Jane Short English for | PSYCHOLOGY in Higher Education Studies Course Book Series editor: Terry Phillips —"2 Gorasttansy Eencot Soames Reade 5, om gurtacaton on cenyipt.© 2010 ating ‘hele Seite eae fs ‘aren sane marae he Cops en ror 198 Atak ene Nopatel spon may beng otis ‘eel ees nse maby ay mes heron meni peep crn ‘hers wou pe paren ote beh: Sryoesenia om wornd ac in ‘Supe ay etm pesto ons Sane oramane aa even cadouby bein ots ‘atl otaku om ‘hese Serer Ten fies opener oe Dome. Eat "ete sen Camel Keon ereseta Deis (erie acer Mistatns Saga essen gecmmcon dc ‘Sogn con Asin atin a pot “ear nd pier weld eo tart elon Ieeermsnan seo cna rat Teen ue enced er een Ew Gop ants ue essolsng epg ind pemason fone Iago ae epee wh a prison (dace trap or Teton pee Seta wh pom Mk lo enews og ate ga 71 pec athe Dersenet Hat Nee ‘renga 7s ranch Kepemsion GE. fn ar ben ase te poh hades and rpsgaen aaa ay vitals Ve “bags ore he cere roams Dispute ore ean bound Danan y erson es: bepressIntroduction English for Pychology ie designed for students who plan to take a course inthe fed of psychology ‘nly or partly in English, The principal aim of English for Psychology sto teach students to cope with Input texte, listening and reaing, in the dsipline. However, students wil be expected to produce ‘output texts in speech and writing throughout the course. ‘Te slabus focuses on key vocabulary forthe dicpine and on words and phrases commonly used in ‘demic English It covers key fact and concepts fom the discipline, thereby gving students a fying start ‘orwhen they meet the same point again in their faculty work. It also focuses on the ski that wl tenable students to get the mort out of lectures and written texts. Finally it presents the ski required to {ake pat In seminars and tutorials and to produce essay assignments Englsh fr Psychology comprises + this student Course Boot, including audlo transcripts and wordlist + the Teachers ook, which provides detalled guidance on each leson, full answer keys, audio transcripts and extra photacopiable resources + audio Cs with lecture and seminar excerpts English for Psychology hes 12 unis, each of which isbased ona diferent aspect of psychology. Odd humberel units re based onltening (cturelseminar extracts). Even-numbered units are based on reading, ach units vided int four lessons Lesson 1: vocabulary for the dcplne; vocabulary sls such as word-bulding, use of aires, use of synonyms for paraphrasing, Lesson 2: reading or ltening text and skis development Lesson 3: reading or lstening sills extension, In addition, in later reading units, students ae introduced {toa wring asignment which I further developed in Lesion 4; in later listening units, students {ate introduced ta spoken language point (eg, making an oral presentation a a seminer) ‘whichis further developed in Lesson & Lesson 4: a paral! istening or reading tex to that presented in Lesson 2 which students have to we thele new kil (Lesson 3) to decode: in adalton, written or spoken works further pretsed “Te last two pages ofeach unit, Vocabulary bank and Skis bank, ae a useful summary ofthe unit Each unit provides between 4 and 6 hours of dasroom activity with the possibility ofa further 2-4 hours fon the suggested extra activities, The couse wil be suitable, therefor, asthe core component of faculty specific pe-sessional or foundation couse of between 50 and 80 hours, tis ssumed that prior to using this book students wil already have completed @ general EAP English for ‘Academe Purposes) course such 35 Skls io English (Garnet Publishing) up to the end at last of Level 3, ‘and wil have achieved an IELTS eve! of at east 5 For alist of other ties in this series, see [Link] comeee Book map Die Se a 1 what is psychology? ‘Hien be oes LUstening Speaking q 2 Branches of psychology Lil anemce Reading - Writing 1 Eps gab en i e + pled rc tr nc en 3 Psychology in practice ae Lstening Speaking (roe 4 Psychology and computers Reading - Writing 5 Dreams and personality Lstaning Speaking {6 vygotsky and Plaget: thought and language eacing- Writing 7 Memory Lrtening Speaking £8 Mental disorders: popular myths Reading - Writing 19 Personality LUstening Speaking 10 Modern addictions {etna arene ros Reading - Writing | 11 Parapsychology [Smee LUstening Speaking essa 112 withthe future in mind ‘eet gue * Reading Writing oes teasWaban eas vero ee hae en eigen stron te pe icy gn res rote aasnerenmataenert Se eran 2 1 esi ty {hata om ase 1 ance mene on _ Sage ones {es sonen {itp msn sh + wrap tna re ‘Sepecenon mc en ct 1 Sitproaton samen ‘ernst inert ce nt + Sef sam spony “le focut shoe maetesiay + ae tone frostnice Seger + Sten * tin aa sh oe rig erga ns 1 Gipaarinf mover + mangement fill 1 eerste mae prs + snr ee ees + acta {epmantoamer nd ren + sang et pane 1 Cog a em 1 par wn snp acpi: ae (oreomnen re + sng ee Stree ‘espa near 1 tre oe pe + apa htc irra Sew one + wt aa geste anes "tg ane ringette romans tenses ee + targa apn nas Soames Hii a Hit it] 0 " 2WHAT IS PSYCHOLOGY? TOPESRRID esti ores in contest pete and sates A. ead the text. The red words are probably familiar to you in general English. But can you think of 2 different meaning for each word in the fel of psychology? Change the form if necestary (2.3, ‘hange @ noun into aver) Ictakes both vision and analysis to construct new building. On sucha projec, the architects vill tress the way the structure stimulates the imagination, while the contractors wil be more | conscious of daily working conditions BB Read these sentences from psychology texts. Complete each sentence with one ofthe red words from Exercise, Change the frm if necessary. 1 Freua’ experiments in psycho ‘gave ee tabi ‘ream theory: In Palo’ experiments with dogs, the conditioned was ight Hallacations oF are a common symptom of mental dsordet ‘Ovestmulation ofthe organism can lea to emotional tension or. Kelly was an early proponent of Personal Theory. Skinner's experiments in operant _______ were based on behavioursm, [Atwbting your feelings to ancther person iknow as. The mind isthe mast accessibelevel of mental activty study the words in bora. peerage 1 What isthe connection between all the words? ipeaeuien onesie 2 Whats the base word in each case? parepsychology psychoanalysis recjle 23 What do we callthe extra letter? subconscious transaction unfeeling 4 Whatis the meaning ofeach prefix? - '5Canyou think of another word with each pref? 1D. study the words in box. Sees 1 What ithe connection between all the words? iiacaejes Reto 2 Whats the base word in each case? eurois psychiatrist regressive 3 What do we al the exva letters? reinforcement treatable 4 What effec do the extra letters have on the base word? 5. Canyou think of another word with each sutfx? E_ Use words from ths page to discs the pictures on the opposite page(SE ELETII seirsescaieeece mtrse [B. You area student in the Psychology Faculty at Hadford University. The title ofthe fst lecture s What i Psychology? 1 Writ a definition of psychology 2 What other idea wil be inthis lecture? Make some notes. BG ustento part ofthe tlk, What does the lecture say about paychology? Tice the best choice, 8 is about the mind bitisabout behaviour Its about philosophy, 4 telsimpossible to define. © tn Part2 ofthe talk the lecturer mentions the words extinction nd sympathetic 1 What do these words mean in general English? 2 What do they mean in psychology? 3 @ tisten and check your ideas Din Port ofthe talk the lecturer introduces efferent branches of paychology 4 How many branches can you think of? 2 Whats the main focus of each branch? 3, @itisten and check your ideas. 4 What wl the lecturer talk about nest? E.G inthe final part of the tak, the lecturer gives a definition of psychology, and some examples. Listen and merk each word inthe fox D iit sport ofthe definition and Ef its part of an example ‘analysis behaviour establish experiments forensic human mind scenic — FF Write» definition af psychology Use words from Exercise G Look back at your nots from Exercise A Did you predic: 1 the main ideas? ‘+ most of the special vocabulary? «+ the order of information? Ree ee =)lect eatin + hag the bo orm of ates {A Use the following prefixes and suffixes to form words use in psychology. Example: -olegy > pahology, ysology, biology 4 abe 7 phobia 5 pare 8 trans Ae 9 therapy, B_ How can you organize information in a lecture? Match the beginnings and endings. 1 question and Os comast 2 problem and Ob definition 3. dassfcation and Ol ssdvantages 4 adventages and OC 6 etter 5 comparison and Oe evens 6 cause and 1 £ supporting information 7 sequence of Hg process 8 stages ofa Oh solution 9 theories opinions then [i answer © How can you record information during a lecture? Match the ilustrations with the words and phrases nthe box, ‘tee diagram flow chart headings and notes spidergram table timeline twocolumns | D Match each organization of information in Exercise 8 witha method of note-taking ‘rom Exercise © You can we one method for afferent types of organization, EQ tise to five lecture introductions. Choose a posible way to take nates fom eres Cin each case example: You hear: Today am going to talk about the citferent branches of psychology. There are five man branches You choose: tree diagram aaa aa eee eeeRSP) esta nr * Celebrity's drug shame Bi Study pictures 1-5. 1 What do they show? Use words from the box evelopment psychology asia conditioning history of pychology personality psychology drug dependency 2 Now look at pictures AC, What do they show? B_@ cove the opposite page Lien tothe lecture introductions fam Lesion 13 agin. Mae a tine on eat sheet of paper or ene educon © took at your outline for each lecture. What do you expect the lecturer to tak about in the lecture? In what order? D_ @ tistento the next part of each lecture. Complete your notes Uncover the opposite page. Check your notes against the model notes. Are yours the same or diferent? F Workin pis 1 Use the nates onthe opposite page, Reconstruct one lecture 2 Give the lecture t another pa 10BRANCHES OF PSYCHOLOGY LANGUAGE ACQUISITION DN CHILDREN = eelemastic legate sprite: development rom eng wan 10-20 wits ord 2.98 ye | prapantond Tnack Prec nti's ce 24s [2 words ryt Pewee op Zrorhs [aateg trpetng yeas fami ys Poms seeks foardhreped — Syers Peabo abate Stree unde be 101500 words PAVLOV + SANE | classed + operant conathoning } e History of Psychology paler ~1844 Classical | Sherer ~ 0% Opont | saree SE “#35 BCE Acamsecn - ope. nerve/trsin en rats james [ead 1 AO} en ~ crcl ah a Ara + rene sen ine cee eee a ae W9PF Lacks ~ pereephon fam © flashing ight + food fairgiglt = food | ste] Gal hartge rh murdt-lraech Op feed site Phys + refactor» a ater [| sate record on bwGuessing words in context Using related words ‘Sometimes 2 word in general English has a special meaning in psychology. Examples ‘sion drive, conltioning, experiment Hf you recognize a word but don't understand it in context, think: | Whats the basic meaning ofthe word? Does that hep me understand the special meaning? Example: Ifyou have good vision you can see well So knowing that vision is connected | with singin some way may help you understand the special meaning ofthe Word inthe field of psychology. Removing prefixes ‘A pref = letters at the start ofa word ‘A prefix changes the meaning of @ werd. Examples ‘extrasensory~ beyond the normal senses “ntiocal~ not social Ifyou dont recognize a word think: sthere a prefir? Remove it, Do you ‘recognize the word now? What does that prefix mean? Add ite the meaning ofthe word. Removing suffixes Acsfix= eters atthe end of a word A suffix sometimes changes the part of speech ofthe word. Examples: physiology » physiological =noun > adjective ‘analysis analyze = noun > verb suffix sometimes changes the meaning ina predictable way. amples: hor ifi- causing, making ‘treat + ment- showing the result of an action behaviour + al~belanging to, relating 0 Ifyou dont recognize a word think: there a suffix? Remove it. Do you recognize the word now? What does that suffix mean? ditto the ee of the word, L 2‘Making the most of lectures Before a lecture... Plan "Find out the lecture top 1 Research the topic 1 check the pronunciation of names and key words in Enlish Prepare ‘8 Getto the lecture room ear. * Sitwhere you can see and hear clearly. * Bring any equipment you may need, ‘wit the date topic and name ofthe lecturer atthe top ofa sheet of pape During a lecture Predict + Usten carefully tothe introduction. Think: What kind of lecture Is this? * Write an outline. Leave space fr nates. * Think of possible answerstolutionetfecs, etc, while the lecturer Is speaking Produce + Wilt notescopy rom the board Record sources booksivebsitelnames, At the end, ask the leturrfother students for missing information. Making perfect lecture notes ‘Choose the best way to record information from a lecture. ‘advantages and disadvantages > two-olumn table couse and effect > spidergram lasifcation and definition > tee dlagramspidereram comparison and contrast © two-olumn table ‘ace anc figures > table sequence of events > timeline stages ofa proces: > flow chart ‘question and answer > headings and notes ‘Speaking from notes Sometimes you may have tage a shor talk ina seminaron research you have done. Prepare the listeners with an introduction # Match the introduction tothe typeof informationnotes 2BRANCHES OF PSYCHOLOGY re ed A. How can an Englsh-English dictionary help you understand and produce spoken and written English? BB study the dictionary extract onthe opposite page 1 Why ae the two werd (tp left and top right) important? 2 How many meanings does behaviour have? 3. Why does the word contin appear twice in bold? 4 What do we cal someone who supports the theory of behaviours? 5 Wheres the stress on cognitive? What about cognition? {6 What s the pronunciation af tin each bold word in this extract? 