Английский язык учебник

refer a patient to a specialist, to refer to a dictionary, to refer ill temper to failure at the examination; to make reference to one’s past experience (some previous conversation, the role of vocational guidance, a dic tionary); reference letter (library, book, list); a repre sentative (critical, derived, graphic ) score; to score advantages (success, the results of some test, students’ papers), to score at smb.’s expense; to set up a situation (a committee, a laboratory, a new psychological school); spirit and matter, in the spirit of love and respect, poor in spirit, a man of spirit, to break one’s spirit

Exercise 2. Translate the following word combina tions into English using your active vo cabulary.

Охлаждение чувств; отказ рабочих от работы из за низкой оплаты; психическое заболевание; ох лаждать дружбу

Быть в стороне от волнений; держаться отчуж денно; уйти от мира

Отличительная черта хорошего студента; объ яснять успех упорным трудом

Приписывать авторство Пушкину Аутистическое мышление; аутистическая па

мять, детский аутизм

Cредняя продолжительность жизни; средние спо собности; работать в среднем 7 часов в день

Производительность труда; работоспособ ность; приспособляемость; объем памяти

Температурный листок; таблица цветов При данных обстоятельствах; обстоятельства

[условия] жизни; изменить обстоятельства Окончить третий курс; быть совершенно удов

летворенным ответом; завершение образования

Подтвердить назначение; утвердить реше ние; укоренившаяся привычка; закоренелый пья ница

Степень свободы; постепенно; в большей или меньшей степени; научная степень; получить дип лом психолога

Природа наделила его большой физической си лой; у него много дарований [талантов]

Испытание на воздействие внешней среды; разо блачение лжи; подвергать воздействию холода; под вергаться влиянию дурной компании

Руководить чьей л. исследовательской работой;

руководствоваться чувством долга; профориента ция; для сведения и руководства

Обладать [сохранять] терпением; владеть со бою; одержимый гневом

Направлять больного к специалисту; рекомендо вать студентам книги

Справляться у специалистов; ссылаться на дру гих авторов; сноска; библиография

Создать лабораторию; вводить новые прави

ла.

Exercise 3. Translate the following sentences into Russian paying attention to your active vocabulary.

1. She was alienated from her friend by his foolish behavior. 2. He never thought that the quarrel would result in their complete alienation. 3. Childhood depri vation, parents’ neglect and a lack of friends contri buted to his mental alienation. 4. To be accepted by your peers you should behave differently, you shouldn’t keep coldly aloof. 5. Your icy aloofness makes others avoid any contact with you. 6. The boy is apparently an autistic child, who is extremely preoccupied with his own thoughts and fantasies. 7. I would attribute his in

adequate behavior at yesterday’s meeting to his bad temper and lack of patience. 8. Apparently, we can at tribute his achievements and success to hard work and industry. 9. Capacity is the full power of an individual in respect to any function. 10. Capacity is dependent upon native endowment and favorable environmental conditions for its optimal development. 11. A chart is a diagram, a graphical representation of any kind in volving two or more variables presented in such a way as to bring out the essential relationships. 12. Under no circumstances should you have accepted the offer. 13. Under most ordinary circumstances people may be unaware of their feelings. 14. Subjects were given a timed test to be completed within the established time limits. 15. His scores for the test turned out to be above the average. 16. The hypothesis has now been confirmed by new experimental data. 17. He is getting better by degrees, but it will be some time before he is completely well. 18. He suffers to such a degree that he can’t eat or sleep. 19. Endowment is a gift or talent that a person has by nature. 20. Since the time of expo sure was too short, he got only a vague view of the ob ject presented. 21. Exposing subjects to embarrassing situations aroused their anxiety. 22. Before drawing conclusions, all facets of the problem should be studied carefully. 23. You must be guided by your sense of what is right and just. 24. Vocational guidance is the process of assisting an individual to choose a vocation. 25. The picture attracted his attention by the interplay of light and shade. 26. Many teenagers experience lack of understanding on the part of grown ups. 27. Side by side with male alcoholism, female alcoholism is gain ing ground. 28. Overall measurements of intelligence exposed an interplay of general ability and specific abilities. 29. Overlapping responses are responses which occur fast enough for the second to begin before the first has stopped. 30. During adolescence teenagers tend to turn to their peers because grouping together is

an aid to self protection and self preservation for them. 31. To prove his statement, the speaker referred to some article published in the latest issue of the ma gazine. 32. The laboratory set up six years ago is en gaged in studying drug and alcohol dependence. 33. Traditionally, the left hemisphere of the brain has been referred to as the dominant hemisphere.

Exercise 4. Translate the following sentences into English using the indicated words from the vocabulary list.

READING

INTELLIGENCE: WHAT IS IT?

