Yoga presentation for Psychology 1504 4.24.08

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耶鲁大学公开课：心理学导论 Introduction of Psychology 1

Introduction of Psychology( textbook: <<Psychology>> by Peter Grey, 5th edition)A comprehensive introduction to the study of the human mind. Topics: brains,children, language, sex, memory, madness, disgust, racism, love, etc.The proper explanation for differences between men and woman.The question of whether animals can learn language.The puzzle of what grosses us out.The problem of why some of us eat too much and what we could do to stop.The question of why people go crazy in groups.Whether you could trust your childhood memories.Course reading: << Norton Reader>> by Gary MarcusGeneral goals of the course: Provide a state of the art introduction to the most important topic, that there is: us. How the human mind works.5 sub-areas:Neuroscience——study of the mind by looking at the brain. Developmental——learn about how to develop and grow and learn. Cognitive——refers to a sort of computational approach to studying the mind, often reviewing the mind on analogy with a computer and looking at how people do things like understand language and so on.Social——how people act in groups with othersClinical——mental health and mental illnessInvolving: economics, Game Theory, philosophy,computer science, anthropology, literature, theology, other domains.How a physical thing can give rise to mental life?Question about development:1.How do we come to have knowledge? In particular, how much of it is hard-wired, built-in, innate and how much of it is the product of culture, of language, of schooling?2.To what extent is Zachary(professor's youngest son) at that age going to be that way forever? To what extent is your fate sealed?William Wordsworth:" The child is father to the man."3.What makes us the way we are?One common theory is we are shaped by our parents.Phillip Larkin:" They mess you up, your mom and dad. They may not mean to but they do, they fill you with the faults they had and add some extra just for you."4.What makes somebody attractive?Evil& GoodEvil: somebody behaving cruelly towards somebody else, perhaps not dueto malice but because of the institution that she's in.e.g. Asama Ben Laden, Ted BundyGood:e.g. Oscar Schindler, Paul RusesabaginaMajor disorders: depression& anxietye.g. Phineas Gage, 100 years ago,disorders in memoryCapgras syndrome: typically the result of some sort of stroke, create a delusion is that the person you love the most have been replaced.Cotard's syndrome: believe oneself is dead.Words:Syllabus, teaching, fellow, orient, shopping period, centrally, profanity, fugitive, overlap, floating around, multiple choice, short answer, prior, domain, stark, preoccupy, hard-wired, built-in, innate, ingenious, pinpoint, gruesome。

