Learning Psychology in English. Учебно-методический комплекс
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KEY TO TESTS
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UNIT 4 |
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10) – h |
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10) – f |
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10) – g |
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UNIT 5 |
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2)– c |
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2) |
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2) |
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2) |
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3) |
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4) |
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5) |
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6) |
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6) |
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6) |
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6) |
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7) |
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7) |
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8) |
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8) |
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10) – b |
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11) – a |
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UNIT 6 |
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I. |
1) – e |
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1) – d |
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2) |
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2) |
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2) |
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2) |
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3) |
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3) – g |
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4) |
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LEARNING PSYCHOLOGY IN ENGLISH
5)– k
6)– c
7)– a
8)– b
9)– f
10)– I
UNIT 7
I.1) – i
2)– a
3)– e
4)– f
5)– b
6)– j
7)– d
8)– g
9)– c
10)– h
UNIT 8
I.1) – c
2)– f
3)– a
4)– b
5)– g
6)– e
7)– h
8)– d
UNIT 9 I. 1) – d
2)– i
3)– g
4)– e
5)– a
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5) – a
6) – c
7) – e
II.1) – h
2)– g
3)– f
4)– e
5)– a
6)– d
7)– c
8)– b
II. 1) – c 2) – f 3) – e 4) – a 5) – b
II. 1) – d 2) – c 3) – e 4) – h 5) – a
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5) |
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10) – e |
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III. |
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5) |
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6) |
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6) |
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7) |
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8) |
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9) |
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10) – h |
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KEY TO TESTS
6)– c
7)– b
8)– f
9)– h
UNIT 10 I. 1) – g
2)– e
3)– f
4)– h
5)– c
6)– b
7)– d
8)– a
UNIT 11
I.1) – h
2)– g
3)– f
4)– d
5)– b
6)– e
7)– a
8)– c
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6) |
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6) – 9 |
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6) – 4 |
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7) |
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7) – 3 |
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8) – 1 |
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8) – 8 |
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1) – d |
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1) – 8 |
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1) – 8 |
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2) – 6 |
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2) – 5 |
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3) |
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3) – 5 |
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3) – 9 |
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4) |
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4) – 7 |
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4) – 1 |
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5) – 1 |
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6) – 4 |
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7) – 3 |
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1) – b |
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1) – 4 |
IV. |
1) – 1 |
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2) – 9 |
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2) – 6 |
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3) – 1 |
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3) – 2 |
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4) |
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4) – 5 |
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4) – 8 |
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5) – 3 |
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7) – 7 |
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LEARNING PSYCHOLOGY IN ENGLISH
FINAL TEST
I. Put in the sentences missing words from the box.
a) ability; b) behavior; c) emotional; d) experience; e) incentive; f) measure;
g)mental; h)performance; i) selection; j) semantic; k) authority
1.Various forms of social skill … are now widely used.
2.Effective … is a joint product of abilities and motivation.
3.An interview is nearly always used in personnel … .
4.Various kinds of … schemes have been devised to make people work hard.
5.Psychology became the scientific study of conscious … .
6.Many theorists once believed that all aspects of … could be explained in terms of environmental determinants.
7.People probably have consistent attitudes to …in their work situations.
8.Our … representations take a variety of form.
9.Episodic memory contains personal facts and … memory contains general facts.
10.Aptitude tests measure particular types of mental … .
11.People often are unaware of the origin of their … responses.
II.Match the term with the definition.
A. 1) commitment |
a) model from which the thing is to be |
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made |
2) conjecture |
b) opportunity of earning money by la- |
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3) drive |
c) critical examination of a person’s |
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qualities |
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FINAL TEST
4)interview
5)pattern
6)personnel
7)response
8)stimulus
9)success
10)introversion
11)work
B. 1) to guess
2)to learn
3)to pair
4)to perform
5)to refer
6)to retrieve
7)to tolerate
8)to measure
9)to select
10)to store
d)organized effort to achieve special purpose
e)attainment of wealth or fame or position
f)engagement that restricts freedom of action
g)oral examination of a candidate
h)body of persons engaged in a factory or office
i)formation of opinion without sufficient Grounds
j)answer given in word or act
k)a thing that rouses to activity or ener-
gy
l)being concerned with one’s own mental life
a)to pick out as best or most suitable
b)to estimate by some standard or rule
c)to lay up for future use
d)to carry into effect
e)to recover by effort of memory
f)to estimate without measurement or detailed calculation
g)to get knowledge of a subject by study or experience
h)to bring out the meaning of something
i)to assign to certain date or place or class
j)to arrange persons or things in couples
k)to accept someone or something unpleasant or disliked
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LEARNING PSYCHOLOGY IN ENGLISH
