🔍 #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
* 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
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🔍 #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
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
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🔍 #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
@PsyEngAcademy
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
@PsyEngAcademy
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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
@PsyEngAcademy
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
@PsyEngAcademy
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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
@PsyEngAcademy
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
@PsyEngAcademy
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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 🕊
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 🕊
❤18👏7🕊1
👩🏻🎓🧑🏻🎓 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
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
😍7❤2👏2
آکادمی زبان روانشناسی
👩🏻🎓🧑🏻🎓 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…
✅ تا شروع جلسات تکمیلی اگر هنوز جلسات 10 گانه دوره اول را ندید خاطرتون نره ویدئو جلسات را ببینید ◀️
جلسه اول 👈🏻
https://news.1rj.ru/str/PsyEngAcademy/19
جلسه دوم 👈🏻
https://news.1rj.ru/str/PsyEngAcademy/37
https://news.1rj.ru/str/PsyEngAcademy/38
جلسه سوم 👈🏻 https://news.1rj.ru/str/PsyEngAcademy/64
https://news.1rj.ru/str/PsyEngAcademy/65
جلسه چهارم 👈🏻 https://news.1rj.ru/str/PsyEngAcademy/74
https://news.1rj.ru/str/PsyEngAcademy/75
جلسه پنجم 👈🏻 https://news.1rj.ru/str/PsyEngAcademy/80
https://news.1rj.ru/str/PsyEngAcademy/81
جلسه ششم 👈🏻 https://news.1rj.ru/str/PsyEngAcademy/97
https://news.1rj.ru/str/PsyEngAcademy/98
جلسه هفتم 👈🏻 https://news.1rj.ru/str/PsyEngAcademy/149
https://news.1rj.ru/str/PsyEngAcademy/150
جلسه هشتم 👈🏻 https://news.1rj.ru/str/PsyEngAcademy/182
https://news.1rj.ru/str/PsyEngAcademy/183
جلسه نهم 👈🏻 https://news.1rj.ru/str/PsyEngAcademy/228
https://news.1rj.ru/str/PsyEngAcademy/229
جلسه دهم 👈🏻 https://news.1rj.ru/str/PsyEngAcademy/269
https://news.1rj.ru/str/PsyEngAcademy/270
◀️ برای دانلود این فایلها میتونید ویدئو را برای ربات زیر فوروارد کنید و بهتون لینک مستقیم دانلود میده:
@fileiranbot
@PsyEngAcademy
جلسه اول 👈🏻
https://news.1rj.ru/str/PsyEngAcademy/19
جلسه دوم 👈🏻
https://news.1rj.ru/str/PsyEngAcademy/37
https://news.1rj.ru/str/PsyEngAcademy/38
جلسه سوم 👈🏻 https://news.1rj.ru/str/PsyEngAcademy/64
https://news.1rj.ru/str/PsyEngAcademy/65
جلسه چهارم 👈🏻 https://news.1rj.ru/str/PsyEngAcademy/74
https://news.1rj.ru/str/PsyEngAcademy/75
جلسه پنجم 👈🏻 https://news.1rj.ru/str/PsyEngAcademy/80
https://news.1rj.ru/str/PsyEngAcademy/81
جلسه ششم 👈🏻 https://news.1rj.ru/str/PsyEngAcademy/97
https://news.1rj.ru/str/PsyEngAcademy/98
جلسه هفتم 👈🏻 https://news.1rj.ru/str/PsyEngAcademy/149
https://news.1rj.ru/str/PsyEngAcademy/150
جلسه هشتم 👈🏻 https://news.1rj.ru/str/PsyEngAcademy/182
https://news.1rj.ru/str/PsyEngAcademy/183
جلسه نهم 👈🏻 https://news.1rj.ru/str/PsyEngAcademy/228
https://news.1rj.ru/str/PsyEngAcademy/229
جلسه دهم 👈🏻 https://news.1rj.ru/str/PsyEngAcademy/269
https://news.1rj.ru/str/PsyEngAcademy/270
◀️ برای دانلود این فایلها میتونید ویدئو را برای ربات زیر فوروارد کنید و بهتون لینک مستقیم دانلود میده:
@fileiranbot
@PsyEngAcademy
👏4❤2
🔍 #تحلیل_متن_کنکور متن شماره شش سال 90 کنکور ارشد روانشناسی
Instructional design, the systematic design of materials, activities and interactive environments for learning, is broadly informed by educational psychology theories and research. For example, in defining learning goals or objectives, instructional designers often use a taxonomy of educational objectives created by Benjamin Bloom and colleagues. Bloom also researched mastery learning, an instructional strategy in which learners only advance to a new learning objective after they have mastered its prerequisite objectives. Bloom discovered that a combination of mastery learning with one-to-one tutoring is highly effective, producing learning outcomes far exceeding those normally achieved in classroom instruction. Gagné, another psychologist, had earlier developed an influential method of task analysis in which a terminal learning goal is expanded into a hierarchy of learning objectives connected by prerequisite relations.
