Talk:Motivation and emotion/Book/2019/Delay discounting and motivation

Heading casing

FYI, the convention on Wikiversity is for lower-cased headings (or sentence casing). For example, use: ==Cats and dogs== rather than ==Cats and Dogs== -- Jtneill - Talk - c 00:38, 18 October 2019 (UTC)

Chapter review and feedback

This chapter has been reviewed according to the marking criteria. Written feedback is provided below, plus there is a general feedback page. Please also check the chapter's page history to check for editing changes made whilst reviewing through the chapter. Responses to this feedback can be made by starting a new section below and/or contacting the reviewer. Chapter marks will be available later via UCLearn Canvas, along with social contribution marks and feedback. Keep an eye on Announcements.

Overall Overall, this is a basic, but sufficient chapter. Add an Overview. The Conclusion provides a somewhat tedious summary rather than a snappy answer to the question (sub-title) and take-home messages based on focus questions set up in the Overview. For additional feedback, see comments below and these copyedits. Theory Relevant theory is described and explained. The Reeve (2018) textbook is overused as a citation - instead, utilise primary, peer-reviewed sources. Consider reviewing the connection between willpower and DD and embedding a link to the corresponding willpower chapter. Also embed connection to the episodic future thinking chapter. Research Good coverage of relevant research. There has been significant recent criticism of the marshmallow studies. Update the review of research to reflect these concerns. Greater emphasis on major reviews and/or meta-analyses would be helpful. Written expression Written expression Overall, the quality of written expression is basic. Use third person perspective rather than first person (e.g., "we") or second person (e.g., "you") perspective. The written expression is overly colloquial (e.g., "Okay great"). Some paragraphs are overly long. Each paragraph should communicate one key idea in three to five sentences. Layout See earlier comments about heading casing. Avoid having sections with only one sub-section. Sections which include sub-sections should also include an introductory paragraph (which doesn't need a separate heading) before branching into the sub-headings. Learning features No use of embedded interwiki links to Wikipedia articles. Adding interwiki links for the first mention of key words and technical concepts would make the text more interactive. /No use of embedded links to related book chapters. Embedding interwiki links links to related book chapters helps to integrate this chapter into the broader book project. Move interwiki links from External links to See also. Provide more External links. Good use of images. No use of tables. No use of feature boxes. Basic use of quizzes. The quiz questions could be more effective as learning prompts by being embedded as single questions within each corresponding section rather than being presented as a set of questions at the end. No use of case studies or examples. Grammar Use serial commas[1] - it is part of APA style and generally recommended by grammaticists. Abbreviations Abbreviations (such as e.g., i.e.., etc.) should only be used inside parentheses. Proofreading Direct quotes need page numbers. Remove unnecessary capitalisation (e.g., Self-Regulation). APA style Numbers under 10 should be written in words (e.g., five); numbers 10 and over should be written in numerals (e.g., 10). Citations are not in full APA style. For example: Use ampersand (&) inside brackets and "and" outside brackets. In-text citations should be in alphabetical order. References are not in full APA style. For example: Check and correct use of capitalisation. Check and correct use of italicisation. See new doi format. Social contribution ~2 logged, minor, social contributions with direct links to evidence.

-- Jtneill - Talk - c 04:53, 14 November 2019 (UTC)

Multimedia feedback

The accompanying multimedia presentation has been marked according to the marking criteria. Marks are available via the unit's Canvas site. Written feedback is provided below, plus see the general feedback page. Responses to this feedback can be made by starting a new section below. If you would like further clarification about the marking or feedback, contact the unit convener.

Overall Overall, this is a reasonably good presentation. Structure and content Many of the comments about the book chapter also apply to this section. Well selected and structured content - not too much or too little. The presentation is well structured (Title, Overview, Body, Conclusion). Perhaps too much emphasis overall on the marshmallow experiment, but it is a useful example nonetheless. Add and narrate an Overview slide, to help orientate the viewer about what will be covered. A Conclusion slide is presented with a take-home message(s). Communication The presentation is fun, easy to follow, and interesting to watch and listen to. The presentation makes effective use of text and image based slides with narrated audio. Consider slowing down and leaving longer pauses between sentences. This can help the viewer to cognitively digest the information that has just been presented before moving on to the next point. The font size is sufficiently large to make it easy to read in the time provided. The visual communication is effectively supplemented by images. Production quality The full chapter title and sub-title are not used in the video title - doing so helps to clearly convey the purpose of the presentation. A sub-title is used on the opening slide but it does not match the book chapter. Audio recording quality was poor - review microphone set-up. Image sources and their copyright status are provided. A copyright license for the presentation is not provided. A link to the book chapter is provided but it doesn't go the top of the chapter. A link from the book chapter is/not provided. A brief written description of the presentation is provided.

-- Jtneill - Talk - c 08:53, 15 November 2019 (UTC)

Grammar tags

Fixed grammar tags that were placed lets to let's --Brianna Meddemmen (discuss • contribs) 14:30, 17 October 2021 (UTC)