心理学专业外语ppt

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Psychology 心理学入门英文课件

A Brief History of Psychology
• Carl Rogers (1902-1987): • Humanistic approach to
learning • Unconditional positive
regard • Student centred learning
(Client centred approach)
A Brief History of Psychology
• Abraham Maslow (19021987):
• Hierarchy of Human Needs • Self Actualisation • Psychology of Being • ‘Peak experiences’
A Brief History of Psychology
everything a human being might possibly do…’
A Brief History of Psychologyห้องสมุดไป่ตู้
• Howard Gardner(1943-):
• Theory of Multiple Intelligences
• ‘An important part of that understanding is knowing who we are and what we can do... Ultimately, we must synthesize our understandings for ourselves’.
• Leon Festinger (1919-1989):
• Cognitive Dissonance Theory
• Describes conflicting thoughts or beliefs (cognitions) that occur at the same time, or when engaged in behaviours that conflict with one's beliefs.

外语教学心理学ppt课件

视听法：利用视听手段，创造情境功能法：语言功能为主，communicative
method
全身反应法: 先身体反应，再用语言进行反应
第一节心理学在外语教学领域中的影响极其演变
一、早期的机械主义和联想主义 1. 早在17、18世纪，外语教学中盛行的翻译法，就是在机械主义哲学的影响下出现的。 2. 机械主义观点：一切语言起源于一种语言，各种语言的语法是共同的 3. 经验主义者和联想主义者认为：
外语教学心理学
1. 高颜值没办法，这是一个怎么强调颜值都不过分的时代。从初中到高中到大学，我发现了一个惊人的定律，在我们所有的任课老师当中，英语老师真的每次都是颜值最高的那个（大学以前我最喜欢语文，对英语比较无感，所以绝非爱屋及乌），真的是美女都去当英语老师了吗？未必吧。那咱们英语老师的颜值是怎么脱颖而出的呢？第一，爱打扮。英语老师是最修边幅的一群人，漂亮的裙子，性感的高跟红唇，精致的妆容和美甲，还一定有n多的包包来配，英语老师对自己的全身打扮可谓无孔不入。拿我自己来说，我本是村姑一枚，可是从大学成为一名英语专业妹子开始，生活方式全方位改变，现在不管去香港还是出国一趟，满箱子拖回来的不是护肤品化妆品面膜就是包包和衣服和饰品，上课演讲会友之前都经常要化一个让自己无法停止自拍的妆容，然后自我陶醉一整天。第二，主要看气质。一个人的气质里藏着你的才华思想和修养。英语老师一般都是受过高等教育的人，她们的思想中西合璧，现代与传统完美结合，待人接物落落大方，直率代替了传统的矜持，敢爱敢恨代替了逆来顺受忍气吞声。
外语教学心理学
. 一个英语老师就是一座宝藏基本上从你当上一个英语专业的妹子开始，你就是很多人追逐的目标。记得我在大一的时候，虽然身高很屌丝，体重120，还带着厚重的乡土味，但是没办法，还是吸引了像young这种高情商高智商高颜值的朋友，到底是啥原因呢？我们成为九年朋友之后他在回湖大给学弟学妹演讲的时候一语道破天机 “外院妹子是宝藏”，我那时什么都没有，但是我只要是一个英语专业的妹子就是有价值的，至少我可以陪陪人家练口语啊，据说对于理工科男生来说，有一个外院妹子当朋友（不一定是男女朋友）就是一件非常有面子的事情。

心理学Psycholog英文版(18社会心理学)PPT课件

Participant rubs face
Confederate rubs face
Participant shakes foot
Confederate shakes foot
Social Influence
▪ Asch’s conformity experiments
Social Influence
Social Thinking
▪ Fundamental Attribution Error
▪ tendency for observers, when analyzing another’s behavior, to underestimate the impact of the situation and to overestimate the impact of personal disposition
▪ tendency for people who have first agreed to a small request to comply later with a larger request
▪ Role
▪ set of expectations about a social position
Internal attitudes
External influences
Behavior
Social Thinking
▪ Attitudes follow behavior
▪ Cooperative actions feed mutual liking
Social Thinking
▪ Foot-in-the-Door Phenomenon
▪ example- when we become aware that our attitudes and our actions clash, we can reduce the resulting dissonance by changing our attitudes

心理学专业英语PPT-Chapter 2 Neuroscience and behavior

• Here,we demonstrate that inhibitory and excitatory projections from the mouse lateral hypothalamus(LH)to the periaqueductal gray(PAG) in the midbrain drive,respectively,predation and evasion.
• 然而,通过同时向双耳呈现不同的言语刺激,我们能够证明,对于切断胼胝体的病人,从左耳向左侧或言语半球的输入,出现了完全或近乎完temporal lobectomy is to decrease the efficiency of report for the ear contralateral to the lesion. Because this is a verbal task,patients with left temporal lobectomy in the dominant hemisphere for speech show a slight impairment on the test as a whole,but those with right temporal lobectomy merely show an accentuation of the right-ear superiority found in normal subjects.
For example,such a patient cannot name or describe objects flashed in his left visual field,but only those flashed on the right,because each field projects solely to the contralateral hemisphere.

心理学专业外语PPT文档42页

心理问题的生物学研究方法已经与自希腊早期以来的其余心理学思想融合而且并行存在，希腊医生盖伦认为人的个性和气质可能与体液水平相关联，如人体内的血液和胆汁的不同配合。
As knowledge of human anatomy, physiology, biochemistry, and medicine developed, important insights for human behaviour and experience were gained.
nativist:先天论者；本土主义者；本土文化保护者
这种方法有时被认为是生理学的、生理心理学的、神经生理学的、先天论者（考虑先天遗传因素而非后天环境因素）或先天的研究方法。
The biological approach to psychological matters has integrated with and run parallel to the rest of psychological thought since early Greek times-the Greek physician Galen suggested that personality and temperament may be linked to the levels of body fluids such as blood and bile in the body.
split:分离；使分离；劈开；离开；分解 hemisphere:半球
斯佩里研究了大脑两半球的分裂对意识和心理功能的影响。
The field will progress still further as the technology to isolate the effects of genes and scan the living brain develops.