♟ مترادفهای مهم:
instructional (آموزشی): educational
materials (مساده): matters / substance
environment (محیط): setting / situation
broadly (به طور گسترده، به طور کلی): in general / largely / generally
for example (برای مثال): such as / for instance
goal /objective (هردو یعنی هدف): purpose / aim / object / intent
taxonomy (طبقهبندی): categorization / classification
colleague (همکار): coworker
mastery (تبحر، مهارت): proficiency / skill
advance (در اینجا یعنی پیش رفتن ولی معمولا یعنی پیشرفت کردن): move forward
prerequisite (پیش نیاز): precondition
discover (کشف کردن): uncover
combination (ترکیب): composition / mixture / compound / blend
tutor (آموزش دادن): teach / instruct / educate
outcome (نتیجه): result
exceed (فراتر رفتن): transcend
achieve (کسب کردن): attain / gain / obtain
influential (تاثیرگذار): effective / significant
terminal (پایانی): end / ultimate
expand (گسترش یافتن): extend
@PsyEngAcademy
Instructional design, the systematic design of materials, activities and interactive environments for learning, is broadly informed by educational psychology theories and research. For example, in defining learning goals or objectives, instructional designers often use a taxonomy of educational objectives created by Benjamin Bloom and colleagues. Bloom also researched mastery learning, an instructional strategy in which learners only advance to a new learning objective after they have mastered its prerequisite objectives. Bloom discovered that a combination of mastery learning with one-to-one tutoring is highly effective, producing learning outcomes far exceeding those normally achieved in classroom instruction. Gagné, another psychologist, had earlier developed an influential method of task analysis in which a terminal learning goal is expanded into a hierarchy of learning objectives connected by prerequisite relations.
♟ مترادفهای مهم:
instructional (آموزشی): educational
materials (مساده): matters / substance
environment (محیط): setting / situation
broadly (به طور گسترده، به طور کلی): in general / largely / generally
for example (برای مثال): such as / for instance
goal /objective (هردو یعنی هدف): purpose / aim / object / intent
taxonomy (طبقهبندی): categorization / classification
colleague (همکار): coworker
mastery (تبحر، مهارت): proficiency / skill
advance (در اینجا یعنی پیش رفتن ولی معمولا یعنی پیشرفت کردن): move forward
prerequisite (پیش نیاز): precondition
discover (کشف کردن): uncover
combination (ترکیب): composition / mixture / compound / blend
tutor (آموزش دادن): teach / instruct / educate
outcome (نتیجه): result
exceed (فراتر رفتن): transcend
achieve (کسب کردن): attain / gain / obtain
influential (تاثیرگذار): effective / significant
terminal (پایانی): end / ultimate
expand (گسترش یافتن): extend
@PsyEngAcademy
👏10❤2😢1
🔍 #تحلیل_متن_کنکور متن شماره یک سال 91 کنکور ارشد روانشناسی
School psychologists are experts in both psychology and education. School psychologists address the educational, emotional, social, and behavioral challenges that many children, youth, and young adults experience. They apply their understanding of human development, psychopathology, the impact of culture, learning theory, the principles of effective instruction, and effective schools, and the impact of parent and family functioning on children to serve learners and their families. As noted by the National Association of School Psychologists and the American Psychological Association, school psychologists adhere to the scientist-practitioner framework and make decisions based on empirical research.