III. Choose the right translation of the word combination.
1) personnel selection |
a) персональный отбор |
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b) подбор персонала |
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c) выбранный персонал |
2) behaviour sample |
a) поведение образца |
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b) образцовое поведение |
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c) образец поведения |
3) source monitoring |
a) отслеживание источника |
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b) источник контролирования |
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c) контрольный источник |
4) memory system |
a) память системы |
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b) система памяти |
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c) системная память |
5) incentive scheme |
a) программа стимулирования |
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b) стимулирование программы |
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c) побудительный мотив проекта |
6) achievement |
a) успех мотивации |
motivation |
b) мотивация достижения |
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c) мотивированное достижение |
7) long-term memory |
a) долгий срок памяти |
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b) период долгой памяти |
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c) долговременная память |
IV. Find two words of similar meaning in each line. |
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1. |
a) chance |
b) choice |
c) selection |
d) solution |
2. |
a) to devise |
b) to decide |
c) to investigate |
d) to invent |
3. |
a) nature |
b) nurture |
c) thinking |
d) training |
4. |
a) compatible |
b) comparable |
c) conceivable |
d) consistent |
5. |
a) feeling |
b) dealing |
c) emotion |
d) excitement |
6. |
a) to concern |
b) to condition |
c) to conjecture |
d) to guess |
7. |
a) to handle |
b) to hire |
c) to manipulate |
d) to model |
8. |
a) to contain |
b) to consist |
c) to invest |
d) to include |
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FINAL TEST
V. Choose Russian equivalents for the English words.
1) cognitive |
a) воспроизведение |
2) drive |
b) врожденный |
3) rebellious |
c) удовлетворение |
4) heredity |
d) мышление |
5) innate |
e) наследственность |
6) intentional |
f) отбор |
7) mental |
g) побуждение |
8) reasoning |
h) познавательный |
9) retrieval |
i) преднамеренный |
10) satisfaction |
j) психический |
11) selection |
k) случайный |
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l) непокорный |
VI. Choose English equivalents for the Russian words.
1) |
воспоминание |
a) achievement |
2) |
досуг |
b) aptitude |
3) |
ошибка |
c) behaviour |
4) |
поведение |
d) commitment |
5) |
постоянный |
e) conscious |
6) |
преданность |
f) error |
7) |
профессиональный |
g) incentive |
8) |
сознательный |
h) leisure |
9) |
склонность |
i) persistent |
10) стимул |
j) rewarding |
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11) стоящий |
k) recollection |
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l) vocational |
VII. Read the text
Standardization and Norms
Both personality scales and tests of mental abilities are standardized measures of behavior. Standardization refers to the uniform procedures used in administrating and scoring a test.
All respondents get the same instructions, the same questions, and the same time limits, so that their scores can be com-
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LEARNING PSYCHOLOGY IN ENGLISH
pared meaningfully. This means, for instance, that a person taking the Differential Aptitude Tests (DAT) in 1986 in San Diego, another taking the DAT in 1995 in Atlanta, and another taking it in 2001 in Peoria all confront exactly the same test-taking task.
The standardization of a test's scoring system includes the development of test norms. Test norms provide information about where a score on a psychological test ranks in relation to other scores on that test. Why are test norms needed? Because in psychological testing, everything is relative. Psychological tests tell you how you score relative to other people. They tell you, for instance, that you are average in creativity or slightly above average in clerical ability. These interpretations are derived from the test norms that help you understand what your test score means.
Usually, test norms allow you to convert your “raw score” on a test into a percentile. A percentile score indicates the percentage of people who score at or below the score one has obtained. For example, imagine that you are tested on a 40-item assertiveness scale and obtain a raw score of 26. In other words, you indicate a preference for the assertive option on 26 of the questions. Your score of 26 has little meaning until you consult the test norms and find out that it places you at the 82nd percentile. This normative information would indicate that you appear to be as assertive as or more assertive than 82% of the sample of people who provided the basis for the test norms.
The sample of people that the norms are based on is called a test's standardization group. Ideally, test norms are based on a large sample of people who were carefully selected to be representative of the broader population. For example, the norms for most intelligence tests are based on samples of 2000–6000 people whose demographic characteristics closely match the overall demographics of the United States (Woodcock, 1994). Although intelligence tests have been standardized pretty carefully, the representativeness of standardization groups for other types of tests varies considerably from one test to another.
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FINAL TEST
Choose the sentences which are true to the text.
1.All persons taking the Differential Aptitude Test get the same questions and the same time limits.
2.Test norms are necessary to tell people how they score relative to other people.
3.Respondents taking standardized tests confront different test tasks.
4.Test norms are developed only for mental ability tests and not for personality tests.
5.A percentile score shows the percentage of respondents who score at or below the score that the person has obtained.
6.People can interpret results of their psychological tests without any test norms.
7.Test norms are based on small groups of people selected at random from the population.
8.Test standardization groups are carefully selected to be representative of the population.
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LEARNING PSYCHOLOGY IN ENGLISH
SUPPLEMENTARY READING
DECISION MAKING: CHOICES AND CHANCES
Decisions, decisions. Life is full of them. You decided to read this book today. Earlier today you decided when to get up, whether to eat breakfast, and if so, what to eat. Usually you make routine decisions like these with little effort. But on occasion you need to make important decisions that require more thought. Big deci- sions—such as selecting a car, a home, or a job—tend to be difficult. The alternatives usually have a number of facets that need to be weighed. For instance, in choosing among several cars, you may want to compare their costs, roominess, fuel economy, handling, acceleration, stylishness, reliability, safety features, and warranties.
Decision making involves evaluating alternatives and making choices among them. Most people try to be systematic and rational in their decision making. However, the work that earned Herbert Simon the 1978 Nobel prize in economics showed that people don't always live up to these goals. Before Simon's work, most traditional theories in economics assumed that people made rational choices to maximize their economic gains. Simon (1957) noted that people have a limited ability to process and evaluate information on numerous facets of possible alternatives. He demonstrated that people tend to use simple strategies in decision making that focus on only a few facets of the available options. According to Simon's theory of bounded rationality, people use sensible decision strategies, given their cognitive limitations, but these limitations often result in “irrational” decisions that are less than optimal.
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