Download Intelligence. Emotions. Memory. Temperament».

О.В. Иванова
Английский язык
в сфере профессиональных коммуникаций
(специальность – «Психология»)
МОДУЛЬ 10
«Intelligence. Emotions. Memory. Temperament».
Москва
2013
1
О.В.Иванова – кандидат психологических наук
Рецензент: М.Н.Алексеева – кандидат филологических наук, доцент
Рекомендовано
научно-методическим
советом РосНОУ
АНГЛИЙСКИЙ ЯЗЫК
Модуль 1. «Hello! It’s me»
Модуль 2. «The Place I Live In»
Модуль 3. «Daily Life»
Модуль 4. «Leisure and Pleasure»
Модуль 5. «On the Move»
Модуль 6. «It’s a Small World»
Модуль 7. «The Body and the Soul»
Модуль 8. «Shopping and Eating out»
Модуль 9. «It’s a Fine Day, isn’t it»?
Модуль 10. «Several Important Themes of Psychology»
Модуль 11. «Social Psychology»
Модуль 12. «Infancy and Childhood»
Модуль 10
В предлагаемом модуле рассматриваются лексические темы «Several important themes of
psychology» , «Testing for intelligence» , « The nature of emotion» , « Representation of
knowledge in memory» , « Retrieval: Getting information out of memory», « Retrieval: Getting
information out of memory», « Individual temperament», « Personality traits».В модуль
включены тексты по данным темам,упражнения на усвоение лексики и содержания
модуля, развитие различных видов речевой деятельности.
Для студентов Российского Нового Университета
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СОДЕРЖАНИЕ
БАЗОВОЕ СОДЕРЖАНИЕ МОДУЛЯ………….…………..............................................4
TEXT 1.
Several important themes of psychology…………….……………………………...............5
TEXT 2.
Testing for intelligence………………………………………………………………………7
TEXT 3.
The nature of emotion………………………………………………………………………..12
TEXT 4(A, B).
A. Representation of knowledge in memory……………………….......................................15
B. Retrieval: Getting information out of memory………………….......................................17
TEXT 5.
Individual temperament………………….…………………………………………………..19
TEXT 6.
Personality traits……………………………………..............................................................22
TEXT 7.
Understanding stress…………………………………………………………………………24
TEST ……………………………………………………………………………………….27
Vocabulary………………………………………………………….......................................34
Literature……………………………………………………………………………………39
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БАЗОВОЕ СОДЕРЖАНИЕ МОДУЛЯ
Intelligence. Emotions. Memory. Temperament.
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Text I
Task1. Translate the following words.
Heredity
Behavior
Nurture
Lifeblood
Heritage
Subjective imprint
Reinforcement
Interconnection
Conditioned
SEVERAL IMPORTANT THEMES OF PSYCHOLOGY
We now introduce four important themes of psychology.
The first concerns the role of heredity and environment in jointly shaping
behavior. In regard to nature versus nurture, research on learning has clearly and
repeatedly demonstrated the enormous power of the environment and experience
in shaping behavior. Indeed, many learning theorists once believed that all aspects
of behavior could be explained in terms of environmental determinants. In recent
decades, however, evidence on instinctive drift and conditioned taste aversion has
shown that there are biological constraints on conditioning. Thus, even in
explanations of learning —an area once dominated by nurture theories —we see
again that heredity and environment jointly influence behavior.
The controversy about how children acquire language skills replays the nature
versus nurture debate. The debate is far from settled, but the accumulating
evidence suggests that language development depends on both nature and nurture,
as more recent interactions theories of language acquisition have proposed.
The second pertinent theme is the empirical nature of psychology. For many
decades, psychologists paid little attention to cognitive processes, because most of
them assumed that thinking is too private to be studied scientifically. During the
1950s and 1960s, however, psychologists began to devise creative new ways to
measure mental processes. These innovations fueled the cognitive revolution that
put the psyche (the mind) back in psychology. Thus, once again, we see how
empirical methods are the lifeblood of the scientific enterprise.
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Third, the study of cognitive processes shows how there are both similarities
and differences across cultures in behavior. On the one hand, we saw that thought
processes are largely invariant in spite of sharp differences in cultures' linguistic
heritage. On the other hand, there are cultural variations in cognitive style that reflect the ecological demands of one's environment. And, although the evidence
does not support the strong version of the linguistic relativity hypothesis, a
culture's language may make certain ways of thinking easier or more difficult.
Thus, cognitive processes are moderated — albeit to a limited degree —by cultural
factors.
The fourth theme is the subjective nature of human experience. The
reconstructive nature of memory should explain people's tendency to view the
world with a subjective slant. When you observe an event, you don't store an exact
copy of the event in your memory. Instead, you store a rough, "bare bones"
approximation of the event that may be reshaped as time goes by. With the
passage of time, people tend to put more and more of a personal, subjective
imprint on memories. You will see further that decision making is also a highly
subjective process.
Dense interconnections exist between psychology and events in the world at