外语教育心理学完整ppt课件

.
行为主义心理学与听说法、试听法 Watson在条件反应说的基础上提出行为主义的心理学公式S---R.Skinner进一步发展为刺激-反应-强化，即新行为主义。听说法强调模仿和机械性的训练。视听法（情景法）——重视”视“和”听“之间的相互联系，充分发挥视觉、听觉的协同作用。
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两个信号系统学说与自觉对比法
• 4. 反对听说领先，认为语言的声音和文字在语言学习活动中相辅相成，主张一开始就进行听说读写的全面训练，听说读写齐头并进，全面发展。
• 5.容忍学生的语言错误。主张对错误进行分析疏导，只改主要错误，反对有错必纠。
• 6.必要时可利用母语，允许适当利用母语进行讲解和翻译。 7.广泛运用直观教具和电化教学手段，有助于创造语言环境，使外语教学情景化、交.际化。
从学科角度看，包括观察对外汉语教学领域的从业人员——汉语教师；对外汉语教学的常规活动——汉语教学；以及教学所使用的材料—— 教材、工具书等。
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• 1.语言学本质说。认为对外汉语教学的学科属性或本质是语言学。（赵金铭，2013，孙德金，2015）
• 2.语言教学本质说。认为对外汉语教学的核心是教学。（赵金铭，2013；吕必松， 2007）
大脑皮质活动的特征是具有两个信号系统和语言功能。 1、第一信号系统：以事物的物理性质发挥刺激作用的，客观、具体的信号（如灯光、声音、气味、食物形状等）称为第一信号。对第一信号发生反应的皮质功能系统称为第一信号系统。是人和动物共有的。 2、第二信号系统以抽象信号的含义发挥刺激作用（如语言、文字）称为第二信号。对第二信号发生的皮质功能系统为第二信号系统。它是人类所特有的，也是人类区别于其他动物的根本特征。
在认知理论的作用下，产生了认知教学法，或者是认知-符号学习理论。主张以学生为中心，进行有意义的学习和操练，强调对语言规则的理解和掌握，注重培养并提高全面运用语言的能力。

