Talk:Motivation and emotion/Book/2017/Emotion and learning

Comment

Hi, I have noticed that James has not commented on your discussion page yet. Prior to the topic development assessment James commented on my book chapter regarding the Wikiversity conventions for headings. His comment was as follows "FYI, the convention on Wikiversity is for lower-cased headings. For example, use: "Cats and dogs" rather than "Cats and Dogs". I thought this could help with the formatting of your chapter. --U3143144 (discuss • contribs) 23:21, 18 September 2017 (UTC)

Heading casing

FYI, the convention on Wikiversity is for lower-cased headings. For example, use: ==Cats and dogs== rather than ==Cats and Dogs== -- Jtneill - Talk - c 23:45, 15 October 2017 (UTC)

Feedback

Hi there! Great page so far and it is separated into different sections really well! I noticed you have a biological focus for this chapter (neural basis of learning and emotion and the brain) this reference may help: Meneses, A., & Liy-Salmeron, G. (2012). Serotonin and emotion, learning and memory. Reviews in the Neurosciences, 23(5-6), 543.

Moreover, if you had time/words remaining after writing your chapter I think acknowledging the social variables may help, as extrapolated in this reference: Chang, L. J., & Koban, L. (2013). Modeling emotion and learning of norms in social interactions. The Journal of Neuroscience : The Official Journal of the Society for Neuroscience, 33(18), 7615-7617. doi:10.1523/JNEUROSCI.0973-13.2013

I also noticed you started to talk about interventions - maybe a seperate area as well could be applications - such as in organisations were heightened emotions are either beneficial or hinder workplace learning and performance, this reference may be helpful: Benozzo, A., & Colley, H. (2012). Emotion and learning in the workplace: Critical perspectives. Journal of Workplace Learning, 24(5), 304-316. doi:10.1108/13665621211239903

Overall, a good solid foundation for your chapter and I can't wait to read more

Jane --U3144362 (discuss • contribs) 15:20, 18 October 2017 (UTC)u3144362 2:20 AM

Hi, Great plan so far! I have found an article that may relate to your chapter. It is about emotion-related learning to people with frontal lobe damage. It reveals that the people with frontal lobe damage do not respond appropriately to reinforcing stimuli, which this study suggests is vital for behavioural responses to emotional stimuli. Here is the reference; Rolls, E. T., Hornak, J., Wade, D., & McGrath, J. (1994). Emotion-related learning in patients with social and emotional changes associated with frontal lobe damage. Journal of Neurology, Neurosurgery & Psychiatry, 57(12), 1518-1524. doi: 10.1136/jnnp.57.12.1518

Hope this helps!

Kiesha --KR96 (discuss • contribs) 11:59, 21 October 2017 (UTC)

Hi Ivona, great start on the chapter its coming along well. My chapter also covers emotion so I have a few links that might be useful. I struggled to find a clear cut definition of emotion but these references may help (all should be available on google scholar or UC library): Cabanac, M. (2002). What is emotion?. Behavioural Processes, 60(2), 69-83. http://dx.doi.org/10.1016/s0376-6357(02)00078-5 Thompson, R. (2008). Emotion regulation a theme in search of definition. Monographs Of The Society For Research In Child Development, 59(2-3), 25-52. http://dx.doi.org/10.1111/j.1540-5834.1994.tb01276.x Schachter, S., & Singer, J. (1962). Cognitive, social, and physiological determinants of emotional state. Psychological Review, 69(5), 379-399. http://dx.doi.org/10.1037/h0046234 Hesse, P., & Cicchetti, D. (1982). Perspectives on an integrated theory of emotional development. New Directions For Child And Adolescent Development, 1982(16), 3-48. http://dx.doi.org/10.1002/cd.23219821603 James, W. (1994). The physical basis of emotion. Psychological Review, 101(2), 205-210. doi:10.1037/0033-295X.101.2.205 Lopes, P. N., Salovey, P., Côté, S., Beers, M., & Petty, R. E. (2005). Emotion Regulation Abilities and the Quality of Social Interaction. Emotion, 5(1), 113-118. doi:10.1037/1528-3542.5.1.113 Baumeister, R., Vohs, K., Nathan DeWall, C., & Liqing Zhang. (2007). How Emotion Shapes Behavior: Feedback, Anticipation, and Reflection, Rather Than Direct Causation. Personality And Social Psychology Review, 11(2), 167-203. http://dx.doi.org/10.1177/1088868307301033 Hope these are helpful and best of luck with the rest of the chapter ! Kind regards, Morgan --MorganSlater (discuss • contribs) 06:16, 21 October 2017 (UTC)

Feedback

Hi. Ive just found a source that may be beneficial to add to your external sources. Its a young neuroscientist describing emotion's role in learning. I hope you find it interesting and helpful.

https://www.youtube.com/watch?v=fD3D6Czo_KE --Eadams1994 (discuss • contribs) 05:32, 21 October 2017 (UTC)

Topic development review and feedback

The topic development 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. Topic development marks will be available later via Moodle. Keep an eye on Announcements. Note that marks are based on what was available before the due date, whereas the comments may also be based on all material available at time of providing this feedback.

