Talk:Motivation and emotion/Book/2022/Cognitive entrenchment

Suggestions for this chapter

Hello! Something that could be beneficial to look at for this chapter is the concept of flow and a flow state and how to achieve this, as this could be helpful when exploring ways to avoid or reduce cognitive entrenchment. Hope this helps! U3216389 (discuss • contribs) 01:54, 13 October 2022 (UTC)

Hey! It looks like you're killing it so far, keen to see how it all comes together when you add some figures, case studies, quizzes and all that jazz! --U3190773 (discuss • contribs) 04:00, 14 October 2022 (UTC)

Topic development 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 see 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, whereas the comments below may also be about all material on the page at the time of providing this feedback.

Title The title is correctly worded and formatted The sub-title is correctly worded and formatted User name removed – authorship is as per the page's editing history User page Created – minimal, but sufficient Description about self provided 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. Add link to book chapter Social contribution At least one contribution has been made and summarised with indirect link(s) to evidence 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. Headings Under-developed, 1-level heading structure – develop further, perhaps using a 2-level structure for the larger section(s) Customise the headings and sub-headings between the Overview and Discussion to reflect the topic rather than the marking criteria Key points Overall, basic development of key points. Some sections have more development. Some have no development. Some relevant citations included. Overview - Consider adding: a brief, evocative description of the problem focus questions an image an example or case study Strive for an integrated balance of theory and research 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 Conclusion (the most important section): Hasn't been developed Figure A relevant figure is not presented and cited References Pretty good For APA referencing style, check and correct: alphabetical order only hyperlink the doi remove numbered list Resources See also Not developed External links OK Use bullet-points (see Tutorial 02) Rename links so that they are more user friendly (see Tutorial 02) Include source in brackets after link

-- Jtneill - Talk - c 05:55, 6 October 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 solid chapter that makes good use of psychological theory and research to help address a practical, real-world phenomenon or problem For additional feedback, see the following comments and these copyedits Overview Solid Overview Clearly explains the problem or phenomenon Add focus questions in a feature box to help guide the reader and structure the chapter Theory – Breadth Relevant theories are well selected, described, and explained Build more strongly on other related chapters (e.g., by embedding links to other chapters) Theory – Depth Appropriate depth is provided about the selected theory(ies) Key citations are well used Tables and/or lists could be used more effectively to help clearly convey key theoretical information Some useful examples are provided to illustrate theoretical concepts Research – Key findings Relevant research is well reviewed Greater emphasis on effect sizes, major reviews, and/or meta-analyses would be helpful Research – Critical thinking Excellent critical thinking about research is evident Also consider the sizes of effects Integration Discussion of theory and research is well integrated Conclusion Key points are well summarised Clear take-home message(s)s) Written expression – Style Written expression Overall, the quality of written expression is basic. Some parts are excellent (e.g., use of plain language), however some other parts are problematic (e.g., grammatical errors). Use active (e.g., "this chapter explored") rather than passive voice (e.g., "this chapter has explored") [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 Sections which branch into sub-sections should include an introductory paragraph before branching into the sub-sections 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 make correct use of commas Check and correct use of possessive apostrophes (e.g., cats vs cat's vs cats')[4] Use serial commas[5] – they are part of APA style and agenerally recommended by grammaticists. See explanatory video (1 min) Check and correct use of that vs. who Spelling Spelling can be improved (e.g., see the tags). Spell-checking tools are available in most internet browsers and word processing software packages. APA style Do not capitalise the names of disorders, therapies, theories, etc. 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) Citations are not in full APA style (7th ed.). For example: If there are three or more authors, cite the first author followed by et al., then year. For example, either: in-text, Smith et al. (2020), or in parentheses (Smith et al., 2020) Multiple citations in parentheses should be listed in alphabetical order by first author surname, separated by a semi-colon References are not in full APA style. For example: Check and correct use of capitalisation[6] Check and correct use of italicisation Page numbers should be separated by an en-dash (–) rather than a hyphen (-) Include hyperlinked dois Move non-peer-reviewed sources to the external links section Written expression – Learning features Overall, the use of learning features is insufficient Basic 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. (e.g., why not more integration with the functional fixedness chapter?) No use of image(s) No use of table(s) One use of feature box(es) No use of quiz(zes) Good use of case studies or examples Insufficient use of interwiki links in the "See also" section Insufficient use of external links in the "External links" section Social contribution ~2 logged social contributions without direct links to evidence, so unable to easily verify and assess

-- Jtneill - Talk - c 06:42, 1 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 a basic presentation Overview An opening slide with the title is displayed. Also display and narrate the 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 topic, 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 Roughly appropriate amount of content is presented. But maybe slightly too much. Consider slowing down the pace a little and reducing the amount of content on the busiest slides. — not too much or too little The presentation is well structured (i.e., Overview, Content, Conclusion) The presentation makes very good use of relevant psychological theory The presentation makes little or no use of relevant psychological research Include citations The presentation makes good use of one or more examples or case studies or practical advice The presentation provides practical, easy to understand information Conclusion A Conclusion slide is presented with excellent take-home message(s) Audio The audio is reasonably easy to follow The presentation makes basic use of 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 Good intonation enhances listener interest and engagement Audio recording quality was excellent\ Video Overall, visual display quality is good The presentation makes good use of text and image based slides The font size is sufficiently large to make it easy to read Consider using a sans-serif typeface to make the text easier to read The amount of text presented per slide should 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 basically produced using simple tools Meta-data The chapter title is used, but the sub-title (or a shortened version of it) is not used, as the name of the presentation. The sub-title (or an abbreviation of the sub-title that fits within the 100 character limit) would help to clearly convey the purpose of the presentation. Very brief written description of the presentation is provided. Consider expanding. Excellent use of time codes A link to the book chapter is not provided A link from the book chapter is provided Licensing Image sources are communicated Ideally, provide clickable links to the original image sources (e.g., in the description) Image copyright status is not provided. This presentation has probably violated the copyrights of image owners as images appear to have been used without permission and/or acknowledgement. A copyright license for the presentation is not provided

-- Jtneill - Talk - c 03:12, 9 November 2022 (UTC)