ФЕДЕРАЛЬНОЕ АГЕНТСТВО ПО ОБРАЗОВАНИЮ ГОСУДАРСТВЕННОЕ ОБРАЗОВАТЕЛЬНОЕ УЧРЕЖДЕНИЕ ВЫСШЕГО ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ «ВОРОНЕЖСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ»
Е.П. Горчакова, И.Ю. Соловьева
ТЕОРИЯ И НАУЧНЫЙ МЕТОД В ВОЗРАСТНОЙ ПСИХОЛОГИИ Учебно-методическое пособие для вузов
Издательско-полиграфический центр Воронежского государственного университета 2009
Утверждено научно-методическим советом факультета психологии 6 ноября 2008 г., протокол № 1400-08
философии
и
Рецензент канд. филол. наук, доц. ВГУ Н.М. Шишкина
Учебно-методическое пособие подготовлено на кафедре английского языка гуманитарных факультетов факультета романо-германской филологии Воронежского государственного университета. Рекомендуется для студентов 1 курса отделения психологии и социальной педагогики дневной формы обучения факультета философии и психологии.
Для специальностей: 030301 – Психология; 050711 – Социальная педагогика ГСЭ.Ф.01
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ПОЯСНИТЕЛЬНАЯ ЗАПИСКА Учебно-методическое пособие «Теория и научный метод в возрастной психологии» предназначено для студентов первого курса дневного отделения факультета философии и психологии, отделения психологии и социальной педагогики. Целью данного пособия является обучение различным видам чтения и основам реферирования, а также вовлечение студентов в профессионально-ориентированное общение на иностранном языке и информационный поиск. В процессе работы решаются следующие задачи: – развитие умений ознакомительного чтения с целью получения информации; – развитие навыков учебного реферирования; – развитие навыков адекватного перевода профессиональноориентированных англоязычных текстов среднего уровня сложности; – развитие навыков устного общения на профессионально значимые темы. Структура данного пособия предусматривает три раздела, объединенных по тематическому принципу и по общности включенного в них лексического материала. Они строятся по единой схеме, однако отличаются разнообразием конкретного наполнения. В центре каждого урока – текст, содержащий необходимую страноведческую информацию. Активная лексика занятия отличается высокой частотностью употребления в литературе в области психологии и социальной педагогики. Блок упражнений включает как предтекстовые задания, способствующие лучшему восприятию студентами новой лексики и подготавливающие их к обсуждению темы раздела, так и послетекстовые лексико-грамматические упражнения, направленные на закрепление профессиональной лексики раздела. Включены также упражнения, направленные на развитие навыков словообразования. В завершающую часть работы в рамках каждого занятия входят пересказ основных положений текста, обсуждение ключевых моментов темы урока, написание эссе в рамках пройденной темы, поиск дополнительной информации по теме и ее презентация. Все упражнения рассчитаны на формирование умений и навыков, необходимых для осуществления различных видов речевой деятельности, а также на развитие письменной коммуникации. На каждый раздел рекомендуется отводить 6 часов, хотя в зависимости от уровня подготовленности студентов программа может меняться.
