口语Task 4练习题王京竹.docx
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口语Task 4练习题王京竹.docx
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口语Task4练习题王京竹
Task4练习题
Task4-1PerceptualConstancy
Perceptualconstancyisatermincognitivepsychology.Itsuggeststhetendencyhumanstoseefamiliarobjectsashavingstandardshape,size,color,orlocationregardlessofchangesintheviewingangle,distance,lighting,orotherfactors.Wetendtojudgeanobjectaswhatitisorwhatitisassumedtobe,nomatterhowtheenvironmentis.Perceptualconstancyisveryimportantforhumans’theabilitytoidentifyobjectsundervarietyofconditions.
Nowlistentopartofatalkinapsychologyclass.Theprofessorisdiscussingperceptualconstancy.
Ok,so,wetalkedaboutperceptualconstancy.Weknowthatwecanseedifferentshapesofobjectsifwewatchthemfromdifferentcornersanddifferentdistances.Eventhough,ourjudgmentabouttheseobjectswillnotbechanged.
Letmegiveyoutwoexamples.Inthefirstexample,ifyouseeadinnerplate,youcanseeaperfectcircle.But,ifyouputthedinnerplateonthetable,youwillseeanovaldinnerplate.However,youknowthedinnerplateitselfdoesnotchange.
Hereisanotherexample.Youaresittinginfrontrow,andyouareobservingyouprofessorgivingalecture.Youwillseea“big”teacher.But,ifyouaresittinginbackrow,youwillseea“smaller”teacher.However,youperceiveyourteacher’sheighttoremainconstant.
Explainhowtheexamplesofseeingadinnerplateandobservingateacherdemonstratetheperceptualconstancy.
Task4-2Groupthink
Groupthinkhappensmostoftenwhenthegroupisalreadycohesive,isisolatedfromconflictingopinionsandwheretheleaderisopenanddirective.Groupmemberssometimesfallintoastyleofthinkingwherethemaintenanceofthegroup’scohesionandtogethernessbecomesall-important.Resultingdecisionsareoftenbasedonincompleteinformationandfailtoconsiderallavailableplansofactionandrisks.Comparedtothedecisionsthatcouldhavebeenreachedusingafair,open,andrationaldecision-makingprocess,decisionsmadebygroupsengagedingroupthinkareverybad.
Nowlistentopartofatalkinapsychologyclass.Theprofessorisdiscussinggroupthink.
Ok,sowetalkedaboutthedefinitionofgroupthink.Now,letmegiveyouanexample.Manyyearsago,Iworkedinacomputercompany.Ourcompanyonceheldameetingtodiscussabouthowtomakeourcomputersmorefashionabletoattractmorecustomers.Allthepeoplewhoattendedthatmeetingagreedthatweshouldimproveourcomputerfashion.But,oneseniormanagerinourcompanywasagainstthatplan,becausehebelievedthatweshouldfocusontechnologyratherthanfocusoncomputerfashion.So,toavoidthedisagreement,allthestaffsagreedwiththeseniormanager’sopinion.Severalyearslater,ourcompetitorsdevelopedtheirnewproductsandtheygotgreatmarketshare,whichledthedecreaseofoursalesvolume.Thisisagoodexampleofnegativeeffectofgroupthink.
Inthenextyear,ourcompanyimprovedourcomputerfashion.Andoursalesvolumeincreased.
Theprofessorgivesoneexampletoillustratethedefinitionofgroupthink.Explainhowitdemonstratesthedefinitiongroupthink.
Task4-3ObservationalLearning
Learningisacombinationofwatching,thinkingandtrying.Bythetheoryofobservationallearning,afterwatchingthebehaviorofotherpeople(amodel),anobserver'sbehaviorchanges.Anobserver'sbehaviorcanbeaffectedbythepositiveornegativeconsequencesofamodel'sbehavior.Whenthemodel'sbehaviorisrewarded,theobserverismorelikelytocopythemodel'sbehavior.Whenthemodel'sbehaviorispunished,theobserverislesslikelytoimitatethesamebehavior.
Nowlistentopartofatalkinapsychologyclass.Theprofessorisdiscussingobservationallearning.
Ok,so,wetalkedaboutobservationallearning.Weknowthatwhenthemodel'sbehaviorisrewarded,theobserverismorelikelytocopythemodel'sbehavior.Whenthemodel'sbehaviorispunished,theobserverislesslikelytoimitatethesamebehavior.
Inoneparticularexperiment,researchersshowedtwovideostosomechildren.Thetwovideoshavethesamebeginning.Atthebeginning,alittlegirljumpedontoasofa,andthenherfathercamein.Thetwovideoshavedifferentendings.Thefirstvideoshowedthegirlbeingpunishedforherbehavior.Herfathershoutedather.Thesecondvideoshowedthegirlbeingrewardedforherbehavior.Herfatherdidn'tshoutather.Instead,heencouragedhertobeanactivegirlandtookhertobuyicecream.
Then,theresearchersputthetwogroupsofchildrenintotwodifferentwaitingroomswithsofas,andstudiedthedifferencesbetweenhowthetwogroupsofchildrenreactedtothisvideoinregardtowhethertheyimitatedtheobservedbehaviorornot.Theresultsshowthat,withdifferentendings,thechildrenwhowatchedtheangryendingstayedquiet,andthechildrenwhowatchedthehappyendingjumpedandclimbedontothesofa.
