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General Psychology: the Study of BehaviorIntroductionGeneral psychology is concerned with

General Psychology: the Study of Behavior

Introduction

General psychology is concerned with the study of human behavior. How man acts in public and in private, how he responds in certain situations, and even how he feels may be considered behavior. Part of man' s behavior. comes from heredity, and is therefore common to all men: when faced with what considered to be a fearful situation, all men will tremble. Most of our behavior, however, is learned. If two people are shown the snake, for example, their reactions might be very different. One person might curiously watch the snake twist and turn. The other person might run away as quickly as possible. The distinction between the types of behavior, hereditary and learned, is not always clear, for the effect of environment begins immediately after birth. One can also speak of a mixture of learned and learned, is not al ways clear, for the effect of environment begins immediately after birth. One can also speak of a mixture of learned and hereditary behavior. In fact none of our behavior. is completely free of society' s influence.

Most animals are born with the capacity to live independently in the world soon after birth. Fish are born able to swim, and, within moments of birth, are behaving as miniature adult fish. Chicks start pecking at the ground for food shortly after leaving the egg. Although its legs are shaky at first, a pony can stand and walk soon after birth. While a kitten is born blind and helpless, within a month it fearlessly at tacks everything in its path. In comparison with other animals, man is born helpless and remains that way for an extended period of time. A human child must be protected from cold, cared about, and cannot even suckle without his mother' s help. One could hardly imagine a child of three totally independent, having to feed and care for himself. Yet, after living three years most other animals are mature. Why is man's maturation so much slower than that of most other animals？

Limitations of Animal Behavior

The behavior. of animals is largely what we call "automatic" or "instinctive". Given certain environ mental conditions a female bird will start building a nest. Other female birds of the same species will carry out the identical activity at the same time. This behavior. happens when there is a proper stimulus, that is, something in the environment automatically stimulates the bird to act in a certain way. A great deal of a bird' s life is controlled by patterns of behavior. which are built into its biological system much as information is programmed into a computer. If the stimulus the present, the behavior. will automatically follow. For example, a female bird knows she must sit on her eggs until they hatch. If china eggs are substituted for her own eggs, she will continue to sit on them, waiting for the artifical eggs to hatch. She cannot be have in any other way.

Adaptability of Man

Instinct allows little freedom of behavior. A bird cannot "decide" to build an innovative nest, but must build according to the fixed plan. The fixed plan is suitable for the environment in which the animal lives, but does not permit the animal to choose a new environment nor to change its environment. Man, however, is found in a wide variety of environments ranging from the very hot to the very cold, from the very humid to the extremely dry. He is found where caves provide natural shelter, where wood can be used to build houses, and where he must shape and bake the earth into bricks before he can use it to build a shelter. This is possible because most of man' s behavior. is not based on instinct and is therefore more adaptable. Instead of having the solutions to life' s problems programmed into his biological system, man has the intelligence to solve these problems and the motivation to seek the solutions. While other animals have strength or swiftness, man has his mind. This intelligence a

A．Y

B．N

C．NG

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发布时间：2020-09-03
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更多“General Psychology: the Study of BehaviorIntroductionGeneral psychology is concerned with”相关的问题

第1题

What does the professor mean when she says this:A．Environmental psychology helps protect n

What does the professor mean when she says this:

A．Environmental psychology helps protect nature.

B．The environment can be protected by psychologists.

C．Environmental psychology is a general field of study.

D．Psychologists need to reflect on the importance of natur

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第2题

Questions 23-28 •Look at the article below about psychology in business and the ques

Questions 23-28

•Look at the article below about psychology in business and the questions.

•For each question (23-28) that follows, choose the correct answer.

•Mark one letter (A, B or C ) on you Answer Sheet.

Psychology in Business

Nowadays it is often not enough to be an expert in your own field of business, It helps to apply a little psychology to your business dealings. Some psychological study shows that all have different perceptions, which affect our expectations and attitudes in life in general and in our business dealings. Our attitudes and perceptions of other people affect our relationships with them.

Perceptions can often be more important than reality. When taking part in a business meeting or negotiation, it can be useful to think about how you see yourself in the business relationship. Some people perceive themselves as being in the stronger position, others consider themselves as a weaker. This immediately creates a win or lose situation. If people put themselves and their opposite number somewhere between the two positions, they are more likely to work together to find common interests and to end up with a win situation in which both parties achieve something. This outcome not only leaves people feeling satisfied but also contributes towards a successful, long-term relationship. In most business dealings, it is important to work on relationships and the establishment of rapport. This includes thinking about common interests, rather than conflicting positions.

