Lesson 6. Comprehension check

1. Choose the best alternative.

1) The first scientist to study memory was

1. Zigmund Freud.
2. Hermann Ebbinghaus.
3. Alfred Binet

2) To have good memory it is necessary

1. to keep it in practice by exercising regularly.
2. to eat much vitamins.
3. to write down everything.

3) People who cannot read and write have better memory because

1. they do not exercise it regularly.
2. have to remember things that they cannot write down.
3. they do not even try to remember something.

4) Our memory can be viewed as processing information

1. in three steps.
2. in four steps.
3. in six steps.

5) The main stages of processing information are

1. remembering and forgetting information.
2. encoding, storage and retrieval of information.
3. recall, recognition, reconstruction and re-learning.

6) Ebbinghaus found the following distinct ways of remembering information

1. encoding, storage and retrieval.
2. recall, recognition, reconstruction and re-learning.
3. listening, reading and writing.

7) The most dramatic reason for forgetting information is

1. amnesia.
2. happiness.
3. repression.

8) There are two kinds of amnesia:

1. retroactive and proactive amnesia.
2. retrospective and perspective amnesia.
3. retrograde and anterograde amnesia.

9) One of the earliest theories offorgetting was put forward by

1. Hermann Ebbinghaus.
2. Jean Piaget.
3. Sigmund Freud.

10) He argued that all results from

1. repression.
2. recognition.
3. remembering.

2. Match the following words with the definitions given below.

Memory, method, interference, forgetting, amnesia, method of loci, method of key-words.

1. Failing to keep information and facts in the memory.
2. Partial or total loss of memory as the result of brain damage or a disease.
3. The way of remembering things when an individual uses a well-known place, or regular walk as a memory aid.
4. Power of keeping facts in the conscious mind and of being able to recall them at will.
5. The procedures which are followed when carrying out a research project.
6. The way of remembering things when an individual tries to develop a "key" for each of the words that he has to remember
7. The way that forgetting can take place when one thing that we have learned interferes with the other one.

Unit IV. INTELLIGENCE TESTING

Lesson I. BINET’S INTELLIGENCE TEST

1. Study the following words and word combinations:

to identify [ai'dentifai]-определять

disregard [disri'ga:d] - игнорировать

to intend [in'tend] - намереваться; What do you ~ to do? (or doing) - что вы намерены делать?

purely ['pjuBli] -1) чисто; 2) исключительно, совершенно, целиком, вполне establish – устанавливать

2. Read the following word combinations and remember them:

a retarded child – ребенок с задержкой умственно-психического развития

general intelligence - умственное развитие to develop a method - создать метод

mental age - умственный возраст

not particularly academic - не очень хорошо успевают в школе

3. Write the derivatives of the following words: to develop, to establish, to regard, to intend, difficult,to regard.

4. Give the Russian equivalents to the following words and word combinations: intelligence, to be concerned about, to bring up children, purely practical measures, extra educational help, to apply a method, to be incapable, to have difficulties, to misuse something, to enable somebody to something.

5. Combine thefollowing words with the help of the preposition of:

1. a systematic way a) child's mental age

2. a child b) the week

3. an idea c) the scale

4. the purpose d) a few years old

5. the days e) measuring intelligence

1. Read the following text and get ready to discuss it:

Binet's intelligence test

Alfred Binet was the first psychologist to develop a systematic way of measuring intelligence. He was concerned about the way in which the children who are not particularly academic were educated, and tried to develop a method to identify those children. The purpose of this was to enable them to go to special schools, where they would receive extra help in order to bring them up to the level of normal children.

Binet was very concerned that his method for identifying such children should not be misused. He had shown how it was possible to develop an idea of child's mental age. By developing a list of questions and establishing how an ordinary child would normally be when it could fist answer them. For instance, we would expect a child of just a few years old to be able to say the days of the week, and if we come across an eight-year-old who didn't know them, then we might use that as one indicator (out of many) that a child need extra educational help.