large. The history of research on conditioning shows how progress in psychology
can seep into every corner of society. For example, ‘Skinner’s ideas on the power
of positive reinforcement have influenced patterns of discipline in our society.
Research on operant conditioning has also affected management styles in the
business world, leading to an increased emphasis on positive reinforcement. The
fact that the principles of conditioning are routinely applied in homes, businesses,
schools and factories clearly shows that psychology is not an ivory tower
endeavor.
Task 2 Answer the following questions.
1)
Is human behavior influenced by heredity or by environment?
2)
What does language development depend on?
6
When did psychologists turn to empirical methods for measuring mental
3)
processes?
4)
How do cultural factors influence thought processes?
5)
What explains the subjective nature of human experience?
6)
How is an image of the event in human memory changed with the passage of
time?
What aspects of psychology are applied in everyday life?
7)
Task 3 Give your opinion on the subject.
What is more important for vocational success: heredity or nurture?
Task 4 Match the term with the definition.
1)
evidence
a) knowledge got by study
2)
discipline
b) seat of consciousness, thought and feeling
3)
nature
c) a vocabulary and way of using it
4)
mind
d) information tending to establish facts
5)
learning
e) person's innate character
6)
language
f) recollection of previous experience
g) mental or moral training
Text II
Task 1. Read the following words and find the definition.
intelligence
assume
intelligence quotient
overall score
person's performance
involve
divide
deviate
average performance
ability
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Task 2. Read the text. Make sure that you know all the words and words
combination in the following text.
TESTING FOR INTELLIGENCE
Psychologists have not reached a consensus on how best to define intelligence.
Working definitions describe intelligence in terms of reasoning, problem solving,
and dealing with environment. IQ tests measure some, but not all, of these aspects
of intelligence. Let's look at the history of IQ tests.
In 1904 the French government appointed psychologist Alfred Binet to a
commission charged with identifying, studying, and providing special educational
programs for children who were not doing well in school. As a part of his work on
the commission, Binet developed a set, or a battery, of intellectual test items that
provided the model for today's intelligence tests. In creating his test, Binet
assumed that intelligence is involved in many reasoning, thinking, and problemsolving activities. His tests included tasks such as unwrapping a piece of candy,
repeating numbers or sentences from memory, and identifying familiar objects.
Binet also assumed that children's abilities increase with age. About a decade after
Binet published his test, Lewis Terman at Stanford University developed an
English version known as the Stanford- Binet. Terman added items to measure the
intelligence of adults and revised the method of scoring. Mental age was divided
by chronological age, and the quotient was multiply by 100; the result was called
the intelligence quotient, or IQ. Thus, a child whose mental age and chronological
age were equal would have an IQ of 100, which is considered "average"
intelligence. From this method of scoring came the term IQ test, a name of a
widely used test designed to measure intelligence on an objective, standardized
scale.
Nowadays in schools the Stanford-Binet and Wechsler tests are the roost
popular individually administered intelligence tests. Both include subtests and
provide scores for parts of the test as well as an overall score. Currently, a person's
IQ score reflects how far that person's performance on the test deviates from the
average performance by people in his or her age group.
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IQ tests are reasonably reliable, and they do a good job of predicting
academic success. However, IQ tests assess only some of the abilities that might
be considered aspects of intelligence, and they may favor those most familiar with
middle-class culture. Nonetheless, this familiarity is important for academic and
occupational success.
Task 3 Work in pairs. First of all, write down and translate the unknown words
from the text. Then ask your partner to translate them and visa versa. At least, it
must be 10 words.
Task 4 Now look back at the text, and use the numbers and the underlined sections
to help you to complete the notes below.
1) … is the reasoning, problem solving, and dealing with environment.
2) … includes tasks such as repeating numbers or sentences from memory and
widely used test designed to measure intelligence on an objective,
standardized scale.
3) …was divided by chronological age, and the quotient was multiply by 100;
the result was called … .
4) A person whose mental age and chronological age were equal would have an
IQ of 100, which is considered … .
5) … reflects how far that person's performance on the test deviates from the
average performance by people in his or her age group.
Task 5 What's your I.Q.? If you've never had an IQ test before, here's how IQ
testing works: This IQ test contains 20 questions. Based on your answers, you'll
receive an IQ score between 0 and 200. The average I.Q. is 100. Are you above
average IQ, or below average IQ? Take the FREE * IQ TEST and test what your
I.Q. is!
1. Serval, caracal, lynx, and oncilla. These are all types of what?