Psychology_for_Language_Teachers演示文稿

Psychology for Language Teachers: A Social Constructivist ApproachInstructor: Cui LinTime: Fall of 2010 Description of the CourseThis course aims to provide those majors of English education (English teachers, would-be English teachers including postgraduate students) with a psychological foundation which will help them better understand ways of teaching and learning and which will provide a fund of knowledge from which to draw to inform their later classroom practices. The primary purpose of this course is to reflect the current theoretical development in pedagogy related to classroom learning, especially the psychological aspects of language learning and teaching.Based on a quick review of some of the precursors in pedagogical theorization, we will examine social constructivism whose main assumption is that individuals are actively involved right from birth in constructing personal meaning, that is, their own personal understanding, from their experiences. This is done, however, through interactions with significant others.In this way, the learner is brought into the central focus in learning theories as well as in the classroom. Currently, social constructivism is the single most important theory that informs not only EFL but also education in general. This course is not only about English teaching; rather, it aims at raising teachers’ (or would-be teach ers’) consciousness about the differences between teaching and education, developing their critical thinking, making them reflect on the current situation of EFL in China, and encouraging them to explore possible remedies for the problems. It is hoped that the insights provided by this course will shed light on many of the issues and questions that we have about the current quality education in China.ContentsIntroductionChapter 1 An introduction to educational psychology: behaviorism and cognitive psychology Chapter 2 Further schools of thought in psychology: humanism and social interactionism Chapter 3 What do teachers bring to the teaching-learning process?Chapter 4 What can teachers do to promote learning?Chapter 5 The contribution of the individual student to the learning processChapter 6 What makes a person want to learn? Motivation in language learning Chapter 7 How does the leaner deal with the process of learning?Chapter 8 The place of tasks in the language classroomChapter 9 The learning contextChapter 10 Putting it all togetherOverview of the BookChapter 1 and 2—Get a bird’s view of some important theories of educational psychology, selectively introduces behaviorism, cognitive psychology, constructivism and social interactionism, and finally social constructivism. Chapter 3 and 4—About the teacher, teacher belief sand the role of mediator Chapter 5, 6 and 7—About the learner, influence of individual differences, motivation and strategy Chapter 8 About the task, which is the interface between the teacher and the learner Chapter 9—About the context, physical condition, interpersonal interaction and psychological atmosphere, laying emphasis on the individual learner’s feeling and understanding of the environmental factors. Chapter 10—A summary. About 10 points which can be taken as valuable advices for language teachers. IntroductionPurpose: Explore the way of applying the contemporary theories of psychology to foreign language teaching These psychological theories: behaviorism, cognitive psychology, constructivism, humanism, social interactionism Humanism: Reflects learners’ personal feeling and personal needs; emphasizes the point that learning must have personal meaning; also holds the view of whole-person education (both affective and cognitive). Constructivism: Emphasizes that individual learners starts with personal experiences, and then construct their own understanding of the world and construction of their personal meanings, stresses learning process, and objects to simple transmission of knowledge.Social Interactionism: Emphasizes that learning and personal development takes place in the interaction with other people, and the teacher is an important interactional object of the learner.Social Constructivism: Integration and interpretation of the above theories.Here:―Social‖ is used in its narrow sense. i.e. the relationship between people and a group. It is no longer concerned with politi cs and economy.Gist of Social Constructivism:Knowledge is constructed by individual person, rather than passed on by other people;The construction takes place in the interaction with other people, and it is the result of social interaction. This model establishes its four essential elements: learner, teacher, task, context. Learner--center Teacher--mediator Task & context--external environment Pedagogical Implications 1. More emphases are laid on the subjectivity of learners, and the teacher should provide process and experience for thelearners to conduct the construction of personal meaning.2. Besides providing process and experience, the teacher plays the role of a mediator, guiding them in the appropriateresponse to the meaningful stimuli, helping them understand the significance and goal of the task, promoting them to take shape their own consciousness of self-control, self-confidence and provides them with favorable psychological environment, etc.3. All these are done through the use of language. The challenge the teacher is faced with is that, he should not be satisfiedwith the routine classroom expression, he should also learn to use language to realize the function of mediation.4. Foreign language teaching must have education value, must make learning process full of personal meaning.Communicative approach makes us understand ―information gap‖, and we learn to do ―meaningful practices‖. However, what kind of information and meaning are of value to the learner? The book tells us that , it must be related to the learners’ personal experiences and the present situation., which requires foreign language teachers to learn to understand learners’ individualitie s, uniqueness, their personal traits and needs.5. The educational value of foreign language teaching also lies in the promotion of learners’ whole-person education. i.e.besides language learning itself, there are also the development of learning aptitude, positive affective factor and noble character.6. Teacher’s own learning--- Social constructivism also applies to the interpretation of teacher’s cognitive process. In his own experience of teaching, h is own understanding (knowledge) and belief of learning and teaching takes shape, on the basis of which his own teaching practice is guided. This book advocates teacher’s reflection on his own teaching practice, making those implicit personal beliefs embedded in teaching practice explicit, so that he will have a clear picture and a conscious knowledge of his own teaching and the importance of making modifications. As a result, teacher’s professional development is promoted. Chapter 1 Behaviorism and cognitive psychology ⏹The positivist school ⏹Premise—knowledge and facts exist within the real world and can be discovered by setting up experiments in whichconditions are carefully controlled and where hypotheses are set up and tested. Behaviorism ⏹Rooted in positivism ⏹S-R/classical conditioning ⏹Skinner: Emphasize the importance of reinforcement Explain learning in terms of operant conditioning ⏹Audiolingual method Cognitive psychology ⏹Information processing (attention, perception, memory) ⏹Memory (short-term/working memory, long-term memory; Tulving, episodic/semantic memory) ⏹Intelligence (Gardner MIT) MIT and its implications ⏹Linguistic ⏹Logical-mathematical ⏹Spatial⏹Interpersonal ⏹Intrapersonal ⏹Musical⏹Bodily-kinesthetic ⏹Naturalistic ⏹existentialConstructivism⏹Piaget⏹Emphasize the constructive nature of human learning process ⏹Individuals are actively involved right from birth in constructing personal meaning ⏹Stages: Sensori-motor stage Intuitive/preoperational stage Operational stage Concrete operational stage Formal operational stage Other terms⏹Maturation ⏹Equilibration ⏹Assimilation/accommodation ⏹AdaptationJerome Brunner⏹Discovery learning ⏹Education of the whole person ⏹Learn how to learn ⏹ 3 modes of thinking: enactive, iconic, symbolic George Kelly⏹Personal-construct theory ⏹premise: man as scientist ⏹Important implication: meaningful vs meaningless learning Chapter 2 Humanism and Social interactionism ⏹Erik Erikson ⏹Epigenetic principle ⏹8 stages:Trust/mistrust Autonomy/doubt Initiative/guilt Industry/inferiority Identity/role confusionIntimacy/sense of isolation Generavity/sense of stagnation Integrity/despair Abraham Maslow ⏹Hierarchy of human needs: ⏹Being needs:self-actualization aesthetic needs cognitive needs⏹Deficiency needs: need for self-esteem need for interpersonal closeness need for safety and security basic physiological needs Carl Rogers⏹Premise: Human beings have a natural potential for learning. Significant learning will only take place when the subject matter is perceived to be of personal relevance to the learner and when it involves active participation by the learner. Learning which is self-initiated and which involves feelings as well as cognition is most likely to be lasting and pervasive.⏹When there is a perceived threat to the learner’s self-image, resistance to learning is likely to occur.⏹Independence, creativity and self-reliance are most likely to flourish in learning situations where external criticism iskept to a minimum and where self-evaluation is encouraged.⏹The most socially useful kind of learning to prepare learners to cope with the demands of the modern world is learningabout the process of learning itself, a continuing openness to experience and a preparedness to become involved in the process of change. Humanism in ELT ⏹The Silent Way ⏹Suggestopaedia ⏹Community Language Learning All the three methods have their theoretical foundation in psychology rather than linguistics. Social interactionism ⏹Lev Vygotsky Thought and Language (1962) Mind in Society (1978) ⏹Mediation ⏹Zone of Proximal Development (ZPD)---the layer of skill or knowledge which is just beyond that with which the learneris currently capable of coping.⏹Reuven Feuerstein ⏹Anyone can become a fully effective learner ⏹Structural cognitive modifiability ⏹Instrumental enrichment ⏹Cognitive mapA Social Constructivist Model⏹Four key factors involved in the learning process---teachers, learners, tasks and contexts ⏹Their relationship---teachers select tasks which reflect their beliefs about teaching and learning. Learners interpret tasksin ways that are meaningful and personal to them as individuals. The task is the interface between the teacher and learners. Teachers and learners also interact with each other;⏹the way that teachers behave in classrooms reflects their values and beliefs, and the way in which learners react toteachers will be affected by the individual characteristics of the learners and the feelings that the teacher conveys to them. These three elements: teacher, task and learner are in this way a dynamic equilibrium.⏹Moreover, the context in which the learning takes place will play an important part in shaping what happens within it.This includes the emotional environment, the physical environment , the whole school ethos, the wider social environment, the political environment and the cultural setting. This can be represented as a set of concentric circles, influencing each other, with the participants playing an ongoing part in shaping those environments. Chapter 3What do teachers bring to the teaching-learning process?⏹ A constructivist view of education: ⏹ 1 to empower learners to think for themselves ⏹ 2 to perpetuate （使永恒，使长存）in the next generation ways of acting and thinking that are judged the best by thepresent generation⏹In Glaserfeld’s view, a constructivist approach to education is best put into practice by presenting issues, concepts andtasks in the form of problems to be explored in dialogue rather than as information to be ingested and reproduced.⏹ A constructivist view of teaching: ⏹By Salmon⏹Not as the passing on of a parcel of objective knowledge, but as the attempt to share what you yourself find personallymeaningful.⏹Constructivist approach emphasizes that fact that no two teachers and no two teaching situations are ever the same. Andan important component of a constructivist approach to education is for teachers to become aware of what their own beliefs and views of the world are, which leas us into the notion of the reflective practitioner. The teacher as reflective practitioner ⏹Teachers subject their everyday professional practice to ongoing critical reflection and make clear their own particularworld view by means of such consideration.⏹The task of the reflective practitioner is to make tacit or implicit knowledge explicit by reflection on action, byconstantly generating questions and checking our emerging theories with both personal past experience and with the reflections of others.⏹Schon’s distinction between reflection-in-action and reflection-on action Teachers’ belief s⏹Beliefs about learners⏹Beliefs about learning⏹Beliefs about themselves⏹Beliefs about teaching Chapter 4What can teachers do to promote learning?⏹Feuerstein’s theory of mediation⏹Differences between teacher as mediator中介者and teacher as disseminator传播者of information- ⏹ 1 Mediation must be concerned with empowering, with helping learners to acquire the knowledge, skills and strategiesthey will need in order to progress, to learn more, to tackle problems, to function effectively in a particular culture and a changing society, and to meet new, emerging and unpredictable demands.⏹ 2 It is also concerned with helping learners to become autonomous, to take control of their own learning, with thefundamental aim of enabling them to become independent thinkers and problem solvers.Key features of mediation⏹Significance⏹Purpose beyond the here and now⏹Shared intention⏹ A sense of competence⏹Control of own behavior⏹Goal-setting⏹Challenge⏹Awareness of change⏹ A belief in positive outcomes⏹Sharing⏹Individuality⏹ A sense of belongingChapter 5The contribution of the individual students to the learning process⏹Problems with the traditional notion of individual differences:⏹Traditional research on individual differences has been mainly concerned with measuring, labeling and grouping people.⏹The purpose of such research is usually not to identify how individuals differ but to group them according to perceivedsimilarities.⏹The findings have been of limited practical value because they do not inform us how we can help any individual tobecome a more effective learner.⏹In many instances they do not even help us to improve the functioning of the groups that are identified by the research.⏹Research in this area is often based on a theory of learning which views people’s behavior as being heavily influencedby certain traits or attributes which are fixed.Suggested starting points:⏹We must start from a theory of learning that is robust and to which as researchers and teachers we subscribe.⏹Such a theory should enable us to focus on the uniqueness of individuals as well as helping us to see what they have incommon.⏹It should also be a theory of how people change rather than how they start the same.⏹This should give rise to implications for action and intervention.⏹It should enable us also to support individuals in taking personal control of their own learning.⏹In doing so it must be connected to individuals’ views of themselves as learners. The development and importance of self-concept ⏹Self-concept---a global term referring to the amalgamation of all our perceptions and conceptions about ourselves whichgive rise to our sense of personal identity.⏹More formally, it is defined as ―the totality of a complex and dynamic system of learned beliefs which individ ual holdsto be true about his or her personal existence and which gives consistency to is or her personality.‖⏹As young children begin to construct a more or less stable view of the world, so they begin to develop also an awarenessof themselves as individuals and an understanding of their place within that world. This developing self-concept in turn comes to influence the way in which they try to make sense of other aspects of their world.⏹The relationship is reciprocal: individuals’ views of the w orld influence their self-concept, while at the same time theirself-concepts affect their views of the world. Both of these views will affect their success in learning situations. Locus of control (LoC)⏹ A term derived from the Social Learning theory of Roter (1954), referring to a person’s beliefs about control over lifeevents.⏹People who feel personally responsible for everything that happens to them in their lives are internalisers, while thosepeople who feel that events in their lives are all determined by forces beyond their control, such as fate, luck, or other people, are termed externalisers. Attribution theory⏹Heider (1944,1958) ⏹Weiner (1979, 1980, 1986) ⏹It is about to what people attribute their success or failure on a particular language learning task.⏹Some possible attributions for success are: ⏹I am good at learning languages;⏹I know how to do this sort of task;⏹I worked hard;⏹The task was easy.⏹Conversely, some attributions for failure are: ⏹I’m no good at languages;⏹The task was boring; ⏹I don’t like languages;⏹I didn’t try;⏹It was too difficult.⏹Essentially, Weiner suggested that, on the whole, people tend to refer to four main sets of attributions for their perceivedsuccesses and failures in life: ability, effort, luck and the perceived difficulty of the task with which they are faced. Chapter 6What makes a person want to learn? Motivation in language learning ⏹Dichotomy of motivation:⏹Intrinsic vs extrinsic⏹Instrumental vs integrativeA cognitive view of motivation⏹From a cognitive perspective, the factor that is of central importance is that of choice; namely, people have choice overthe way in which they behave and, therefore, have control over their actions.⏹ A cognitive view of motivation centers around individuals making decisions about their own actions as opposed to beingat the mercy of external forces over which they have no control.⏹However, there are limitations to taking a purely cognitive approach as such a view fails to take account of the influenceof affective factors, the emotions, or of social and contextual influences.A social constructivist view of motivation⏹ A constructivist view of motivation centers around the premise that each individual is motivated differently. People willmake their own sense of the various external influences that surround them in ways that are personal to them, and they will act on their internal disposition and use their personal attributes in unique ways.⏹Therefore, what motivates one person to learn a foreign language and keeps that person going until he or she hasachieved a level of proficiency with which he or she is satisfied will differ from individual to individual. Besides, an individual’s motivation is also subject to social and contextual influences.A proposed definition of motivation⏹Motivation may be construed as: ⏹ A state of cognitive and emotional arousal ⏹which leads to a conscious decision to act, and ⏹which gives rise to a period of sustained intellectual and/or physical effort⏹in order to attain a previously set goal (or goals)A model of motivation⏹ A three-stage model of motivation:Internal factors⏹Intrinsic interest of activity ⏹Perceived value of activity ⏹Sense of agency ⏹Mastery⏹Self-concept⏹Attitudes⏹Other affective states ⏹Developmental age and stage ⏹genderExternal factors⏹Significant others ⏹The nature of interaction with significant others ⏹The learning environment ⏹The broader contextSuggestions for language teachers to understand motivation ⏹Recognize the complexity of motivation ⏹Be aware of both initiating and sustaining motivation⏹Discuss with learners why they carrying out activities ⏹Involve learners in making decisions related to learning the language ⏹Involve learners in setting language learning goals ⏹Recognize people as individuals ⏹Build up individuals’ beliefs about themselves ⏹Develop internal beliefs ⏹Help to move towards a mastery oriented style ⏹Enhance intrinsic motivation ⏹Build up a supportive learning environment ⏹Give feedback that is informational Chapter 7How does the learner deal with the process of learning?⏹Learning strategies: ⏹Repeating words over and over again;⏹Listening attentively to try to distinguish words;⏹Trying to work out the rules of the language by forming hypotheses about how it works;⏹Trying out these hypotheses to see if they work;⏹Testing yourself to see if you remember words;⏹Guessing the meanings of unknown words;⏹Using your knowledge of language rules to try to make new sentences;⏹Rehearsing in your head what you are about to say;⏹Practicing the sounds of the language to yourself;⏹Asking a speaker to repeat something;⏹Pretending that you understand in order to keep the communication going. Skills and strategies ⏹ A distinction--- learning strategies are conceived of as operating at a level above skills, and can be seen as the executiveprocesses which manage and coordinate the skills. A learning strategy is like a tactic used by a player. It is a series of skills used with a particular learning purpose in mind. Strategies are purposeful and goal-oriented. Learning to learn ⏹Education is a lifelong process, one purpose of which is to equip learners to cope in a changing world.⏹Important concepts: ⏹Autonomous language learner ⏹Self-directed learning ⏹Learner training⏹Learn how to learn Metacognitive strategies ⏹ A distinction between cognitive strategies and metacognitive strategies: ⏹Cognitive strategies are seen as mental processes directly concerned with the processing of information in order to learnthat is for obtaining, storage, retrieval or use of information.⏹Metacognitive strategies include ⏹An awareness of what one is doing and the strategies one is employing, as well as a knowledge about the actual processof learning;⏹An ability to manage and regulate consciously the use of appropriate learning strategies for different situations;⏹An awareness of one’s own mental processes and an ability to reflect on how one learners, namely, knowing about one’sknowing. Rubin’s ca tegories of strategies ⏹Learning strategies ⏹communication strategies ⏹Social strategies Here, learning strategies contribute directly to learning, while communication strategies and social strategies contribute indirectly to learning. Oxford’s list of 12 features of language learning strategies ⏹They contribute to the main goal, communicative competence.⏹They allow learners to become more self-directed.⏹They expand the role of teachers.⏹They are problem oriented.⏹They are specific actions taken by the learner.⏹They involve many aspects of the leaner, not just the cognitive.⏹They support learning both directly and indirectly.⏹They are not always observable.⏹They are often conscious.⏹They can be taught.⏹They are flexible.⏹They are influenced by a variety of factors.Procedures for strategy training ⏹O’malley and Chamot’s:⏹Preparation ⏹Presentation ⏹Practice ⏹Evaluation ⏹expansionChapter 8The place of tasks in the language classroom ⏹Definition---a forum within which meaningful interaction between two or more participants can take place. The natureof a task is interactional.⏹Components of a task (Nunan1989, 1993): ⏹Input data⏹Activities/procedures ⏹Goals⏹Roles of teachers⏹Roles of learners⏹setting⏹Theme–centered interaction (Legutke and Thomas 1991):Grading tasks and task difficulty ⏹Nunan’s analysis of factors affecting task difficulty: ⏹The grammatical complexity of the text;⏹The length of the text; ⏹The propositional density;⏹The vocabulary used;⏹The speed of listening texts and the number of speakers involved;⏹The explicitness of the information;⏹The genre, discourse structure and sequencing of items in the text;⏹The amount of support in the form of pictures, etc.Prabhu’s five contributing factors ⏹The amount and type of information provided;⏹The amount of reasoning or cognitive operation needed;⏹The precision needed;⏹The learners’ knowledge of the world and familiarity with the purposes and constraints of the task;⏹The degree of abstractness of the concepts dealt with in the task. Bri ndley’s contributing factors ⏹Relevance to the learner;⏹Complexity;⏹Amount of context provided and knowledge of the world required;⏹Linguistic demands;⏹Assistance given;⏹Accuracy required;⏹Time available.A cognitive processing approach⏹Feuerstein’s cognitive map⏹Instrumental enrichment Feuerstein’s cognitive map ⏹The cognitive map is a model that represents the significant factors involved in the performance of any mental act.⏹Seven elements of the cognitive map: ⏹The universe of content ⏹The modality or language ⏹Level of complexity ⏹Level of abstraction ⏹Level of efficiency ⏹The cognitive operations⏹Phase3 aspects of learning phases⏹Input stage⏹Elaboration stage ⏹Output stage Litz’s development of Feuerstein’s theory ⏹Input includes arousal, sensation, attention and perception ⏹Elaboration includes short- and long-term memory, processing skills and executive systems ⏹Output includes the execution of some kind of response or performance which may involve verbal, written, gestural, orfigural communication Instrumental enrichment ⏹ A series of some 400 cognitive tasks constructed by Feuerstein and his co-workers by means of the cognitive map toteach the skills of thinking, problem-solving and learning-how-to-learn. Instruments of IE programme ⏹Organization of Dots ⏹Analytic Perception ⏹Orientation in Space (1) ⏹Orientation in Space (2) ⏹Comparisons⏹Illustrations⏹Family relations ⏹Instructions⏹Temporal relations⏹Categorizations ⏹Numerical progressions ⏹Representative Stencil Designs ⏹Syllogisms⏹Transitive RelationsAn educational perspective on tasks⏹Tasks can be seen as a manifestation or embodiment of the theories of learning subscribed to by teachers and theirperceptions of the whole spectrum of the teaching-learning process. Teachers will select tasks which reflect their beliefs about teaching and learning, including beliefs about such aspects as co-operation or competition, learners’ roles, learning style, independence, level of challenge and so on.⏹The ways in which teachers mediate in their presentation of tasks is a crucial aspect of any debate on learning tasks.⏹The learners make sense of the activities or experiences provided for them.A summary about tasks⏹Tasks are seen as pivotal in the interaction between teachers and learners. They provide one of many routes throughwhich teachers and learners convey attitudes and messages about the learning process to each other, as well as providinga vehicle within which learning takes place.⏹Besides, a consideration of the way in which tasks are presented, mediated, carried out and evaluated is also important.⏹Even the most innovative and well-designed tasks can be used in a range of different ways. Chapter 9 The learning context⏹Why study learning environments?⏹Learning never takes place in a vacuum. An understanding of the ways in which aspects of the environment affectlearning is particularly important for language teachers and learners, which can be understood from two levels.⏹At the broadest level, it is clear that national and cultural differences have a profound influence upon the development ofa language and the way in which it is used. At another level, a country’s educational system will affect the learningenvironment.⏹At an even more basic level, the immediate physical environment of the classroom and the nature of the personalinteractions which occur within it will have a profound influence upon whether, what and how any individual learns a language.Ecological perspectives⏹Bronfenbrenner (1979)⏹ 4 different levels: microsystem, mesosystem, ecosystem, macrosystem Environmental references⏹Learning Style Inventory (Dunn et al 1986)4 learning conditions:⏹Environmental⏹Emotional⏹Sociological⏹PhysiologicalClassroom structure⏹The emphasis is on the ways in which learning experiences have been organized and whether one form of organizationis necessarily any better than another.⏹The main debate is on whether learners learn better in competitive, cooperative or individualistic environments. Teacher behavior as part of the learning environment ⏹Instructional-methodological aspect, such as the selection of content and materials, methods, strategies and forms ofassessment⏹Interpersonal aspect which is social and emotional, and which concerns the creation and maintenance of a positive andwarm classroom atmosphere conducive to learning. Individual perceptions of environments。