Theprofessorgivesoneexperimenttoillustratethedefinitionofimpressionmanagement.Explainhowtheydemonstrateimpressionmanagement.
Task4-4FirstImpression
Makingagoodfirstimpressionisimportantforbuildingrelationshipswithotherpeople.We'veallmetpeoplethatweinstantly"like"andwanttogettoknowmoreordobusinesswith.Inbusiness,apositivefirstimpressioniscrucialforcreatingprofitable,sustainable,long-termpartnershipstohelpbuildthebusinessandkeepitthriving.Firstimpressionscanlastforever.Itisimportanttomaketherightimpression-notthewrongone-fromtheveryfirstday.Noonewantstolooksillyordothewrongthingatanewjob.
Nowlistentopartofatalkinasociologyclass.Theprofessorisdiscussingfirstimpression.
Ok,sowetalkedaboutfirstimpression.Weallknowthatmakingagoodfirstimpressioniscrucialforus,anditisverydifficulttobechanged.Letmegiveyousomeexamples.
Thefirstexampleisfrommypersonalexperience.Aftermygraduation,Ibecameateachingassistantinauniversity.Duringthefirstweek,IdideverythingcarefullyandIfinishedmyworkOK.Thus,Igavemyprofessoragoodfirstimpression.Heappreciatedmeandhepraisedmealotformyaccomplishments.
Thesecondexampleisfromonefemalecolleagueofmine.Shewasnotsoluckyme.Shemadealotofmistakesinthefirstweek.Onethingshedidwasdestroyingthedatainthecomputer.IttookmyprofessorandIaverylongtimetorecoverthosedata.Later,myprofessorblamedherformanytimesinmeetings.
But,thisisinteresting,afterworkingforaperiodoftime,Imadealotofmistakesandmyfemalecolleaguemadeerrorsonceinawhile.Myprofessorstillpraisedmealotandblamedheralot.
Theprofessorgivestwoexamplestoillustratethedefinitionoffirstimpression.Explainhowtheydemonstratethedefinitionoffirstimpression.
Task4-5TokenRewardSystem
Thetokenrewardsystemisaskillthroughwhichateacherorparentcaneffectivelyincreasegoodbehaviorandteachthechildoryoungpersontodelaytheirstateofbeingsatisfied.Itisimportantforateacherorparenttocreatehisorherowntokensratherthanjustusingpocketmoneyforthem,becausethechildoryoungpersoncanreceiveatokenwhichtheycollecttowardsameaningfulreward. Anytokenrewardsystemshouldbestartedinapositiveway.
Nowlistentopartofatalkinasociologyclass.Theprofessorisdiscussingtokenrewardsystem.
Ok,so,wetalkedaboutthetokenrewardsystem.Isaidthatteachersorparentscanusethetokenrewardsystemtoencouragetheirstudentsorkids.But,theymustalsokeepinmindthatthetokenrewardmustbewhatthekidsreallyneed.
Once,whenIwasteachingsomestudents.Theyweresonoisy.Itriedtoletthembequiet.ButIfoundthatitwasatoughmission.So,Itriedtorewardthosewhoperformancewell.Itoldthemthatthosewhoperformancewellcouldplayonthesoccerfieldforanother15minutes.But,myrewardwasnoteffectivetoeverystudent,becausesomeofthemwouldstayintheclassroomdrawingpicturesratherthanplayonthesoccerfield.
Hereisanotherexample.IfIwanttoletsomestudentsgetquiet,Icangivethosewhoperformancewellwoodcoinsastokenrewards.Eachstudentcanusewoodcoinscollectedtoexchangeaprivilegeheorshewouldliketohave,andthenthisstudentcanbeencouragedefficiently.
Theprofessorusestwoexamplestoillustratethetokenrewardsystem.Explainhowtheseexamplesarerelatedtothereadingpassage.
Task4-6State-dependentMemory
State-dependentmemoryreferstothephenomenonthatifpeopleremembersomeinformationinasituationor"state”,theytendtorecallinformationbetterinthesamesituationor"state"later.Oneofthestatesisenvironmentalcontext,suggeststhatmemorycanbeaffectedbyenvironmentinfluences.Apersonmemorizesinformationinoneroomcaneasilyrecallmorewhentestedinthesameorsimilarroomthaninanewroom.Otherenvironmentalinfluencesmayincludethetimeofdayandthepeoplewhoarepresent.
Nowlistentopartofatalkinapsychologyclass.Theprofessorisdiscussingstate-dependentmemory.
Ok,so,wetalkedaboutstate-dependentmemory.Weknowthatapersoncaneasilyrecallinformationinthesameorasimilarroom,inwhichheorshememorizesinformation.
Letmegiveyouanexample.
WhenIwasinhighschoolmanyyearsago,oneday,ourteacheraskedustoprepareforanext-daypresentationontropicalplants.Wehadtomemorizesomeimportanttermsontropicalplants.Inthedaytime,Ipreparedforthetopicwithasmallgroupofclassmatesinourclassroom.Wememorizedthosetermsefficiently.Afterschool,whenIcamebackhome,Itriedtoreviewthoseterms.ButIcouldconcentratemyselfonmyre
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