Butterflies

Cats
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
Computer viruses


Bacteria
These numbers follow a pattern. 2, 7, 13, 20, 28. What comes next?.
30
36
37

42

One of these things doesn't belong. Which is it?.
Computer
Typewriter










Cell phone
Post-it note
"Nearby Priests" - If these letters are rearranged, they create the
name of which person?.
A famous scientist
A pop princess
A football player
A baseball player
Fall is to summer as Monday is to _____?
Tuesday

Sunday

Wednesday

Friday
A, S, D, F, G, H, J. Which letter comes next in this sequence?

K

W

V

M
7. Psychologists disagree about whether IQ test scores are different for men
and women. Help us find out if gender and IQ are related, by indicating
your gender.

Male

Female


"A Granola Nerd" - If these letters are rearranged, they create the
name of which political figure?
A former U.S. President
A former Supreme Court Judge
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
A former Senator


A former British Prime Minister
These numbers follow a pattern. 5, 10, 3, 8, 1. What comes next?
6
5
-4

-2

Dome is to Mountain as Redwood is to _____?
Forest
Tree






















Plant
Paper
One of these things doesn't belong. Which is it?
Gmail.com
Yahoo.com
Hotmail.com
Ask.com
Which word fits in the blank in this sequence: water, paperclip,
business cards, ____, computer
cell phone
executive desk furniture
pushpins
magnets
7G, 10J, 13M, 16P, 19S. Which letter comes next in this sequence?
T
U
V
W
"Sardine Hold" - If these letters are rearranged, they create the name
of which geographic location?.
The location nicknamed, The Ocean State
The location nicknamed, The Sunshine State
The location nicknamed, The Lone Star State
The location nicknamed, The Volunteer State
From the list of letters below, which one CAN NOT be turned upside
down, reflected in a mirror and still look correct?.
B
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
D

U
O
















Which word fits in the blank in this sequence: mouse, squirrel, ____,
hippo, blue whale.
Butterfly
Frog
Deer
Lion
One of these things doesn't belong. Which is it?
Rat
Cheese
Man
Cat
"Advises Mil" - If these letters are rearranged, they create the name
of which person?
An actor
An author
A fictional character
A jazz musician
Rios, Amanti, Sorento, Sedona. These are all types of what?
Places in Italy
Places in Spain
Kia model cars

