Диссертация (1146969), страница 27
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Интернет-ресурсы;Powell D., Walker E.,Elsworth S. GrammarPractice. LevelsElementary — UpperIntermediate. PearsonLongman, 2008.Science andTechnology. (Moderntechnologies ineveryday life(advantages anddisadvantages);Advances of modernScience)I. Cotton D., Kent S.,Falvey D., Lebeau I.,Rees G. LanguageLeader. LevelsElementary —Advanced (with MyLanguage Leader Lab).Pearson Longman,2011.Global Issues(Pollution, Recycling,Disasters, GreenhouseEffectII.
Интернет-ресурсы;Powell D., Walker E.,Elsworth S. GrammarPractice. LevelsElementary — UpperIntermediate. PearsonLongman, 2008;Cеничкина O. A.,Шабунина Э. В.Global Issues: Учебныезадания по развитиюнавыков чтения инавыков устной речи.СПб., 2010.1665Education (Education:University, Money andEducation, OnlineLearning, StudyMethods. TakingExams. Exams andStress.)Vocabulary forAcademic Purposes(Facts, Evidence andData, Numbers,Statistics, Graphs andDiagrams, Cause andEffect, Analysis ofResults, DescribingChange)English for Academic PurposesBasic Approaches toPsychology. (TheNature of Psychology,the Scope ofPsychology, ScientificMethods)6I.
Сеничкина О. А.,Фролова А. Б.Образование истуденческая жизнь:Учебные задания почтению, письму иразвитию навыковписьменной речи.СПб., 2009.student union,tutorial, researchstudent, diploma,credits, onlinecommunity,student loan.distortion of thefacts, empiricalII.
Интернет-ресурсыdata, random,estimation,correlation,III. Seal B. Academicproportion, pieEncounters ContentFocus Human Behavior. chart, deduction,expansionReading, Study Skills,and Writing Cambridge,1997; Seal B. AcademicEncounters ContentFocus Human Behavior. verifiedListening. Cambridge,knowledge,1997; Powell D.,scientificlaw,Walker E., Elsworth S. hypothesis,Grammar Practice.theory, process ofLevels Elementary —psychologicalUpper Intermediate.researchPearson Longman,2008;Никошкова Е. В.Английский язык дляпсихологов. Учебноепособие для студентоввысших учебныхзаведений.
М., 2000.С. 6–18;Куликова Н. В.,Мельник Л. А.,Зенкевич Е. Б.Английский язык дляпсихологическихфакультетов. Ростовна-Дону, 2005. С. 5–30.Learning (SimpleI. Бочарова Г. В.,Learning, ComplexНикошкова Е. В.,Learning and Language) Печкурова З. В.,Степанова М. Г.Английский язык дляпсихологов. М., 2004.С. 99–125;reinforcement,trial-and-errormethod, positivetransfer, negativetransfer, languageacquisition,strengthen167Memory (Memory.Different kinds ofmemory.
Stages ofmemory storage.Memory and attention.Memory and thinking. )Никошкова Е. В.Английский язык дляпсихологов. Учебноепособие для студентоввысших учебныхзаведений. М., 2000.С. 73–83.II. Интернет-ресурсыsensory memory,short-termmemory, longterm memory,elaborativerehearsal,retrieval, recall,storage capacity,retentionIII. Seal B. AcademicEncounters ContentFocus Human Behavior.Reading, Study Skills,and Writing Cambridge,1997; Seal B.
AcademicEncounters ContentFocus Human Behavior.Listening. Cambridge,1997.7Biological Bases ofBehavior (Organizationof The Nervous System,The Brain, Sensationand The NervousSystem, SensoryThresholEnglish for Specific PurposesPerception (ThePerception of Depth,The Perception ofMovement, FormPerception, PerceptualProblem Solving, ThePerception of Reality)I. Никошкова Е. В.Английский язык дляпсихологов.
Учебноепособие для студентоввысших учебныхзаведений. М., 2000.С. 19–29; КуликоваН. В., Мельник Л. А.,Зенкевич Е. Б.Английский язык дляпсихологическихфакультетов. Ростовна-Дону, 2005. С. 32–62.II. Интернет-ресурсыIII. Seal B. AcademicEncounters ContentFocus Human Behavior.Reading, Study Skills,and Writing Cambridge,1997; Seal B. AcademicEncounters ContentFocus Human Behavior.Listening. Cambridge,1997.thalamus,hypothalamus,limbic system,cerebral cortex,endocrine system,heredityillusion, patternrecognition,perceptualsegregation ,distortion,identification1688Theories of Personality I.
Бочарова Г. В.,Никошкова Е. В.,Печкурова З. В.,(Freud’s Theory ofСтепанова М. Г.Personality, TheАнглийский язык дляHumanistic Approach,психологов. М., 2004.The BehavioralС. 161–189; КуликоваCognitive Approach,Н. В., Мельник Л. А.,The PersonalityЗенкевич Е. Б.Structure, The DefenseАнглийский язык дляMechanisms )психологическихфакультетов. Ростовна-Дону, 2005. С. 54–56, 114–138.id, libido,superego,preconscious,innate , the self,pattern ofneurotic conflictII. Интернет-ресурсыIII.