简明国际神经精神访谈中文版MINI版

简明国际神经精神访谈中文版目录译者着 (1)5.0.0由于水平有限，翻译中可能还有不足，希望在将来的使用中接受检验和修正，希望大家批评指正。

免责声明我们的目的是协助医生或临床研究者更有效和更准确地评估及探索病人的情况。

在对本方案收集及处理的任何资料采取任何行动之前，必须先获得持有执照的临床医师的审核和解释。

这个方案并非为替代有资格的持有执照的医生——精神科医生进行完整的医疗和次F33.xA’抑郁发作伴忧郁特征（备选）现患（过去2星期）□296.20-296.26单次F32.x【MDE WITH MELANCHOLIC FEATURES(optional)】296.30-296.36复次B 心境恶劣（DYSTHYMIA）现患（过去2年）□300.4 F34.1C 自杀（SUICIDALITY）现患（过去1个月）□□E□F300.22G社交恐惧症（社交焦虑障碍）现患（过去1个月）□300.23 F40.1【SOCIAL PHOBIA(Social Anxiety Disorder)】H强迫症现患（过去1个月）□300.3（OBSESSIVE-COMPULSIVE DISORDER）I创伤后应激障碍（备选）现患（过去1个月）□309.81F43.1J】USEF11.2/F 19.1L精神病性障碍（PSYCHOTIC DISORDER）终身+ □295.10-295.90/现患297.1//297.3/ -F29293.81/293.82/307.1307.51300.02P301.7 F60.2【ANTISOCIAL PERSONALITY DISORDER（optional）】指导语Ｑ访谈为了使访谈尽可能简短，在进行正式会谈之前，请先告诉病人你将会进行一个定式临床访谈，会问一些关于心理状况的精简和具体的问题，请患者用“是”或“不是”来回答。