Although school psychologists understand that schools are important in the lives of young people, not all school psychologists are employed in schools. Many school psychologists, particularly those with doctoral degrees, practice in other settings, including clinics, hospitals, forensic settings, correctional facilities, universities, and independent practice.
In many states, school psychologists with terminal Master's or Education Specialist degrees are limited to employment in school settings. School psychologists employed in schools conduct psychological and educational assessments, provide interventions, and develop and present prevention programs for individuals from birth to age 21. They consult with teachers, other psychological and school personnel, family physicians and psychiatrists, and other professionals about students and are actively involved in district and school crisis intervention teams. They may also provide professional development to teachers and other school personnel on topics such as positive behavior intervention plans and ADHD and carry out individual, group, and family counselling.
♟ مترادفهای مهم:
expert (متخصص): specialist / proficient
address (در اینجا فعل است یعنی پرداختن به یک مشکل): deal with
apply (استفاده کردن): utilize / use / deploy
impact (تاثیر): affect / influence
principles (اصول): tenets
instruction (آموزش): education
note (ذکر کردن): mention
adhere (پایبند بودن معمولا قوانین و اصول اخلاقی): follow
empirical (تجربی، آزمایشگاهی): experimental
although (اگرچه): though/ however
employ (در اینجا استفاده کردن ولی معمولا یعنی استخدام کردن): apply / utilize / use / deploy
particularly (مخصوصا): especially / specially / notably
setting (در اینجا موقعیت یا محیط): environment / situation
limit (محدود کردن): restrict / confine
conduct (اجرا کردن و معمولا برای پژوهش): carry out / conduct
assessment (اندازهگیری): measurement
intervention (مداخله): manipulation / treatment / interference
physician (پزشک): doctor / MD
district (منطقه، ناحیه): region / area
@PsyEngAcademy
School psychologists are experts in both psychology and education. School psychologists address the educational, emotional, social, and behavioral challenges that many children, youth, and young adults experience. They apply their understanding of human development, psychopathology, the impact of culture, learning theory, the principles of effective instruction, and effective schools, and the impact of parent and family functioning on children to serve learners and their families. As noted by the National Association of School Psychologists and the American Psychological Association, school psychologists adhere to the scientist-practitioner framework and make decisions based on empirical research.
Although school psychologists understand that schools are important in the lives of young people, not all school psychologists are employed in schools. Many school psychologists, particularly those with doctoral degrees, practice in other settings, including clinics, hospitals, forensic settings, correctional facilities, universities, and independent practice.
In many states, school psychologists with terminal Master's or Education Specialist degrees are limited to employment in school settings. School psychologists employed in schools conduct psychological and educational assessments, provide interventions, and develop and present prevention programs for individuals from birth to age 21. They consult with teachers, other psychological and school personnel, family physicians and psychiatrists, and other professionals about students and are actively involved in district and school crisis intervention teams. They may also provide professional development to teachers and other school personnel on topics such as positive behavior intervention plans and ADHD and carry out individual, group, and family counselling.
♟ مترادفهای مهم:
expert (متخصص): specialist / proficient
address (در اینجا فعل است یعنی پرداختن به یک مشکل): deal with
apply (استفاده کردن): utilize / use / deploy
impact (تاثیر): affect / influence
principles (اصول): tenets
instruction (آموزش): education
note (ذکر کردن): mention
adhere (پایبند بودن معمولا قوانین و اصول اخلاقی): follow
empirical (تجربی، آزمایشگاهی): experimental
although (اگرچه): though/ however
employ (در اینجا استفاده کردن ولی معمولا یعنی استخدام کردن): apply / utilize / use / deploy
particularly (مخصوصا): especially / specially / notably
setting (در اینجا موقعیت یا محیط): environment / situation
limit (محدود کردن): restrict / confine
conduct (اجرا کردن و معمولا برای پژوهش): carry out / conduct
assessment (اندازهگیری): measurement
intervention (مداخله): manipulation / treatment / interference
physician (پزشک): doctor / MD
district (منطقه، ناحیه): region / area
@PsyEngAcademy
👏7❤3
🔍 #تحلیل_متن_کنکور متن شماره دو سال 91 کنکور ارشد روانشناسی
Specialist hospitals were built in Baghdad in 705 AD, followed by Fes in the early 8th century, and Cairo in 800 AD. In the 10th century, the Persian physician Muhammad ibn Zakarīya Rāzi (Rhazes) combined psychological methods and physiological explanations to provide treatment to mentally ill patients. His contemporary, the Arab physician Najab ud-din Muhammad, described a number of forms of madness which share clinical features with contemporary medical diseases concepts such as agitated depression, neurosis, and priapism as well as sexual impotence (Nafkhae Malikholia), psychosis (Kutrib), and mania (Dual-Kulb).
