О.В. Иванова
Английский язык
в сфере профессиональных коммуникаций
(специальность – «Психология»)
МОДУЛЬ 12
«Infancy and Childhood»
Москва
2013
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О.В.Иванова – кандидат психологических наук
Рецензент: М.Н.Алексеева – кандидат филологических наук, доцент
Рекомендовано
Научно-методическим
советом РосНОУ
АНГЛИЙСКИЙ ЯЗЫК
Модуль 1. «Hello! It’s me»
Модуль 2. «The Place I Live In»
Модуль 3. «Daily Life»
Модуль 4. «Leisure and Pleasure»
Модуль 5. «On the Move»
Модуль 6. «It’s a Small World»
Модуль 7. «The Body and the Soul»
Модуль 8. «Shopping and Eating out»
Модуль 9. «It’s a Fine Day, isn’t it»
Модуль 10. «Several important Themes of Psychology»
Модуль 11. «Social Psychology»
Модуль 12. «Infancy and Childhood»
Модуль 12
В предлагаемом модуле рассматриваются лексические темы « Infancy and childhood: social and
emotional development » , « Information processing during childhood » , « Punishment and learning » , «
TV Violence can Cause Aggression in Children (by Christine Russell) » .В модуль включены тексты по
данным темам,упражнения на усвоение лексики и содержания модуля,развитие различных видов
речевой деятельности.
Для студентов Российского Нового Университета
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СОДЕРЖАНИЕ
БАЗОВОЕ СОДЕРЖАНИЕ МОДУЛЯ………….…………................................................4
TEXT 1.
Infancy and childhood: social and emotional development……………….……………………5
TEXT 2.
Information processing during childhood……………………………………………………..7
TEXT 3.
Punishment and learning…………………………………………….......................................10
TEXT 4.
TV Violence can Cause Aggression in Children (by Christine Russell)……………………..12
TEST ………………………………………………………………………………………….14
Vocabulary………………………………………………………….........................................20
Literature………………………………………………………………………………………26
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БАЗОВОЕ СОДЕРЖАНИЕ МОДУЛЯ
« Infancy and childhood: social and emotional development » , « Information processing
during childhood » , « Punishment and learning » , « TV Violence can Cause Aggression in
Children (by Christine Russell) »
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Text I
Task1. Translate the following words.
Infancy
to exert
to be attracted by
Mutual
bond
post birth
to reveal
adoptive
gradually
Interacting
to be sensitive to…
communicate
Subtly
to interact
foundation
strong foundation
thrive
emotional development
Indicate
beaming
to look away
Task 2. Read the text given below.
INFANCY
AND
CHILDHOOD:
SOCIAL
AND
EMOTIONAL
DEVELOPMENT
Life for the child is more than learning about objects. From the first months, infants are
attracted by people — and most of them are immediately attractive creatures themselves,
with their tiny bodies, large eyes, chubby cheeks, rosebud mouths, and soft gurgles. These
qualities exert a powerful pull on people around them, especially parents.
Mutual attraction begins immediately. During the first hour after birth, babies are
usually awake. During this time, if they are with their mother, they gaze at her face while she
gazes back and gives gentle touches. This is the first opportunity for the mother to display
her bond to her infant—an emotional tie that begins even before the baby is born.
Psychologists once believed that this immediate post birth contact was critical — that the
mother-infant bond would never be strong if the opportunity for early interaction was missed.
Research has revealed, however, that such interaction is a luxury, not a requirement for a
close relationship. With or without early contact, mothers and fathers, whether biological or
adoptive, gradually form close attachments to their infants by interacting with them day after
day.
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From an early age, infants are sensitive to the people around them. They prefer to look
at children and at attractive faces, and they respond to facial expressions. They gaze at
beaming faces, and smile at toothy grins. In one study, researchers tested the ability of 3months-olds to respond to emotional cues from their mothers. Some mothers acted normally,
whereas others were asked to act depressed. Babies of the "depressed" mothers spent more
time protesting, reacting warily, looking away, or giving only fleeting smiles.
Infants also communicate their feelings to their parents, not only by crying and
screaming but also more subtly. They signal when they want to interact to looking and
smiling; they indicate that they do not want to interact by turning away and sucking their
thumbs.
In families where infants are generally healthy and adults are attentive and responsive,
emotional development has a strong foundation and the children thrive.
Task 3. Find the answers to these questions in the following text.