心理学专业外语

心理学专业1心理学专业英语What Psychology IsWhy people do the things they do is anage-oldquestion. However, psychology--the science concernedwith behavior, both humans and animals--is only about125 years old. Despite its youth, it is a broad discipline,essentially spanning subject matter from biology tosociology. Biology studies the structures and functions of living organisms. Sociology examines how groupsfunction in society. Psychologists study two criticalrelationships: one between brain function and behavior, and one between the environment and behavior. Asscientists, psychologists follow scientific methods, usingcareful observation, experimentation, and analysis. Butpsychologists also need to be creative in the way theyapply scientific findings. Psychologists are frequently innovators, evolvingnew approaches from established knowledge to meetchanging needs of people and societies. They develop theories and test them through their research. As this researchyields new information, these findings become part of the body of knowledge that practitioners call onin their work with clients and patients. Psychology is atremendously varied field. Psychologists conduct bothbasic and applied research, serve as consultants tocommunities and organizations, diagnose and treatpeople, and teach future psychologists and other types of students. They test intelligence and personality. Theyassess behavioral and mental function and well-being,stepping in to help where appropriate. They study howhuman beings relate to each other and also to machines, and they work to improve these relationships. And with America undergoing large changes in its populationmakeup, psychologists bring important knowledge andskills to understanding diverse cultures.Many psychologists work independently. They also team up with other professionals--for example, otherscientists, physicians, lawyers, school personnel, computer experts, engineers, policy makers, and managers--tocontribute to every area of society. Thus we find them inlaboratories, hospitals, courtrooms, schools and universities, community health centers, prisons, and corporateoffices. Psychologists traditionally study both normal and abnormal functioning, and also treat patients withmental and emotional problems. Today, they areincreasingly concentrating on behaviors that affect the mental and emotional health and mental processes of healthy human beings. For example, they work with business executives, performers, and athletes to combat stress and improve performance. They advise lawyers on jury selection and collaborate with educatorson school reform. They show up immediately following a disaster such as a plane crash or bombing, to help victims and bystanders recover from the trauma,or shock, of the event. They team with law enforcement and public health officials to analyze the causes of such events and prevent their occurrence. Involved in all aspects of our fast-paced world, psychologists must keep up with what's happening all around us. When you're a psychologist, your education never ends. Psychology is a discipline with a bright future. Among fields requiring a college degree, it is expected to be the third fastest-growing field in America through the year 2005 and to continue to grow steadily for at least another dozen years after that.Opportunities for work in psychology are expanding in number and scope. The move toward preventing illness, rather than merely diagnosing and treating it, requires people to learn how to make healthy behavior a routine part of living. Indeed, many of the problems facing society today are problems about behavior, for example, drug addiction, poor personal relationships, violence at home and in the street, and the harm we do to our environment. Psychologists contribute solutions to problems through careful collection of data, analysis of data, and development of intervention strategies--in other words, by applying scientific principles, the hallmark of psychology.In addition, an aging America is leading to more research and practice in adaptingour homes and workplaces for older people. The promises of the electronic revolution demand more user-friendly technologies心理学专业2心理学专业3psychology. These students often possess good research and writing skills, are good problem solvers, and have well-developed, higher-level thinking ability when it comes to analyzing, synthesizing, and evaluating information. Most find jobs in administrative support, public affairs, education, business, sales, service industries, health, the biological sciences, and computer programming. They work as employment counselors, correction counselor trainees, interviewers, personnel analysts, probation officers, and writers.Two-thirds believe their job is closely or somewhat related to their psychology background and that their jobs hold career potential.Psychology majors have many qualities that are attractive to job recruiters. Employers find that psychology graduates possess strong people skills. And psychology majors also value these skills themselves. "Once you learn the principles of human behavior," says a banker with a bachelor's degree in psychology, "they're always at the top of the mind,' ready to be used. You don't have to stumble across them by accident."What Psychologists Do and Where They Do It Psychology is an extraordinarily diverse field with hundreds of career paths. Some specialties, like caring for mentally ill people, are familiar to most of us. Others, like helping with the design of advanced computer systems or studying how we remember things, are less well known.What all psychologists have in common is a shared interest in mind and behavior, both human and animal. In their work, they draw on an ever-expanding body of scientific knowledge about how we think, act, and feel, and apply the information to their special areas of expertise. Among psychologists, researchers spend most of their time generating knowledge; practitioners apply the knowledge; and some psychologists do both.In addition to their particular mix of science and practice, psychologists can be distinguished in terms of where they work. Many psychologists work in more than one setting. For instance, college professors often consult for industry or see clients on apart-time basis. Although it's possible to identify a host of different work settings, for the purpose of this booklet, we'll consider some of the most prominent examples. Getting Ready to Work in PsychologyIf you are interested in a career as a psychologist, you have to complete graduate school with a major in psychology.Take time to research your choices. The program should match your interests. For example, some psychology departments may specialize in a subfield of psychology that appeals to you. In addition, investigate the areas of expertise and research interests of individual faculty members if your career interest lies ina specific type of research.A graduate school's department of psychology is the best source of information about the nature of its program and its admission requirements. Throughout the application process, discuss your plans with your psychology faculty advisor. Apply to a number of programs that offer you a reasonable chance of acceptance. The American Psychological Association has many resources to help you. Contact the APA Education Directorate at 750 First Street, NE, Washington, DC 20002-4242.HIGH SCHOOL PREPARATIONA strong academic high school education is a good beginning for a career in psychology. Courses in science, math, English, history, social studies, and a foreign language are important. Science and math are particularly important because they provide the necessary skills for research and analysis in college psychology courses. Some high schools offer a course in psychology, which can give you a taste of what the field is about. You can also find a volunteer job where psychologists work, or read about psychology in newspapers and magazines to explore the field.BACHELOR'S DEGREEMost four-year colleges and universities require a blend of research and liberal arts courses for a bachelor's degree in psychology. The courses usually include introductory psychology, experimental psychology, and statistics. Other required courses can be in learning, personality, abnormal psychology, social psychology, developmental psychology, physiological or comparative psychology, history and systems, and tests and measurement. Typically, you will be ready to take electives in psychology by the time you心理学专业4are a college junior. It is a good time to make graduate school plans so you can make wise choices about future courses and extracurricular activities during the last two years of college. Know, however, that as long as you've taken some electives in psychology, you