Binet made three important points concerning his test. The first one was that the tests were purely practical measures, which simply looked at what a child would normally know by a certain age, so they shouldn't be seen as some kind of measures of general intelligence. His second point was that the scale was only really useful for identifying children who were retarded in some way, and should not be applied to normal children. And his third point was that the tests were not a strict measure of how much children could learn - they simply identified which children needed more help than others, but that didn't mean that those children were incapable.

Nowadays, people are starting to use intelligence tests in the way that Binet intended. They simply identify certain difficulties so that proper additional help can be given. But for many years almost all of his points have been ignored or disregarded by psychologists and educators, because of the influence of several other psychologists.

7. Answer the following questions:

1. Who was the first scientist to develop a systematic way of measuring intelligence?

2. For which children did he develop his tests?

3. What was Binet's purpose?

4. Was it possible to develop an idea of child's mental age with the help of Binet's scale?

5. How did he develop a list of questions in the test?

6. How many three important points concerning his test did Binet make?

7. What was the first point?

8. What was the second point?

9. What was the third point?

10. How are people starting to use intelligence tests nowadays?

11. How were the tests used earlier in many countries?

12. In which countries Binet's test are the most popular ones?

8. Say whether the following statements are true or false to the text:

1. Binet was the first psychologist to make a scale for intelligence testing.

2. Binet's scale was designed for gifted children who did well at school.

3. The purpose of intelligence testing was to enable not very retarded children to go to special schools.

4. Binet was very concerned with the misuse of his method for identifying such children.

5. It was not possible to develop an idea of child's mental age with the help of Binet's scale.

6. Binet made three important points concerning his test.

7. Binet's tests were purely theoretical measures.

8. Binet's tests should not be applied to normal children.

9. Nowadays, people are starting to use intelligence tests in the way that Binet intended.

10. For many years almost all of Binet's points have been ignored.

9. Finish the following statements:

1. Alfred Binet was the first psychologist...

2. He worked out a special...

3. This scale was developed for...

1. Binet had shown how it was possible...
2. If we come across an eight-year-old child who didn't know the week-days, then we might use that as an indicator that...
3. Binet made three important points...
4. The first one, was that...,
5. His second point was that the scale was only useful...
6. The third point was that the tests were not...
7. Nowadays, people are starting to use intelligence tests...
8. But for many years almost all of Binet's points...

10. Put in the articles where necessary*.

1. Alfred Binet was first psychologist to develop... tests for intelligence measuring.

2. He was concerned about way in which...children who are not particularly academic were educated.

3. His... purpose was to enable them to go to... special schools.

4. Binet was very concerned that his... method for identifying such children should not be misused.

5. Nowadays... people are starting to use... intelligence tests in way thatBinet intended.

6. They simply identify::. certain difficulties so that.~. proper additional help can be given.

7. But forr.: many years almost all... of his... points have been ignored or disregarded by.:. psychologists and... educators, because of the influence of... several other psychologists.

11. Work in groups andfind outfrom your partners:

o what they know about intelligence testing;

o what they know about IQ;

o whether they have ever measured their IQ.

1. Speak about Binet's intelligence tests and their use.

Lesson 2. PSYCHOLOGY IN ACTION

Read the following text and express your opinion on the topic:

Text 1. Practising intelligence tests

Many psychologists are doubtful about just how useful intelligence tests are; especially when they are being used to measure an ability which people think might have been inherited. One of the reasons why they are doubtful is because people can learn to improve their scores on IQ tests, simply by practising them - but presumably, the intelligence that have inherited doesnt change.

You can try this out, by using any two intelligence tests available. Do one of the tests one week, and then go through and mark it, keeping a record of your score. A week later, do another of the tests. Did you do any better?

A good way to do this is with several people, as a class exercise. When you have the scores from several of you, you can look at them to see more clearly how many people improved} whether anyone got a lower score than before, and what the average difference was.