Ｑ常规形式（括号内下划线）的句子是该症状的临床举例，有助于进一步解释问题，可以读给病人听。

2017知到智慧树趣味心理学答案单元测试答案

2017知到智慧树趣味心理学答案单元测试答案2017智慧树Introduction to Psychology趣味心理学智慧树答案课后题答案第一章1【单选题】(2分)Theideathathumanbehaviorisgovernedbyaphysicalcomponentandanonphysica l(i.e.,spiritual)componentisreferredtoas____A________. A.dualismB.materialismC.empiricismD.rationalism2【单选题】(2分)WhatdoesLuigiGalvani'sresearchwithappliedelectricalcurrentssuggest?BA.Humanbehaviourisacombinationofmechanicalandspiritualcomponents.B.Humanbehaviouriscausedbyelectrochemicalprocesses.C.Thebrainisdividedintoareasforspecifictasks.D.Thebrainisnotdividedintoareasforspecifictasks. 3【单选题】(2分)WhoiscreditedwiththedevelopmentofCartesianDualism? DA.JohnLockeB.JamesMillsC.LuigiGalvaniD.ReneDescartes4【单选题】(2分)WhatphilosophicalviewofhumanbehaviorisbestsupportedbytheworkofPaulBr oca? AA.MaterialismB.DualismC.EmpiricismD.Existentialism5【单选题】(2分)Accordingtomaterialism,whatisthecauseofhumanbehaviour? BA.SpiritualinductionB.PhysicalmechanismsC.InternalmotivationsD.Emotionalstates6【单选题】(2分)Determiningwhethersomethingistrueorfalsebyobservingitthroughexperime ntationiscalled__D___________.A.naturalismB.philosophyC.inferenceD.empiricism7【单选题】(2分)WhatwasWilliamJamesmaincontributiontothefieldofPsychology? BA.ConductingthefirstlaboratorybasedresearchexperimentsB.GeneratingandpublishingideasaboutpsychologicaltopicsC.MeasuringthespeedofneuraltransmissionrateD.Trainingobservershowtoperformintrospection 8【单选题】(2分)Whoisrecognizedasbeingthefirstpsychologist? C A.ErnstWeberB.SigmundFreudC.WilhelmWundtD.HermannVonHelmholtz9【单选题】(2分)Introspectionisatechniquewhereinapersonreflectsuponandreportstheirpe rsonalexperience.Earlyscientistscriticizedthistechniquebecauseitwas__ ____D______.A.IndirectandobjectiveB.DirectandsubjectiveC.DirectandobjectiveD.Indirectandsubjective10【单选题】(2分)AccordingtoFreud,psychologicalproblemsarisefromconflictbetweenthe___ ___C____andthe________.A.Id;EgoB.Super-ego;EgoC.Super-ego;IdD.Conscious;Subconscious11【单选题】(2分)AccordingtoFreud,whatisthepartofourpsychethatisinstinctuallydrivenby ourbasicneeds,wantsanddesires? AA.IdB.Super-egoC.EgoD.Conscience12【单选题】(2分)AccordingtoFreud,whatisthepartofthepsychethatattemptstobalanceimmedi ategratificationandsocietalnorms? B A.Super-egoB.EgoC.IdD.Preconscious13【单选题】(2分)WhatisthebestwaytodescribeFreudsapproachtopsychology? AA.MedicalB.ScientificC.EmpiricalD.Epistemological14【单选题】(2分)AccordingtoFreud,whatisthepartofourpsychethatismostinterestedinmaintainingsocietalnormsanddecency? C A.IdB.EgoC.Super-egoD.Personality————————————————————————需要购买完整版答案联系QQ 201805998————————————————————————第二章1【单选题】(2分)Whatisthebranchofpsychologycalledwhereresearchersstudyhowgroupsworktogetherandpeopleinteractwitheachother?A.IndividualPsychologyB.SocialPsychologyC.HumanisticPsychology D.Cross-culturalPsychology 2【单选题】(2分)Whichpartofthescientificprocessisobservationalresearchbestsuitedfor?A.GeneratinganswersB.GeneratingquestionsC.EstablishingtheoriesD.Refutingtheories3【单选题】(2分)Iftheamountoftimeastudentspentstudyingwaspositivelycorrelatedwithgra desachieved,whatwouldweexpecttoseeifsomeonehadlowgrades?A.ThestudentdidnotspendalotoftimestudyingB.ThestudentspentalotoftimestudyingC.AstrongnegativecorrelationD.Thereisnotenoughinformationtodeterminecorrelation 4【单选题】(2分)Apositivecorrelationbetweentwovariablesmeansthatas_______.A.onevariableincreases,theothervariableincreasesB.onevariableincreases,theothervariabledecreasesC.onevariabledecreases,theothervariablestaysthesameD.onevariabledecreases,theothervariableincreases 5【单选题】(2分)Ascatterplotthatshowsatrendlinethattravelsdowntotherightwoulddemonst ratewhattypeofcorrelation?A.weakcorrelationB.positivecorrelationC.negativecorrelationD.nocorrelation6【单选题】(2分)WhatdoesSRstandforinbehavioralpsychology? A.StimulusResponseB.SecondaryReactionC.SelectiveResponseD.StimulationReaction7【单选题】(2分)WhatdidtheLittleAlbertExperimenttellusabouttherelationbetweenstimuli andresponses?A.ResponsestostimulicannotbeconditionedB.ResponsestostimulicanbeconditionedC.ConditionedresponsescanbeeliminatedD.Conditionedresponsescannotbeeliminated 8【单选题】(2分)Whydoescognitivepsychologyconsiderthecomputertobegoodanalogyofthehum anbrain?A.ItrecordsinformationasbinarycodeB.ItstoresvastquantitiesofinformationC.ItsoperationscannotbeseenD.Itprocessesinputandgeneratesoutput 9【单选题】(2分)Whatpracticemakespsychologyascienceratherthanjustacollectionofideasa ndarguments?A.FormaldebatesB.PublishingjournalarticlesC.ExperimentationD.Publicfunding第三章1【单选题】(2分)At-testisaratioof___________to___________.A.expectedvalues;observedvaluesB.between-groupdifferences;within-groupdifferencesC.success;failureD.highestscores;lowestscores2【单选题】(2分)At-testisanexampleof__________statistics. A.descriptiveB.inferentialC.scientificD.conclusive3【单选题】(2分)Theuppercurvesofthebrainarecalled______________,whilethedeepgroovesa recalled________________.A.fissures,gyriB.gyri,greymatterC.gyri,fissuresD.whitematter,fissures4【单选题】(2分)Whatistheorderofneuronstructuresfromreceivinginformation,processingi nformationandsendinginformation?A.dendrites,cellbody,axonB.axonterminal,cellbody,dendritesC.terminalbuttons,dendrites,cellbodyD.synapticcleft,cellbody,dendrites 5【单选题】(2分)Whydoesthesurfaceofthebraincontainfolds? A.TheylookstylishB.PressurefromcerebralfluidsC.TomatchthegroovesontheinsideoftheskullD.Theyallowformorebraintissuetofitintheskull 6【单选题】(2分)Constrictingpupils,stimulateddigestiveandsalivationactivityandconstr ictinglungsareduetotheactivationofthe_________________system.A.sympatheticB.parasympatheticC.centralnervousD.somatic7【单选题】(2分)Theperipheralnervoussystemlinksthebraintothe_________.A.spinalcordB.centralnervoussystemC.bodyD.skeletalsystem8【单选题】(2分)Whyisthebrainstemconsideredtobeareptiliansystem?A.ItispresentinallreptilesB.ItisshapedlikeasnakeC.ItisattachedtothebrainstemD.Itisaprimitivebrainstructure 9【单选题】(2分)Damagetowhichstructureofthebrainwouldresultindeficitsinmotorlearning andtheproductionofuncoordinatedmovements? A.CerebellumB.MedullaC.PonsD.Amygdala第四章【单选题】(2分)Whatimpairmentwouldyouexpecttoseeinanindividualwithdamagetotheirprim aryvisualcortex?A.ColorblindnessB.BlackspotsintheirfieldofvisionC.InattentionalblindnessD.Problemswithdepthperception2【单选题】(2分)Whatistheprocesscalledinwhichthebrainorganizesandinterpretsvisualinf ormation?A.SensationB.ProprioceptionC.PerceptionD.Visualorganization3【单选题】(2分)Seeingasmall,red,shinyobjectisknownas______________,whereasknowingth isobjectisanappleisknownas_____________. A.sensation;perceptionB.perception;sensationC.proprioception;sensationD.perception;proprioception 4【单选题】(2分)Anindividualwhoisunabletounderstandspeechwouldmostlikelyhavedamageto whichareainthetemporallobe? A.BrocasB.SomatosensorycortexC.CerebellumD.Wernickes5【单选题】(2分)Whatistheprimaryroleofthetemporallobe?A.AuditoryprocessingB.VisualprocessingC.PosturalbalanceD.Motorfunctioning6【单选题】(2分)Whatisthetermthatreferstoknowledgeofwhereapersonsbodypartsarelocated inspace?A.LocalizationB.ProprioceptionC.NociceptionD.Psorioception7【单选题】(2分)Whyismorecorticaltissueinthesomatosensorycortexdevotedtothelipsthant otheelbows?A.LipsarelargerthantheelbowB.WeuseourlipsmorethanweuseourelbowsC.LipsrequiremoresensoryinputD.Elbowsrequiremoresensoryinput 8单选题】(2分)Whatisthetermusedtodescribetheinabilitytoswitchstrategiesfollowingda magetothefrontallobes?A.PerseverationerrorsB.DisruptivebehavioralstrategiesC.NoncommittalphobiaD.Obsessivedetermination9【单选题】(2分)Whatistheprimaryroleofthefrontallobes? A.Memorystorageandretrieval plexcognitivefunctions C.AuditoryprocessingD.Motorinput第五章1【单选题】(2分)Severingwhatbrainstructureresultsinsplitbrainsyndrome?A.CorpuscallosumB.CerebellumC.Whitecorticalmatter D.Frontallobe2【单选题】(2分) Whatistherawinputofinformationorsignalsfromtheenvironmentcalled?A.PerceptionB.ProprioceptionC.SensationD.Transduction 3【单选题】(2分) Whatcellsintheeyeareresponsibleforedgedetection?A.GanglionB.BipolarC.EdgeD.Fovea4【单选题】(2分) Whatphotoreceptorsoftheeyesreacttolotsoflightorcolor?A.ConesB.RodsC.RetinaD.Pupil5【单选题】(2分)Weareabletosense________.A.mostoftheenergycomingatus,probablymorethan90%B.alloftheenergycomingatusfromtheworldC.energythatiscomingfromsourcesotherthatthoseintheworldaroundus6【单选题】(2分)Conesaremorecommonatthe______oftheeyewhereasrodsaremorecommoninthe__ ______.A.periphery;foveaB.focalpoint;irisC.fovea;peripheryD.back;front7【单选题】(2分)Understandinghowvisualelementsgrouptogetherwasamajorfocusofthosestud ying__________psychology.A.psychophysicalB.developmentalC.socialD.gestalt8【单选题】(2分)Whenwelookatsomevisualscene,whatwetendtoconsciouslysee___________.A.arepatternsoflightanddarkB.arelinesandshapesatdifferingorientiationsC.isacollectionofobjectsD.arepatchesofcolour第六章1【单选题】(2分)AtwhatagedochildrenbegintodevelopaTheoryofMind?A.1-2yrsB.3-5yrsC.5-7yrsD.7-9yrs2【单选题】(2分)Whatisthecapacitytoevaluateourselvesandouractionsfromtheperspectiveo fanotherpersoncalled?A.ExternalPerspectiveB.IntrospectionC.TheoryofMindD.SocialEvaluation3【单选题】(2分)Ifgeneticsisplayingastrongroleintheproductionofabehaviour,thenwewoul dexpectidenticaltwinstohave________concordanceonmeasuresofthatbehavio ur.A.lowB.highC.someD.no4【单选题】(2分)Whatistheevolutionaryprocesswhereinbeneficialtraitsthatpromotesurviv alarepasseddownfromparenttochildcalled?A.GeneticSelectionB.ArtificialSelectionC.ReproductiveSelectionD.NaturalSelection5【单选题】(2分)Accordingtobehaviourists,thegraspingreflexinhumanbabiesandtheimprint ingbehavioursinbabyducksarebothexamplesof_________behaviours. A.learnedB.innateC.primitiveD.infantile6【单选题】(2分)Whatistheinhibitionofinappropriatenaturalresponsestoastimulusafterre peatedexposurescalled?A.ConditioningB.AdditionC.DiscontinuationD.Habituation7【单选题】(2分)If,afterdoingmanyconditioningtrials,aresearcherpresentstheconditione dstimulusbutDOESNOTfollowitwiththeunconditionedstimulus,theresearchislik elyexamining_______.A.extinctionB.counter-conditioningC.unlearningD.spontaneousrecovery8【单选题】(2分)Thegrasping,steppingandcrawlingreflexesallillustratethatsomebehaviou rs___________.A.canbelearnedevenwhileinthewombB.donothavetobelearnedC.aredifferentindifferentculturesD.aredifferentfordifferentgenders第七章1【单选题】(2分)Throughobservationallearningchildrenwilloften________thenegativebeha viourstheyseearoundthem.A.mimicB.avoidC.reportD.ignore2【单选题】(2分)AlbertBandurasresearchonobservationallearninginchildrenshowedthatwhe nachildseesanotherchildhitaBobodoll,heorshewasmorelikelyto_________th edoll.fortB.fixC.hitD.ignore3【单选题】(2分)Whatisthecomponentofworkingmemorythatisusedtosolveproblems?A.SensoryInputB.CentralExecutiveC.VisuospatialSketchpad D.PhonologicalLoop4【单选题】(2分)Whatmemorysystemismostcloselyrelatedtoourconsciousexperienceofthewor ld?A.ProceduralMemoryB.WorkingMemoryC.EpisodicMemoryD.SemanticMemory 5【单选题】(2分)Existingmemoriescanbeusedas___________cuestohelpyouremembernewinform ation.A.retrievalB.encodingC.episodicD.semantic6【单选题】(2分)Intermsofmemory,whatisprimarytheproblemwithusingeye-witnesstestimonyasevidenceinlegalcases?A.Itcanleadto"hesaid,shesaid"situationB.MemoriesareaffectedbythewayquestionsareaskedC.Therearenoproblemswitheye-witnesstestimonyD.Thewitnesscouldeasilylieabouttheevent 7【单选题】(2分)Whensomebitofinformationisencounteredacrossrepeatedbutdifferentconte xts,thatinformationultimatelyresidesin_________. A.episodicmemoryB.proceduralmemoryC.semanticmemoryD.musclememory8【单选题】(2分)"Memory"shouldbestbethoughtofasa__________. A.singularverbB.PluralverbC.pluralnounD.singularnoun正确?第八章1【单选题】(2分)Learninganewskill,suchastyingashoelace,isanexampleofwhattypeofmemory?A.EpisodicB.SemanticC.ProceduralD.Perceptual2【单选题】(2分)Whatisthetermforapersonwhopretendstobeaparticipantinanexperiment,butisactuallyworkingwiththeexperimenters?A.DupeB.ConfederateC.ConfabulatorD.Imitator3【单选题】(2分)Whatdidthe"Milgram"experiment,inwhichparticipantswereaskedtoinflictelectricalshocksonotherparticipants,tellusabouttheinfluenceauthoritycanhaveontheaverageperson?A.Mostpeoplewillconformtoauthorityevenwhenaskedtoperformimmoralorune thicalbehaviorsB.Mostpeoplewillconformtoauthorityunlessaskedtoperformimmoraloruneth icalbehaviorsC.Mostpeoplerejectauthorityandrefusedtoevenparticipateintheexperimen tD.Everypersonwillconformtoauthorityevenwhenaskedtoperformimmoralorunethi calbehaviors4【单选题】(2分)Apersonwhoclaimsthatanegativepersonaleventistheresultoftheirsituatio norotherpeople'sbehaviorisdemonstratinga(n)__________locusofcontrol.A.internalB.deferredC.externalD.ulterior5【单选题】(2分)Whathypothesisassertsthatgoodthingshappenstogoodpeopleandbadthingsha ppentobadpeople?A.JustWorldB.NewTestamentC.KarmicLawD.NaturalBalance6【单选题】(2分)Ashprovidedseveralexperimentsshowingthatpeoplewillagreewithotherseve nwhentheyknowthoseothersarewrong.Thissortofbehaviouriscalled__________.A.individuationB.peer-connectednessC.conformityD.sheepwalking7【单选题】(2分)Oneofthenegativesofthehumantendencytoconformisthat_______.A.itcanmakepeoplenotthinkabouttherationalbasisofcertainbehaviours.B.itmakespeoplefeelmorecomfortablewithothers.C.itprovokespeopletocomeupwith"crazyideas".D.itmakespeoplefeelboredwithlife.8【单选题】(2分)ParticipantsinMilgram'sexperimentsonauthoritybelievedtheywere_______ ____.A.designingabetterwayofdoingtestsB.causingpainandsufferingtoanotherrmingresearchonprejudiceanddiscriminationD.helpingtounderstandthepsychologicalcomponentsofstress ?第九章1【单选题】(2分)Onaverage,amanwillperceivewomenasmoreattractivewhentheirswaistsare__ _____tenthsthesizeoftheirhips.A.sevenB.sixC.eightD.nine2【单选题】(2分)Onaverage,apersonwillfindanotherpersonmoreattractiveiftheotherperson has_________pupils.A.smallerB.darkerC.lighterrger3【单选题】(2分)AmajorrecentconceptualshiftbetweentheDSM-IVandtheDSM-Visthatthediagnosisofmentaldisordersisnowregardedmoreasa______________andlessofa______________.A.continuum;classificationB.classification;continuumC.art;scienceD.science;art4【单选题】(2分)Whentalkingaboutmentaldisorders,whatistheprimarycautionthatStevehasr epeatedlymade?A.MentaldisordersareextremelyrareB.Weallhaveoneormorementaldisorders,evenifundiagnosedC.LearningaboutmentaldisordersmakesyouseethemeverywhereD.Allpersonswithmentaldisordersaredangerous 5【单选题】(2分)Whatismultiplepersonalitydisordernowcalled? A.DissociativeAmnesiaB.DissociativeIdentityDisorderC.DissociativeFugueD.DoubleDissociation6【单选题】(2分)Apersonwithamentaldisorderthatcausesthemtoconstantlythinkthattheresh oelaceiscominguntied,andthereforecontinuallybendsdowntochecktheirshoe laceslikelyhaswhatdisorder?A.PostTraumaticStressDisorderB.RecurringThoughtDisorderC.ImpulseControlDisorderD.ObsessiveCompulsiveDisorder7【单选题】(2分)Whathasapersonexperiencedifheorshecan'trememberanythingabouttheirlifeand,thus,startsanentirelynewlife--onlytohavetheoriginalmemoriesreturnseveralyearslater?A.DissociativeFugueB.DissociativeIdentityDisorderC.DissociativeAmnesiaD.DoubleDissociation8【单选题】(2分)Whatclassofmentaldisordersarepregnantwomenparticularlysusceptibleto?A.PersonalityB.DissociativeC.EmotionalD.Anxiety9【单选题】(2分)Whatmentaldisorderischaracterizedbyextremeemotionalhighsfollowedbyex tremeemotionallows?A.HypomanicDisorderB.EmotionalInstabilityDisorderC.BipolarDisorderD.MajorDepressiveDisorder第十章1【单选题】(2分)Whattypeofschizophreniacausesthepersontobecomerigidandunabletomove?A.ParanoidB.CatatonicC.DisorganizedD.Residual2【单选题】(2分)Inschizophrenia,whatisthetermforthesymptoms,suchasauditoryhallucinat ions,thatcausetheadditionofnon-existentinformationtoaperson'sperceptionoftheworld?A.PositiveB.NegativeC.IllusoryD.Inductive3【单选题】(2分)Whatisthecommontermforthemostextremeversionofapersonwithanti-socialpersonalitydisorder?A.SociopathyB.PsychopathyC.MaladjustmentDisorderD.Reclusivity4【单选题】(2分)Freud'spracticeofpsychoanalysisisanexampleofwhattypeoftherapy?A.HypnosisB.Client-CenteredC.InsightD.Cognitive-Behavioral5【单选题】(2分)Whattypeofpsychologicaltherapydoesnotdirectthepatient,butinsteadprov ideshelpandsupporttothepatient,withthegoaloflettingthepatienthelpthem selves?A.PsychoanalysisB.HumanisticC.HypnosisD.Cognitive-Behavioral6【单选题】(2分)Whattypeoftherapywouldmostlikelybeusedforapersontryingtoovercomeafea rofheights?A.HumanisticB.PsychoanalysisC.SystematicDesensitizationD.Hypnosis7【单选题】(2分)Theoryofmindreferstotheabilitytoknowwhatsomeoneelseis:A.FeelingB.ThinkingC.SeeingD.Doing8【单选题】(2分)Client-centeredtherapyisoneexampleofa(n)_________therapy.A.psychoanalyticB.cognitive-behaviouralC.humanistD.insight。

