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Recently, formative feedback in writing instruction has been supported by technologies generally referred to as Automated Writing Evaluation tools. However, such tools are limited in their capacity to explore specific disciplinary genres, and they have shown mixed results in student writing improvement. We explore how technology-enhanced writing interventions can positively affect student attitudes toward and beliefs about writing, both reinforcing content knowledge and increasing student motivation. Using a student-facing text-visualization tool called Write & Audit , we hosted revision workshops for students (n = 30) in an introductory-level statistics course at a large North American University. The tool is designed to be flexible: instructors of various courses can create expectations and predefine topics that are genre-specific. In this way, students are offered non-evaluative formative feedback which redirects them to field-specific strategies. To gauge the usefulness of Write & Audit, we used a previously validated survey instrument designed to measure the construct model of student motivation (Ling et al. 2021). Our results show significant increases in student self-efficacy and beliefs about the importance of content in successful writing. We contextualize these findings with data from three student think-aloud interviews, which demonstrate metacognitive awareness while using the tool. Ultimately, this exploratory study is non-experimental, but it contributes a novel approach to automated formative feedback and confirms the promising potential of Write & Audit. • A new student-facing writing technology, Write & Audit, is introduced. • The tool offers formative feedback for specialized, disciplinary genres. • Our initial implementation of the tool in a statistics workshop shows promising results. • Student participants showed improvements in motivation. • Think-aloud data display the tool's encouragement of metacognitive reflection. [ABSTRACT FROM AUTHOR]

Abnormalities in psychomotor performance are a consistent finding in schizophrenic patients as well as in chronic cannabis users. The high levels of central cannabinoid (CB1) receptors in the basal ganglia, the cerebral cortex and the cerebellum indicate their implication in the regulation of motor activity. Based on the close relationship between cannabis use, the endogenous cannabinoid system and motor disturbances found in schizophrenia, we expected that administration of cannabinoids may change pattern of psychomotor activity like in schizophrenic patients. This prospective, double-blind, placebo-controlled cross-over study investigated the acute effects of cannabinoids on psychomotor performance in 24 healthy right-handed volunteers (age 27.9 ± 2.9 years, 12 male) by comparing Δ9-tetrahydrocannabinol (Δ9-THC) and standardized cannabis extract containing Δ9-THC and cannabidiol. Psychomotor performance was assessed by using a finger tapping test series. Cannabis extract, but not Δ9-THC, revealed a significant reduction of right-hand tapping frequencies that was also found in schizophrenia. As to the pure Δ9-THC condition, left-hand tapping frequencies were correlated with the plasma concentrations of the Δ9-THC metabolite 11-OH-THC. These effects are thought to be related to cannabinoid actions on CB1 receptors in the basal ganglia, the cerebral cortex and the cerebellum. Our data further demonstrate that acute CB1 receptor activation under the cannabis extract condition may also affect intermanual coordination (IMC) as an index of interhemispheric transfer. AIR-Scale scores as a measure of subjective perception of intoxication were dose-dependently related to IMC which was shown by an inverted U-curve. This result may be due to functional changes involving GABAergic and glutamatergic neurotransmission within the corpus callosum. [ABSTRACT FROM AUTHOR]