It is useful, therefore, in a discussion to consider your opposite number's approach and to consider the best way of dealing with that person. If you're dealing with a skeptical person who does not like to take risks, you will need to build up his trust and enable him to have confidence in you. If you are dealing with various people of different professional backgrounds, it may help to consider varying your approach or presentation so that it is more relevant and interesting to the particular person with whom you are dealing. For example, people with a financial background often respond well to graphic input and a linear approach. So if you can adapt your approach to your customer or business colleague, he or she is more likely to identify with you and therefore cooperate with you.

According to the passage, our attitudes and perceptions of other people

A．have nothing to do with business dealings.

B．exert some influence on our relationships with them.

C．change greatly when we fail to reach an agreement in a business dealing.

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第3题

听力原文：W: So you really believe that clothes carry a kind of message for other people an
d that what we put on is in some way a reflection of what we feel？

M: Oh yes, very much so. People are beginning now to take seriously the idea of a kind of psychology of clothing, to believe that there is not just individual taste in our clothes but also a thinking behind what we wear, which is trying to express something we may not even be aware of ourselves.

W: But surely this has always been the case. We all dress up when we want to impress someone, such as for a job interview with a prospective employer.

M: True, but that's a conscious act. What I'm talking about is more of a subconscious thing. Take for example the student who is away from home: if he tends to wrap himself up more than the others, this is because he is probably feeling homesick. Simitarly, a general feeling of insecurity can sometimes take the form. of over-dressing in warmer clothes than are necessary.

W: Can you give any other examples of this kind？

M: Yes. I think people who are sociable and outgoing tend to prefer brighter or more dazzling colors -- yellows, bright reds, and so on. And aggressive clothes might indicate an aggressive personality or attitude to life.

W: Do you think the care -- or lack of it -- over the way we actually wear our clothes has anything to tell us？

M: Yes, indeed. The length, for example, of a man's trousers speaks volumes about his awareness of his own image. Or, if his trousers are hanging down, this probably means he's absorbed by other things.

W: Oh, very interesting. Tell me more about it.

M: OK ....

(23)

A．The colors of clothing.

B．The individual taste on clothing.

C．The idea of psychology of clothing.

D．The clothing fashion.

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第4题

A psychological issue that began to be discussed in the 1950s was the question of the most
appropriate age for second language learning. The ability of young children to learn language "easily" had, from time to time, been noted in psychological literature. But in the 1950s it was the view of Penfield, a medical doctor at McGill University in Montreal, which aroused widespread attention. Partly on the basis of his scientific work as a surgeon and partly on his personal conviction, Penfield put forward the idea that childhood years offered a biological favorable stage for second language learning, and he recommended that the childhood years should be used more intensively for language training. This viewpoint, shared by a growing number of teachers, specialists, and the general public, demonstrated itself in the introduction of language teaching in the early years of schooling in several countries. The debate on this controversial issue has gone on ever since, and in spite of experimentation, some research, and endless theoretical argumentation, the issue of the best age for language learning has remained unresolved even many years after Penfield's challenge had opened up the debate.

The need for a more systematic psychological research on language learning was fully recognized and clearly expressed by Carroll in the 1950s: " We are fundamentally ignorant of the psychology of language learning. "Carrol believed that educational psychology might provide helpful answers to pedagogy (the study of teaching methods) by carrying out research on specific ques-tions of language learning, for example: " Should sounds and meanings be presented at the same time or one after the other？" "Can meanings be presented just as well by verbal definitions as by pictures and concrete materials？""How can the transfer from speaking and understanding to reading be facilitated？""Under what conditions does the use of native language delay or facilitate learning？" "When do linguistic explanations facilitate learning？""At what rate can new materials be introduced？ "Following up these and similar questions, Carroll and some of his students began to investigate a few of them . One of the most notable inquiries of that time was Carroll's own attempt, in collaboration with a professor of Spanish, to develop a new language aptitude test. Around the same time, studies on the social psychology of language learning were initiated by another professor and his students at McGill University in Montreal. From about 1960, in the context of emerging followers of psycholinguistics, there was a growing interest in studying second language learning from a psychological perspective.

Penfield's viewpoint was met with much

A．interest.

B．controversy.

C．compliments.

D．encouragement.

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第5题

Text 2A psychological issue that began to be discussed in the 1950s was the question of th

Text 2

A psychological issue that began to be discussed in the 1950s was the question of the most appropriate age for second language learning. The ability of young children to learn language " easily" had, from time to time, been noted in psychological literature. But in the 1950s it was the view of Penfield, a medical doctor at McGill University in Montreal, which aroused widespread attention. Partly on the basis of his scientific work as a surgeon and partly on his personal conviction, Penfield put forward the idea that childhood years offered a biological favorable stage for second language learning, and he recommended that the childhood years should be used more intensively for language training. This viewpoint, shared by a growing number of teachers, specialists, and the general public, demonstrated itself in the introduction of language teaching in the early years of schooling in several countries. The debate on this controversial issue has gone on ever since,and in spite of experimentation, some research, and endless theoretical argumentation, the issue of the best age for language learning has remained unresolved even many years after Penfield's challenge had opened up the debate.

