Talk:Motivation and emotion/Book/2022/Chunking and goal pursuit

Heading casing

FYI, the recommended Wikiversity heading style uses sentence casing. For example: Self-determination theory rather than Self-Determination Theory Here's an example chapter with correct heading casing: Growth mindset development -- Jtneill - Talk - c 02:23, 17 November 2022 (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 basic, but sufficient chapter Move non-peer reviewed links into the external links section Under the maximum word count, so there is room to expand The sub-title has been corrected to match the index of topics For additional feedback, see the following comments and these copyedits Overview Basic Overview Briefly explains the problem or phenomenon Consider introducing a case study or example or using an image to help engage reader interest Basic focus question(s) Theory – Breadth Basic but sufficient coverage of relevant theory is provided Build more strongly on other goal-related chapters (e.g., by embedding links to other chapters in this category: Category:Motivation and emotion/Book/Goal pursuit) There is too much general theoretical material (e.g., about goal setting theory). Instead, summarise and link to further information (such as other book chapters or Wikipedia articles), to allow this chapter to focus on the specific topic (i.e., the sub-title question). Theory – Depth Basic depth is provided about relevant theory(ies) Tables and/or lists could be used more effectively to help clearly convey key theoretical information Basic use of examples to illustrate theoretical concepts Research – Key findings Basic overview of relevant research More detail about key studies would be ideal Greater emphasis on effect sizes, major reviews, and/or meta-analyses would be helpful Research – Critical thinking Basic 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 claims are unreferenced (e.g., see the tags) Integration There is basic integration between theory and research Conclusion Basic summary Add practical, take-home message(s) Written expression – Style Written expression Overall, the quality of written expression is basic Use active (e.g., "this chapter explored") rather than passive voice (e.g., "this chapter has explored" or "this chapter will explore") [1][2] Some paragraphs are overly long. Each paragraph should communicate one key idea in three to five sentences Use 3rd person perspective (e.g., "it") rather than 1st (e.g., "we") or 2nd person (e.g., "you") perspective[3] in the main text, although 1st or 2nd person perspective can work well for case studies or feature boxes. "People" is often a better term than "individuals" Layout See earlier comments about heading casing Grammar The grammar for some sentences could be improved (e.g., see the tags). Grammar-checking tools are available in most internet browsers and word processing software packages. Another option is to share draft work with peers and ask for their assistance. Check and correct use of possessive apostrophes (e.g., cats vs cat's vs cats') [4] Check and make correct use of commas Abbreviations Check and correct grammatical formatting for abbreviations (such as e.g., i.e., etc.) Abbreviations (such as e.g., i.e., et al., etc.) should only be used inside parentheses Proofreading More proofreading is needed (e.g., fix punctuation and typographical errors) to bring the quality of written expression closer to a professional standard Remove unnecessary capitalisation 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) Figures Figures are very well captioned Figure captions should use this format: Figure X. Descriptive caption in sentence casing. See example Each Figure is referred to at least once within the main text Refer to each Figure using APA style (e.g., do not use italics, check and correct capitalisation) Citations are not in full APA style (7th ed.). For example: Remove space after open parentheses Select up to a maximum of three citations per point (i.e., avoid citing four or more citations to support a single point) References are not in full APA style. For example: Present in alphabetical order by surname Check and correct use of capitalisation[5] Check and correct use of italicisation Page numbers should be separated by an en-dash (–) rather than a hyphen (-) "Retrieved from" is no longer used (APA style, 7th ed.) Did you really read de Groot (1946)? I doubt it. Written expression – Learning features Overall, the use of learning features is good 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. 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. Citations and links to non-peer-reviewed sources should be moved to the external links section Very good use of image(s) No use of table(s) Very good use of feature box(es) Very good use of quiz(zes) Very good use of case studies or examples Basic use of interwiki links in the "See also" section Basic use of external links in the "External links" section Use sentence casing Social contribution No logged social contributions

-- Jtneill - Talk - c 02:23, 17 November 2022 (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 an insufficient presentation mainly because it is general presentation about goal setting rather than providing a summary of the best psychological theory and research about the specific topic: "How does chunking affect goal pursuit?" The presentation is under the maximum time limit, so there was room for further development of the ideas Overview This presentation could be improved by displaying and narrating a slide with the same title and sub-title as the book chapter to help the viewer understand the purpose of the presentation This presentation has a basic introduction to engage audience interest A context for the topic is established. However, the focus seems to be on goal-setting in general, rather than the target topic which is "How does chunking affect goal pursuit?" 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 This presentation doesn't adequately address the topic The selection of content is poor because it doesn't adequately use the most relevant psychological theory and/or research to address the target topic The presentation makes insufficient use of relevant psychological theory The presentation makes insufficient explicit use of relevant psychological research Include citations to support claims The presentation makes basic use of one or more examples or case studies or practical advice Conclusion A Conclusion slide is presented but it doesn't address the topic Audio The audio is easy to follow Audio communication is well paced Basic intonation 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 background noise was audible). Consider using an external microphone. The narrated content is poorly matched to the target topic (see content) Video Overall, visual display quality is basic The presentation makes basic use of text and image based slides Effective use of webcam The font size is sufficiently large to make it easy to read The amount of text presented per slide makes it easy 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 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 written description of the presentation is not provided. Providing an informative description can help viewers decide whether they want to watch or not. A link to the book chapter is not provided A link from the book chapter is provided The presentation is incorrectly categorised as being for kids. This introduces limitations, such as being unable to add the presentation to a playlist. More info. Licensing Image sources and their copyright status are not provided. A copyright license for the presentation is not provided

-- Jtneill - Talk - c 02:35, 22 November 2022 (UTC)