PRUEBA DE APTITUD EN INGLES PARA ACCESO AL SEGUNDO CICLO DE PSICOLOGIA

DURACION: 2 HORAS MATERIAL: DICCIONARIO SEPTIEMBRE RESERVA

1999

IMPORTANTE: Consigne sus respuestas y datos personales EN LA HOJA ANEXA DE

LECTURA OPTICA. Marque CLARAMENTE cada respuesta rellenando UNA UNICA CAS ILLA.
Rellene también ABSOLUTAMENTE TODAS las casillas correspondientes al D.N.I. , CODIGO DE
CARRERA, CODIGO DE ASIGNATURA y TIPO DE EXAMEN (para el D.N.I. si fuera necesario
rellene con ceros a la Izquierda hasta completar los 8 dígitos), con los datos que figuran a continuación:
CODIGO DE CARRERA: 14 CODIGO DE ASIGNATURA: 325 TIPO DE EXAMEN: A

ATENCION POR FAVOR: Entregue, al finalizar el examen, solamente la hoja de lectura óptica
con sus respuestas y los datos requeridos anteriormente sin ningún borrador.
AVISO: Si no traslada sus respuestas a la hoja de lectura óptica y no rellena todas las casillas
adecuadamente, su examen no obtendrá la calificación adecuada. SI TIENE DUDAS CONSULTE AL
TRIBUNAL.

EXAMEN
Individual Differences
(1) A great deal of the work referred to in the previous chapters has tended to assume, if only for
clarity’s sake, that the discovery, trait, or phenomenon in question is true of all humans, or at least of all
humans in that particular situation. But, of course, this is most unlikely. (2) We do not all behave or
think identically. All teachers know that some of their students will cope easily with the learning
material and activities and some will not. Some will succeed and others will not. Many of the
differences in achievement will be due to circumstances like sickness, administrative problems,
changing schools, and so on, but many will be attributable to inherent characteristics of the learner or
teacher. Such different characteristics may be totally idiosyncratic and, if this is the case, no provision
except human understanding by the teacher can be made for them and no generalisations made about
them. (3) However. there may be regular features about these individual differences such that they fail
into broad groups or categories, and the following two chapters introduce some of these categories.
Specifically, this chapter discusses the categories of intelligence, aptitude, learning style, and
personality, (4) while the following one takes a close look at the concept of motivation.
Individual characteristics of learners (5) may be directly or indirectly related to achievement in
foreign language learning. For example, motivation may be directly and positively related, as the higher
the degree of motivation the harder the learner will work and the longer he or she will persist Cognitive
style variables may be only indirectly related, as it is possible that their connection with student
achievement is the result of a favourable or unfavourable match with the teacher's methodology. (6)
Quite a lot of research effort has been devoted to elucidating what kinds of learning characteristics do
appear to be related to success in learning foreign languages, (7) and in what way they are related.
If this research effort does reach conclusions on the existence of individual student
characteristics that are favourably related to language learning, (8) the language teacher needs to know
how this knowledge can be.

TRADUCCION DEL INGLES AL CASTELLANO:

Lea el texto completo en inglés, arriba indicado, y seleccione la traducción más adecuada en castellano
(opción A, B o C) para cada una de las oraciones subrayadas, y numeradas del 1 al 8. Marque con una
cruz la casilla correspondiente en la hoja anexa de lectura óptica con la respuesta que considere más
adecuada.
1. A. Una gran cantidad del trabajo mencionado en los capítulos anteriores.
B. Un gran aumento del trabajo mencionado también en los capítulos anteriores.
C. Gran parte del trabajo que aparece en varios capítulos.

2. A. No pensamos de la misma manera o idénticamente.

B. No todos nos comportamos y actuamos idénticamente.
C. No pensamos o nos comportarnos de igual manera..

3. A. Pensándolo bien, hay rasgos regulares entre los diferentes individuos

B. A pesar de todo, existen rasgos regulares diferenciadores en algunos individuos.
C. No obstante, pueden existir rasgos regulares en estas diferencias individuales.
4. A. mientras que el siguiente observa de cerca el concepto de la motivación.
B. un rato después el que sigue toma una relación próxima en el concepto de la motivación.
C. después el siguiente toma una vista próxima del concepto de la motivación.

5. A. puede ser directa o indirectamente la relación existente con el aprendizaje de lenguas extranjeras.
B. pueden estar directa o indirectamente relacionadas con los logros en el aprendizaje de lenguas
extranjeras.
C. puede directa o indirectamente en relación con el aprendizaje de lenguas extranjeras.

6. A. Muchos esfuerzos de investigación han mostrado que tipo de enseñanza aparece con relaciones.
B. Muchas investigaciones han dedicado su esfuerzo en demostrar las características que aparecen
en la enseñanza.
C. Muchos esfuerzos de investigación se han dedicado al esclarecimiento de qué  tipo de
características de aprendizaje parecen estar relacionadas.

7. A. y de que manera están relacionadas.

B. y en que camino se aproximan.
C. y en que manera están explicadas.

8. A. el profesor de lengua necesita estos conocimientos para poder saberlo.

B. el profesor de lengua sabe como estos conocimientos pueden se.
C. El profesor de lengua necesita saber cómo puede ser este conocimiento.

TRADUCCION DEL CASTELLANO AL INGLES:

Elija la traducción más correcta en inglés (opción A, B ¢ C) de las frases que se ofrecen a continuación
en castellano, numeradas del 9 al 14. Marque con una cruz la casilla correspondiente en la hoja anexa
de lectura óptica con la respuesta que considere más adecuada.
9. Prefiero permanecer aquí hasta que vengan.
A: I would remain here to they come.
B: I prefer to remain here until they come.
C: I would prefer to stay here until they come.

10. Es posible que lo haga mañana por la mañana.

A. It will be possible to do it tomorrow in the morning.
B: Possibly he will do it tomorrow morning.
C: It is possible that he will do it tomorrow morning.

11. Quieres que te diga lo que yo debería de hacer?

A: You want me to say what I have to do?
B: Do you want me to say what I shall do?
C: Do you want me to tell you what I should do?

12. Tenemos que evitar que se de cuenta de lo que hemos hecho.

A: We have to avoid to know him what we have made.
B: We must prevent his realizing what We have done.
C: We have to avoid he knows what We have done.

13. Dudo que llueva, aunque el cielo esta más bien negro-
A: 1 doubt whether it will rain, although the sky is rather black.
B: I hesitate it will rain, though the sky is very black.
C: 1 doubt it rain, though heaven is very black.

14. No ha devuelto todavía el libro que le presté.

A: He hasn’t yet returned the book I lent him.
B: He didn’t give yet the book I lend him.
C: he didn’t return the book I lend him.