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UNIT 1 THEORY AND SCIENTIFIC METHOD LEAD-IN 1. Whether you are studying photosynthesis, butterflies, Saturn’s moon, or human development, it is the way you study that makes the approach scientific or not. Could you name the key ingredients of a scientific approach? 2. Can a discipline that studies how babies develop, adolescents’ thoughts change adults form relationships, and aging adults engage in self-control, be equated with disciplines that investigate the molecular structure of a compound and how gravity works? 3. List five traits that describe a typical scientist and five that describe a typical psychologist. READING Find the meaning of the following words in the dictionary and guess the main issues of the text. to develop area (n) particular (adj) to influence development (n) prone (adj) to expose experience (n) elderly (adj) to discover accuracy (n) dissatisfied (adj) to contribute shortcomings (n) abnormal (adj) to attend conclusions (n) unusual (adj) to enroll skills (n) unnatural (adj) to indicate underestimation (n) frequent (adj) to forego schooling (n) disturbing (adj) to dwell expatriate (n) cognitive (adj) to revise outbursts (n) to widen departure (n) to achieve unconscious (n) to involve emphasis (n) to detest self (n) to tie identity (n) to predict overexaggeration (n) Read the text and find the words given above in it. TEXT According to nineteenth-century French mathematician Henri Poincaré, "Science is built of facts the way a house is built of bricks, but an accumulation of facts is no more science than a pile of bricks a house." Science does depend upon the raw material of facts or data, but as Poincare indicated, science is more than just facts. As you will soon learn, psychology's theories are more than just facts; they are the mortar that tie the facts together. 4
A theory is a coherent set of ideas that helps to explain data and to make predictions. A theory has hypotheses, assumptions that can be tested to determine their accuracy. For example, a theory about depression among the elderly would explain our observations of depressed elderly individuals and predict why elderly people get depressed. We might predict that elderly individuals get depressed because they fail to focus on their strengths but instead dwell excessively on their shortcomings. This prediction would help to direct our observations by telling us to look for overexaggerations of weaknesses and underestimations of strengths and skills. The scientific method is an approach that can be used to discover accurate information about behavior and development, which includes the following steps: identify and analyze the problem, collect data, draw conclusions, and revise theories. Imagine that you have developed a major theory of development. What would influence someone like you to construct this theory? A person interested in developing such a theory usually goes through a long university training program that culminates in a doctoral degree. As part of the training, the future theorist is exposed to many ideas about a particular area of development, such as biological, cognitive, or socioemotional development. Another factor that could explain why someone develops a particular theory is that person's life-experiences. Two important developmental theorists, whose views we will describe later in the chapter, are Erik Erikson and Jean Piaget. Let's examine a portion of their lives as they were growing up to discover how their experiences might have contributed to the theories they developed. Erik Homberger Erikson was born in 1902 near Frankfort, Germany, to Danish parents. Before Erik was born, his parents separated and his mother left Denmark to live in Germany. At age 3, Erik became ill, and his mother took him to see a pediatrician named Homberger. Young Erik's mother fell in love with the pediatrician, married him, and named Erik after his new stepfather. Erik attended primary school from age 6 to 10 and then the gymnasium (high school) from 11 to 18. He studied art and a number of languages rather than science courses such as biology and chemistry. Erik did not like the atmosphere of formal schooling, and this was reflected in his grades. Rather than go to college at age 18, the adolescent Erikson wandered around Europe, keeping a diary about his experiences. After a year of travel through Europe, he returned to Germany and enrolled in art school, became dissatisfied, and enrolled in another. Later he traveled to Florence, Italy. Psychiatrist Robert Coles described Erikson at this time: friends as not odd or “sick” To the Italians he was… but as a wandering artist who the young, tall, thin Nordic was trying to come to grips expatriate with long, blond hair. He wore a corduroy suit with himself, a not unnatural and was seen by his family and or unusual struggle. (Coles, 1970 15) 5
