Английский язык учебник

best. 4. The two groups being taught differently, their results differed as well. 5. Following the appearance of Guildford’s model of intellect and his views on creativ ity, several researchers have attempted to confirm the independence of his convergent and divergent intellec tual operations, the latter being taken as a measure of creativity.

Exercise 7. Change sentences in Exercise 6 so as to use a clause instead of the Absolute Parti cipial Construction. Follow the pattern.

The work having been completed, we published its re sults in a scientific magazine. → After the work had been completed, we published its results in a scien tific magazine.

Unit III

IMAGINATION

APPROACHING THE TOPIC

Discuss the following questions.

1.What is imagination?

2.Does imagination have different senses and conno tations when used in different contexts?

3.What role does imagination play in our life?

VOCABULARY

1.(to be) akin, a – predic. сродни, близкий, родственный, похожий, такой же как

2.aspire, v – стремиться; домогаться (to, after, at)

aspiration, n – стремление; сильное желание (достичь чего л.)

3.canine, a – cобачий

4.co extensive, a – одинакового протяжения во времени или пространстве

5.cognitive, a – познавательный

cognition, n – 1. познавательная способность; 2. знание, познание

cognize, v – 1. познавать, знать; 2. замечать, обращать вни мание

6.compel, v – заставлять, принуждать; подчинять

7.concurrently, adv – совместно, одновременно

concurrent, n – 1. неотъемлемая часть; фактор; 2. сопут ствующее обстоятельство

concurrent, a – 1. совпадающий; 2. действующий совместно или одновременно

8.connotation, n – дополнительное, сопутствующее значение; то, что подразумевается

connote, v – 1. иметь дополнительное, второстепенное зна чение (о слове); 2. иметь дополнительное следствие (о факте и т. п.); 3. означать

9.contemplate, v – 1. обдумывать; 2. созерцать; 3. рас сматривать

contemplation, n – 1. созерцание; 2. размышление; 3. рас смотрение

contemplative, a – 1. созерцательный; 2. задумчивый

10.conjecture, n – догадка; предположение conjecture, v – догадываться, предполагать

11.debunk, v – разоблачать

12.diverse, a – 1. иной, отличный; 2. разнообразный, разный

13. emerge, v – 1. появляться, всплывать; 2. выясняться;

3. вставать, возникать

emergence, n – появление, возникновение emergent, a – появляющийся, возникающий

emergency, n – чрезвычайная ситуация / положение

14.excess, n – 1. избыток, излишек; 2. неумеренность, невоз держанность; 3. крайность, чрезмерность

15.explanatory, a – объяснительный, толковый explain, v – объяснять

explanation, n – объяснение, толкование

16.framework, n – 1. структура, рамки; 2. решетка

17.imagination, n – воображение, фантазия

imagine, v – воображать, представлять себе, выдумывать imaginative, a – 1. одаренный богатым воображением; 2. об разный

imaginable, a – воображаемый

image, n – 1. образ, представление; 2. изображение imagery, n – образы, образность

18.imply, v – 1. заключать в себе, значить; 2. подразумевать, предполагать

implication, n – скрытый смысл / значение implicit, a – имплицитный, подразумеваемый

19.inception, n – начало

20.indispensable, a – 1. необходимый; 2. обязательный, не до пускающий исключений (о законе)

21.instigator, n – 1. подстрекатель; 2. (человек) стимулирую щий терапию

instigate, v – побуждать, подстрекать instigation, n – побуждение

22.intrinsically, adv – внутренне; в действительности, по сути

23.in / by virtue of – посредством чего л., благодаря чему л.

24.pave, v – мостить, выстилать, устилать; ~ the way прокла дывать путь, подготавливать почву

25.quadruped, n – четвероногое животное

26.quasi perceptual, a – квази перцептивный (псевдоперцепти вный)

27.regain, v – получать обратно, вновь приобретать

28.rehearse, v – повторять, репетировать rehearsal, n – повторение, репетиция

29.relevance, n – 1. тесная взаимосвязь; 2. релевантность relevant, a – релевантный, существенный

30.trite, a – банальный, избитый

31.ubiquitous, a – вездесущий, повсеместный

32.unitary, a – единичный, единый

unit, n – 1. единица; 2. единица измерения unity, n – целостность, единство

unite, v – объединять

33.vein, n – 1. вена; 2. ход мысли; канал (источник информа ции); 3. настроение, расположение

34.vicinity, n – соседство, близость; in the ~ of около, прибли зительно

DEVELOPING VOCABULARY

Exercise 1. Translate the following word combina tions into Russian paying attention to your active vocabulary.

Pity is akin to love; to aspire after a political ca reer, academic aspiration; cognitive psychology, in full cognition of the facts, paranormal cognition; to compel him to admit his part in the affair; both genetically and concurrently; to have different senses and conno tations when used in different contexts, emotional con notation; to hazard (осмелиться) a conjecture, to be a pure conjecture; to contemplate changes, to contem plate a beautiful sunset; debunking evidence; diverse sorts of mental act; to emerge from the incident; the ex cesses of its secret police, the excesses of war; an ex planatory dictionary, explanatory framework; an im plied criticism, an implied threat; an indispensable role in human cognition; an instigator of all the unrest; in

virtue of necessity; to pave the way to imagination; quasi perceptual experience; to regain balance; to rehearse the events; to be of no relevance to today’s problems, ego relevance; a trite phrase, some trite facts; ubiquitous mosquitoes; the operation of a unitary mental faculty, functional unity, perceptual unity; a vein of silver, in a serious vein; a vicinity of the house to the station.