PRUEBA DE APTITUD EN INGLS PARA ACCESO AL SEGUNDO CICLO DE PSICOLOGIA

DURACION: 2 HORAS MATERIAL: DICCIONARIO SEPTIEMBRE ORIGINAL
1999

IMPORTANTE: Consigne sus respuestas y datos personales EN LA HOJA ANEXA DE LECTURA

OPTICA. Marque CLARAMENTE cada respuesta rellenando UNA UNICA CASILLA.
Rellene también ABSOLUTAMENTE TODAS las casillas correspondientes al D.N.I., CODIGO DE
CARRERA, CODIGO DE ASIGNATURA y TIPO DE EXAMEN (para el D.N.I. si fuera necesario
rellene con ceros a la izquierda hasta completar los 8 dígitos), con los datos que figuran a continuación:
CODIGO DE CARRERA: 14 CODIGO DE ASIGNATURA: 325 TIPO DE EXAMEN: B

ATENCION POR FAVOR: Entregue, al finalizar el examen, solamente la hoja de lectura óptica con
sus respuestas y los datos requeridos anteriormente sin ningún borrador.
AVISO: Si no traslada sus respuestas a la hoja de lectura óptica y no rellena todas las casillas
adecuadamente, su examen no obtendrá  la calificación adecuada. SI TIENE DUDAS CONSULTE AL
TRIBUNAL.

Word-Meaning

(1) Children learn words and their meanings in several different ways. It is a frequent
observation that (2) they very often use one word for many apparently unconnected objects. For
example, bow-wow might be used to refer to a dog, an uncle, and a train. Vygotsky (1962) referred to
this as a 'heap' kind of concept. Presumably there is some connection apparent to the child; (3) it is not
always easy to see what it might be. The frequent phenomenon of overextension has received several
explanations. Sometimes a label may be attached to all objects (4) that seem to the child to have some
element in common (for example, all things that have feature X); or, it may be attached to a collection
of objects (5) which have some, but different, things linking them (for example, a bow--wow (6) may
be a dog, an uncle who has a dog, (7) and a train because the uncle gave the boy a train). (8) The
development of labelling is thus intricately bound up with the child's intellectual development and his
concept-formation ability. Another important point here is that children are by no means uniform in
their vocabulary development; Nelson (1973) has shown several dimensions of individual differences.
One aspect of intellectual functioning which seems to be necessary for the acquisition of
language forms is the gradual abandonment of egocentricity, (9) the child's tendency to take only his
own perspective into account. Young children typically make mistakes in giving or receiving directions,
(10) not realising that left and right are reversed for a person who is sitting facing them

TRADUCCION DEL INGL S AL CASTELLANO:

Lea el texto completo y seleccione la traducción más adecuada en castellano (opción A, B 6C) para
cada una de las oraciones subrayadas, y numeradas del 1al 10. Marque con una cruz la casilla
correspondiente en la hoja anexa de lectura óptica con la respuesta que considere m s adecuada.

1. a) los niños aprenden las palabras y sus significados de varias formas diferentes.
b) los niños aprenden palabras y lo que significan de formas diferentes.
c) los niños aprenden palabras y sus formas diferentes de significado.

2. a) con frecuencia utilizan una palabra para objetos aparentemente sin conexión.
b) con frecuencia el uso de una palabra para objetos aparentemente sin conexión.
c) con frecuencia usaban una palabra para objetos aparentemente relacionados.

3. a) siempre es fácil ver lo que es.

b) no es siempre fácil ver lo que debería ser.
c) no es siempre fácil ver lo que puede ser.

4. a) que parece que el niño tiene algún elemento en común.

b) que le parece al niño que tienen algún elemento en común.
c) que le parecen al niño que tienen algún elemento en común.

5. a) que tienen algunas cosas, aunque diferentes, que los une.

b) que tienen cosas diferentes que les gustan.
c) que tienen muchas cosas que los hace diferentes.
 6. a) debería ser un perro, un tío que tenía un perro.
b) puede ser un perro, un tío que tiene un perro.
c) podía ser un perro, un tío que tendrá un perro.

7 a) y un tren porque el tío se lo da al chico.

b) y un tren que el tío le dio al chico.
c) y un tren porque el tío le dio al chico un tren.

8. a) El desarrollo del etiquetado está  conectado con el desarrollo que experimenta el niño.
b) El desarrollo del etiquetado está  por consiguiente íntimamente relacionado con el desarrollo
intelectual del niño
c) El desarrollar etiquetas es una faceta vinculada estrechamente al desarrollo intelectual de los niños.

9. a) la tendencia del niño a llevar su propia perspectiva a la práctica.

b) la tendencia que el niño tiene a considerar no sólo su propia perspectiva
c) la tendencia del niño a tener en cuenta sólo su propia perspectiva

10. a) sin darse cuenta que la izquierda y la derecha aparecen cambiadas para una persona
que se siente frente a ellos.
b) dándose cuenta que la izquierda y la derecha son cambiadas para una persona que se sienta a su lado.
c) al no darse cuenta que la izquierda y la derecha han sido cambiadas por una persona que se sienta
frente a ellos.

TRADUCCION DEL CASTELLANO AL INGL S:

Elija la traducción más correcta en inglés (opción A, B 6 C) de las frases que se ofrecen a continuación
en castellano, numeradas del 11 al 16. ~1arque con una cruz la casilla correspondiente en la hoja anexa
de lectura óptica con la respuesta que considere m s adecuada.

11. ¿Quieres que comamos en un restaurante italiano?

A) let's lunch in an Italian restaurant.
B) shall we have lunch in an Italian restaurant?
C) Do you Want that we have lunch in an Italian restaurant?

12. Juan querrá conseguir un trabajo como guía turístico.

A) John would like to get a job as a tour guide.
B) John would like getting a job as a tour guide.
C) John should like get a job as a tour guide.

13. ¿Me puede indicar el camino a las Casas del Parlamento?

A) Could you indicate the path to the Houses of Parliament?
B) May you indicate me the Way to the Houses of Parliament?
C) Can you show me the Way to the Houses of Parliament?

14. Es la primera vez que voy a la opera.

A) It's the first time 1 have been to the opera
E) It's the first occasion I am going to the opera
C) It's the first turn I go to the opera

15. No hace falta que traigas un regalo.

A) It is not necessary that you bring a present.
B) You needn't bring a present.
C) There is no need for bringing a present

16. Suelo ir a clase de yoga los viernes.

A) I usually go to a yoga class on Fridays.
B)1 am used to going to a yoga class on Fridays.
C) It is usual for me to go to a yoga class on Fridays.
UNIVERSiDAD NACIONAL DE EDUCACION A DISTANCIA
FACULTAD DE FILOLOGIA
Departamento de Filologías Extranjeras y sus Lingüísticas

INGLS ACCESO AL 20 CICLO DE PSICOLOGIA

DURACION: 2 HORAS MATERIAL: DICCIONARIO I a SEMANA. JUNIO. 1998.

1.-TRADUZCA AL INGLS LAS SIGUIENTES ORACIONES:

A> ¿Te gustaría venir conmigo al cine?
B> No creo que tengamos suficiente dinero.
C) ¿Qué hora es? Son las cinco y cuarto.
D) Este libro que me prestaste es muy interesante.
E> No creo que tengamos suficiente tiempo para hacerlo.

