Chapter2 BasicPsychologyNeededforInterfaceDesign

大学思辩英语教材With the increasing importance of critical thinking and effective communication skills in today's society, the development of a comprehensive college-level debate English textbook is crucial. This article aims to address the need for a thought-provoking and well-structured university-level debate English textbook that can enhance students' analytical thinking, persuasive abilities, and overall language proficiency.Introduction:In this section, we will introduce the significance of critical thinking and communication skills in the modern world. The introduction will emphasize the role of a college-level debate English textbook in fostering these skills among students.Chapter 1: Foundations of Critical ThinkingThis chapter will lay the groundwork for students to understand the basics of critical thinking. It will cover the importance of logical reasoning, evaluating evidence, and assessing sources. Through practical exercises and engaging content, students will learn how to analyze information systematically and independently.Chapter 2: Structuring an Effective ArgumentIn this chapter, students will delve into the art of constructing a persuasive argument. They will learn about the essential components of an argument, such as claims, evidence, and reasoning. Through examples andpractice activities, students will develop the ability to build sound and compelling arguments.Chapter 3: Counterarguments and RebuttalsEffective debate involves understanding and addressing opposing viewpoints. This chapter will guide students on how to anticipate counterarguments and develop strong rebuttals. It will highlight the importance of acknowledging differing opinions while effectively refuting them through logical reasoning and compelling evidence.Chapter 4: Language and RhetoricLanguage plays a crucial role in persuasion. This chapter will discuss the power of language, using rhetorical devices, and employing effective communication strategies. Students will learn how to use ethos, logos, and pathos in their speeches, enhancing their persuasive capabilities.Chapter 5: Analyzing and Evaluating ArgumentsIn this chapter, students will explore critical thinking in action by learning how to evaluate and analyze different types of arguments. Through engaging exercises, they will develop skills in identifying fallacies, assessing the credibility of sources, and recognizing bias. This chapter will enable students to become more discerning consumers and creators of information.Chapter 6: Ethical DebatesDebates often involve discussing ethical issues. This chapter will expose students to various ethical dilemmas and guide them in analyzing these debates from an ethical standpoint. Students will learn how to articulate theirpositions ethically and engage in respectful discourse when discussing sensitive topics.Chapter 7: Debating in a Global ContextAs the world becomes more interconnected, the ability to engage in debates on a global scale is essential. This chapter will focus on exploring cross-cultural debates, international issues, and intercultural communication. Students will gain a deeper understanding of diverse perspectives and foster cultural sensitivity.Conclusion:The need for a comprehensive and well-structured college-level debate English textbook is evident. Such a textbook will equip students with the necessary skills to think critically, communicate effectively, and engage in meaningful debates. By addressing the various aspects of debate, from structuring arguments to evaluating information, this textbook will empower students to become persuasive and informed communicators.In summary, the creation of a university-level debate English textbook holds immense value in promoting critical thinking and effective communication skills among students. This article has outlined the key chapters and topics that such a textbook should cover.。

大学心理英语教材IntroductionThe study of psychology has become increasingly important in today's society, as it provides insight into human behavior, cognitive processes, mental health, and more. As English has become a global language, the need for psychology resources in English has also grown. This article aims to introduce a comprehensive and effective college-level psychology textbook that focuses on teaching psychology concepts in English – the "University Psychology English Textbook."Chapter 1: Introduction to PsychologyIn this chapter, students are introduced to the field of psychology and its various subfields. They learn about the history of psychology, key figures, and the different perspectives within the discipline. The chapter also covers basic research methods and ethical considerations in psychology.Chapter 2: Biological PsychologyThis chapter delves into the biological foundation of human behavior and mental processes. Topics covered include the structure and function of the brain, the nervous system, genetics, and the influence of hormones on behavior. Students will gain an understanding of how biological factors contribute to human psychology.Chapter 3: Developmental PsychologyThe focus of this chapter is on the study of human development across the lifespan. It explores the physical, cognitive, and socioemotional changesthat occur from infancy to old age. Students will examine various theories of development, such as Piaget's cognitive development theory and Erikson's psychosocial theory.Chapter 4: Cognitive PsychologyCognitive processes, including attention, memory, language, problem-solving, and decision-making, are explored in this chapter. Students will learn about the internal mental processes that shape human perception, learning, and knowledge acquisition. The chapter also covers influential theories such as information processing and cognitive neuroscience.Chapter 5: Social PsychologyThis chapter focuses on how individuals are influenced by social interactions and societal factors. Topics include social cognition, social perception, conformity, group dynamics, and attitudes. Students will gain insights into the factors that shape human behavior in social settings and the impact of cultural diversity.Chapter 6: Personality PsychologyPersonality traits, theories of personality, and assessment methods are discussed in this chapter. Students will explore major theories such as psychodynamic, humanistic, and trait perspectives. The chapter also covers the different approaches to measuring and assessing personality.Chapter 7: Abnormal PsychologyThe study of abnormal behavior, psychological disorders, and their treatments is the central theme of this chapter. Students will examine variouspsychological disorders, including anxiety disorders, mood disorders, and personality disorders. They will also gain an understanding of different treatment approaches, including psychotherapy and psychopharmacology.Chapter 8: Health PsychologyThis chapter explores the interaction between psychology and physical health. Students will learn about the role of stress, coping mechanisms, and behavior change in promoting overall health and well-being. The chapter also covers topics such as health promotion, illness prevention, and the mind-body connection.ConclusionThe "University Psychology English Textbook" is designed to provide a comprehensive and accessible resource for college students studying psychology in English. With its broad coverage of key concepts, theories, and research in the field, it serves as an essential tool for both English language learners and psychology enthusiasts. By combining English language proficiency with an understanding of psychology, students are better prepared to contribute to the global psychological community and apply their knowledge in various professional settings.。

Chapter4.ThepsychologyofSecondLanguageChapter 4. The psychology of Second Language Acquisition1)Languages and the brainBroca’s area – to be responsible for the ability to speak.Wernicke’s area - located in the left temporal lobe, result in excessivespeech and loss of language comprehension.Brain lateralization – specialization of the two halves of the brain. Methods for gathering data:Correlations of location of brain damage with patterns of loss/recoveryin cases where languages are affected differentially.Presentation of stimuli from different languages to the right versus theleft visual or auditory fields.Mapping the brain surface during surgery by using electrical stimulationat precise points and recording.Positron Emission Tomography and other non-invasive imagingtechniques.Some researches and questions in this area:How independent are the languages of multilingual speakers?How are multiple language structures organized in relation to oneanother in the brain? Are both languages stored in the same areas?Does the organization of the brain for L2 in relation to L1 differ withage of acquisition, how it is learned, or level of proficiency?Do two or more languages show the same sort of loss or disruption afterbrain damage? When there is differential impairment or recovery, whic hlanguage recovers first?2)Learning processesPsychology provides us with two major frameworks for the focus onlearning processes: Information Processing and Connectionism.Information Processing (IP)(1)Perception and the input of new information.(2)The formation, organization, and regulation of internal representations.(3)Retrieval and output strategies.Assumptions:Second language learning is the acquisition of a complex cognitive skill.Complex skills can be reduced to sets of simpler component skills.Le arning of a skill initially demands learners’ attention.Controlled processing requires considerable mental “space”.Humans are limited-capacity processors.Learners go from controlled to automatic processing with practice.Learning essentially involves development from controlled to automaticprocessing of component skills.Along with development from controlled to automatic processing.Reorganizing mental representations as part of learning makes structuresmore coordinated, integrated, and efficient, including a faster responsetime when they are activated.In SLA, restructuring of internal L2 representations, along with largerstores in memory, accounts for increasing levels of L2 proficiency.Theories regarding order of acquisitionLearners acquire certain grammatical structures in a developmentalsequence.Developmental sequences reflect how learners overcome processinglimitations.Language instruction which targets developmental features will besuccessful only if learners have already mastered the p rocessingoperations which are associated with the previous stage of acquisition.Competition M odelCoined by Bates and MacWhinney: this is a functional approach which assumes that all linguistic performance involves mapping between external form and internal function.Form-function mapping is basic for L1 acquisitionTask frequency.Contrastive availability.Conflict reliability.Connectionist approachesFocus on the increasing strength of associations between stimuli and responses rather than on t he inferred abstraction of “rules” or on restructuring.The best-known connectionist approach in SLA is Parallel Distributed Processing (PDP)Attention is not viewed as a central mechanism.Information processing is not serial in nature.Knowledge is not stored in memory or retrieved as patterns.3)Differences in learnersAge factorAge differences in SLAYounger advantage:Brain plasticity.Not analytical.Fewer inhibitions.Weaker group identity.Simplified input more likely.Older advantage:Learning capacity.Analytic ability.Pragmatic skills.Greater knowledge of L1.Real-world knowledge.Sex factor:Females tend to be better L2 learners than males.Aptitude factor:Phonemic coding ability.Inductive language learning ability and grammatical sensitivity.Associative memory capacity.M otivation factor:Significant goal or need.Desire to attain the goal.Perception that learning L2 is relevant to fulfilling the goal or meetingthe need.Belief in the likely success or failure of learning L2.Value of potential outcomes/rewards.Cognitive style factor:Field-dependent - Field-independentGlobal - ParticularHolistic - AnalyticDeductive - InductiveFocus on meaning – Focus on formPersonality factor:(1)Anxious – Self – confidence(2)Risk avoiding – Risk trying(3)Shy – Advertisement(4)Introverted – Extroverted(5)Inner directed – Other directed(6)Reflective – Impulsive(7)Imaginative – Uninquisitive(8)Creative – Uncreative(9)Empathetic – Insensitive to others(10)Referent of ambiguity – Closure orientedLearning strategies:Differential L2 outcomes may also be affected by individualslearning strategies.(1)Meta cognitive.(2)Cognitive.(3)Social/affective.The major traits good learners have:Concern for language formConcern for communicationActive task approachAwareness of the learning process.Capacity to use strategies flexibly in accordance with task requirements.4)The effects of multilingualism(1)Bilingual children show consistent advantages in tasks of both verbaland nonverbal abilities.(2)Bilingual children show advanced meta-linguistic abilities.(3)Cognitive and meta-linguistic advantages appearing bilingual situations.(4)The cognitive effects of bilingualism appear relatively early in theprocess of becoming bilingual and do not require high levels ofbilingual proficiency nor the achievement of balanced bilingualism.。