77 What isthe pronunciation ofa in each bold word in this extract? £8 What part of speech i cognitivsm? ‘8 Which s correct? Conditioning sare Based on behaviours theories. Explain your answer 40 Can we write: The patient is being behaved antisocial. Why (ot)? Look atthe bold words in the dctionary extract on Tay ae ‘the opposite page 1 What order are they in? Pr ee eee 2 Write the words inthe blue bos inthe same order. sekaieeta eacel aychoanalytical fil forensic D okt te op of hil pge oman Diprcneay newoogal subeve 1 Which word from box a tebe endoal will appear on these pages? | 2 Minkefworsbeoremdater Samat Sear se att estes Tnectenewnns HES TRAE E Look up the red words in box a. " Peter aeeec nae 2. Wich words re bethe noun ada ve? What nd of vers are ey? 3 Watt fen Seah one? aerial cebu F Lookup the green words inbox a 11 Wheres the stress in each word? 2 What isthe sound ofthe underlined letter) n each word? 2 How are the words used in psychology? G Test eachother on the word rom box a. Give the dictionary definition of ane ofthe words. Can your partner guess which word you are defining? Describe the levels of psychology inthe chart onthe opposite page. 1“behave behave hers» [0] 1. actin specie way: Some ‘chemicals Behoe wrpreditly when ey are subjcted to heat. 2. acti a scialyaoepable ‘way The children ual behave when they vst ‘hel grandnodher behaviour rer [U) ay of sting: The ‘chen worn thir best Bev. (Payh) ‘response 1 simul unde ontolled ‘ondins: The behaviour of aviv’ dogs was ‘Sondsoned in aboratosexperimonis behavioural herp lating to behaviour Tehavoural pyohology behaslourism »(U ocherjrzamy (Psych) the ‘theory that human behaviours dictated by responses to exer stil: Behaviours is widely accepted theory in modern pycholog): behaviourist eras! (C] someone who ‘upp the teny of behaviours: BF Skier ‘na an inlet 2-conury behaviourist. Pure process + behaviourist cognitive jopsychology neuropsychology conditional | hoa n (U1 the procs of inking "he reno cognition. —coative eognaty/ ag relsing thet poses consis gotta [Ute they that he rain acquis howled by rece ‘ofan condition afm] site: a metal conction 2.) psf ceumstanes: Scial Condi ay oft mtiaton att. a stunt: eared top fr damage on | {he condition tha eld ee th compeed ‘ork Payeh) a wment ia experiment — ondioning osm (UL ts prose ‘of moliing beavour by nus and rnfrenent onan a ia» (1 (yc) omy evn | ty ils and ease Pos conned dog sale whoa ight shed condionl anna depeningoncndtons | ~ondtnal oan applied person + psychodynamic humanistic +social constructivist + social + developmental! ‘educational + forensic organizational’ ‘occupational clinical 6eka ig rch aeons {B. wihich Fels of psychology are most commonly practised In everyday life? B Look atthe pictures on this page 1 Which ila of psychology is shown in each picture? 2. What ee do these psychologists do? 3 Which field belongs strictly tothe process approach? You ae going to read a text. What should you do before you read a text in detail? See Sills bank D Thistotis about different was of dasitying psychology. 1 Think of sme research questions before you read, 2. Compare your questions with those inthe Hadford University assignment on this page E study these topic sentences fom the text and answer ‘he questions below, As pyehlogy is sucha wide isipline, ian Be classified ina sary of ays ‘When min tons to sec asi ip, oslo irene pe cess Alou sycology maybe eased pues, nao bean spo scence, ‘As well asin clio a a ciene, pyheog cn alo be didi two main approaches proces nd pron, Anaerautive method of ashing pychology is by mje ters. Pychoogy cn slo be dvded int is pl els, 1 Which ways of dassifying psychology are described inthe txt? 2. Where might you find the answer to each question inthe university assignment? Write 1,2 or 3 next to ‘the topic sentence. 3. What do you expect to find in the other paragraphs? F Read the text on the opposite page and check your ideas. 16 Folds of psychology Mo Faculty: Peychology daspenet + Boson mh oo yo Seis pee 1 beat wo en pcr cenit 2 Wate plan wth se 5 finden onl ca ll py feataogr errs on or eesREE eae Classifying psychology Aspeyeoloyisuch wide dicing can be sid ina vr of ways For example tan be ‘inca lin eclastiedosoding oppo racer or pron Alea psychology canbe hsd under sever major tert pencils: etavouis opt pryshodyams, amass ‘a socal conan la aon ose ‘egos psychology canbe vied ino speci rls for example beprcolegy ck develops, oes dll petal When is min fet ito esearh bse pnipes, selaogy spud asap scince The cade sybase into hoy, expands rowalge and ys the onda fa fare research Tort eserch ly cai xt tarde costed conde di pul Svat ‘othe els of biopycholgy and eupsycholo However are senscan ive wer praca! applica. Although pyeology may becased asa pa sine, ican babe apiece, When esuarh in ychnog suse or ctl purposes sole & Sota o ogo robin, strc, Called appied pelo A psjbologst woking in (is ese pate aa prt Set cao currescarch io the praca applications of ‘eon: An exam of hs would be reser mo he ff of op depen a hanen behav As wea ing ins a inc, enogy ‘anal be dived ino wo la spaces press tc pero, The process spon, a te me Suge, rales th proces, both logic and ‘ogni ht const human eau The prsch oc) connate ets bay zac se does ot cesar ishigish ewer hana ‘anal hor Inconsthe porom peach fees onthe tation between people a ‘ayn wich thy undensand i expres Anaemaive maid of dashing pybolgy is by is major teres Behaviours a ht man ‘whi almortexchshey dete by evionnena oxalic, and ej he Tele hat subj fas, such as sings ae valid meat of epics Cope yelp, oe ber hand recognize the vat ujctve ‘eporing separ behavioural xn tit ‘eulyng mnt process, such as eases and Tnngung In con, Freud ok te view tat the nso des hua behaviour According o ‘Gros (2007, humasse theory poplin by ‘Masow dag te 1960s) jee darn nd sired ts inpoance fv wl Ina finer developmen Gergen (1973) ened sci medication ‘combination oF ineurloges, ‘geet, cognive ‘aed arionmertal aul bali boot al responses 0 ite evans ond \ecionel (eltonhips side2 ann == Stress within words "Nouns, verbs, adjectives and adverbs ae called content words because ‘they cary the meaning, One-syllable words Some content words have one syllable or sound. This is always stressed. Examples ‘srs, treat, ‘mood, ‘vale ‘wo-syllable words Some content words have two [Link]-ylable nouns and adjectives are often sessed on the fist [Link]-ylable verbs are often stressed on the second slab vamp: Exceptions Nouns | data treatment ‘hildhood| [Nouns | effect support Adjectives | Youty, ‘causal, ‘major ‘Adjectives | de pressed, dives | [Verbs [recall react pre'seribe | [Verbs | ‘structure, Yocus | ‘Muttisyllable words Some content words have three or more sylables. Multylable words are ‘normally stressed three sylables from the end amples: | 000" 8000 20000 This s true for most words ending in: ~eeibe [organize theorize | Ge aa ate | Yormulate dcrminate | “easly ‘qualify | [eat [pave tenice car | [Ey Tent | [Geer repr =a ints, ecupatioal oly | sy chology “9 ‘poly Exceptions: ‘Muitsylable words ending in the fllowing eters are normally sessed two sabes from the end. =e [ ia'anestic pycho'metic tion | occupation, pro'mation con'ation sent___| represent e'fient tal | potential infurenia Stress sometimes moves oft the patterns above when you adda stGetting information from other people From the lecturer ‘We can sometimes ak a lecturer questions at the end of a lecture Intauceeech ‘question in a plite or tentative way Examples: ‘Could you go over the bit about cognitive behavioural therapy again? 1 dn‘ quite understand what you said about bipolar alsorder. ‘wonder if you could repeat the name of Freu's theory of personality. Would you mind giving the source ofthat quotation again? From other students It is good idea to ask other students after a lecture for information to complete your notes amples: What id the lecturer say about depression? Why did he talk about equality and diversity? Idd’ get the bit about biomedical theories. Be polite! In some stations can sound impolite to ask people a rect question. We may add a palit introduction Examples |sbipolar elsorder genetically inherited? "> Do you know if bipolar clscrderis genetically inherited? What does psychodynamic’ mean? "> Gan you remember what ‘psychodynamic’ means? Whats 2 causal model? "> Could you tel me what a causal model is? Reporting information to other people Wie often have to report research findings oa ttoror other students na seminar. Make sure you cn give: 1 sources ~ books, artis, writers, publication dates 1 quotes in the writers own words 1 Summary findings in your own wordsPSYCHOLOGY AND COMPUTERS [A Study the words and phrases in boxe, 1 Which words or phrases relate to Computers and the internet? Which relate to books and libraries? Find two groups of words, Find pairs of words and phrases with similar meanings, one from each group. 3. Check your ideas with the fest pat of The ‘Computer Jargon Buster on the oppesite ese, 1B Complete the instructions for using the Learning Resource Centre with words or phrases from box a study the abbreviations and acronyms in box b 1 How do you say each one? 2 Divide them into two groups: 1 abbreviations «acronyms Explain your choices. See Vocabulary bank AL cr DvD HTML HTTP ISP LCD POP PIN ROM URL USE WAN www 1D Test eachother onthe items in Exercise 1 What do the letters stand fo in each case? 2 What do they mean? 3 Check your ideas with the second part of The Computer argon Buster onthe oppasite page. study the nouns in bo 1 Make a verb from each noun, 2 Make anather noun from the verb. 20 [BR io VRE sas «vib nd pour sis books browsesearch catalogue close crossreference database electronic resources exivog off hyperlink index library [Link] lock up menu open page search engine table of contents web page World Wide Web ee ee Loarning Resource Centro Instructions for ue: I you want to acess web pages on the you must frst othe university Intranet with your username and password. You can use aay. but the default is Google for web pages by typing one or more keywords in the search box and clicking on ‘Search or pressing Enter. When the resus ‘appear click ona {highlighted in blue) to go co the web page. (Glick on Bac to rerun to the results listing ‘You can also us the university —_____of leaming resources, Click on Paychological Resources on the lass computer digit ‘identity machineThe Computer Jargon Buster books ‘There are many sade common words wed shout books and libraries which are srolted no jargon ‘words when we ale about sing computers And the nee for simile Fnctions — sack egie “brow aig “There are many abbevstions and acronym in comparing, Lear rome wif nes rihen_ What sands for hae e means CAL _computeratited leaming arg computa lp ou rn CT computerized tomograply a mathod of earn human rie ash {ter os on or dere anger DVD pea versatile die 1 kr nog ning ond wel pues HTML hypertext mark language 2a rte cose ty cb dpe HTTP hypertexttraster protocol asec cfs frre ls on te WYK, “aly lle oe began fs wee res eg. ep) ISP Iteret erie provider a corgary deme acs wow ret cD eye ply ‘eld of ren you et en y bps. POP pall Garbuted procetsing, model of eral roceang wich nd ‘coca npretne rectotecomple scoerkrate an each oar nda PIN personal Mention number a colacon canbe alee Wich tied ts press ert smesne ROM readonly memory ‘ype pane compte de menany ‘earn seraton ttn eo nd occ chan URL uniform reurcelocator yet res, hun gvzaucioncon USB ners serial bos andr eon ig pesre WAN wide area network ny ofesoecng campus in rere lcs chan very pore WWW Worle Wide Web ge colecion doe ae ‘meses pera ts rane ‘cee ag renee el 3Rica 1B. Discuss these questions 1 How are computers used in pychology today? 2. How has their sein psychology changed in ‘the last 50 years? 3 How can computers help to diagnose and ‘weat mental disorders? B Look at the tie ofthe text onthe opposite page. 4 What wil the text be about? 2 How did psychology affect computer programming inthe 20 century? | Write some questions that you would ike the text to answer (© Workin pats. Look at Figures 1 and 2. What do they show”? D one student wrote some ideas about psychology and computers before reading the ‘ext on the opposite page. Write A (agre),D (eisagree) oF 7 ('m not sue) next to the ideas about computers and psychology in the 20 and Dis centuries on the right. E Look carefuly at the topic sentences in the text ‘on the opposite page 11 Whats the structure ofthis text? Choose Structure Aor 8 on the right 2 What do you think each paragraph will be about? FF Read the tox carefully. Were your questions from Exercie B answered? G Answer these questions. 41 What ae Gestalt principles? 2 How can virtual eality be used to teat anxiety? 3 Whatare the advantages and dsadvantages of video games? 1H Topics sometimes develop inside a paragraph, 1 Does the topic develop in each paragraph in ‘the tet? IFS, underine the word or words ‘whieh introdce the change. 2 What isthe effect of the word or words on ‘the development of the topic, See Skils bank. 2 FEASTS TSRUR “os sevclopmenn Computer protrans eral Taccpel aa peyocegy, “Tee protecting process 6 the came’ Tor pecyle ot For Gompulerg Computers are uteful in the diagnose (oF most mental deordarg. — Computers can ako be useful for nealing come mental disorders. —— rua enrromente are dangerous loeeauce they encourage people to experiment Sth nes perconatieg, deo games are alckve, Online counteling sot a¢ effective 02 face-to-face cession’, — Computers wh be used in Loa greater extent in the Suture Structure A Fara | eal aa | coyaeeelan ora 3 | PET tae Begone eal aaa disorders. Wetual really GME ood | yagcheengg ST ‘Conclusion ora ares Structure B Para | | Computers in peycholoay in fe oe cou “Ware T | Conpuler m peyehaay tee Ei cota PET cen Besil nataorke Future: oF vrkual really Fora 3 Fora | "ara S‘Computers and psychology in the 20% and 21st centuries Compete psscology aerated in many dient ways For example thy ae elie when it comes tothe evelopment of ogitive models of hot process, th use of computes inthe ingests nd eaten! of ments Insesnly, wih computer imaging rogans snd eomuter geste viral vores <> comptes ed oo gas and beat mel ses Eats of ee ede TB vais bu fray, developmen in cmpuer roganaing hve iceased the we \\' crooninste mabols,Conputsizd nappy (CT), o compris omy 1 ye) (xT, sad ta diagno brain daage and dene works by ligase of Xray of he 1 \ fa rain rire anges. The compat hs conver hig in pc’ ofthe a, Since the 19% more ace way of Giagosng bin inary hasbeen eval Poston fessiontniograpy (PET) sees atin sand of Xys wo supply information sb the 3 nin A mre sophtcad vena of PET is SPECT (aglephoinpositon emis ‘Snpateized accra), wtih allows tes pyetaoust ces oa aboomaliies in| oo ‘ery sll ares of the Bn, An itesing development inthe we of computers forthe | rans of etl sores ein cogtive behaviors herp. Duiag ween a ane. pats expos vil ely sero, wich sen att -redung uss ht gall hep ptt ‘veces Les eis applisions of vital rely, sch a cline games and computer cere arf words, have expanded the Boundaries of socal ntcction a once of peroaliy At the samen, comptermedied crmusicaan (CMC) a the fim of stare mevsging ha adel new dnexsin wo ditional cousin E | Ines, The cso of vial eniwaments his encuaged ciple wes ‘primetime apes ofthe psoas and rc har vista Characters i ol api Ways. That 1 sy, people who woul be shy and “acorns te vey i fl at they can ey cut new personales and ‘rye feign th nie: On he paste side ole gues an evel problem ‘ohing sill, handy contin, envy and noel was of lig woes. On the tora, mist eal tha trea ager tha excessive olin ang a ead toon, sing tu mith realy and okt bebmvoar More wi) usd forms of talinecoruncaion, sch st chat ams, dcason fruns aed social newer emmminite weve aig ete) use comeing wd temp, parca Sacs whee ato ce secon empl or tessas oie oe can. -Paychog and compere Ben ighly porno cach tbe sie that 1980. Tse dys, computers oe took in the dagcis of tain damage and medal nes, whe enine commutes ofl stersive ways of enmmunzatng and eling Int tate wo sinces a hey ob nena etrconnece a techncogia vances elas ou ukerunding fh brain and eer aw weanes fo meal odes, 2a upset tare eters ite fo lacing fared alt 1 You want to find out about vital realty in psychology now: Where would you lock forthe —_‘Teordarsalof my hey - Information? Why? “he deur cans from ja 2 What keywords would you se to make this search? sn the fest fen, has Hs y's dle. BB Your search produces 50 results. How can you select the if a lnge decunent, ‘most useful ones without reading al of them? Look at oak ‘the lit of citriaon the right and put a tck or “7. Hevea oe 22 ‘The website lives ercin ec —— © You want to research the following. Choose up to three The nek ales corns se keywords or phrases foreach search, trae 1 What are the advantages of online counseling? peer hd It refs to syelcogy — 2 How does computerized tomography produce images? 