2.- TRADUZCA AL CASTELLANO EL SIGUIENTE TEXTO:

“Usually the work of group therapy proceeds along a continuum of development or stages.
There is a beginning or orientation phase in which members evaluate one another, find commonalities,
and establish norms and goals. Interaction may be reserved with heavy dependence on the leader for
support and direction. As the group forms a sense of cohesiveness it passes into the working phase.
Here thoughts and feelings are expressed more openly and problem solving with mutual support takes
place. In the final or termination phase, the members deal with separation or anxiety and attempt to
come to terms with the meaning of the group experience. It may be hypothesized that geriatric group
would have a particularly difficult time with termination because of their unique position in relation to
the issues of loss and dependency.
Dependency is a major problem of aging. As one grows old health and strength decrease
and social relationships are disrupted by retirement, deaths of friends and relatives, the changing
composition of neighborhoods, and a multitude of other factors. As immobility increases the older
person must sit and wait for others to come at their inclination and convenience. As the elderly person
recognizes dependency on others to meet not only physical but social arid emotional needs as well,
feelings of helplessness arise. These feelings lead to increased anxiety, which may be expressed as
depression, apathy, hypochondriasis, anger, hostility, or exploitive behavior.”

4
UNIVERSIDAD NACIONAL DE EDUCACION A DISTANCIA
VACULTAI> DE FI I.()I~O(;~A
y .%US Lingüísticas
inglés ACCESO AL SEGUNDO CICLO DE I>SICOLOGIA JUNIO 1998
CODIGO DE LA ASIGNATURA: 143257 DURACION: 2 horas MATERIAL: Diccionario

A. Traduzca al inglés las siguientes oraciones:

1. ¿En que trabajas? Soy ingeniero.

2. Me gusta jugar al fútbol los domingos.
3. Si vienes pronto iremos al cine.
4. En junio voy a ir a París.
5. Pedro habla inglés con acento americano.

B. Traduzca al castellano el siguiente texto:

Language Learning as Skill Learning

It has often been remarked that learning a second language is different both from learning a first
language and from learning other school subjects, because the students are learning a perceptuo-motor
skill. In acquiring their first language, as well as learning the language code and how to use it to
make utterances, children learn many other associated things, such as the management of social
relationships and interaction, ways of categorising and viewing the world, and so on. To some extent
the learner of a second language does not have to master ah this, merely a new code. Other school
subjects are sometimes called 'content' subjects, because what is taught is considered intellectually
more substantial. Whether or not this is true, it has led to second language learning being thought of as
adding a further social skill rather than as adding a new branch of knowledge to the student's repertoire.
At the same time, little attention has been paid to the possible parallels between perceptuo-motor skill
learning such as learning to drive, to fire a rifle, to draw, to typewrite, and so on, and the language
skills. This
might be because the word 'skill' is being used in two different senses, and information about the one
is not relevant to the other, or because of less laudable reasons of accessibility or communication of
research. In this section some of the parallels will be explored and illustrated. The literature on skill
acquisition has been conspicuous for its development of the information-flow feedback model of
learning.

UNIVERSIDAD NACIONAL DE EDUCACION A DISTANCIA

INGLS ACCESO AL 20 CICLO DE PSICOLOGIA
CODIGO DE LA ASIGNATURA: 143257 DURACION: 2 HORAS MATERIAL:
DICCIONARIO

SEPTIEMBRE 1998

1. TRADUZCA AL INGL S LAS SIGUIENTES ORACIONES

A) Hace mucho que no he visto a Juan.

B) Me gustaría ir a Londres un par de semanas este verano.
C) No deberías trabajar tanto. Debes tomarte unas vacaciones.
D) Si ves a Pedro, dile que me llame por teléfono.
E) Creo que Isabel llega el próximo martes.

2. TRADUZCA AL CASTELLANO EL SIGUIENTE TEXTO:

As we have seen in the last section and in this section, intuition deals with at least two
different aspects of the personality. The first is the early childhood emotional relationships between the
individual and those around him, such as his parents and relatives, and the adult representatives of those
relationships: emotional attitudes towards various people who are important to the individual. These are
based on ungratified Id tensions. The second is the individual's way of experiencing and handling new
situations. This, though based on Id tensions, actually relates to the attitude of the Ego, and its reaction
to reality. We can say roughly that we may have intuitions about Id tensions, and about Ego attitudes.
Careful study during the experiments led to the tentative belief that intuitions about Id
tensions are mostly formed by watching the mouth of the subject, while intuitions about Ego attitudes
mainly come from observing the eyes. Thus we may tentatively venture to say that in a certain sense the
muscles about the eyes serve chiefly to express Ego attitudes, while the muscles about the mouth serve
chiefly to express ¡d tensions. In the classical anal erotic, such as we have pictured in Mr Krone, this
idea is strikingly illustrated. In the cold eyes of such a person we read his consciously suspicious
approach to the world and its new situations, while in his tight-cornered mouth we read his constipation,
his stubbornness, his stinginess, his orderliness, and his cruelty, the classical symptoms derived directly
(as his suspiciousness is indirectly) from his anal interests.

UNIVERSIDAD NACIONAL DE EDUCACION A DISTANCIA

INGLS ACCESO AL 20 CICLO DE PSICOLOGIA CODIGO DE LA ASIGNATURA: 143257
DURACION: 2 HORAS MATERIAL: DICCIONARIO JUNIO 1997

1.- TRADUZCA AL INGLS LAS SIGUIENTES ORACIONES:

A) No tenemos mucho tiempo para hacerlo.
B) Ese bolígrafo es demasiado caro..
C) Me gustaría saber si hará frío mañana.
D) ¿Dónde vives en Inglaterra?
E) Creo que es un hombre muy trabajador.
 2.- TRADUZCA AL CASTELLANO EL SIGUIENTE TEXTO:

Reading as a constructive Process

It is perhaps less strange to talk of reading as a Construction process than it is of listening.

The idea that reading is a process of reasoning out what the author's intended message is, his attitude to
it and the point that lies behind the message, from the cues presented in the actual orthography, is not a
new one. However, the process is not necessarily exactly the same as in listening. Because the signs on
the page have a permanence of their own it is not necessary to adopt strategies for rapid clause-by-
clause analysis of a transient verbatim memory the signs on the page can be visited and revisited many
times, both in advance of and immediately before the portion of text being read at any one moment.
Studies of people's eye-movements while reading aloud have shown that, indeed, this is precisely what
is happening, with a tendency for the eyes to be looking ahead more than behind. Thus the presence of
a paper memory makes a difference to the kind of processing that is necessary. This is, of course,
independent of the argument as to whether we translate the written symbols into sounds before
performing syntactic and Semantic analysis. The evidence on this point appears to be inconclusive
(Levy, 1977). We may do so; it may be part of the reading process; but, equally, it may not be
necessary
A method of investigating the reading process which has had considerable success is
categorising errors people make in reading aloud. Goodman (1973) has labelled this type of research
'miscue analysis'. The word 'miscue' refers to the use of cues in the text for making decisions about the
text at various levels of abstraction and to the frequently observed failure to make the right decisions.
The model of reading which Goodman uses he has called the 'psycholinguistic guessing game' (1967). -

UNIVERSIDAD NACIONAL DE EDUCACION A DISTANCIA

INGLS ACCESO AL 20 CICLO DE PSICOLOGIA CODIGO DE LA AS¡GNATURA: 143257
DURACION: 2 HORAS MATERIAL: DICCIONARIO SEPTIEMBRE 1997
1. - TRADUZCA AL INGLS LAS SIGUIENTES ORACIONES:

A) Dentro de dos días es mi cumpleaños.