don't always need to have a bachelor's in psychology to get into a graduate program in the field.The Value of the Undergraduate Degree Psychology majors, whether or not they have gone on to other careers, cite courses in the principles of human behavior as especially important to life after college. The additional insight gained from these courses into what motivates people to perform at their peak helps them, whether they are functioning as parents at home or managers on the job. Many bachelor's degree holders credit their college psychology courses with teaching them how people, including themselves, learn. "I use information on learning reinforcement every time I conduct a training session for my employees," says a manager in a consumer products company.Above all, it is the rigorous training in the scientific method—the need to do thorough, objective research, analyze data logically, and put forth the findings with clarity—that stands psychology majors in good stead as they pursue their future careers. GRADUATE SCHOOLMost graduate departments require that you take a standard aptitude test, usually the Graduate Record Examination (GRE). Although programs vary in the weight they attach to test scores, successful applicants typically score well above 500 on both the verbal and quantitative portions of the GRE. Determine if your GRE scores will qualify you for consideration by the institution to which you would like to apply. Competition for spaces in graduate school is keen.Master's DegreeUndergraduate course requirements for a terminal master's degree are relatively few: usually, a background in introductory or general psychology, experimental psychology with a laboratory course, and statistics. The university usually takes the undergraduate grade point average (GPA) into account, too.A recent survey of 26 psychology master's programs shows that the most commonly required courses once you are in the master's program are those withindustrial/organizational content, statistics, and research design. Course work at the master's level often also includes study in ethics, assessment, program evaluation, and personality related topics as well.A master's degree in psychology, along with preparation in the natural sciences or mathematics, is increasingly valued by doctoral programs in psychology. Each doctoral program also decides which credits it will accept for transfer. Occasionally, students need to repeat some course work. A few institutions will not accept a master's degree from any school other than their own. Doctoral DegreeEach school determines its own entrance requirements. Some doctoral programs require applicants to have a master's degree in psychology. For others, students can enter the doctoral programs with a bachelor's degree and work their way right through to a doctorate degree.Earning a doctoral degree typically requires at least four years and often takes up to seven years of study after the bachelor's degree. Early in the graduate program, you will probably take course work in the core areas of psychology. You will work with a professor to learn how to do research; you'll also study how psychological research is applied to life situations. Once you have completed all the course work, you must pass a comprehensive exam and write and defend a dissertation.If you want to be a clinical, counseling, or school psychologist, you will also have to complete a one year internship as part of your doctoral study in these areas of practice. You may wish to consider a doctoral program in a professional school rather than at a traditional university. Professional schools place greater emphasis on training students for professional practice and less emphasis on research. Some universities and professional schools offer a PsyD in lieu of the traditional doctoral degree. In choosing applicants, these programs may look for candidates who already have clinical experience or other work experience in applied psychology. Choosing an Accredited SchoolIf you want to be a clinical, counseling or school psychologist it's important to know the accreditation status of the programs to which you are applying. Programs that prepare students for careers in basic and applied心理学专业5research or for basic academic careers are not subject to an accreditation process, but are nonetheless some of the most rigorous schools in the country.There are two kinds of accreditation: institutional and specialized. Institutional accreditation certifies that an institution has met minimum standards of quality. It is granted by one of seven regional accrediting organizations recognized for this purpose by the U.S. Department of Education. Specialized accreditation only applies to professional programs; it means that the program meets the minimal standards of quality as defined by that profession for the practice of psychology. In the field of psychology, specialized accreditation is granted by the American Psychological Association. Historically, this accreditation has applied only to doctoral programs, predoctoral internships and in clinical, counseling, and school psychology. In some states you have to graduate from anAPA-accredited program, predoctoral internship and to be licensed or certified as an independent clinical, counseling psychologist or school psychologist. In addition, some employers demand that candidates for clinical, counseling, and school psychology jobs hold such credentials.For more information about accredited schools and programs, contact the APA Education Directorate at 750 First Street, NE Washington, DC 20002-4242; e-mail: education@.If You Need Financial AidYou may be able to get financial aid to attend both undergraduate and graduate school. Assistance comes in different forms: fellowships, scholarships, grants or subsidies, work study programs, federal loans, and teaching or research assistantships. Graduate assistantships and work study require part time work.Students seeking financial aid for a graduate degree should get advice as early as possible. Consult with both the psychology office and the office of financial aid on your own campus and also with the office of financial aid at the school to which you are applying. Students of ethnic minority background should also contact the APA Minority Fellowship Training Program.Licensure and CertificationTo practice as a clinical, counseling, or social psychologist independently and without supervision anywhere in the United States, you must be licensed or certified. Before granting you permission to take the exam, the state board in charge of licensing or certification will review your educational background. A doctoral degree does not automatically make you eligible; requirements vary from state to state. At a minimum, states require that the doctorate be in psychology or a field of study "primarily psychological in nature" and that it be from a regionally accredited institution. You also must have had at least two years of supervised professional experience.心理学专业名词中英文对照感觉记忆（SM）—sensory memory短期记忆（STM）—short-term M.长期记忆（LTM）—long-term memory复诵---rehearsal预示(激发)----priming童年失忆症---childhoodamnesia视觉编码（表征）---visual code (representation)听觉编码—acoustic code运作记忆---working memory语意性知识—semantic knowledge记忆扫瞄程序—memory scanning procedure 竭尽式扫瞄程序-exhaustive S.P.自我终止式扫瞄—self-terminated S..程序性知识—procedural knowledge命题（陈述）性知识--propositional （declarative）knowledge情节（轶事）性知识—episodic K.讯息处理深度—depth of processing精致化处理—elaboration登录特殊性—coding specificity记忆术—mnemonic位置记忆法—method of loci字钩法—peg word（线）探索（测）(激发)字—prime关键词---key word命题思考----propositional thought心像思考---imaginal thought行动思考---motoric thought概念---concept原型----prototype属性----property特征---feature 范例策略--exemplar strategy 语言相对性（假说）—linguistic relativity th. 音素---phoneme 词素---morpheme (字词的)外延与内涵意义—denotative & connotative meaning （句子的）表层与深层结构—surface & deep structure 语意分析法---semantic differential 全句语言—holophrastic speech 过度延伸---over-extension 电报式语言—telegraphic speech 关键期----critical period 差异减缩法---differencereduction 方法目的分析---means-ends analysis 倒推---working backward 动机---------motive 自由意志------free will 决定论------determinism 本能-----------instinct 种属特有行为-----species specific 驱力----drive 诱因------incentive 驱力减低说---drive reduction th. 恒定状态（作用）—homeostasis 原级与次级动机—primary & secondary M. 功能独立—functional autonomy 下视丘侧部（LH ）—lateral hypothalamus 脂肪细胞说----fat-cell theory. 下视丘腹中部（VMH ）—ventromedial H 定点论---set point th. CCK───胆囊调节激素第一性征---primary sex characteristic 第二性征---secondary sex characteristic 自我效能期望—self-efficiency expectancy 内在（发）动机—intrinsic motive 外在（衍）动机—extrinsic motive 成就需求---N. achievement 需求层级—hierarchy of needs 自我实现---self actualization 冲突----conflict 多项仪---polygraph 肤电反应----------GSR (认知)评估---(cognitive appraisal) 脸部回馈假说---facial feedback hypothesis (生理)激发----arousal 挫折-攻击假说---frustration-aggression hy. 