Talk:Motivation and emotion/Book/2023/Medial forebrain bundle, motivation, and emotion

Initial suggestions

@U3226707: Thanks for tackling this topic. Some initial suggestions:

• Check out other related chapters and see how you can build on, link to, and integrate with that work:
  • Category:Motivation and emotion/Book/Brain
  • Category:Motivation and emotion/Book/Emotion
  • Category:Motivation and emotion/Book/Motivation
• What psychological theory(ies) can help to understand? What is the main research in this area?

Let me know if I can do anything else as you go along. Sincerely, James -- Jtneill - Talk - c 04:55, 12 August 2023 (UTC)

Topic development feedback

The topic development submission 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 for editing changes made whilst reviewing this chapter plan. Responses to this feedback can be made by starting a new section below and/or contacting the reviewer. Topic development marks are available via UCLearn. Note that marks are based on what was available before the due date.

Title The wording and/or capitalisation of the title is incorrect. Be consistent with the book table of contents. The sub-title is correctly worded and formatted Headings Promising 3-level heading structure – could benefit from simplification e.g., by reducing to a 2-level structure Adopt closer alignment between the sub-title, focus questions, and top-level headings Avoid having sections with only 1 sub-heading – use 0 or 2+ sub-headings Overview Add a scenario or case study into a feature box (with an image) at the start of this section to help catch reader interest Add a brief, evocative description of the problem/topic Closer alignment between the sub-title, focus questions, and top-level headings is recommended Key points Key points are well developed for each section, with relevant citations It is likely that this chapter may run over the maximum word count, so this is where sharp focus questions that unpack the sub-title will be useful in deciding what to keep/expand and what to drop/minimise For sections which include sub-sections include key points for an overview paragraph prior to branching into the sub-headings Strive for an integrated balance of theory and research, with practical examples Conclusion (the most important section): Hasn't been developed Figure A relevant figure is presented and captioned Caption could better explain how the image connects to key points being made in the main text Cite each figure at least once in the main text Learning feature Include in-text interwiki links for the first mention of key terms to relevant Wikipedia articles and/or to other relevant book chapters Consider including more examples/case studies, quiz question(s), table(s) etc. References Very good For APA referencing style, check and correct: italicisation page numbers should be separated by an en-dash (–) rather than a hyphen (-) Resources See also Good Use bullet-points (see Tutorial 02) External links Not developed User page Created – minimal, but sufficient Very brief description about self provided – consider expanding Consider linking to your eportfolio page and/or any other professional online profile or resume such as LinkedIn. This is not required, but it can be useful to interlink your professional networks. Link provided to book chapter Social contribution One out of three types contributions with indirect link(s) to evidence If adding the second or subsequent link to a page (or a talk/discussion page), create a direct link like / Add direct links to evidence. To do this: View the page history, select the version of the page before and after your contributions, click "compare selected revisions", and then use this website address as a direct link to evidence for listing on your user page. For more info, see Making and summarising social contributions. Looking ahead to the book chapter submission, see how to earn marks for social contributions.

-- Jtneill - Talk - c 22:03, 28 September 2023 (UTC)

Edits

Hi, thank you for this book chapter, it was very informative. I think it could have benefitted from using more interactive mechanisms (e.g., graphs, quizzes, case studies)! I have made some changes to your reference list, I hope you don't mind! They are overall really great, the most common ones I have noticed are uncapitalised words after a colon. Jingying Chen (discuss • contribs) 23:56, 19 October 2023 (UTC)

Book 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. Chapter marks will be available via UCLearn along with social contribution marks and feedback. Keep an eye on Announcements.