B) Tu casa está muy lejos de la ciudad.
C) ¿Deseas una taza de café?
D) Hoy tenemos mucho trabajo.
E) Considero que no deberías hacerlo.

2. - TRADUZCA AL CASTELLANO EL SIGUIENTE TEXTO:

Intelligence

The nature of intelligence and its relation to educational decisions has, of

course, been a matter of controversy and heated debate for many years.
Intelligence tests were originally devised to measure the quality of
brightness or intellectual capacity that was thought to underlie school
achievement the original tests devised by Binet in France, Burt in England,
and Stanford and Terman in the USA (which shared many common
features) were designed to give a measure which was not affected by actual
learning, that is, in a sense, to measure the capacity rather than the contents
of the mind. Therefore many of the crucial items in tests were somewhat
abstract and quasi-mathematical problems. Furthermore it was assumed
that such a capacity would be unequally distributed in the population as are
height and other physical characteristics.
Research on intelligence testing has focused on the predictive power of
the tests (whether they do provide an adequate indication of future
scholastic achievement); the origin of the results on a test (whether
differences in measured intelligence are contaminated by recent learning, or
are attributable to heredity or early infant experience); the distribution of
the scores (unequal distribution. specifically the so-called normal
 distribution, is still assumed, in which there is a clustering of the majority of
the scores in a small range round the midpoint and progressively fewer
scores towards either extreme); and the nature and development of the…

PRUEBA DE APTITUD EN INGLS PARA ACCESO AL SEGUNDO CICLO DE PSICOLOGIA

DURACION: 2 HORAS MATERIAL: DICCIONARIO JUNIO PRIMERA SEMANA 1999

l~1 PORTANTE: Consigne sus respuestas y datos personales EN LA HOJA ANEXA DE

LECTURA OPTICA. Marque CLARAMENTE cada respuesta rellenando UNA UNICA CASILLA.
Rellene también ABSOLUTA~IENTE TODAS las casillas correspondientes al D.N.I., CODIGO DE
CARRERA, CODIGO DE ASIGNATURA y TIPO DE EXAMEN (p'.~r'.1 el D.N.I. si fuera necesario
rellene con ceros a la izquierda hasta completar los 8 dígitos), con los datos que figuran a continuación:
CODIGO DE CARRERA: 325 CODIGO DE ASIGNATURA: 14 TIPO DE EXAMEN: A

ATENCION POR FAVOR: Entregue, al finalizar el examen, solamente la hoja de lectura óptica con
sus respuestas y los datos requeridos anteriormente sin ningún borrador.
AVISO: Si no traslada sus respuestas a la hoja de lectura óptica y no rellena todas las casillas
adecuadamente, su examen no obtendrá la calificación adecuada. SI TIENE DUDAS CONSULTE AL
TRIBUNAL.

EXAMEN
(1) By this time the reader should have little difficulty in understanding what a dream is. It is an attempt
to gain satisfaction of an ¡d tension by hallucinating a wish fulfilment. Awake or asleep, the ¡d
continues to strive for gratification. (2) During the waking hours it is prevented from asserting itself
directly by the Superego, with its stern ideas of what is right and what is wrong, and by the Ego, with
its realization of what consequences may follow unwise gratification of impulses. During sleep the Ego
relaxes its repressions, (3) and the Reality Principle by which it attempts to govern is out of
commission. (4) Thus the contents of the Id are partly freed from control. The Superego, however, does
not relax much during sleep. and its effects are still felt when the ¡d tries (o assert itself. (5) This means
that (5) even during sleep the Id must still conceal the true nature of its strivings for fear of offending
the Superego. Therefore these strivings only dare show themselves in disguised form, so that the dream
is rarely frank, but usually presents the ¡d wishes in a distorted way. The task of the dream interpreter is
then to penetrate this disguise (6) and reveal the true nature of the Id wishes 'which are striving for
expression.
Since the individual is asleep, he cannot move about and actually obtain the gratifications he
desires. (7) All he can do is visualize them in his mind. Because the Ego with its ability to test reality is
no longer in action, he is able to believe that his visions are real, (8) and at the time they gratify him
almost as much as the reality would. (9) When the Ego is awake it prefers that satisfactions be real.
When it is sleep the mind may be content with imagined gratifications.
Two apparent exceptions to what we have said in the last paragraph will help to make it clearer. First,
at times the individual does move about during sleep. If we analyse an example of sleepwalking, we
may find that it is related to the individual's dreams, (10) and seems like an attempt to gain by walking
what his dreams usually strive for. Secondly, at times during waking life, the individual may believe in
his own imaginings. This occurs in certain forms of mental illness.
(Nota: the Id = el ello, el id.)

TRADUCCION DEL INGLS AL CASTELLANO:

Lea el texto completo y seleccione la traducción más adecuada en castellano (opción A, B ¢ C) para
cada una de las oraciones subrayadas, y numeradas del 1 al 10. Marque con una cruz la casilla
correspondiente en la hoja anexa de lectura óptica con la respuesta que considere m s adecuada.

1. A. Por este tiempo, el lector deberá  tener poca dificultad en entender lo que supone un sueño.
B. estas alturas. el lector debería tener poca dificultad en comprender lo que es un sueño.
C. Por algún tiempo, el lector debe tener escasa dificultad en comprender lo que significa un
sueño.

2. A. Durante la horas del amanecer, el Superego le impide que se manifieste como es.
 B. Durante las horas que despiertan, el Superego le previene que no debe manifestarse
directamente.
C. Durante las horas en que se está  despierto, el Superego directamente le impide que se haga
valer.

3. A... y el Principio de Realidad mediante el cual intenta gobernar está  fuera de servicio.
B.... y el Principio de Realidad por el cual pretende gobernar proviene de la comisión.
C ... y el Principio de Realismo por el que atenta para gobernar fuera de la comisión.

4. A. Por tanto, los contenidos del id están libres de parte del control.
B. De este modo, los contenidos del id se liberan en parte del control.
C. Así los contenidos del id son parte liberada del control.

5. A ...incluso durante el sueño el id debe seguir ocultando la verdadera naturaleza de sus luchas
por miedo a ofender al Superego.
B. ... aún durante el sueño el id debe, no obstante, esconder la auténtica naturaleza de sus
esfuerzos por el temor de ofender al Superego.
C incluso durante el sueño el id debe todavía esconder su verdadero carácter natural dado el
miedo a ofender al Superego.