PSYCHOLOGY - A Very Short Introduction

P6: The whole is greater than the sum of the parts.Cognitive psychology, which is the branch of psychology that studies such internal process.Sigmund Freud‟s theories about the continuing influence of early childhood experiences and about the theoretical psychological structures he named the ego, id, and superego, drew attention to unconscious processes.P7: Any science can only be as good as the data on which it is based.P8:Correlational methods: assessing the strength of the relationship between two or more variables, such as reading level and attention span. This is a method of data analysis, rather than data collection.Observation of behavior: the behavior in question must be clearly defined, and methods of observing it should be reliable. Observations must be truly representative of the behavior that is of interest.Case studies: particularly useful as a source of ideas for future research, and for measuring the same behavior repeatedly under different conditions.Self – report and Questioning studies: these provide subjective data, based on self – knowledge (or introspection), and their reliability can be ensured through good test design and by standardizing the tests on large representative samples.Interviews and surveys: also useful for collecting new ideas, and for sampling the response of the population in which the psychologist is interested.P31: Classic condition was first explored and understood by Pavlov, working with dogs in the 1920s.P32: Operant condition, first investigated by B. F. Skinner, explains the part played by reinforcement in learning.P33: Reinforcement thus provides the fuel for the learning machine.P34: Observational learning, learning by imitating or watching others, provide a short cut, which bypasses the need for trial and error and immediate reinforcement on which association learning depends.P35: Remembering is not just a question of making an accurate record of the information we receive, but involves fitting the new information into what is already there and creating a narrative that makes sense.P36: So memory, just like perception, is both selective and interpretive. It involves construction as well as reconstruction.P37: Evan when we do remember details accurately, the details we remember are not fixed in our memories, but remain changeable.P40: So, we now see that learning and memory are also active, constructive processes.In order to make the best use of what stays in the mind, it may be more important to remember meanings, and to learn how to find out the details, than to remember precisely what happened.Philosophers and logicians distinguish three types of reasoning which are useful for solving different kinds of problems: deductive, inductive, and dialectical reasoning.P46: Our thinking is based towards reinforcing our current beliefs and away from accepting information that contradicts them.Indeed our thinking is subject to many illogical but useful biases.P47: As William James put it, …a great many people think they are thinking when they are merely rearranging their prejudices‟.Reasoning is hard work, and often places a heavy load on memory.P48: Self – esteem can improve when people are right (or on the winning side) and fall when they are wrong (or on the losing side).Simplified ideas, presented to us in ways likely to divert or entertain, can be picked up even if watching TV mindlessly while doing something else.P49: Problem solving has been studied by psychologists for about 100 years, and one of the topics in which they have been particularly interested is the way it is influenced by past experience – by information stored in memory.P50: Developing a mental set prevents us having to reinvent the wheel each time we face a problem but slow us up when face with a new set of difficulties.Primary motives help us to satisfy basic needs, such as those for foods, drink, warmth, and shelter.P57: Second motives (such as friendship or freedom – or …honor, power, wealth, fame and the love of woman‟s according to Freud) are acquired or learned.P58: Maslow believed that higher needs will only emerge when lower level needs are satisfied.Man cannot live by bread alone.The basic idea in homeostatic drive theory is that it is important to maintain a reasonably constant internal environment. Any move away from this, or imbalance, prompts action to restore the balanced state.P59: The motivation to continue the behavior decreases as the drive is satisfied.Goal setting has been shown to improve performance in 90 percent of the relevant studies.P61: So that homeostatic drives play a central part in determining primary motivates, and cognitive factors such as goals are more influential in determining secondary motives.P62: The five components psychologists distinguish are physiological (heart rate and blood pressure changes), express (smiling, frowning, slumping in a chair), behavioral (making a fist, running away), cognitive (perceiving a threat, danger, loss, or pleasure), and experiential (the complex of feelings experienced).P86: The way in which intelligence is defined influence the tests that are designed to measure it.P87: A fundamental difficulty is that they do not measure intelligence itself, but attempt to measure the qualities that are thought to reflect it. They have been validated primarily in terms of educational achievement, which may be less of a product of intelligence and more a product of other factors such as class, opportunity, and motivation.P89: In fact, most ethnic groups score lower than white middle – class groups on IQ tests.There have been attempts to construct …culture – fair‟ tests, which do not ask for culturally biased information and may not use language at all.P90: In 1963 Cattell suggested that …fluid‟ intelligence is the inborn ability to solve abstract problems, whereas …crystallized‟ intelligence involves practical problem solving and knowledge, which comes from experience.P92: As a concept, personality is possibly even more central in psychology, and even more difficult to define than intelligence. Loosely speaking, personality reflects a characteristic set of behaviors, attitudes, interests, motives, and feelings about the world. It includes the way in which people relate to others and is thought to be relatively stable throughout life.P93: However, measuring personality suffers from similar difficulties as those inherent in measuring intelligence because, like intelligence, it cannot be measured directly – it can only be inferred from the behaviors that are thought to reflect it.P114: Thus, the match between the leader‟s personal qualities or leadership style and the requirements of the situation is crucial.P115: Changing one‟s behavior or attitudes as a result of perceived pressure from a person or group of people is called conformity.P121: Prejudice often involves stereotyping.P122: Several sources of evidence show that competition for resources can lead to prejudice.P124: Studies of obedience and conformity show that we are much more likely to be influenced by pressure from others than we realize, and they provide a framework for understanding why we are susceptible to such pressures.。

