985618591,
0.06493234634399414,
0.004215918947011232,
0.005372899118810892,
0.0026623604353517294,
0.013615502044558525,
0.01... | ||
—the consequences of responding consisted only of information about the quality or quantity of prior responding—and procedures that included feedback plus consequences, where consequences could include such events as praise, money, and time off from work, that is, presumed reinforcers. In the literature reviewed by Alv... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.449 | 0.848 | ["resume", "philosophy"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.946215 | [
-0.05012995004653931,
0.03910527750849724,
0.02949460782110691,
0.03083871118724346,
0.022078009322285652,
0.05686378851532936,
0.009742846712470055,
0.05856885015964508,
0.06020376458764076,
-0.04061395674943924,
0.018110837787389755,
0.03399697318673134,
0.01708107255399227,
-0.007867531... | ||
vior-altering effects of the consequences were assessed independently of the feedback procedure. Interestingly, Alvero et al. found that feedback-alone procedures were consistently effective in 47 % of the 68 applications, while procedures that combined feedback with consequences (presumed reinforcers) were consistentl... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.409 | 0.816 | ["resume"] | 417 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.946311 | [
-0.0388304628431797,
0.02037004567682743,
0.014822310768067837,
0.01755347102880478,
0.002390217734500766,
0.03090003877878189,
-0.059324201196432114,
0.08437337726354599,
0.032694559544324875,
-0.012736711651086807,
0.04018264636397362,
0.012247168458998203,
0.024817809462547302,
-0.00484... | ||
arlier review of 126 experiments, Balcazar et al. ( 1985-1986 ) reported values of 28 and 52 % for feedback alone and feedback with consequences, respectively. Whether the positive effects of feedback-alone procedures can be attributed to reinforcement remains an open question. Even if feedback stimuli do not include p... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.531 | 0.854 | ["ethics"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.946398 | [
-0.010424187406897545,
0.005474595353007317,
-0.022533217445015907,
0.03499912470579147,
0.013158056885004044,
0.04857971519231796,
-0.01424096617847681,
0.009882422164082527,
0.02072102203965187,
0.016839701682329178,
0.023693453520536423,
-0.0031915674917399883,
0.0763452798128128,
0.015... | ||
sher (e.g., Duncan and Bruwelheide 1985-1986 ; Jerome and Sturmey 2014 ; Johnson and Dickinson 2012 ); Kazdin 1989 ; Peterson 1982 ). Conditioned reinforcers or punishers are established by means of a stimulus-stimulus contingency between a stimulus having no initial reinforcing or punishing effects and a primary reinf... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.372 | 0.848 | ["career"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.946525 | [
-0.04089676961302757,
-0.030588451772928238,
-0.0270489864051342,
0.05187927186489105,
0.0048508113250136375,
0.094467394053936,
0.042035337537527084,
-0.024903561919927597,
0.04362848773598671,
0.02712998539209366,
0.03785940259695053,
-0.0015900428406894207,
0.07973074167966843,
0.008054... | ||
of feedback stimuli (e.g., “Good job” or “Your output is low”) may be present prior to introduction of training (Hayes et al. 1991 ; Roscoe et al. 2006 ), or they may be acquired during the feedback procedure, provided that a stimulus-stimulus contingency is arranged with an established reinforcer (or punisher) during ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.557 | 0.864 | ["career", "resume"] | 501 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.946578 | [
-0.025737175717949867,
-0.028822360560297966,
-0.03923283517360687,
0.03976950794458389,
-0.016532376408576965,
0.07205789536237717,
0.044229067862033844,
-0.006164028774946928,
0.04728957638144493,
-0.030884092673659325,
0.02178865857422352,
0.022602595388889313,
0.04518505185842514,
0.01... | ||
blished reinforcers or punishers during training. An experiment by Hayes et al. ( 1991 ) demonstrated an untrained behavior control effect of positive and negative verbal feedback stimuli—“correct” and “incorrect”—for correct and incorrect sorting responses, respectively, and transfer of that control to the arbitrary s... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.535 | 0.832 | [] | 484 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.946636 | [
-0.04381328076124191,
-0.03791024535894394,
0.03618292883038521,
0.04400241747498512,
-0.043475452810525894,
0.09916692227125168,
0.014321057125926018,
-0.006819671951234341,
0.014733869582414627,
0.030177993699908257,
0.03523389622569084,
0.028928276151418686,
0.04323393106460571,
0.07293... | ||
ially paired during training on the sorting task. In contrast to the positive findings of Hayes et al., Slowiak et al. ( 2011 ) reported mixed results in a study of acquisition of conditioned reinforcer effectiveness of feedback stimuli that were correlated with monetary payments. In an interesting design, the authors ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.402 | 0.856 | ["education", "salary", "philosophy"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.946769 | [
-0.05746671184897423,
-0.024017054587602615,
0.009438753128051758,
-0.004310501739382744,
-0.04369513317942619,
0.06678766012191772,
0.04043250158429146,
0.007379352115094662,
0.040983669459819794,
0.024301400408148766,
0.004766976460814476,
0.010765801183879375,
0.01638057827949524,
0.023... | ||
itions performed a simulated data entry task during which they could self-deliver objective feedback—statements describing the cumulative number of responses completed during the session, the number of correct responses, and mean rate of responding during the session. For one group, pay was presented contingent upon da... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4883498/ | An Analysis of Feedback from a Behavior Analytic Perspective - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.495 | 0.694 | ["salary", "philosophy"] | 512 | Performance Management Difficult Conversations | topic | 2026-04-10T16:04:46.946828 | [
-0.0613240972161293,
0.019978391006588936,
-0.02614777162671089,
-0.00213912152685225,
-0.06826923787593842,
0.012083671055734158,
0.12430411577224731,
0.000500183436088264,
-0.0031927055679261684,
0.08719933778047562,
-0.0462963804602623,
-0.053788211196660995,
0.05025003105401993,
-0.046... |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.