Talk:Motivation and emotion/Book/2022/To-do lists

Content Suggestion

Hey, suggest having a look into monotasking and the Zeigarnik effect U3191488 (discuss • contribs) 13:12, 28 August 2022 (UTC)

There was a previous book chapter on this topic, I think. -- Jtneill - Talk - c 10:36, 30 September 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 page Excellent – used effectively Description about self provided Link(s) provided to professional profile(s) Link provided to book chapter Social contribution Excellent – at least one contribution has been made and summarised in a numbered list with direct link(s) to evidence Headings Excellent – Simple, clear, easy to navigate, unpacks topic Room for possible expansion as the chapter drafting develops Key points Promising development of key points for some sections, with relevant citations More needed on pros and cons, especially cons For pros, consider referring to limited cognitive capacity and difficulty multi-tasking; so to-do lists provide an external aid to manage cognitive load so that concentration can be focused on a single task Overview - Consider adding: an evocative description of the problem and what will be covered an example or case study Provide an embedded link to the chapter about the Eisenhower matrix Promising balance of theory and research Promising use of 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 Excellent – A relevant figure is presented and it is appropriately captioned Cite each figure at least once in the main text References Good For APA referencing style, check and correct: capitalisation italicisation page numbers should be separated by an en-dash (–) rather than a hyphen (-) Resources See also Very good Also link to relevant Wikipedia pages External links Very good (capitalisation adjusted)

-- Jtneill - Talk - c 10:36, 30 September 2022 (UTC)

Suggestion

Hi there,

I have a real interest in your book chapter as I LOVE to-do-lists and would be lost without them. I found a resource which may be helpful in looking at to-do-lists in an innovative/IT focused way as opposed to the traditional pen and paper method. It may generate some new perspectives/ideas for you in the development of your topic. All the best!

http://ceur-ws.org/Vol-2628/paper4.pdf

AEMOR (discuss • contribs) 00:25, 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 a promising, but insufficient chapter due to the lack of use of the most relevant psychological research. Well under the maximum word count, so there is room to expand For additional feedback, see the following comments and these copyedits Overview Solid Overview Clearly explains the problem or phenomenon Consider introducing a case study or example or using an image to help engage reader interest Clear focus question(s) Theory – Breadth Basic but sufficient coverage of relevant theory is provided Build more strongly on other goal setting-related chapters (e.g., by embedding links to other chapters in this category: Category:Motivation and emotion/Book/Goal setting) Theory – Depth Basic depth is provided about the selected theory(ies) Tables and/or lists are used effectively to help clearly convey key theoretical information More examples could be useful to illustrate key concepts Research – Key findings Insufficient use of relevant psychological research Greater emphasis on effect sizes, major reviews, and/or meta-analyses would be helpful Research – Critical thinking Insufficient 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 Many claims are unreferenced (e.g., see the tags) Integration Insufficient integration of relevant theory and research Conclusion Basic summary Written expression – Style Written expression Overall, the quality of written expression is good Avoid directional referencing (e.g., "As previously mentioned"). Instead: it is, most often, not needed at all, or use section linking Use 3rd person perspective (e.g., "it") rather than 1st (e.g., "we") or 2nd person (e.g., "you") perspective[1] in the main text, although 1st or 2nd person perspective can work well for case studies or feature boxes. Layout The chapter is well structured, with major sections using 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 Spelling Spelling can be improved (e.g., see the tags). Spell-checking tools are available in most internet browsers and word processing software packages. Use Australian spelling (e.g., hypothesize vs. hypothesise; behavior vs. behaviour) 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) Do not capitalise the names of disorders, therapies, theories, etc. 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) Citations use correct APA style Written expression – Learning features Overall, the use of learning features is basic Basic 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. Good use of image(s) No use of table(s) Basic use of feature box(es) No use of quiz(zes) No use of case studies or examples Basic use of interwiki links in the "See also" section Also include links to related Wikipedia articles Include sources in parentheses Very good/ use of external links in the "External links" section Social contribution ~1 logged, useful, minor/moderate/major social contributions with direct links to evidence

-- Jtneill - Talk - c 06:20, 16 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 reasonably good presentation The presentation is over the maximum time limit — content beyond 3 mins is ignored for marking and feedback purposes Overview An opening slide with the title and sub-title is displayed and narrated — this helps to clearly convey the purpose of the presentation This presentation has a basic introduction to engage audience interest A context for the topic is established Focus questions are presented Content Comments about the book chapter may also apply to this section The presentation addresses the topic The presentation is well structured (i.e., Overview, Content, Conclusion) The presentation makes good use of relevant psychological theory The presentation makes implied use of relevant psychological research; ideally make more explicit use of research Include citations to support claims 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 A Conclusion slide is presented with good take-home message(s) The Conclusion only partly fitted within the time limit Audio The audio is easy to follow Excellent pauses between sentences. This helps the viewer to cognitively digest the information that has just been presented before moving on to the next point. Good intonation Audio recording quality was OK. Volume was quite quiet. Review microphone set-up to achieve higher recording quality. Probably an on-board microphone was used (e.g., keyboard and/or mouse clicks were audible). Consider using an external microphone. Video Overall, visual display quality is good The presentation makes effective use of text and image based slides 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 basically produced using simple tools Meta-data The chapter sub-title but not the chapter title is used in the name of the presentation. The title would help to clearly convey the purpose of the presentation. A brief written description of the presentation is provided. Consider expanding. Links to and from the book chapter are 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 09:12, 21 November 2022 (UTC)