Saturn model cars
20.IQ scores need to be scaled according to age. When were you born?
MM
DD
YYYY
Birth Date
Text III
Task 1 Translate the words and words combination.
Feature
Tend to
Arousal
Mood
Valence
Appraisal
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Alter
Behave
Elicit
Intent
Agent
Innate
Frown
Adjustment
Task 2 Read the text. Make sure that you know all the words and words
combination in the following text.
THE NATURE OF EMOTION
Everyone seems to agree that joy, sorrow, anger, fear, love and hate are
emotions, but it is hard to identify the shared features that make these experiences
emotions rather than thought or impulses.
Most psychologists in Western cultures tend to see emotions as organized
psychological and physiological reactions to changes in our relationship to the
world. These reactions are partly subjective experiences and partly objectively
measurable patterns of behavior and physiological arousal. The subjective
experience of emotion has several characteristics:
1. Emotion
is usually transitory; it tends to have a relatively clear beginning
and end, and a relatively short duration. Moods, by contrast, tend to last longer.
2.
Emotional experience has valence, which means it is either positive or
negative.
3.
Emotional experience is elicited partly by a cognitive appraisal of how a
situation relates to your goals.
4.
Emotional experience alters thought processes, often by directing attention
toward some things and away fords others.
5.
Emotional experience elicits an action tendency, a motivation to behave in
certain ways.
6.
Emotional experiences are passions that happen to you, usually without
willful intent.
The subjective aspects of emotions are experiences both triggered by the
thinking self and felt as happening to the self. They reveal an individual as agent
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and object, both I and me, both the controller of thoughts and recipient of
passions.
Objective aspects of emotion include learned and innate expressive displays
and physiological responses. Expressive displays — a smile, a frown —
communicate feelings to others. Physiological responses — changes in heart rate
— provide biological adjustments needed to perform the action tendencies
generated by emotional experience.
In summary, an emotion is a transitory, valenced experience that is felt with
some intensity as happening to the self, generated in part by cognitive appraisal of
situations and accompanied by both learned and innate physical responses.
Through emotion, people communicate their internal states and intentions to
others, but emotion also functions to direct and energize a person's own thoughts
and actions.
Task 3 Answer the following questions:
1)
Give the definition of the emotion. And give the different examples.
2)
What are characteristics of the subjective experience of emotion?
3)
What is the difference between mood and emotion?
4)
What is the emotional experience?
5)
What do objective aspects of emotion include?
6)
Why does emotion direct and energize a person's own thoughts and
actions?
Task 4 Translate these sentences into English using words from the text
1) Все согласятся, что страх, радость, печаль – это различные типы
эмоций.
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2) Большинство психологов определяют эмоции, как совокупность
психических и физиологических реакций, которые меняются в
зависимости от нашего отношения к окружающему миру.
3) Эмоция – это временное состояние, она имеет начало и конец и
также обладает не продолжительной длительностью.
4) Объективные
аспекты
эмоций
включают
в
себя
отражение
врожденного и приобретенного, а также психологические реакции.
5) Благодаря эмоциям люди обозначают свое внутреннее состояние и
намерение по отношению к другим.
Task 5 Find in the text synonyms to the words given below
Estimation, peculiarity, incentive, humor, knit.
Text IV (A, B)
Task 1. Vocabulary
Memory
storage
Mental
representation
Schema
cluster
Knowledge
recall
Retrieval
cue
long-term memory
recollection
Task 2. Read the text given below and open the brackets using the verbs in the
correct form.
REPRESENTATION OF KNOWLEDGE IN MEMORY
Over the years memory researchers (wrestle) endlessly with one major question
relating to memory storage: How is knowledge represented and organized in
memory? In other words, what forms do our mental representations of
information take? Most theorists seem to agree that our mental representations
15
probably take a variety of forms, depending on the nature of the material that
needs to be tucked away in memory. For example, memories of visual scenes, of
how to perform actions (such as typing or hitting a backhand stroke in tennis),
and of factual information (such as definitions or dates in history) are probably
represented and organized in very different ways. Most of the theorizing to date
(focus) on how factual knowledge may be represented in memory.
Imagine that you just (visit) Professor Smith's office, which is shown in the
photo. Take a brief look at the photo and then cover it up. Now pretend that you
want to describe Professor Smith's office to a friend. Write down what you saw
in the office (the picture).
After you finish, compare your description with the picture. Chances are, your
description will include elements — filing cabinets, for instance — that were not
in the office. This common phenomenon (demonstrate) how schemas can
influence memory.
A schema is an organized cluster of knowledge about a particular object or
sequence of events. For example, college students have schemas for what
professors' offices are like. People are more likely to remember things that are
