Latest comment: 4 years ago1 comment1 person in discussion
Hi! This looks like a great start to a very interesting topic. Just a few things I noticed which will hopefully help you get a higher grade. I noticed in you 'See Also' and 'References' you still had the template instructions, as well as your own work. Perhaps you should delete these just to make it easier to see what you've done already.
I've also found a video that discussion addiction as a neurological disease/neuroscience. Hope this helps! https://www.youtube.com/watch?v=bwZcPwlRRccU3189449 (discuss • contribs) 09:15, 30 August 2020 (UTC)Reply
Latest comment: 4 years ago1 comment1 person in discussion
Hi!
Under the "Similarities and differences between a habit and an addiction" section, I think it would be beneficial if you clarify that addiction has a negetive connotation. This is because, any habit can be termed an addiction. Therefore, mentioning that an addictive behaviour is any that is done impulsively and is bad for the wellbeing of the individual, is a vital distinction. There is a sentence mentioning that in brief. But I think it should be explained properly, as that is the main question of the topic. You should properly distinguish between what is classified as a habit and what is an addiction. An important distinction is that addictive behaviours are hard to stop. Habits can be ceased by the individual. It becomes an addiction when an individual cannot help themselves but to execute that behaviour, whether they enjoy it or not.
An idea for your quiz:
You could list a couple behaviours and ask viewers to pick the addiction from the options. Eg:
Which of the following is classified an addiction:
1. watching sci-fi documentaries
2. baking cookies every evening
3. refusing to eat more than a certain amount of calories
Latest comment: 3 years ago1 comment1 person in discussion
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, along with social contribution marks and feedback. Keep an eye on Announcements.
Overall, this is a very good chapter that successfully uses psychological theory and research to help address a practical, real-world phenomenon or problem.
The main areas for potential improvement are closer citation to support claims and quality of written expression could be improved by correcting grammatical errors.
Relevant research is well reviewed and discussed in relation to theory.
Many claims are unreferenced (e.g., see the [factual?] tags).
Greater emphasis on major reviews and/or meta-analyses would be helpful.
When describing important research findings, consider indicating the size of effects in addition to whether or not there was an effect or relationship.
Overall, the quality of written expression is good to very good, but is undermined in several places by poor grammar.
Avoid one sentence paragraphs. A paragraph should typically consist of three to five sentences.
"People" is often a better term than "individuals"; similarly "participants" is preferred to "subjects".
Layout
The chapter is well structured, with major sections using sub-sections.
Avoid having sections with 1 sub-heading - use 0 or 2+ sub-headings.
Learning features
No use of embedded in-text interwiki links to Wikipedia articles. Adding interwiki links for the first mention of key words and technical concepts would make the text more interactive. See example.
No use of embedded in-text links to related book chapters. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project.
Minimal use of image(s).
No use of table(s).
Good use of feature box(es).
Excellent/Very good/Good/Basic/No use of quiz(zes).
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.
Excellent/Very good/Good/Basic/No use of case studies or examples.
Use bullet-points and numbered lists, per Tutorial 1.
Grammar
The grammar for some sentences could be improved (e.g., see the [grammar?] tags).
Abbreviations (such as e.g., i.e.., etc.) should only be used inside parentheses.
APA style
Use double (not single) quotation marks "to introduce a word or phrase used as an ironic comment, as slang, or as an invented or coined expression; use quotation marks only for the first occurrence of the word or phrase, not for subsequent occurrences" (APA 7th ed., 2020, p. 159).
Direct quotes need double quotation marks and page numbers.
Latest comment: 3 years ago1 comment1 person in discussion
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.
The wording of the title/sub-title is inconsistent between the name of the video, the opening slide, and/or the book chapter.
Audio recording quality was good/a bit quiet - probably an on-board microphone was used because keyboard clicks were audible. Consider using an external microphone.
Visual display quality was very good.
Image sources and their copyright status are provided.
A copyright license for the presentation is provided in the video description but not in the meta-data.
A link to the book chapter is provided.
A written description of the presentation is provided.