Unit 2 Healthy LifestyleⅠ．词块记单词1．modern psychology 现代心理学2．facilitate a positive change in our bad habits 促进我们不良习惯的积极改变3．a negative routine 一种消极的习惯行为4．show some discipline 展示一定的自制力5．join the People's Liberation Army 参加人民解放军6．passive cigarette smoking 被动吸烟7．nutrition specialist 营养专家8．fitness consultant 健康顾问9．skip breakfast 不吃早餐10．feel sleepy and dizzy 感觉困倦和头晕11．stimulate one's motivation 激发某人的动力12．feel dynamic 感到精力充沛13．enhance the quality of my life 提高我的生活质量14．get refreshed 重新焕发活力15．absorb stress effectively 有效吸收压力Ⅱ．语境记单词1．He likes physics and hopes to be a physicist in the future．(physical) 2．Many people were rewarded but my father didn't get any reward．In spite of this, my father thought it was rewarding．(reward)3．John is very reliable — if he promises to do something he will do it, so you can rely on him to help you when you are in trouble．(rely)4．Doctors examined Tim carefully in the medical examination．He was very grateful to the examiners．(examine)5．The famous composer wrote many songs in his life, many of which were composed of different elements．He was highly praised．Recently, we were asked to write a composition about him．(compose)6．Sorry to disturb you, but I need a place where I can work without disturbance and the noise in your room is too disturbing．(disturb)Ⅲ．语境记短语1．They are still trying to decide on(选定) a quiet place．2．The comments came in response to(回复) the questions asked by journalists．3．I feel stressed out(紧张的，有压力的) because I can't speak English well．4．These businessmen were worn out(筋疲力尽的) after two hours' walk．5．Then, they started working straight away(马上)，cleaning the windows and sweeping the floor．6．Be sure and take a typing course so when this doesn't work out, you'll have something to rely on(依赖)．7．My grandfather made up his mind(下定决心) to give up smoking and soon he succeeded．8．As shown in the traditional Chinese character, the word “medicine” is composed of(由……组成) two parts．9．Why don't you shave off(剃掉) that beard and get a haircut?Ⅳ．公式练句型1．如果再给十分钟时间，这些工人会把工作做得更好。

UNIT2BRIDGING CULTURES一、阅读词汇——在词块中明义1．a complex system一个复杂的系统2．a disaster zone灾难地带3．financial advisor财务顾问4．law firm律师事务所5．departure time启程时间6．an ideal setting理想的环境7．the dramatic story喜剧般的故事8．a tremendous explosion巨大的爆炸声9．mature stage成熟期10．economic boom经济繁荣11．the economic outlook经济前景12．within the budget在预算之内13．the logical conclusion合乎逻辑的结论14．the final outcome最终结果二、表达词汇——在语境中活用(一)在括号内写出蓝体词汇在语境中的汉语意思1．Can you recall exactly what happened?(v.记起)2．They tried to engage him in conversation.(vt.使加入)3．The project would give scientists new insights into what is happening to the Earth's atmosphere.(n.洞察力)4．The government has not yet grasped the seriousness of the crisis.(vt.理解) 5．Her airfare and hotel expenses were paid by the committee.(n.费用)6．My instinctive reaction was to deny everything.(vt.否认)7．She's not very optimistic about the outcome of the talks.(adj.乐观的) 8．Some people do gain weight after they stop smoking.(vt.增加)9．I sincerely hope you will soon recover.(adv.真诚地)(二)写出蓝体词汇的语境之义及拓展形式1．The basic course does not qualify you to practise as a therapist.(vt.使具备资格)拓展：qualified adj.有资格的；合格的；胜任的→qualification n．资格；学历2．In my youth my ambition had been to be an inventor.(n.抱负)拓展：ambitious adj.有野心的；有雄心的3．This book is an adaptation of his novel.(n.改编本)拓展：adapt v．(使)适应；改编4．Ned put his arm around her,trying to comfort her.(vt.安慰)拓展：comfortable adj.舒适的；舒服的→uncomfortable adj.(反义词)不舒服的；不舒适的5．I seem to have involved myself in something I don't understand.(vt.使卷入)拓展：involved adj.有关联；卷入的→involvement n．参与；加入6．Stephen Chase had determined to live up to the expectations of the company.(n.期望)拓展：expect vt.期待；盼望；料想→expected adj.预料的；预期的→unexpected adj.出乎意料的7．We have had lots of applicants for these positions.(n.申请人)拓展：apply v．申请；应用；适用→application n．申请；申请书；应用8．They had not been exposed to most diseases common to urban populations.(vt.使暴露于)拓展：exposure n．接触；体验；暴露；揭露9．The farm and surrounding area were flooded.(n.周围的)拓展：surround v．包围；环绕→surroundings n．[pl.]环境；周围的事物10．I must admit the state of the country depresses me.(vt.使沮丧)拓展：depressed adj.沮丧的；意志消沉的→depression n．抑郁；沮丧11．We must strengthen our unity in the face of powerful enemies.(vt.加强)拓展：strong adj.强壮的→strength n．体力；力气；长处三、词块短语——在语境中辨义活用写出或选出加蓝部分在语境中的汉语意思1．They expected him to participate in the ceremony.参加2．Please speak up.We can't hear you clearly.大声点说3．We all side with your opinion that we should hold a spoken competition.支持4．It took him two years to adapt to the new environment.适应5．I believe that each of us can contribute to the future of the world.对……做出贡献6．We sincerely expect to communicate and cooperate with you.和……合作7．In summary,we should take effective measures to protect the environment.总之8．After the holiday,he quit his job and set up a company with his friends.建立9．Generally speaking,American English is different from British English in pronunciation and spelling.一般来说10．After a while we began to feel at home with each other.__B__A．待在家里B．舒服自在C．相处D．在家玩四、经典句式——在佳句背诵中品悟规则用法1.教材原句It was the first time that she had left China.[It is/was the first/second...time(that)句型]这是她第一次离开中国。