1. Life for the child is more than learning about objects, isn’t?
2. When does a mutual attraction begin?
3. Who do infants prefer to look at?
4. Name results of study, when researchers tested the ability of 3-months-olds to respond
to emotional cues from their mothers.
5. What is the difference between children of “depressed” and “normal” mothers?
6. How do Infants communicate their feelings to their parents?
7. In families where infants are generally healthy and adults are attentive, the children
thrive, don’t they?
Task 4. Translate the following phrases from the text into Russian.
1) Психологи считают, что непосредственный контакт при рождении играет
большую роль, связь между матерью и младенцем больше никогда не будет
такой сильной.
2) Младенцы всегда привлекают взрослых людей своими большими глазами,
пухлыми щеками и ротиком бантиком.
3) С раннего возраста дети чувствительны к людям, которые их окружают.
4) Они предпочитают смотреть на детей и на красивые лица.
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5) Дети сигнализируют о том, что хотят общаться посредством улыбки или взгляда,
и что не готовы к общению, отвернувшись и начав сосать большой палец.
Task 5. Your friends have now a little baby. What can you advice, how they should behave
with their baby?
Text II
Task1. Translate the following words and learn them by heart.
Approach
to focus
information-processing
skills
Attention
memory storage capacity
familiar
Dimension
to divide tasks into steps
maturation
Nurture
inference
to memorize
Familiarity
gist
to improve
Task 2. Read the text given below.
INFORMATION PROCESSING DURING CHILDHOOD
There exists a theory based on the information-processing approach. This approach to
development describes cognitive activities in terms of how people take in information, use it,
and remember it. Developmental psychologists taking this approach focus on gradual
quantitative changes in children's mental capacities, rather than on qualitative advances or
stages of development.
Research by these psychologists demonstrates that, as children get older, their
information-processing skills gradually get better. Older children have longer attention spans.
They take in information and shift their attention from one task to another more rapidly.
They are also more efficient in processing information once it is received. For example, they
code information into fewer dimensions and divide tasks into steps that can be processed one
after another.
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There are also marked improvements in children's memory storage capacity.
Preschoolers can keep only two or three pieces of information in mind at the same time;
older children can remember more. Their memory capacities get larger every year, though
only up to a point. Even most adults can hold only about seven pieces of information in mind
at any one time.
We don't yet know the whole story of what causes these increases in children's
attention, information processing, and memory capacities. A full explanation will include
both nature-specifically, maturation of the brain — and nurture, including increased
familiarity with the information to be processed and memorized. Researchers have observed
that the cognitive abilities of children improve dramatically when they are dealing with
familiar rather than unfamiliar material.
After about age seven, schoolchildren also better at remembering more complex and
abstract information, such as the gist of what several people have said during a conversation.
Their memories are more accurate, extensive, and well-organized. The knowledge they have
accumulated allows them to draw more inferences and to integrate new information into a
more complete mental filing system.
Task 3. Find the answers to these questions in the following text.
1. What is the main idea of the theory based on the information-processing approach?
2. As children get older, their information-processing skills gradually get better, or not?
3. How many pieces of information can keep preschoolers in mind at the same time? And
what about adults?
4. Is there any theory, which answer, what causes these increases in children's attention,
information processing, and memory capacities?
5. After which age do schoolchildren also better remember more complex and abstract
information, such as the gist of what several people have said during a conversation?
Task 4 Match the term with the definition.
Brain, memory spans, cognitive, mind, attention, preschooler
a)
the
organ
inside
the
head
that
controls
activity
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thought,
memory,
feelings
and
b) the part of a person that makes it possible for a person to think, feel emotions and
understand things
c) the number of things someone can remember after being shown a set of objects once, or
more generally, the length of time someone can remember something
d) notice, thought or interest
e) a child who is under five years old and therefore does not go to formal school
f) connected with thinking or conscious mental processes
Task 5. Match the terms in Table A with the statements in Table B.
Table A
Table B
1. memory storage capacity
a. The sum of environmental influences
and conditions acting on an organism.
2. maturation of the brain
b. The mental process of knowing,
including aspects such as awareness,
perception, reasoning, and judgment.
3. nurture
c. It is difficult to calculate. First, we do
not know how to measure the size of a
memory. Second, certain memories
involve more details and thus take up
more
space;
other
memories
are
forgotten and thus free up space.
Additionally, some information is just
not worth remembering in the first
place.
4. mental filing system
d. It is a complex, lifelong process that
can now be examined in detail using
neuroimaging techniques.