We would not argue that everyone was exactly the same. It seems clear that there are individual differences, and that people have different cognitive styles which mean that they take to some kinds of learning more readily than others. But it is long step from there to argue that our whole capacity for education depends on some single thing called intelligence. Many adult students find that they can easily learn things that they found difficult at school, and we are constantly changing throughout life. When we look at cognition, we will be seeing some of the things which influence how human beings learn, and how they remember what they have learned, which may account for many of these differences.

One of the arguments which psychologists have about intelligence is whether the single thing called intelligence exists at all. Many modern critics of IQ testing argue that there is a difference between saying that someone acts intelligently, and saying that someone has got a high intelligence. In the first case, it is looking at what someone actually does, but in the second case it is assuming that there is some general ability. There are many cases where a person can be quite brilliant in one area and quite stupid when it comes to dealing with other things, and to think of intelligence as some general capacity may be very misleading.

2. Practise the following Funny Intelligence Test

Task 1. Read aloud the sentence below:

FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF YEARS.

Task 2. Now count the F's in that sentence. Count them only once.

Answer.

There are six F's in the sentence.

A person of average intelligence finds three of them.

If you spotted four you're above average.

If you got five you can turn your nose at most anybody.

If you caught six you are a genius.

Explanation. There is no catch. Many people forget the "OF"'s. The human brain tends to see them as V's and not F's.

3. Practise the following Funny Intelligence Test

Which are your strongest 'intelligences'?

Most people still believe that their capacity to learn is determined by intelligence. The IQ test we took as children was supposed to measure your capacity to learn and predict your success in school. However, modern psychologists have debunked this whole idea of a single capacity called intelligence. You have at least seven intelligences -and you can use most of them to enhance your learning.

Each of the intelligence types, as noted above, is a particular kind of learning talent that seems to come easily. One person may excel competing in sports, playing a musical instrument, or solving math problems; another might find it easy to empathize with others' needs, build a birdhouse, or learn a language. The precise combination of skills can arise from a combination of talent and environmental factors.

Most of us have a pretty good idea of which of these intelligences we've cultivated the most and in which we feel strong. Here's a simple exercise that will pinpoint some of your strengths.

Task 1. Check the numbers of those descriptions that you feel apply to you.

1. You easily remember beautiful phrases or memorable quotes and use them deftly in conversation.

2. You sense quickly when someone you are with is troubled about something.

3. You are fascinated by scientific and philosophical questions like, "When did time begin"?

4. You can find your way around a new area or neighbourhood very quickly.

5. You are regarded as quite graceful and rarely feel awkward in your movements.

6. You can sing on key.

7. You regularly read the science pages of your newspaper and look at magazines on science or technology.

8. You note other people's errors in using words or grammar, even if you don't correct them.

9. You figure out how something works or how to fix something that's broken.

10. You can readily imagine how other people play the roles they do in their work or families and imaginatively see yourself in their roles.

11. You can remember in detail the layout and landmarks of places you've visited on vocations.

12. You enjoy music and have favourite performers.

13. You like to draw.

14. You dance well.

15. You organize things in your kitchen, bathroom, and at your desk according to categories and in patterns.

16. You feel confident in interpreting what other people do in terms of what they are feeling.

17. You like to tell stories and are considered a good storyteller.

18. You enjoy hearing different sounds in your environment.

19. When you meet new people, you often make connections between their characteristics and those of other acquaintances.

20. You feel you have a keen sense of what you can and can't do.

If all three of any of the following trios applies to you, you probably are strong in that intelligence, even if you havent cultivated it.

Analyze the results.

Questions 1,8, and 17: linguistic intelligence.

Questions 6,12, and 18: musical intelligence.

Questions 3,7, and IS: logical-mathematical intelligence.

Questions 4,11, and 13: spatial intelligence.

Questions S, 9, and 14: bodily-ltinesthetic intelligence.

Questions 10,16, and 20: intra-personal intelligence (knowing yourself).

