心理學(xué)英語教程

內(nèi)容概要

　　詞匯：豐富的語言學(xué)習(xí)活動幫助學(xué)生掌握心理學(xué)領(lǐng)域核心術(shù)語以及一般學(xué)術(shù)詞匯?！　≈R：介紹心理學(xué)領(lǐng)域基本概念和事實，幫助學(xué)生了解相關(guān)學(xué)科知識各種技能知識介紹和訓(xùn)練幫助學(xué)生聽懂相關(guān)學(xué)術(shù)講座?！　〖寄埽鹤x懂相關(guān)文獻(xiàn)資料，參與相關(guān)學(xué)術(shù)研討，進(jìn)行相關(guān)學(xué)術(shù)一研究以及撰寫學(xué)術(shù)論文。

作者簡介

作者：（英國）肖特（Jane Short） 其他責(zé)任者：《大學(xué)專門用途英語》改編組

書籍目錄

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

章節(jié)摘錄

版權(quán)頁：   插圖：   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.

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《大學(xué)專門用途英語系列教材:心理學(xué)英語教程》既可作為各學(xué)科專業(yè)英語的入門教材，也可作為以英語學(xué)習(xí)為主的專門用途英語教材。教師可以根據(jù)學(xué)生的專業(yè)需求和英語語言水平的實際情況來確定教學(xué)目標(biāo)和教學(xué)重點，靈活安排課程和教學(xué)活動。

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