Unit 4T ext AImproving Your MemoryPsychological research has focused on a number of basic principles that helps memory: meaningfulness, organization, association, and visualization. It is useful to know how these principles work.Meaningfulness affects memory at all levels. Information that does not make any sense to you is difficult to remember. There are several ways in which we can make material more meaningful. Many people, for instance, learn a rhyme to help them remember. Do you know the rhyme ―Thirty days has September, April, June, and November…?’’ It helps many people remember which months of the year have 30 days.Organization also makes a difference in our ability to remember. How useful would a library be if the books were kept in random order? Material that is organized is better remembered than jumbled information. One example of organization is chunking. Chunking consists of grouping separate bits of information. For example, the number 4671363 is more easily remembered if it is chunked as 467, 13, 63. Categorizing is another means of organization. Suppose you are asked to remember the following list of words: man, bench, dog, desk, woman, horse, child, cat, chair. Many people will group the words into similar categories and remember them as follows: man, woman, child; cat, dog, horse; bench, chair, desk. Needless to say, the second list can be remembered more easily than the first one.Association refers to taking the material we want to remember and relating it to something we remember accurately. In memorizing a number, you might try to associate it with familiar numbers or events. For example, the height of Mount Fuji in Japan – 12, 389 feet—might be remembered using the following associations: 12 is the number of months in the year, and 389 is the number of days in a year (365) added t o the number of months twice (24).The last principle is visualization. Research has shown striking improvements in many types of memory tasks when people are asked to visualize the items to be remembered. In one study, subjects in one group were asked to learn some words using imagery, while the second group used repetition to learn the words. Those using imagery remembered 80 to 90 percent of the words, compared with 30 to 40 percent of the words for those who memorized by repetition. Thus forming an integrated image with all the information placed in a single mental picture can help us to preserve a memory. (407 words) (7) (33) T ext BShort-term MemoryThere are two kinds of memory: short-term and long-term. Information in long-term memory can be recalled at a later time when it is needed. The information may be kept for days or weeks. Sometimes information in the long-term memory is hard to remember. Students taking exams often have this experience. In contrast, information in short-term memory is kept for only a few seconds, usually by repeating the information over and over. For example, you look up a number in the telephone book, and before you dial, you repeat the number over and over. If someone interrupts you, you will probably forget the number. In laboratory studies, subjects are unable to remember three letters after eighteen seconds if they are not allowed to repeat the letters to themselves.Psychologists study memory and learning with both animal and human subjects. The two experiments here show how short-term memory has been studied.Dr Hunter studied short-term memory in rats. He used a special apparatus which had a cage for the rat and three doors. There was a light in each door. First the rat was placed in the closed cage. Next, one of the lights was turned on and then off. There was food for the rat only at this door. After the light was turned off, the rat had to wait a short time before it was released from its cage. Then, if it went to the correct door, it was rewarded with the food that was there. Hunter did this experiment many times. He always turned on the lights in a random order. The rat had to wait different intervals before it was released from the cage. Hunter found that if the rat had to wait more than ten seconds, it could not remember the correct door. Hunter’s results show that rats have a short-term memory of about ten seconds.Later, Dr. Henning studied how students who are learning English as a second language remember vocabulary. The subjects in his experiment were 75 students at the University of California in Los Angeles. They represented all levels of ability in English: beginning, intermediate, advanced, and native-speaking students.To begin, the subjects listened to a recording of a native speaker reading a paragraph in English. Following the recording, the subjects took a 15-question test to see which words they remembered. Each question had four choices. The subjects had to circle the word they had heard in the recording. Some of the questions had four choices that sound alike. For example, weather, whether,wither, and wetter are four words that sound alike. Some of the questions had four choices that have the same meaning. Method, way, manner, and system would be four words with the same meaning. Some of them had four unrelated choices. For instance, weather, method, love, and result could be used as four unrelated words. Finally the subjects took a language proficiency test.Henning found that students with a lower proficiency in English made more of their mistakes on words that sound alike; students with a higher proficiency made more of their mistakes on words that have the same meaning. Henning’s results suggest that beginning students hold the sound of words in their short-term memory, while advanced students hold the meaning of words in their short-term memory. (548 words) (6) (27)。

【⾼级英语】unit2_psychology_studentversionUnit Two Psychology1.What can you do?1.2Word Expansion1.2.2Derivative2.Let’s readPiaget’s Theory of Cognitive DevelopmentAccording to child psychologist Jean Piaget, the mind assimilates new information by first attempting to incorporate it into one’s existing view of the world. Sometimes, new information is incompatible with a person’s established world-view. When this happens, it is necessary to analyze and modify thinking patterns in order to integrate the new information. In his work with children, Piaget observed that they think differently as they grow. He therefore concluded that a person’s ability to process new information increases with maturation. Piaget believed that this cognitive development occurs universally among children and that it progresses through four stages.From birth until about the age of two, children experience the sensorimotor stage. The name of this stage derives from the fact that information is gained through sensory perceptions and motor activities. Actions like seeing, touching, or sucking enable children in the sensorimotor stage of development to explore their surroundings and learn about themselves. Their knowledge about their environment is gathered solely through physical interactions with it. Therefore, children’s understanding of the world at this stage is narrow. Nonetheless, children in the sensorimotor stage make many important discoveries. Particularly significant is the discovery that they are separate from their environment. They realize that their surroundings are not extensions of themselves. In addition, children in this stage become aware that objects continue to exist even when they are out of sight.The preoperational stage occurs next, when children are between two and seven years old.(A)■During this stage of cognitive development, children learn to use symbols to represent objects, and they become proficient in language. (B)■They also learn how to classify objects according to a single characteristic such as size or shape.(C)■Another characteristic of children at this stage of cognitive development is egocentric behavior. (D)■This is caused by their inability to understand any perspective but their own.As children acquire life experience, they become capable of reasoning in more sophisticated ways. Between the ages of seven and eleven, they enter the third stage of cognitive development, the concrete operational stage. At this stage, they begin to think more logically and can solve abstract problems. Along with these achievements comes a decrease in the egocentrism characteristic of the preoperational stage. In addition, children in this stage can classify objects according to several features. In the previous stage of development, they were only able to group objects together according to a single feature.The fourth stage of cognitive development is the formal operational stage. It begins when children are between eleven and fifteen and represents the ultimate stage of cognitive development. Adolescents in this stage of development are able to skillfully represent abstract concepts using symbols. Piaget pointed out, however, that some people never reach the formal operational stage. Those who do have the ability to reason hypothetically and deductively. Piaget’s theory of cognitive development has been very influential since the time of its proposal in 1969. However, not everyone is in agreement about exactly how children cognitively develop. Some psychologists wonder whether cognitive development can really be divided into four distinct stages. In spite of this, Piaget has had a significant impact on modern psychology and children’s education.2.1Exercises1. The word integrate in the passage is closest in meaning toA. includeB. editC. repeatD. remember2. In paragraph 1, the author introduces Piaget’s theory of cognitive development byA. mentioning the work of psychologists who preceded PiagetB. describing Piaget’s belief about how the mind deals with new informationC. giving an example of how children act in each stage of cognitive developmentD. indicating that children who are the same age think in different ways3. The word solely in the passage is closest in meaning toA. exclusivelyB. frequentlyC. patientlyD. easily4. The word they in the passage refers toA. surroundingsB. extensionsC. childrenD. objects5. Which of the following is a characteristic of children in the sensorimotor stage of development?A. They are able to use language to express their emotions.B. They do not have the ability to move themselves around.C. They realize they are separate from their surroundings.D. They have the ability to sort objects by shape.6. The word proficient in the passage is closest in meaning toA. motivatedB. competentC. remarkableD. understandable7. Based on information in paragraph 3, what can be inferred about children in the preoperational stage?A. They can use tools to achieve their goals.B. They are likely to arrange objects from the smallest to the largest.C. They understand relationships between cause and effect.D. They probably personify objects around them.8. According to the passage, which of the following is true about the preoperational stage?A. Logical thinking develops.B. Cooperativeness increases.C. Egocentric behaviors become evident.D. Mathematical skills develop.9. According to paragraph 5, all of the following are true about the fourth stage EXCEPTA. people who reach it can reason hypotheticallyB. all 13-year-old children belong to this stageC. it represents cognition in its final formD. a child in this stage uses symbols related to abstract concepts10. According to paragraph 6, what aspect of Piaget’s theory has been critici zed?A. The age at which the preoperational stage beginsB. The assertion that egocentrism is universalC. The suggestion that cognitive development begins at birthD. The division of cognitive development into four stages11. Look at the four squares【■】that indicate where the following sentence could be added to the passage.Such behavior is manifested in children’s presumption that everyone else knows andsees the same things they do.Where would the sentence best fit?.12. Directions: An introductory sentence for a brief summary of the passage is provided below.Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage.Answer ChoicesA.Piaget’s theory has received both criticism and praise and has become quite influential inthe fields of education and psychology.B.There are times when new information encountered by a person is incompatible withexisting ideas about how the world works.C.The sensorimotor stage of cognitive development is one of four stages that Piagetsuggested children progress through as they age.D.Some people do not experience all four stages of cognitive development and may skip overthe concrete operational stage.E.Fundamental to Piaget’s theory of cognitive development is the belief that people becomebetter at assimilating new information as they mature.F.Children’s cognitive abilities become more sophisticated as they advance through the fourstages of development.2.2Words & Expressionswords v.Definitionsassimilate v. to understand completely and be able to use properly 充分理解，掌握incompatible a. not suitable to be together with(another thing or person/each other) 合不来的；不协调的，不相配的sensorimotor a. driven by bodily senses and actions 感官运动的sophisticated a. produced or developed with a high level of skill and knowledge 复杂的，精密的；⾼级的，尖端的egocentrism n. selfishness; self-centeredness ⾃我中⼼，⾃私⾃利2.3All In One:a)Cognitive development occurs universally among children.b)Cognitive development progresses through four stages.c)These are what Piaget believed.Long sentence 1: ______________________________________________________________________________________________________________________________________________________________________________a)The third stage of cognitive development is between the ages of seven and eleven.b)The third stage is named as the concrete operational stage.c)At this stage, children begin to think more logically.d)At this stage, children can solve abstract problems.Long sentence 2: ______________________________________________________________________________________________________________________________________________________________________________ 2.4Summary3.Let’s Listen3.1Note-taking3.2Exercises1. What is the main topic of the talk?A. How we can distinguish different colors.B. How we can perceive and interpret color.C. How we define status through colors.D. How we recognize various colors.2. According to the professor, what is true about red, green and blue?A. They are the colors which all colors can be made from.B. They are colors which the brain can easily recognize.C. They can be mixed to create different images.D. They are the most prevalent colors in nature.3. Which of the following characteristics of color is mentioned in the talk? Choose 2 answers.A. Colors exist as both a wave and a particle.B. Colors can have various meanings within the same culture.C. Every color is made from a group of simple colors.D. Colors have been important since prehistoric times.4. What does the professor say about color therapy?A. The Romans used it to treat highly ranked officials.B. The Chinese invented the practice.C. It is a popular form of treatment in alternative medicine.D. Many psychologists are skeptical of its effectiveness.5. Why does the professor mention the psychological study in the talk？A. To establish how confusing the study of colors can be.B. To provide another example of research done on colors.C. To illustrate the importance of conducting scientific studies.D. To contrast against the previous idea that colors are significant.Listen again to part of the lecture. Then answer the question.6. What does the professor imply when she says this:A. Wearing a black uniform makes the players more violent.B. A certain color is perceived as more aggressive.C. People do not like players in black uniforms.D. People associate a certain color with being evil.3.3Words & Expressionswords v.Definitionsimpulse n. a sudden or urge wish to do something突然的欲望，⼀时的念头；冲动regenerate v. to give or obtain new life；form, grow again 新⽣，再⽣duplicate a. (something that is) exactly like another 完全⼀样的（东西），重复的，双重的holistic a. based on the principle that a whole thing or being is more than just a collection of parts added together 整体（论）的，全⾯的embrace v. to make use of or accept eagerly（乐意）利⽤，欣然接受jersey n. a woollen garment for the upper part of the body 卫⽣（运动）衫，圆领紧⾝⽑（绒）⾐3.4Summary4.Let’s speakYou will read a short passage and then listen to a talk on the same topic. You will then be asked a question about them. After you hear the question, you will have 30 seconds to prepare your response and 60 seconds to speak.Emotion Display RulesEmotion display rules are the unwritten and often unformulated “rules” guiding the show of emotion in different cultures. They help determine which emotion can be shown in what way by whom and in what situation. Research has shown that not only deliberate but even spontaneous shows of emotion follow rules that vary with culture. Often, what emotion may be displayed and in what way change depending on the agent’s age, g ender, social status etc. One presently unpopular corollary to the existence of such rules is the implication that cultural stereotypes may , indeed, have a basis in fact.Now, let’s listen to a talk on the same subject.Note-taking:Question: Explain how the example of the professor’s four-year-old daughter demonstrates the concept of emotion display rules in the reading passage.5.It’s your turn5.1Language Enhancement5.1.1Find the synonyms of the following words.A B C Dgenerate increase utilize produce save perception understanding inspection response attention collaborate compete engage cooperate argue presumption research guess attempt theory impoverish unhappy poor weak discourage 5.1.2Paraphrase the following sentencesOriginal Sentence Piaget believed that this cognitive development occurs universally among children and that it progresses through four stages.ParaphraseOriginal Sentence Obviously, most psychologists do not completely embrace color therapy because they believe that the supposed effects of color have been exaggerated.ParaphraseOriginal Sentence Research has shown that not only deliberate but even spontaneous shows of emotion follow rules that vary with culture.ParaphraseC:\iknow\docshare\data\cur_work\unit3_culture_student version.docxC:\iknow\docshare\data\cur_work\unit4_zoology_student version.docx C:\iknow\docshare\data\cur_work\unit5_arts_student version.docx C:\iknow\docshare\data\cur_work\unit6_geology_student version.docx。