The need for a more systematic psychological research on language learning was fully recognized and clearly expressed by Carroll in the 1950s: " We are fundamentally ignorant of the psychology of language learning. " Carrol believed that educational psychology might provide helpful answers to pedagogy (the study of teaching methods) by carrying out research on specific ques-tions of language learning,for example: "Should sounds and meanings be presented at the same time or one after the other？" "Can meanings be presented just as well by verbal definitions as by pictures and concrete materials？" " How can the transfer from speaking and understanding to reading be facilitated？" "Under what conditions does the use of native language delay or facilitate learn-ing？" " When do linguistic explanations facilitate learning？" " At what rate can new materials be in-troduced？"Following up these and similar questions, Carroll and some of his students began to in- vestigate a few of them . One of the most notable inquiries of that time was Carroll's own attempt, in collaboration with a professor of Spanish, to develop a new language aptitude test. Around the same time, studies on the social psychology of language learning were initiated by another professor and his students at McGill University in Montreal. From about 1960, in the context of emerging followers of psycholinguistics, there was a growing interest in studying second language learning

from a psychological perspective.

46. Penfield's viewpoint was met with much_________

[A] interest.

[B] controversy.

[C] compliments.

[D] encouragement.

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第6题

Language performance and language acquisition are the two principle concerns of the psych
ology of language, or psycholinguistics.【M1】______ The intensified study of psycholinguistics has produced a considerable amount of literature and some significant advance in our understanding【M2】______ of language acquisition. Surprisingly little fundamental research has been conducted into the processes of learning a second language. The consequence has been most theories in this field【M3】______ are still extrapolating from general theories of human learning【M4】______ and behavior. or from the recent work in language performance and acquisition. This is not to say that there has been no valuable research on language teaching. But this has been concerned about【M5】______ the evaluation of different teaching methods and materials, for example, the use of language laboratories, the use of language drills, the teaching of grammar by different methods. Now, such research is difficult to evaluate, so experiments in【M6】______ language teaching suffer from the same set of problems that all comparative educational experiments suffer from. It is virtually impossible to control all the factors involved in even if we know【M7】______ how to identify them in the first place, particularly such factors as motivation, previous knowledge, aptitude, learning outside the classroom, teacher performance. Consequently the conclusions to be drawn from such experiments can, with confidence, be generalized to other【M8】______ teaching situations. The results are, strictly spoken, only valid for the【M9】______ learners, teachers and schools in what the experiment took place.【M10】______

【M1】

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第7题

Issues concerning human learning are among the critical topics in educational psychology
, child development, and cognitive science. One central focus has been on the issue of why students【M1】______ learn and teachers teach best, and discovery learning versus direct instruction has been a contented debate in modern educational【M2】______ theory and practice. Stemmed from the theoretical perspective of【M3】______ constructivism, discovery learning is believed to be a tool for facilitating the creation and organization of knowledge, as well as the transfer of that knowledge across different contexts. This approach contrasts with views that emphasize direct instruction from teacher to student. This entry addresses the following central issues: how discovery learning is defined, the empirical evidence in favor of discovery learning or direct instruction, and the facilitation of discovery and transfer. Discovery learning is a general approach that involves minded participation and active inquiry in the acquisition of【M4】______ concepts and strategies. In classroom contexts, it refers to a form. of curriculum which students are encouraged to actively explore【M5】______ and figure out the concepts, solutions, or strategies at the hand. A【M6】______ widely accepted idea is that discovery learning is the least【M7】______ appropriate and effective approach to facilitate deep and lasting【M8】______ understanding. This approach is often contrasted with direct instruction or expository learning, which typically refers traditional,【M9】______ content-oriented methods that the instructor lectures to students.【M10】______ Learning associated with direct instruction is often believed to be less engaged and less active, and thus less effective.