consistent with their schemas than things that are not. This principle was quite
apparent when Brewer and Treyens tested the recall of 30 participants who
(visit) briefly the office. Indeed, the tendency to recall things that are consistent
with a schema can lead to memory errors. For instance, nine subjects in the
Brewer and Treyens study falsely recalled that the office contained books.
Information stored in memory is often organized around schemas. Thus, recall of
an object or event will be influenced by both the actual details observed and the
person's schemas for these objects and events.
Task 3. Answer the following questions
1) What does the form of our mental representation depend on?
2) Give the definition of a schema?
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3) How can schemas influence memory?
4) What tendency can lead to memory errors?
Task 4. Translate these sentences into English using words from the text.
1) Память о том, как выполнять действия, и память о фактической
информации, вероятно, организованы по-разному.
2) Схема - это упорядоченная совокупность знаний о конкретном предмете
или событии.
3) Люди скорее запомнят те факты, которые соответствуют их схемам, чем
те, которые не соответствуют.
4) Привычка
вспоминать
факты,
соответствующие
схемам,
может
привести к ошибкам памяти.
5) Информация, которая хранится в памяти, часто организована в
соответствии со схемами.
6) На воспоминание о предмете или явлении влияет как реальная
обстановка, так и схематическое представление человека об этом
предмете или явлении.
Task 5. Find in the text synonyms to the words given below
news, group, outline, mistake, ordinary, compatible, to remember, to stock.
Task 1. Read the text given below
RETRIEVAL: GETTING INFORMATION OUT OF MEMORY
Entering information into long-term memory is a worthy goal, but an insufficient
one if you can't get the information back out again when you need it.
Fortunately, recall often occurs without much effort. But occasionally a planned
search of LTM is necessary. For instance, imagine that you were asked to recall
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the names of all 50 states in the United States. You would probably conduct your
memory search systematically, recalling states in alphabetical order or by
geographical location. Although this example is rather simple, retrieval is a
complex process. We'll now discuss the tip-of-the-tongue phenomenon — the
temporary inability to remember something you know, accompanied by a feeling
that it's just out of reach. The tip-of-the-tongue phenomenon is a common
experience that occurs to the average person about once a week. It clearly
represents a failure in retrieval. Fortunately, memories can often be jogged with
retrieval cues — stimuli that help gain access to memories. This was apparent
when Roger Brown and David McNeill studied the tip-of-the-tongue
phenomenon. They gave participants definitions of obscure words and asked
them to think of the words. Brown and McNeill found that subjects groping for
obscure words were correct in guessing the first letter of the missing word 57%
of the time. This figure far exceeds chance and shows that partial recollections
are often headed in the right direction.
Task 2. Say if these sentences are false or true
1) To retrieve factual information from long-term memory is always very easy.
2) The tip-of-the tongue phenomenon is a very rare event.
3) Failure in information retrieval happens quite often.
4) A planned search of long-term memory is necessary when you want to
retrieve a lot of factual information.
5) Retrieval cues can help in the search of information.
Task 3. Think and answer
What retrieval cues can be used to help gain access to memories?
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How can these cues be used? Give examples and explain.
Task 4. Choose the right ending of the sentence
1) Entering information into long-term memory is
a) a waste of time
b) a worthy goal c) a rare occasion
2) The tip-of-the tongue phenomenon represents
a) failure in retrieval b) a form of organized knowledge c) access to memory
3) Retrieval cues can help
a) to represent information b) to find an error с) о remember facts
Task 5. Find in the text antonyms to the given words
success, permanent, wrong, clear, rarely, definitely, to forget, to retrieve
Text V
Task 1. Read the following words and find the definition.
Vigorous
fuss
Whimper
kick
Scream
wail
Refer
contribution
slow- to-warm-up
inflectional
Expectation
assertiveness
in tune
babbling
Task 2. Read the text. Make sure that you know all the words and words
combination in the following text.
19
INDIVIDUAL TEMPERAMENT
From the moment infants are born, they differ from one another in the
emotions they express. Some infants are happy, active, and vigorous; they splash,
thrash, and wriggle. Others lie still most of the time. Some infants approach new
objects with enthusiasm; others turn away or fuss. Some infants whimper; others
kick, scream, and wail. Characteristics like these make up the infant's
temperament. Temperament refers to the infants individual style and frequency of
expressing needs and emotions; it is constitutional, biological, and genetically
based. It reflects a contribution by nature to the beginning of an individual's
personality.
In some of the earliest research on infant temperament there were found three
main temperament patterns. Easy babies, the most common kind, get hungry and
sleepy at predictable times, react to new situations cheerfully, and seldom fuss.
Difficult babies are irregular and irritable. Those in the third group, slow-to-warmup babies, react warily to new situations but eventually come to enjoy them.
