Latest comment: 5 years ago1 comment1 person in discussion
Hi,
This is an interesting journal article that looks at reduced VTA-Hippocampal connectivity in children and adolescents exposed to early threat being related to vulnerability to stress-related disorders.
I am always fascinated with this kind of topic. I am looking forward on your research regarding VTA and emotions, especially, the treatment of the dysfunction. I am also going to touch some of the functions of the brain as I will talk about Reward Circuitry. Perhaps something to read about regarding the developmental and generic syndrome that discusses VTA:
https://jneurodevdisorders.biomedcentral.com/articles/10.1186/1866-1955-4-19
U3165244
Latest comment: 5 years ago1 comment1 person in discussion
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 check for editing changes made whilst reviewing the 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 may also be based on all material available at time of providing this feedback.
Consider re-expressing the important points as grammatically correct focus questions
What are the implications/applications to improving the quality of our motivational and emotional lives?
Role
This general section can be relatively brief, with links e.g., to Wikipedia articles for further info. The will allow more space for considering the M&E aspects of the VTA.
Basic key points are provided, with no citations.
Include in-text interwiki links for the first mention of key terms to relevant Wikipedia articles.
Consider including more examples/case studies.
Consider including other learning features such as feature boxes or quiz questions.
Latest comment: 4 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 UCLearn Canvas, along with social contribution marks and feedback. Keep an eye on Announcements.
Overall, this is an excellent chapter that successfully uses psychological theory and research to help address a practical, real-world phenomenon or problem.
Use third person perspective rather than first person (e.g., "we") or second person (e.g., "you") perspective.
Layout
Avoid having sections with only one sub-section.## Sections which include sub-sections should also include an introductory paragraph (which doesn't need a separate heading) before branching into the sub-headings.
Learning features
Basic use of interwiki links to Wikipedia articles. Adding more interwiki links for the first mention of key words and technical concepts would make the text more interactive.
No use of embedded links to related book chapters. Embedding links to related book chapters helps to integrate this chapter into the broader book project.
Excellent use of images.
No use of tables. Figure 3 should be a table. Tables can be created within Wikiversity.
Basic use of feature boxes.
Basic use of quizzes.
Useful case studies or examples.
Use bullet-points and numbered lists, per Tutorial 1, for See also and External links (done).
Grammar
The grammar for some sentences could be improved (e.g., see the [grammar?] tags) by checking and making correct use of commas - commas have been used in some places where they aren't needed.
Latest comment: 4 years ago1 comment1 person in discussion
The accompanying multimedia presentation has been marked according to the marking criteria. Marks are available via the unit's Canvas 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.
The presentation is interesting to watch and listen to.
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.
The presentation makes effective use of text and image based slides with narrated audio.
Some of the font size should be larger to make it easier to read.
The visual communication is effectively supplemented by images.
Audio recording quality was OK - there was some distortion and loudness at the start of each slide. Review microphone set-up.
Visual display quality was OK.
Image sources and their copyright status are indicated, but in a general sense. Ideally, provide the location and license for each image within the presentation or in the video description.
A copyright license for the presentation is provided.
A link to the book chapter is provided.
A link from the book chapter is provided.
A brief written description of the presentation is provided.