Questions 2,10, and 19: inter-personal intelligence (knowing others).

Unit V AGGRESSION

Lesson 1. AGGRESSION AS AN INSTINCT

1. Study the following words:

aggression [Bg'reGn] - агрессия

aggressive [Bg'resiv] - агрессивный

appeasement [B'pi:zment ] - умиротворяющий, успокаивающий

gesture ['7estGB] — жест

instinctively [ins'tinktivli] - инстинктивно

instinctive [ins'tinktiv] -инстинктивный

to put forward [' fCwad] - выдвигать (предположение, теорию)

circumstances ['sB:kBmstBnsiz] - обстоятельства

drive [draiv] -1) влечение, побуждение, стимул; 2) большая энергия

destructive [di'strHktiv] - разрушительный, разрушающий

libido ['libidB] - либидо

force [fC:s]-сила

overflow [BLvB'flBL] - переливаться, выплескиваться

continual [kBn'tinjLBl] - постоянный

vulnerable ['vHlnBrBbl] – уязвимый

2. Read the following word combinations for several times to remember them:

environmental circumstances - зд. сложившиеся обстоятельства

instinctive drive - инстинктивное влечение

come to the conclusion - прийти к заключению

destructive instinct - инстинкт разрушения

strong motivating force - мощная мотивирующая сила

animal societies - животные сообщества

aggressive behavior - агрессивное поведение

ritualized fighting gestures - ритуальные боевые жесты

basic drive - основное влечение

continual source of energy - постоянный источник энергии animal's natural weapons - природное оружие животных appeasement gestures - умиротворяющие жесты vulnerable position - уязвимая позиция

3. Read the following verbs in the Past Simple Form and write them down in 3 columns according to the reading of the ending -ed: argued, called, considered, produces, released, expressed, ritualizes, displayed, stopped, attacked, prevented, acted, continued.

4. Write the derivatives of the following words: aggression, to motivate, to destruct, peace, to compete, to continue.

5. Find the adjectives in the text and write their comparative and superlative degrees.

6. Write the singularform of thefollowing nouns: societies, instincts, sources, human beings, horns and teeth, gestures, reasons, counterparts, scientists, theorists, theories, results, organisms, data, men, women, hypotheses.

7. Give the Russian equivalents to the following words and word combinations: to form a kind of debate, human being, strong motivating force, ritual aggressive gestures, appeasement gestures, to express something safely, destructive war, destructive force, to produce, to surprise counterparts, horns and teeth, automatic stop signal, natural weaponry, highly vulnerable position, puppy, rat, psychological theory, prevent further attacks.

8. Read the text and get ready to discuss it

Aggression

Aggression is one of the areas of psychology where the theories which have been put forward form a kind of debate. Some theorists think that aggression is something which we have instinctively, and which we need to release, while others consider it as something, which arises as a result of environmental circumstances.

Aggression as an instinct

Freud argued that aggression was an instinctive drive in human beings. Initially, he had thought that the main motivating force in the human being was the libido, but after the World War I he came to the conclusion that human beings also had a destructive instinct, which he called thanatos. This, like libido, was a strong motivating force for the human beings and it was necessary to find ways to express it safely.

Lorenz, too, considered aggression to be a basic drive. According to Lorenz aggression was a continual source of energy being produced by the organism, like a tank which is filling up constantly. And, like a tank, if it was not released from time to time then t would overflow into extremes of a ggressive behavior. Lorenz thought that aggression was expressed safely in most animal societies by means of ritualized fighting gestures, in which an animal's natural weapons, like horns and teeth, were displayed to its opponent. These aggressive gestures had their counterparts, the so-called appeasement gestures - when an animal would place itself in a highly vulnerable position,, which would signal to the aggressor, that the attack should be stopped. When a puppy roles over on his back on meeting a larger dog, it is making itself vulnerable, and Lorenz thought that this would act as a sort of automatic "stop signal" which would prevent further attacks.