Title, sub-title, TOC Very good Image moved into a section Extra line space removed Author name removed - authorship is as per the page's editing history User page Created Used effectively Great that you worked out uploading your own image! Social contribution Fantastically summarised with direct links to evidence - well done Section headings Overall, a good-looking 2-level heading structure which is meaningful and relevant to the topic and marking criteria Probably don't need a "Main theories" heading - instead, use other headings related to main theories Integrate theory and research coverage Add in-text interwiki links See earlier comments about heading casing Remove bold from headings - just use default heading styles A section should contain either 0 or 2+ sub-sections - avoid having sections which contain 1 sub-section. Sections which include sub-sections should also include an overview paragraph (which doesn't need a separate heading) before branching into the sub-headings. Key points Provided for some but not all sections - needs further development Consider including more examples/case studies Image Two relevant images included Consider increasing image size from default Consider enhancing figure captions to help connect the image more strongly to key points being made in the text Sources for images not needed; all the relevant meta-data is available by clicking on the images References Good. For full APA style, include italics, use the new recommended format for dois - http://blog.apastyle.org/apastyle/2014/07/how-to-use-the-new-doi-format-in-apa-style.html, and Do not include issue numbers for journals which are continuously numbered within a volume Resources See also Good - include source after the link in brackets e.g,. (Book chapter, 2013) External links Good - include source/destination/author or something like this after the link in brackets

-- Jtneill - Talk - c 23:45, 15 October 2017 (UTC)

Case studies for chapter

Hi, I have read your chapter and the titles and everything look good so far. Reading your overview, here's some helpful links that you might find useful as the links have a case study analysis and they are based on experimental data. This link shows "educational value of experiential learning is focused on how students learn to regulate and adapt to negative emotions, while maintaining a focus on performance" which you might find useful, as learning to adapt to negative emotions to improve performance might be something you're interested in. http://www.sciencedirect.com/science/article/pii/S1472811714000640

This link provides social-emotional learning in school with case studies exploring this http://www.howyouthlearn.org/SEL_casestudies.html

I hope you find this useful, All the best for your chapter! Hi there, I like your topic! I think emotion is definitely related to learning. As I have a unit this semester is call “Learning” you can find the book in the library. Though I think you probably don’t have time to read the book now. But in regrading learning you can have a look the different learning perspective such as operant leaning, instructional learning to see the relationship between emotion. Also, I noticed your overview is quite long for me to read, maybe you still editing now but it might be good idea to shorten your overview and put the content in the other section. All the best for your book chapter. --Rachel Zeng (discuss • contribs) 02:00, 22 October 2017 (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 Moodle, along with social contribution marks and feedback. Keep an eye on Announcements.

Overall Overall, this is an excellent chapter that would be strengthened by being less wordy (it was well over the maximum word count). For additional feedback, see these copyedits. Theory Theories were well described and explained. Consider using more examples. Research Relevant research is well cited and integrated. When describing important research findings, indicate the size of effects in addition to whether or not there was an effect or relationship. Greater emphasis on major reviews and meta-analyses would be helpful. Written expression Written expression Some paragraphs are overly long. Each paragraph should communicate one key idea in three to five sentences. Layout Use default heading styles - remove bold. See earlier comments about heading casing The chapter was well structured, with major sections using sub-sections. Learning features Some Figures were removed, for copyright violation. Renumber remaining figures. Adding interwiki links would make the text more interactive. Basic use of images. No use of tables. Basic use of quizzes. No use of case studies. Spelling, grammar, and proofreading The grammar for some sentences could be improved - e.g., see the tags. APA style Direct quotes need page numbers. Provide more detailed Figure captions to help connect the figure more closely to the text Citations A comma is needed before "&" for citations involving three or more authors No comma is needed before "et al." Check and correct APA style for citing sources with six or more authors - http://research.moreheadstate.edu/c.php?g=107001&p=695202 Use ampersand (&) inside brackets and "and" outside brackets. References are not in full APA style e.g., Check and correct capitalisation Check and correct italicisation Do not include issue numbers for journals which are continuously numbered within volumes.

Multimedia feedback

The accompanying multimedia presentation has been marked according to the marking criteria. Marks are available via the unit's Moodle 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, ... Structure and content Add and narrate a Title slide, to help the viewer understanding the focus and goal of the presentation. Add and narrate an Overview slide, to help orientate the viewer about what will be covered. There was not so much about emotion and learning - there was more about goal orientation and learning. The presentation could be strengthened by adding a Conclusion slide with practical, take-home messages. Communication The presentation is difficult to follow due to the loud background music and relatively soft narrated audio. The visual communication was reasonably good, but less information per slide with more slides could be more effective. Production quality Use the full chapter title and sub-title on the opening slide and in the name of the video because this helps to match the book chapter and to clearly convey the purpose of the presentation. Mute the music during narration to help the viewer concentrate on the combination of visual information and narrated audio. The presentation is over the maximum time limit. Add acknowledgement of image sources - there may have been copyright violation . What is the license? Description says CC but meta-data says standard youtube.

-- Jtneill - Talk - c 08:03, 3 December 2017 (UTC)