6. A. ... y revelar la auténtica naturaleza de los deseos del Id que luchan en contra de la expresión.
B. ... y desvelar la verdadera naturaleza de los deseos del id que se esfuerzan por expresarse.
C. ... y descubrir el verdadero carácter natural de los deseos del Id que se esfuerzan con la
expresión.

7. A. Todo lo que puede hacer es para visualizarlos en su mente.

B. Lo que puede hacer totalmente es observarlos en su mente.
C. Lo único que puede hacer es visualizarlos mentalmente.

8. A. ... y en esos momentos le gratifican casi tanto como lo haría la realidad.

B. ... y en aquel tiempo le gratifican en tanto en cuanto la realidad lo haría.
C. ... y a la vez le gratifican de la misma forma que lo hace la realidad

9~ A. Cuando el Ego se despierta prefiere las satisfacciones más reales.

B. Cuando el Ego está  despierto prefiere satisfacer las cosas que son reales.
C. Cuando el Ego está  despierto prefiere que las satisfacciones sean reales.

10. A. ... y parece un intento de lograr, al andar, lo que sus sueños suelen esforzarse por alcanzar.
B.... y parecen intentar, mediante paseos, aquello que sus sueños se esfuerzan por lograr.
C.... y parece como un intento de conseguir andar hacia lo que sus sueños intentan alcanzar.

TRADUCCION DEL CASTELLANO AL INGL S:

Elija la traducción m s correcta en inglés (opción A, 13 ¢ C) de las frases que se ofrecen a continuación
en castellano, numeradas del 11 al 16. ~1arque con una cruz la casilla correspondiente en la hoja anexa
de lectura óptica con la respuesta que considere m s adecuada.

11. Están en el nuevo comercio de tu padre.

A: They are in your father's new shop.
B: They are going to your father's new shop.
C: They are in our father's new shop.

12. Estas ideas de John fueron muy interesantes.

A: These ideas of John's were very interesting
B: These ideas of John's are very interesting.
C: These John's ideas are very interesting.

13. algún día comprar‚ una casa en Inglaterra.

A. Some day I'm going to buy a house in England.
 B: Soon I will buy a house in England.
C: Some day I'll buy a house in England.

14. Este es uno de los coches nuevos de su padre.

A: That is ones of his father's new car
B: It is the new car of your father.
C: This is one of his father's new cars.

15. Nuestro amigo inglés tiene una madre muy joven y un padre más bien mayor.
A: Our English friend has a very young mother and a rather old father.
B: Our English friend has a very young mother and a father quite old.
C: Our English friend has a mother quite young and a father quite old.

16. ¿Qué están haciendo esas dos chicas españolas?

A: Who are these two Spanish girls doing?
B. What are these two Spanish girls doing?
C. Which is these two Spanish girls do?

o
PRUEBA DE APTITUD E~~\~S~ARA ACCESO AL SEGUNDO CICLO DE PSICOLOGIA
DURACION: 2 HORAS ~\.~~~RIAL: DICCIONARIO ~ SEGUNDA SEMANA 1999

1\IPORTANTE: Consigne sus respuestas y datos personales EN LA HOJA ANEXA DE LECTURA

OPTICA. Marque CLARAMENTE cada respuesta rellenando UNA UNICA CASILLA. Rellene
también ABSOLUTAMENTE TODAS las casillas correspondientes al D.N.I. , CODIGO DE
CARRERA, CODIGO DE ASIGNATURA y TIPO DE EXA.\IEN (para el D.N.I. si fuera necesario
rellene con ceros a la izquierda hasta completar los 8 dígitos), con los datos que figuran a continuación:
CODIGO DE CARRERA: 325 CODIGO DE ASIGNATURA: 14 TIPO DE EXA~IEN: B

ATENCION POR FAVOR: Entregue, al finalizar el examen, solamente la hoja de lectura óptica
con sus respuestas y los datos requeridos anteriormente sin ningún borrador.
AVISO: Si no traslada sus respuestas a la hoja de lectura óptica y no rellena todas las casillas
adecuadamente, su examen no obtendrá  la calificación adecuada. SI TIENE D~AS CONSULTE AL
TR~UNAL.

EXAMEN
In general, second language learners are gaining mastery over the language used by native speakers ((1)
or whatever the chosen reference group is) (2) and wish to use the language for certain functions, for
example, regulating the behaviour of others, giving and receiving information, persuading and advising,
recommending and denying, and so on. The word function as used in linguistics and psycholinguistics
has a variety of meanings. (3) Here it is intended to refer to two interrelated kinds of information. The
linguist Halliday (1970) distinguishes in general three kinds of global language function: the ideational,
which is concerned with the organisation of ideas, the cognitive or propositional content of the
message; the textual, which is concerned with the organisation and cohesion of language and its
situational relevance; and the interpersonal, (4) which is broadly concerned with the relationship
between the form of language and the social setting it occurs in. (5) The two senses of function to be
discussed here are the textual and the interpersonal.
Psychologically (6) one can view these categories of language behavior as aspects of social skill.
Argyle (1967) has argued that (7) interpersonal behavior. much of which is mediated via language, is
analyzable in terms of the learning of complex skills. Thus the development of their structure, timing,
integration and responsiveness to feedback is analogous to that of the motor skills referred to in Chapter
3. According to this view, (8) learning to choose language forms that are appropriate to what has gone
before in the dialogue and to the situational context (the textual function), (9) and learning to use the
new language to interact with others in the way desired (and familiar in the first language) and to
manage that interaction, open it, keep it going, take the desired turns to speak and close it when desired
(the interpersonal function), (10) are therefore teachable by methods derived from the learning of
complex skills. by guidance, (guided discovery or modelling) by management of knowledge of results,
by subdividing the task.
 TRADUCCION DEL INGLS AL CASTELLANO
Lea el texto anterior completo y seleccione la traducción m s adecuada (opción A. B ¢ C) para cada una
de las oraciones subrayadas, y numeradas del 1 al 10. Marque con una cruz la casilla correspondiente en
la hoja anexa de lectura óptica con la respuesta que considere m s adecuada

1. A. o cualquiera que sea el grupo de referencia elegido.

B. o lo que el grupo de referencia es.
C. o cualquiera que sea la referencia del grupo.

2. A. y están anhelando utilizar la lengua en ciertas situaciones.

B. y el deseo de usar la lengua para ciertas funciones.
C. y desean usar la lengua para ciertas funciones.

3. A. Aquí tienen la intención de referirse a dos tipos de información.

B. Aquí se pretende referirse a dos tipos de información interrelacionadas.
C. Aquí se tiene la pretensión de referirse a dos tipos de información.

4. A. que se ocupa fundamentalmente de la relación entre la forma del lenguaje y el contexto

social en el que tiene lugar.
B. que subraya ampliamente la dependencia entre la formación del lenguaje y el contexto
social donde sucede.
C., mediante la cual la relación entre forma lingüística y contexto social son evidentes cuando sucede.