替代学习----vicarious learning 发展------development 先天-----nature 后天-----nurture 成熟-------maturation(视觉)偏好法-----preferential method 习惯法-----habituation 视觉悬崖-----visual cliff 剥夺或丰富(环境)---deprivation or enrichment of env. 基模----schema 同化----assimilation 调适-----accommodation 平衡----equilibrium 感觉动作期----sensorimotor stage 物体永久性----objective permanence 运思前期----preoperational st. 保留概念----conservation 道德现实主义---moral realism 具体运思期-----concrete operational 形式运思期----formal operational st. 前俗例道德---pre-conventional moral 俗例道德----conventional moral 超俗例道德----post-conventional moral 气质----temperament 依附---attachment性别认定---gender identity 性别配合----sex typing 性蕾期---phallic stage 恋亲冲突—Oedipal conflict 认同-----identification 社会学习----social learning 情结---complex性别恒定----gender constancy 青年期----adolescence 青春期-- -puberty 第二性征---secondary sex characteristics 认同危机---identity crisis 定向统合---identity achievement 早闭型统合---foreclosure 未定型统合---moratorium 迷失型统合---identity diffusion 传承---generativity心理动力------psycho-dynamics心理分析------psychoanalysis 行为论-------behaviorism心理生物观---psycho-biological perspective认知---------cognition临床心理学家-clinical psychologist谘商--------counseling人因工程-------human factor engineering 组织--------organization潜意识---------unconsciousness完形心理学---Gestalt psychology感觉------------sensation知觉--------perception实验法--------experimental method独变项-------independent variable依变项--------dependent V.控制变项------control V.生理------------physiology条件化---------conditioning学习------------learning比较心理学---comparative psy.发展-------------development社会心理学---social psy.人格--------------personality心理计量学—psychometrics受试(者)---------subject实验者预期效应—experimenter expectancy effect双盲法-----double—blind实地实验--------field experiment相关-----------correlation调查-------------survey访谈-----------interview个案研究-------case study观察-----------observation心理测验-------psychological test纹理递变度-----texture gradient注意------------attention物体的组群---grouping of object型态辨识—pattern recognition形象-背景----figure-ground接近律--------proximity相似律--------similarity闭合律-------closure连续律--------continuity对称律-------symmetry错觉-----------illusion幻觉----------delusion恒常性--------constancy大小----------size形状-----------shape 位置---------- ***单眼线索-----monocular cue线性透视----linear- perspective双眼线索-----binocular cue深度---------depth调节作用-----accommodation重迭----superposition双眼融合-----binocular fusion辐辏作用-----convergence双眼像差-----binocular disparity向度 --------- dimension自动效应-----autokineticeffect运动视差----- motion parallax诱发运动---- inducedmotion闪光运动----- stroboscopic motion上下文﹑脉络-context人工智能------artificial intelligence A.I. 脉络关系作用-context effect模板匹配------template matching整合分析法---analysis-by-synthesis丰富性---------redundancy选择性---------selective无意识的推论-unconscious inferences运动后效---motion aftereffect特征侦测器—feature detector激发性---excitatory抑制性----inhibitory几何子---geons由上而下处理—up-down process由下而上处理---bottom-up process连结者模式---connectionist model联结失识症---associative agnosia脸孔辨识困难症---prosopagnosia意识--conscious（ness）意识改变状态---altered states of consciousness无意识----unconsciousness前意识---------preconsciousness内省法---introspection边缘注意---peripheralattention多重人格-----multiple personality午餐排队(鸡尾酒会)效应—lunchline(cocktail party) effect自动化历程----automatic process解离----dissociate解离认同失常----dissociative identity disorder快速眼动睡眠----REM dream非快速眼动睡眠—NREM dream神志清醒的梦----lucid dreaming失眠---insomnia显性与隐性梦---manifest & latern content 心理活动性psychoactive冥想------meditation抗药性---- tolerance戒断----withdrawal 感觉剥夺---sensory deprivation物质滥用----substance abuse成瘾--------physical addiction物质依赖----sub. dependence戒断症状----withdrawal symptom兴奋剂--stimulant幻觉（迷幻）剂----hallucinogen镇定剂---sedative﹐抑制剂—depressant酒精中毒引起谵妄—delirium tremens麻醉剂---narcotic催眠-------hypnosis催眠后暗示----posthypnotic suggestion 催眠后失忆posthypnotic amnesia超心理学---parapsychology超感知觉extrasensory perception ESP心电感应---telepathy超感视---clairvoyance预知---precognition心理动力—psycokinesis PK受纳器-----receptor绝对阈----absolute threshold差异阈----------difference threshold 恰辨差------- -JND韦伯律---------Weber's law心理物理-----psychophysical费雪纳定律---Fechner's law频率-----frequency振幅----------amplitude音频-------pitch基音----------fundamental tone倍音-----overtone和谐音-------harmonic音色------timbre白色噪音----white noise鼓膜-----eardrum耳蜗----------cochlea卵形窗—oval window圆形窗-------round window前庭-----vestibular sacs半规管-------semicircular canals 角膜-------cornea水晶体-------lens虹膜------------iris瞳孔----------pupil网膜---------retina睫状肌-------ciliary muscle调节作用---accommodation脊髓---------spinal cord反射弧--------reflex arc脑干---------brain stem计算机轴性线断层扫描-- CAT 或CTPET---正子放射断层摄影MRI-----磁共振显影延脑----medulla桥脑-----pons小脑----cerebellum网状结构---reticular formationRAS----网状活化系统视丘----thalamus下视丘----hypothalamus大脑----cerebrum脑（下）垂体（腺）—pituitary gland脑半球---cerebral hemisphere皮质---cortex胼胝体----corpus callosum边缘系统------limbic system海马体----hippocampus杏仁核--------amygdala中央沟---central fissure侧沟-----------lateral fissure脑叶------lobe同卵双生子----identical twins异卵双生子—fraternal twins古典制约--classical conditioning操作制约---operant conditioning非制约刺激—(USunconditioned stimulus 非制约反应—(UR)unconditioned R.制约刺激---(CS) conditioned S.制约反应----(CR)conditioned R.习(获)得-----acquisition增强作用------reinforcement消除(弱)------extinction自(发性)然恢复----spontaneous recovery 前行制约—forward conditioning同时制约--simultaneous conditioning回溯制约---backward cond.痕迹制约——trace conditioning延宕制约—delay conditioning(次级)增强物-------(secondary) reinforcer嫌恶刺激---aversive stimulus试误学习---trial and error learning效果率-----law of effect正(负)性增强物—行为塑造—behavior shaping循序渐进-----successive approximation自行塑造—autoshaping部分(连续)增强—partial (continuous)R定比(时)时制—fixed ratio (interval)schedule FR或FI变化比率(时距)时制—variable ratio(interval) scheduleVR或VI逃离反应---escape R.回避反应—avoidance response习得无助----learned helplessness顿悟--------insight学习心向—learning set隐内(潜在)学习---latent learning认知地图---cognitive map生理回馈------biofeedback敏感递减法-systematic desensitization普里迈克原则—Premack's principle洪水法----flooding观察学习----observational learning动物行为学----ethology敏感化—sensitization习惯化---habituation联结---association认知学习----cognitional L.观察学习---observational L.登录﹑编码----encoding保留﹑储存-----retention提取------retrieval回忆----(freerecall全现心像﹑照相式记忆---eidetic imageryphotographic memory .舌尖现象（TOT）—tip of tongue再认---------recognition再学习--------relearning节省分数----savings外显与内隐记忆--explicit &记忆广度---memory span组集—chunk序列位置效应---serial position effect起始效应---primacy effectAlbert BanduraAlgorithm 算法Altered states 警觉期Alzheimer's disease 阿海默茨疾病Amnesia 失忆Antonio DamasioArchetype 原型Association area 相关区域Autonomic nervous 自主神经system 系统Axon 轴突B. F. SkinnerBasic research 基础研究Behavior 行为Behaviorism 行为主义Biological perspective 生物学前景Blind sightBlind spot 盲点Broca's areaCarl JungCase study 病例研究CAT scanCatatonic 紧张症Cell body 胞体Central nervous system 中枢神经系统Cerebellum 小脑Cerebral cortex 大脑皮质Chromosome 染色质Circadian rhythm 昼夜节律Classical conditioning 经典条件反射Cochlea 耳蜗Cognition 认知Cognitive perspectiveColor afterimageConditioned response Conditioned stimulus Consciousness 意识Consent 同意Control groupCorpus callosumCorrelationCritical periodCross section 交叉部分Deductive reasoning 演绎推理Delta sleepDendriteDependent variableDopamineDouble-blind study 双盲研究EEG 心电图Ego 自我Ego-centrism 自我中心主义Elizabeth LoftusEncoding 编码EndorphinsEpilepsy 癫痫Episodic memoryEthics 伦理学Experiment 试验Experimental group 实验组Flashbulb memoryFranz GallFrontal lobe 前页FunctionalismGABAGene 基因Gestalt psychologyHeredity 遗传Heuristic 启发式Hormone 激素Humanistic perspective Hypnogogic sleepHypnosisHypothalamusHypothesis 假设IdIndependent variable Introspection 反省Jean Piaget 吉恩、皮亚杰Just noticeable difference Laboratory observation Lawrence KohlbergLearning perspectiveLearning theoryLimbic systemLongitudinal study 纵向研究LTMMaturation 成熟Medulla 骨髓Memory 记忆Michael GazzanigaMood disorder 情绪障碍MRIMyelinMyoclonic jerkNaturalistic observation 自然观察Neuron 神经元Neurotransmitter 神经递质Occipital lobe 枕叶Olfaction 嗅觉Oliver SacksOperant conditioningPanic attackParietal lobeParkinson蛃diseasePerception 知觉Peripheral nervous system周围神经系统Personality 个性PET scanPheromone 信息素Phineas GagePhobia 恐惧Phoneme 音素PhotoreceptorPhrenologyPlacebo 安慰剂PonsPreconscious 前意识Primary sex characteristics 第一性征Procedural memoryPsychoanalysis 精神分析Psychoanalytic perspective Psychology 心理学Psychopathology 病理心理学RCBfReinforcement 强化REM 快速动眼睡眠周期Response 反应Reticular activating system 网状激活系统Richard RestakSalvador DaliSample 样本Schizophrenia 精神分裂症Secondary sex characteristics 第二性征Sensation 感觉Sensory adaptation 感觉适应区Sensory buffer 感觉缓冲区Separation anxiety 分离焦虑SerotoninShapingSigmund Freud西格蒙德、弗洛伊德Single-blind study 单盲法Social-learning theory 社会学习理论Sociocultural perspectiveSomatic nervous system躯体神经系统Stanley MilgramStimulus 刺激源STMStranger anxiety 陌生焦虑StructuralismSublimation SuperegoSurveySynapse 突触Target populationTemporal lobeTerminal buttonThalamus 视丘Theory 理论Trichromatic color theory Unconditioned response 非条件反射Unconditioned stimulus Unconscious 潜意识VariableVolunteer bias 志愿偏倚Wernicke's areaWilliam James。