Lorenz considered that human beings and rats were distinctive among all the animal kingdom, because neither of them was particularly well equipped with natural weaponry. This meant that they hadn't the ritual aggressive and appeasement gestures that most animals had, which also meant that they didn't have an automatic signal to stop them from fighting, so they would continue to fight to the death. Because of this, it was essential that human beings found safe ways of releasing their aggression, for instance in competitive sports, or society would continue to experience large and destructive wars.

Ntes:

Libido is the life-force which is involved in all pleasurable sensations.

Ritualized fighting gestures - are the gestures in which an animal's natural weapons, like horns and teeth, are displayed to its opponent.

Appeasement gestures - are the gestures with the help of which an animal would place itself in a highly vulnerable position, which would signal to the aggressor, thai the attack should be stopped.

Thanatos is the death instinct. It represents the universal drive to return to the earth; suicide is the ultimate expression of Thanatos. Eros is the life instinct (according to Freud).

Catharsis is the indirect expression of the aggressive instinct. It provides a safe, socially acceptable, tension-reducing means of dealing with thanatos.

9. Answer the following questions:

1. What is aggression according to Freud?
2. What is aggression according to Lorenz?
3. What did Lorenz compare aggression with?
4. What ritual gestures connected with aggression do animals have /
5. What natural weaponry do animals have?
6. What animals according to Lorena have no natural weaponry?
7. Why do people continue fighting to death?
8. What are the ways of save releasing of aggression for people?

10. Say if the following statements are true orfalse:

1. Aggression is the only area of psychology that is clearly defined.
2. There is only one theory connected with aggression.
3. After the World War I Freud come to the conclusion that the main motivating force in the human being was libido.
4. According to Lorenz aggression was a continual source of energy being produced by a human organism.
5. Animals' natural weapons are eyes, legs, ears and noses.
6. Only people have ritualized fighting gestures.
7. When animals want to stop aggression they put themselves into fighting position.
8. People like animals have natural "stop signals" that prevent further attacks.
9. The main safe way of releasing aggression for human beings is reading.

11. Finish the following sentences in accordance with the text:

1. Aggression is one of the areas of psychology where...
2. According to Freud aggression was...
3. After the World War I Freud...
4. Lorenz thought that aggression was...
5. Lorenz thought, that aggression was expressed safely in...
6. According to Lorenz aggressive gestures had their counterparts …
7. Lorenz thought that appeasement gestures would act as...
8. Lorenz considered that human beings and rats were not equipped...
9. It is essential that human beings found safe ways of...

12. Write the following sentences in the Passive Voice*.

1. Freud thought that people should express their aggression safely. 2. According to Lorenz our organism produces aggression like energy. 3. Nature equipped animals with natural weaponry. 4. Animals show their horns and teeth to their counterparts. 5. Animals express their aggression safely with the help of ritualized fighting gestures. 6. Nature did not equippe human beings with natural weaponry. 7. Our organism produces much energy.

13. Insert the right article where necessary. *

…Aggression is one of... areas of... psychology where... theories which have been put forward form... kind of... debate. Freud argued that... aggression was... instinctive drive in... human beings. After... World War I he came to... conclusion that... human beings also had... destructive instinct Lorenz considered... aggression to be... basic drive. Lorenz thought that... aggression was expressed safely in... most... animal societies by... means of... ritualized fighting gestures, in which... animal's natural weapons, like... horns and... teeth, were displayed to its... opponent.

14. Insert the right preposition if necessary.

According to Freud aggression was an instinctive drive... human beings. According to Lorenz aggression was a continual source... energy being produced... the organism... a human being. Lorenz considered that human beings and rats were not particularly well equipped... natural weaponry. According... him people were not equipped... "stop signal." But when a puppy roles his back... meeting a larger dog, it is making itself vulnerable. And ifs a kind... "stop signal" which prevents attacks.

15. Work in pairs and express your agreement or disagreement with:

- Freud;

- Lorenz.