耶鲁大学心理学导论中英文字幕01

欢迎大家来到心理学导论的课堂I'd like to welcome people to Introduction to Psychology.我是保罗·布罗姆博士My name is Dr. Paul Bloom.是本门课程的教授I'm professor of this course.如果还有同学没领取教室前面的教学大纲If you haven't pick up the syllabus in front of the class请举手示意我Please raise your hand.我们有教学大纲吧Are we... Are we have syllabus?请举手示意我Please raise your hand研究生助教会发给你and the teaching fellow will bring it to you如果你还没领到教学大纲的话If you don't have the syllabus.大家也可以在这个网站上下载教学大纲The syllabus is also available on this website这个网站将会成为你学习本门课程This website will become important to you to的得力助手assist you to take this class.网站上资源里有教学大纲It will include the syllabus我会不定期更新which will occasionally be revised会非常及时well and advance所有的课程资料也会放在网上Also all of the class material will be on the site包括我所展示的幻灯片including copies of slides I'm presenting包括我现在放的这个课件including this slides right now.还有关于练习考试Practice and exam和每一次阅读作业的细节要求and every ditail on the reading assignments所以大家要经常登录这个网站So you have to use this website regularly以获取最新的课程信息to keep in touch with the course今天的课会很简短Today will be a short class只是帮助大家理清本课程的研究方向What I just wanna do today is orient you介绍一下课程tell you what this course is about我知道课程都在预选阶段I know this is a shopping period所以我希望让大家and I'll give you a good sence对课程有一个整体感知what you be in for, if you took this course.首先我会向大家展示I wanna go over本门课程的安排与考核the style of the classes,以及会涉及书目等等the evaluation the readings and so on.接下来我会给出一些And then I'll give you some examples我们会涉及话题的具体实例of some of the specific topics that would be covering.但在我开始之前But before I get started,我要告诉大家这个课程的一点特别之处I have to point out something a little bit unusual about this class我们会被录像We're being filmed.本课程是"耶鲁大学公开视频课程计划"This course is one of the seven courses chosen to begin 的七个实验课程之一the Yale University Open Educational Resourse Vidio Lecture Project那么这也就意味着And what's this means is,在本年度结束时that when the year's over所有的视频录像都会在网上these vidioes well be on the internet,免费对所有人开放free for anybody who wants to see them.希望它能够通过网络传播到各个国家And ideally will be access by people across many different countries为无法通过正常渠道接受大学教育的人们some of them wouldn't normally have access提供便利to the university education我视此为耶鲁之荣I see this is a good and honorable更是对资源的充分利用use of Yale resources.当然这也是耶鲁建立and of course, this is a part of"世界学术霸权"的大计Yale's plan for world domination.因此来自媒体创新中心的So, because of this, Yale University Production Team耶鲁大学节目制作组from the Center of Media Initiatives将会在教室后面全程录制本课程is gonna be taping all the class in there up there.这一计划的目标在于The idea is that让全世界看到真实的耶鲁课堂this should be the as honor truth as possiable让观看录像的人们获得与在座各位and the classroom experence should have centrally be the same同样的知识as they're not there.因此他们需要录制的是课程So there attention to tape the lecture也就是我和后面的幻灯片to tape me and sometimes the slides,而不会拍摄同学们but not tape your faces or voices.所以没有让各位签署授权协议So we're not having you sign the release forms两点需要说明第一Two things, one thing is就我而言我会尽量注意自己的言辞personally, I have to remind myself not to use profanity因为可能会有孩子观看'Cause children maybe watching.所以我会很注意So, I'll try not to do that另一件事情就是Result to another complex thing如果你们坐在第一排If you're in the front roll,或者前几排or second roll or third roll那么你们的头部It's possible that some part of your head,背部甚至脸部your back or even your face都可能被镜头扑捉到might end up on the film.如果你在证人保护计划之内If you're on a witness protection program或者是个逃犯级人物or you're sort of fugitive就尽量不要坐在前排了you probably don't want to sit on the front roll.各位要是现在想换到后排就放心换If people wanna kind of slide back,没关系的that's fine,我不介意as I'm talking好我们可以开始了Okay, we're ready.欢迎大家选择心理学导论这门课程I'd like to welcome people to this course, Introduction to Psychology.我是保罗·布罗姆博士My name is Dr. Paul Bloom.负责教授本门课程I'm professor of this course.本课程旨在让大家And what this is going to be在宏观上对人类心智研究形成基本的认识is a comprehensive introduction to the study of the human mind.因此我们讨论的主题会非常之广泛So, we are going to cover a very, very wide range of topics 其中囊括了大脑儿童语言性including brains, children, language, sex,记忆狂躁厌恶memory, madness, disgust,歧视以及爱恋等等racism and love, and many others.我们将会探讨的问题诸如We're going to talk about things like the proper explanation如何合理解释两性差异for differences between men and women;动物究竟能否学习语言the question of whether animals can learn language;我们作呕究竟因何而起the puzzle of what grosses us out;为何我们有些人会进食过量the problem of why some of us eat too much而我们又该如何阻止and what we could do to stop;为何当人们融入团体时会变得疯狂the question of why people go crazy in groups;我们同样关注research into你能否相信自己的儿时记忆whether you could trust your childhood memories;以及为何抑郁只存在于一部分人中research into why some of us get depressed and others don't.这门课一周两节The style of this is there'll be two lectures a week,也会有指定的阅读材料as well as course readings.要想在这门课中取得好成绩Now, to do well in the course,必须要认真听讲用心阅读指定书目you have to attend both the lectures and do the readings.两者内容会有些重叠There will be some overlap.有时In some cases,讲课的内容与阅读内容紧密相连the lectures will be quite linked to the readings.但部分的阅读内容But there will be some parts of the readings并不会在课上进行讨论that will not find their way into the lectures,也会有一些课堂内容and some lectures--some entire lectures完全与阅读材料无关that will not connect at all to the readings.因此想要学好这门课程So, to pursue this course properly你就必须两者兼顾you have to do both.这也就意味着What this means is that如果你落下了一节课你就要看笔记if you miss a class you need to get notes,你可以向朋友或者身边的同学借来看and so you should get them from a friend or from the person sitting next to you.我会把幻灯片放到网上The slides are going to be made available online.你不用抄我的课件So, one of the things you don't have to do is you don't have to write this down.你可以用自己的方式做笔记You take notes any way you choose,但如果你不想记笔记but if you don't get anything on there也大可直接下载课件it'll be available online.我会把它做成黑白板式上传I'm going to post it in a format which will be black and white方便同学打印and easy to print out所以完全不用担心笔记问题so you don't have to worry about this.但我要强调But again,看课件绝对不可能替代上课attending to the slides is not a substitute for attending class.我们的教材是There's a textbook,彼得·格雷的《心理学》第五版Peter Gray's Psychology, 5th edition,我们的阅读书目是and there's also a collection of short readings,格雷·马库斯主编的《诺顿读本》The Norton Reader edited by Gary Marcus.这是一本非常经典的教材It's an excellent textbook;当然读本也同样精彩it's an excellent collection,要求大家两本书都有and you should get them both.你能够在约克街的迷宫书店买到They're available at Labyrinth bookstore on York Street或者网购or you get them online.告诉大家一个小秘密上一期课我用了I should note that last time I taught the course我指定的教材是马库斯的读本I used the Marcus Reader,上学期马文·春教授指定的是and when Professor Marvin Chun taught his course last semester 彼得·格雷的第五版教材he used Peter Gray's 5th edition textbook.所以会有很多旧书So, there may be a lot of used copies floating around.大家大可以光明正大地拿来用You should feel free to try to get one of those.下面我们来说分数The evaluation goes like this.期中和期末我们各有一次考试There is a Midterm and there is a Final.期末考试不会拖到考试周The Final will not be held in the exam period,因为长假的魅力实在太大because I like to take long vacations.所以我把考试安排在了最后一次课上It will be held the last day of class.题型分为单项选择简答The exams will be multiple choice and short answer,还有填空之类的fill in the blank, that sort of thing.考试前我会把历年真题放在网上Prior to the exams I will post previous exams online,以便大家熟悉考试模式so you have a feeling for how these exams work and so on.还会同时上传复习大纲There will also be review sessions.本课程将于开学后三周开课Starting at the beginning of the third week of class也就是自下下周开始每周一上课that is not next week but the week after on each Monday我会提出一系列问题I'm going to put up a brief question or set of questions,要同学们思考并回答which you have to answer大家的答案要在周五前交给研究生助教and your answers need to be sent to your teaching fellow.周五会将各位研究生助教安排给你们大家And you'll be given a teaching fellow, assigned one, by Friday.这个作业不会很难This is not meant to be difficult.几分钟就能完成It's not meant to be more than five, ten minutes of work,这个作业的目的but the point of the question,要十几到二十分钟完成吧--15, 20 minutes of work,这个作业的目的在于激励大家but the point of the question is to motivate people跟上课程的进度并去阅读材料to keep up with the material and do the readings.这些作业会被评为"及格"或"不及格"These questions will be marked pass, fail.我希望大家在所有的问题上都能及格I expect most everybody could pass all of the questions但这只是想让大家不要掉队督促一下but it's just to keep you on track and keep you going.我们还要写一篇简短的书评There is a book review, a short book review,在临近期末的时候完成to be written towards near the end of the class.我在之后的课上会给大家讲详细的要求I'll give details about that later on in the semester.我还要求你们以被试的身份去参加实验And there's also an experimental participation requirement,下个星期我会给你们and next week I'll hand out一份关于要求的介绍a piece of paper describing the requirement.这项要求的重点在于让你们去亲身体会The point of the requirement is to give you all experience看看心理学到底在研究些什么actually seeing what psychological research is about同时也能够为我们的研究as well as to give us提供数百名的被试hundreds of subjects to do our experiments on.有时会有同学问到The issue sometimes comes up as to如何才能学好这门课程how to do well in the course.下面我来告诉你们该怎样做Here's how to do well.不要缺课Attend all the classes.一定要阅读指定的材料Keep up with the readings.最好是在上课前就已经阅读过指定材料Ideally, keep up with the readings before you come to class.我强烈建议大家建立一些学习小组And one thing I would strongly suggest is to form some sort of study groups,正式的或非正式的都可以either formally or informally.这样在考试之前Have people you could talk to你就能和大家一起讨论when the--prior to the exams or—她拍了下她旁边的人she's patting somebody next to her.希望你能认识他I hope you know him.事实上我会安排大家相互认识And in fact, what I'm going to do,这节课不会了因为这是节试听课not this class because it's shopping period.我不知道下节课会有谁来有什么情况I don't know who's coming next class, or what不过我会在课程开始的时候but I'll set up a few minutes prior,先安排几分钟at the beginning of the class,让你们向前后左右的同学for people just to introduce进行一番自我介绍themselves to the person next to them这样你们就能在这个班里so they have some sort of resource认识一些新同学了in the class.这是一门大班课程Now, this is a large class,如果你并不打算和周围人相互介绍的话and if you don't do anything about it,也就不会有什么人能够认识你了it can be very anonymous.也许你们有些人会选择这种做法And some of you may choose to pursue it that way当然这样做是完全可以的and that's totally fine.但我还是建议你们But what I would suggest you do与我们大家建立些联系is establish some contact with us,不论是和我还是和研究生助教either with me or with any of the teaching fellows,我会在下周向你们介绍研究生助教们and I'll introduce the teaching fellows sometime next week.你们可以在课前或课后与我们交谈You could talk to us at the beginning or at the end of class.如果没有什么特殊情况Unless there are special circumstances,我一般都会至少提前十分钟到教室I always try to come at least ten minutes early,我也愿意在课后和大家一起讨论问题and I am willing to stay late to talk to people.你们可以在我的办公时间来找我You could come by during my office hours,教学大纲上有写我的办公时间which are on the syllabus,你们也可以通过电子邮件跟我预约and you could send me e-mail and set up an appointment.我非常愿意同学生们一起讨论些好的想法I'm very willing to talk to students about intellectual ideas,讨论下学习困难之类的话题about course problems and so on.如果你们在校园里碰见了我And if you see me at some point just on campus,你们可以向我进行自我介绍you could introduce yourself碰见我教的学生我会很开心的and I'd like to meet people from this class.那么我再强调一遍So, again, I want to stress你们可以选择在这门课上默默无闻you have the option of staying anonymous in this class,但是你们也可以选择站出来but you also have the option of seeking out跟我们多多接触and making some sort of contact with us.好了Okay.刚才讲了些课程的规定That's the formal stuff of the course.那这门课讲了些什么呢What's this course about?与其他很多课程不同Unlike a lot of other courses,一些学生是带着非同寻常的动机some people come to Intro Psychology来上心理学导论这门课的with some unusual motivations.