The second major theorist whose life we will examine is Jean Piaget. Piaget (1896–1980) was born in Neuchatel, Switzerland. Jean's father was an intellectual who taught young Jean to think systematically. Jean's mother was also very bright. His father had an air of detachment from his mother, whom Piaget described as prone to frequent outbursts of neurotic behavior. In his autobiography, Piaget detailed why he chose to study cognitive development rather than social or abnormal development: Though this interest helped I started to forego playing for me to achieve independence serious work very early. and widen my cultural Indeed, I have always detested background, I have never any departure from reality, an since felt any desire to involve attitude which I relate to… myself deeper in that my mothers poor health. It particular direction, always was this disturbing factor much preferring the study of which at the beginning of my normalcy and of the workings studies in psychology made of the intellect to that of the me keenly interested in tricks of the unconscious. psychoanalytic and (Piaget, 1952a, p. 238) pathological psychology. These excerpts from Erikson's and Piaget's lives illustrate how personal experiences might influence the direction in which a particular theorist goes. Erikson's own wanderings and search for self contributed to his theory of identity development, and perhaps Piaget's intellectual experiences with his parents and schooling contributed to his emphasis on cognitive development. READING COMPREHESION I. Decide which of the choices a, b, c or d is the correct answer. 1. A person interested in developing a theory goes through all but which of the following a) a long university training program b) examining his own experiences c) ignoring any background information in a particular area to research d) various ideas about a particular field of investigation 2. E. Erikson’s father was a) German c) French b) Danish d) Dutch 3. Erikson attended primary school and gymnasium at which he studied a) humanitarian subjects c) art b) science d) foreign languages 4. J. Piaget chose to study cognitive rather than social or abnormal development because a) he wasn’t interested in psychoanalytic and pathological psychology. 6
b) his father taught him to think systematically c) he detested his parents. d) he never felt any desire to involve himself in the pathological psychology. II. Decide which of the sentences are correct. Write (T) – True, or (F) – False 1. E. Erikson was born in Denmark. 2. E. Erikson and J. Piaget are two important developmental theorists, whose experiences might have contributed to the theories they developed. 3. Erikson was brilliant at science courses such as biology and chemistry. 4. The atmosphere of formal schooling reflected in Erickson’s grades. 5. At the age of 18 Erikson went to college. 6. J. Piaget was born in Switzerland. 7. Piaget’s father had frequent outbursts of neurotic behaviour. 8. Piaget related the fact that he detested any departure from reality to his mother’s poor health. VOCABULARY PRACTICE 1. Fill the correct word from the list. Find the sentences in the text to prove your choice. Major, university training, doctoral, particular, developmental, primary, science, wandering, neurotic, abnormal, pathological, cultural, personal, cognitive. 7. _________________ experiences 1._________________ development 8. _________________ courses 2. _________________ theory 9. _________________ area 3. _________________ degree 10. ________________ program 4. _________________ theorists 11. ________________ school 5. _________________ behaviour 6. _________________ psychology 2. Choose a correct preposition or a particle to complete the following sentences. 1. A person interested … developing a theory usually goes … a long university training program that culminates … a doctoral degree. 2. Erikson’s and Piaget’s lives might have contributed … the theories they developed. 3. As part of the training, a future theorist is exposed … many ideas about a particular area of development. 4. Erikson returned … Germany and enrolled … art school, became dissatisfied and enrolled … another. 5. Piaget’s mother was prone … frequent outbursts of neurotic behaviour. 6. Piaget didn’t feel any desire to involve himself … deep pathological psychology. 7
7. Piaget detested any departure … reality, an attitude which he related … his mother’s poor health. 8. Science doesn’t depend … the raw material of facts and data. 9. Science is built … facts the way a house is built … bricks. 3. Build your vocabulary. Use: -ical, -al, -ed, -ive, -ing to form adjectives from the following words: To satisfy, pathology, biology, development, culture, person, cognition, to wander. FOLLOW UP I. Discuss the following issues: 1. Explain how one’s experience might influence one’s view on child development. 2. Define and distinguish among theory, hypotheses, and scientific method. 3. How did Erikson’s personal search for self influence his psychological theory? How did Piaget’s intellectual experiences motivate his cognitive developmental theory? 4. Write Erikson’s and Piaget’s biographies (120 – 150 words), following tips for writing, and the plan given below. Plan. Introduction (Para 1) name of person – what famous for Main Body (Para 2) early years (when/where born, education, etc.) (Para 3) later years (marriage, achievements? etc.) Conclusion (Para 4) data of death, comments.
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UNIT 2 LEAD-IN 1. Which of the following is true about theories to explain life-span development? a) if the theorists keep working they will eventually come up with one theory that explains development b) cognitive, psychoanalytic, and humanistic theories have nothing in common and can never be reconciled c) The theories proposed should be thought of as complementary rather than competitive d) one theory from biology, one theory from cognitive psychology, and one theory from social psychology are all enough to explain development READING Find the meaning of the following words in the dictionary and guess the main issues of the text. to crop up undertaking challenging to rethink landscape multifaced to keep from awareness frustrated to account for mind complementary to disagree about demand contradictory to be colored by branch to be highlighted decision to sense conscience to resolve constraints to alert pursuit to push out to emerge to deal with Read the text and find the words given above in it. TEXT The diversity of theories makes understanding life-span development a challenging undertaking. Just when you think one theory has the correct explanation of life-span development, another theory crops up and makes you rethink your earlier conclusion. To keep from getting frustrated, remember that life-span development is a complex, multifaceted topic and no single theory has been able to account for all aspects of it. Each theory has contributed an important piece to the life-span development puzzle. While the theories sometimes disagree about certain aspects of life-span development, much of their 9