1 refs fo apron Ider ro — 13 Which ae the most popular socal networking sites? 3 refs fo an rgwizahon Throw cf, 1D Go toa computer and try out your chosen keywords |B. What information is contained inthe resus Iistngs ofa search engine? 1 Make ast. 2 Check with the result listings onthe opposite page. BB Scan the resus listings. Answer these questions. 1 What keywords were entered? 2 Why was journal used as 2 keyword? Why iit notin inverted commas? Answer these questions 1 Which results contain abbreviations or acronyms? 6 Which resuits have all the keywords? 2 Where is each website address? 7 Which resuits refer to journals? 13 Where isthe size ofeach document? 18 Which results come from educational sits? 44 Which documents have dates? 9 Which results come from commercial sts? 5 Why are the wordsin diferent colours? 10 What does cached mean? DD continue your research on virtual realty in psychology by entering the keywords nto as engine and acessng three ofthe results. 1 Make note, 2 Compare your findings with other students, choose the most interesting result. Wit @ paragraph about the information you discovered, Develop the topic within the paragraph with dscourse markers and stance markers. 3 ee 48 eo ina Gus Mes Gnade Mt meee Googl Neca ome seooy——| ae) gata Web Resiits +9 of about 314 fr “virtua reality” journal psychology. (0.29 seconds) ‘The Vitual Reality and Ambient nteligence Reference Site for. ‘Virual Realty in Renan. Virtual Reality in Psychology. New Joumal: Journal of Cybertherapy ‘and Rehabiltaton: Open Cal or Papers. [Link]! -5k- Cached - Simlar pages. -Note his ‘VEL Psychology - Vieual Really Research Team ‘School of Psychology. Vitual Reality Research Team. Virtual realy hea. Intemational Journal of ‘Therapy and Rehabilitation, 11 wn. Uel a ukpsychologyresearchwindexhim - 22k - Cached - Similar paces. - Note this, Library Psychology student opinion of virtual reality as a ool to educate about schizophrenia, Intemational Journal on E-Leaming. 8 (4), pp. 40-48 ‘oes. orindex cn useaction=Reader ViewAbetratpaper_K=4555 -25% -Cachad- Similar ‘pages. - Note his [Link] - 2004 - ited by 2- Related articles -AL7 versions f i Sor By, Pu Date, Firs Author, Last Author, Journal Tie... Viual reality exposure therapy anc ‘Standart in vvo) exposure therapy inthe veatrent ‘wa. [Link]/pubmed/'1142535- Similar ages. - Note his by BO Rothbaum - 2000 - ied by 124 - Relais atices- AL versions ‘itu oaliy study of paranoid thinking inthe genera. Department of Psychology, Insitute of Psychiat, King’s Colege London .. Vitual reality and paranoia Th Brish Journal of Psychiatry ly 1, 2008; ‘prepsych orgloglcontenvastracy'9214/258 - Simdar nages - Note this by D Freeman - 2008 - Ged by 4 Related ates - ll? verslons ‘Navigation and Wayfinding in Vitual Realty Journal of Experimental Psychology: Leaning, Memory and Cognition, 10, 716-222. Regan, JW. and Shebisko, WL, (1860) Vitual Reality: An instructional ‘ni washington adulpubicstonssatalchiret nim -Bk- Cached - Siar pages - Note tis by GA Satalich- Cod by If - Relate aricles - Ald versions MiuaL Rely Words ‘Virtual Reality Words - explore a directory of. vial reality worlds wav funstes comin hte = Cached - Simla pages igual worl. avatars. 2D chat online meetings - Second Lie. ‘cial website. Second Life a re 3D virtual world where users can socialize, connect and crate Using voice and text chat Downloads - Friends Online - Refer A Friend -Parners ‘a [Link]’- Cached - Similar ‘The psychology of persecutory ideation ia vidual ely. ‘The psychology of persocutory eatin I avetual reality expermental study. Journal of Nervous ‘and Menta Disease, 19 (6) p. 208.318, orn ul acuk/2160)- 17 - Cached - Similac pages. - Not his3 Understanding abbreviations and acronyms {an abbreviation ia shorter version of somethin. For example, PC/p san abbreviation for personal computer. ‘An acronym issimlarto an abbreviation, but itis pronounced as a word. For example, PET/pe! is an acranymn for postran emission tomegraphy. ‘We normally write an abbreviation or acronym with capital eters, though the full words have lower case letters. However, there are fexceptions such as wuny, which soften writen with lower case letters. We pronounce the vowel eters We normally pronounce the vowel inabbrevistonsin thi way letters in acronyms inthis way: (Ayer A [el [re [rr E [tet (Tier [ap [o [raor 0 [ior (2 Ter u [a Common suffixes Suffixes for verbs “There are some common verb suffices. Examples: Ver ze | computerize reorganize “tity | identify medi ate | communiate, generate, innovate men_| threaten widen |when you lean a new noun o adjective, ind out how you can make it into verb ‘Suffixes for nouns ‘There are many suffixes for nouns. But verbs ending in ize, ify and -ate orm nouns with ation. Examples Verb | Noun “izet™ | ~eation* | computerization reorganization ~tily | “fication | identification, modifation Tate | -ation | communization, generation, Innovation “roe tht lation a apa netsh gh. =_$_$__. Developing ideas in a paragraph Introducing the topic ‘na ter, anew paragraph indicates the start of anew top The topcis given inthe tope sentence, which at or near the beginning of the paragraph. The ‘opie sentence gives the tpi, and also makes a comment about the top | example: | One area in which psychology and computing ae linked is trough the development of cognitive models of mental processes. ‘The topics one area in which psychology and computing are linked ‘The comments that ths is through the development of cognitive models |The entences that follow then expand or explain the topc sentence | example: [As far back as 1935, the Gestalt psychologist Koff, established the brine thatthe brain wl solve perceptual problems by reorganizing | | eriginal data and restructuring it fo preduce 2 new understanding “insight (Gress 2007). Developing the topic {paragraph is normally about the same basic topic the “unity pence), However within a paragraph ideas often develop beyond the Initial ‘comment. Tis development i often shown by + acdiscourse marker: but however, etc + astance marker unfortunately ete Bxamples: Since then, Gestalt princiles have lid the foundations fr information| processing model for thought proceses, now used in problem-solving ‘computer programs {An Interesting development inthe use of computers forthe treatment of ‘mental csorders isn cognitive behavioural therapy. Discourse markers generally make a connection between the previous information and what comes next. They mainly introduce contrasts or ‘ditional information ‘Stance markers show the attitude of the writer tothe information, Les ‘whether athe f surprised, pleased, unhappy, et, about the information. Recording and reporting findings ‘when you do research, record information about the source. Refer tothe source wien you report your findings. Examples: {oss (2007 states that. As Trans suggess in his 2002 arti inthe Annual Review of Pychology, | According to Kalb and Whishaw in thee book An Intredutian to Brain and | behaviour oon), ‘As ightbour in the Del Mar Vilage Voce January 5, 2007) comments, ‘You shoul gv the fl nformation about the source In your reference Ist oF bibliography. For mere information about thi see Unit 1 Skil bank,EP etsser sno rtons e+ dextina rots [Bock at the photographs on the opposite page 1 iho do they sow? Brow reny 2 What do you know about there people? Focuty: Peychology B study the words in bora Lehre rece pany 1 Find pars of words with sila meanings Dan 2 What part of peech seach word? + lomo og Bot ’ ee ero. analyze approach aspect avere calectve rae component compromise conscious drive interpret legend mediate method mystics myth + See aera, | cons imps | personality self spirituality universal urge . geese ‘dang pony sre study the Hadford Univesity handout on this page Peroni eos 1 Find a word inbox at replace each blue word or phrase, + Fru packed mrcon ‘Change the form if necesary tase re pc of 2 Find another word inthe handout foreach ofthe red words. peony: ego ond pepe «+ Jang ivi woe D took at pkturs #6 0n the pote pe. aoeeenoces | 1 What do they show? “td mints 2 Matchen pcure wh 2 posible interetation wing slik | Savedtontenspestnct damian, | rapraaaetdens | tre trd Unventy hero pce, eee | Lccttcttcissemen Damctotm mens: | a {he rvetned werd wih words and peer box | Mate oy oesy ange + rmiettd | ‘affect aware basic drive claim control « legless aaa folk tale interact with link significance individual so wit universal i ronal Ue aa El amp en none SS Hon pee docu ae of a | Many people areunaareof te sgnfcance of ther dreams. 22% ove, Pow i i 1 Both Freud and Jung baliaved that our conscious thoughts hhaveles influence 09 our behaviour than our instincts. atemanecs seamen 2 According to Jung, we ae not connected by our individual awareness. |The a, the ego andthe syperego de nat act independently ofeach other. 4 The motives that drive our behaviour are not always conscious 5 Many myth and legends are not limited to individual counties. 28You are going to hear a lecture about dreams and personality, 1 Look atthe lecture slides. What wil the lecturer talk about? Make alist of points 2 Use the language onthe board to predict the ‘ructure of the lecture Example To star withthe lecturer wil introduce @ Listen to are 1 ofthe lecture. How wil he lecture be organized? Number these topics. + Freud's approach to dreams + Jungs theory of personality + role of Freudian and Jungian therapists —— + Freud's theory of personality + Jung's approach to dreams + dreams and personality study the topics in Exercise 8 1 Write some key word for each topic 2. Which topics canbe matched with lides 1-57 3. What sa good way to make nots? 4 Make an outline for your nots. side? Listen to Part 2 of the lecture. 1 Add information to your outline notes. 2 Which of the topics in Exerc Bare discussed? In what order? 3 What additional topics mentioned? @ Listen to Part 3 ofthe lecture, Make notes. 41 Which opis in Bercis 8 ae discussed? 2 Which topic has not been mentioned? 3 Whats ree assodation? 4 Whatis a mandala? “The lecturer uted these words and phrases. Match synonyens. 1 tatkabout —Z]_—_# underving energy 2 community []__b claimed 3 ancient. ==] represed 4 completeness [] 4 primeval 5 aivingforce [] «society 6 maintained E] wholeness 7 unfutiled —E) 9 discussQe eo Look at the student notes onthe right. They are fom the lecture in Lesson 52 3 bebe 1 What do the symbols and abbreviations mean? aie 2 The notes contin some mistakes. Find and correct them ae 3. Make the corrected notes into a spidergram. ‘iltrg. + celuccon. =? evbe acess B® tisten tothe final part ofthe lecture smiomeues 1 Complete your notes. nae ea 2 Why does the lecture have to stop? 3 Whats the research ask? © @tisten to some svessed syllables. Identity the word below in each case Number each wor | Example: You hear: 1h! You wt: j anayee ceojution L—— peronaity j aignment mediate primitive behaviour mystic pychodynamic — component — onde wemhas study the exact from the lecture onthe right. 1 Think of ene word for eath space 2 @ Len and check your ideas nm... where was ? Right, —____| Reet irises | ee ee Brow wihescrwordorshac tome | ang aed ine exis fecal | eae Petar wrt oc a | similar meanings the unconscious accumulation of haman ‘experience throughout the evoation ofthe 51 was saying about crucially especially inmyopinion in other words species —__histheory ofthe | letsmyview thet prinpaly returingto | olecrive unconscious i realy very significantly that sto sy inreresting, —_________asie ics the research tas set by the lecturer. «am branch ost into myth and even mysticism. 11 What kind of information should you find? 2 What do you aeedy know? 2 Where can you find move information?ees smoking tect cnibin to seminar ‘A. study the images andthe graph on the opposite page 11 What do images 1-8 show? 2 Where do you think the information in the graph has come from? BG ustento some extracts from a seminar about research into dream content and interpretation. 1 Whats wong with the contribution ofthe las speaker in each case Choose from the folowing « Itisirelevant. 1 Thestudent doesnt contribute anything tothe dscusion 4 The student imerrupts 4 Ieisnot polite ‘The student doesn't explain the relevance 2 What exactly does the student say in each case? 13 What should the student say o do in each case? © @uisen to some more extracts from the same seminar. 