5. A. Los dos sentidos de función son el textual y el interpersonal, que se discuten aquí¡..
B. Los dos sentidos de función que se van a analizar aquí¡ son el textual y el interpersonal.
C:Los dos sentidos de función que han de ser discutidos aquí¡ fueron el textual y el
interpersonal.

6. A. uno puede considerar estas categorías de la conducta lingüística como aspectos de habilidad
social.
B. uno puede visionar estar conductas lingüísticas como aspecto de una sociedad.
C. uno puede ver estas categorías del lenguaje de la conducta como aspectos que forman parte
de una sociedad.

7. A. la conducta interpersonal, gran parte de la cual viene mediada por el lenguaje.

B. la conducta interpersonal, mucha de la cual es meditada a través del lenguaje.
C. la conducta interpersonal, gran parte de la cual proviene del lenguaje.

8. A. el aprendizaje de formas lingüísticas apropiadas al diálogo que precede.

B. aprendiendo a elegir formas del lenguaje que no son apropiadas a la situación descrita en el
diálogo.
C. aprenden a elegir formas lingüísticas que son apropiadas con respecto a lo que ha precedido
en el diálogo.

9. A. y aprender a utilizar el nuevo lenguaje para interactuar con otros de la forma deseada.
B. y el aprendizaje del uso de nuevas formas lingüísticas con otros es el camino deseado.
C. y aprendiendo a utilizar el nuevo lenguaje con el fin de interactuar con otros tal como cada
uno desea.

10. A. consecuentemente son aplicables mediante métodos derivados de sistemas de aprendizaje

complejos.
B. y por consiguiente se pueden enseñar mediante métodos derivados del aprendizaje de
destrezas complejas.
C. y por consiguiente se pueden impartir mediante métodos que contienen sistemas de
aprendizaje con habilidades complejas.

TRADUCCION DEL CASTELLANO AL INGL S

 Elija la traducción m s correcta en inglés (A. B. C) de las frases que se ofrecen a continuación
en castellano, numeradas del 11 al 16. ~[Marque con una cruz la casilla correspondiente en la hoja
anexa de lectura óptica con la respuesta que considere m s adecuada:

11. No les dejes pensar que nos han convencido de su sinceridad.

A. They think they have convinced us of the truth.
B. Don't let them think they have convinced us of their sincerity.
C. They think they didn't convince us of the truth

12. Dile que venga a verme enseguida.

A. Say him to come to see me now.
B. ToId him to come and see me at once
C. Tell him to come and see me at once.

13. El debe de aceptar nuestra expliación pese a lo increible que pueda parecer.
A. He must accept our explanation however incredible it may appear.
B. He accepted the explanation however incredible it may appear.
C. He must to accept the explanation however incredible it may appear.

14. Muéstrame lo que has escrito y te diré si me gusta.

A. See what you have write and I will tell you if I like it.
B. Show me what you have written and I'll tell you if I like it.
C. Seet to me your writing and I shall tell you if I like it.

15. Déjame verlo y te diré si es tuyo.

A. Let me see it and I'll tell you if it's yours.
B. May I see it and I tell if it is yours or not.
C. If I can saw it I shall tell you if it is yours or not.

16. No me digas que soy el único estudiante.

A. Tell me not that I be the only student.
B. Don’t told me that I am the only student.
C. Don’t tell me that I am the only student.

j~~¡£
UNIVERSIDAD NACIONAL DE EDUCACION A DISTANCIA
INGLES ACCESO AL SEGUNDO CICLO DE PSICOLOG¡A
DURACION: 2 HORAS MATERIAL: DICCIONARIO SEPTIEMBRE

1.- TRADUZCA AL INGLES LAS SIGUIENTES ORACIONES:

1.- Este verano puede ser muy lluvioso.

2. - Hace mucho tiempo que no estudio literatura.
3.- Espero que vengan el próximo año.
4.- No sé si tendré suficiente tiempo.
5.- Ya hablo inglés bastante bien.

2. - TRADUZCA AL CASTELLANO EL SIGUIENTE TEXTO: (1er parrafo= JUNIO98)

It has often been remarked that learning a second language is different both from learning
a first language and from learning other school subjects, because the students are learning a perceptuo-
motor skill. In acquiring their first language, as well as learning the language code and how to use it to
make utterances, children learn many other associated things, such as the management of social
relationships and interaction, ways of categorising and viewing the world, and so on. To some extent
the learner of a second language does not have to master ah this, merely a new code. Other school
subjects are sometimes called 'content' subjects, because what is taught is considered intellectually
more substantial. Whether or not this is true, it has led to second language learning being thought of as
adding a further social skill rather than as adding a new branch of knowledge to the students repertoire.
At the same time, little attention has been paid to the possible parallels between perceptuo-motor skill
learning such as learning to drive, to fire a rifle, to draw, to typewrite, and so on, and the language
skills. This
might be because the word 'skill' is being used in two different senses, and information about the one is
not relevant to the other, or because of less laudable reasons of accessibility or communication of
research. In this section some of the parallels will be explored and illustrated. The literature on skill
acquisition has been conspicuous for its development of the information-flow feedback model of
learning
Teachers have traditionally distinguished between receptive skills, namely, listening and
reading, and productive skills, namely, speaking and writing, and cross-classified them into an oral-
aural mode, speaking and listening, and a written mode, reading and writing. It is, however, doubtful
that these four labels represent discrete skills.

MCDONOUGH, 5.: Psychology in Foreign Language Teaching

)UNIVERSIDAD NACIONAL DE EDUCACION A DISTANCIA

INGLS ACCESO AL 20 CICLO DE PSICOLOGIA CODIGO DE LA ASIGNATURA: 143257
DURACION: 2 HORAS MATERIAL: DICCIONARIO JUNIO 1997

1.- TRADUZCA AL INGLS LAS SIGUIENTES ORACIONES:

A) Hoy hace menos frío que ayer.

B) No se si tendremos suficiente dinero.
C) Hoy estoy muy cansado.
D) ¿Cuantos libros tienes?
E) ¿Te gusta mi casa nueva?

2.- TRADUZCA AL CASTELLANO EL SIGUIENTE TEXTO:

The Relation between Psychology and Linguistics

Psychology is only one of several disciplines which study aspects of living things, among
the so-called life sciences and the social sciences. It is not the only one to study animal and human
behaviour, but in this area discipline boundaries are impossible to draw with any consistency. However,
for many years neither psychologists nor linguists saw much relevance for their work in each other's
fields and methods of study. Psychologists were thought to study behaviour, mainly at a simple level,
and linguists sought methods of describing languages and the history of languages. There was some
cross-fertilisation of ideas in the work of Bloomfield (1933), who noted the significance of some
versions of the habit formation theory of learning for his ideas of structural grammar. However,
linguists working since the Second World War have been increasingly compelled to view
their work on unravelling the enormous complexity of any human language, as compared to an animal
communication system, as holding great significance for theories of the nature of mind, of cognitive
processes in general, and even for the genetic endowment which shapes our intellectual maturation.
Chomsky (1965) in a famous passage claimed that linguistics was indeed a branch of cognitive
psychology. This claim was a cause of considerable controversy both among linguists and between
linguists and many psychologists, particularly those of the behaviourist school. Nevertheless, many
researchers were attracted by the possibility of working on language problems with the benefit of both
the experimental and statistical expertise of the psychological laboratory and the conceptual richness
and mathematical elaboration of Chomskyan linguistics.