In the 11th century, another Persian physician, Abu Ali al-Hussain ibn Abdallah ibn Sina, known in the West as Avicenna, recognized physiological psychology in the treatment of illnesses involving emotions, and developed a system for associating changes in the pulse rate with inner feelings. The third section of Avicenna's text Cannon of Medicine (Al-Qanun fi al- Tibb) dealt with disorders of the psyche and the nervous systems and expounded on topics such as sexology, lovesickness, delusion, apoplexy, hallucination, insomnia, mania, nightmare, melancholia, dementia, epilepsy, paralysis, stroke, vertigo, spasm and tremor. Specialist hospitals were built in medieval Europe from the 13th century to treat mental disorders but were utilized only as custodial institutions and did not provide any type of treatment. Founded in the 13th century, Bethlem Royal Hospital in London is one of the oldest lunatic asylums. By 1547 the City of London acquired the hospital and continued its function until 1948. It is now part of the National Health Service and is an NHS Foundation Trust.
♟ مترادفهای مهم:
build (ساختن): construct
followed by (متعاقب آن، به دنبال آن): subsequently / after that / then
combine (ترکیب کردن): integrate / blend
explanation (توضیح): denoscription
treatment (درمان): therapy / cure
ill (مریض، بیمار): sick / unwell / patient
describe (توصیف کردن): characterize / illustrate / depict
madness (جنون): insanity
feature (ویژگی، خصیصه): trait / characteristic
disease (بیماری): illness / disorder / sickness
as well as (به علاوه): along with / in addition to
recognize (شناسایی کردن): identify
inner (درونی): internal
section (بخش، قسمت): part / segment
deal with (به مشکلی پرداختن): cope with / address
expound (با جزئیات توضیح دادن): explain
utilize (استفاده کردن): apply / use / deploy
found (تاسیس کردن): establish
lunatic (مجنون): insane / crazy
acquire (به دست آوردن): obtain / gain
@PsyEngAcademy
Specialist hospitals were built in Baghdad in 705 AD, followed by Fes in the early 8th century, and Cairo in 800 AD. In the 10th century, the Persian physician Muhammad ibn Zakarīya Rāzi (Rhazes) combined psychological methods and physiological explanations to provide treatment to mentally ill patients. His contemporary, the Arab physician Najab ud-din Muhammad, described a number of forms of madness which share clinical features with contemporary medical diseases concepts such as agitated depression, neurosis, and priapism as well as sexual impotence (Nafkhae Malikholia), psychosis (Kutrib), and mania (Dual-Kulb).
In the 11th century, another Persian physician, Abu Ali al-Hussain ibn Abdallah ibn Sina, known in the West as Avicenna, recognized physiological psychology in the treatment of illnesses involving emotions, and developed a system for associating changes in the pulse rate with inner feelings. The third section of Avicenna's text Cannon of Medicine (Al-Qanun fi al- Tibb) dealt with disorders of the psyche and the nervous systems and expounded on topics such as sexology, lovesickness, delusion, apoplexy, hallucination, insomnia, mania, nightmare, melancholia, dementia, epilepsy, paralysis, stroke, vertigo, spasm and tremor. Specialist hospitals were built in medieval Europe from the 13th century to treat mental disorders but were utilized only as custodial institutions and did not provide any type of treatment. Founded in the 13th century, Bethlem Royal Hospital in London is one of the oldest lunatic asylums. By 1547 the City of London acquired the hospital and continued its function until 1948. It is now part of the National Health Service and is an NHS Foundation Trust.
♟ مترادفهای مهم:
build (ساختن): construct
followed by (متعاقب آن، به دنبال آن): subsequently / after that / then
combine (ترکیب کردن): integrate / blend
explanation (توضیح): denoscription
treatment (درمان): therapy / cure
ill (مریض، بیمار): sick / unwell / patient
describe (توصیف کردن): characterize / illustrate / depict
madness (جنون): insanity
feature (ویژگی، خصیصه): trait / characteristic
disease (بیماری): illness / disorder / sickness
as well as (به علاوه): along with / in addition to
recognize (شناسایی کردن): identify
inner (درونی): internal
section (بخش، قسمت): part / segment
deal with (به مشکلی پرداختن): cope with / address
expound (با جزئیات توضیح دادن): explain
utilize (استفاده کردن): apply / use / deploy
found (تاسیس کردن): establish
lunatic (مجنون): insane / crazy
acquire (به دست آوردن): obtain / gain
@PsyEngAcademy
👏8❤1👍1
#پست_موقت
از این پس مصاحبه و داشتن مدرک دو مقطع تحصیلی روانشناسی برای گرفتن پروانه روانشناسی نیاز نیست و صدور مجوز از طریق درگاه ملی مجوزها انجام میشود.
این موضوع برای دوستانی که گرایش روانشناسی شناختی هستند هم صادق هست.
@PsyEngAcademy
از این پس مصاحبه و داشتن مدرک دو مقطع تحصیلی روانشناسی برای گرفتن پروانه روانشناسی نیاز نیست و صدور مجوز از طریق درگاه ملی مجوزها انجام میشود.
این موضوع برای دوستانی که گرایش روانشناسی شناختی هستند هم صادق هست.
@PsyEngAcademy
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🔍 #تحلیل_متن_کنکور متن شماره سه سال 91 کنکور ارشد روانشناسی
Like other purveyors of professional ethics, the World Psychiatric Association issues an ethical code to govern the conduct of psychiatrists. The psychiatric code of ethics, first set forth through the Declaration of Hawaii in 1977, has been expanded through a 1983 Vienna update and, in 1996, the broader Madrid Declaration. The code was further revised in Hamburg, 1999. The World Psychiatric Association code covers such matters as patient assessment, up-to-date knowledge, the human dignity of incapacitated patients, confidentiality, research ethics, sex selection, euthanasia, organ transplantation, torture, the death penalty, media relations, genetics, and ethnic or cultural discrimination. In establishing such ethical codes, the profession has responded to a number of controversies about the practice of psychiatry.
♟ مترادفهای مهم:
like (در اینجا یعنی مانندِ): similar to / identical to
ethic (اخلاق): morality / moral
issue (در اینجا فعل است یعنی فراهم کردن): provide
govern (اداره کردن): rule / manage
conduct (در اینجا یعنی رفتار): behavior / manner
set forth (ارائه کردن): present
expand (گسترش یافتن): extend
through (از طریقِ): via
revise (تجدید نظر کردن): reconsider
matter (در اینجا یعنی موضوع): topic / subject / theme / issue
assessment (سنجش): measurement
dignity (منزلت، کرامت): pride
incapacitated (عاجز و ناتوان): disabled
organ (دراینجا یعنی اندام بدن): limb
penalty (مجازات): punishment
discrimination (در اینجا یعنی تبعیض و تعصب ولی معمولا یعنی تمایز): prejudice
respond (پاسخ دادن): answer / reply
controversy (مناقشه): dispute / debate
@PsyEngAcademy
Like other purveyors of professional ethics, the World Psychiatric Association issues an ethical code to govern the conduct of psychiatrists. The psychiatric code of ethics, first set forth through the Declaration of Hawaii in 1977, has been expanded through a 1983 Vienna update and, in 1996, the broader Madrid Declaration. The code was further revised in Hamburg, 1999. The World Psychiatric Association code covers such matters as patient assessment, up-to-date knowledge, the human dignity of incapacitated patients, confidentiality, research ethics, sex selection, euthanasia, organ transplantation, torture, the death penalty, media relations, genetics, and ethnic or cultural discrimination. In establishing such ethical codes, the profession has responded to a number of controversies about the practice of psychiatry.
♟ مترادفهای مهم:
like (در اینجا یعنی مانندِ): similar to / identical to
ethic (اخلاق): morality / moral
issue (در اینجا فعل است یعنی فراهم کردن): provide
govern (اداره کردن): rule / manage
conduct (در اینجا یعنی رفتار): behavior / manner
set forth (ارائه کردن): present
expand (گسترش یافتن): extend
through (از طریقِ): via
revise (تجدید نظر کردن): reconsider
matter (در اینجا یعنی موضوع): topic / subject / theme / issue
assessment (سنجش): measurement
dignity (منزلت، کرامت): pride
incapacitated (عاجز و ناتوان): disabled
organ (دراینجا یعنی اندام بدن): limb
penalty (مجازات): punishment
discrimination (در اینجا یعنی تبعیض و تعصب ولی معمولا یعنی تمایز): prejudice
respond (پاسخ دادن): answer / reply
controversy (مناقشه): dispute / debate
@PsyEngAcademy
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آکادمی زبان روانشناسی
🔍 #تحلیل_متن_کنکور متن شماره سه سال 91 کنکور ارشد روانشناسی Like other purveyors of professional ethics, the World Psychiatric Association issues an ethical code to govern the conduct of psychiatrists. The psychiatric code of ethics, first set forth through…
داوطلبان عزیز؛
امروز 20مین تحلیل متن کنکور هم روی کانال قرار گرفت. محاسبهای انجام دادیم که اگر شما داوطلب کنکور سال گذشته بودید (کنکور 1401) و کلماتی که تا به اینجای کار در این 20 متن برای شما تحلیل شده را مطالعه میکردید، چه تعداد از واژگان متون کنکور 1401 را میدانستید؟
از مجموع 688 کلمه (با حذف کلمات تکراری)، 178 کلمه در کلماتی که تا اینجای کار تحلیل کردیم وجود داشت.
مسلما اکثر کلمات به خاطر سادگی بیشازحد مورد تحلیل قرار نمیگیرند (برای مثال فرضا number / depression) و البته برخی کلمات هم مترادف خاصی ندارند؛ بنابراین شما با همین تحلیلهایی که برای شما قرار داده شده به درک بسیار خوبی از متون خواهید رسید و مطالعه این تحلیلها را در وقتهای اضافهتون در برنامه داشته باشید.
@PsyEngAcademy
امروز 20مین تحلیل متن کنکور هم روی کانال قرار گرفت. محاسبهای انجام دادیم که اگر شما داوطلب کنکور سال گذشته بودید (کنکور 1401) و کلماتی که تا به اینجای کار در این 20 متن برای شما تحلیل شده را مطالعه میکردید، چه تعداد از واژگان متون کنکور 1401 را میدانستید؟
از مجموع 688 کلمه (با حذف کلمات تکراری)، 178 کلمه در کلماتی که تا اینجای کار تحلیل کردیم وجود داشت.
مسلما اکثر کلمات به خاطر سادگی بیشازحد مورد تحلیل قرار نمیگیرند (برای مثال فرضا number / depression) و البته برخی کلمات هم مترادف خاصی ندارند؛ بنابراین شما با همین تحلیلهایی که برای شما قرار داده شده به درک بسیار خوبی از متون خواهید رسید و مطالعه این تحلیلها را در وقتهای اضافهتون در برنامه داشته باشید.
@PsyEngAcademy
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دوستان گرامی که علاقه به کار درمان دارند:
در این وبینار در مورد رویکرد بسیار کاربردی منتالیزیشن یا ذهنی سازی که تقریبا در اکثر رویکردهای درمانی خصوصا" پویشی میتونه به عنوان مکمل مورد استفاده قرار بگیره صحبت میشه و من مترجم این وبینار خواهم بود.
به افرادی که در مسیر درمانگر شدن هستند حضور در این وبینار رو توصیه میکنم.
در این وبینار در مورد رویکرد بسیار کاربردی منتالیزیشن یا ذهنی سازی که تقریبا در اکثر رویکردهای درمانی خصوصا" پویشی میتونه به عنوان مکمل مورد استفاده قرار بگیره صحبت میشه و من مترجم این وبینار خواهم بود.
به افرادی که در مسیر درمانگر شدن هستند حضور در این وبینار رو توصیه میکنم.
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🔍 #تحلیل_متن_کنکور متن شماره چهار سال 91 کنکور ارشد روانشناسی
The introduction of psychiatric medications and the use of laboratory tests altered the doctor-patient relationship between psychiatrists and their patients. Psychiatry's shift to the hard sciences had been interpreted as a lack of concern for patients. Anti-psychiatry had become more prevalent in the late twentieth century due to this and publications in the media which conceptualized mental disorders as myths. Others in the movement argued that psychiatry was a form of social control and demanded that institutionalized psychiatric care, stemming from Pinel's therapeutic asylum, be abolished.
♟ مترادفهای مهم:
introduction (اینجا یعنی معرفی ولی معمولا به مقدمه کتاب یا مقاله اطلاق میشود): presenting
medication (دارو): drug / medicine
test (آزمون): exam
alter (تغییر دادن): change / vary / shift
relationship (رابطه): connection / association / link
interpret (تفسیر کردن، تعبیر کردن): construe
prevalent (شایع، رایج): widespread / common
due to (به علتِ): because of / since / as a result of
myth (اسطوره، افسانه): legend / tale
argue (دراینجا استدلال کردن): reason
demand (تقاضا کردن): request / ask
asylum (تیمارستان): mental hospital
abolish (منسوخ کردن، پایان دادن): repeal / cancel / put an end
@PsyEngAcademy
The introduction of psychiatric medications and the use of laboratory tests altered the doctor-patient relationship between psychiatrists and their patients. Psychiatry's shift to the hard sciences had been interpreted as a lack of concern for patients. Anti-psychiatry had become more prevalent in the late twentieth century due to this and publications in the media which conceptualized mental disorders as myths. Others in the movement argued that psychiatry was a form of social control and demanded that institutionalized psychiatric care, stemming from Pinel's therapeutic asylum, be abolished.
♟ مترادفهای مهم:
introduction (اینجا یعنی معرفی ولی معمولا به مقدمه کتاب یا مقاله اطلاق میشود): presenting
medication (دارو): drug / medicine
test (آزمون): exam
alter (تغییر دادن): change / vary / shift
relationship (رابطه): connection / association / link
interpret (تفسیر کردن، تعبیر کردن): construe
prevalent (شایع، رایج): widespread / common
due to (به علتِ): because of / since / as a result of
myth (اسطوره، افسانه): legend / tale
argue (دراینجا استدلال کردن): reason
demand (تقاضا کردن): request / ask
asylum (تیمارستان): mental hospital
abolish (منسوخ کردن، پایان دادن): repeal / cancel / put an end
@PsyEngAcademy
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آکادمی زبان روانشناسی
معنای واژه study در مقام فعل چیست؟
🔑 یک نکته کوچک ولی بسیار مهم 👈🏻
همانطور که میدانید جملات در انگلیسی مانند فارسی میتوانند معلوم یا مجهول باشند. جملات مجهول زمانی استفاده میشوند که فاعل جمله ناشناخته است یا اهمیت چندانی ندارد.
همچنین فقط جملاتی تبدیل به مجهول میشوند که فعل آنها متعدی (گذرا / Transitive) باشد.
برای مثال جمله زیر یک جمله معلوم است زیرا فاعل آن مشخص است 👈🏻
Psychologists study our brains in the laboratory.
روانشناسان مغزهای ما را در آزمایشگاه مطالعه میکنند.
ولی همین جمله که فعل آن متعدی (گذرا) هم هست میتواند مجهول شود 👈🏻
Our brains are studied in the laboratory.
مغزهای ما در آزمایشگاه مطالعه میشود.
◀️ بنابراین همانطور که میبینید فعل study فقط بهمعنای مطالعه کردن نیست! معنای مطالعه شدن هم میدهد!
دوباره به این مثال دقت کنید 👈🏻
Neuropsychologists use fMRI to study our mental functions.
عصبروانشناسان از دستگاه fMRI برای مطالعه کارکردهای ذهنی ما استفاده میکنند.
حالت مجهول 👈🏻
fMRI is used to study our mental functions.
دستگاه fMRI برای مطالعه کارکردهای ذهنی ما استفاده میشود.
◀️ بنابراین فعل use فقط به معنای استفاده کردن نیست، معنای استفاده شدن هم دارد. بستگی دارد که جمله معلوم باشد یا مجهول.
✅ تمام افعال متعدی (گذرا / Transitive) انگلیسی در ترجمه فارسی میتواند هم شکل معلوم داشته باشد هم مجهول و وقتی مجهول است با "شدن" (میشود، شد، خواهد شد و غیره) ترجمه میشود.
در متونی که ما برای شما در کانال تحلیل میکنیم و البته تمام دیکشنریها معمولا تنها حالت معلوم یک فعل نوشته میشود ولی به یاد داشته باشید افعال متعدی (گذرا) میتوانند مجهول هم باشند. به این مثالها برای فهم بهتر دقت کنید 👈🏻
pay: پرداخت کردن / پرداخت شدن
feed: تغذیه کردن / تغذیه شدن
read: خواندن / خوانده شدن
write: نوشتن / نوشته شدن
discuss: بحث کردن / بحث شدن
kiss: بوسیدن / بوسیده شدن
kill: کشتن / کشته شدن
describe: توصیف کردن / توصیف شدن
ignore: نادیده گرفتن / نادیده گرفته شدن
با توجه به دشواری این مبحث اگر سوالی داشتید مطرح کنید 👈🏻
@zabaan_ravaan
@PsyEngAcademy
همانطور که میدانید جملات در انگلیسی مانند فارسی میتوانند معلوم یا مجهول باشند. جملات مجهول زمانی استفاده میشوند که فاعل جمله ناشناخته است یا اهمیت چندانی ندارد.
همچنین فقط جملاتی تبدیل به مجهول میشوند که فعل آنها متعدی (گذرا / Transitive) باشد.
برای مثال جمله زیر یک جمله معلوم است زیرا فاعل آن مشخص است 👈🏻
Psychologists study our brains in the laboratory.
روانشناسان مغزهای ما را در آزمایشگاه مطالعه میکنند.
ولی همین جمله که فعل آن متعدی (گذرا) هم هست میتواند مجهول شود 👈🏻
Our brains are studied in the laboratory.
مغزهای ما در آزمایشگاه مطالعه میشود.
◀️ بنابراین همانطور که میبینید فعل study فقط بهمعنای مطالعه کردن نیست! معنای مطالعه شدن هم میدهد!
دوباره به این مثال دقت کنید 👈🏻
Neuropsychologists use fMRI to study our mental functions.
عصبروانشناسان از دستگاه fMRI برای مطالعه کارکردهای ذهنی ما استفاده میکنند.
حالت مجهول 👈🏻
fMRI is used to study our mental functions.
دستگاه fMRI برای مطالعه کارکردهای ذهنی ما استفاده میشود.
◀️ بنابراین فعل use فقط به معنای استفاده کردن نیست، معنای استفاده شدن هم دارد. بستگی دارد که جمله معلوم باشد یا مجهول.
✅ تمام افعال متعدی (گذرا / Transitive) انگلیسی در ترجمه فارسی میتواند هم شکل معلوم داشته باشد هم مجهول و وقتی مجهول است با "شدن" (میشود، شد، خواهد شد و غیره) ترجمه میشود.
در متونی که ما برای شما در کانال تحلیل میکنیم و البته تمام دیکشنریها معمولا تنها حالت معلوم یک فعل نوشته میشود ولی به یاد داشته باشید افعال متعدی (گذرا) میتوانند مجهول هم باشند. به این مثالها برای فهم بهتر دقت کنید 👈🏻
pay: پرداخت کردن / پرداخت شدن
feed: تغذیه کردن / تغذیه شدن
read: خواندن / خوانده شدن
write: نوشتن / نوشته شدن
discuss: بحث کردن / بحث شدن
kiss: بوسیدن / بوسیده شدن
kill: کشتن / کشته شدن
describe: توصیف کردن / توصیف شدن
ignore: نادیده گرفتن / نادیده گرفته شدن
با توجه به دشواری این مبحث اگر سوالی داشتید مطرح کنید 👈🏻
@zabaan_ravaan
@PsyEngAcademy
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