1 How does the second speaker make an effective contribution in each case? Choose from ‘he folowing: Helene * brings the clacton back the main point gives specific examples to explain 2 point * brings in another speaker + links wen not sure the contribution is relevant + disagrees politely with a previous speaker # links to a previous speaker + asks fr carifiation + links when not sure the contribution ise + paraphrases to check understanding 2 What exactly does the student say in each case? 3. What other ways do you know of saying the same things? Dake bio lt vay Des j dd Dons (anelpl way of Combing ecards, | akyty Grist | eee from ater shart E workin groupe 1 The teacher wll ak you to look at the images andthe graph onthe opposite page. 2 What kind of research do you think represented In each ofthe images? What kindof research ould be used to produce the graph? Explain why you think these methods were chose, 13 Conduct seminar. One or two people should act as observers FF Report othe cass on your discussion and explain the strengths and weaknesses ofeach research ‘method. Give reasons for your opinions G Workin groups of four Each parson should research and discuss one ofthe four main types of research The teacher wil ve you a dscuslon task card with more instructions. ‘Student find out about secondary research (information on page 103) Student find out about primary research formation on page 103) + Student C find out about quatatve research (information on page 104) ‘+ Student D: fad out about quantitative research information on page 104) a epee te geo eeeDream content by gender c — ‘ ioe oe cs i. mre & Mot of contrat é a Mesraterestrats a A Figure ream content for young peopl aged 18-24, by gender a& Vocabulary sets tis good ides to learn words which go together. Why? + is easier to remember the words, + You will have alternative word to use when paraphrasing research findings + Itisnot good seta repeat the same ward often, so vies, and sometimes Speakers, make use of word from the same et to avoid repetition, You can create a vocabulary set with ‘ymonyms | words with similar meanings, eg, dreamalvionsontasies ntonyms | words with opposite meanings 2.9, malefemale hyperayms | a generl word-oraset of words, e.9, doctor nysican surgeon | linked words |g. young, teenage, in hither 205, midle-aged old Describing trends You can use a variety of phrases to dcuss trends and statisti lr Sears] 7a Ss yaar ay = Sremectane | Sere | Sen = res aay stance Spt chenueceanortand many ci diferent averbs | arguably Spoken | Witten” eee, ‘another thing | additionally we hay ie a a ayjgnpost language in a lecture {At the beginning ofa lecture, 2 speaker wil usually outline the talk To help listeners understand the order of topics, the speaker will use phrases suchas Tostare with, Ital about. Then i discus. ‘After that, w'l look at Ti finish by giving a summary oF During the lecture, the speaker may: indicate new topic ‘ing on from ti). ‘ay the same thing in What | mean i 2 itferent way That toy Toput tanather way [return to he main point | Where was ? OF, yes Toretum ta the main point. Astwassaying Seminar language The dscuston leader may ‘sk fr information What did you learn about 2 Canyou expoin..? Can you tell mea bit more about ..? What your opinion, Eve? ak fr opinions What do you make of ..? | = Thi interesting in? bring in ther speakers | What do you think, Majed? Participants shoul e ola when deagresing | tual Tor quite agree ae ler cov ow |The Soe ero ees Partiipants may [[eorce withthe previous speaker | agree, and thats why That’ tue, 50 think You're absolutely right which is why ‘Gaaoiee with the previous speaker | don" think agree with that. n my opinion, mnot sure tha’ tue hin Tink to previous speaker ‘As lack sald earl, Going back to what Lela sald a while ago. “ek for darfation Could you say more about... [paraphrase to check understanding | 0 what you're saying I refer back to establish relevance | Just going bock to Parcpants may not be sure if a contribution fs new o relevant: ‘rm sorry Has anybody made the point that? 1 don" know if tis relevant.VYGOTSKY AND PIAGET: THOUGHT AND LANGUAGE |. study the words nthe lve box scommeodate acalate sire 1 Copy and complet the abe Put the words cognitive contet cits! inone or more boxes in each case decks cee tietienras 2 i affixes to make Words forthe empty racine adja abla boxes. Some wll nt be possible) 3 Whats the special meaning ofeach word in parchology? Find a synonym fr each word, {Group the words in the blue box according mil tothe ses pater, Noun [Verb IAdectve [esonnadbtinlastennadhte SS 1B study the plcureson the opposite page Discuss these Student A ‘questions ving words from Exercise A, 1 Look ait ton the oppose page what does | Cape le dnl rah ‘the picture show? What do you know about aoe Earn nee 2 heee eke ery 2. Look at Pictures 2 and 3, What concept does each ‘He development of inguste: sis. peeetd > Gisele 3 Look at Pictures 5 and 6, What do these learning ‘Hem ureirstend ee ees. ee + Tale alert ee ee student has writen abot the dept of oes cognitive ss but tere re same msrtes, Heche fh har evar Change the blue words so thatthe sentences are true, D Student 8 has aso written about the development of student 8 cognitive kil: Match each sentence with correctea sentence from Exerie Fras, oedae coer the Wain te took at Pctres 1 and & on the oppesite page Ba testa dren theses, ain ‘Sn 0 cau wrt oF ter 1 Write a paragraph comparing the learning situations in these pictures, 2 Exchange your paragraph with your partner. swrerdea Tal ord aver ie 9 etter of hing cos tg Yrsenace, 3 Rete your partrerssetecsin you ow denne 6 ooyired in he carte of eh idee a bapectat Ta of F Think about the advantages and dsadvantages of, tohade ore ee learning in a group 1 Make a ist of the advantages and disadvantages of learning in a group. Write sshort paragraph about ‘hem, 2 White your paragraph again, using different word a6AA iscus these questions 1 what stages do babies and children go through as they develop? 2 Do children of all cultures learn the same thing at the same tage of development? 3 Wihich comes first language aF though? BB Look atthe photographs on the riht. 4 Look a the following information. Decide leh Is about Lev Vygotsky and which i ‘bout Jean Piaget. 18 He was bom in Russi b He trained a a biologist. He was born in Switzerland. 4 He was a psychologist He investigated the roationship between language and thought {Hei famous fr his research into cognitive development. 2 exchange information with your partner Look at the stration the tte, the introduction andthe fist sentence of each paragraph on the opposite page, What wl the text be about? Using your ideas from Exercises A, B and Ci, wate sme research questions Read the text, Does it answer your questions? Study the highlighted sentences inthe text. Find and underline the subject, verb and object ‘complement in each sentence Se sills ban “wo students paraphrased pat ofthe tet. 1 Which partof the text are these paraphrase of? 2 Which paraphrase is better? Why? Work in groups. Write paraphrase of a ferent par ofthe text See Vocabulary bank student & Heanrer, Piaget's model ic taced on on smasinard itd Ving in besten he cuggected that all chidren acquiced hinting) Weteaner a Wedevermined srager ond in @ Forseuiar order fegarchens of he sthoction in which Proset's medal of caanitine matvration ice Wigetens's; arsed that children laead devetey mantel Rramessits 6 Nonenate's wd interacting with tie nvomdiage erverimentall Rasicaty, Finger deserived hi Secientiete’, eluate texting ideas ond learning from the Cave, student 8 On the offer ha, Fage’s model did rot tke the chid's sci cartxt ino consdershon According to Page, chthen nal sts wl asker the sare il fed stages of doce Beth Fagot and Vygotsy blared tat Schemalé ware croaked Heaugh a pracess of ache exgazerent withthe enirorment Chdcen were vid by Page a isnt petispslng in a constant process of experimentation.keane Lies Behe I qtime "Eb situation _ygotsky’s theory of egative developments ‘sed on the socal constructs approach, which ropes hat kath opitiveandinguisti sl st eveloped though socal interaction. Languages sintecace between peopl allowing them © Construct and negotiate mesing portant, ‘Wyant deserts language a cull ol mean of passing onthe acumuland Knowledge of 2 Sake fom generation to generation According to Vygotsky, cognitive developments ‘ultwralydetermine, which eens that len {in somecallurs wl develop cern cogaie skills toa higher level than noes depending on the importance ofthat patculr sl the alae Farexampe children Who are bough up ina sity that vals technology wl les intepet eons on lectronicequpment st comparatively young agen cons cdr in societies oe oma such asthe indigenous people of ‘Auta vale the ability to navigate landscape bys geographical feature, wil develop the cognitive lls crcl to hipaa bly, Inoter words, leaming is dna depend ‘ygotsky aio suggested that cngitive evelopment was dependent on the so Interaction ofthe chil with an experienced “mentor, who woul let from ts actu tage of development othe next Wygotsy sed the tem “zoe of prvi elope to desertion in which cl receives support and guidance, Koown ‘safe’ to master 3 new sil ‘ygotsly considered anguage io be an eset element in his ross. Incontast ots approach, Paget's mode based ona idealized cl ving in aso vacuum. He ‘roped tht all ldrenacuie cognitive ska predetermined stages and ins spect onder Vygotsky and Piaget: thought and language hes Both Vygotsky and Paget made sguificantconibation to research In the development of thought and language, Allhough thee mols fred in several ways, their effet on teaching methods hasbeen ‘some respets similar. This aril wll outline thee approaches 0 ‘opntve development highlight the main dfeences between thet ‘thoresand ilsteate her inflaence on modem dassroam practice. ropa f the contest in which hey are ing Page’ medel of cognitive development ike ygoty’s asumes that chten wil develop mena structures or achemata by interacting ‘experimentally with the physi envzoeent To Put simply, Piaget saw the cl asa 'senst, ‘otiualy testing heres nd learning om the results, According to Piaget when aca ‘owl a curent scams carta by now information atte ‘solu ‘ete andthe engung min res to restore the balance by adapting the che to ecomenate te ‘new information. Uke Vygotsky, howevee, Page’ prada arely gre the importance of social interaction on the cogaive development of tedden cso hag proces. Itisimporan to rengnize that both Plage nd ‘gots have made major onto to ‘modern teaching methods Forinatance, Pig's focus on the stages of cognitive development and ‘Wygotky'conp of alg in the oof prvi ero! have ested i cell tractred curl fe pre-school and pity tucation ensuring that len ae given elstic eamig goals and adequate support Jot a8 sigan, Vygosky’s emphasis the Imporance of sil teraction n anges cqiston has had a profound fs on language teaching methods for bot len and adults A ‘inal example ofthe ifuence ofboth scents on teaching approaches the elavely rect evelopment of per teaching and calbortive leaning methods Paget's theory suggests that listering tthe opinions of ther eames ness inane of dsr and, consequenly. leaning Wygosy’s mosel on the ther hand, encourages more advanced lamer teach es ‘experienced emer though ca interaction end language a33 extending skills [A stuay the words in box from the text in Lesson 62. 41 What part of speech are they inthe text? 2 Find one or more words in the text with a similar meaning to each word. BB complete the summary on the right with words from Bren A study the word in box 41 What seach base word and is meaning in psychology? 2. How does the affix change the part of speech? 3 Whats the meaning inthe text in Leson 627 D study semences A-Eon the opposite page. 4 Copy and complete Table 1. Put the parts ofeach sentence inthe corect box. 2 Rewrite the main part ofeach sentence, changing the verb from active to pasve 0” vce versa. EE Look atthe ‘Other verbs column in Table 1. 1 How ate the causes linked tothe main part of the sentence? 2 InsentencesA-D, what does each relative ‘pronoun refer to? 3. Moke the causes into complete sentences, Gist |B. Make one sentence for each box on the ht, using the method given in re. language model tool domain support structure major focus Vygotsky —___ of cognitive evelopment sugges chat ign _____ for passing the tations ofa clear rom one geeration to the next. He saw cognition a dependent. Thee is a dfereneberween ‘ygorsky and Piaget, whose on the ably ofthe child to crete a mental rough experimentation and without sacial_ linguist Importantly ‘generation scaffolding idealized predetermined scentit Include the words in blue, Write athe |The labeling of colours actos cutures has been sentences as one paragraph, investigated by research nt linguistic relativity, active For example B study the notes onthe opposite page, hich a student made about a cas study ‘Write up the case study. Include the ideas All cultures refer toa total of eleven foal colours. suey ‘Tes colours include black, white, red, green and 1 ivdethe nots into sections tomake YOON suitable paragraphs. Where should pasive,partiple thas established that the paragraph in Exercise Ago? 2 Decide which ideas are suitable topic | 1995 study discovered that sometimes a language sentences forthe paragraphs. Which identifies only two colours by name. The colours are idea can you use as toplesentence back and white, for the paragraph in Exercise A? 3 Make fll sentences from the notes, jeining ideas where posible, to make ‘one continuous text. Subject replacement, pasive carried out in 195cag eames stents Language whichis a ctrl fo eto tha pass ofereimenintion ich ange traditional values from the older members ccntnuoaly ther ere abot ie" anamit traditional values from the ade ae fiom society tothe younger. sf {School cuits have beninunced ty WeS35))qgarmer having aleay mastered il can mentor ee ete ee eae “evelopment to colaboais eaing ms anethode, @ [New information challenging our rent coexists tnt of coir, whlch sling , Table Breaking» conplex sentence info conshtvent pats ‘ins [minv | min ore | Ot VS/0r0 | Apis A lle ‘charts | whchooraas hal | trash «proces Bap Terese: st ter | of gomeriaton 1Reporting findings ‘You cannot use another writers word unless you directly quote Instead, you must restate or paraphrase, “There ae several useful ways to do this ‘we asynonyin ofa word or phrase | model > paradigm have resulted in > have fed to Ghange negative to postive and | their models fer > their models ce verse fare not iar ‘se a replacement subject “cognitive development depends on | the child’ culture > the childs cuture affects its cognitive ‘evelopment ange om active t passive or | Vygotsky believed that learning Important Example: a ae | Spender meres, | use language to communicate | above. = ee | _pegmalg ne a | through social interaction and language. | | Report ‘However, according to Vygotsky's paradigm, novices can be taught through discussion by more skied students. \When paraphrasing, you should alm to make sure that 90% of the words {ou use are different from the orginal. Itis not enough to change only @ Yow vocabulary tems: this wil rest in plagarsm. A paraphrase should ‘nly be used in conjunction witha clear acknowledgement of the source [nein “Trad example ofthe influence ofboth sient on teaching approaches I the relatively recent development lf peer teaching and collaborative learning methods. Plagiarism ‘Aina example ofthe efect of both sents an teaching methods i the relatively new development of pee teaching and collaborative leering 2ing the main information Sentences in academic and technical texts are often very long Example: ‘According to Vygotsy, cognitive development i culturally determined, which means that children in some cultures wl develop certain cognitive Shls toa higher level than in ethers depending on the importance ofthat particular skit the culture. You often don't have to understand every word, but you mest Kentify the subject, the verb and the object, if there one. For example, in the sentence above, ve find: subject = cognitive development subject = children vetb = is determined verb = wil develop object = one object = cognitive sil Remember! ‘You can rernove any leading prepositional phrases at ths point to help you find the subject, eg. According to WgOty, "You must then find the main words which modify the subject, the verb and the objector complement. In the sentence above, we find: Which cognitive development? = determined How determined? = culturally What chitren? = n some cultures Ellipsis Sometimes, ifthe meaning i clear, words are implied rather than actually Given inthe text. Examples will develop the cognitive skls (which ar) crucial to this ability. He proposed that all children acquired cognitive kl at predetermined ‘stages and (acquired them) ina specific order 33Dilavle) kd [A study the wordsin boxa. 11 Match nounsin column 1 with nouns in column 2 to make compound nouns. 