UNIVERSIDAD NACiONAL DE EDUCACION A DISTANCIA

INGLS ACCESO AL 20 CICLO DE PSICOLOGIA CODIGO DE LA ASIGNATURA: 143257
DURACION: 2 HORAS MA TERIAL: DICCIONARIO SEPTIEMBRE 1997

- TRADUZCA AL INGLS LAS SIGUIENTES ORACIONES.-

A) Espero tener suficiente dinero.

B) ¿Te gustaría comprar ese libro?
C) ¿ Cuanto tiempo llevas esperando?
D) Son las cuatro menos cuarto.
E) Tenemos muy poco tiempo libre.

2.- TRADUZCA AL CASTELLANO EL SIGUIENTE TEXTO:

Motivation
Most language teachers will agree that the motivation of the students is one of the most important
factors influencing their success or failure in learning the language. Indeed this is a truism equally
applicable to any other school subject. Teachers may disagree, however, in their estimates of the
proportion which is contributed by the students themselves and the proportion which is contributed by
the teacher’s own actions and the activities making up the language instruction. Just as motivation is
certainly important for any learning operation, so it is important to attempt to find out some acceptable
answer to the question of relative contributions, because the designers of future language instruction
(both materials writers and trainers of teachers) need to know what aspects of motivation are
amenable to manipulation and when and where and how.
Naturally the sociological factors affecting language learning situations which Schumann refers to
as creating social distance play an important role here (see Chapter 6). The language teacher who finds
himself caught between possibly hostile cultures, or cast as the representatives of a resented or resisted
culture, has immense problems in coping with these intangible pressures. In what follows, attention is
directed more to the motives that appear to play an immediate role in the learning process, than to the
socio-cultural background, although the distinction is difficult to draw precisely.

(9)>
UNIVERSIDAD NACIONAL DE EDUCACION A DISTANCIA

.~INGLESACCESO~AL SEGUNDO CICLO DE PSICOLOG'IA

DURACION: 2 HORAS MATERTAL: DICCIONARIO MAYO 1996

1.-TRADUZCA AL INGLES LAS SIGUIENTES ORACIONES:

1.- Espero que vengan con la comida.

2.- Este año ha hecho mucho frío.
3.- ¿Hace mucho tiempo que esperas?
4. - Te guste o no lo tendrás que pagar.
5.- Con tanto trabajo no tengo tiempo de descansar.

2.- TRADUZCA AL CASTELLANO;EL SIGUIENTE TEXTO:

Some years ago, a close friend and colleague of mine published an article on the psychological reality
of grammar. In fact, it was not about grammar in general, but about one particular kind of grammar
--the then "standard" version of Transformational Generative Grammar. His aim was to show that TGG,
as it is called, not only provided the grammarian with a method of describing the structure and
formation rules of a sentence as a linguistic product, but also provided the psychologist with a
description, so to speak, of how the mental processes of the speaker operated in order to produce (or
comprehend) a sentence. It was a bold claim, and one that raised a tempest of philosophical issues,
many of them seemingly undecidable. His strategy was interesting. If you could show, for example, that
information was processed within the units prescribed by the grammar, or that each of the optional
grammatical transformations by which the sentence was altered from its "kernel" form to a passive or
negative or query took a finite time longer to comprehend than a kernel sentence without the
transformations, and so on, then you would have demonstrated that the grammatical categories had
some kind of "psychological reality." In the end (that is to say, when more evidence was in) he "failed,"
for it was not the case that TGG by itself was sufficient to provide a description of the mental processes
of a speaker or listener.

UNIVERSIDAD NACIONAL DE EDUCACION A DISTANCIA

INGLES ACCESO AL SEGUNDO CICLO DE PSICOLOG¡A
DURACION: 2 HORAS MATERIAL DICCIONARIO SEPTIEMBRE 1993

1.- TRADUZCA AL INGLÉS LAS SIGUIENTES ORACIONES:

1.-No sé cuanto tiempo tardaré en hacerlo.

2.- Tengo tanto trabajo que hoy no pienso ir a comer.
3.- Hace demasiado calor aquí dentro
4.- Espero irme de vaciones en septiembre.
5.- La vida en el campo es más tranquila que en las ciudades.

2. - TRADUZCA AL CASTELLANO EL SIGUIENTE TEXTO.

Early research on prcb1em~solving (see Woodworth and Schlosberg, 1955, ch. 26) was conducted by
workers such as Maier and Duncker within the loose framework of Gestalt psychology. This school
tended to emphasise the search for sense and symmetry in people's approaches to confusing or
problematic situations rather than their use of environmental incentives. Maier's own experiments
involved a simple mechanical puzzle in which two strings were suspended from the ceiling so widely
apart that one person could not hold both of them at once; the task was to tie them together. There were
several other objects ir' the room, and there were several possible solutions to the problem. One of these
was to take a heavy object like a pair of pliers, tie it to one string and set it swinging like a pendulum,
and then hold the other at full stretch and wait for the first string to swing into your hands. About 39 per
cent of all the subjects thought of this without any help; 37 per cent were successful after some kind of
guidance, consisting of the experimenter either 'accidentally' brushing past one of the strings and setting
it swinging, or pointing out the pliers as the most useful adjunct; the rest failed. Despite the crudity of
the experimental methodology, this simple demonstration convinced Maier of three quite important
points. First, that there is obviously considerable individua1 variation in problem-solving ability; other
Gestaltist writers, notably Wertheimer, speculated on how to encourage children in educational settings
to gain experience of problem-solving and thus learn to think. Secondly, the problem appeared to be
solved in a discontinuous fashion; there would be a number of false starts and blind alleys until there
occurred a moment of insight, for example, into the pendulum principle or the utility of pliers as a
weight rather than as pliers “per se”. -

MCDONOUGH, 5.: Psychology in Foreign Language Teaching.

((O)>
((O))
UNIVERSIDAD NACJONAL DE EDUCACION A DISTANCIA
INGLÉS ACCESO AL SEGUNDO CICLO DE PSICOLOGÍA
DURACION: DOS HORAS MATERIAL: DICCIONARIO JUNIO 1991

1.- TRADUZCA AL INGLÉS LAS SIGUIENTES ORACIONES:

Hoy hace un día muy bueno.

Voy a ir al teatro con mis padres esta noche.
¿Qué prefieres te o café?
Creo que tu hermana trabaja demasiado.
Ahora no tengo tiempo de ayudarte.