Give your arguments.

16. Imagine that you are a university teacher explain to your students theory of aggression which was put forward by:

- Freud;

- Lorenz.

L ess оn 2 ALTERNATIVE EXPLANATIONS OF AGGRESSION

1. Study the following words:

frustration [frHst'reiGn] - разочарование, психол. фрустрация

to respond [ri'spCnd] - реагировать, отвечать на что-либо

hypothesis [ hai`pCIBsis] - гипотеза

lifestyle ['laifstail] - стиль жизни.

exhibit [ig'zibit] - показывать, проявлять

inhibit [in'hibit] - подавлять

arousal [B'raLzBl] – возбуждение

2. Read the following word combinations and remember them:

inherited drive - унаследованное влечение

particular kind of behaviour- определенный тип поведения

frustrating circumstances - гнетущие (разочаровывающие) обстоятельства

to achieve the goal - достичь цели

sufficient precursor - значимый (существенный) предвестник

the presence of aggression is inevitably indicates the presence of frustration somewhere in the individual's environment - наличие агрессии неизбежно указывает на присутствие разочарования где-то в окружении человека

have succeeded in remaining virtually free from violence - успешно остались практически свободны от насилия

man is capable of keeping that instinct under relatively tight control - человека в состоянии, человек способен удерживать этот инстинкт под относительно крепким контролем

noninstinctual environmental factors - неинстинктивные факторы окружающей среды

there is no one single set of variables - не существует единого набора переменных

3. Read the following proper names: John Dollard, Neal Miller, Leonard Bercovitz, Richard Walters, Albert Bandura, Sadam Hussein, Hitler, Kuwait, Gulf war, Second world War, Iraq.

4. Give the three forms of the following verbs: have, be, propose, suggest, connect, feel, learn, take, respond, consider, keep, can, show.

5. Write the derivatives of thefollowing words: to modify, to suggest, aggression, instinct, learn, comfort, violate.

6. Combine thefollowing words with the help of the preposition of:

1. presence a) life

2. set b) instinctive drive

3. level c) arousal

4. style d) high unemployment

5. result e) aggression

6. variety f) reasons

7. nature g) frustrating situations

7. Give the Russian equivalents to the following words and word combinations:
psychoanalytic concept of aggression, to respond angrily, a wide variety of frustrating situations, unlearned response, impoverished social conditions, impoverished social conditions, previous experience, frustrating circumstances, virtually free from violence, observable frustration, instinctual aggression, social learning theory, instinctive drive, physiological term, inherited drive, comfortable lifestyle.

8. Read the following text and get ready to discuss it

Frustration aggression theory

One approach to aggression which has been very popular among many psychologists is the frustration aggression theory. It is closely connected with the psychoanalytic concept of aggression. This theory was proposed by John Dollard, Neal Miller and their colleagues in the late 1930s. This view suggests that aggression is more that mere instinct, but a result of frustrating circumstances. According to this theory the presence of aggression is inevitably indicates the presence of frustration

somewhere in the individual's environment.

Dollard and Miller conducted many experiments demonstrating aggression as an unlearned response to a wide variety of frustrating situations. For example, if people are unable to achieve the goa l that they are aiming for, they respond angrily or aggressively. So, someone who feels unhappy and frustrated as a result of high unemployment or impoverished social conditions is more likely to respond to situations in an aggressive way that that one who has a comfortab le lifestyl e.

This theory was modified in 1960s by Leonard Bercovitz, who found that aggression occurs even in the absence of observable frustration and that the form it takes depends upon previous experience. In this case frustration is no longer considered a necessary or sufficient precursor of aggression.

The data obtained from the research on the frustration-aggression hypothesis showed that aggression need not be regarded as entirely instinctual. Because some cultures have succeeded in remaining virtually free from violence, and because some individuals seem to be able to lead relatively nonaggressive lives, it would appear that if aggression is instinctual, man is capable of keeping that instinct under relatively tight control.

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