Talk:Motivation and emotion/Book/2022/Functional fixedness

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 page Used effectively Description about self provided Link(s) provided to professional profile(s) Link provided to book chapter (rename to make it more user-friendly) Social contribution Excellent – at least one contribution has been made and summarised in a numbered list with direct link(s) to evidence Headings Promising, 1-level heading structure – would benefit from further development, perhaps using a 2-level structure Key points Basic development of key points for each section, with relevant citations Overview - Consider adding: an evocative description of the problem and what will be covered 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): Underway Figure A figure is presented 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 References Very good For APA referencing style, check and correct: italicisation Resources See also Excellent External links Excellent

-- Jtneill - Talk - c 04:09, 3 October 2022 (UTC)

Sources

Hey there,

Here is a source that you might find beneficial within this chapter. It focuses on functional fixedness in technological sparse culture. This study looked at adolescence whose technological skills provide a limited access to large numbers of artifacts with highly specialised functions. Maybe you can incorporate this into the "history of functional fixedness" ! I hope this help you :) Good luck !

https://journals.sagepub.com/doi/full/10.1111/j.0956-7976.2005.00771.x

U3210431 (discuss • contribs) 03:09, 13 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 an excellent chapter that successfully uses 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 Well developed Overview. Clearly explains the problem or phenomenon. Consider introducing a case study or example or using an image to help engage reader interest. Theory – Breadth Relevant theories are well selected, described, and explained. Build more strongly on other cognitive-related chapters (e.g., by embedding links to other chapters in this category: Category:Motivation and emotion/Book/Cognitive). Theory – Depth Appropriate depth is provided about the selected theory(ies). Tables and/or lists are used effectively to help clearly convey key theoretical information. Some useful examples are provided to illustrate theoretical concepts. More examples could be useful to illustrate key concepts. Research – Key findings Reasonably good review of relevant research. Historical research is well covered; less so, contemporary research Greater emphasis on effect sizes, major reviews, and/or meta-analyses would be helpful. Research – Critical thinking Good critical thinking about research is evident. Critical thinking about research could be further evidenced by: describing the methodology (e.g., sample, measures) in important studies considering the strength of relationships acknowledging limitations pointing out critiques/counterarguments suggesting specific directions for future research Claims are referenced. Integration Discussion of theory and research is well integrated. Conclusion Key points are well summarised. No need to repeat earlier material; provide in-page links instead. Clear take-home message(s). Written expression – Style Written expression Overall, the quality of written expression is very good. Direct quotes should be embedded within sentences and paragraphs, rather than dumped holus-bolus. Even better, communicate the concept in your own words. "People" is often a better term than "individuals". Layout The chapter is well structured, with major sections using sub-sections. Grammar, spelling, and proofreading are very good. Use serial commas[1] – they are part of APA style and agenerally recommended by grammaticists. See explanatory video (1 min). Check and correct use of that vs. who. Check and correct use of affect vs. effect. 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). Numbers under 10 should be written in words (e.g., five); numbers 10 and over should be written in numerals (e.g., 10). Direct quotes need page numbers – even better, write in your own words. Figures Provide more detailed Figure captions to help connect the figure to the text. Refer to each Figure at least once within the main text (e.g., see Figure 1). Tables Table captions should use APA style. See example. Refer to each Table using APA style (e.g., do not use italics, check and correct capitalisation). Citations use almost correct APA style. Include page numbers for direct quotes. References use correct APA style. Written expression – Learning features Overall, the use of learning features is excellent. Excellent 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. Links to non-peer-reviewed sources should be moved to the external links section. Basic use of image(s). Good use of table(s). Excellent use of feature box(es). Excellent use of quiz(zes). Good use of case studies or examples. More everyday examples could be helpful. Very good use of interwiki links in the "See also" section. Consider focusing more on related concepts and chapters than on historical figures. Excellent/ use of external links in the "External links" section. Social contribution ~3 logged, useful, minor/moderate/major social contributions with direct links to evidence.

-- Jtneill - Talk - c 00:20, 31 October 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 good presentation Perhaps less time on the candle problem could allow for the addition of a conclusion with take-home messages Overview Display and narrate the correct title and sub-title to help the viewer understand the purpose of the presentation and to be consistent with the book chapter This presentation has a basic introduction to engage audience interest A context for the topic is established 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 An appropriate amount of content is presented — not too much or too little The presentation is well structured The presentation makes very good use of relevant psychological theory The presentation makes very good use of relevant psychological research The presentation includes citations The presentation makes very good use of one or more examples or case studies or practical advice The presentation provides practical, easy to understand information Conclusion The presentation could be strengthened by adding a Conclusion slide with practical, take-home messages Audio The audio is easy to follow The presentation makes effective use of narrated audio Audio communication is clear and well paced Very good intonation enhances listener interest and engagement Audio recording quality was very good Mute the music during narration to help the viewer concentrate on the combination of visual information and narrated audio Video Overall, visual display quality is very good The presentation makes effective use of text and image based slides The font size is sufficiently large (just) 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 effectively supplemented by images and/or diagrams The presentation is well produced Meta-data The chapter title and sub-title (or an abbreviation to fit within the 100 character limit) are used in the name of the presentation — this helps to clearly convey the purpose of the presentation. Check capitalisation for sub-title. A brief written description of the presentation is provided. Consider expanding. Links to and from the book chapter are provided Licensing Image sources and their copyright status are communicated A copyright license for the presentation is provided in the presentation description but not in the meta-data

-- Jtneill - Talk - c 23:02, 6 November 2022 (UTC)