Chapter 1 Innovation for turbulent time(1)1. management is the attainment of organizational goals in an effectiveand efficient manner through planning , organizing, leadingand controlling organizational resources.管理就是通过对组织资源的计划、组织、领导和控制，以有效果和高效率的方式实现组织目标的过程。

2. planning The management function concerned with defining goalsfor future organizational performance and deciding onthe tasks and resource use needed to attain them .计划意味着为未来的组织业绩界定目标和决定为实现上述目标所需要完成的任务和运用的资源。

3. organising The management function concerned with assingning tasks ,grouping tasks into departments, and allocating resourcesto departments.组织包括任务的分配、把多项任务组合成独立的部门和资源在部门之间的分配。

4. leading The management function that involves the use ofinfluence to motivate employees to achieve theorganisation‟s goals .领导就是运动影响力激励员工以便促进组织目标的实现。

5. controlling The management function concerned with monitoringemployees‟activities, keeping the organization on tracktowards its goals , and making corrections as needed.控制意味着对员工的活动进行监督，判定组织是否正朝着既定的目标健康地向前发展，并在必要的时候及时采取矫正措施。

ENGLISH FOR PSYCHOLOGYINFORMATION ON THE EXAMI. WHAT IS ENGLISH FOR PSYCHOLOGY EXAM?…English for Psychology” is the exam in general English and the English used for professionalpsychological contexts. It is an upper-intermediate and advanced exam, checking a vast rangeof skills (understanding lectures, summarising texts, reading scientific data, communicatingwith confidence in professional and non-professional settings).Successful candidates receive a certificate awarded by SWPS, recognised by many majorEnglish-teaching institutions in Poland. All candidates receive the statement of results,showing how they performed in each of the paper included.English for Psychology is for learners who are reaching a standard of English adequate formost purposes, mainly for scientific use and study. Success at this level indicates the ability touse English effectively and efficiently for social and professional purposes.II. OBLIGATORY MATERIALSTo prepare for the exam the following set of materials needs to be revised:For Grammar: • First Certificate Language Practice, by Michel Vince, Macmillan, 2003For Contents and Vocabulary:Academic Encounters by Seal B., CUP, 2000• What is stress? Stress and illness pp.5-6, 11• Coping with stress / psychology and cancer pp. 15-16, 19-21• Heart disease pp.25-27• Smoking pp.31-33• Exercise pp.37-39• Wellness p.43• Adolescence pp.49-50, 53-54• Cognitive and Social development in adlolescence pp.57-60• Teenage suicide pp.65-66• Early adulthood p.71-72• Marriage and family pp.75-77• Middle adulthood pp.81-82• Late adulthood pp. 85-87• Intelligence defined pp.95-96• Stanford-Binet intelligence test pp.99-100• Universals of non verbal communication, pp. 135 – 139• Gestural communication , pp. 140 – 145• Facial communication, eye communication, pp. 146 - 157• Meanings of touch, pp. 158 - 161• Gender and cultural differences in touching, pp. 162 – 167• Space communication/ Artifactual communication, pp. 168 - 175 • Initiating relationships, pp. 176 – 183• Nonverbal and verbal first encounter, pp. 184 - 187• Friendship functions/ friendship rules, pp. 188 – 195• Similarity / complementarity, pp. 196 –201• Types of love, pp. 202 - 207• Gender differences in loving, pp. 208 –211Zimbardo, P., Weber, A.L., Johnson, R.L., Psychology: Core Concepts (4thed.)•“What Forces Shape Our Personalities?” Zimbardo, pp. 424-439•“What Patterns Are Found in Personality?” Zimbardo, pp. 441-447•“What the ories do people use to understand each other?” Zimbardo, pp. 449-451•“What Are The Cycles of Everyday Consciousness?” Zimbardo pp. 88-97•“What Other Forms Can Consciousness Take?” Zimbardo pp. 98-106•“How Does The Social Situation Affect Our Behavio ur?” Zimbardo pp. 548-559•“What Influences Our Judgment of Others?” Zimbardo pp. 564-571 •“What are the roots of violence and terrorism?” Zimbardo pp. 572-575Wortman, C., Loftus, E., Marshall, M., Psychology (4th ed).•“Attraction, Friendship, Love” Loftus pp. 576-581Wortman, C., Loftus, E., Weaver, C., Psychology: International Edition (5thed.)•“Stages in Solving Problems”, Loftus (international) pp. 262-270•“Decision Making”, Loftus (international), pp. 271-276Aronson, E., Wilson, T.D., Akert, R. M., Social Psychology 3rdEdition, Prentice Hall1999• Self-Esteem pp.104-113• Nonverbal Behavior pp.158-166• Causal Attribution pp.171-177• Introspection pp.204-212• Observation 212 –221• Two-Factor Theory 221-228• Social Interaction 230-239• Psychology and Law pp.580-597• Psychology and Business pp.598-617 III. EXAM DESCRIPTIONThe exam contains written and speaking parts, taken separately. The written part is notdiscriminatory and the total score from both parts is taken for the certificate.The detailed description of all papers is presented below:WRITTEN PARTPAPER 1Reading comprehension Students are supposed to read and understand an advanced level English text on psychologyissues of about 800 – 1000 words. The comprehension exercises may containtrue/falsequestions, multiple choice questions and/or summary.PAPER IIPsychological vocabularyStudents are supposed to know and understand terminology and vocabulary from socialpsychology and emotions and motivations field listed in Annex I. They are given ten termsthat are chosen from the list are to be defined in English. They are assessed for their definitionformation skills as well as for grammatical correctness and proper register use.PAPER IIIEnglish in Use Students are supposed to operate main grammar structures on the upper –intermediate andadvanced level. The exercises contain clause transformations and gap filling. Students areassessed for grammatical correctness. For the list of grammar items to be revised see AnnexII.PAPER IVGeneral English vocabulary for psychology purposesStudents are supposed to cover the vocabulary, other than definitional, included in the contenttexts. The aim of the exercise is to check both preparation and close reading techniques andthe active use of the vocabulary listed. The exercises contain sentence formation, errorcorrection and gap filling. For the list of the general vocabulary see Annex III.SPEAKING PARTPART IGeneral interviewStudents are supposed to present themselves to the jury and then proceed to short informationexchange on the general topics, such as personal interests, scientific and professional projects.They are assessed for their fluency, grammatical correctness and coherence in speech. Thenative pronunciation match is not required.PART II.Content questions answersStudents are supposed to answer to content questions from two sets (see Annex IV). Contentquestions cover the topics listed as obligatory for preparation in exam materials (i. e the bookAcademic Encounters, chapters on social psychology and emotions and motivations).Students are assessed both for their preparation and the ability to explain the most importanttopics from psychology field. The questions are not arbitrarily given by the jury but drawn by chance by the students. Therefore, all answers are to be prepared in advance. Preparation timeis allowed.ANNEX 1GRAMMAR ITEMS TO BE REVISED - PAPER III1. TENSES• Past simple (with irregular verbs revised) • Past continuous• Past perfect• Use of would and used to• Present tenses (also with the future use)• Present perfect (use of for and since/ recently/ it’s ages etc)• Future simple and other future tenses • Verbs of perception2. REPORTED SPEECH• Main reporting verbs• Tenses changes in reporting speech • Reporting statements and questions • Impersonal reporting phrases3. CONDITIONALS• Conditional sentences (also mixed) • Omitting if• Time clauses4. SUNCJUNTIVE• I wish•I’d rather• If only•It’s time5. RELATIVE CLAUSES• Relative pronouns• Defining realtive clauses• Non-defining relative clauses6. PREPOSTIONS AND PREPOSTIONAL PHRASES7. PASSIVE VOICE• Sentence transformation• Causative have• Use/ non- use of agent8. MODALS IN THE PRESENT AND IN THE PAST• Modals of permission/ ability/ possibility • Modals of recommendation/suggestion• Modals of oblogation/ lack of obligation9. GERUND AND INFINITIVESANNEX IIGENERAL VOCABULARY FOR PSYCHOLOGY PURPOSES –PAPER IVI. ACADEMIC ENCOUNTERSA) READINGS – STRESS AND HEALTHStimulus - stimuliDaily hasslesAccustomed way of lifeTo encounterAlertArousedA burst ofConsistentlyTo predictPounding heartTo handleTo have in commonTo give rise to - to cause, to provokeSpouseJaywalkingSusceptible toThe immune systemUlcers LesionsTo afflictDigestionTo pay attention to Extensive researchA surge ofStomach upsetsto administer the shock bothersome - troublesome forewarnedto have parallels inalienatedto be committed toto be hardyto strive to do sthmalignant tumoursTo detect cancer MastectomyBodily tissueOutcome To underlie the onset The likelihoodTo account forTo inject withto mount an escape InescapableSuppressionProliferationRegardless ofSolid evidenceAt the turn of -To spur on HypertensionTo breed a disease Hard -driving CompetitiveHot reactivityBulk ofTo bury feelings inside The course of conclusivelyhookedthe relapse of aversiveto quitcessationthe knackgloomyto turn down the offer Sedentary life Moderate levelTo cut down onTo adhere/ adherence To cureNutritious self - fulfilmentb) READINGS - HUMAN DEVELOPMENT To pursueTo attainTo seekIntimacyContradictoryAttainmentTo addressTo demandCareer pathTo keep the balanceAt largeA peak abundanceThe frameworkGrandModestMajorTo contemplateMortalityMiddle-age spreadLoss of muscle toneWrinklesSensory capacitiesTo diminishObituariesTo adjust toTo engage in SelectiveVigorAgingTo deteriorateTo matureTo leave the nest Civic responsibility To leave the mark Devoted toTo comprise Birth rateTo decline PercentageAn average Sizeable MilestoneAcute Misconception MiseryTo attend to Apparent AccumulatedTo outweigh Widow/widower To be in touch Nursing home To be tied toSurveyTo assumeTo compare toTo dispellTo accomplishWholeness Self- examinationRegretC) READINGS – INTELLIGENCE TESTING resourcefulnessto cope withinclusiveto posethornyambiguitiesto overcome problemssensibleto graspto undergopredecessorto acquiredrawbackreliancesubtleextensionclinical practiceAptitudeTo demonstrateTo excelagilityto generateflairwhizclumsyinclusionto superviseD) READINGS – NONVERBAL COMMUNICATIONto decipherclustercongruenceto reinforceprimarilyto assumegenuinelyconsciouscontradictpitchappropriatenessto hugto distinguishsubstituteinherentlyto supplementthumb index to bring to the attention of sb arbitraryto maintain the attentionto convey meaningeagernessto purse our lipscreditableto leanto scratchitchto moistenhostileto lean forwardto occur in entiretyto pick the nosevigourabbreviated formuneasinessto emit signalsBewildermentWrinklesEyebrowsEyelidsEyelashesencoderdecoderadeptdecipheringineptstill photographstremendousspontaneousto yield resultsto inject a note of cautionposed tosightedpermissibleII. PSYCHOLOGYWHAT FORCES SHAPE OUR PERSONALITY (pp.424-439)• to become apparent – to become clear • renowned – well-known, famous• dismay – a strong feeling of worry and shock• to affect – to influence• to regain (eg.consciousness) – to get again• anxiety – worry• to be anxious• to reemerge –to appear again • disguised – hidden• to acknowledge (eg. the importance of sth) – to recognise• to focus on sth – to concentrate on sth • lust – very strong sexual desire • to gauge (eg. a theory) – to evaluate, to judge• inner (eg.conflict) – coming from the inside• an encounter – a meeting• to attempt – to try• to raise a child – to bring up a child• convoluted (eg. answer) – difficult to understand, complicated• contrived (eg. film, idea) – artificial, not natural• a notion – a concept, an idea• stingy <<>> generous• compulsive (eg. behaviour) – caused by strong desire you cannot control• to violate (eg.rules) – to break• to urge sb to do sth – to try hard to persuade sb to do sth• memory lapse – a short period when you cannot remember sth• severe (eg.punishment) - serious• ambiguous (eg.answer) – having more than one possible interpretation• to permeate (eg. the world) – to spread, to become present everywhere• to abound – to be present in great quantity/number• abundance of sth• to evaluate – to estimate• to assume sth – to believe sth to be true • to make an assumption• vague (eg.idea) – not clear• to restore (eg. hope) – to bring it back • innate - inner• to deprive sb of sth – to take sth away from sb• to vex sb – to cause sb to feel angry• a spate of theories – a large number of theories• a pillar of sth – a basis of sth• robust ( eg. personality) – strong, powerful• to slip into oblivion – to be forgotten • a flaw – a fault, a weakness• to pave the way for sth – to make sth possible• to stem from sth – to have its origin in sth • to overlook sth – to fail to notice sth• rigid (eg.rules) - strict• to enhance – to improve• congruent (eg. with reality) – compatible • congruent <<>> incongruent• quest – the act of looking for sth important (like Holy Grail)• upbeat (eg. point of view) – optimistic, full of hope• palatable (eg. life) – pleasant• to neglect sth – to give too little attention or care to sth• to foresee sth –to predict sth • reciprocal (eg.agreement) – mutual • to dredge up (eg. memories) – to bring sth (usually unpleasant) to notice• fuzzy – not clear• wishful thinking – dreams that will never come true• a martyr – sb who dies or suffers forhis/her beliefs• to strive