Talk:Motivation and emotion/Book/2021/Episodic memory and planning

How memory affects the planning of adults with Depression or Alzheimer

Comment: Adults with depression might struggle to integrate and organize information effectively. This can hinder their ability to generate and execute well-structured plans. Reduced Motivation: Depression can lead to decreased motivation and interest in activities, making it challenging to engage in complex planning tasks. The lack of motivation might result in poor execution of plans.--Maheenusman (discuss • contribs) 04:06, 20 August 2023 (UTC)

Multimedia 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. The presentation is under the maximum time limit. Overview An opening slide with the title and sub-title is presented. Also narrate the title and sub-title - this helps to clearly convey the purpose of the presentation. Briefly explain why this topic is important. Consider asking focus questions that lead to take-away messages. Content An appropriate amount of content is presented - not too much or too little. The presentation is well structured. The presentation makes basic use of relevant psychological theory. The presentation makes basic use of relevant psychological research. The presentation makes good use of one or more examples or case studies or practical advice. Conclusion A Conclusion slide is presented with basic take-home message(s). Narrate the take-home messages. Audio The audio is easy to follow. The presentation makes good use of narrated audio. Audio communication is clear and well paced. Good intonation enhances listener interest and engagement. The audio communication is hesitant in some places - could benefit from further practice. Audio recording quality was basic. Probably an on-board microphone was used (e.g., white noise). Consider using an external microphone. Video Overall, visual display quality is basic. The presentation makes basic use of text and image based slides. The presentation makes basic use of text-based slides. The font size is mostly sufficiently large to make it easy to read. However, the text in the images is too small to read comfortably. Some slides are a bit too visually busy - consider splitting some slides into two or more separate slides. 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 in the name of the presentation - the latter would help to clearly convey the purpose of the presentation. Provide a brief written description of the presentation. Links to and from the book chapter are provided. Licensing Image sources and their copyright status are not provided. Either provide details about the image sources and their copyright licenses in the presentation description or remove the presentation. A copyright license for the presentation is provided in the presentation description but not in the meta-data.

-- Jtneill - Talk - c 03:53, 21 November 2021 (UTC)

Heading casing

FYI, the recommended Wikiversity heading style uses sentence casing. For example: Self-determination theory rather than Self-Determination Theory Here's an example chapter with correct heading casing: Growth mindset development -- Jtneill - Talk - c 05:01, 22 November 2021 (UTC)

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 insufficient chapter. I suspect that the recommended 5 topic development hours and 45 book chapter hours were not invested in preparing this chapter. For additional feedback, see the following comments and these copyedits. Overview The Overview is underdeveloped. Explain the problem or phenomenon in more detail. Add focus questions in a feature box to help guide the reader and structure the chapter. Consider introducing a case study or example or using an image to help engage reader interest. Theory — Breadth Promising, but insufficient use of psychological theory about this topic. Build more strongly on other memory-related chapters (e.g., by embedding links to other chapters in this category: Category:Motivation and emotion/Book/Memory). Theory — Depth Promising but insufficient depth is provided about the selected theory(ies). Some useful examples are provided to illustrate theoretical concepts. More examples could be useful to illustrate key concepts. Research — Key findings Promising, but 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 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 suggesting specific directions for future research Some claims are unreferenced (e.g., see the tags). Integration There is basic integration between theory and research. Conclusion Basic summary. Consider reminding the reader about the importance of the problem or phenomenon of interest. Address the focus questions. Add practical, take-home message(s). Written expression — Style Written expression Overall, the quality of written expression is basic. 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. Avoid one sentence paragraphs. A paragraph should typically consist of three to five sentences. Layout See earlier comments about heading casing. Grammar Use serial commas[2] - they are part of APA style and are generally recommended by grammaticists. Here's an explanatory video (1 min). Check and correct use of ownership apostrophes (e.g., individuals vs. individual's vs individuals').[3]. Spelling Use Australian spelling (e.g., hypothesize vs. hypothesise; behavior vs. behaviour). APA style Numbers under 10 should be written in words (e.g., five); numbers 10 and over should be written in numerals (e.g., 10). 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). Figures Provide more detailed Figure captions to help connect the figure to the text. Figure captions should use this format: Figure X. Descriptive caption in sentence casing. See example. Refer to each Figure at least once within the main text (e.g., see Figure 1). Citations use correct APA style. References are not in full APA style. For example: Use alphabetical ordering. Check and correct use of capitalisation[4] 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. No 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. Basic use of image(s). No use of table(s). Basic use of feature box(es). Basic use of quiz(zes). No use of case studies or examples. Basic use of interwiki links in the "See also" section. No use of external links in the "External links" section. Social contribution No logged social contributions.

-- Jtneill - Talk - c 05:01, 22 November 2021 (UTC)

Multimedia resubmission feedback

1. Overall, some minor improvements have been made. This is now a sufficient, basic presentation.
2. A clear, basic Overview is provided.
3. Basic coverage of relevant theory and research.
4. The audio recording quality is low (there is a lot of white noise, some glitches, and volume needs to be turned up high) - check microphone set-up.
5. The audio is well paced.
6. The slides make basic use of text and images.
7. A clear, basic Conclusion is provided.
8. The title but not the subtitle is provided in the name of the presentation.
9. No written description of the presentation is provided.
10. The presentation is incorrectly categorised as being for kids.
11. A copyright license is provided in the description, but not in the meta-data field for licensing.
12. It is claimed that the images have creative commons licenses, but no links to evidence are provided.
13. A link is provided to the book chapter.
14. A link is provided from the book chapter.

Sincerely, James -- Jtneill - Talk - c 08:37, 6 December 2021 (UTC)

Social Contribution - feedback of chapter

What is episodic memory?

1. Explaining that episodic memory is a facet of Long-term memory can help calrify that episodic memory isn't the same as LTM
2. Furthermore stating that episodic memory is explicit memory helps the reader be well informed of what episodic memory actually is.
3. Although Tulving is cited, an origin of episodic memory could have been provided (Tulving, 1972), as well as Tulving's development of his episodic memory theory and how it relates to "mental time travel" (Tulving, 1985, 2002).
4. A brief description and research in flashbulb memories could be included, just to further flesh out what makes up episodic memories. However, inclusion of types of episodic memory is inlcuded.

Suggest article for further development of book chapter

I have found an article that i have paste below that could assist with further developing the book chapter.

https://books.google.com.au/books?hl=en&lr=&id=q5BpAgAAQBAJ&oi=fnd&pg=PA217&dq=what+role+does+episodic+memory+play+in+planning%3F&ots=KicrVFDGJb&sig=ggrgsr4QrkETE-cV-Y5MsjAnK48#v=onepage&q=what%20role%20does%20episodic%20memory%20play%20in%20planning%3F&f=false

Episodic memory and future planning

1. Brief explanation of main topic at hand
2. Can include articles on specific emotion-related memories such as PTSD research in order to have an example of planned avoidance such as Foa et al., 1989 demonstrating that stressful events can cause memory dysfunctions as well as the amygdala being involved in fear learning from these stressful events (Harnett et al., 2020)

U3246310 (discuss • contribs) 07:31, 21 August 2022 (UTC)