2 Which word in each phrase has the strongest BB study the phrases in box b. 1 Complete each phrase with one word. 2 each phrase normally followed by: oun Gneuding gerund)? subject + verb? + aninfinitve? 3 Whats each phrase used for? Look at the pictures on the opposite page showing the proces of transferring experience into long ‘term memery. What happens at ech stage? D Read extracts A-Fon the right. They are from 2 leaflet about memory. 11 Match each extrac with a picture onthe ‘opposite page. 2 Complete each sentence with one or more phrases rom box b. EE Look at the flow chart onthe opposite page. What proces does it show? F Read the text under the flow chart 1 Complete the description using phrases from bore 2 Which sentence describes each part of the char? 23 Which part ofthe chart isnt mentioned? temporarily retaining sensory process immediate recyded retrieve network @ Match the phrases inbox d withthe highlighted phrases inthe text 3 a5 r 2 brain information association bank learning capacity disability maintenance memory rehearsal memory storage | reteval sue word working asshown... aswell. inadtion inorder . in such away.» in the case. known... theend... the use. ® tfamasion nthe sorter meri eld srugh be ippoampes | Teen betel ger ‘memory (TM) TO how ict memory (STM the ‘nfation nore in he onl be of ae Senin epg =) A ie procened iy he ban, i i i | the puvof beta the ‘tame serve the function of inthe nia phase Incontrast inthe following phase inthefinal stage a number of the development of for instanceie flow charts «useful tool for illustrating the relationship between the dierent stages in a For example this hart shows the stage involved in ceting shor and long-term memory Shorten memory isa way of storing infomation for tse On the other and, long-term memory sgetem for information we need overextended pric of ine Inthe fist. stage ofthe proces the brain receives information through __stimul. Then tis informations stored ina ‘of eral onnections which constitute shor-term memory: Before it inthe canbe irasfeee othe longterm memory, the information must be ehearse or. short-term memary syst. At the end ofthe process itis stored inthe long-term memoryes DDD stones suena formation in etenes Pee Se hice ween a punere pis ste PIES Bian B @tisten to Part 1 of the lecture. ‘Memory (Lecture 1) RMP lon T ‘Waite yes, no or not mentioned. “© Memory process * Recent theories: See Pearce cis eee ous a ee al cei = ae 2 What are the four main stages of memory? 2 oes /an imaginary example C. @ Listen to Part 2 of the lecture. |3. As youcan fa key statement or idea 1 Make notes in an appropriate form. tea! | eugerese ea a Beare Sara in eectsec) mga Lees ener dnceeee ee Peis renee roe gee || ee ee [diagram or picture E_ @ tsten to Part 3 of the lecture. ee 7 “The palace [an explanation ofa word 41 Make notes an the information that comes after pea the phrases in Exercise D. 2 Were your questonsin Exercise A answered? 2 ac wer | eee ene ioral context FQ uisten for sentences 1-8 in Part 4 ofthe lecture. Which sentence (a rb lls in each ase? Why? See Skills bank. 4 There are several theories about why people forget event. 2 "Fouty encoding, csplacement brain damage, lack of use and repression are amongst them. 'b Amongst them ae: faulty encoding, displacement, brain damage, lack of use and repression. 2 Faulty encoding means that certain information may not be available because ithasnt been recorded correctly in the fist place. 2 Thiscould happen when there is physical damage to the serses—to hearing or sight, for example. ' Physcal damage to the senses of hearing or sight may make certain information unavaiable. 3 Another reason wi information may not be avalable sift hasbeen replace by new information. ‘This particularly applies to short-term memony 'b Shortterm memory is often affected in this way 4 In some cases, information may not be transferred from short-term to long-term memory 353 result of damage to the hippocampus 1 There are several important parts ofthe bai, a you wll remember, including the hippocampus. B Asyoul remember, this the part of the brain that recjels information and converts it into long-term memory. G Tis lecurerienot very wel organized. What problems are there inthe lecture? 56Ee A. Qisten to some stressed lables. Kent the word below in each case, Number each word. ample: Youhear: 1 mat mat! You write: 1 conex ee 5 ippocampus 2 decay pee {6 maintenance 3 placement 7 rehearsal 4 encoding 8 repression BG tisten to the final part ofthe lecture from Lesion 72 1 Complete the notes on the ight by adding ‘a symbol in each space. 2 What research taki) are you asked to do? C study the phrases from the lecture inthe bive box. Fr hich ofthe following purposes cid ‘he lecturer use each phrase? + to introduce a new topic toemphasze 8 major point toad points to finish ast togive an example toresate 1D Rewrite these sentences to glve a special focus. Begin with the word in brackets 1 Freud claimed that hypnosis was an effective method for acesing repressed memories.) 2 Hypnosis can help eyewitnesses return to ‘he moment ofa vraumatic event. (What) 23 Afullunderstanding ofthe diadvantages cof hypnosis very important (What) 9 retrieval 10 sensory 11 thalamus 42 traumatic emery — ey 0 corse sone fiche wonton — preconceived dus —__tirkwe see wht ne expect ose 2. shorgerokars — affct real chien aman pres dfererly Hype: — bas ness rononr deals oF ermes — hyress —evolen —_remainke past BUT rot days rate etestera Inother words ets take Let me putt another way ‘Not to mention the fat hat. Pus theres the fact that. ‘The fact ofthe materi, ‘You've probably heard of {4 The memory can very easly be confused because it depends on so many factors. (Two sentences. First 1; second = The reason’) '5. Hypnosis cen remind people of the feelings they had at the time they witnessed an event. The advantage) See Skills bank E choose one section of the lecture Refer to your nates and give a spoken summary, Use the fied phrases ‘and way of ging special focus that you have looked at. See Vocabulary bank and Skills bank. F Work witha partner. 1 Explain what kind of problems people experience when recaling the deals ofan event they have witnessed 2 Present your account ta another pat Practise using fixed phrases and way af giving speci focusA. Look atthe article and drawings on the appesite page like to make two pins. 41 What do they show? 2 How ether teach ther eplecnen ew ‘epee = BQ tizen tothe fst erat rom seminar about epee hypo on memo tye pot tat 1 wat ueston with sen cas? vena i EMiee ee er ialthes arco Vert gree that nde yp pes a Soy, but who are we talking © risen to 6 about exactly? — ct of the seminar, Are these sentences ‘re or fala? Wie need to be dear here. as 1 People are more suggestible under hypnos’s. —_ Yun ko say that Se 2 The hypnati’s questions have no effect onthe Inwhat way? z recovered memary. \Whatim tying 0 say ame 3 Eyewitness evidence isnot reliable. —_ ‘Canyou give mean example? _ 4 People under hypnosis deliberately create fase Look att ths way memories. — Absolutely as 5. Recovered memories can become fate memories. D Study tasks -d below and the phrases inthe blue box. 1 Write, b, cord next to each phrase to show is use. 2 Introducing basking for darfcation € agrecingldisagreeing dartying 2 Listen to Extract 2 again to check your answers. Workin groups of four to research four areas of memory. Each petton should choose efferent area, «student A: Read about repression on page 103, + Student 8: Read about schema theory on page 103. Student c: Read about amnesia on page 104 * Student D: Reed about episodic memory on page 106, ‘After reading the notes, report back orally to your group. Use fixed phrases to ak for and give larficaton, F Workin groups of fou 4 Three group members shoud look a the CCTV images on ths page for 10 seconds and then cover them Up, 2 The fourth person should interview the other members ofthe ‘group and decide what the CCTV images sho. 3 Asa group discuss posible interpretations Report the as on your dcusion,gving reasons for your delions‘preuaian 1 tee cape tl eat op Adult, regressed under hypnosis to age 6. 5Recognizing fixed phrases from psychology (1) “There are many fixed phrases inthe field of psychology. Examples: Phraee ‘Meaning inthe dscping neural network | a group of neurons connected to each ther repressed memories | memories that have been ignore by the conscious mind [post raumatc stress mental condition caused by a traumatic experience; symptoms disorder Include nightmares, flashbacks, panic attacks ses stem ——|anetwork of phys sere. icling Sight, hearing touch ste meaning technica English in general. Examples Keep lito fixed pases used in psychology and remind yourself regularly of the Recognizing fixed phrases from academic English (1) “There ae ao a large numberof fted phrases which are commonly used in academic and What comes next? "Ac we have son [2 reminder of previous information "An important concept... [one ofthe besc points underlying the topic | [Asyoucansee, a reference to an lstration OR | 3 logical conclusion from previous information | [eskowmin a reference toa dlagram or able Tnsuch a way hat 2 result of something In ation to 6 ¥) ae X= reminder of last point, Y= new point | [nthe case of. 2 reference oa particular topic or, more offen, sub-toplc [At the same time, ‘an action odes which must be considered alongside another action ores ‘edn apace of revarch, a theo an Mea sear in mind ad Key information which helps to expan (rit a some wa) previous information Te pont the basic formation underhing en explanation In order to (G0X.Y) X= abjecte, Y= cesar actnscondtons | [reir ems the history of something previous mentioned nater wera Looking at tanother way. the same information put ina cifferent way in this way [a result from previous information say. aneanple What do mean by 00? [an explanation of X Make sure you know what kind of information comes next‘Given’ and ‘new’ information in sentences In English, we can put important information atthe beginning or at the end ofa sentence. Tere ae two types of important information 1 Information which the listener or reader already knows, from general knowledge ‘or from previous information in the text. Ths can be caled ‘give infrmatin. I normaly goes atthe beginning of the sentence. 2 Information whic ie new in this text. This can be called new’ information It normally ges atthe end ofa sentence. Examples: In Lesson 7.2, the lecturer staking about theory, 0 theory in general = given Information Given New There ae several theories | about why people forget events. [Amongst them are: faulty encolng,dplacement, brain damage lack of use and repression Giving sentences a special focus |We sometimes change the normal word order to emphasize a particular pont, 9, 8 person an objet a time Examples: Normal sentence [in Y889, Willam James dstinguihed between short-term” and Tong-ferm memory Focusing on person |r was Wiliam James who distinguished Focusing on objet_| twas the ofference between ‘short-term and Tong-term’ memory that Wiliam James distinguished. [Focusing on time |e was as far back as 1884 tht Wllam James Introducing new information Wie can se special structures to introduce anew topic Examples: ‘Memory is my subject today. ‘3 What 1am going to talk about today is memory. Long-term memory sve important. What is very important is long-term memory. ‘Many factors cause cantusion "> The eason forthe confusion Is that there are many factors. bitferent questions result in cferent memories "> The result of efferent questions is ciferent memories. Clarifying points "when we ae speaking, we often have to clarify points. There are many expressions which we can se example Let me putt another way What rm tying to say is Look att this way The pointhing is 6MENTAL DISORDERS: POPULAR MYTHS PRIVEE cnn nouns tor vers parphasing ‘A. bizcus the fllowing questions 1 What does the word insanity mean to you? 2 Which words in bx a are caret psychological terms and which words are colloquia? What do they mean? BB What stereotypes are depicted in headlines A-D onthe textbook page opposite? Look up each noun in box in a dictionary. 1 Isitcountable, uncountable or both? 2 What sits psychological meaning? 3 What isa good synonym? “4 What useful grammatical information can you find? 1D Study the two lists of verbs in boxe. 11 Match the verbs with similar meanings 2 Make nouns from the verbs i possible. Look atthe Hadford University handout. 1 How does the wrter restate each section heading within the paragraph? 2 Find synonyms forthe blue words and phrases Use 2 tionary ifnecesary. 2 Rewrite each sentence to make paraphases ofthe texts. Us: “+ synonyms you have found yourself “+ synonyms fom Exercee © # thenouns you made in Exercse D + passives where posible + any other word that are necesary Example: Melodramatic headlines inthe press can affect sales considera, ‘> Newspapers sll far more when they have sensational headlines F study the chart onthe page opposite, 1 Look up the definitions ofthe types of crime represented inthe cert 2 What ime is most commonly committed by people wit ‘mental orders? Why do you think th 8? 6 autstic crazy deranged inane lunatic psychotic retarded mad abuse delusion ssociaton episode frenzy imbalance mood pact prycharis suidide syndrome 1 2 characterize spread expel “connect exploit liminate link dtspay lose touch with) continue manifest. bedetached (rom) perpetuate | difer propagate define vary ‘ake advantage of oe Stereotypes of mental illness {A Sensational inthe press elo bade etoapges Ingo sles Wi i mind eps non yeoman meal pple ‘Sheed mci Tisch ot ayy inking en snes teins sdb wag ee hese Pepe monn’ of men dee 1 Mental health and violence ‘Thiel tol ho fen aes lt Tt ‘Srpnady occ wich Eu at insti bavi cen sal mk oa erg ence poses cpane‘STEREOTYPES AND THE MEDIA, ‘Sensstional newspaper headines perpetuate negative stereotypes of mental ness by inking It wth olence, aggression, cme and death, Look atthe newspaper headines on this page and iden the negative stereotypes they evoke, “ Crazies set fire to primary school! * Schizophrenic kills mother in stabbing frenzy Autistic genius in computer scam DEPRESSED TEENAGERS IN SUICIDE PACT MENTAL HEALTH AND VIOLENT CRIME Research has found hat only 52% of violent cries are commited by people sufering tom severe ‘mental eeordrs. The chart Below showe a braksown ofthe fypes of vlns cra incuded ints 52%, ‘poset erime as percentage of tal vot crimes canted by patents win severe ment ines: 188-2000, Sore ua SGM The eas get Sea Mr tn rt Cn An ra Pe 15,8 6NEE See {BU the causes of mental illnes in this st wth the ems in the blue box: |» chemical imbalance inthe brain be traumatic experience « poverty 4 genetic, «abuse in childhood drug abuse hich ae stereotypically associated with violence? Give an example ofa commen belie! related to mental ines. B Look at the five essay types onthe right. 