to do sth – to try hard to do sthWHAT PATTERNS ARE FOUND IN PERSONALITY (pp.441-447)• to secrete (eg.hormones) – to produce• aloof person – a not friendly, distant person• a cluster – a group• deficiency – a condition of not having enough of sth, a lack of sth• to account for sth – to explain sth, to give a reason for sth• to be inhibited – to be not able to express feelings freely or naturally• an inhibition –• to mute sth – to make sth less openly expressed, to restrain sth• volatile person – changeable person• to be prudent – to be wise and sensible, having or showing careful thought• prudence – the quality of being prudent • a wide array of sth – a wide range of sth• daunting (eg.number of sth, a task) –frightening because it is too big• conscientious person – dutiful person• to display – to show• to struggle – to fight• to ensue – to follow• scrutiny – a careful examination or observation of sth• to be conspicuous – be be easily seen or noticed• to abandon (eg.an idea) – to quit, to give upWHAT THEORIES DO PEOPLE USE TO UNDERSTAND EACH OTHER (pp.449-451)• implicit – indirect• moody person – person whose moods often change• moodiness – quality of being moody • rudimentary (eg.system) – simple, basic • to appraise – to evaluate• a foe – an enemy• to discard sth – to get rid of sth• a cluster – a group• to be liable to do sth – to be likely to do sth• clumsy person – person without skill or grace• a bias – unfair tendency• biased (eg. newspaper, research result) • a clash (eg. clash of opinions) – a conflict• comprehensive (eg.theory) – including a lot or everything • to stand out from the crowd – to de different from the crowd • perpe tual – not stopping or changingATTRACTION, FRIENDSHIP AND LOVEPP.576-581• to assess – to evaluate• to rate sth – to value sth• vain person – person who thinks too highly of himself/herself• vanity – quality of being vain• poised person – person having good judgement, self-control of one’s actions andconfidence in one’s abilities• poise – quality of being poised• conceited person – person who is too proud of himself/herself• secluded (eg.place) – quiet and private• a cubicle – a small division of a larger room• torrid (eg. romance) – full of strong feelings and uncontrolled activity• to vacillate – to be continually changing from one feeling or opinion to another• to be infatuated with sb – to be filled with strong, unreasonable and usually short-livedfeeling of love• to sustain sth – to maintain sth , to keep sth alive for a long time• to fade (eg. passion fades) – to disappear gradually• compassion – sympathy for the suffering of others• to endure – to remain in existence in spite of difficulty• to foster (eg. a relationship) - to help to grow or develop• to gather (eg. evidence) – to collect• to become whiney – to complain too much about sth unimportant• a withdrawn person – quiet and more concerned with himself/herself than other people• to take a toll on a relationship – to influence a relationship in negative wayWHAT ARE THE CYCLES OF EVERYDAY CONSCIOUSNESS (Zimbardo pp.88-97)• to cease – to stop• to recur – to happen or appear again (esp.of sth unpleasant)• a recurring thought• to be rooted in sth – to have its source in sth• to be engaged in sth – to be busy with sth• persistent – lasting for a long time or happening often• to suppress unwanted thoughts – to stop them from being seen, known• to roam – to walk, move without any particular plan or aim• to take sth for granted – to consider sth a sure thing, to show too little attention to it • to alter – to change• genetic makeup -• fatigue – great tiredness• perplexing - confusing• an onset – a beginning• an entire cycle – a whole cycle• to be deprived of sth – to be prevented from having sth• to forage for food –to look for food • a strenuous activity – activity requiring great effort, strength• odd – strange• to pile sth up – to put things one on the top of the other• groggy – weak and unable to walk steadily (because of illness or lack of sleep)• to feel drowsy – to feel very sleepy• drowsiness• a tug-of-war –przeciąganie liny• deficiency – a lack, a condition of not having enough• to attempt – to try• comprehensive theory – theory including everything, or almost everything• a cornerstone of a theory – basis of a theory• a disruptive thought – a disturbing thought• to lurk – to wait somewhere where one cannot be seen, esp.because one has badintentions• strife - trouble or fighting between people• hostile <<>> friendly• a tame animal <<>> a wild animal• to depict – to show• to furnish – to supply• a bout – a period of illness• apnea – bezdech• elevated – higher than usual (eg.level) • lethal - to be able to cause death• to alleviate a health problem – to make it less strong or bad• to trigger a narcoleptic attack – to cause it to happen• to clinch a diagnosis – to prove that a diagnosis is rightWHAT OTHER FORMS CAN CONSCIOUSNESS TAKE? (Zimbardo pp.98-106)• compelling (eg. alternative) – attractive alternative• to derive from – to come from• to be susceptible to sth – to be easily influenced, affected by sth• susceptibility –• to evoke sth (a memory, feeling) – to produce sth• excruciating pain – very bad pain• to account for sth – to explain sth• to combat stress – to fight with stress • to impair (eg. sight, hearing) – to make functioning of sth worse• illicit (drug use) – not allowed by law • to blur sth – to make sth less clear• to sedate – to give sb a drug to make him/her calm or sleepy• sedation –• cessation – stopping• to relieve (pain, stress) – to make an unpleasant situation better• to abandon sth – to quit sth• a craving for sth – a strong desire for sth• to inhibit sth – to prevent sth or make it happen more slowly • severe – serious• slurred (eg. speech) – unclear• to twitch – to make a sudden movement• to be ebullient – to be full of life and excitement• binge – a period of eating or drinking too much• swift (eg. effect) – quickHOW DOES THE SOCIAL SITUATION AFFECT OUR BEHAVIOUR? (Zimbpp.548-559)• to inflict (eg.harm, pain) – to cause• to imply – to suggest• to diminish (eg. the chances) – to lower, to decrease• a drug pusher – a drug dealer• coercive (eg.rules) – using force, strong• to derive from – to come from sth• to implore – to beg• to wane – to become smaller, weaker• to rig (eg. an experiment) – to arrange sth dishonestly• to yield to a group – to conform to a group• unanimous (eg. decision) – supported, agreed by everyone• to defy (eg. an authority) – to openly disobey• to be mentally deranged – to be completely unbalanced in mind• to administer (eg. a punishment) – to give• to holler – to shout in order to attract attention• stern (mand) – firm, severe• surveillance – observation• to debase (eg.human nature) – to reduce in quality or value• to stun – to shock• adjacent (eg.room) – close, next to each other• a seizure – sudden attack of an illness• diffusion (eg. of responsibility) –weakeningWHAT INFLUENCES OUR JUDGEMENT OF OTHERS? (Zimbardo pp.564-571)• to account for sth – to explain sth• to yell – to shout • to clash with sth – to be in conflict with sth• to initiate – to start• to be susceptible to sth – to be easily influenced by sth• pertinent (rmation) – relevant • to breed (eg.liking, hate) – to cause• disdain – complete lack of respect• to flaunt (eg.values) – to show for public admiration (derogative)• inferior – worse• inferiority complex• to depict – to show• to reinforce (eg. prejudice) – to make stronger • to p erpetuate (eg. a stereotype) – to make sth last• blatant (eg. lie, stereotype) – obvious, easy to see• to distort (eg. the truth) – to give a false picture of sth• biased (article, programme) – not objective• to thrive – to develop successfullyWHAT ARE THE ROOTS OF TERRORISM AND VIOLENCE? (Zimbardopp.572-575)• a final straw – a small problem which added to already existing ones makes thesituation impossible to bear any more• to contrive (eg.a situation) – to plan or invent sth (usually clever and dishonest)• mutual interdependence –interdependence felt by both sides• to mingle with sb – to mix with sb• to condone (eg.terrorism) – to accept, not to consider as sth wrong• to ignite sth – to make sth start burning• to aggravate a problem – to make a problem worse• to deplete (eg.resources) – to reduce the amount of sth• a deed – sth that you do, an action• to perpetrate (eg.a deed) – to do sth wrong, to be quilty of sth• to succumb to sth (eg.power) – to stop fighting against sth• grassroots citizens – ordinary citizens• to ease the tension – to reduce the tension• upheaval – a sudden big change that usually causes a lot of troublePROBLEM SOLVING ( Loftus International pp.262-270 )• to devise a strategy – to invent a strategy• to encounter a problem – to experience, to face a problem• to be embedded in sth – to be fixed deeply in surrounding matter• relevant information – connected with what is being talked about <<>>irrelevantinformation • to dive rt sb’s attention from sth – to distract sb’s attention• to hinder progress - to impede progress –to make it difficult• to anticipate - to predict• ingenious solution – clever solution• intricate schema - complex schema• to give sb an edge in doing sth – to give sb an advantage• to grasp sth - to understand sth• to emerge - to appear• to be constrained - to be limited• a constraint – a limit• to overwhelm – to make powerless or helpless• overwhelming (eg.pressure) – too big to handle• a scope = a range• a bias = an unfair tendency• ultimate (eg. goal) - final• a stalemate – a situation in which neither side can win or make any progress • appropriate – suitable in a situation <<>> inappropriate• to grapple with a problem – to fight with it• cognitive overload -•to devote one’s life, time, energy to sth –• to search for sth = to look for sth• a hallmark – a particular quality, typical of sb or sth• bounded - limited• to persevere (with work) – to continue steadily in spite of difficulties• perseverance –• crucial - essential - very important• divergent - various• to distinguish -• a distinguishing feature – a feature that makes sth differentDECISION MAKING (Loftus International pp.271-276)• an asset – sth that is useful to sb• sound (eg. judgement) – sensible• to affect sth – to influence sth• to be derived from sth – to come from sth • an outcome – a result• to tackle a problem – to cope with a problem• to estimate sth – to evaluate sth• overall score – general score, score including everything• pertinent (eg.facts) – relevant• to estimate odds – to estimate probability/chances• to neglect sth – to give too little or no attention to sth• consecutive – coming one right after the other• to assess sth – to evaluate sth• to perceive sth as frequent//rare –• a shortcoming – a flaw, disadvantage• vivid (eg. memory, story) – lively, well-remembered• vividness of an event –• to distort a perception – to make a perception biased• a perception <<>> a misperception• earnest person – serious and determined person• to be error-prone – to be likely to make mistakes• to contradict – to say the opposite of sth• consistent – not changing, always the same (eg.results)•to enhance one’s ability – to improve it Self-esteem• integrity – strength and firmness of character• startling – surprising• to do sb harm – to hurt sb• to do sb a favour – to help sb• a premise – a statement or idea on which reas oning is based, assumption • delectable – very pleasant• superb – great, wonderful• to outdo ab – to be better than sb•to bask in (eg. sb’s glory) – to enjoy• gifted (eg. student) – talented• to outperform sb – to outdo sb• an accomplice – a person who helps sb ( a criminal, an experimenter)• to rig (eg. an experiment) – to arrange in a dishonest way•to sabotage (eg. sb’s performance) – to damage, to destroy• obscure – unclear• a sibling – a brother or sister• friction – tension• to ward off (eg. danger) – to prevent• to wallow in (eg. self-pity) – to move, roll happily in sth• flexible (eg. working hours) – that can be changed to become suitable to new needs• terrific – great, wonderful• to cherish sth – to care for tenderly• to distort (eg.perception) – to change a natural condition• to resist (eg. a temptation) – to oppose, fight against• dumb (eg. choice) - stupid• an appliance – an instrument, a tool• to short-circuit (eg. usual procedures) – to get sth done without going through• overall (eg. score) – general• lousy (eg. performance, tennis player) –bad• unsettling (eg. thought) – disturbing• to enhance – to make better• self-enhancement –• to batter – to beat• to sweep sth under the rug – to keep sth bad secret• to derogate sb – to lessen the value of sb • erroneous (eg.belief) – wrong• onerous (eg. task) – difficult• to bolster (eg. demand for sth) – to support, strengthenNonverbal behaviour• an accomplishment – an achievement • to accomplish (eg. a goal) – to achieve• to convey (eg. an attitude, a message) –to make sth known• to avert eyes – to turn them away• to facilitate (eg. a process) – to make easier• dazzling – wonderful , amazing• exquisite – very good, beautiful• to encode ( a message) – to put into a code• to decode (a message) – to decipher, to interpret• a vestige – a sign, a mark• disgust –strong feeling of dislike • to display – to show• to exhibit – to show• uninhibited (eg. smile) – open• inscrutable – very difficult to understand, mysterious• a blend – a mixture。