information is complementary rather than contradictory. Together they let us see the total landscape of life-span development in all its richness. Psychoanalytic Theories For psychoanalytic theorists, development is primarily unconscious – that is, beyond awareness – and is heavily colored by emotion. Psychoanalytic theorists believe that behavior is merely a surface characteristic and that to truly understand development we have to analyze the symbolic meanings of behavior and the deep inner workings of the mind. Psychoanalytic theorists also stress that early experiences with parents extensively shape our development. These characteristics are highlighted in the main psychoanalytic theory, that of Sigmund Freud. Freud's Theory Freud (1856–1939) developed his ideas about psychoanalytic theory from work with mental patients. He was a medical doctor who specialized in neurology. He spent most of his years in Vienna, though he moved to London near the end of his career because of the Nazis' anti-Semitism. Freud (1917) believed that personality has three structures: the id, the ego, and the superego. The id is the Freudian structure of personality that consists of instincts, which are an individual's reservoir of psychic energy. In Freud's view, the id is totally unconscious; it has no contact with reality. As children experience the demands and constraints of reality, a new structure of personality emerges – the ego, the Freudian structure of personality that deals with the demands of reality. The ego is called the "executive branch" of personality, because it makes rational decisions. The id and the ego have no morality. They do not take into account whether something is right or wrong. The superego is the Freudian structure of personality that is the moral branch of personality and does take into account whether something is right or wrong. Think of the superego as what we often refer to as our "conscience." You probably are beginning to sense that both the id and the superego make life rough for the ego. Your ego might say, "I will have sex only occasionally and be sure to take the proper precautions, because I don't want the intrusion of a child in the development of my career." However, your id is saying, "I want to be satisfied; sex is pleasurable." Your superego is at work too: "I feel guilty about having sex." Remember that Freud considered personality to be like an iceberg; most of personality exists below our level of awareness, just as the massive part of an iceberg is beneath the surface of the water. Conscious and unconscious processes: The iceberg analogy. This rather odd-looking diagram illustrates Freud's belief that most of the important personality processes occur below the level of conscious awareness. In examining people's conscious thoughts and their behaviors, we can see some reflections of the ego and the superego. Whereas the ego and superego are partly 10
conscious are partly unconscious, the primitive id is the unconscious, totally submerged part of the iceberg. How does the ego resolve the conflict between its demands for reality, the wishes of the id, and constraints of the superego? Through defense mechanisms, the psychoanalytic term for unconscious methods, the ego distorts reality, thereby protecting it from anxiety. In Freud's view, the conflicting demands of the personality structures produce anxiety. For example, when the ego blocks the pleasurable pursuits of the id, inner anxiety is felt. This diffuse, distressed state develops when the ego senses that the id is going to cause harm to the individual. The anxiety alerts the ego to resolve the conflict by means of defense mechanisms. They cannot scare me with their empty spaces Between stars – on stars where no human race is. I have it in me so much nearer home To scare myself with my own desert places. Robert Frost Repression is the most powerful and pervasive defense mechanism, according to Freud; it works to push unacceptable id impulses out of awareness and bach, into the unconscious mind. Repression is the foundation from which all other defense mechanisms work; the goal of every defense mechanism is to repress, or push threatening impulses out of awareness. Freud said that our early childhood experiences, many of which he believed were sexually laden, are too threatening and stressful for us to deal with consciously. We reduce the anxiety of this conflict through the defense mechanism of repression. I. Find the following expressions in the text and try to explain their meaning 1. To make smth a challenging undertaking 2. An important piece to the life-span development puzzle 3. To disagree about certain aspect of … 4. The total landscape of the development 5. To take into account (wether something is right or wrong) 6. To make life rough for smb (smth) 7. To cause warm to smb 8. To reduce anxiety through (smth) II. Decide which of the choices a, b, c, d is the correct answer 1. Psychoanalytic theorists analyze primarily a) emotions b) inner workings of the mind c) behaviour d) mental disoders 2. The best way to keep frustrated in explanation of life-span development is a) to follow one theory b) to discard all existing theories and constrict the new one 11