Overall Overall, this is a reasonably good chapter A key area area for potential improvement is the quality of written expression Move non-peer reviewed links into the external links section For additional feedback, see the following comments and these copyedits Overview Basic Engage reader interest by presenting a case study or scenario with an image in a feature box Briefly explains the problem or phenomenon Focus questions are basic. Could be refined. Theory A good range of relevant theories are selected, described, and explained Reduce general theoretical background (e.g., definitions). Instead, summarise and link to related resources (i.e., other book chapters and/or Wikipedia articles). Increase emphasis on substantive aspects of theory that relate directly to the specific topic (i.e., the sub-title question). Builds somewhat on related chapters and/or Wikipedia articles Build more strongly on other related chapters (e.g., by embedding links to other chapters) Good*** depth is provided about relevant theory(ies) Place more emphasis on explaining the underlying theoretical constructs than methods of measurement Effective use of tables, figures, and/or lists are to help clearly convey key theoretical information Some/Basic use of tables, figures, and/or lists are to help convey key theoretical information Use tables, figures, and/or lists are to help convey key theoretical information Insufficient use of academic, peer-reviewed citations (e.g., see the tags) in some places Some use of research examples to illustrate theoretical concepts Research Good review of relevant research Any systematic reviews or meta-analyses in this area? Greater emphasis on effect sizes could be helpful. Good critical thinking about relevant research is evident Critical thinking about research could be further evidenced by: describing the methodology (e.g., sample, measures) in important studies discussing the direction of relationships considering the strength of relationships acknowledging limitations pointing out critiques/counterarguments suggesting specific directions for future research Some/Many claims are unreferenced (e.g., see the tags) Integration Good integration between theory and research Conclusion Very good summary and conclusion Add practical, take-home message(s) Style Written expression Overall, the quality of written expression is basic Use 3rd person perspective (e.g., "it") rather than 1st (e.g., "we") or 2nd person (e.g., "you") perspective[1] in the main text, although 1st or 2nd person perspective can work well for case studies or feature boxes Layout Include an introductory paragraph before branching into the sub-sections (see tags) Avoid having sections with 1 sub-heading – use 0 or 2+ sub-headings Grammar The grammar for some sentences could be improved (e.g., see the tags) Consider using a grammar checking tool Another option is to share draft work with peers and ask for their assistance Abbreviations Once an abbreviation is established (e.g., PTSD), use it consistently. Don't set up an abbreviation and then not use it or only use it sometimes. Proofreading More proofreading is needed (e.g., fix punctuation and typographical errors) to bring the quality of written expression closer to a professional standard APA style Express numbers < 10 using words (e.g., two) and >= 10 and over using numerals (e.g., 99) Figures Figures are well captioned Refer to each Figure at least once within the main text (e.g., see Figure 1) Citations are not in full APA style (7th ed.). For example: A full stop is needed after "et al" (i.e., "et al.") because it is an abbreviation of et alii References are close to APA style. Separate page numbers using an en-dash (–) rather than a hyphen (-) Move non-peer-reviewed sources to the external links section Learning features Good use of learning features Very good use of embedded in-text interwiki links to Wikipedia articles. Adding more interwiki links for the first mention of key words and technical concepts would make the text even more interactive. See example. Basic/ use of image(s) No use of table(s) Basic use of feature box(es) Basic use of case studies or examples No use of quiz(zes) and/or reflection question(s) Very good use of interwiki links in the "See also" section Use bullet points per Tutorial 02 Use alphabetical order Good use of external links in the "External links" section Use bullet points per Tutorial 02 Social contribution ~2 logged social contributions without direct links to evidence, so unable to easily verify and assess

-- Jtneill - Talk - c 04:16, 12 November 2023 (UTC)

Multimedia presentation feedback

The accompanying multimedia presentation has been marked according to the marking criteria. Marks are available via the unit's UCLearn 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 The presentation is over the maximum time limit — content beyond 3 mins is ignored for marking and feedback purposes Overview An opening slide with the title and sub-title is briefly displayed (too quickly to read easily) Also narrate the title and sub-title — this helps to clearly convey the purpose of the presentation Create an engaging introduction to hook audience interest Establish a context for the presentation (e.g., by using an example or explaining why it is important), to help the viewer understand Consider asking focus questions that lead to take-away messages. This will help to focus and discipline the presentation. Content Comments about the book chapter may also apply to this section The presentation addresses the topic The presentation makes good use of relevant psychological theory The presentation makes good use of some relevant psychological research Use APA style for citations The presentation makes good use of one or more examples or case studies or practical advice Conclusion A Conclusion slide is presented with very good take-home message(s) The Conclusion only partly fitted within the time limit Audio The audio is easy to follow, and interesting to listen to The presentation makes very good use of narrated audio Audio communication is well paced Good intonation The narration is well practiced and/or performed (e.g., pronunciation is excellent) Audio recording quality was OK. Review microphone set-up to achieve higher recording quality. Probably an on-board microphone was used (e.g., keyboard and/or mouse clicks were audible). Consider using an external microphone. The narrated content is well matched to the target topic (see content) Video Overall, visual display quality is excellent/very good/good/reasonably good/basic The presentation makes basic use of text and image based slides The font size is sufficiently large to make it easy to read The amount of text presented per slide could be reduced to make it easier to read and listen at the same time The visual communication is supplemented in a basic way by images and/or diagrams The presentation is well produced using simple tools The visual content is well matched to the target topic (see content) Meta-data The video title does not match the chapter title and sub-title — this would help to clearly convey the purpose of the presentation and be more consistent A brief written description of the presentation is provided. Consider expanding. Check grammar. Links to and from the book chapter are provided An inactive hyperlink to the book chapter is provided because the YouTube user account does not yet have access to advanced features The presentation is incorrectly categorised as being for kids. This creates limitations, such as being unable to add the presentation to a playlist. More info. Licensing Image sources and their copyright status are communicated A copyright license for the presentation is provided

-- Jtneill - Talk - c 19:51, 14 November 2023 (UTC)