Seal B. AcademicEncounters ContentFocus Human Behavior.Reading, Study Skills,and Writing Cambridge,1997; Seal B. AcademicEncounters ContentFocus Human Behavior.Listening. Cambridge,1997.9two-careerfamilies,I. Бочарова Г. В.,Stress (Stress.stepfamilies,Никошкова Е. В.,Physiology of Stress..custody,Печкурова З. В.,Ways of MeasuringsociologicalСтепанова М. Г.Stress.
Causes ofStress.)Английский язык для reasons,психологов. М., 2004. mainstreamС. 126–160; Куликова society,Emotions (Definitionsocialization,Н. В., Мельник Л. А.,and Measurement ofsocializingEmotion. Cross-Cultural Зенкевич Е. Б.Differences. Theories of Английский язык для agents, sanctions,peer group,Emotion. Physiological психологическихhousehold chores,факультетов. РостовCorrelates of Emotion.на-Дону, 2005. С.
175– cross-culturalCognitive Appraisal.differences198; Китаева Е. М.,Happiness.)Колобова И. Б. Stress:Depression (Definition Theories of Emotion:Учебные задания поvalues, norms,and Measurement ofразвитию навыковfolkways, taboos,Depression, Clinicalустной речи поemergent-normDepression )специальности. СПб., theory, social2009.
С. 19–42.contagion theory.169II. Интернет-ресурсыanxiety, phobia,bipolardepression,III. Seal B. AcademicunipolarEncounters ContentFocus Human Behavior. depression,syndrome,Reading, Study Skills,and Writing Cambridge, neorosis1997; Seal B. AcademicEncounters ContentFocus Human Behavior.Listening. Cambridge,1997.10 Human Development(Physical Growth andDevelopment, CognitiveDevelopment, Socialand EmotionalDevelopment, TheDevelopment of SexRoles and SexDifferences,Adolescence,Adulthood and Ageing.)I. Бочарова Г. В.,Никошкова Е.
В.,Печкурова З. В.,Степанова М. Г.Английский язык дляпсихологов. М., 2004.С. 406–502;Никошкова Е. В.Английский язык дляпсихологов: Учебноепособие для студентоввысших учебныхзаведений. М., 2000.83–95.II. Интернет-ресурсыIII. Seal B. AcademicEncounters ContentFocus Human Behavior.Reading, Study Skills,and Writing Cambridge,1997; Seal B. AcademicEncounters ContentFocus Human Behavior.Listening. Cambridge,1997.prenatal period,gender,maturation,heredity, genderidentity,170Приложение 2.
Образец экспериментального предтестаРаздел 1. «Чтение»Part 1. Методика множественного выбора, изучающее чтениеRead the text below. For questions 1–5, choose the answer (A, B, or C) which you think fits bestaccording to the text. Write your answers in the boxesAndrew is 1 year old and he has already seen more that 1000 flash cards with pictures andwords on them. His mother, Betty, has made 10 000 cards for him and his 4–year-old brother,Antony. Betty has religiously followed recommendations of Glenn Doman, the author of How toTeach Your Baby to Read.
Using his methods Betty is teaching Andrew Japanese and some math.Antony is learning geography, natural science, engineering and fine arts as well.Parents using the card approach print one word on each card using a bright red pen. Theparent repeatedly shows the card to the infant while saying the word aloud. The first word isusually mommy, then comes daddy, the baby’s name, parts of the body and all the things the infantcan touch.
Infants are lavishly praised when they recognize the word. The idea is to imprint thelarge red words in the infant’s memory, so that in time the baby accumulates an impressivevocabulary and begins to read.With this method children should be reading by 2 years of age, and by 4 or 5 should beginmastering math and be able to play the violin, not to mention the vast knowledge of the world theyshould be able to display because of the monumental vocabulary.Is this the best way for an infant to learn? A number of developmentalists believe Doman’s“better baby institute” is a money-making scheme and is not based on sound scientific evidence.They believe that we should not be trying to accelerate the infant’s learning so dramatically. Ratherthan pour information into infants’ minds we should permit infants more time to spontaneouslyexplore the environment and construct their knowledge. Jean Piaget called “What should we do tofoster cognitive development?’ the American question, because it was asked of him so often whenhe lectured to American audiences.
Developmentalists worry that children exposed to Doman’smethods will burn out on learning. What is more important is providing a rich and emotionallysupportive atmosphere for learning.171Choose one letter for each number:8. The flash-card approach aims at1. introducing an infant with as many new words as possible.2. making the infant subconsciously remember words.3. imprinting the differences between the objects into their minds.9. According to the text with this method children should be able1.
to read and write by 2 years2. to play the violin by 2 years3. to master some math by 4 years10. Lean Piaget called the question “What should we do to foster cognitive development?” anAmerican one because1. children in America explore the world more2. scientists are interested in new money-making methods3. he often heard it giving speeches in America11. The word “religiously” in line 3 can best be replaced by1.
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