2.- TRADUZCA AL CASTELLANO EL SIGUIENTE TEXTO:

The person to whom the offense was attributed in each case was described in one of four ways (that is,
a high- and low-status description for both the journalism and theater students) to produce an
impression of status. Each description provided information about personality characteristics; for
example,
"His typical approach to other students was to play 'Goodtime Charley' while his strategy with
professors was one of ingratiation" (Low Status). We also provided information concerning activities
and prior achievements; for instance, he "played several major roles in the college's theater productions,
was a member of Phi Beta Kappa, and was serving as Vice-President of the student
body"(High Status). Although there were only two levels of status, the cases necessitated adaptation of
the descriptions to fit with the rest of the information. All four descriptions were written so as to convey
impressions of
admirability and competence, the two dimensions of status on which the offenders were to be evaluated.
As Wahrman (1972) notes, these are common factors in studies of status and constitute indices of the
esteem in which one is held. In addition, they appeared to be particularly appropriate in relation to
what constitutes status in the eyes of college students. The set of descriptions and the two case studies
were given separately to 56 raters drawn from the same population as those who would subsequently be
discussing them. The raters evaluated the cases on an 11-point scale, with 1 representing the least
dishonest extreme and 11 representing Serious dishonesty.

UNIVERSIDAD NACIONAL DE EDUCACION A DISTANCIA

INGLES ACCESO AL SEGUNDO CICLO DE PSICOLOG¡A
DURACION: 2 HQ~ MATERIAL: DICCIONARIO JUNIO 1992

1 - Traduzca al inglés las siguientes oraciones:

1 . - No tengo suficiente dinero.

2. - Este libro es muy interesante.
3. - No tengo tiempo en este momento.
4.- Espero tener un mes de vacaciones.
5. - Hoy hace bastante calor.

2. - Traduzca al castellano el siguiente texto:

SMALL GROUP BEHAVIOR NOVEMBER 1984

“ One plausible explanation for the absence of relationship between status and severity of sanction is
that the acts discussed had not been committed by individuals whom the participants actually knew.
Moreover, the acts themselves had no consequences for those rendering judgments. That these factors
may make a difference is suggested by other research. In one study showing status effects, Wahrman
(1977) asked subjects to imagine that the high- and low-status figures whom they were judging were
members of their group. In other investigations deviant acts attributed to individuals of varying status
have constituted violations of the judging group's own norms (see Hollander, 1961). Initially we
assumed that cheating is a type of behavior that would surely be ego-involving for the kinds of
individuals participating in the study, and that the perpetrators to the two acts likely represented
acquaintances nearly every college student would have encountered. In retrospect, however, we may
simply have erred in selecting the dimensions of status that we did. The kinds of factors identified
in jury trials, for instance, may be the more crucial determinants of response. Among those apparently
influencing judgments in trials are socioeconomic status, race, and marital status (see Kaplan, 1977). “

UNIVERSIDAD NACIONAL DE EDUCACION A DISTANCIA

INGLS ACCESO AL SEGUNDO CICLO DE PSICOLOGÍA SEPTIEMBRE 1992

1.- TRADUZCA AL INGLÉS LAS SIGUIENTES ORACIONES:

A) Es un hombre muy trabajador.

b) Espero terminarlo dentro de unos pocos días.
c) Si hace buen tiempo podremos ir a la playa.
d) Me han subido el sueldo este mes.

2. - TRADUZCA AL CASTELLANO EL SIGUIENTE TEXTO:

From what has been said earlier, and indeed by tradition, palmar and plantar areas are the choices for
electrodermal recording. Rickles and Day (I968) surveyed electrodermal activity from 14 non-palmar
sites. They indicate that with the exception of sites on the foot all other sites may be disregarded as
substitutes for the palm since all of the sites demonstrated long periods of inactivity while the palm was
responding to specific stimulior exhibiting spontaneous activity. On the foot, pa1mar-like activity was
found to extend from the sole to include hypomalleolar areas (underneath the ankle) and may thus be
useful under conditions where it is undesirable to use the hands for measuring EDA and when a plantar
site could not be used as the subject is standing. Edelberg (1967) also presents a survey of possible sites
and shows that the hypomalleolar site is particularly useful. He states, ‘the site is on the medial side of
the foot over the “abductor hallucis” muscle adjacent to the plantar surface and mid-way between the
first phalange and a point directly beneath the ankle. Furthermore, he shows that SCL is 1.26 and SCR
amp 1.70 times as great at this site than a palmar finger site taken as reference. This site on the shaft of
the foot allows the electrodes to be fixed fairly easily.
However, it is only exceptionally that non-pa1mar sites tend to be used and a decision has to be
made about where on the palm it is best to place electrodes.
The points to be considered are: (a) relative case of fixing and non-susceptibility to disturbance by
movement, (b) size of available area, (c) likely freedom from scarring, (d) relative electrodermal
activity.
With regard to the last point, Edelberg’s (1967) data show that non-finger sites, the thenar and
hypothenar eminence, and the centre of the palm are slightly more responsive than the fingers having
SCL 1.21 and SCR 1.38 times as great as finger sites. However, these differences are small and easily
compensated by amplification and are therefore not in themselves points in consideration as to siting.

(O))
UNIVERSIDAD NACONAL DE EDUCACION A DISTANCIA
INGLES ACCESO AL SEGUNDO CICLO DE PSICOLOGIA
DURACION: 2 HORAS MATERIAL: DICCIONARIO JUNIO 1996

1.- TRADUZCA AL INGLES LAS SIGUIENTES ORACIONES:

1.- El hombre que viste ayer es mi hermano.

2.- No se si podré esperarte tanto tiempo.
3.- ¿Por qué no vienes con nosotros al cine?
4. - Se necesita mucha paciencia para hacerlo.
5.- ¿Sabes cuál de estos libros es el mejor?

2.- TRADUZCA AL CASTELLANO EL SIGUIENTE TEXTO:

Indeed, what I want to do in this chapter is to consider the "psychological reality" of some of the
linguistic distinctions that have been passed in review in previous chapters. I have, to be sure, been
trying to make the case for their reality "en passant", but it would be well to pause here for a closer
accounting. And given the "duality" principle, the top-downness of language, I must begin by taking a
fresh look at the different criteria by which language can be assessed as a phenomenon. The usual way
to begin such an inquiry is by reference to three traditional aspects of language. The first, the syntactic,
rests on the criterion of well-formedness, or conformity to the grammatical rules that arc hypothesized
to govern the language. It does not matter greatly for purposes of assessing well-formedness whether
the grammar the scientist uses is psychologically real: the grammars prescribing well-formedness can
be as abstract and "unlifelike" as necessary, depending upon what one is trying to do. A "good
grammar" (a good generative grammar, that is) is one that will generate all possible permissible
sentences of a language and none that is impermissible.
The second aspect that provides criteria for assessing language phenomena is meaning. Here the
task becomes more difficult, because it requires a theory about sense and about reference, and there is
nothing that corresponds in this domain to the precise descriptions by which well-formedness is judged.