大学心理英语教材课后答案Lesson 1: Introduction to Psychology1. Define psychology.Psychology is the scientific study of the mind and behavior.2. List and briefly explain the different perspectives in psychology.a) Biological perspective: Emphasizes the influence of biology, genetics, and brain structures on behavior and mental processes.b) Behavioral perspective: Focuses on observable behavior and how it is influenced by environmental stimuli.c) Cognitive perspective: Examines mental processes such as perception, memory, and thinking, and how they affect behavior.d) Humanistic perspective: Highlights individual potential for growth, self-actualization, and personal fulfillment.e) Psychodynamic perspective: Explores the unconscious mind and its influence on behavior.f) Socio-cultural perspective: Examines how social and cultural factors shape behavior and mental processes.3. Describe the scientific method and its relevance to psychology.The scientific method is a systematic approach used to study and understand phenomena. It involves making observations, formulating hypotheses, conducting experiments, analyzing results, and drawingconclusions. In psychology, the scientific method ensures that research is conducted objectively and allows for the replication of studies to verify findings.4. What is the difference between a hypothesis and a theory?A hypothesis is a testable prediction or explanation for a phenomenon, while a theory is a comprehensive framework that explains a broad range of observations and is supported by substantial evidence.Lesson 2: Research Methods1. Explain the difference between descriptive and experimental research methods.Descriptive research methods aim to observe and describe behavior without manipulating variables. This includes naturalistic observation, surveys, and case studies. Experimental research methods involve the manipulation of variables to determine cause-and-effect relationships. This includes the use of control groups and random assignment.2. Describe the advantages and disadvantages of using surveys as a research method.Advantages: Surveys allow researchers to collect a large amount of data quickly and efficiently. They can be administered to a large number of participants and can gather information about attitudes, opinions, and behaviors.Disadvantages: Surveys rely on self-report measures, which may be influenced by response biases or social desirability. It can be difficult toensure a representative sample, and participants may not always provide accurate or truthful answers.3. Briefly explain the concept of reliability and validity in research.Reliability refers to the consistency and stability of measurements or findings. If a study produces consistent results over time or across different researchers, it is considered reliable.Validity refers to whether a study measures or accurately represents what it claims to measure. A study with high validity produces results that accurately reflect the concept or variable being studied.Lesson 3: Biological Foundations1. Describe the structure and function of a neuron.A neuron is the basic building block of the nervous system. It consists of a cell body, dendrites, and an axon. Dendrites receive signals from other neurons, while the axon carries signals away from the cell body. Neurons communicate through the release and reception of neurotransmitters.2. Explain the role of neurotransmitters in neuronal communication.Neurotransmitters are chemical messengers that transmit signals between neurons. They are stored in vesicles within the axon terminals and are released into the synapse when an action potential reaches the terminal. They bind to receptor sites on the receiving neuron, either inhibiting or exciting the receiving neuron's firing.3. Discuss the functions of the major structures in the brain.a) Cerebral cortex: Responsible for higher-level cognitive processes such as perception, thinking, and decision-making.b) Hippocampus: Involved in the formation and retrieval of memories.c) Amygdala: Plays a key role in emotion, especially fear and aggression.d) Thalamus: Acts as a relay station for sensory information, directing it to the appropriate areas of the brain.e) Hypothalamus: Regulates basic bodily functions such as hunger, thirst, and body temperature.In conclusion, studying psychology provides valuable insights into human behavior and mental processes. The scientific methods and research techniques taught in this course allow for a deeper understanding of the complexities of the mind. By exploring various perspectives, conducting experiments, and analyzing data, psychologists are able to contribute to our knowledge of the human experience.。

