EX.6 Use the word at the end of some of the lines to form a word that fits in the space in the same line

1 2 3 4

TEST-PAPER 2 COURSE

EX.1 Put the verbs in the right form.

A great deal of studies show that distinctive events are well remembered even for a long time.
Traumatic experiences are often distinctive, and therefore more likely to retain over time than less distinctive events.
Memory for traumatic events hasreceived considerable attention in recent years. For the most part, accuracy of memories is the central focus of scientific and clinical interest. Investigations into the characteristics of memory are concerned with identifying qualities that would distinguish true and false memories.
More recently, however, questions about the nature of memory for trauma, whether it differs from memory for ordinary autobiographical events arose.

✓ distinctive [dɪ'stɪŋktɪv] особенный, особый, отличительный, характерный

✓ arise [ə'raɪz] arose,arisen - возникать, появляться

EX. 2 Fill in the gaps with the most suitable words.

MEMORY

change\experienced\ makes

People usually remember what they experienced. Human memory does not function like a camera that makes a perfect copy of visual or auditory information. Instead, memory details can change over time.

wrong\accurate \vividly

In fact, each of us can vividly remember the details of the event and be completely wrong. Confidence (уверенность) in a memory is no guarantee that the memory is accurate.

existing \ misleading \ distortions

How do errors and distortions creep into memories? A new memory is not simply recorded, but actively constructed. A person’s existing memories can be altered (изменены) if the person is exposed to misleading information.

contribute\encode\reconstruct\retrieve

To form a new memory, you actively organize and encode different types of information—visual, auditory, tactile, and so on. When you later retrieve those details, you actively reconstruct, or rebuild, the details of the memory.

In the process of actively constructing or reconstructing a memory, various factors can contribute to errors and distortions in what you remember. Or what you think you remember.

EX.3 Fill in the gaps with the following words:

distorted\ stored\ recovered

Do memories last forever? Many people believe that everything we learn is permanently stored (1) in the mind. With hypnosis or other special techniques, all the memories could be recovered (2). However, new studies show that our memories are continually being transformed and distorted (3).

✓ permanently ['pɜːm(ə)nəntlɪ] постоянно

✓ storeхранить, сохранять

✓ distort[dɪ'stɔːt] искажать;

✓ recover[rɪ'kʌvə] восстанавливать, добиваться возвращения

EX.4 Fill in the gaps with the most appropriate words.

long-term/ encoded / temporarily/ mental / comparable /

Working memory

A psychologist Alan Baddeley proposed the concept of working memory, a system that allows us to hold information temporarily (1) as we perform cognitive tasks.

Working memory is a kind of mental (2) workbench on which the brain manipulates information to help us understand, make decisions, and solve problems.

If all of the information on the hard drive of your computer is like long-term memory, then working memory is comparable (3) to what you have open and active at any given moment.

Working memory is not a passive storehouse with shelves to store information until it moves to long-term (4) memory; rather, it is an active memory system.

Working memory includes the information which you need to use now and may forget in a matter of seconds. However, some of the information that is actively processed in short-term memory may be encoded (5) for storage in long-term memory.

EX.5 Fill in the gaps with the following words and phrases:

A. general concept

B. a very ordinary and familiar way

C. their representation

D. more frequently

E. the imagination

F. our perceptual interpretation

Sometimes Kant used the term ' imagination ' in what is apparently a veryordinaryandfamiliarway (1); as when, for example, he seems to contrast our imagining something with our having knowledge or experience of what is actually the case. Thus in a note in the 'Refutation of Idealism' he writes: 'It does not follow that every intuitive [ɪn'tjuːɪtɪv] representation of outer things involves the existence of these things, for their representation (2) can very well be the product merely of the imagination (as in dreams and delusions)”.

Sometimes, however, indeed more frequently (3), his use of the term seems to differ from any ordinary and familiar use of it. Suppose,for example, that I notice a strange dog in the garden, and observe its movements for a while;

We should not ordinarily say that this account of a small and uninteresting part of my history included the report of any exercise of the imagination (4) on my part. Yet, in Kant's use of the term, any adequate analysis of such a situation would give a central role to imagination.

Kant would say that imagination enters essentially into the analysis of the very ordinary situation I described a moment ago. By Kant imagination is seen as the instrument of our perceptual interpretation (5) of the object.

Kant believed that the imagination can connect the particular image or the particular object with the general concept under which it falls.

Imagination, which involves applying the same general concept (6) in a variety of different cases, is a concealed art of the soul, a magical faculty, something we shall never fully understand.

EX.6 Use the word at the end of some of the lines to form a word that fits in the space in the same line.

Origins of Modern Interest in Creativity The upsurge of interest in fostering creativity in the classroom started in the United States about 40 years ago because of the educators’ concern that the nation’s educational system was producing (1) large numbers of graduates, but that most of these were trained simply to apply (2) the already known in conventional ways. The need was for graduates capable of inventiveness (3) and originality. This goal initial (4) aroused controversy and opposition. It was argue (5) that creativity is by its very nature mysterious and unknowable, and thus incapable of fostering (6) by mere mortals. A second argument was that because creativity is a special property found (7) in only a few individuals, its promotion would lead to elitism[ɪ'liːtɪzəm ]. Finally, many teachers and parents were uneasy about empasise (8) creativity in school, because this might mean encouragement (9) unruly, disobedient, careless, or just plain naughty behavior.

produce (1) apply (2) inventive (3) initial (4) argue (5) foster (6) find (7) emphasize (8) encourage (9)

EX.7 Fill in the gaps with the following phrases: