بچه‌ها تا یادم نره یک تشکر ویژه از همه دست‌اندرکاران دوره اول بکنم.
ابتدا تشکر از موسسه بیش از یک نفر به مدیریت آقای پیام بهرام پور -مروج علم و مدرس- که سامانه اسکای‌روم را در اختیار ما قرار دادند 👈🏻
https://www.instagram.com/bishtarazyek/

و همچنین مدرسان گرامی کلاس 👈🏻

1- آقای شاه‌محمدپور (ارشد بالینی کودک و نوجوان دانشگاه تبریز):
https://instagram.com/arash.shaah?igshid=YmMyMTA2M2Y=

2- آقای محمد یاورزاده (ارشد روانشناسی دانشگاه تهران):
https://instagram.com/yavarzadeh.mohammad.92?igshid=YmMyMTA2M2Y=

3- خانم مهسا گل‌محمدی (ارشد بالینی دانشگاه الزهرا):
https://instagram.com/golmohammadi_english?igshid=YmMyMTA2M2Y=
یوتیوب خانم‌ گل‌محمدی:
https://youtube.com/channel/UCKQHVWelRDWo-6Ttn-gEVEQ

4- خانم سپیده دمیرچی (دانشجوی دکتری علوم شناختی از تربیت مدرس):
https://instagram.com/sepideh.damirchi_elt?igshid=MDE2OWE1N2Q=

5- سرکار خانم نیک‌فر (ارشد روان شناسی از دانشگاه علامه طباطبایی) 👈🏻

https://instagram.com/elham_nikfar_psychologie?igshid=YmMyMTA2M2Y=

https://instagram.com/english_for_psychologists_?igshid=YmMyMTA2M2Y=

و البته مهم‌تر از همه شما عزیزان که در دوره‌ شرکت کردید... جایی نرید چند روز دیگه با برنامه دوره دوم بلافاصله برمی‌گردیم ...

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🔍 #تحلیل_متن_کنکور متن شماره ششم سال 87 کنکور ارشد روانشناسی

Behaviorism reigned as the dominant model in psychology throughout the first half of the 20th century, largely due to the creation of conditioning theories as scientific models of human behavior, and their successful application in the workplace and in fields such as advertising and military science.
However, it became increasingly clear that, although it had made some important discoveries, behaviorism was deficient as a guiding theory of human behavior. Noam Chomsky helped spark the cognitive revolution in psychology through his review of B. F. Skinner's Verbal Behavior, in which Chomsky challenged the behaviorist approach to the study of behavior and language dominant in the 1950s. In his theory of Generative Grammar Chomsky demonstrated that language could not be learned purely from conditioning, because people could produce sentences unique in structure and meaning that couldn't possibly be generated solely through experience of natural language - implying that there must be internal states of mind that behaviorism rejected as illusory. Similarly, work by Albert Bandura showed that children could learn by social observation, without any change in overt behavior, and so must be accounted for by internal representations.

♟ مترادف‌های مهم:

reign (حکفرما بودن): dominate
dominant (مسلط، غالب): leading / prevailing
throughout (سراسر): all over
largely (عمدتا): mainly / mostly / broadly
due to (به علتِ): as a result of / because of
application (کاربرد): usage
field (حوزه): area / domain / scope
however (اگرچه): although / though / yet
clear (آشکار): obvious / overt / apparent / evident
discoveries (کشفیات): findings
deficient (ناقص): flawed / incomplete / defective
help (کمک کردن): assist / aid
through (از طریقِ): via
demonstrate (نشان دادن): show / exhibit / display
unique (یکتا، منحصر به فرد): alone / isolated / sole
solely (فقط، منحصرا): only / merely / exclusively / purely
imply (به طور ضمنی اشاره داشتن): indicate / allude
reject (نپذیرفتن): refuse / decline

@PsyEngAcademy

👩🏻‍🎓🧑🏻‍🎓 داوطلبان عزیز،
متن‌هایی که با هشتگ #تحلیل_متن_کنکور در کانال قرار می‌گیره را اصلا دست‌کم نگیرید و حتما مطالعه کنید. تحلیل این متون زمان‌گیر هست و بر اساس تجربه و با دقت انجام میشه و مطمئن باشید کمک‌کننده خواهد بود.
ما تا الان فقط کنکور 87 را تحلیل کردیم و این روند ادامه داره ولی می‌دونستید فقط و فقط در همین مترادف‌هایی که واستون قرار دادیم چند کلمه مشترک با متون تخصصی روانشناسی کنکور 1401 وجود داشته؟ حدود 70 کلمه! حتی بازدهی همین یک چند متن کوچکی که واستون تحلیل کردیم از 504 بیشتر هست اگر بخونید!
گاهی بعضی چیزهای ارزشمند انقدر دم‌دستی هستند که باورپذیر نیست چقدر می‌تونه کمک‌کننده باشه.
کدام کلمات در مترادف‌هایی که تا الان واستون قرار دادیم و متون 1401 مشترک بوده؟ 👈🏻

attempt / include / situation / such as / trait / condition / examine / think / through / clear / crucial / describe / empirical / help /investigate / lead / process / relate / research / try / about / acquire / attitude / challenge / determine / development / effort / establish / focus / for instance / involve / issue / reason /regard / report / result / study / ability / assessment / because of / construction /demonstrate / earn / example / extend / figure /findings / generally / isolate / largely / rather /relatively / though etc.

✅ توضیحاتی درباره کلاس نکته و تست

❌ فردا آخرین مهلت ثبت نام

🔍 #تحلیل_متن_کنکور متن شماره یک سال 88 کنکور ارشد روانشناسی

Mainly focusing on the development of the human mind through the life span, developmental psychology seeks to understand how people come to perceive, understand, and act within the world and how these processes change as they age. This may focus on intellectual, cognitive, neural, social, or moral development. Researchers who study children use a number of unique research methods to make observations in natural settings or to engage them in experimental tasks. Such tasks often resemble specially designed games and activities that are both enjoyable for the child and scientifically useful, and researchers have even devised clever methods to study the mental processes of small infants. In addition to studying children, developmental psychologists also study ageing and processes throughout the life span, especially at other times of rapid change (such as adolescence and old age). Developmental psychologists draw on the full range of theorists in scientific psychology to inform their research.

♟ مترادف‌های مهم:

mainly (عمدتا): predominantly / mostly / largely / chiefly
focus (تمرکز کردن): concentrate
development (رشد و توسعه): growth / expansion
seek (به دنبال چیزی بودن، چیزی را طلب کردن): pursue
understand (فهمیدن): comprehend / apprehend / figure out
act (رفتار کردن): behave
change (تغییر کردن): alter / vary
use (استفاده کردن): utilize / apply
setting (در اینجا موقعیت یا محیط): environment / situation
resemble (شباهت داشتن): be similar to / look like
enjoyable (لذت بخش): pleasant / delightful
child (کودک): youth / kid / youngster
useful (مفید): beneficial
devise (ابداع کردن): invent
infant (نوزاد): newborn
In addition to (به علاوه): furthermore / additionally
rapid (سریع): quick / fast
adolescence (دوره بلوغ یا نوجوانی): puberty
draw on (استفاده کردن): utilize / apply
inform (اطلاع رسانی کردن): report / notify

@PsyEngAcademy

داوطلبین عزیز، امروز آخرین مهلت ثبت نام کلاس نکته و تست بنده (محمد یاورزاده) هست. اگر مایل به شرکت هستید و در پرداخت هزینه مشکل دارید، تاکید می‌کنم که می‌تونید تخفیف بگیرید و بابت شهریه هیچ داوطلبی از کلاس محروم نخواهد شد ✌️

🔍 #تحلیل_متن_کنکور متن شماره دو سال 88 کنکور ارشد روانشناسی

The study of psychology in a philosophical context dates back to the ancient civilizations of Egypt, Greece, China and India. Psychology began adopting a more clinical and experimental approach under medieval Muslim psychologists and physicians, who built psychiatric hospitals for such purposes.
Though the use of psychological experimentation dates back to Alhazen's Book of Optics in 1021, psychology as an independent experimental field of study began in 1879, when Wilhelm Wundt founded the first laboratory dedicated exclusively to psychological research at Leipzig University in Germany, for which Wundt is known as the "father of psychology". 1879 is thus sometimes regarded as the "birthdate" of psychology. The American philosopher William James published his seminal book, Principles of Psychology, in 1890, while laying the foundations for many of the questions that psychologists would focus on for years to come. Other important early contributors to the field include Hermann Ebbinghaus (1850-1909), a pioneer in the experimental study of memory at the University of Berlin; and the Russian physiologist Ivan Pavlov (1849-1936), who investigated the learning process now referred to as classical conditioning.

♟ مترادف‌های مهم:

context (زمینه): background / ground / setting / field
date back (بر میگردد به زمان فلان): come from / stem from / go back to
civilization (تمدن): culture
begin (شروع کردن): initiate / take up / start
adopt (در متون روانشناسی معمولا قبول کردن و اتخاذ کردن): accept
experimental (آزمایشگاهی): empirical
purpose (هدف): goal / aim / object / objective / intent
though (اگرچه): however / albeit / although / yet
use (استفاده): usage / utilization / application
found (تاسیس شدن): establish
dedicate (اختصاص یافتن): allocate / devote / assign
exclusively (منحصرا، صرفا): solely / only
thus (بنابراین): consequently / hence / therefore / then / so
regard as (محسوب شدن): consider / be accounted
seminal (تاثیرگذار): influential
include (شامل شدن) : involve / comprise / contain / consist of
investigate (بررسی کردن): examine / analyze / explore

@PsyEngAcademy

اگر رشته علوم شناختی یا علاقمند به رویکرد شناختی در روانشناسی هستید، این دوره برای شما بسیار مفید هست. برای بعد کنکور هم برنامه داشتید باشید ✌️

🔍 #تحلیل_متن_کنکور متن شماره سه سال 88 کنکور ارشد روانشناسی

During the 1890s, the Austrian physician Sigmund Freud developed a method of psychotherapy known as psychoanalysis. Freud's understanding of the mind was largely based on interpretive methods, introspection and clinical observations, and was focused in particular on resolving unconscious conflict, mental distress and psychopathology. Freud's theories became very well-known, largely because they tackled subjects such as sexuality, repression, and the unconscious mind as general aspects of psychological development. These were largely considered taboo subjects at the time, and Freud provided a catalyst for them to be openly discussed in polite society. Freud also had a significant influence on Carl Jung, whose analytical psychology became an alternative form of depth psychology. Philosopher Karl Popper argued that Freud's psychoanalytic theories were presented in untestable form. Due to their subjective nature, Freud's theories are often of limited interest to many scientifically-oriented psychology departments. Followers of Freud who accept the basic ideas of psychoanalysis but alter it in some way are called neo-Freudians. Modification of Jung's theories has led to the archetypal and process-oriented schools of psychological thought.

♟ مترادف‌های مهم:

develop (توسعه دادن): expand
understanding (فهم، درک): comprehension / grasp
largely (عمدتا): mainly / mostly / broadly
base on (بر اساس چیزی بودن): base upon
in particular (به‌طور خاص): particularly / especially
resolve (حل کردن): solve
distress (پریشانی ذهنی): anguish / agitation
well-known (مشهور): famous
tackle (بررسی کردن یک مشکل): address / deal with
subject (موضوع): topic / theme / issue
aspect (جنبه، بعد): facet / side
consider (محسوب شدن): regard as / be accounted
discuss (بحث کردن): argue / debate
significant (قابل توجه): considerable / remarkable
influence (تاثیر): impression / effect
depth (عمیق): deep / profound
argue (دراینجا استدلال کردن): reason
due to (به علتِ): as a result of / because of
follower(طرفدار): supporter / adherent / advocator
accept (پذیرفتن): acknowledge
alter (تغییر دادن): change
modification (اصلاح): correction / repair

@PsyEngAcademy

🔍 #تحلیل_متن_کنکور متن شماره چهار سال 88 کنکور ارشد روانشناسی

As computer technology proliferated, so did the metaphor of mental function emerge as information processing. This, combined with a scientific approach to studying the mind, as well as a belief in internal mental states, led to the rise of cognitivism as a popular model of the mind. Cognitive psychology differs from other psychological perspectives in two key ways. First, it accepts the use of the scientific method, and generally rejects introspection as a method of investigation, unlike symbol-driven approaches such as Freudian psychodynamics. Second, it explicitly acknowledges the existence of internal mental states (such as belief, desire and motivation), whereas behaviorism does not.

♟ مترادف‌های مهم:

proliferate (با سرعت زیاد شدن): increase
emerge (ظهور کردن): appear / arise
combine (ترکیب کردن): integrate / blend
as well as (علاوه بر این): furthermore / moreover / additionally
internal (درونی): inner
lead to (در اینجا یعنی منجر شدن): cause
differ (تفاوت داشتن): vary
generally (عموما): commonly
reject (نپذیرفتن): refuse / decline
investigation (تحقیق و بررسی): examination / research / inquiry
acknowledge (پذیرفتن): accept / admit
whereas (در حالی که): while

@PsyEngAcademy

🔍 #تحلیل_متن_کنکور متن شماره سه سال 89 کنکور ارشد روانشناسی

* متن شماره یک و دو سال 89 تکراری بود (در حقیقت همان متن شماره دو و سه سال 88 بود) و به همین جهت تحلیل نکردیم.

Noam Chomsky helped to ignite a revolution in psychology when he criticized the behaviorists' notions of "stimulus", "response", and "reinforcement", arguing that such ideas -which Skinner had borrowed from animal experiments in the laboratory- could be applied to complex human behavior, such as language acquisition, in only a vague and superficial manner. Chomsky emphasized that research and analysis must not ignore the innate contribution of the child to such behavior, while social learning. theorists such as Albert Bandura argued that the child's environment could make contributions of its own to the behaviors of an observant subject. The notion that behavior could be precipitated only by the functioning of an internal device or by the perception of external surroundings posed a challenge to the behaviorist position that behavior is contingent upon the prior associations that individuals have made between behavioral responses and pleasurable or painful stimuli.
Meanwhile, accumulating technology helped to renew interest and belief in the mental states and representations -i.e., the cognition- that had fallen out of favour with behaviorists. English neuroscientist Charles Sherrington and Canadian psychologist Donald O. Hebb used experimental methods to link psychological phenomena with the structure and function of the brain. With the rise of computer science and artificial intelligence, analogies were drawn between the processing of information by humans and information processing by machines. Research in cognition had proven practical since World War II, when it aided in the understanding of weapons operation. By the late 20th century, though, cognitivism had become the dominant paradigm of mainstream psychology, and cognitive psychology emerged as a popular branch. Assuming both that the covert mind should be studied and that the scientific method should be used to study it, cognitive psychologists set such concepts as "subliminal processing" and "implicit memory" in place of the psychoanalytic "unconscious mind" or the behavioristic "contingency-shaped behaviors". Elements of behaviorism and cognitive psychology were synthesized to form the basis of cognitive behavioral therapy, a form of psychotherapy modified from techniques developed by American psychologist Albert Ellis and American psychiatrist Aaron T. Beck. Cognitive psychology was subsumed along with other disciplines, such as philosophy of mind, computer science, and neuroscience, under the umbrella discipline of cognitive science.


♟ مترادف‌های مهم:

help (کمک کردن): assist / aid
ignite (در اینجا یعنی شروع کردن): initiate / start
notion (ایده): idea / belief
argue (دراینجا استدلال کردن): reason
apply (استفاده کردن): utilize / use / deploy
complex (پیچیده): complicated
acquisition (در اینجا یعنی یادگیری): learning
vague (مبهم): ambiguous
superficial (سطحی): shallow
manner (در اینجا یعنی طرز یا شیوه): way / mode / method
emphasize (تاکید کردن): stress / highlight
ignore (نادیده گرفتن): neglect / disregard
innate (ذاتی): inherent / intrinsic / inborn
precipitate (در اینجا یعنی باعث شدن): cause
device (ابزار، دستگاه): tool
pose (ایجاد کردن، مطرح کردن): create
contingent upon (وابسته به چیزی): dependent on
prior (قبلی، سابق): previous / former
accumulate (انباشته شدن): stack / collect
i.e. (به عبارت دیگر): in other words
link (متصل کردن): connect / associate / join
rise (افزایش، صعود، طلوع): ascent
analogy (قیاس): similarity / syllogism
prove (ثابت کردن): bear out
practical (مفید و کاربردی): useful / beneficial
dominant (غالب، مسلط): prevailing
emerge (ظهور کردن): appear / arise
branch (در اینجا شاخه یا رشته علمی): field / discipline
assume (فرض کردن): hypothesize
covert (نهان): hidden
element (مولفه، عنصر): component
modify (اصلاح کردن): reform
subsume (رده بندی کردن): classify

@PsyEngAcademy

سلام دوستان و داوطلبان عزیز امیدوارم حالتون خوب باشه، چند روزی لپ‌تاپم خراب بود و همچنین نگرانی برای دوستم که بیمار هست مشغولیت ذهنی زیادی ایجاد کرده. انشالا به زودی برنامه قبل کنکور را خدمتتون اعلام می‌کنیم ✌🏻 دو جلسه تست‌زنی قبل کنکور خواهیم داشت و بعد از کنکور هم سوپرایزهای بیشتری داریم
به امید روزهای خوب 🕊

🔍 #تحلیل_متن_کنکور متن شماره یک سال 90 کنکور ارشد روانشناسی

* دوستان هیچیک از متن‌ها جا نیفتاده، کنکور سال 89 دارای سه متن بود.

Humanistic psychology tends to ignore social change research. Isaac Prilleltensky, a self-described radical who champions community and feminist psychology, has argued for years that humanistic psychology inadvertently contributes to systemic injustice.
Further, it has been argued that the early incarnations of humanistic psychology lacked a cumulative empirical base, and the architects of the movement endorsed an "unembarrassed denial of human reciprocity and community." However, according to contemporary humanistic thinkers, humanistic psychology need not be understood to promote such ideas as narcissism, egotism, or selfishness.
The association of humanistic discourse with narcissistic and overly optimistic worldviews is a misreading of humanistic theory. In their response to Seligman & Csikszentmihalyi (2000), Bohart and Greening (2001) note that along with pieces on self-actualization and individual fulfilment, humanistic psychologists have also published papers on a wide range of social issues and topics, such as the promotion of international peace and understanding, awareness of the holocaust, the reduction of violence, and the promotion of social welfare and justice for all. The point that humanistic psychology lacks an "empirical base" has tended to rely on restricted views of what constitutes "empirical," an uncritical adoption of natural science methods, and an outright neglect of Rogers' own empirical work. To the contrary, humanistic psychology has a long history of empirical research, including but not limited to the work of Maslow, Amedeo Giorgi and David Elkins. In fact, humanistic psychology research traces its origins all the way back to American psychology pioneer William James' masterpiece, "Varieties of Religious Experience".

♟ مترادف‌های مهم:

tend to (تمایل داشتن): be inclined to / have a tendency
ignore (نادیده گرفتن): neglect / disregard
champion (در اینجا یعنی دفاع کردن): defend
injustice (بی عدالتی): inequity
further (در اینجا یعنی علاوه بر این): furthermore / moreover / along with
incarnation (تجسم): illustration / image
lack (فاقد چیزی بودن): be without something
empirical (تجربی، آزمایشگاهی): experimental
base (اساس، پایه): basis / ground / foundation
endorse (تایید کردن): confirm
association (در اینجا یعنی ارتباط): relation / connection / link / bond
discourse (گفتمان): discussion
overly (بیش از حد): excessive / extremely
misread (تفسیر اشتباه کردن): misunderstand
response (پاسخ): answer / reply / respond
note (ذکر کردن): mention
paper / piece (هردو در اینجا یعنی مقاله): article / essay
wide (گسترده): broad
issues (در اینجا یعنی مشکلات): problems / troubles
topic (موضوع): subject / theme
reduction (کاهش): decrease / decline / decrement
rely on (بستگی داشتن): depend on
constitute (قلمداد شدن، محسوب شدن): represent
outright (کاملا): quite / fully / entirely
neglect (غفلت یا نادیده گیری): disregard / inattention
to the contrary (در نقطه مقابل): conversely
trace back (بر میگردد به زمان فلان): date back / come from / stem from / go back to
origin (منشا): source / root

@PsyEngAcademy

🔍 #تحلیل_متن_کنکور متن شماره دو سال 90 کنکور ارشد روانشناسی

Humanistic psychology includes several approaches to counselling and therapy. Among the earliest approaches we find the developmental theory of Abraham Maslow, emphasizing a hierarchy of needs and motivations; the existential psychology of Rollo May acknowledging human choice and the tragic aspects of human existence; and the person-centered or client- centered therapy of Carl Rogers, which is centered on the client's capacity for self-direction and understanding of his/her own development.
Co-counseling, which is a purely self-help approach, is regarded as coming within humanistic psychology. Humanistic theory has had a strong influence on other forms of popular therapy, including Harvey Jackins' Re-evaluation Counseling and the work of Carl Rogers.
Humanistic psychology tends to look beyond the medical model of psychology in order to open up a non pathologizing view of the person. This usually implies that the therapist downplays the pathological aspects of a person's life in favor of the healthy aspects. A key ingredient in this approach is the meeting between therapist and client and the possibilities for dialogue. The aim of much humanistic therapy is to help the client approach a stronger and healthier sense of self, also called self-actualization. All this is part of humanistic psychology's motivation to be a science of human experience, focusing on the actual lived experience of persons.

♟ مترادف‌های مهم:

include (شامل شدن): comprise / consist of / contain
therapy (درمان): treatment / cure
among (در میان): amongst / amid
emphasize (تاکید کردن): stress / highlight
motivation (در اینجا یعنی انگیزه): motive / incentive
acknowledge (پذیرفتن، تصدیق کردن): admit / accept
choice (انتخاب): selection / option
aspect (جنبه، بعد): facet / side
capacity (در اینجا بیشتر منظور استعداد و توانایی): ability / capability
understanding (فهم، درک): comprehension / grasp
purely (صرفا): solely
regard as (در نظر گرفتن، محسوب شدن): consider / be accounted
influence (تاثیر): impact / effect
evaluation (ارزیابی): assessment / appraisal
tend to (تمایل داشتن): be inclined to / have a tendency
beyond (فراتر): further
in order to (به منظورِ): to
* بله گاهی to به‌تنهایی معنای "به‌منظورِ" هم می‌دهد!
imply (به طور ضمنی اشاره داشتن): indicate / allude
downplay (کم اهمیت جلوه دادن): de-emphasize
in favor of (به خاطرِ): for
ingredient (مولفه): element / component
aim (هدف): purpose / goal / object / objective / intent
help (کمک کردن): assist / aid
approach (در اینجا فعل است یعنی نزدیک شدن): move toward
sense (در اینجا یعنی احساس): feeling
actual (واقعی): real / true / genuine

