- •English in the сontext of psychology Учебно-методический комплекс по английскому языку
- •Содержание
- •Предисловие
- •Discussion
- •Vocabulary notes
- •Innovators
- •Discussion
- •Vocabulary notes
- •Information processing
- •Influence
- •Interesting facts
- •Vocabulary notes
- •Vocabulary notes
- •Internal
- •Information processing model
- •Vocabulary notes
- •Inappropriateness
- •Interesting facts
- •Warming - up
- •Carl Rogers
- •Vocabulary notes
- •Impartial observer
- •Incapable
- •Discussion
- •Vocabulary notes
- •Irritation
- •Discussion
- •Warming – up
- •Vocabulary notes
- •Initially
- •Impossibility
- •Discussion
- •Text 3. The Paradoxical Effects of Stereotype Suppression: When Thoughts We Don’t Want Come Back to Haunt Us
- •Identify the underlined words as nouns, verbs, adjectives, or adverbials.
- •Vocabulary notes
- •Vocabulary notes
- •Interesting quotations
- •Dicsussion
- •Techniques That Can Help
- •Information presented in the text? The words to choose are listed below:
- •Insert the necessary prepositions:
- •Warming – up
- •Vocabulary notes
- •Influence
- •Implicit
- •Text 2 How Cultures Differ
- •Vocabulary notes
- •Individual and Collective Orientation
- •Text 3 Culture Shock
- •Vocabulary notes
- •Inadequacy
- •Warming - up
- •Vocabulary notes
- •Voice tone
- •Incompetence
- •Ignorance
- •Identify the words below as nouns, verbs, adjectives, adverbials:
- •Vocabulary notes
- •Influence
- •Insert prepositions adverbs where necessary.
- •Vocabulary notes
- •Insert prepositions where necessary:
- •Unit 10. Interpersonal relationship warming - up
- •Vocabulary notes
- •Insufficient
- •Vocabulary notes
- •The advantages of assertive communication
- •Disadvantages of assertive communication
- •Characteristics of assertive communication.
- •Six techniques for assertive communication
- •Conclusion.
- •Vocabulary notes
- •Unit 11 stress warming - up
- •Vocabulary notes
- •Ingredient
- •Infrequent
- •Dicsussion
- •Vocabulary notes
- •Intensity
- •1. Become aware of your stressors and your emotional and physical reactions.
- •2. Recognize what you can change.
- •3. Reduce the intensity of your emotional reactions to stress.
- •4. Learn to moderate your physical reactions to stress.
- •5. Build your physical reserves.
- •6. Maintain your emotional reserves.
- •Interesting facts
- •Dicsussion
- •Warming - up
- •Vocabulary notes
- •Vocabulary notes
- •Irritability
- •Interesting facts
- •Section 2 управляемая самостоятельная работа студентов
- •Careers in psychology
- •What type of psychologist would you like to be?
- •Milgram experiment
- •Vocabulary notes
- •Vocabulary notes
- •Solomon asch experiment (1958) a study of conformity Social Pressure and Perception
- •Section 3 supplementary reading the self and thinking
- •Are you happy being you?
- •Emotion
- •Competence
- •Characteristics of competent communicators
- •How to tell when another person is lying. Nonverbal cues and the detection of deception.
- •How to help a depressed loved one
- •A new way to look at death
- •Art therapy
- •Dance therapy
- •Программа дисциплины
- •Professional communication.
Vocabulary notes
to imagine
to script
to arrive
participate
judgment
unanimously
clear
trust
pressure
to affect
to assume
to insist
- воображать, представлять
- писать сценарий
- прибытие
- участвовать
- суждение
- единогласно
- (зд.) ясно, понятно
- доверие
- давление
- влиять
- предполагать
- настаивать
Imagine yourself in the following situation: you sign up for a psychology experiment, and on a specified date you and seven others whom you think are also subjects arrive and are seated at a table in a small room. You don't know it at the time, but the others are actually associates of the experimenter, and their behavior has been carefully scripted. You're the only real subject.
The experimenter arrives and tells you that the study in which you are about to participate concerns people's visual judgments. She places two cards before you. The card on the left contains one vertical line. The card on the right displays three lines of different length.
The experimenter asks all of you, one at a time, to choose which of the three lines on the right card matches the length of the line on the left card. The task is repeated several times with different cards. The other "subjects" unanimously choose the wrong line. It is clear to you that they are wrong, but they have all given the same answer.
What would you do? Would you go along with the majority opinion, or would you trust your own eyes?
In 1951, the social psychologist Asch used this experiment to examine how the pressure from other people could affect one's perceptions. In total, about one third of the subjects who were placed in this situation agree with the majority.
Some of the subjects indicated after the experiment that they assumed the rest of the people were correct and that their own perceptions were wrong. Others knew they were correct but didn't want to be different from the rest of the group. Some even insisted they saw the line lengths as the majority did.
Asch concluded that it is difficult to maintain that you see something when no one else does. Pressure from other people can make you see almost anything.
ЕXERCISE 1
Questions to the text.
1. Who developed the experiment described in the text?
2. When was the experiment developed?
3. What did the experiment examine?
4. How many people are there in the experiment group?
5. How many people in the experiment group are the associates of the experiment?
6. How many people are real subjects of the experiment?
7. What does the experimenter tell the real subject about the aim of the experiment?
8. How many cards does the experimenter places in front of you?
9. What do the cards contain?
10. What does the experimenter ask you to do?
11. How many times is the task repeated?
12. Do the associates of the experiment always choose the right line?
13. How many subjects of this experiment go along with clearly erroneous majority?
14. What did some of the subjects of the experiment assume when the associates of the experiment gave the wrong answers?
15. Why did some of the subjects of the experiment gave the wrong answer even if they knew they were correct.
16. What did Asch conclude after the experiment?