也许是你觉得自己疯了Maybe you're crazy所以希望能够不那么疯and hope to become less crazy .也许你想学会如何更好地学习Maybe you want to learn how to study better,想提升你的性生活质量improve your sex life,想为自己释梦interpret your dreams,想多交点交朋友and win friends想学会如何影响他人and influence people.作为选择这门课程的理由Those are not necessarily bad reasons这些倒也并不算太差to take this course,当然除了性这个方面and with the exception of the sex part,这门课实际上还是能够帮助你们this course might actually help you out解决一些问题的with some of these things.科学的心理学研究The study of scientific psychology能让你们更多地了解has a lot of insights of real world与我们日常面对的真实问题有关的relevance to real problems真实的世界that we face in our everyday lives.当这些问题出现的时候And I'm going to try-- and when these issues come up—我会强调这些问题I'm going to try to stress them并让你们试着思考and make you try to think about the extent想想我将讲到的实验室研究to which the laboratory research I'll be talking about对你们日常生活的影响can affect your everyday life:你们是如何学习的how you study,是如何与他人交流的how you interact with people,是如何说服他人去认同别人观点的how you might try to persuade somebody of something else,哪种心理治疗最适合你what sort of therapy works best for you.但实际上我觉得这门课的总体目标But the general goals of this course要比上面的这些更有意思are actually I think even more interesting than that.我所要做的What I want to do is就是向大家介绍在人文领域里to provide a state of the art introduction对最重要主题to the most important topic也就是对我们人类的研究现状that there is: us.人类大脑如何运作How the human mind works,我们如何思考how we think,又是什么让我们变成了现在的样子what makes us what we are.我们将从多个方面来理解这些问题And we'll be approaching this from a range of directions.所以传统上So, traditionally,心理学通常被分为以下五个子领域psychology is often broken up into the following--into five sub-areas:神经科学Neuroscience,通过观察大脑反应来研究心理which is the study of the mind by looking at the brain;发展心理学这是我的主要研究方向developmental, which is the area which I focus mostly on,研究人类是如何成长发育以及学习的which is trying to learn about how people develop and grow and learn;认知心理学cognitive,也许是五个子领域里which is the one term of the five对你们有些人来说最不熟悉的一个领域that might be unfamiliar to some of you,它用计算机方法来研究心理but it refers to a sort of computational approach to studying the mind,通常将心理比作计算机often viewing the mind on analogy with a computer并探究人类如何行动如言语理解and looking at how people do things like understand language,物体辨认游戏等等recognize objects, play games, and so on.还有社会心理学There is social,主要研究人类的群体行为which is the study of how people act in groups,如何与他人交流how people act with other people.最后就是临床心理学And there is clinical,这也许是当人们提到心理学时which is maybe the aspect of psychology最先想到的方面that people think of immediately when they hear psychology,它主要研究心理健康和心理疾病which is the study of mental health and mental illness.我们会涉及以上所有的领域And we'll be covering all of those areas.我们还会涉及一些相关的领域We'll also be covering a set of related areas.我坚信仅仅局限于心理学学科的学习I am convinced that you cannot study the mind是不可能让你有能力去研究人类心理的solely by looking at the discipline of psychology.心理学学科充满了心理如何发展的问题The discipline of psychology spills over to issues of how the mind has evolved.经济学和游戏理论如今已经成为了Economics and game theory are now essential tools理解人类思维和人类行为的重要方法for understanding human thought and human behavior—这些问题涉及哲学计算机科学those issues connecting to philosophy, computer science,人类学文学神学anthropology, literature, theology,以及许多其他的科学领域and many, many other domains.因此这门课程涉及到的方面将相当的广泛So, this course will be wide ranging in that sense.到现在为止我一直都在进行一些概述At this point I've been speaking in generalities我想通过给出五个so I want to close this introductory class我们将会涉及到的一些主题的例子by giving five examples of the sorts of topics来结束这节导论课we'll be covering.我以我们下周一要讨论的主题And I'll start with the topic that we'll be covering作为开始next week on Monday大脑The brain.这是一个大脑This is a brain.实际上这是个特殊人物的大脑In fact, it's a specific person's brain,有意思的是大脑上有个白色的小标记and what's interesting about the brain is that little white mark there.这是个女人的大脑It's her brain.是特丽·夏沃的大脑It's Terri Schiavo's brain.你们能更好地从她的照片上认出她You recognize her more from pictures like that.想象一下这样的情况And what a case like this,某人正陷于昏迷之中where somebody is in a coma,由于脑部损伤而失去了意识is without consciousness as a result of damage to the brain,这是心理活动的生理属性毫无修饰的图解is a stark illustration of the physical nature of mental life.我们所拥有的一切的生理基础The physical basis for everything that we normally hold dear,如自由意志意识道德和情绪like free will, consciousness, morality and emotions,我们的课程将会以此作为开始and that's what we'll begin the course with,讨论生理的东西如何能产生心理活动talking about how a physical thing can give rise to mental life.我们会讨论很多与孩子有关的问题We'll talk a lot about children.这实际上是个特殊的小孩This is actually a specific child.是我儿子扎卡里It's my son, Zachary,我的小儿子my younger son,扮成蜘蛛侠的样子dressed up as Spider-Man,不过这是在万圣节but it is Halloween.不对不是万圣节No, it's not Halloween.这个还是有故事可说的Well, there's more to say about that.我主要研究儿童的发展I study child development for a living我对很多问题都感兴趣and I'm interested in several questions.其中一个便是发展的问题So, one question is just the question of development.这个教室里的所有人都能讲英语Everybody in this room can speak也能听得懂英语and understand English.大家对于这个世界是如何运作的Everybody in this room has some understanding身体是如何运作的of how the world works,多少都有一些了解how physical things behave.大家对于他人对于人类如何行动Everybody in this room has some understanding of other people,都多少有些了解and how people behave.发展心理学家们所关心的问题And the question that preoccupies developmental psychologists 就是我们如何获得这些知识的is how do we come to have this knowledge,特别是and in particular,这其中有多少是固有的how much of it is hard-wired,内在的天生的built-in, innate.又有多少是文化的产物And how much of it is the product of culture,语言的产物或是教育的产物of language, of schooling?发展心理学家们使用了许多巧妙的方法And developmental psychologists use many ingenious methods试图将这些因素分开to try to pull these apart试图找出人性的基本成分and try to figure out what are the basic components究竟是什么of human nature.还有一个连续性的问题There's also the question of continuity.这时的扎卡里To what extent is Zachary, at that age,会在多大程度上一直保持不变going to be that way forever?你的人生又有多少是由命运决定的呢To what extent is your fate sealed?又在多大的程度上可能To what extent could--如果在你五岁的时候我见过你if I were to meet you when you were five years old那我可以描述出现在的你吗I could describe the way you are now?诗人威廉·华兹华斯写道The poet William Wordsworth wrote,"三岁定终身""The child is father to the man,"意思是你可以从孩子儿时的身影中and what this means is that you can see within every child 看出他或她成人后的样子the adult he or she will become.我们会去探索并质疑此话的正确性We will look and ask the question whether this is true.你的人格真会是这样的吗Is it true for your personality?你的兴趣也是这样吗Is it true for your interests?你的智力是这样的吗Is it true for your intelligence?与发展有关的另一个问题是Another question having to do with development什么让我们成为了如今的样子is what makes us the way we are?我们在很多方面都有所不同We're different in a lot of ways.大家的口味不尽相同The people in this room differ according to their taste in food.他们的智商也不同They differ according to their IQs;他们自信还是害羞whether they're aggressive or shy;他们是否喜欢男人女人whether they're attracted to males, females,都喜欢还是都不喜欢both or neither;他们是否擅长于音乐whether they are good at music;他们是政治上的自由派还是保守派whether they are politically liberal or conservative.为什么我们会不同Why are we different?对我们为什么不同的解释又是什么What's the explanation for why we're different?再一次And again,这可以从基因和环境的角度this could be translated in terms of加以理解a question of genes and environment.在多大程度上我们被我们的基因所决定To what extent are things the result of the genes wepossess?在多大程度上我们的个性To what extent are our individual natures the result of被如何抚养所决定how we were raised?在多大的程度上这些区别And to what extent are they best explained可以从相互作用的角度得到最佳的解释in terms of an interaction?一个常见的理论例如One common theory, for instance,是我们的父母塑造了我们的人格is that we are shaped by our parents.这一点被一位英国诗人菲利普·拉金This was best summarized most famously很好地总结了他写道by the British poet Philip Larkin who wrote,他们害了你They mess you up,你爸和你妈your mum and dad.他们不是故意的但事实却如此They may not mean to but they do.他们将他们身上的毛病传给了你They fill you with the faults they had还有灌输了许多其他的毛病and add some extra just for you.他说得对吗Is he right?这是很有争议的It's very controversial.你有一系列的You-- It's been a series of--关于父母在多大程度上起作用a huge controversy in the popular culture在流行文化里是有很大争议的to the extent of which parents matter我们将会在这门课里用很多的时间and this is an issue which will preoccupy us来讲这个问题for much of the course.另一个问题A different question:是什么使一个人如此迷人What makes somebody attractive?这可以在很多层面上问及And this can be asked at all sorts of levels但一个简单的层面就是什么才是好看but a simple level is what makes for a pretty face?这些就是So, these are,根据投票according to ratings,非常迷人的面孔very attractive faces.它们不是真人的面孔They are not the faces of real people.屏幕上面的这些是电脑生成的What's on the screen are computer generated faces一个高加索男性和一个高加索女性的面孔of a Caucasian male and a Caucasian female他们在现实世界中并不存在who don't exist in the real world.但是通过使用电脑合成But through using this sort of computer generation,然后问人们他们觉得这个长相如何and then asking people what they think of this face,那个长相如何what they think of that face,科学家多少了解到scientists have come to some sense怎样才算是迷人的面孔as to what really makes a face attractive,无论是在一种文化下还是跨文化的both within cultures and across cultures.这是当我们谈到社会行为时And that's something which we're going to devote some time to 要花一些时间去讲的东西when we talk about social behavior,特别是当我们谈到性的时候and in particular, when we talk about sex.迷人或是美丽并非仅仅指性Not all attractiveness, not all beauty of course, is linked to sex.比如说熊猫So, pandas for instance,像这只熊猫就是公认的可爱like this panda, are notoriously cute,关于这我并没有什么可说的and I don't have anything to say about it really.这只是一张可爱的图片It's just a cute picture .道德在我们生活中是极为核心的Morality is extremely central to our lives,我们要在大部分课中探讨的and a deep question, which we will struggle with一个深入的问题throughout most of the course,就是善与恶的问题is the question of good and evil,恶与善evil and good.这三张图展示了不同种类的恶These three pictures exemplify different sorts of evil.你可以将此称作机构性邪恶What you could call institutional evil产生于某人残忍地对待他人by somebody behaving cruelly toward somebody else,或许不是出于恶意perhaps not due to malice而是由于她所处的境况而导致but because of the situation that she's in.这是一张奥萨马·本·拉登的照片It has picture of Osama bin Laden,他是个被政治原因所驱使的杀人狂a mass murderer driven by political cause?然后是底下的这个人And then there's this guy on the bottom.有人知道他是谁吗Anybody know who he is?泰德·邦迪谁看出来了Ted Bundy. Who got that?给这位同学一个特写Film that man .不用了No.没错就是泰德·邦迪Ted Bundy, exactly,这就像是在我们去了解and that's like, before we get into诸如邪恶事物的专业知识之前the technical stuff like crazy-evil,我们会先想到and we're going to have to come to terms为什么人们会那样with why some people are like that.同样的情况又再次出现了And again, the same situation comes up.人性究竟是善还是恶Is it part of your nature to be good or bad或者说是否应当更多地归因于所处的环境or is it largely due to the situation that you fall in?有许多非常引人注目的实验And there's a lot of some quite spectacular experiments试图把这两者分开that try to tease that apart.如果我们要谈论恶If we're going to talk about evil,那么我们也应该谈谈善we should also talk about good.这是些众所周知的好人的照片These are pictures of two notoriously good men,奥斯卡·辛德勒和保罗·卢斯赛伯吉纳Oskar Schindler and Paul Rusesabagina,两人在不同的历史时期each who at different times in history冒着生命危险挽救了很多人的生命saved the lives of many, many people at great risk to themselves.大屠杀中的辛德勒Schindler in the Holocaust,以及另外一个人and then the other guy,我不知道他的名字怎么发音in and I can't pronounce his name卢斯赛伯吉纳在卢旺达Rusesabagina, in Rwanda.关于这两个人都有很好的电影And they both had real good movies made about them.但这些例子所表明的就是But what's interesting with these cases is你不可能提前预知you couldn't have predicted ahead of time他们会成为英雄that they would be heroes.。