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Text III
Task1. Translate the following words.
reinforcement
Pleasurable
in contrast to
punishment
aversive stimulus
removal
to decrease
the rug
swatting
Chewing
Rude
to weaken
Drawback
undesirable habit
properly
Abuse
to administer to
guideline
Salient
to eliminate
to privilege
to erase
Fear
to involve
Task 2. Read the text given below.
PUNISHMENT AND LEARNING
Both positive and negative reinforcement increase the frequency of a response,
either by presenting something pleasurable or by removing something unpleasant. In
contrast to reinforcement, punishment involves the presentation of an aversive stimulus
or the removal of a pleasant stimulus in order to decrease the frequency of the
immediately preceding response. Shouting "No!" and swatting your dog when it begins
chewing on the rug illustrates punishment that presents a negative stimulus following a
response. Taking away a child's TV privileges because of rude behavior is a kind of
punishment — sometimes called penalty — that removes a positive stimulus.
Punishment and negative reinforcement are often confused, but they are quite
different. Reinforcement of any sort always strengthens behavior; punishment weakens
it.
Although punishment can change behavior, it has several drawbacks. First, it does
not "erase" an undesirable habit; it merely suppresses it. Second, punishment often
produces unwanted side effects. Third, punishment is often ineffective, especially with
animals or young children. Fourth, physical punishment can become aggression, even
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abuse, especially when administered to a child in danger. Finally, it does not specify
correct alternatives.
When used properly, however, punishment can work. It is most effective when
several guidelines are followed. First, to prevent development of a general fear of the
punished, he or she should specify why punishment is being given and that the
behavior, not the person, is being punished. Second, without being abusive, punishment
should be immediate and salient enough to eliminate the undesirable response. Finally,
more appropriate responses should be identified and positively reinforced.
Task 2 Answer the following questions.
1. Which positive and negative sides of punishment do you know?
2. What does remove a positive stimulus by children?
3. How we can prevent development of a general fear of the punished?
4. How does punishment change behavior?
Task 3. Choose excess and make sentences with these excess words.
 Aversive, negative, properly, undesirable.
 Danger, aggression, abuse, development.
 Drawback, disadvantage, guideline.
 Reaction, alternative, response.
Task 4 Complete the following sentences with words from the box
behavior
Punishment
drawbacks
was suppressed
stimulus
Frequency
abusive
weakening
1. Many people think that the death penalty is too severe a ……………. for any crime.
2. One of the ……………. of living with someone is having to share a bathroom..
3. He was notorious for his violent and threatening ……………..
4. He was apparently …………….. to the flight attendants.
5. The Hungarian uprising in 1956 ……………. by the Soviet Union.
6. Foreign investment has been a ……………. to the industry.
7. Complaints about the ……………. of trains rose by 201% in the last year.
8. You could see the poor dog …………….. daily as the disease spread through its body.
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Task 5 Find in the text synonyms to the words given below
Penalty, answer, incentive, disadvantage, to stop.
Text IV
Task1. Translate the following words.
violence on
Review
long-debated topic
update report
violent entertainment
percentage
to contain
Adolescent
attitude
to expand
Portrayal
case
to emphasize
Scientist
to lead to…
Evidence
Fairly
causal relationship
Task 2. Read the text given below.
TV Violence can Cause Aggression in Children (by Christine Russell)
Violence on television can lead to aggressive behaviour by children and teenagers
who watch the programs, according to a review of the last decade of research on this
long-debated topic.
«Television and Behaviour», a new report by the Department of Health and Human
Services, concludes that the 'consensus' among scientists is that there is a 'causal
relationship' between televised violence and aggression.
«After 10 years of research, the consensus among most of the research community is
that violence does lead to aggressive behaviour by children and teenagers who watch
the programs, » according to the carefully worded update report.
Calling television a 'violent formative entertainment', the new report found that the
percentage of programs containing violence, has remained essentially the same over the
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past decade, and during this -period «there also has been more violence on children's
weekend programs than on Drime-time television.»
The report cautions that «not all children become aggressive, of course,
emphasiziring that the various studies compare large groups rather than individual
cases. But the latest research has expanded to suggest that preschool children-as well as
adolescents, and girls as well as boys might: be-influenced? by the televised violence.
As a window on a world with which children have little experience television strong
shapes the social attitudes of young viewers. There is fairly good evidence that children
accept as authentic the portrayals that they see on television.