外语心理学讲义1) PPT课件

外语教学心理学的任务：就在于研究外语教学的心理基础，为建立外语教学的基本原则和教学方法体系并正确组织外语教学工作提供心理学论据。（P12）
外语教学心理学对外语教学的指导意义显然更深一层。外语是一门以教会学生运用外国语言为目的的学科，运用语言本身就是心理现象，运用语言的过程就是心理活动的过程。这个过程应由心理学来研究，具体地说，应由心理语言学来研究。
心理学到外语教学法”的研究途径。 ◆ 1964年美国里弗斯所著《心理学家与外语教师》一书，就听说法进行了心理学论证。
一、外语教学心理学的地位、任务和研究对象
外语教学心理学按学科分类，应是教育心理学领域内的一门学科心理学，是教育心理学的分支。而教育心理学本身则是普通心理学之下的分科心理学。
◆普通心理学--教育心理学--外语教学心理学
听说法发展到60年代，行为主义心理学一直长盛不衰。不少学者继续研究外语教学中的心理学问题。里弗斯（Wilga M．Rivers）的《心理学家与外语教师》一书，对听说法教学理论的心理学基础进行了批判的分析。通过折衷地从不同的理论公式，特别是奥斯古德和莫勒的新行为主义和格式塔心理学，引出一种较一度最广泛地得以发展的主要是斯金纳方法更适宜的心理学基础。这种见解作为较好的语言学习理论，乃是当代心理学中乐观的观点，虽然在60年代中期曾大受欢迎，却并非争论的结束。
第一节心理学在外语教学领域中的影响及其演变一.、早期的机械主义和联想主义
1 .翻译法（机械对比、对译）---以机械主义为理论基础。
机械主义的特点：认为一切语言起源于一种语言，各种语言的语法是同共的，词汇所表达的概念也一样，差别只在于发音和书写形式不同。因此采取机械对比、对译的办法进行教学。P1
2）、斯金纳（B．F．Skinner）则进一步发展成为新行为主义，把重点放在操作行为上，认为强化是条件作用的规律，归结为：刺激-反应-强化。

心理学专业英语PPT-Chapter 7 Emotion and Motivation

• Grice highlighted this by an appeal to his framework of the Cooperative Principle and its Conversational Maxims, which are plausibly assumed by conversational participants and provide mechanisms for the ways in which speakers can “conversationally implicate” something beyond the literal meaning of what they say, and for how hearers can recover those “implicatures.’” Grice’s enduring influence on these topics helped found the burgeoning discipline in philosophy of language and linguistics now known as “pragmatics” .
• Grice’s maxims of conversation are a set of observations that describe how people communicate when they want to be properly understood by others; you can use these maxims as guiding principles to make your communication as effective as possible.
• Herbert Paul Grice (b. 1913–d. 1988) was a British philosopher and linguist, and one of the pivotal figures in philosophy during the 20th century. He wrote in many areas of philosophy, including the metaphysics of personal identity, logical paradoxes, the analytic/synthetic distinction, the philosophy of perception, philosophical psychology, and ethics.