The word “intelligence” is not a concept that is easy to define. Even among professionals, there is no one definition that explains the “attributes” of intelli gence. That is because the word “intelligence” is a noun – a part of speech used to signify a thing or object which does not have definite characteristics. Intelligence is a highly abstract “thing” for which there are no such definite attributes as long or short, red or green, light or heavy. When intelligence is studied or measured, what actually is observed is intelligent behavior or intelligent performance, not intelligence per se.*

If we think in terms of intelligent behavior, rather than intelligence, it is easier to identify and build a ba sis for defining the abstract concept. For example, of the two behaviors shown below, check the one which you think is more intelligent.

Of course you checked the panel showing Actor B, whose behavior is more intelligent than that of Actor A. You compared one behavior to a related behavior under the same set of circumstances. In order to do this, you had to have a basic storehouse of information about electricity, its nature, and its relationship to water. The process that you went through to make an observa tion and judgement of intelligent behavior should in it self give you some insight into the nature of intelligent behavior.

The basis of intelligent behavior must be some kind of knowledge and information in its broadest sense. This information may have been acquired formally or informally. For example, if Actor A were only two years old, the behavior shown would not be considered unintelligent on the part of the child.

The impact of intelligence upon intelligent behav ior begins with memory. For instance, in the preceding example, information about electricity and the dangers of mixing electricity with water must be remembered in order to affect behavior.

A factor related to remembering information is the application of previous learning to current situ ation. This is the ability to transfer or generalize. Some individuals have much more capacity for transfer than others. Persons well endowed with this ability are usually found to be significantly more intelligent than those who do not possess a high degree of this ability.

Other facets of intelligence and intelligent behav ior include speed in arriving at answers and solutions and problem solving ability. To arrive at a solution, a person must identify the problem, analyze it, think of alternatives, apply previous knowledge, make a deci sion, and offer a solution. The entire act involves inte gration – putting it all together with balance and effi ciency.

This essentially summarizes the nature of intelli gent behavior. Intelligence tests try to measure intelli gence by setting up situations and observing intelli gent behavior. The tests use different kinds of ques tions and problems requiring application of related and overlapping abilities. The various specialized tasks of the intelligence tests require an interplay of overall general ability and specific abilities in varying degrees. Intelligence tests must include a wide variety of question types in order to come up with a single score. As we continue to use the term “intelligence” in this context, it is important to understand that we are really only able to observe and discuss intelligent behavior and intelligent performance. From these observations, we extrapolate intelligence.

The study and identification of attributes of intelli gence as reflected through intelligent behavior began in the nineteenth century. Herbert Spencer, who wrote The Principles of Psychology (1855), and Sir Francis Galton, whose work Hereditary Genius (1870) is a classic in the field, both believed in a general factor of intelligence re lated to but more important than other specific abilities. This theory was statistically confirmed by Charles Spear man. Spearman developed the statistical method of fac tor analysis, applied it to the results of intelligence tests, and concluded that there are two factors in intelligence, g and s. General ability or g, is pervasive in all kinds of tasks and is therefore most important. Specific, or s fac tors, are part of intelligent behaviors, but intelligence per se* is characterized by a general way of behaving that equally affects all kinds of tasks.

Other researchers confirmed the existence of a general factor but found that it was not equally essen tial in the performance of all kinds of tasks. As a re sult, it has been proposed that there are intermediary group factors and also more specific abilities that re late and overlap in terms of application to the intelli gent performance of tasks.

Although there is no consensus on a specific defi nition of intelligence, there are many areas of agreement about general nature of intelligence. These are confirmed by the high correlation of the results from different intelligence tests.

Most tests with which a person is confronted tap more than one ability.

Intelligence tests are, in one sense, a method of measuring this mental capacity, and differences in IQ scores are indicative of differences in brain structure as well as differences that arise from exposure and ex perience.

A.W. Munzert. Test your IQ. N.Y., 1994, pp. 32–35

Note

* per se лат. – само по себе; по сути, непосредственно

COMPREHENSION CHECK

Exercise 1. Say whether these statements are true (T) or false (F), and if they are false, say why.

Exercise 2. Be ready to answer the same questions on intelligence that you were asked at the be ginning of the unit.

Exercise 3. Ask your partner

–what intelligence is

–if intelligence changes with age

–what basic facets of intelligence and intelligent behavior are

–how intelligence can be measured

–who contributed to the study of intelligence

–if there is a consensus on a specific definition of intelligence

–what differences in IQ scores reflect

LANGUAGE FOCUS

Exercise 1. Match the English word combinations in the left hand column with the Russian equivalents in the right hand column.

Exercise 2. Match the psychological terms in the left hand column with their definitions in the right hand column (The definitions are taken from Dictionary of Psychology by J.P.Chaplin, N.Y., 1976)

Exercise 3.

A.Guess the meaning and give the appropri ate translation of the following English terminological word combinations.

capacity: innate ~, functional ~, hereditary ~, channel ~, reproductive ~

average: ~ life span, ~ height and weight, ~ score, ~ variation, ~ value, ~ dimension