心理学英语教程

作者简介

《大学专门用途英语系列教材:心理学英语教程》每单元的内容基本上可以分为四个部分，第一部分主要介绍和集中训练相关词汇，致力于扫除专业和学术词汇障碍；第二部分集中训练专业知识背景下的听力或阅读技能，强调专业和语言学习过程中基本信息输入的质和量这两个要素；第三部分是上一环节的延续和发展，重点训练专业和语言学习过程中信息加工和产出所需要的基本技能；第四部分为口语或写作练习，强化产出技能训练。每单元末尾还附有重点词汇和技能回顾，帮助学生进一步梳理所学内容。

书籍目录

BOOK MAP 1 WHAT IS PSYCHOLOGY？ 2 BRANCHES OF PSYCHOLOGY 3 PSYCHOLOGY IN PRACTICE 4 PSYCHOLOGY AND COMPUTERS 5 DREAMS AND PERSONALITY 6 VYGOTSKY AND PIAGET: THOUGHT AND LANGUAGE 7 MEMORY 8 MENTAL DISORDERS: POPULAR MYTHS 9 PERSONALITY 10 MODERN ADDICTIONS 11 PARAPSYCHOLOGY 12 WITH THE FUTURE IN MIND ADDITIONAL MATERIAL TRANSCRIPTS ADDITIONAL TRANSLATION EXERCISE WORDLIST

编辑推荐

《大学专门用途英语系列教材:心理学英语教程》既可作为各学科专业英语的入门教材，也可作为以英语学习为主的专门用途英语教材。教师可以根据学生的专业需求和英语语言水平的实际情况来确定教学目标和教学重点，灵活安排课程和教学活动。

内容概要

作者：（英国）肖特（Jane Short） 其他责任者：《大学专门用途英语》改编组

章节摘录

版权页：   插图：   Which approach to human behaviour is more relevant to current professional practice: process or person？ Since the mid-19th century, two contrasting approaches to understanding the mind and behaviour have been a topic of discussion: the scientific, or process approach, and the introspective, or person approach. The debate is important because it affects research methods and professional practice and, in the long term, commercial, medical and social progress. A review of these approaches will allow us to reach our own conclusions. The process approach to psychology focuses on the analysis of the internal mental mechanisms which, scientists claim, can only be accessed through observable behaviour. This view is largely supported by physiologists and behaviourists. The process approach is founded on Pavlov's well-known research into stimulus and response, and supported by Watson, when he formulated the principles of behaviourism in 1913 （Gross, 2007）. These include: complete scientific objectivity; the predictability and controllability ofbehaviour; and similarities between human and animal behaviour. It has been argued, however, that this last principle fails to take into account the existence of consciousness or selfawareness in humans. Countering this criticism, Watson maintained that introspection was subjective, unreliable as a data source and, therefore, unscientific. In the late 19th century, John Dewey highlighted another limitation of the stimulus-response theory （Benjafield, 1996）. Dewey pointed out that, depending on their situation and intention, human beings will respond differently to a similar stimulus, unlike animals, which have a limited range of responses. For example, if we see a child crying and alone in public, we will probably assume that he or she is lost, and look for its mother. On the other hand, when we see a child crying and with its mother, we do nothing. Our responses are determined not only by the stimulus, but also by the social context. By relating behaviour to social context, Dewey foreshadowed social-constructivist theories which form part of the personapproach. The person approach emphasizes the importance of individual experience as a means of understanding mental processes, and of the effect of social interaction on behaviour. This approach is supported by the psychodynamic, humanist and social-constructivist theories. For instance, Freud claimed that dreams were the gateway to our unconscious and that relating and interpreting them was a valid means of understanding our inner life. According to the humanist, Carl Rogers, self-awareness is at the centre of our human experience and each individual's unique interpretation of reality is valid. Social constructivism looks beyond individual experience and explains behaviour as a fluid interaction between the person and a continuously changing society. The main argument against the validity of all theories supporting the person approach is that any data based on reported experience is necessarily subjective and, therefore, unverifiable.

图书封面

---

 心理学英语教程下载

---