1 What should the writer do in each type? (@) 2 Match each esay type with one ofthe ‘questions below te slide (A 3 What topics should be covered each) ‘essay question? © Read the tte ofthe tex onthe eppoite page and te fst sentence of each paregraph. 11 What wil the text be about? 2. Choose one ofthe essay questions in rere B, Wit four research questions \which wl help you to find information for your esay, D Read the text 1 Using your own words, make notes from the text on information for your essay question 2 Werk with another person who has chosen the same essay question as you. Compare your notes E study the highlighted sentences in the text 1 Undertine all the subjects and their verbs 2 Which is the main subject and verb for teach sentenca? F study the table onthe right 1 Match eth werd or phase with meaning. 2 Underline the words or phrases inthe text ‘whlch the writer uses to give the ‘definitions. See Vocabulary bank. 6 schizophrenia. hysteria dissociative identity disorder ansety phobias depresion ec ‘There are five main exzay types in psychology: ‘descriptive + amyl * comparsonleauation ‘argument ‘practi report “Vile crimes az fen comin by those who are rene il To what extent you agree wth his Stemeat? Git examples to suppor Your pains. Describe four stereoryps of mental nes. How do they relate to the symptoms of rea illnesses? Explain the methods wed bythe media to influence popula images of metal ies. Describe Asc’ confemity experiments. How do ‘hey explain he influence of the media on Individual aude to men aes? Outline sheitferences and similares beeen schizophrenia and ditoiatve dente disor Wordiphrase | Meaning Tillsion «8 psychati disorder which ‘connects different aspects ofthe personality 2depresion | unreasonable a Mlogial beliefs 3 meod ‘a mentol disorder Characterized by losing ‘ouch with realty 4 poychoss an event that only occurs in | Shemind ofan individ S delusions an emotional state multiple ‘mood dsorder that makes pessonalty | a person feel very sad and tunable olive an active life“You must be crazy!” (popular misconceptions about mental illness) “Aatuses omental les ave varie sigicanly Ath! tary apd aos cultures or istanes, toi dy seme petra soci thang no Wren langage bee hat nds who Ihave sbi re ited wah supematral ‘oalng power alee that the aby Scioto ature Inter wordy te ment ae ight specie in ome mmr Ia cotast 0 thes, pope suet om mental ies Europ in "he Md Ages (AD 01-150) wore ace of| ‘nang postese hati ty cored by demons trol pinte Atempls exe se ei spt Snvleed eral phys punishment nd sling ot ‘peioing he posses. These tonal beets tie poly exporter the er wi ich neal ines spprecied, For even inaredem ‘ene socey wher the physio caso ttl srr re fr er rer han in be an pains and miconeepons bout Meta eat al pert, (Oe ofthe mst omen ys about etal ess Sethian soy hat alin th in, Aepeson being cate npn Beas depision [stead wth een an lak of motvaton ‘which ar tose dep, noel in every ie, {isnot alway cay diingush erent ‘eatin o's Callens an thesynpeons ot ‘iil depres, amood order. Asa sult ‘pple uring om depression ae fen en 3s pen ond ae expetd eerste log olin depres Reser hs fund ae tha dopo the et chem mblancer the bran which ate mood or emo send. Is theo 4a nese wih physi cuss, Assn spd myth abou peopl eo slr frm muta di Bat ey dangerous and ‘ln aly ines ted total “toe uly ene agar epodes ‘Sree peyton when an dl esto th tty Aasrding to Pests, he mest omen ‘Sus of on slr nd rg abuse flowed ‘lang ay bind yesh and depression Another nsonepion abst popleficted with ‘het ns ett ey ae tof och i teat itretht sre iced sch ‘zope, ay sul In dss ‘weasel andar, However themajoty people wih metal ness, ‘nclading depen arity pois aed ipl ‘dead ne comple itouch th ely ‘Schzphrns ea wide easton done ‘vcs chars bye ato fn atonal Ine word The Geek oot oth word, ening and es ean mei, vee > the popular in ht chops er om pt ‘inn or dl pesenalites Asa sul shzopirensa ‘este confsed ith mpl personality sender Uenther nme for necitvesdentty dire, ehh infact he lof eaumaticeers ‘whereas chuzopha lag imberied. sintering tak haw hse poplar myths ae ed ter sey Ans experiment clo erin ow the trade ef ndals ‘eintucnost iy soup opinions Oneexapl ‘hei dhe medi cluding ln, which asa owe ivence on pop owe and en ‘Repose for propping nqaie steely of those who ae mental IL Lookngat ins nt seny to ind examples of ‘adress mirepesentatons of nen nes ‘bln such The Thee Fant B95), che ‘ed onthe teary of Eve Whe’ male ero dsorder drat her nes. One Flew ‘ere Cad’ Nt 175) anothrfm which hemor lrming fof metal sss repre Whats portly powell about "Abin however te emphasis pao on he ‘ppeson aed malsimert he patents by the tea tl the pea hosp, ‘The press anther fel ofthe main which Enourger te pubic cornu ber pent lade Newspaper ports ‘tay ink let rime with metal ies sd ‘nor speciale eminlogy lel ma ‘nao ers negate unas Inconcuon ican be sen tha in spite aances fn poche dlagnss and teat etal es {ed wey misindertno. Neate stots, cnourage byte mein perisin mode sod, ‘Se metal poplar commonly perv ‘weak dangerous okt, dels imi and frighteningly empredicable Poca BA Men) sk 2. Theater sel cmpe gana ne eck fener pte sno Pe tei snp CP nde en tenner andes con a fre Pp 6[A Find the wor inthe boxin the text in Lesion 82. misconception attitude 1 What part of speech is each word? cidere preva leon 2 Think of another word which could be used in place of inherited spit melodramatic the word inthe text. Use your dictionary if necessary “dente erate B study sentences A-D from the textin Lesson 82. -——‘(@) Tha tana bar prbaty repre forthe ear ah whic eral 1 Identify the dependent clause nes is appanced 2 Copy the table under the sentences and write the pats oe ago EE eset de et Sea tieeccaiwcserce, eens ac pl ‘A People often approach mental lines with fear, © Schizopheenia sa widely misunderstood Ps eo ana ee Soo C Read the essay plans and extracts on the opposite page. (©). One Fw oer the Cuckn’s Nest (1978) is 1. Match each plan with an essay title in Lesson 8.2. ceotar ri ava Daan ee 2. Which essay is each extract from? = Re aiaiedecen (sce eee D Work with a partner 1 Write another paragraph for one ofthe plans 2 Exchange paragraphs with another pai. Can they identity where it comes from? [A Make compete sentences from these notes. Add words as necesary @ peoela Inner -sereprkd, © Shies “cere dries do Tresor ~~ ere pris — be nerelhaly- vols -eora ~ rey pepthalrs | er sy pe Thome mgt nerd dress — © resarch ores atop — mer tress eed tle Oy = bed = labret res = ~ eee duce - respi ~ hfe prota © fet dhl «drt hype - rent dsr ~ be ~conmey © fer mary yrs ~ popu ee — pope (Sook agyesen ih thd ded let ard rg BB The sentences in Exercie A ate topic sentences for paragraphs in essay Ain Lesson 8.2, Put them inthe best order forthe esa What isthe main topic fr each paregreph? © Lok atthe estay question on the oppasite page. 1 Whatkind ofesay this? 2 Do some esearch and make 2 plan. 3 Wiite the essay See Skills bank, 6essay plans Pe csckicts tas Saris wie ayes cokeriaaciake crlarege peel eeeper a, ae a, 2 ea ipa cera aes tadelectge ee eee Steere cote of uodare ad 23 Dare pte aay 4 Deere reals ids confemed fo he 4 Aletrate emiartice betsean a Yeerdar behav, caveee, ee ee rebel Heke 5 Uulrale Aerowes tetaeon : 46 Dass cr of fs expres cer deordre;tehacur, cases, rls lyon sd crf al ri eae {emda riflerce on re prion Conlin ordre | nd 2 oe 7 Cordis Aatleigat ae see ior dion, detach. From fecey fo coon sed ote ond reais wk Baron causes ow) fol a iy acca ede Ueslne Fit of nada regarded pre, Essay extracts ‘ST summarize, itis clear that schizophrenia and dissociate identity clsorder are similar in the ‘sense tat patients wih both disorders may lose toch wth he outer works as they construct an indopendent nner ely Inte cae of schizophrenia, his iner words sorganized and incoherent mn contrast the pation wih cssocatve kent disorder may havo dsc boundaries ‘between ter diferent personalities and experience very ite contusion. The causes of “schizophrenia are thought tobe physiological and genetical infuenoa, whereas dissociative \denty order sho resul of raumatc or stressful evens, Schizophrenia s usually Weated with mesicaton and hositazaton. In corrast, medication srt commonly recommended as 2 treatment or soca ienty srdor, which is generally treated wih psychotherapy. Scale ups require 2 gh dee of cooperation between nda hich canbe achewdin various way One of hese the exerci focal preset mrt an he nv oben in 8 carta way o adept parker bee Conformity the act f carr nid behaourin sponse to gaup petra i rportant to understand the ec of conermay becuz i power oc phenomenon afecing mont eters of ccetncidng eatin pols snd comer Tis yl ‘ine Acs hyped of confi earbe te metodo andrea of Ne experiments nd ese ‘hamin height of other eszach Essay question ln 1909, teen young people were fled in violet attack by two pupils of Columbine High Schoo, Colorado. The atackers aso ded. Sinoe then, a numberof highschool and collage massacres have been oad out by adolescent mas n th United States and Europ, To what extent do you think ‘mental iiness i the cause of this extreme elnoe? aUnderstanding new words: using definitions You wil often find new words in academic txts. Sometimes you will not be able to understand the text unless you look the word up ina dictionary, but often 3 technical term wil be define or explained immediately or later inthe text. Look fr these indicators arore tan Msn brackets another name for dsocatve identity border) or ‘mood, or emotional state which ‘Schizophrenia., whichis characterized by the reation ofan irational internal worl. ‘comma or a dash |... depression, a mood disorder Immediately after | "delusions unreasonable beliefs the word or phrase ‘Bhraves such s that | . clawayance, that the ability to see into the future [sn other words | in other words the mently Remember! \When you write asignments, you may want to define words yourself Learn to ‘se the methods above to give variety to your writen work. Understanding direction verbs in essay titles Special verbs calle direction verbs are wed in essay ttle, Each rection verb indicates a type of essay. You must understand the meaning of these words 50 you can choose the correct writing plan. Kind of essay Direction verbs Descriptive State... Soy... Outne... Desibe.. Summarize... What are? ‘analytical “Analyze... Explain... Comment on... Examine Give reasons for. Why..? How? ‘Comparison! ‘Compare and contrast)... Distinguish between ‘evaluation Evaluate. Whatare the advantages andlor sadvaniages of. “Argument Discuss... Consider... (italy evaluate To what extent? How ft? Practical reports | Outline... Explain... State... Describe Summarize... DiscussChoosing the correct writing plan \When you ae given a written asignment, you must decide on the best writing plan before you begin to write the outline. Use key words inthe esay ttle to help you choose —see Vocabulry bank. "Woe of say = content Fone rare Desciptive wing intoducion tthe mort important points of omething:e. Ina | © poneven | rarative, ost of ky evens in chroneogilorer,a | ponvevent2 Aescipton of keyideas ne theory or oman arele | © pointevent3 younaveresd * Conduson Sumiariepontsin a logkcal order Example. Desbe fur stereotypes of mentale. How do they relate othe ymptons of el ress? ‘analy writing st he important points which in your opinion explain ust your opinion in each case ok bein the fact the Rowand why, ott vattolehen Deede on nd define the aspects to compare two subj ‘You may ue these aspects the ass for prapraphing, valute which aspects are better o preferable and je reasonseritera fr your judgment Example: hat are the ferences between schlzophrenio and alseiove entty darter? {ook frend question acepted ideas and assumptions. | txanpleleidencereson 2 Example: tramplleidencateaon 4 et Explain the metho used by the mela to fuence | concusion opt images of mental ies. Comparsonlevauton * inroducton ‘rganent writing ‘alyze nar evaluate, then ge your plo n 8 ‘thesis statement tthe begnring the end ‘Show avarenes of fice nd agreements bj mentioning counteratgumens. ‘Spor you eirion wit even. Baample ‘olen crimes are often commited by tote wh are ‘mental To what extent do you agree with th Statement? Give evanpes oppor your pants. © noducon: atement of ave 1 thesis statement sing opinion 1 define terme 1 point 1 epi + evidence 1 point: ean + eden, et 4 fenduson impatient Literate roducton statement of hse 1 deine terms 1 for pint 2, et {agains pont 2. 1 Condon: Stemant f opinion racial reports of experinents andi (Otte the problen nd previous experiments Explain ‘hy You careg out he expert ational). State Your hyethess Deere the experiment Summarize Sod lace Example. er do Ast cnforiy experiment ean he infnce ofthe med on naa sce to mete nst? inductor badkgourdo pebien, erature review, hypotess ‘ methodology prtinens, methodology tasks, measurements | result unmny of findings oraphs sesso: ase reingsn relation to fnpethess suggest tre esearchPERSONALITY BA. Match the words to make fied phrases. 1 personaity [Ja inheritance 2 identical §~C]—b analysis 3 genetic E]_—€ theory 4 caf a stability Stator []_e twins 6 trait D1 € cognition 7 socal =] g tras 8 emotional [] bh actuaization BB study the words and phrases inthe blue box. 1 Complete each phrase in column 2 witha word ‘rom column 1 2 Which phrase can you us to agree only party witha point? begin talking about several points? talk about particular example? Introduce the ist of two ideas? introduce the second of two ideas? ‘focus on the most important point? ‘ive 2 reason fora point? mention an idea? ‘alk about certain circumstances? Look at the pictures onthe oppesite page. 1 Match the following personality theories with each psychologist: set tfcay trait theory, humanism, Selt-actualzatin, situations. 2 Which of these psychologists supported social construction? 3 Match each person with the correct quote (AE). 4 Replace the words in alls with a phrase from vere 1D Read the extrac from the Hadford University handout bout personally theories on ths page. 11 Match the blue words in this extract with the the pened ond dis er reed Ypparpnchleay ond seemed 1 What view id the lecturer discus fist? 2 What examples ofthis perspetiv did the lecturer mention? 3. When di esearch im parapsychology begin? 4 Name tres form of ESP. 5 Inche Ries experiments, what i a the sender dot B the resver dot 5 How the re response method diferent ‘om the Rbins experiment? 7 Whatisthe purpose ofa random event generator 8. What ype of experience motivated Susan Blackmore to study parapnychology? 