Task 3. Find the answers to these questions in the following text.
1. What can be cause of aggressive behaviour by children and teenagers?
2. Which name was given to television in a new report?
3. Which groups of children are more influenced by television?
4. Explain definition “television violence”.
5. Which consequence has television violence?
Task 4. Complete the sentences from with the words from the box.
Conclude
Community
violence
Adolescent
Attitude
evidence
1. Before I ……………, I'd like to thank you all for coming.
2. He has a very bad …………… to/towards work.
3. The report documents the staggering amount of domestic …………… against women.
4. The police have found no …………… of a terrorist link with the murder.
5. Childhood trauma has a profound impact on …………… health and development.
6. There's a large black/white/Jewish …………… living in this area.
Task 5. TV Violence can cause Aggression in Children. Please suggest how we can avoid it.
At least 10 sentences.
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Test
Task 1
Match the term with the definition
Сognitive
the mental process of knowing,
including aspects such as awareness,
perception, reasoning, and judgment.
Adolescent
a disadvantage or the negative part of a
situation
Drawback
the sum of environmental influences and
conditions acting on an organism.
to abuse
connected with thinking or conscious
mental processes
reinforcement
to use or treat someone or something
wrongly or badly, especially in a way
that is to your own advantage
mental filing system
when something is made stronger
memory spans
a young person who is developing into
an adult
undesirable
causing avoidance of a thing, situation,
or behavior by using an unpleasant or
punishing stimulus, as in techniques of
behavior modification.
Dimension
to (cause to) separate into parts or
groups
to divide
a part or feature or way of considering
something
Aversive
not wanted, approved of or popular
Familiarity
a way of considering or doing
something
Approach
a good knowledge of something, or the
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fact that you know it so well
to inherited
the state of being likely to behave in a
particular way or to suffer from a
particular disease
to wriggle
to receive money, a house, etc. from
someone after they have died
to whimper
to twist your body, or move part of your
body, with small, quick movements
predisposition
to make a series of small, weak sounds,
expressing pain or unhappiness
Task 2
Derive nouns from the following verbs by means of suffixes: -ion, -ing, -ment, -ure, -ity, -er, us, -ior, -tiveness
To adjust, to attract, to create, to be able, to feel, to school, to stimulate, to behave, to assert
Task 3
Name synonyms to the words given below
Penalty, answer, incentive, disadvantage, to stop, well-known, scientist, conclusion, ability,
to communicate
Task 4
Translate these sentences into English
1) Некоторые дети счастливые, активные и энергичные, они резвятся, всегда в
движении.
2) В одном из ранних исследований по детскому темпераменту были изучены три
основных модели темперамента детей.
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3) Исследователи обнаружили, что когнитивные способности детей значительно
улучшаются, когда они имеют дело со знакомыми, а не с незнакомым материалом.
4) Знания, которые они накапливают, позволяет им сделать больше выводов и
интегрировать новую информацию в более полную ментальную систему хранения
информации.
5) Наказание может изменить поведение, оно имеет ряд недостатков. Во-первых, оно
не "стирает" нежелательные привычки, он просто подавляет их. Во-вторых, наказание
часто приводит к нежелательным побочным эффектам.
6) Чтобы предотвратить развитие общего страха перед наказанием, родители должны
указать причину наказания, подчеркнуть, что причиной наказания является не
личность ребенка, а его поведение.
7) После 10 лет исследований был достигнут консенсус среди большинства научного
сообщество о том, что насилие на экранах телевизоров ведет к агрессивному
поведению детей и подростков, которые смотрят телевизионные программы.
8) Являясь своего рода окном в мир для детей и подростков, телевидение формирует у
них различные социальные формы поведения.
9) Стресс является отрицательным эмоциональным и физиологическим процессом,
который происходит, когда люди пытаются приспособиться и взаимодействуют с
внешними обстоятельствами, которые нарушают или даже угрожают их повседневной
жизни.
10) Важно понять причину стресса, так как он приводит к психологическим
проблемам, таким как тревога и депрессия, отрицательно сказывается на физическом
состоянии людей.
