Latest comment: 13 years ago2 comments2 people in discussion
I should mention that IP:203.10.224.93 is me. I keep forgetting to log on when I'm at work because it won't allow a login automatically as it does when I'm working at home. - JayAr10:11, 2 November 2011 (UTC)Reply
James! I worked out how to change the colour of the box. theme= a number which corresponds to a colour. Green is 9. That's all i know. lol. Your topics look great and I can't wait to read some more Noodles&Wedges 07:12, 1 November 2011 (UTC)
Hope you get the rest up before nine am tomorrow. I looked forward to reading it. ps. I love the monkey picture. Noodles&Wedges03:56, 6 November 2011 (UTC)Reply
Comment by Magnolia - the experiments with animals was very interesting - excellent content - well done - liked the video
Latest comment: 12 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 Moodle, along with social contribution marks and feedback. Keep an eye on Announcements.
This chapter demonstrates a wide range of research applied to the theory of learned helplessness, is well-written and engages in a critical analysis of the literature. It would benefit from some further discussion points and proof reading.
The theory of learned helplessness, its origins in animal experiments and how it arises and was applied to the model of human depression was very well done and followed a logical structure.
The theory could be extended with more recent findings that suggest people with depression actually have a better understanding of the controllability of events, but this is less healthy than having a control bias and optimistic explanatory style.
The chapter could emphasise more of the motivational, learning and emotional deficits from learned helplessness before addressing how it is overcome in the self-help section.
The discussion of relevant research focused on describing key studies and was particularly well done, indicating a wide range of research which was well integrated with the theory.
The section on how to overcome learned helplessness addresses the self-help focus of the chapter. Mentioning the need to develop a mastery orientation, optimistic explanatory style and how the use of CBT (used in depression) can counter learned helplessness would strengthen this section.
The conclusion is fairly critical of learned helplessness based on valid criticisms discussed in text. However, note that some criticisms have subsequently been addressed (failure expectation and trauma were ruled out in favour of uncontrollability) and learned helplessness may still be a useful model for human depression where uncontrollability is paired with unpredictability.
Wiki features were used effectively; the box really highlights the in-depth discussion of Seligman and Maier’s learned helplessness experiment, images (some with captions) were utilised, and the focus questions helped set up the aims of the chapter.
Some sentences require clarification: “The second group received the same shock as the second group however the termination of the shock was dependant on the second group as the third group could not terminate the shock”, “the learning process of the better".
Further proof reading may have assisted in eliminating some minor errors (e.g., affect/effect).
Latest comment: 12 years ago1 comment1 person in discussion
The accompanying multimedia presentation has been marked according to the marking criteria. Marks are available via login to the unit's Moodle site. Written feedback is provided below, plus there is a 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. If you wish to dispute the marks, see the suggested marking dispute process.