c) to revise theories considering them complementary rather than contradictory d) to revise theories considering them contradictory 3. Developing a study schedule is mostly a function of the a) id b) ego c) superego d) ego-ideal 4. According to Freud, an individual’s reservoir of psychic is a) id b) ego c) superego d) defense mechanism 5. Freud considered personality to be like an iceberg, which exists a) mostly be neath b) mostly on surface c) half below and half on the surface III. Decide which of the sentences are correct. Write (T) – true, or (F) – false. 1. The existing theories disagree about certain aspects of life-span development, and much of their information is contradictory. 2. Psychoanalytic theorists believe that to truly understand development we have to analyze surface characteristics of a personality. 3. Freud developed his ideas from work with people who suffered from mental disorders. 4. Id is partly conscious. 5. Superego takes into account whether something is right or wrong. 6. According to Freud most of personality exists below our level of awareness. 7. Defense mechanism are consious methods which help to protect from anxiety. VOCABULARY PRACTICE I. Select the appropriate word or phrase from the list of the Key Terms and write in the space adjacent to the definition. Key Terms id theory ego hypotheses superego scientific method defense mechanism data unconscious 12
1. ______________ Information obtained about subjects from any of the various research methods. 2. ______________ The process of obtaining information by identifying and analyzing the problem, collecting data, drawing conclusions, and revising theories. 3. ______________ An assumption or prediction that can be tested to determine it accuracy. 4. ______________ The Freudian structure of personality that consist of instincts, which are an individual reservoir of psychic energy. 5. ______________ Unconscious methods, through which the ego distorts reality, there by protecting it from anxiety. 6. ______________ The Freudian structure of personality that deals of the demands of reality. 7. ______________ The Freudian structure of personality that is the moral branch of personality. 8. ______________ The most powerful defense mechanism which pushes unacceptable id impulses out of awareness and back into the unconscious mind. II. Fill in 14 correct words from the list. Find the sentences in the text to prove your choice. Certain, total, primarily, main, inner, rational, massive pleasurable, distressed, unacceptable, childhood, threatening. 7. _________part 1. __________ pursuits 8. ________ workings 2. __________decisions 9. ________ unconscious 3. ___________theory 10. ________ landscape 4. __________aspects 11. _______ experiences 5. _________id impulses 12. _________impulses 6. __________state III. Choose a correct a correct preposition or particle from the list to complete the following sentences. About, out of, for, in, from, back to, into, with, to. 1. Freud specialized _________ neurology. 2. The theories sometimes disagree _________ certain aspects of lifespan development. 3. No single theory has been able to account _________ all aspects of life-span development. 4. To keep _________ getting frustrated, remember that life-span development is a complex topic. 5. Id has no contact _________ reality. 6. Ego deals _________ the demands of the facility. 13
7. Superego takes _________ account whether something is right or wrong. 8. A diffuse, distressed state develops when the ego senses that the id is going to cause harm _________ the individual. 9. Repression works to push unacceptable id impulses _________ awareness and _________ the unconscious mind. IV. Build up your vocabulary. Use: -ic, -able, -ing, -y, -ed, -al to form adjectives from the following words: pleasure, symbol, to challenge, quit, frustration, medicine, psychoanalysis, morality, to satisfy, conflict, to threaten. Use: -ly to form adverbs from the words in the list: occasional, total, probable, mere, extensive. Find the adjectives and adverbs in the text V. Follow up 1. Discuss the following issues: a) identify the basic assumptions of psychoanalytic theory. b) define and distinguish among Freud’s personality structures, and explain how each operates individually and how they function collectively. c) define the concept of defense mechanism, and illustrate it with the concept of repression. 2. Could you comment on the following words: The passions are at once temptors and chastisers. As temptors, they come with garlands of flowers on brows of youth; as chastisers, they appear with wreaths of snakes on the forehead of deformity. They are angels of light in their delusion; they are fiends of torment in their inflictions. Henry Giles
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Литература 1. Меркулова Е. Английский язык для студентов чтение, письменная и устная практика / Е. Меркулова, О. СПб. : Союз, 2004. – 195 с. 2. Числова А. Английский язык для гуманитарных А. Числова. – Ростов н/Д : Феникс, 2005. – 288 с. 3. Электронный каталог Научной библиотеки государственного университета. – (http://www.lib.vsu.ru)
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университетов: Филимонова. – факультетов / Воронежского
Учебное издание
Горчакова Елена Петровна, Соловьева Ирина Юрьевна ТЕОРИЯ И НАУЧНЫЙ МЕТОД В ВОЗРАСТНОЙ ПСИХОЛОГИИ Учебно-методическое пособие для вузов Редактор И.Г. Валынкина
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