One possibly inflectional factor is the match between the infant's temperament and the parents' expectations, desires, and personal styles. When parents
believe they are responsible for the infant's behavior, an easy child might reassure
them. The parents are looking for signs of assertiveness; a difficult child might
prove welcome.
If parent and infant are in tune, chances increase that temperamental qualities
will be stable. Consider, for example, the temperament patterns of ChineseAmerican children and European-American ones. At birth, Chinese- American
infants are calmer, less changeable and more easily consoled when upset than
European-American infants, suggesting that there may be an inherited
predisposition toward self-control among the Chinese. This tendency is then
powerfully reinforced by the Chinese culture. Compared with European-American
parents, Chinese parents are less likely to reward and stimulate babbling and
smiling, and more likely to maintain close control of their young children. The
20
children, in turn, are more dependent on their mothers and less likely to play by
themselves; they are less vocal, noisy, and active than European-American
children.
These temperamental differences between children in different ethnic groups
illustrate the combined contributions of nature and nurture.
Task 3. Work in pairs. First of all, write down and translate the unknown words
from the text. Then ask your partner to translate them and visa versa. At least, it
must be 10 words.
Task 4. Complete the sentences from with the words from the box
easy babies
Match
1)
the
combined
difficult babies
contributions
slow-to-warm-up
temperament
babies
… reflects a contribution by nature to the beginning of an individual's
personality.
2)
These temperamental differences between children in different ethnic
groups illustrate … of nature and nurture.
3)
… the most common kind, get hungry and sleepy at predictable times,
react to new situations cheerfully.
4)
One possibly inflectional factor is … between the infant's tem-
perament and the parents' expectations, desires, and personal styles.
5)
… are irregular and irritable.
6)
… react warily to new situations but eventually come to enjoy them.
Task 5. Illustrate the temperamental differences between children in different
ethnic groups. Do you agree with this theory?
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Text VI
Task 1. Translate the words and words combination.
Trait
feature
Introversion
extroversion
Neuroticism
neurotic
self-image
impulsiveness
Task 2. Read and translate the text given below
PERSONALITY TRAITS
A person's social behavior depends on his enduring features, but also on the
personalities of others present, and on the nature of the situation. A person's
behavior can be predicted to some extent from variables like age, sex, job and
social class, since there are regular and specified relations between people
occupying different positions in the social structure.
Temperament. There is more consistency between different situations for features
of temperament such as level of energy, mood and reactions to stress. Two
dimensions which have repeatedly emerged from psychological research are
introversion- extroversion and neuroticism. These dimensions are somewhat
similar to intelligence in that they are general factors of personality, a source of
consistent behavior, and tests can be given for them. Extroversion contains two
components which are correlate but partly independent. These are behavioral
extroversion, which consists of impulsiveness and a preference for action as
opposed it thinking about action, and social extroversion, which consists of liking
for social situations, especially large and noisy ones. By neuroticism we mean an
inability to tolerate stress, a tendency to be anxious, to work ineffectively and to
fine people difficult to deal with. Neuroticism is a matter of degree about 5-10 per
cent of the population would be classified as neurotic by psychiatrists, and could
benefit from treatment. Neuroticism can be measured by questionnaire, interview,
or from performance at laboratory tasks.
22
Social performance. Individuals vary greatly in their entire style of social
performance from one situation to another. Then appears to be very little
consistency so that personality cannot be described in terms of general traits like
‘dominance’, etc.
Individuals are however consistent in groups or similar
situations and it is possible to describe their behavior at work; in committees as
chairman, etc. A person may be more or less socially skillet over a given range of
social situations. Rewardingness may be an important part of this general ability rewarding people are both more popular and influential. In addition there are a
number more specific social skills, such as dealing with subordinate ('leadership
skills'), taking the chair at committee meetings, interviewing, giving lectures, etc.
The self-image. This is not a' dimension' of personality but a cognitive structure
consisting of the ideas a person has about himself. One way of describing an
individual's social behavior is at list the main roles he plays in the groups to which
he belongs; read role is linked to part of his self-image. The self-image also include
self-perceptions such as being 'intelligent' or 'lively', which may extend across all
these roles, and lead to their being played in
Task 3. Translate these sentences into English using words from the text
1)
Поведение человека можно предсказать, исходя из таких переменных
величин, как возраст, пол, работа социальный статус.
2)
Поведенческая
экстровертность
