- •44.03.02 Направление психолого-педагогическое образование
- •Контрольная работа № 1
- •1 Вариант
- •I. Grammar Exercises.
- •1. Supply the correct article where necessary.
- •2. Supply the correct prepositions where necessary.
- •3. Supply the correct forms of comparison.
- •4. Supply the correct tense-forms.
- •5. Change the following sentences in Direct Speech into Reported Speech.
- •II. Translate from Russian into English.
- •III. Translate the text into Russian.
- •2 Вариант
- •I. Grammar Exercises.
- •1. Supply the correct article where necessary.
- •2. Supply the correct prepositions where necessary.
- •3. Supply the correct forms of comparison.
- •4. Supply the correct tense-forms.
- •5. Change the following sentences in Direct Speech into Reported Speech.
- •II. Translate from Russian into English.
- •III. Translate the text into Russian.
- •3 Вариант
- •I. Grammar Exercises.
- •1. Supply the correct article where necessary.
- •2. Supply the correct prepositions where necessary.
- •3. Supply the correct forms of comparison.
- •4. Supply the correct tense-forms.
- •5. Change the following sentences in Direct Speech into Reported Speech.
- •II. Translate from Russian into English.
- •3. Различные отделы мозга принимают информацию от определенных органов чувств.
- •III. Translate the text into Russian.
- •4 Вариант
- •I. Grammar Exercises.
- •1. Supply the correct article where necessary.
- •2. Supply the correct prepositions where necessary.
- •3. Supply the correct forms of comparison.
- •4. Supply the correct tense-forms.
- •5. Change the following sentences in Direct Speech into Reported Speech.
- •II. Translate from Russian into English.
- •9. Методы психологического исследования зависят от задач исследования.
- •III. Translate the text into Russian.
5. Change the following sentences in Direct Speech into Reported Speech.
1. She answered, «No, I haven't been there.»
2. She said, «Will you go to the forest, if the weather is fine tomorrow?»
3. Bob said, «My sister is such a good pianist.»
4. He said to us, «There will be a very interesting concert to-night.»
5. She said to him «Will you go down and see them off?»
6. Jane said, «When will you finish your composition?»
7. She asked me, «What have you been reading since morning?»
8. He said, «I had left home before it started raining.»
9. He said, «I couldn't swim when I was a boy.»
10. He said, «If she were not so absent-minded she would have done everything in time.»
II. Translate from Russian into English.
1. Давайте рассмотрим другую область психологии.
2. Испытуемый не осознавал присутствие экзаменатора.
3. Влияние наследственности в этом случае ясно осознавалось всеми.
4. Мы должны тщательно изучать научное наследие Семенова и Павлова.
5. Наследственность – важный фактор, который должен учитываться психологами.
6. Прошлый опыт, наследственность, окружающая среда и другие факторы влияют на восприятие.
7. Внешние условия не полностью предопределяют поведение человека.
8.Мозг получает и перерабатывает огромное количество получаемой информации.
9. Методы психологического исследования зависят от задач исследования.
10. Во время осмотра больной вел себя спокойно.
III. Translate the text into Russian.
Ebbinghaus (1850 —1909), a contemporary and countryman of Weber and Fechner, began the scientific study of memory processes. Prior to Ebbinghaus' work, many philosophers and psychologists had said that such a complicated mental process as memory could never be studied empirically. As a mental event, memory could not be brought into the laboratory for study. Fortunately, Ebbinghaus did not pay much attention to these earlier attitudes. He decided to learn how he himself learned and how he retained what he learned, and in line with this aim he developed the memory drum and the nonsense syllable (qux, kun, mes). The memory drum is a device that presents nonsense syllables to a subject one at a time. Ebbinghaus made up a list of nonsense syllables and presented them to himself in a memory drum. He counted the number of times that he had to see and pronounce the syllables in order to learn them. Then he left the task for varying periods of time and later relearned the syllables. Naturally, he found it easier to learn the list the second time, and he used the percentage "saved" (the second time over the first as his retention measure.
Ebbinghaus believed, as did Weber and Fechner, that he was getting at the relationship between physical events and mental events. But again we can see that Ebbinghaus' mental event was purely behaviour. It was the number of nonsense syllables that he could recite after a period of time.
Ebbinghaus' technique and procedures remain important in learning today, and he is historically important because he went into the laboratory to study a phenomenon that had hitherto been considered mental.