Talk:Motivation and emotion/Book/2021/Limbic system and emotion

Comments

Hi, I have added the chapter title and subtitle to your page. I am researching the developmental changes in emotion regulation and have come across this article which I thought may be of use to you. It is so interesting to see how important the limbic system is in the process of emotion regulation, especially the amygdala. Hope this helps! I have included the full APA reference for you.

Geva, R., & Feldman, R. (2008). A neurobiological model for the effects of early brainstem functioning on the development of behavior and emotion regulation in infants: implications for prenatal and perinatal risk. Journal Of Child Psychology And Psychiatry, 49(10), 1031-1041. https://doi.org/10.1111/j.1469-7610.2008.01918.x U3187813 (discuss • contribs) 00:48, 15 October 2021 (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 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 is presented very briefly. Also present and narrate the subtitle - this helps to clearly convey the purpose of the presentation. This presentation has a very engaging introduction to hook audience interest . A context for the topic is established. The importance of this topic is explained. Consider asking focus questions that lead to take-away messages. Content 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 excellent use of relevant psychological theory. The presentation makes basic use of relevant psychological research. The presentation makes excellent use of one or more examples or case studies or practical advice. Check and correct spelling and consistency with spacing. Conclusion A Conclusion slide is narrated; also visually show take-home message(s) (responses to the focus questions). The presentation could be strengthened by expanding on the take-home message (e.g., answers to more than one focus question). Audio The audio is fun and interesting to listen to. The audio is easy to follow. Audio communication is well paced. Very good intonation enhances listener interest and engagement. Consider using greater intonation to enhance listener interest and engagement. The audio communication is hesitant in some places - could benefit from further practice. Audio recording quality was excellent. Video Overall, visual display quality is excellent. The presentation makes effective use of animated slides, with text and images. 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 presentation is very well produced. 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. A written description of the presentation is not provided. A link to the book chapter is not provided. A link from the book chapter is 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 not provided.

-- Jtneill - Talk - c 07:31, 21 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 a very good 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 Solid Overview. Explains the problem or phenomenon. Clear focus question(s). 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. The chapter doesn't wander off into discussion of irrelevant theory. Build more strongly on other brain-related chapters (e.g., by embedding links to other chapters in this category: Category:Motivation and emotion/Book/Brain). Theory — Depth Very good depth is provided about the selected theory(ies). Did you consult Cannon (1929)? If not, this should be cited as a secondary source. Some useful examples are provided to illustrate theoretical concepts. Research — Key findings Relevant research is well reviewed. More detail about key studies would be ideal. Greater emphasis on effect sizes, major reviews, and/or meta-analyses would be helpful. Research — Critical thinking Basic 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 Integration Discussion of theory and research is well integrated. Conclusion Key points are well summarised. Clear take-home message(s). Written expression — Style Written expression Overall, the quality of written expression is good. Reduce use of weasel words which bulk out the text, but don't enhance meaning. Layout The chapter is well structured, with major sections using sub-sections. Use the default heading style (e.g., remove additional bold). Check and correct use of semi-colons (;) and colons (:). Grammar Check and correct use of ownership apostrophes (e.g., individuals vs. individual's vs individuals').[1]. 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. APA style Replace double spaces with single spaces. 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. Each Figure is referred to at least once within the main text. Refer to each Figure using APA style (e.g., do not use italics, check and correct capitalisation). Citations are not in full APA style (7th ed.). For example: If there are three or more authors, cite the first author followed by et al., then year. For example, either: in-text, Smith et al. (2020), or in parentheses (Smith et al., 2020) References are not in full APA style. For example: Check and correct use of capitalisation[2] Written expression — Learning features Overall, the use of learning features is very good. 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 more interactive. See example. Basic use of embedded in-text links to related book chapters. Embedding more 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). Excellent use of feature box(es). Very good use of quiz(zes). Excellent use of case studies or examples. Very good use of interwiki links in the "See also" section. Very good use of external links in the "External links" section. Social contribution No logged social contributions.

-- Jtneill - Talk - c 01:43, 23 November 2021 (UTC)