Exercise 2. Translate the following sentences into Russian paying attention to your active vocabulary.

1.His conscience compelled him to confess. He managed to compel obedience from us. She was compelled by illness to resign.

2.No new results emerged from their psychological ex periments. He has emerged from this disaster with stress and neurotic anxiety.

3.Cognition connotes awareness including sensation but excluding emotion. The research has shown that our basic connotive vocabulary can be reduced to the three broad types of adjectives that most people use to describe the environment. The words, like ‘good’, ‘happy’, ‘worthwhile’, are some of the connotive type words used valuatively.

4.Cognition is the mental process by which we learn, think, and remember, and we use language to de scribe and understand the world around.

5.He was slowly regaining his memory after the acci dent. Shall we regain this trial alive?

6.She refuses to contemplate change in her psychologi cal state. He seemed lost in contemplation.

7.I was right in my conjectures concerning his psycho logical problems. The doctor conjectures that the real reason for her illness was his attitude to her.

8.This article drew our attention to diverse branches of psychology.

9.He said very little directly but a great deal by impli cation. Are you implying that we are not telling the truth?

10.When he came to his consciousness he rehearsed the events of that day.

11.A good psychologist is quite indispensable to our company.

Exercise 3. Translate the following sentences into English using the indicated words from the vocabulary list.

READING

CONTEMPORARY USAGE

Imagination is traditionally the mental capacity for experiencing, constructing, or manipulating ‘men tal imagery’ (quasi perceptual experience). Imagina

tion is also regarded as responsible for fantasy, inven tiveness, idiosyncrasy, and creative, original, and in sightful thought in general, and, sometimes for a much wider range of mental activities dealing with the non actual, such as supposing, pretending, ‘seeing as’, thinking of possibilities, and even being mistaken.

Despite being a familiar word of everyday lan guage, imagination is a very complex, contested, and evaluatively loaded concept. It, like many other terms, often appears to have radically different senses and connotations when used in different contexts. Al though one major 20th century philosopher (Sartre) wrote two books on imagination early in his career, by the mid twentieth century the topic had become quite unfashionable in philosophical circles. Gilbert Ryle de clared, in The Concept of Mind, that “There is no spe cial Faculty of Imagination, occupying itself single mindedly in fancied viewings and hearings” (1949), and this soon became a widely accepted viewpoint. It was pointed out that although the verb “to imagine” in some contexts seems to be used to refer to the having of imagery, in other contexts this is not obviously the case. For example, it is not immediately apparent that imagining that Goldbach’s conjecture has been proven involves imagery in any central way. Such imagining seems to be more closely akin to supposing, or just be lieving falsely, than to visualizing. In other contexts, “imagining” seems to be used in a way that is closer to “pretending” or to “thinking of a possibility”. Now, it was asked, could all of these diverse sorts of mental act be reasonably supposed to be results of operation of a single, unitary mental faculty.

It might equally be asked how some trite facts about linguistic usage could be thought to raise a seri ous challenge to a key component of the cognitive theo ry that had dominated Western thought almost since its inception. (There are hot dogs, sun dogs and dog day afternoons, and a dogged investigation may in

volve dogging someone’s footsteps. None of them in volve canine quadrupeds, but, equally, none of these expressions raise the slightest doubts about the exist ence of such creatures). One factor, no doubt, was a re action against the excesses of Romantic rhetoric, but, more importantly, the traditional imagery centered theories of cognition had come into question for quite different reasons. The combination of the linguistic turn in philosophy and the Behaviorist turn in psychol ogy led to a widespread acceptance of the view that thought is ultimately based upon language rather than on imagery, and powerful criticisms of long accepted imagery based theories of linguistic meaning were put forward in the writings such as Frege, Wittgenstein, and Moritz Schlick. John B. Watson (1913), the influ ential instigator of the Behaviorist movement in psy chology went so far as to question the very existence of imagery, and although few philosophers went quite this far, the debunking tone taken toward the notion by thinkers as diverse as Ryle and the French author Alain, led to a philosophical climate in which it was generally not taken seriously. Certainly it was no long er ubiquitous in cognitive theory, as it formerly had been, and we should hardly be surprised that in such circumstances it became difficult to see any unifying thread in all the diverse usages of “imagine” that had emerged over the centuries, still less any theoretical need for a faculty of imagination to account for them.

Things changed somewhat in the 1960s, early 1970s, when (through the efforts of cognitive psychol ogists such as Allan Paivio, Roger Shepard, and Stephen Kosslyn) imagery once again became respect able as a topic for experimental psychological investi gation. At about the same time, considerations of need for an explanatory framework capable of handling cog nitive process in higher animals and human infants (first language learning, in particular) led theorists away from theories that implied that “natural” (actual

ly spoken) language is representationally basic. How ever, imagery is still far from regaining acceptance as the fundamental form of mental representation, and current theories of image formation hardly aspire to the central place in cognitive theory once occupied by imagination. In contemporary cognitive science, ima gery is usually treated as merely a representationally dependent auxiliary to other, more fundamental and “abstract” forms of mental representation.

But if such things do underlie our thought process es, we are certainly not conscious of them as such, and thus their relevance to explaining conscious thought would seem to be, at best, indirect. People are fre quently conscious of imagery, however, and it remains very arguable that all conscious mental contents are imaginal/perceptual in character. The recently re newed interest in trying to develop a scientific account of consciousness may thus be paving the way for imagi nation to be taken seriously once again.

Thomas, N.J.T. Cognitive Science (23), 1999, pp. 207–245

COMPREHENSION CHECK

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