@PsyEngAcademy

🔍 #تحلیل_متن_کنکور متن شماره سه سال 90 کنکور ارشد روانشناسی

Each person has an individual profile of characteristics, abilities and challenges that result from predisposition, learning and development. These manifest as individual differences in intelligence, creativity, cognitive style, motivation and the capacity to process information, communicate, and relate to others. The most prevalent disabilities found among school-age children are attention-deficit hyperactivity disorder, learning disability, dyslexia, and speech disorder. Less common disabilities include mental retardation, hearing impairment, cerebral palsy, epilepsy, and blindness.
Although theories of intelligence have been discussed by philosophers since Plato, intelligence testing is an invention of educational psychology, and is coincident with the development of that discipline. Continuing debates about the nature of intelligence revolve on whether intelligence can be characterized by a single factor known as general intelligence, multiple factors (e.g., Gardner's theory of multiple intelligences), or whether it can be measured at all. In practice, standardized instruments such as the Stanford-Binet IQ test and the WISC are widely used in economically developed countries to identify children in need of individualized educational treatment. Children classified as gifted are often provided with accelerated or enriched programs. Children with identified deficits may be provided with enhanced education in specific skills such as phonological awareness. In addition to basic abilities, the individual's personality traits are also important.

♟ مترادف‌های مهم:

individual (در اینجا یعنی منحصر به فرد): unique / special / distinguished
characteristic (ویژگی): trait / feature
ability (توانایی): capability / talent
result from (از چیزی منتج شدن): arise from / come from
predisposition (استعداد ولی معمولا به معنای منفی مثل استعداد بیماری): susceptibility / vulnerability / proneness
manifest (در اینجا فعل است یعنی آشکار شدن): display / show / reveal
intelligence (هوش): intellect / brightness
prevalent (شایع، متداول): widespread / common
include (شامل شدن): comprise / consist of / contain
impairment (اختلال، آسیب): disorder / disability
palsy (فلج): paralysis
discuss (بحث کردن): argue / debate
invention (اختراع، خلق): creation / innovation
coincident (همزمان): simultaneous / concurrent
discipline (در اینجا شاخه یا رشته علمی): field / branch
revolve (چرخیدن): go round / circle / spin / rotate
characterize (توصیف کردن): describe
factor (عامل): element
instrument (ابزار): apparatus / tool / device
identify (شناسایی کردن): recognize
classify (دسته بندی کردن): categorize
gifted (در اینجا یعنی باهوش): talented / bright / brilliant / intelligent
deficit (کمبود): deficiency / shortage

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🔍 #تحلیل_متن_کنکور متن شماره چهار سال 90 کنکور ارشد روانشناسی

Two fundamental assumptions that underlie formal education systems are that students (a) retain knowledge and skills they acquire in school, and (b) can apply them in situations outside the classroom. But are these assumptions accurate? Research has found that, even when students report not using the knowledge acquired in school, a considerable portion is retained for many years and long-term retention is strongly dependent on the initial level of mastery. One study found that university students who took a child development course and attained high grades showed, when tested 10 years later, average retention scores of about 30%, whereas those who obtained moderate or lower grades showed average retention scores of about 20%. There is much less consensus on the crucial question of how much knowledge acquired in school transfers to tasks encountered outside formal educational settings, and how such transfer occurs. Some psychologists claim that research evidence for this type of far transfer is scarce, while others claim there is abundant evidence of far transfer in specific domains. Several perspectives have been established within which the theories of learning used in educational psychology are formed and contested. These include behaviorism, cognitivism, social cognitive theory, and constructivism.

♟ مترادف‌های مهم:

fundamental (بنیادین): basic
assumption (فرضیه): hypothesis
underlie (اساس چیزی بودن): underpin
formal (رسمی): official
retain (نگه داری کردن): keep / preserve
acquire (در اینجا یعنی یاد گرفتن): learn
apply (استفاده کردن): utilize / use / deploy
accurate (دقیق): precise / exact
portion (بخش، مقدار): part / section
initial (اولیه): preliminary
attain (کسب کردن): gain / obtain / achieve
grade (دراینجا یعنی نمره): score / mark
average (در اینجا یعنی میانگین): mean
consensus (توافق): agreement
crucial (ضروری): essential / critical / necessary
transfer (انتقال یافتن): transmit
encounter (مواجه شدن): face / confront
setting (در اینجا موقعیت یا محیط): environment / situation
claim (ادعا کردن): assert / declare
scarce (اندک): scant / little
abundant (فراوان): plenty / ample
contest (رقابت کردن): compete

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🔍 #تحلیل_متن_کنکور متن شماره پنج سال 90 کنکور ارشد روانشناسی