心理学专业英语基础幻灯片

• positivism：a kind of PHILOSOPHY that is based only on real facts which can be scientifically proved, rather than on ideas.
BIOLOGY
Biology has two important influences: 1 Evolution - Darwin's suggestion that humans have evolved from other animals. The discoveries in genetics that followed from his evolutionary theroy have had many important implications for the study and understanding of bahaviour.
»Abstract Writing »Writing in Social Sciences »Writing in Natural Sciences
READINGS
心理学专业英语根底心理学·教育学专业英语改变心理学的40项研究〔中文版，英
文版〕
RESOURCES
英语字典〔牛津，朗文〕现代英汉-汉英心理学词汇 ://
derive:派生
roots:词根 mind:心灵；精神 soul:灵魂；心灵；精神
心理学这个单词是由psyche和logos这两个希腊词派生出来的，psyche的意思是心灵或精神，logos的意思是对……研究。
Psychology, therefore,literally means "study of the mind".

国外心理语言学课件12

Mask presented with alternatives above and below the target letter … participants must pick one as the letter they believe was presented in that position.
‘doctor ’ [doktə]
‘nurse’ [nə:s]
• Spreading activation from doctor lowers the threshold for nurse to fire – So nurse take less time to fire
Spreading activation network

Logogens specify word’s attributes

cat
dog
cap
e.g., semantic, orthographic, phonological

Activated in two ways

By sensory input By contextual information Different thresholds depending on different factors

Parallel comparison models

Connectionist models

Search model (e.g., Forster, 1976)

Access of the lexicon is considered autonomous, independent of other systems involved in processing language

Introduction to Cognitive Psychology 认知心理学英文课件

– We will learn about categorization and invariant representation
The Magic of Cognition
• The Stroop effect
– We have automatic reading routines – It is hard to stop well-practiced routines
from executing – This is the difference between experts and
novices
QuickTime?a nd a TIFF (Uncompressed) decompressor
are need ed to see this picture.
Complexity of Perception; Expectations
• Cognitive Psychology versus Behaviorism
– Behavioral Psych: how S maps onto R – Cognitive Psych: what happens in the mind – Both can use formulas to map S onto R – The difference is level of complexity
S Environment
R
Mind
What is Cognitive Psychology?
• Cognitive Psychology versus Neurobiology
– Neurobiology: how does the brain do it? – Cognitive Psych: how does the mind do it? – Both can use neurons to describe mind – The difference is behavior (the big picture)

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