二语习得引论读书笔记c h a p t e r文件管理序列号：[K8UY-K9IO69-O6M243-OL889-F88688]一．概论Chapter 1. Introducing SLA1.Second language acquisition (SLA)2.Second language (L2)（也可能是第三四五外语）also commonly called a target language (TL)Refers to: any language that is the aim or goal of learning.3.Basic questions:1). What exactly does the L2 learner come to know2). How does the learner acquire this knowledge3). Why are some learners more successful than othersDifferent answers from different fields4.3 main perspectives:linguistic; psychological; social.Only one (x) Combine (√)Chapter 2. Foundations of SLAⅠ. The world of second languages1.Multi-; bi-; mono- lingualism1)Multilingualism: the ability to use 2 or more languages.(bilingualism: 2 languages; multilingualism: >2)2)Monolingualism: the ability to use only one language.3)Multilingual competence (Vivian Cook, Multicompetence)Refers to: the compound state of a mind with 2 or more grammars.4)Monolingual competence (Vivian Cook, Monocompetence)Refers to: knowledge of only one language.2.People with multicompetence (a unique combination) ≠ 2monolingualsWorld demographic shows:3.Acquisition4.The number of L1 and L2 speakers of different languages canonly be estimated.1)Linguistic information is often not officially collected.2)Answers to questions seeking linguistic information maynot be reliable.3)A lack of agreement on definition of terms and on criteriafor identification.Ⅱ. The nature of language learning1.L1 acquisition1). L1 acquisition was completed before you came to schooland the development normally takes place without anyconscious effort.2). Complex grammatical patterns continue to develop throughthe school years.< < 3 years old Master an awareness of basic discourse patterns< 3 years old Master most of the distinctive sounds of L1< 5 or 6 years old Control most of the basic L1 grammatical patterns2. The role of natural ability1) Refers to: Humans are born with an innate capacity tolearn language.2) Reasons:Children began to learn L1 at the same age and in much thesame way.…master the basic phonological and grammatical operations in L1 at 5/ 6.…can understand and create novel utterances; and are not limited to repeating what they have heard; the utterances they produce are often systematically different fromthose of the adults around them.There is a cut-off age for L1 acquisition.L1 acquisition is not simply a facet of generalintelligence.3)The natural ability, in terms of innate capacity, is thatpart of language structure is genetically “given”to every human child.3. The role of social experience1) A necessary condition for acquisition: appropriate socialexperience (including L1 input and interaction) is2) Intentional L1 teaching to children is not necessary andmay have little effect.3) Sources of L1 input and interaction vary for cultural andsocial factors.4) Children get adequate L1 input and interaction→sourceshas little effect on the rate and sequence of phonological and grammatical development.The regional and social varieties (sources) of the input→pronunciationⅢ. L1 vs. L2 learning1.L1 and L2 development:Final state NativeMultilingual competencecompetence2.Understanding the statesⅣ. The logical problem of language learning1.Noam Chomsky:1)innate linguistic knowledge must underlie languageacquisition2)Universal Grammar2.The theory of Universal Grammar:Reasons:1)Children’s knowledge of language > what could be learnedfrom the input.2)Constraints and principles cannot be learned.3)Universal patterns of development cannot be explained bylanguage-specific input.Children often say things that adults do not.Children use language in accordance with generaluniversal rules of language though they have notdeveloped the cognitive ability to understand theserules. Not learned from deduction or imitation.Patterns of children’s language development are notdirectly determined by the input they receive.Ⅴ. Frame works for SLA。