состоит
из
импульсивности
и
склонности скорее к действию, чем к размышлению.
3)
Психиатры считают, что примерно 5-10 процента населения являются
невротиками.
4)
Существует
например,
навык
множество
руководить
специфических
социальных
подчиненными
(«навык
навыков,
лидерства»),
председательствовать на совещаниях, давать интервью, читать лекции.
5)
В
большинстве
случаев
люди
иерархической структурой.
23
работают
в
организациях
с
6)
Невозможно исследовать при помощи анкет, опросов или путем оценки
выполнения лабораторных заданий.
7)
Некоторые люди питают большое уважение к традициям, раболепны и
почтительны по отношению к начальству и грубят подчиненным.
Task 4.
Find in the text synonyms to the words given below
conduct, to forecast, to endure, execution, worthwhile, firm, tension, subordinate,
custom, to arise
Task 5. Derive nouns from the following verbs by means of suffixes: -ion, - ior ,-er,
-ing, -ence,-ance, -ment
to predict, to behave, to carry, to react, to like, to correlate, to meet, to prefer, to
ail, to perform
Text VII
Task1. Translate the following words.
Desirable
to adjust
to disrupt
Severe
to involve
deal with
Behavioral
Nausea
the extent
stress-coping skills
Predict
influence
to tend
to blame
to be harmed
Adversely
to be basic
anxiety
to affect
mediating
to think of…
Task 2. Read the text given below.
24
UNDERSTANDING STRESS
You have probably heard that death and taxes are the only two things you can
be sure of in life. If there is a third, it must surely be stress. Stress is basic to life —
no matter how wealthy, powerful, attractive, or happy you might be. It comes in
many forms — a difficult exam, an automobile accident, waiting in a long line, a
day on which everything goes wrong. Mild stress can be stimulating, motivating,
and sometimes desirable. But as it becomes more severe, stress can bring on
physical, psychological, and behavioral problems.
Stress is the negative emotional and physiological process that occurs as
individuals try to adjust to or deal with environmental circumstances that disrupt,
or threaten to disrupt, their daily functioning. Thus stress involves a transaction
between people and their environments. The environmental circumstances that
cause people to make adjustments are called stressors. Stress reactions are
physical, psychological, and behavioral responses (such as nervousness, nausea,
and fatigue) that people display in the face of stressors. It is important to
understand stress because it contributes to psychological problems such as anxiety
and depression, and adversely affects people's physical health.
Interestingly, some people are more strongly affected by stressors than other
people, or may be more affected on one occasion or another. Why? The answer lies
in mediating factors that influence the transaction between people and their
environments. Mediating factors include variables such as the extent to which
people can predict and control their stressors, how they interpret the threat
involved, the social support they get, and their stress-coping skills.
People who tend to think of stressors as temporary and who do not constantly
blame themselves for the onset of stressors appear to be harmed less by them.
Task 3. Find the answers to these questions in the following text.
1. Name some forms of stress and give some examples of consequences of
stress.
2. How can you describe stress?
25
3. Why some people are more strongly affected by stressors than other people,
or may be more affected on one occasion or another?
4. What is stressor?
5. Which stress reactions you know?
6. What happens when individuals try to adjust to or deal with environmental
circumstances that disrupt, or threaten to disrupt, their daily functioning?
Task 4. Decide if the information in sentences are true (T) or false (F).
1. Stress can be stimulating, motivating, and sometimes desirable.
2. The environmental circumstances that cause people to make adjustments are
called stressors.
3. All stress reactions are positive.
4. There are following behavioral responses to stress: nervousness, nausea and
fatigue.
5. Some people are more strongly affected by stressors than other people.
6. People who do not constantly blame themselves for the onset of stressors
appear to be harmed less by them.
Task 5. Your friend is under stress. In 1 week he will pass state exams. Please
describe what would you advice him to fight this stress. At least 10 sentences.
Test 1.
1. Choose the missing word from the box.
a) cluster; b) schema; c) search; d) correct; e) represented; f) retrieval; g) failure; h)
insufficient; i) description; j) consistent; k) memory
1)
Memories of visual scenes and of factual information are ... in different
ways.
2)
Perhaps your ... will include elements that were not in the office.
3)
This common phenomenon demonstrates how... can influence memory.
26
4)
A schema is an organized ... of knowledge about a particular object or
sequence of events.
5)
People are more likely to remember things that are ... with their schemas
than things that are not.
6)
Occasionally a planned ... of long-term memory is necessary.
7)
Information stored in ... is often organized around schemas.
8)
Memories can usually be jogged with ... cues.
9)
The tip-of-the tongue phenomenon represents a ... in retrieval.
10) Subjects groping for obscure words were ... in guessing the first letter of the
missing word 57% of the time.
Task 2. Match the term with the definition.
A.
1)
commitment
2)
conjecture
3)
drive
4)
interview
5)
pattern
6)
personnel
7)
response
8)
stimulus
9)
success
10)
introversion
11)
work
a)
model from which the thing is to be made
b)
opportunity of earning money by labor
27