Although social transformation may not have been the primary focus in the past, a large percentage of contemporary humanistic psychologists currently investigate pressing social, cultural, and gender issues. Even the earliest writers who were associated with and inspired psychological humanism explored topics as diverse as the political nature of "normal" and everyday experience (RD Laing), the disintegration of the capacity to love in modern consumerist society (Erich Fromm), the growing technological dominance over human life (Medard Boss), and the question of evil (Rollo May-Carl Rogers debate). In addition, Maureen O'Hara, who worked with both Carl Rogers and Paolo Freire, has pointed to a convergence between the two thinkers given their distinct but mutually related focus on developing critical consciousness of situations which oppress and dehumanize.

♟ مترادف‌های مهم:

transformation (دگرگونی، تغییر): change / conversion /alteration
primary (اصلی): main / chief / prime / basic
currently (الان، در حال حاضر): now / presently
investigate (بررسی کردن): examine / analyse
pressing (فوری، ضروری): urgent
issues (در اینجا یعنی مشکلات): problems / troubles
writer (نویسنده): author
associate (ارتباط داشتن): link / connect / relate
inspire (تحت تاثیر قرار دادن): impress
topic (موضوع): subject / theme / issue
diverse (متنوع): various / varied
disintegration (فروپاشی): breakdown / decay
dominance (سلطه): superiority
in addition (به علاوه): moreover / as well as / along with
point (در اینجا فعل است یعنی اشاره کردن): mention
distinct (متمایز): discrete / distinct

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روانشناسان، مشاوران، متخصصان علوم تربیتی و علوم شناختی گرامی؛
همانطور که قبلا هم گفتیم جلسات رایگان زبان بعد از کنکور هم ادامه خواهد داشت و برای بعد از کنکور جلسات مقاله‌خوانی خواهیم داشت که جامعه هدف تمام متخصصان حوزه علوم رفتاری هستند. یک آسیب مهم در جامعه علوم رفتاری ایران همواره وجود داشته: متخصصان برای دسترسی به جدید‌ترین یافته‌های علمی بایستی منتظر ترجمه کتاب بمانند و قاعدتا مهم‌ترین مرجع یافته‌های علمی یعنی مقالات علمی-پژوهشی ترجمه نمی‌شوند. متاسفانه این آسیب در حوزه‌های دیگر هم خودش را نشون میده و بسیاری از دانشجویان پایان‌نامه‌های خودشون را برون‌سپاری می‌کنند و همچنین مقالات به اصلاح groundbreaking علوم رفتاری که در ایران نوشته میشه بسیار انگشت‌شمار هست. بدون زبان انگلیسی -زبان علم- امکان تحول در جامعه علوم رفتاری وجود نخواهند داشت.
هدف ما این هست که بتونیم با روش‌های علمی و کاربردی و به‌مرور زمان این مشکل را حل کنیم.
به همین دلیل از این پس نام کانال به نام "آکادمیِ زبانِ روانشناسی" تغییر خواهد یافت.
به امید روزهای خوب 🕊

👩🏻‍🎓🧑🏻‍🎓 داوطلبان عزیز در راستایِ تکمیل 10 جلسه‌ای که برای کنکور امسال داشتیم و آمادگی هرچه بیشتر شما عزیزان دو جلسه ویژه تست‌زنی دو جمعه 28 بهمن و 5 اسفند برگزار خواهد شد.

هیچ‌گونه ثبت نامی نیاز نیست لینک ورود به جلسات به‌زودی اعلام خواهد شد ✌🏻


اینستاگرام مدرسان کلاس 👈🏻

خانم مهسا گل‌محمدی (ارشد بالینی دانشگاه الزهرا):
https://news.1rj.ru/str/EnglishPsychology011

https://instagram.com/golmohammadi_english?igshid=YmMyMTA2M2Y=

آقای محمد یاورزاده (ارشد روانشناسی دانشگاه تهران):
https://instagram.com/yavarzadeh.mohammad.92?igshid=YmMyMTA2M2Y=

@PsyEngAcademy