【M1】

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第8题

In the 16th and 17th centuries, two persons helped lay the foundation of modern education
.Comenius, a Czech humanist, greatly influenced both educational and psycho-educational thought .He wrote texts that were based on a developmental theory and in them introduced the use of visual aids in instruction. Media and instructional research, a vital part of contemporary educational psychology, has its origins in the writing and textbook design of Comenius.61) He recommended thatinstruction start with the general and then move to the particular and that nothing in books be accepted unless checked by a demonstration to the senses. He taught that understanding, not memory, is the goal of instruction; that we learn best that which we have an opportunity to teach; and thatparents have a role to play in the schooling of their children. The contributions of one of our many ancestors often are overlooked, yet Juan Luis Vives wrote very much as a contemporary educational psychologist might in the first part of the 16th centu_ ry. 62) He stated to teachers and others with educational responsibilities, such as those in govem- ment and commerce, that there should be an orderly presentation of the facts to be learned, and in this way he anticipated Herbart and the 19th-century psychologists. He noted that what is to be learned must be practiced, and in this way he anticipated Thomdike's Law of Exercise. He wrote on practical knowledge and the need to engage student interest, anticipating Dewey. 63) He wrote about individual differences and about the need to adjust instruction for all students, and anticipated the work of educational and school psychologists in the area of special education. He discussed the schools's role in moral growth, anticipating the work of Dewey, Piaget, Kohlberg, and Gilligan. He wrote about learning being dependent on self-activity, a precursor to contemporary research on meta-cognition, where the ways in which the self monitors its own activties are studied. Finally, 64)Vives anticipated both the contemporary motivational theorists who avoid social comparisons and those researchers who find the harmful elements of norm-referenced testing to outweigh their advantages, by writing about the need for students to be evaluated on the basis of their own past accomplishments and not in comparison with other students. 65) Thus, long before we claimed our professional identity, there were individuals thinking intelligently about what we would eventually call educational psychology, preparing the way for the scientific study of education.

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第9题

In general, people talk about two groups of colors: warm colors and cool colors. Researche
rs in psychology think that there are also two groups of people: people who prefer warm colors and people who prefer cool colors.

The warm colors are red, orange and yellow. Where there are warm colors and a lot of light, people usually want to be active. People think that red, for example, is exciting. Sociable people, those who like to be with others, like red. The cool colors are green, blue and violet. These colors, unlike warm colors, are relaxing. Where there are cool colors, people are usually quiet. People who like to spend time alone often prefer blue.

Red may be exciting, but one researcher says that time seems to pass more slowly in a room with warm colors than in a room with cool colors. He suggests that a warm color, such as red or orange is a good color for a living room or restaurant. People who are relaxing or eating do not want time to pass quickly. Cool colors arc better for offices of factories if the people who are working there want time to pass quickly.

Researchers do not know why people think some colors are warm and other colors are cool. However, almost everyone agrees that red, orange, and yellow are warm and that green, blue, and violet are cool. Perhaps warm colors remind people of warm days and the cool colors remind them of cool days. Because in the north the sun is higher during summer, the hot summer sunlight appears yellow.

Which of the following colors belong to cool colors？

A．Yellow, green.

B．Blue, violet.

C．Black, blue.

D．Brown, white.

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第10题

Giving psychologists the option to become trained prescribers may create a division among
psychologists whereby some will be able to prescribe and others will not. As a result, major discord could emerge. It is possible that psychologists with the right to prescribe may consider themselves superior to those without the right. If gaining prescription privileges would lead to broader third party payments or full hospital privileges for those qualified to prescribe, psychologists unable to do so may feel that they have been accorded second class status in their profession. The debate, thus far, has focused on the training necessary to grant psychologists prescription privileges. Although this matter is important, of more basic concern are treatment implications and the future role of psychologists. Prescription privileges could move psychologists closer to a medical model and further away from their historical goal. Psychology began in the late 19th century as an application for psychological techniques. Its focus has been on assessment, behavioral interventions, consultation, and applied research. Before the widespread use of psychotropic medications, psychiatry emphasized the practice of psychotherapy. Gradually, psychiatry moved toward increased reliance on drugs and away from psychotherapy. It is possible, over time, that psychologists, like psychiatrists, could become more influenced by the use of medication. Despite the argument that prescription privileges significantly may alter traditional psychotherapeutic implications, some psychologists strongly feel that they would be looked upon more favorably, gain prestige, and increase their caseload if they could have the same status of prescribing medication as psychiatrists do. Does this mean that a lack of prescription privileges promotes the image of psychology as an inferior profession to psychiatry？ Contrary to this argument is the fact that psychologists are delivering more outpatient mental health care than any other group of providers. Whatever some psychologists may perceive as a therapeutic drawback because they are unable to offer prescriptions for psychotropic medications apparently is not recognized by the general public. Psychologists may have flourished because they have offered a clear and distinct service from psychiatry. The use of medication may send a message to patients that may interfere with personal change and growth. Medications can undercut psychotherapy efforts by implying that benefits come from external agents, not from ones own efforts at change and growth. A large portion of the population prefers the non-medication orientation of psychology. If psychologists began prescribing medications, many of their patients seeking alternative treatment might turn to social workers or other non-medical therapists. There is little question that psychologists prescription privileges could have profound effects on the future direction of their profession.

Prescription privileges may lead to professional discord mainly because______.

A．patients would turn to those qualified to prescribe

B．not all psychologists would gain the right to prescribe

C．trained prescribers are outstanding in their career

D．psychological techniques would become second choice

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