Unit 7Section ALighten Your Load and Save Y our LifeIf you often feel angry and overwhelmed, like the stress in your life is spinning out of control, then you may be hurting your heart.If you don't want to break your own heart, you need to learn to take charge of your life where you can — and recognize there are many things beyond your control.So says Dr. Robert S. Eliot, author of a new book titled From Stress to Strength: How to Lighten Your Load and Save Your Life. He's a clinical professor of medicine at the University of Nebraska. Eliot says there are people in this world whom he calls "hot reactors". For these people, being tense may cause tremendous and rapid increases in their blood pressure.Eliot says researchers have found that stressed people have higher cholesterol levels, among other things. "We've done years of work in showing that excess alarm or stress chemicals can literally burst heart muscle fibers. When that happens it happens very quickly, within five minutes. It creates many short circuits, and that causes crazy heart rhythms. The heart beats like a bag of worms instead of a pump. And when that happens, we can't live."Eliot, 64, suffered a heart attack at age 44. He attributes some of the cause to stress. For years he was a "hot reactor". On the exterior, he was cool, calm and collected but on the interior, stress was killing him. He's now doing very well.The main predictors of destructive levels of stress are the FUD factors — fear, uncertainty and doubt — together with perceived lack of control, he says.For many people, the root of their stress is anger, and the trick is to find out where the anger is coming from. "Does the anger come from a feeling that everything must be perfect?" Eliot asks. "That's very common in professional women. They feel they have to be all things to all people and do it all perfectly. They think, 'I should, I must, I have to.' Good enough is never good enough. Perfectionists cannot delegate. They get angry that they have to carry it all, and they blow their tops. Then they feel guilty and they start the whole cycle over again.""Others are angry because they have no compass in life. And they give the same emphasis to a traffic jam that they give a family argument," he says. "If you own anger for more than five minutes — if you stir in your own juice with no safety outlet — you have to find out where it's coming from.""What happens is that the hotter people get, physiologically, with mental stress, the more likely they are to blow apart with some heart problem."One step to calming down is recognizing you have this tendency. Learn to be less hostile by changing some of your attitudes and negative thinking.Eliot recommends taking charge of your life. "If there is one word that should be substituted for stress, it's control. Instead of the FUD factors, what you want is the NICE factors —new, interesting, challenging experiences.""You have to decide what parts of your life you can control", he says. "Stop where you are on your trail and say, 'I'm going to get my compass out and find out what I need to do.'"He suggests that people write down the six things in their lives that they feel are the most important things they'd like to achieve. Ben Franklin did it at age 32. "He wrote down things likebeing a better father, being a better husband, being financially independent, being stimulated intellectually and remaining even-tempered — he wasn't good at that."Eliot says you can first make a list of 12 things, then cut it down to 6 and set your priorities. "Don't give yourself impossible things, but things that will affect your identity, control and self-worth.""Put them on a note card and take it with you and look at it when you need to. Since we can't create a 26-hour day we have to decide what things we're going to do."Keep in mind that over time these priorities are going to change. "The kids grow up, the dog dies and you change your priorities."From Eliot's viewpoint, the other key to controlling stress is to "realize that there are other troublesome parts of your life over which you can have little or no control — like the economy and politicians".You have to realize that sometimes with things like traffic jams, deadlines and unpleasant bosses, "You can't fight. You can't flee. You have to learn how to flow."Words: 777。

The Psychology of MoneyAre you a compulsive spender, or do you hold on to your mon ey as long as possible? Are you a bargain hunter? Would you rath er use charge accounts than pay cash? Your answers to these questi ons will reflect your personality. According to psychologists, our in dividual money habits not only show our beliefs and values, but can also stem from past problems.Experts in psychology believe that for many people, money is a n important symbol of strength and influence. Husbands who compl ain about their wives' spending habits may be afraid that they are l osing power in their marriage. Wives, on the other hand, may wast e huge amounts of money because they are angry at their husbands. In addition, many people consider money a symbol of love. They spend it on their family and friends to express love, or they buy th emselves expensive presents because they need love.People can be addicted to different things—for example, alcohol, drugs, certain foods, or even television. People who have such an addiction are compulsive; that is, they have a very powerful psycho logical need that they feel they must satisfy. According to psycholo gists, many people are compulsive spenders; they feel that they mu st spend money. This compulsion, like most others, is irrational—impossible to explain reasonably. For compulsive spenders who buy on credit, charge accounts are even more exciting than money. In o ther words, compulsive spenders feel that with credit, they can do anything. Their pleasure in spending enormous amounts is actually greater than the pleasure that they get from the things they buy.There is even a special psychology of bargain hunting. To save money, of course, most people look for sales, low prices, and discounts. Compulsive bargain hunters, however,often buy things that they don't need just because they are cheap. They want to believe that they are helping th eir budgets, but they are really playing an exciting game: when the y can buy something for less than other people, they feel that they are winning. Most people, experts claim, have two reasons for thei r behavior: a good reason for the things that they do and the real reason.It is not only scientists, of course, who understand the psycholo gy of spending habits, but also business people. Stores, companies, and advertisers use psychology to increase business: they consider p eople's needs for love, power, or influence, their basic values, their beliefs and opinions, and so on in their advertising and sales methods.Psychologists often use a method called "behavior therapy"[2] to help individuals solve their personality problems. In the same way, they can help people who feel that they have problems with mone y: they give them "assignments". If a person buys something in ev ery store that he enters, for instance, a therapist might teach him s elf-discipline in this way: on the first day of his therapy, he must go into a store, stay five minutes, and then leave. On the second d ay, he should stay for ten minutes and try something on. On the th ird day, he stays for fifteen minutes, asks the salesclerk a question, but does not buy anything. Soon he will learn that nothing bad w ill happen to him if he doesn't buy anything, and he can solve the problem of his compulsive buying.。