外语教学心理学课件

2021/3/10
讲解：XX
21
布卢姆的掌握学习的理论
优点：让所有学生都掌握教学内容，
在教学实践中应用得非常广泛，在国内外的教育界产生了深远的影响。掌握学习理论自从传入我国以来，被改造成为了具有中国特色的目标教学法，对我国中小学各学科的教学产生了积极的推动作用。
不足：因为要让所有学生都掌握教学内容，需要花费大量的时间（教材分配，测试设计，以及具体的实施，反复测试等）。
其基本要求是：教师首先把教材有计划地分成一系列的较小的单元，给每一个单元都确定相应的教学目标，并把单元按照一定的顺序排列好，单元与单元间衔接紧密过渡自然，这样能使学生的学习循序渐进，由浅入深；然后，编制与单元内容相对应的形成性测验，从而帮助学生找出容易犯错和学生没有理解的部分，并规定掌握标准，以确定学生在该单元学习上应该达到的程度。
2.《外语教育心理学》，张庆宗主编，湖北教育出版社，2008年；
3.《外语学与教的心理学原理》，张庆宗 ,外语教学与研究出版社， 2011年；
4.《外语教学心理学》，朱纯，上海外语教育出版社，2008年；
5.《外语教学问卷调查法》，秦晓晴，外语教学与研究出版社， 2009年；
6.《教育心理学》，莫雷，广东高等教育出版社，2002。
2021/3/10
讲解：XX
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一行为主义理论
1.基本观点：所有学习，不管是语言或者是非语言，都是通过相
同的强化过程和习惯的形成而产生的，学习者是通过他周围说话者和积极巩固对他们正确的重复和模仿而接受语言输入的；刺激-反应论是行为主义理论的基础；语言是一种人类行为，而不是一种思维现象（否定认知）。这种行为是通过习惯的养成而学会的，因此语言的发展被描述成一系列习惯的习得。

《心理学专业英语》课件

心理治疗学
学习心理学中常用的治疗方法和技术，培养解决心理问题的能力。
心理卫生英语
心理咨询英语
学习进行心理咨询和辅导时的专业英语交流技巧和方法。
心理健康教育英语
探讨在心理健康教育领域中常用的英语表达和传递方法。
精神障碍英语
掌握描述和理解精神障碍的英语词汇和表达方式。
实践案例分析和解决方案英语
1 案例分析英语
学习分析实际案例时使用的英语表达和论证方法。
2 解决方案英语
探讨提出解决方案时的英语表达和有效沟通技巧。
总结
1 课程回顾
重温课程内容，巩固所学的心理程的学习体验和心得，以及面对心理学英语学习的建议。
3 后续学习建议
提供进一步学习心理学专业英语的建议和资源。
《心理学专业英语》PPT 课件
欢迎来到《心理学专业英语》课程！本课程旨在帮助学生掌握心理学领域的专业英语，为将来的研究和实践奠定基础。让我们一起开始吧！
导论
• 课程简介 • 学习目标
心理学的基础英语
心理学基本概念
学习心理学领域的基本概念，包括认知、行为、情绪等重要术语。
心理学常用英语词汇
掌握心理学中常用的英语词汇，以便能够准确表达和理解相关概念。
心理学研究方法英语词汇
学习心理学研究中常用的英语词汇，如实验、调查、观察等，以便进行科研工作。
心理学分支研究英语
发展心理学
研究人类在不同生命阶段发展和成长的心理变化，例如婴儿、儿童和青少年。
人格心理学
研究个体的个性特点、性格构成和心理特征，探索人类行为和思维的个体差异。
社会心理学
研究人类在社会互动中的行为、态度和情绪，以及社会群体对个体的影响。

心理学专业英语PPT-Chapter 3 Perception and consciousness

Figure 3.4 A reversible figure: the Necker cube When fixated at the centre,the orientation of the cube may change quite abruptly.
Reading 2. Evidence of Motivational Influences in Early Visual Perception: Hunger Modulates Conscious Access.
my own body and the virtual body/ mannequin/ object. • Q7 It appeared (visually) as if the virtual body/ mannequin/ object were
drifting backwards (towards the real body).
• 我们假设在充足的实验条件下，被试会把一个视觉呈现的身体体验成是他自己的，从而诱发出一种主观体验的躯体自我向他的身体边界以外某个位置的“漂移”。
• Evidence for this conjecture stems not just from out-of-body experiences,but also from early anecdotal mirror-induced wholebody illusions and the phenomenon of “presence” in virtual-reality environments.
• 近来越来越多（更近期）的哲学和神经学理论集中于将身体自我意识的相关内容(即对身体相关信息的非概念的、前反思性的加工和表征)作为发展有关自我意识的综合性神经生物学模型的有效途径。

心理学专业英语PPT-Chapter 8 Self and Personality

• The terminology of r/K-selection was coined by the ecologists Robert MacArthur and E. O. Wilson in 1967 based on their work on island biogeography; although the concept of the evolution of life history strategies has a longer history (see e.g. plant strategies).
Color is related to effect size,with lighter color signifying a larger effect,and darker color signifying a smaller effect. PFC=prefrontal cortex.
Reading 3: The dark triad traits from a Life History Perspective in six countries
• ___1. I consider how things might be in the future, and try to influence those things with my day to day behavior.
• ___2. Often I engage in a particular behavior in order to achieve outcomes that may not result for many years.
future outcomes.
Sample items
• End, thank you!