Task 5
Complete the sentences from with the words from the box
Creatures
transaction
respond
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displayed
circumstances
depressed
reinforcement
mutual
side effects
behavioral
habit
exert
1. He seemed a bit ……………… about his work situation.
2. I asked her what the time was, but she didn't ……………….
3. If you were to ……………… your influence they might change their decision.
4. Don't all living ……………… have certain rights?
5. Theirs was a partnership based on ……………… respect, trust and understanding
6. Family photographs were ……………… on the wall.
7. Each ……………… at the foreign exchange counter seems to take forever.
8. She died in suspicious ……………….
9. She studied ……………… psychology at college.
10. The harbour walls need urgent ……………….
11. Does this drug have any ………………?
12. I'm trying not to get into the ……………… of always having biscuits with my coffee.
Task 6
Name antonyms to the given words
To strengthen, advantage, calm, collective, adult, delayed, safety, to allow, to forget,
apathetic, good-natured
Task 7
Choose the right translation of the word combination
1. slow-to-warm-up babies
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a. дети, трудные на подъем
b. дети, медленно согревающиеся
c. дети с медленной реакцией
2. combined contributions of nature and nurture
а. комбинированное взаимодействие природы и воспитания
b. взаимодействие комбинации из природы и воспитания
с. комбинации из взаимодействий природы и воспитания
3. mediating factors
a. медийные факторы
b. опосредывающие факторы
c. промежуточные факторы
4. postbirth contact
a. контакт сразу после рождения
b. послерожденный контакт
c. контактное рождение
5. the mother-infant bond
a. связь между матерью и ребенком
b. материнская связь с ребенком
c. ребенок с матерью в контакте
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6. information-processing skills
a. техники обработки информации
b. навыки информационной обработки
c. опыт информационной обработки
7. memory storage capacity
a. объем хранилища памяти
b. объем памяти
c. вместимость запоминающего устройства
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Vocabulary
A
abuse - злоупотребление
adjust - регулировать
administer - управлять
adolescent - подросток
adoptive - приемный
adversely - неблагоприятно
affect - влиять
anxiety - тревога
approach - подход
attention - внимание
attitude - отношение
aversive - вызывающий отвращение
B
to be attracted by - быть привлечённым к чему-либо
be basic - быть основным
be sensitive to – быть чувствительны к ...
beaming - сияющий
behavioral - поведенческий
blame - вина
bond - облигация
С
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capacity - мощность
case - случай
causal - причинный
communicate - общаться
contain - содержать
D
deal with - иметь дело с
decrease - уменьшаться, убывать, сокращаться
desirable - желательный
development - развитие
dimension - измерение
disrupt - разрушать
divide - делить
drawback - недостаток
E
eliminate - ликвидировать
emphasize - подчеркивать
entertainment - развлечения
erase - стирать
evidence - доказательство, подтверждение, ясность
exert - вызывать
expand - расширять
extent - степень
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F
fairly - достаточно
familiar - знакомый
familiarity - знакомство
fear - страх
focus - сфокусировать
foundation - основы
G
gist - суть
gradually - постепенно
guideline - директива
habit - привычка
I
improve - улучшать
indicate - указывать
infancy - младенчество
inference - вывод
interact - взаимодействовать
interacting - взаимодействующий
involve - включать в себя
L
lead to - привести к ...
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long-debated - давно обсуждаемая
look away - отворачиваться
M
maturation - созревание
mediating - посредническую
memorize - запоминать
memory storage - запоминающие устройство
mutual - взаимный
N
nausea - тошнота
nurture - воспитание
P
percentage - процент
pleasurable - приятный
portrayal – изображение, представление в графической форме
post birth - после рождения
predict influence - прогнозировать влияние
privilege - привилегии
properly - правильно
punishment - наказание
R
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reinforcement - усиление
relationship - связь
removal - удаление
report - доклад
reveal - показывать
review - обзор
rude - грубый
S
salient - выступ
scientist - ученый
severe - тяжелый
stimulus - раздражитель
stress-coping skills - стресс-навыкам
subtly - тонко
swatting - отмахиваясь
T
think of – думать о ком-либо, чем-либо
thrive - процветать
topic - тема
turning - поворот
U
undesirable - нежелательный
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update - обновление
V
violence -насилие
violent - 1) интенсивный, сильный, резкий ;2) а) неистовый, яростный
б) жёсткий, ожесточённый
W
weaken - ослаблять
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Список литературы:
1) Агабекян И.П. и др. Английский для психологов :Учебное пособие.
М.:Проспект,2008
2) Донченко Е.Н. «Английский для психологов и социологов», Ростов н/Д,изд.
«Феникс»,2006 г.
3) Бочарова Г.В.,Никошкова Е.В,Печкурова З.В. «Texts on
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