9. Name thee mainstream sciences that can offen explain paranormal evens. 10 According tothe speaker, what r60 Phenomena canbe expaied by Science? 1 thatisto say 2 Don't misunderstand me, 3 not only that, but 4 ts fair to say that 5 tosomedegree 6 inanateemptto 7 with respect t.. 8... gave a good description of... 9 ...totheextent that. 10: A casein point is 11 which . beley defines a... 12 (He) has no doubt that.11.3 Ex Biel ene} |B. Study the pases in box a. 1 Mark the stresedsylablsin each phrase. 2 @uisten and check your answers 3 Which phrases have adjective + noun? Which word has the stranger stress n these phases? B Look atthe topics below. ‘+ moving things with your mind + healing yourself through concentration + caring people by thinking about them 1 What would you ike to know about these tops? 2 Prepare a page in your notebook to make Some notes 3 Listen tothe final part ofthe lecture (@art 3) and make notes If there i Information which you mis, leave a space. 4 Compare your notes with someone else. Fl In any blank space, Answer the questions on the Hadford University handout using your nates, 1D study the tage of building an argument (4) inbox. 1 Putte stages in an appropriate order 2 Match each stage (a+) with a phrase from boxe E Look st box b again, 1 @ Listen to 2 section from the lecture. Make nates on what the lecturer say for teach tage ofthe argument (a, 2 Check your answers to Exercises D and F Use your notes to write 75-100 words about the ‘main points in the final part of the lecture, G in groups, discus the esearch task set by the lecturer: Talk about these questions 41 What ae the tree mind-over-matter topics youneed to consider? 2 Which one will you choose? 13 What ideas do you already have? 44 What kindof information wil you need to find? 5 Where can you goto find more information? Report back to the dass on your discussion. In Lesson 1144 you wil take part in a seminar on this topic. mental powers ‘mind over matter ‘ving systems physical health naked eye special apparatus distant healing random intervals sleight ofhand De orosvininy 1 Whats the diference berween rmacro-PK and micro-PK? 2 What does DMILS mean? 3 Whats che funtion ofthe electrodes in a remote staring ‘experiment? 4 Wha ewo mental activities are involved in meditation? 5 Wha seem tobe the mos serous methodological issues, accoeding to the lecraree? 6 Whats your research task? 2. giving a counter-argument giving your opinion stating theisue 4. supporting the reason with evidence «rejecting a counter argument giving a ceason for your opinion Is quite clear that ‘The question is “The research has concluded that. 1m afraid that ust nt toe Some people cleim ‘The evidence lies inthe fact thatA c D « 90 crt oars Study the terms inbox a. 1 Beplain the meaning ofthe terms 2 Mark the ma ses in each term, Stuy the words in box b, Mach the words in columns. 1 land 2 to make phrase, Study the FocusOnMatter web page on the opposite page 1 What types of paychokines are shown inthe pictures? 2 Which ategores of mind over matter on the web page axe best known tothe general public? Why do you think thse? ‘Study the phrasesin box 41 Wat purpose would you use these phases forin a seminar? 2 Wich phases can you use for linking your new point to. contribution by another speaker? @ Listen to some students taking partin a seminar. They have been asked to discuss psychokinesis,DMILS and distant healing, While you listen, make a note of 1 the main topic ofeach extract 2 further details ofeach topic Study the Distant Healing and Biofeedback web page and ics these questions. 1 What the main message from this page? 2 Look at the types of healing by PKs 12 Haw can biofeedback be studied? bb Which categories of heating do you think ae most dificult to investigate and why? {Which rseareh projects could apply to all ypes of healing by x? 4 Look at the whole FocusOnMatter website again. How can the general public participate in esearch ‘through this website? Discuss your research findings on psychokiness DML or ‘stant healing with your group. One person from the ‘group should report the conclusions ofthe discussion to the cas. (1 ire inate: + making etetve cntbwtons oa seminar clearcut proof ‘double blind methods ‘energy field treatment ‘experimenter participant interaction high speed photography radlo micr-transmitters remote staring experiment 1 2 anecdotal blind loca effect ouble evidence energy field ‘experimenter —_—presure healthy participants Immune elk skin system touch temperature 1d ke to startby explaining. ‘To carry on from thie first point. want secondly to look at | don’t think thats the main reason ‘That sem like a very good point x Ismaking, rm going to expand the topic by mentioning | (nthe other hand, you might want tosay that. ‘As wells tissue, we can also look at avery diferent sue S00 um up, we can say that Does anybody have any opinions or anything they would lke toad? I think we needa diferent viewpoint. 0x, to continue then Following on fom what X has sic[Link] the organization that investigates the power of the mind over the body Look here for the latest research and information on: Pychokinesis (PK) + Teeconation Distant Healing and Biofeedback hreaing a possible There re many claims hat stan healing ard bifeedbock have beer responsible for curing sop of physical ond pychoogial esses Wie wont fe ditont healing and bicledback scanfcally, Research projects pee 2 Reiki 3 Biofeedback peta 1 Biofeedback eet ead ng 44 Peychie healing FecusOnMate's dont healing ond biofeedback projec ims fo research os many reports of |2 Linking words ‘We use linking words and phrases to join ideas together 2 sequence to shows how ‘the ideas are related. Some linking words can be used to jin independent and dependent causes ina sentence, Examples: ‘Because paranormal phenomena are ‘Over the years investigators in hotoriusly dificult to prove, over the OR ths field have developed meticulous ‘ears, investigators inthis eld have research methods because paranormal developed meticulous research methods phenomena are notoriously dificult toprove. ‘other inking words jin sentences ina text. ample: research in parapsychology has dscovered tha hypnosis sa psychological phenomenon. [Aso result, mainstream psychology hasbeen able to expand is areas of investigation. \When building an argument, itis a good idea to use linking words to add points. Examples rst “Another point is... In addtion, winreas Forerample,.. Secondly, Moreover, Final, Using words with similar meanings to refer back in a text It isa good idea to lear several words with similar or related meanings. We often build ‘ohesion in 2 txt by using ferent words to refer back to something previously mentioned. Examples Fist mention Second mention | Thirdmention | Fourth mention ‘mainstream scence | conventional ‘conventional ‘mainstream andosycholosy | scentifcresearch | psychology psychology azpecs ofthe mind | consciousness ‘mental phenomena | mental processes perception and memory ‘ietifiresearch | research methods | experimental ‘experiments procedures Recognizing fixed phrases from academic English (4) In Units 7, 9 and 10, we learnt some key fixed phrases from general academic English Here ae some more to use when speaking Don't misunderstand me ‘the history of 1m ara hat ust toe the presence of. Inanattempt to. there sa correlation between . and. fsa case in point to some degree hot ony that but ta the evtent that Some people ay Whats more the effect of| with respect f0Writing out notes in full | ‘When making notes we use as few words as possible. Ths means that when we come to rite up the notes, we need to pay attention to: 4 the use of numbers and symbols for words and ideas ©. Notes: crirtusiets» supernatural ashe, 2 ghoste = spite Spintualsts believe thatthe supernatural exist as proved by the appearance of ghosts and spirits ‘+ making sur the grammatical word are put back in € Notes» prenorens sith no selene. exaralon These are phonamena which have no scientific explanation. ‘+ making the implied mearings dear, e. Notes: cen Crnd ak Dv maberien Cony pays read ‘Duals is he alle that the mind and body ae separate, In contrast with ‘materialism, which maintains that only the physical world rel ling an argument ‘Acommon way to build an argument is 1 Fist, state the sue The question i how reliable isthe evidence? 2 Next, giv a counter argument Is quite clear that anecdotal evidence of PK i ot suficent fo prove its enstence 3 Then give your opinion: ‘5a, although some people dal tha they have seen objects move asa result ‘Of PK, Pm aro this ust can't be tue 4 Then glve evidence for your epinion The evidence les inthe fact tha very fe, if any, sucesful demonstrations have taken place under controlled conditions to eliminate the pasty of fraud or sleight of hand. Linking to a previous point \When you want to move the discussion n anew direction, introduce your ‘comments with phrases suchas Following on from what X sad, like to talk about. 1m going to expand the topic by mentioning ‘AS well as (stant healing), we an also look at avery diferent sort of issue. ‘Summarizing a source \When we talk about the ideas of other people ina lecture ora seminar, we ‘often give a summary ofthe source in @semtence or two Example A book by (name of writer) called (name of book) published in (yea) gives an explanation of how riety (name of writer) explains how ‘An introduction to (opi) canbe found in (name of write) 2{A Study the words and phrases inbox Sau ea 1 Does each tem belong to the field of communication chatroom chatter —cyberbulling and multimedia technology oF payehology? face-to-face gamer harassment eo inetant messaging mobile technology 2 check the stress and pronunciation, ona Sines pears eer 3 Meke smaller subgroups. Explain your decisions. reabife teasing texting unmoderated virtual victimization BB Read text A onthe opposite page. 11 What problem is dscusse inthis article? 2 Look at the highlighted words Connect each word ‘othe noun of phrase it refers to. accept agree argue asiert tite claim concede Example: they refers to prevouly mentioned noun consider contend describe (beople) isagree dispute emphasize iustrate indicate inst note study the verbs in box b. They can be used to introduce observe point out ‘quotations or paraphrasessummaries. report show state suggest 4 Check the meanings of any words you don't know. 2. Which verbs have sila meanings? 3 Which verbs are not fllowed by that? 4 When can you use each verb? ‘Example: accept = the writer (eluctanth) thinks this idea from someone ese is true 1D Read tert 8 on the opposite page. Look at the highlighted sentences 1 What isthe purpose af each sentence? Example: There is stil considerable debate as to ‘whether playing violent video games increases aggressive behaviour = fact 2 Inanasignment, should you refer tothe high lighted sentences by quoting drety or paraphrasing? 33 Choose an appropriate introductory verb and write fut each sentence a a direct quotation or 8 paraphrase. Add the source references E Look stheadlines 1-5 onthe opposite page 1 Which words from Exercise A apply tothe headlines bout communication and multiedla technology? 2 What esas ae rie in each headline? F in what ways are young people influenced by violent media? 1 Discuss in pais 2. Write a paragraph giving your recommendations. Include one of your sentences from Exercise, 94 question3,———— ‘A Virtual relationships Recent advancsinomation chooogy havea sometimes unforrateyin vba Reseach ito ew sss inthe elf pyeologyComenatons the infec of nine alti on th emo {el mated fora hve expanded the evelopment of youths has shown hat acess tuna ofcamuitesby aking posble fr whoate ltd hia ines ae merely tobe fropletofrm etbshipswithindvidoae ty dependent ont online cosets Tis males Fave never met faneo-facBu rs se cand! then exten vlrrabletovituizaton and ‘ership ae ual espesonaconat Wessethis depton. As bbe technology makes virtua ‘hen vil eltonhipespover inthe eal teraction mor acai nay bum an rol where they ometines eatin longeten——_inerngy ate robe, the sensi eh, nd en re Py Hall nl ety Po | cen msiand videogames ‘There sileonsdersle dette aso whher leno faites aggresin (p 506)-In addon, Playing vilnt videogames ince aggresive Bushman and Anderson (27.25) hae se ‘chaiourHoweve ls very ikl tat vio argued that although thee maybe ther npr fes make player el and bce agree ata ar alfecting aggresive ehvour vole in dhe Teter sage even hentai olonger mai’ not teil ce (107, 253) Present nth sly, Anderson and Dil 20) lined at interacv violet vido amie could pine’ aggresive ought *Therecan be doubt ‘Bethe ao the ae for vide ong th provocative les In, dept research dings joge tenpcosaetrttoniasy otto poe tothe contrary “Fakes ted in Gras 208) supported Andersons ew and insisted at ‘Rawah uneguvoly demons tht med “| TEENAGER RESCUED FROM ONLINE PREDATOR My violent life: diary Cyberbullying: of a young avatar who's to blame? * Hl Online gamer stalks virtual cane im Are your children real life talking to strangers? 95Pree king en a+ quoting ad prasing A. iscus the following questions 41 Who do you think is mast kel to be affected by eyerbullying? 2 What do you think ae the differences between cyberbullying and traditional bullying? B survey the text onthe opposite page. What will the tert be about? Wit thee questions to which you would like answers. © Read the text. Does it answer your questions? [D Number the sentences on the right 1-13 t0 show ‘the order in which they happened E Foreach paragraph: 1 Identity the topic sentence, 2 Think ofa suitable tte F Look atthe underined words inthe text. ‘What do they refer back to? G study the highlighted words and phrases, 1 What do they have in common? 2 What inking words or phases can you se to show ‘ adcition? contrast? result * renion? 23 White the sentences withthe highlighted tems again, using other linking words or phases with simi meanings. H Read the text onthe right. A student has writen about same of the factors that contributed to Nathale's problems. The quotations and paraphrase aren't correct Can you spot the Iistakes and correct them? | White a paragraph fora university lecturer, summarizing the psychological effects of ‘jberbulying Decide whether you should quote ‘or paraphrase the materia from the ext ‘Nathalie joined the gi sodal networking website ‘She was refered to a psychologist. “The group texed malicious gosip about Nathalie Nathalie sted unmoderated chat ‘The girs started to bully Nathalie ‘A group of girls started to tease her Nathalie arrived at Hadford High School. The scoal improved ts bulhing poles. "Nathalie got anonymous Uveatening text mesages. "Nathalie began to miss school She adopted false identities and bulied ‘other people ontine, The girs excluded her fom thelr online | conversations The other students seemed to accept Nathalie, [As Coastman (2009) explains that Natalie was introverted and shy and had difficulty making new frends. This was even harder because her mother had become very protective, encouraging [Natali to stay at ome i the evenings. ‘Some gil started teasing Nathalie, but this ‘escalated ito oxiright Bullying.” (36). According to Coastman (. 