心理学专业英语基础幻灯片

• positivism：a kind of PHILOSOPHY that is based only on real facts which can be scientifically proved, rather than on ideas.
BIOLOGY
Biology has two important influences: 1 Evolution - Darwin's suggestion that humans have evolved from other animals. The discoveries in genetics that followed from his evolutionary theroy have had many important implications for the study and understanding of bahaviour.
»Abstract Writing »Writing in Social Sciences »Writing in Natural Sciences
READINGS
心理学专业英语根底心理学·教育学专业英语改变心理学的40项研究〔中文版，英
文版〕
RESOURCES
英语字典〔牛津，朗文〕现代英汉-汉英心理学词汇 ://
derive:派生
roots:词根 mind:心灵；精神 soul:灵魂；心灵；精神
心理学这个单词是由psyche和logos这两个希腊词派生出来的，psyche的意思是心灵或精神，logos的意思是对……研究。
Psychology, therefore,literally means "study of the mind".

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智力的定义：智力包括理性，计划，解决问题，抽象思维，理解复杂想法，快速学习，从经验中学习的能力。这不仅包括书本学习，狭隘的学术技能，或者是考试智慧，智力反应的是更广泛，更深刻的理解我们周围环境的能力--领会，理解并明白如何解决问题.

the chief measure that we focus on in this article is IQ, because it is for that measure that the bulk of evidence pertinent（恰当的） to intelligence exists.

The difﬁculty may originate either in technical problems in specifying the genetic sequence or in broader problems involving the prediction of complex human behavior more generally,or both.

我们用智商作为衡量智力的标准，因为IQ能够证明智力存在。 IQ=（心理年龄／实际年龄）×100
一、The Search for Genes for IQ in ﬁnding the genetic locus(基因位点，位点有时特指DNA上有表达功能的部分） for complex human traits has been limited. For example, a recent large study—a genome-wide scan using 7,000 subjects (Butcher et al., 2008)—found only six genetic markers (SNPs：单核苷酸多态性, 主要是指在基因组水平上由单个核苷酸的变异所引起的DNA 序列多态性）associated with cognitive ability, and only one of those remained statistically significant once the critical values were adjusted for multiple tests

We review new ﬁndings and new theoretical developments in the ﬁeld of intelligence. New ﬁndings include the following:(九个方面）

Heritability(遗传） of IQ varies signiﬁcantly by social class(b)Almost no genetic polymorphisms（多样性） have been discovered that are consistently associated with variation in IQ in the normal range. (c) Much has been learned about the biological underpinnings(生物学基础） of intelligence. (d)―Crystallized‖(晶体） and ―ﬂuid‖(流体) IQ are quite different aspects of intelligence at both the behavioral and biological levels. (e) The importance of the environment for IQ is established by the12 point to 18 point increase in IQ when children are adopted from workingclass to middle-class homes. (f) Even when improvements in IQ produced by the most effective early childhood interventions fail to persist. There can be very marked effects on academic achievement and life outcomes. (g) In most developed countries studied, gains on IQ tests have continued ,and they are beginning in the developing world. (h) Sex differences in aspects of intelligence are due partly to identiﬁable biological factors and partly to socialization factors. (i) The IQ gap between Blacks and Whites has been reduced by 0.33 SD inrecent years.

a：不同社会阶层的IQ遗传因素效应差异显著b在正常范围内没有发现基因的多态性与IQ差异相联系c越来越多的关于智力的生物学基础研究d流体智力和晶体智力在行为和和生物水平上存在差异e当儿童被工人阶级过渡到到中产阶级收养时环境对IQ的影响提高了 12—18分f即使对儿童早期干预对提高IQ效果不能持久，但对学业成就效果却是显著。g在发达国家研究中，IQ测验增加，在发展中国家也已经开始。h智力的性别差异是由于生物学和社会化因素。i近几年IQ 在黑种人和白种人之间的差距减少0.33标准差。
Intelligence: New Findings and Theoretical Developments
American Psychologist
Richard E. Nisbett, Joshua Aronson, Clancy Blair, William Dickens, James Flynn, Diane F. Halpern, and Eric Turkheimer January 2, 2012

The most recent method, genome-wide association studies (GWAS)在遗传流行病学上，全基因组关联研究（Genome Wide Association Studies,GWAS）是一种检测特定物种中不同个体间的全部或大部分基因，从而了解不同个体间的基因变化有多大的一种方法. scan the genome for associations between outcomes and variation in individual chromosomal markers known as SNPs. GWAS is as close as researchers have come to examining relations between the actual genetic sequence and intelligence, but there are still limitations. Only relatively common SNPs are included in GWAS, and relatios between densely packed SNPs and the genes with which they are associated are quite complex

理论问题a工作记忆与智力的关系bIQ的遗传效应与社会因素对IQ影响存在明显的矛盾c一般智力因素能否产生于认知技能d自律与认知能力关系e压力对智力的影响.
keywords

Intelligence, fluid and crystallized intelligence , environmental and genetic influence, heritability, race and sex differences

We report theorizing concerning (a) the relationship between working memory and intelligence, (b) the apparent contradiction（矛盾） between strong heritability effects on IQ and strong secular（社会，世俗的） effects on IQ, (c) whether a general intelligence factor could arise from initially largely independent cognitive skills, (d) the relation between self-regulation and cognitive skills, and (e) the effects of stress on intelligence.
关键词

智力，晶体智力与流体智力，环境与基因影响，遗传，种族和性别差异
Linda Gottfredso

[Intelligence]...involves the ability to reason（理性）, plan, solve problems, think abstractly（抽象）, comprehend complex ideas, learn quickly and learn from experience. It is not merely book learning, a narrow academic skill, or test-taking smarts. Rather it reﬂects a broader and deeper capability for comprehending our surroundings （环境） “catching on,‖ ―making sense‖ of things, or ― ﬁguring out‖ what to do.(p.13)