更改

这两种定义可能会引起混淆，比如当激励（奖励）被用来提高糟糕的表现（缩小差距）。针对定义1，一些作者使用了替代术语，分别用自强化/自纠正<ref name="senge">{{Cite book|author=Peter M. Senge|title=The Fifth Discipline: The Art and Practice of the Learning Organization|year=1990|publisher=Doubleday|location=New York |isbn=978-0-385-26094-7|page=424|url=https://archive.org/details/fifthdisciplineasen00seng}}

这两种定义可能会引起混淆，比如当激励（奖励）被用来提高糟糕的表现（缩小差距）。针对定义1，一些作者使用了替代术语，分别用自强化/自纠正<ref name="senge">{{Cite book|author=Peter M. Senge|title=The Fifth Discipline: The Art and Practice of the Learning Organization|year=1990|publisher=Doubleday|location=New York |isbn=978-0-385-26094-7|page=424|url=https://archive.org/details/fifthdisciplineasen00seng}}

</ref>、强化/平衡<ref name="sterman">John D. Sterman, ''Business Dynamics: Systems Thinking and Modeling for a Complex World'', McGraw Hill/Irwin, 2000. {{ISBN|978-0-07-238915-9}}</ref>、离散增强/离散减少<ref name="carver">Charles S. Carver, Michael F. Scheier: ''On the Self-Regulation of Behavior'' Cambridge University Press, 2001 </ref>或再生/退化<ref>Hermann A Haus and Richard B. Adler, ''Circuit Theory of Linear Noisy Networks'', MIT Press, 1959</ref>来替代正/负。对于定义2，一些作者主张将行为或效果描述为积极/消极的强化或惩罚，而不是反馈。<ref name="Ramaprasad" /><ref name="skinner">BF Skinner, ''The Experimental Analysis of Behavior'', American Scientist, Vol. 45, No. 4 (SEPTEMBER 1957), pp. 343-371</ref>然而，即使是在一个单一的学科中，反馈的例子也可以被称为正的或负的，这取决于如何衡量或引用其含义。<ref>"However, after scrutinizing the statistical properties of the structural equations, the members of the committee assured themselves that it is possible to have a significant positive feedback loop when using standardized scores, and a negative loop when using real scores."

</ref>、强化/平衡<ref name="sterman">John D. Sterman, ''Business Dynamics: Systems Thinking and Modeling for a Complex World'', McGraw Hill/Irwin, 2000.</ref>、离散增强/离散减少<ref name="carver">Charles S. Carver, Michael F. Scheier: ''On the Self-Regulation of Behavior'' Cambridge University Press, 2001 </ref>或再生/退化<ref>Hermann A Haus and Richard B. Adler, ''Circuit Theory of Linear Noisy Networks'', MIT Press, 1959</ref>来替代正/负。对于定义2，一些作者主张将行为或效果描述为积极/消极的强化或惩罚，而不是反馈。<ref name="Ramaprasad" /><ref name="skinner">BF Skinner, ''The Experimental Analysis of Behavior'', American Scientist, Vol. 45, No. 4 (SEPTEMBER 1957), pp. 343-371</ref>然而，即使是在一个单一的学科中，反馈的例子也可以被称为正的或负的，这取决于如何衡量或引用其含义。<ref>"However, after scrutinizing the statistical properties of the structural equations, the members of the committee assured themselves that it is possible to have a significant positive feedback loop when using standardized scores, and a negative loop when using real scores."

For feedback in the educational context, see corrective feedback.

For feedback in the educational context, see corrective feedback.

Ralph L. Levine, Hiram E. Fitzgerald. ''Analysis of the dynamic psychological systems: methods and applications'', {{ISBN|978-0306437465}} (1992) page 123</ref>

Ralph L. Levine, Hiram E. Fitzgerald. ''Analysis of the dynamic psychological systems: methods and applications''(1992) page 123</ref>

这种混淆可能会出现，因为反馈既可以用于信息的目的，也可以用于激励的目的，而且往往同时具有定性和定量的成分。正如康奈兰 Connellan和泽姆克 Zemke（1993）所言：

这种混淆可能会出现，因为反馈既可以用于信息的目的，也可以用于激励的目的，而且往往同时具有定性和定量的成分。正如康奈兰 Connellan和泽姆克 Zemke（1993）所言：

::定量反馈告诉我们多少。定性反馈告诉我们多好、多坏或二者之间。<ref name=Connellan>Thomas K. Connellan and Ron Zemke, "Sustaining Knock Your Socks Off Service" AMACOM, 1 July 1993. </ref>

::定量反馈告诉我们多少。定性反馈告诉我们多好、多坏或二者之间。<ref name=Connellan>Thomas K. Connellan and Ron Zemke, "Sustaining Knock Your Socks Off Service" AMACOM, 1 July 1993. </ref>

====正反馈和负反馈的限制====

====正反馈和负反馈的限制====