36), she says that Nathalie was excluded ‘rom the online chats, blocking her from their conversations.Hadford High School A case study in ‘cyberbullying’ ate was 14-year-old pp at add High choo Becasesbe asivaatthe cho! ire yeas ‘forte othr sets ad etd Jn and mde rns, she we aod wid he catlenge fying o Intepate wih an esublsbed sci _zoup.Ntrly qt and nove he found it difica ask ow fends Added this Dermat some very protetve sine they moved owe, couse Nathalie say at rome inthe evenings, wile she set otto werk. Ass ensequence it was alos. ‘pose forthe teenager to bul sn independent aa ie, ands compensa frisky spending ber evenings cating eli. Although te other sets seemed to acept Natali at ist and she Joie hep soo etek, ‘eds, a al grou of gts eg ose her and make ret rer as her apne few woos ae sh ved. This shviou icky escalated ino ‘tht ling, wen he rp Began to spread es abou Natalie and subject hero teas and eka ‘Tomb mates wore te ulsing coins one. The soup began exclude Nathalie ‘om hi ealne chats, at ines locking her fo convertion, ad at bas, psig malcous sp about er and her ‘elaoships with boys. Afri, the gts sped the slander even derby texting i other Sens, nd evenly Nathalie eg receive abusive tex messages fom sages. Insp of started to repae ber ele this nam effort to ein prof cots I became obvious hat the poup she continued logos Nati ha seriou paler tothe sail aeteking ste. when she began ma fom School in ore to spend the day One ofthe conteenes ofthis cating line Dring an ‘anmins one harsement was infrviw with er esol, that Nahe began vst Natalie ndmited tat sbe ad ben moder chatrooms, white victimised olin od at eho) ad ‘he fl victim o even wore verbal ashe wae spending ll yin Suysson, Sh ao experimented chatrooms, She wae reered 8 ‘ithtematve ealieetiies _pyehaogt counseling © intimidated ote young people belp her overcome er ck of Inchatrooms fom th safety of conden and ese ofan er anonymity. Like bn gress sh prea ieané Relining ht Natalie's meget tsocilly maielative _experene wae likely tobe hat teeing and sclonaiing unique, the Shoo aubores tberchates, Thigvehers deed ingoduce programme temporary sens of power snd nines tien, ta nd pret ont over ther ase lacked varus feline lying ond Inberveaiereaonhis. ig poential consequences in don, the schoo improved Neverthe big excluded fom sem fo repaing Haast erimmedit soil cicle wae and ave maf euplementary sMlectng Nai’ sles, ning in detecting pose cases td ate boca coavincd dat se of eybbuling. as widely unpopular, tho nd offline, Overthe weeks se Iolted heel vee mee, ‘becoming 0 dependent o ber viral elatoshps tt they 7[A Study the words in the box. 1 Check the pronunciation and grammar. 2 What are their mesningsin esearch report? 1B Read the two Method paragraphs onthe right. 1 Copy them ito your notebook. Put the ‘verbs in brackets in the cortet form, 2 dently the orginal research questions, the research methods and other important information. © What are the section of a etearch report ‘What oder shoul they go in? 1D Read the introduction and Conclusion to ‘he reprton the oppasite page. ‘1 Wy was the report undertaken? 2 What actions does the report recommend? 3 What ae te elements of a good intraduction and conclusion? [A esribe the data in Figures 1 and 2. B Look at the first paragraph from the Findings section of Report A 1 Complete the spaces with quantity phrases Putte vers inthe corec ten, 2 Write another paragraph, using Figures 1 and? Look atthe notes forthe Discussion pat of ‘the report on the opposite page. Write the consnicsn uth yd erty serie pce 9, + nein «ppc emer > Searcns > ecapann sliy = eee crepes 1 pelergie = vile poser —> neve ees pci ie to prove | tplon =n Se oot cinta prrare errs, eg, ESP = erasrsry perception 1 eakply "rnd eng = roe ot strc 1 caveice = sng 9 ses, 6g, remote Vig © preagrton = pasting Kere by '5e0 > Bia! expernans 2 prove ESP. + 2 pope = seperate rooms Serr aks ot cares «els + reomir gasses ces ives th tse proved ESP ben sek rere emeerts > freerepee athe * erg ot tin > qt recaier > apes cers cove bts nat inberphones > reer etet guenter “rerhe — sees Sckntots ~ hve parent th praca > cate’ wise ey sya thn one retin = mere raed tale «heist en phage eves sks = flay advnce —> secret parsara —> eranet £5, Txt oF ago. (O8) > eration of seg oun by om ste cae = SicSted Semoun of ge ter he a i eps = reer cere nese am before —eplenatns (Spee Soars, eager ney 107Wordlist Note: Where aword has more than one pat of speech hiss indicated in brackets. The part of speech {given is that ofthe word 9st ured in the unt So, or example, post sisted as past, although it can ‘ko be a noun a abuse (n andy) acess (n and v) accommodate accumulate accumulation acquire addiction adopt aggressive agreeableness tered states analysis analyze ancient anecdotal anomalous anonymity anviety applied appraisal apprentice approach attention attitude authentlcty autistic avatar behaviour behavioural addictions 108 unit 310 bias biofeedback biomedical biopsychology bipolar blackmail (n and v) blind testing body image browse bulimia bully (n and) c characteristic characterize charismatic chatroom chatter in) hromesome airveyance clinial duster cognitive cogniiism collective compatible completeness compromise compulsion compulsive buying computerize conditioning conformity Unit 8 " 3 2 3 2 " 0 4 10 2 consistent constructivist consumption context comeation contex counsellor criteria (np) crucial culture curricula (ing curiulum) cyberbullying > aoa database defence mechanism degree vu delusion dependency dependent depression deprivation deranged detachment etermined (ad) determinism developmental sevice agnostic criteria leting dimensionadvantage () a isequlbrim Gi isquised 5 disorder 318 iperse 5 ) Inigenous induce inexplicable ingest Inhibition Ingut (0 andy) institutional integral imegrate interactionist interface (n) interlink () interpret interpretation introspection intuition K keyword Heptomania i largely | legend levitation lifestyle | tinguistc " 10| Unit Unit Unit lin s\n physiological 18 lobe 7 | narcissism 1 | physiology 4 log inven 4 | neardeath experience 11_| poltergeist " log ouott 4. | networking 12 | post 2 long-term 7 | neural 7 | potential 9 lose touch with) 2 | neurobiology 1 | practitioner 2 lunatic 2 | neuropsychology 11. | precogrition " neurosis 1.5. | predator 2 ™ neuroticism 9 | predetermined (ad) 6 mainstream 11 | nomothetic 9 | predict ° maintain 6 predisposition 3 ralcous 2 jo prejudice 8 manifest 8 | objective 2 | premenition " manifestation 11 | occupational 3. | preoccupation 10 ‘manipulative 12 | offine 12 | prescription 3 master (n and v) 6 | online 12 | primary 7 materialism 11 | online gaming 10 | pee 2 mediate 5 | openness 9 | proces and) 27 mediator 2. | operant 1 | profile 3 meditation a1 | optimism 9 | project 1 medium () 11 | organism 1 | propose ‘ memory 7 | erganization 2 | proximal 6 ‘mentor (n andy) 6 | outotbody experience 11 | ps " menu 4 | output inandy) 4 | psyche 5 microanalytical 9 | overlap (n andy) 9 | psyehiatist 1 rmind 1 | overstimulate 1 | payee " mnemonics 7 psychoanaiss 1 mobile technology ale psychodynamic 25 mononygotic | paradigm 6 | pychokiness " mood 8 | paranormal 11 | psychometric 23,8 mood madifiation obsesion 10. | parapsychology 1 | psychosis 8 motivation 5. | password 4 | syhotic 1 multimedia 12. | pattern 3.9 | pure 2 rmuttle personality 8 | peer) 69,12 multivariate 9 | perception 2/9 mysticism 5 | perpetuate 8 | quantum theory " myth 5. | personality a pessimism 3 phenomencn (pl 8) " phobia | 10ee R randomization reablife recall andy) reckless recollect reconstruction rege reductionism regardless rehearsal elk seinforce relapse (n and) remember remind remote viewing repeatability repercussions repetition repetitious repressed retarded retention retrieval role s salience seatflding scepticism schedule schema schizophrenia ientiic search ( and») search engine search results secondary Unit salt self actualzation selt-etfcacy self-esteem self-reporting sensational sensory short-term slander software speciation spiitalsm stable stage stalk) standardize stereotype stimulus storage stress subconscious subjective substance suicide pact supernatural symbol symptoms syndrome t ‘easing (n) ‘telepathy tend ‘tendency text) thalamus theory therapy ‘threat unit threaten) tolerance trauma truant and») ‘win u unipolar unique uniqueness universal unmoderated (a) unpredictability upbringing urge andy) \seeramelID v valid verifiable Victimisation violent virtual w white noise wholeness will (7 and v) willpower wisdom withdrawal yose yest 510 2 2 2 " " " 10ranscripts Unit 4, Lesson 1.2, Exercise B @ 1.1 Part Hello and welcome tothe Psychology faculty. like to start by asking a basic question: What i psychology. If we ook carefully, we can find ‘esto the definition inthe origin of the word ise So letshave's look at the to main parts, ‘psych’ and ‘logy’. Some of you may already know that psyche’ isa Greek word, but does anyone know what it means? Yes, ‘psyche! means spit or ‘soul! or ming’ And ology comes from the Greek “logos mearing speech o theory. 50 ‘psychology’ Iterally means theory of the ming’. Asa matter of interest, the ward mind has everal forms which aren't particularly associated with psychology, for exemple: mindless, mindful, minder. But in psychology, the adjective we us to refer to the mind is"mental, which comes from the Latin word ‘mens, meaning mind. Unit 1, Lesson 1.2, xercse ¢ 1.2 art2 ‘As we're looking at words let's examine fora ‘moment how they can change ther meaning in Giferent situations. t probably happens in your ‘own language. Let me give you an example. In everyday English when we say an animal sin anger of extinction, we mean that there are ‘ery few alive and they may al dsappear forever. But when se refer to extinction in psychology. we mean that, inthe proces of conditioning, @ respons has disappeared because the stimulus has been removed. i there any connection between ‘ese wo mesninge? Yes, there ls Both uses of ‘the word refer to csappearing. But in the ‘every sense, we are refering tothe physical disappearance of 2 specs. In psychology, though, ‘extinction i the disappearance of a response because a stimulus has been removed Somehow, when we are learning our fist language, we get a feeling forthe basic meaning ‘of words, which helps us to understand the same Word in @ new context. When we ae leaming ‘another language, it very important to find the basic meaning of a word because the direct transiation in one contet may not be the correct transition in another. For example, can you ue the ward fo sympathetic in yout language inthe context of sympathetic nervous system, mesning the par ofthe nervous sytem that prepares the lexganism to face danger? Unit 1, Lesson 1.2, Exercise D 1.3, art 3 5, lets look at my original question in a tle ‘more detail. What is psychology? Wel, there are several different branches of psychology. Socal psyehoogy is one, Social psychology sts the way people behave in groups. Then there neuropsychology, which concentrates onthe physiological processes that affect human behaviour. Can you think af any others? Theres developmental psjcholegy, which studies how Beople’s minds develop throughout thee ves Educational psychology i sub-branch of developmental psychology. The branch that focuses on different types of individuals peesonality psychology. And last but not leat, ‘here's nial psychology, which specializes in diagnosing and treating mental disorders Although these specialist fields focus on various aspects of psychology, they ll invohe the study ‘of the human mind, But pyschology isnot only about the min, it also about behaviour, Unit 1, Lesson 1.2, Exercise E GF 1.4 Port 4 So far we've looked atthe origin ofthe word Psychology, the ways in which we use ordinary Words in 2 special sense and some ofthe diferent fields of psychology. Above al, we've established ‘that psychtogy s about the mind, But s that al its about? No. fs also about behaviours ‘mentioned befor, al the different specialist ress ‘of psychology involve analysis. But how do we go ‘bout analyzing the mind? Well, we do tis by ‘analyzing Behaviour For example, a forensic psychologist wl raw up the mental profile of 23 criminal by studying the traces they leave ata ‘aime scene. A neuropsychoogit wil establish the effect of different simul onan individual by ‘observing how they respond during laboratory experiments. Whenever a psychologist tues people's behaviour thece fs always a scientific bass for their analysis So to answer the question 'What 'speychology”, we can say that its the scientific analysis of human behaviour and the mind’ Unit 1, Lesson 1.3, Exercise E @ 15 Introduction + Good morning. n this lecture, m going to talk about some of the different branches of psychology. Broadly speaking, there ae five main eei ca branches social psychology, neuropsychology, developmental psychology, personality psychology and clinical psychology. Within these Branches ‘here are other more specialized feds. 'm going ‘0 describe each ofthese branches and some of ‘hele subielas, Introduction 2 If everybodys ready, start. Right. In today's lecture, we'll be looking atthe problem of drug dependency amongst teenagers and young people. There are many causes of drug dependency and the effets are multiple. Today, 'm going to limit ‘myself to tracing a chai of cause and effec that starts with teenage experimentation with drugs {and ends with erm, Introduction 3 ‘Good morning to you al. Inthe ist part of today’ lecture, m going to trace language _acqulstion fram infancy (0-2 years through to S yeas. In the second par il be relating language ‘Bequistion to Paget's thee tages of cognitive ‘development, ending with pre-adolescence (rie years Introduction 4 ‘Goad morning. Everybody read? Good, Now, today be looking atthe historical origins of psychology ‘and some of the key developments that have led to itscurent sent sats. The sclentc approach ‘0 the sty of the mind is based an empires; ‘the theory that we can only know things through physical and observable evidence, and you wil see that a number of erly theories have been validated bymodem experimental research Introduction 5 In thie morning lecture, m going to compare ‘se tyes of conaltioning, also known as Behaviour Imodifetion; oe wes developed by Palo, and ‘the ther by Skinner. ve chosen Paviov and Skinner because their esearch had an enormous influence on 20°-entur leering theories and affected generations of teachers and students Unit 1, Lesson 1.4, Exercise E 1.6 Lecture 1 Good morning. In this lecture, Im going to talk about some of the different branches of prychology. Broadly speaking, there ae five main branches soca psychology, neuropsychology,

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