Экология. НОВ.2019_Сборник_контрольных_работ_для_заочников_ФЗО_1. Технологический университет
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Вариант 1 для направления подготовки 37.03.01 ПсихологияПрочитайте и устно переведите на русский язык текст. SHOW SOME EMOTION One key social competence is how well or poorly people express their own feelings. Paul Ekman uses the term display rules for the social consensus about which feelings can be properly shown when. Cultures sometimes vary tremendously in this regard. For example, Ekman and colleagues in Japan studied the facial reactions of students to a horrific film about ritual circumcisions of teenage Aborigines. When the Japanese students watched the film with an authority figure present, their faces showed only the slightest hints of reaction. But when they thought they were alone (though they were being taped by a secret camera) their faces twisted into vivid mixes of anguished distress, dread, and disgust. There are several basic kinds of display rules. One is minimizing the show of emotion—this is the Japanese norm for feelings of distress in the presence of someone in authority, which the students were following when they masked their upset with a poker face. Another is exaggerating what one feels by magnifying the emotional expression; this is the ploy used by the six-year-old who dramatically twists her face into a pathetic frown, lips quivering, as she runs to complain to her mother about being teased by her older brother. A third is substituting one feeling for another; this comes into play in some Asian cultures where it is impolite to say no, and positive (but false) assurances are given instead. How well one employs these strategies, and knows when to do so, is one factor in emotional intelligence. We learn these display rules very early, partly by explicit instruction. An education in display rules is imparted when we instruct a child not to seem disappointed, but to smile and say thank you instead, when Grandpa has given a dreadful but well-meant birthday present. This education in display rules, though, is more often through modeling: children learn to do what they see done. In educating the sentiments, emotions are both the medium and the message. If a child is told to "smile and say thank you" by a parent who is, at that moment, harsh, demanding, and cold—who hisses the message instead of warmly whispering it—the child is more likely to learn a very different lesson, and in fact respond to Grandpa with a frown and a curt, flat "Thank you." The effect on Grandpa is very different: in the first case he's happy (though misled); in the second he's hurt by the mixed message. Emotional displays, of course, have immediate consequences in the impact they make on the person who receives them. The rule being learned by the child is something like, "Mask your real feelings when they will hurt someone you love; substitute a phony, but less hurtful feeling instead." Such rules for expressing emotions are more than part of the lexicon of social propriety; they dictate how our own feelings impact on everyone else. To follow these rules well is to have optimal impact; to do so poorly is to foment emotional havoc. (Яроцкая, Л. В. Учебник английского языка : для студентов психологических специальностей) II. Письменно переведите 2 и 3 абзац. III. Найдите абзац, где выражается основная идея текста. Вариант 2 для направления подготовки 37.03.01 ПсихологияПрочитайте и устно переведите текст на русский язык. HOW THE BRAIN GREW To better grasp the potent hold of the emotions on the thinking mind — and why feeling and reason are so readily at war — consider how the brain evolved. Human brains, with their three pounds or so of cells and neural juices, are about triple the size of those in our nearest cousins in evolution, the nonhuman primates. Over millions of years of evolution, the brain has grown from the bottom up, with its higher centers developing as elaborations of lower, more ancient parts. (The growth of the brain in the human embryo roughly retraces this evolutionary course.) The most primitive part of the brain, shared with all species that have more than a minimal nervous system, is the brainstem surrounding the top of the spinal cord. This root brain regulates basic life functions like breathing and the metabolism of the body's other organs, as well as controlling stereotyped reactions and movements. This primitive brain cannot be said to think or learn; rather it is a set of preprogrammed regulators that keep the body running as it should and reacting in a way that ensures survival. This brain reigned supreme in the Age of the Reptiles: Picture a snake hissing to signal the threat of an attack. From the most primitive root, the brainstem, emerged the emotional centers. Millions of years later in evolution, from these emotional areas evolved the thinking brain or "neocortex," the great bulb of convoluted tissues that make up the top layers. The fact that the thinking brain grew from the emotional reveals much about the relationship of thought to feeling; there was an emotional brain long before there was a rational one. The most ancient root of our emotional life is in the sense of smell, or, more precisely, in the olfactory lobe, the cells that take in and analyze smell. Every living entity, be it nutritious, poisonous, sexual partner, predator or prey, has a distinctive molecular signature that can be carried in the wind. In those primitive times smell commended itself as a paramount sense for survival. (Яроцкая, Л. В. Учебник английского языка : для студентов психологических специальностей) II. Письменно переведите 2 и 3 абзац. III. Найдите абзац, где выражается основная идея текста. |