c)
critical examination of a person's qualities
d)
organized effort to achieve special purpose
e)
attainment of wealth or fame or position
f)
engagement that restricts freedom of action
g)
oral examination of a candidate
h)
body of persons engaged in a factory or office
i)
formation of opinion without sufficient Grounds
j)
answer given in word or act
k)
a thing that rouses to activity or energy
1)
being concerned with one's own mental
B.
1)
to guess
2)
to learn
3)
to pair
4)
to perform
5)
to refer
6)
to retrieve
7)
to tolerate .
8)
to measure
9)
to select
10)
to store
a)
to pick out as best or most suitable
b)
to estimate by some standard or rule
28
c)
to lay up for future use
d)
to carry into effect
e)
to recover by effort of memory
f)
to estimate without measurement or detailed calculation
g)
to get knowledge of a subject by study or experience
h)
to bring out the meaning of something
i)
to assign to certain date or place or class
j)
to arrange persons or things in couples
k)
to accept someone or something unpleasant or disliked
Task 3. Choose Russian equivalents for the English words.
1)
memory
2)
action
3)
to represent
4)
to influence
5)
to include
6)
cluster
7)
consistent
8)
factual
9)
average
10)
to recall
a)
влиять
b)
припомнить
c)
включить
29
d)
представлять
e)
средний
f)
фактический
g)
память
h)
действие
i)
явление
j)
группа
k)
совместимый
Task 4. Choose English equivalents for the Russian words.
1)
обычный
2)
частичный
3)
сложный
4)
догадаться
5)
сопровождать
6)
проводить
7)
привести
8)
поиск
9)
ключ
10)
явление
a)
to lead
b)
to exceed
c)
retrieval
d)
complex
e)
phenomenon
f)
common
30
g)
cue
h)
to conduct
i)
to guess
j)
partial
Task 5. Choose the right translation of the word combination.
1 personnel selection
а) персональный отбор
b) подбор персонала
c) выбранный персонал
2 behaviour sample
a) поведение образца
b) образцовое поведение
c) образец поведения
3 source monitoring
a) отслеживание источника
b) источник контролирования
c) контрольный источник
4 memory system
a) память системы
b) система памяти
c) системная память
31
5 incentive scheme
a) программа стимулирования
b) стимулирование программы
c) побудительный мотив проекта
6 achievement motivation
a) успех мотивации
b) мотивация достижения
c) мотивированное достижение
7 long-term memory
a) долгий срок памяти
b) период долгой памяти
c) долговременная память
Task 6 Find two words of similar meaning in each line.
1. а chance
b) choice
с selection
)
d) solution
2. а' to devise b) to decide с to
d) to
) investigate invent
3. а' nature
b) nurture
с thinking
)
d) training
4. а' Compatib b)
с conceivable d)
le
comparable )
consistent
5. а feeling
b) dealing
c emotion
d)exciteme
32
)
nt
6. а' to
b) to
concern condition
с to
d) to guess
) conjecture
7. а to handle b) to hire
с to
d) to
) manipulate model
8. а to contain b) to consist с to invest
)
d) to
include
Task 7. Derive nouns from the following verbs by means of suffixes: -ion, - ior ,-er,
-ing, -ence,-ance, -ment
to predict, to behave, to carry, to react, to like, to correlate, to meet, to prefer, to
ail, to perform
Vocabulary
A
ability - способность
access - доступ
adjustment - регулировка
agent - агент
alter - изменять
33
appraisal - оценка
arousal - пробуждение
assertiveness - напористость
assume - считать
average performance - средняя производительность
B
Babbling - болтовня
behave - вести себя
behavior - поведение
C
cluster - совокупность
cognitive - познавательный
conditioned - условный
conditioning - формирование условных рефлексов
contribution - вклад
cue - стимул
D
deviate - отклоняться
divide - делить
E
elicit - выявлять
empirical - основанный на опыте
34
environment - окружающая среда
error - ошибка
expectation - ожидание
extroversion - экстровертность, обращенность вовне, открытость
F
feature – особенность, характерная черта
frown - нахмуриться
fuss - суетиться
H
heredity - наследственность
I
identity - индивидуальность
impulsiveness - опрометчивость, импульсивность
in tune - в тон
inflectional - флективный
innate - врожденный
intelligence - интеллект
intelligence quotient - коэффициент умственного развития
intent - намерение
interconnection - взаимосвязь
introversion - интровертность, обращенность вовнутрь, замкнутость
involve - включать в себя, подразумевать, предполагать
35
K
kick - пнуть
knowledge - знания, сведения
L
long-term memory - долговременная память
M
memory - память
mental - мысленный
mood - настроение
N
nature - природа
neurotic - неврастеник; невротический
neuroticism - невроз
nurture - воспитание
O
operant conditioning - выработка инструментальных условных рефлексов
overall score - общий балл
P
36
person's performance - человек производительности
phenomenon - явление
positive reinforcement - положительное подкрепление
R
recall - v. вспоминать, напоминать
recollection - воспоминание
reconstructive memory - реконструктивный память
refer - сослаться
representation - представление
retrieval - воспроизведение
S
schema - схема
scream - вскрикнуть
self-image - представление о самом себе
storage - хранение информации
T
tend to - как правило
tip-of-the-tongue - на кончике языка
37
V
valence - валентность
vigorous - энергичный
W
wail - причитать
whimper - хныкать
Список литературы:
1) Агабекян И.П. и др. Английский для психологов : Учебное пособие.
М.:Проспект,2008
2) Донченко Е.Н. «Английский для психологов и социологов», Ростов н/Д,
изд. «Феникс»,2006 г.
3) Бочарова Г.В.,Никошкова Е.В,Печкурова З.В. «Texts on
psychology»,М.:Флинта:Московский психолого-социальный институт,2006 г.
4) Агабекян И.П. ,Коваленко П.И., Кудряшова Ю.А., «Английский язык для
психологов» М.:ТК Велби, Изд. Проспект,2008г.
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