B. Which of the following statements do you agree with?

Which
do you disagree with? Why?
1. Thinking critically can help us solve problems.
2. People who do not use critical thinking skills may slow
down their thinking processes to solve problems.

Word Power
A. Match the words (1-2) with the definitions (A-B).
1. Interactional conversations A. rewriting original sentences
in different forms
2. Summary writing B. A discussion needs at
least two people’s opinions.

B. Complete the sentences below with words and phrases from

the box.
1. A basic element underlies all good language instruction.
2. A degree of cognitive involvement is reduced in
communicative activities.

a. A cognitively undemanding: telephone conversations

b. Accommodation of students’ needs at different levels
of ability

Reading Passage

Look at / skim the article / the text quickly. Compare your

answers to Reading Task A with what the writer says.
Text 1

What Is Mind Design?

MIND DESIGN is the endeavour to understand mind (thinking, intellect) in

terms of its design (how it is built, how it works). It amounts, therefore, to
a kind of cognitive psychology. But it is oriented more toward structure
and mechanism than toward correlation or law, more toward the "how"

54 English for Psychology Course Book 2

correlation or law, more toward the "how" than the "what", than is
traditional empirical psychology. An "experiment" in mind design is more
often an effort to build something and make it work, than to observe or
analyse what already exists. Thus, the field of artificial intelligence (AI), the
attempt to construct intelligent artefacts, systems with minds of their own,
lies at the heart of mind design. Of course, natural intelligence, specially
human intelligence, remains the final object of investigation, the
phenomenon eventually to be understood. What is distinctive is not the goal
but rather the means to it. Mind design is psychology by reverse
engineering.

Though the idea of intelligent artefacts is as old as Greek mythology, and a

familiar staple of fantasy fiction, it has been taken seriously as science for
scarcely two generations. And the reason is not far to seek: pending several
conceptual and technical breakthroughs, no one had a clue how to proceed.
Even as the pioneers were striking boldly into the unknown, much of what
they were really up to remained unclear, both to themselves and to others;
and some still does. Accordingly, mind design has always been an area of
philosophical interest, an area in which the conceptual foundations-the very
questions to ask, and what would count as an answer—have remained
unusually fluid and controversial.

http://www.epmg.kz/upload/content/File/MIT%20Press%20-
%20Mind%20Design%20II%20(1997).pdf

Identifying variables that predict which types of patients are most likely to
benefit from psychotherapy has been the focus of numerous reviews (Bergin
& Garfield, 1994; Luborsky, Christoph, Mintz, & Auerbach, 1988). Variables
such as amount of motivation for treatment, positive attitudes toward self
and therapist, and level of intelligence have been associated with
differential outcome. One pretreatment variable that does not appear to
have been systematically studied is the construct of psychological
mindedness (PM), and this is especially true in adolescent psychotherapy
research.

The primary aim of this study was to empirically examine the relation of PM
to treatment outcome within an adolescent population. Conceptual
definitions of PM have included variant, but related descriptions. Some
definitions relate solely to the self, “a person’s ability to see relationships

English for Psychology Course Book 2 55

 among thoughts, feelings, and actions with the goal of learning the
meanings and causes of his experiences and behaviours” (Applebaum, 1973,
p. 36). Conte (1996) extended the concept beyond self-focus, as involving “. .
. both self-understanding and an interest in the motivation and behaviour of
others” (p.251). Finally, Hall’s (1992) definition introduces the
multidimensional nature of PM. She defined it as “reflectivity about
psychological processes, relationships and meanings [that] is displayed by . .
. both interest in and ability for such reflectivity across affective and
intellectual dimensions” (pp. 139-140). Collectively, these definitions suggest
that PM is related to ability, personality, motivation, and interest. For the
purpose of this study, PM was viewed as the interest in and motivation to
achieve psychological understanding of the self. A person was considered to
be psychologically minded if she or he was able to access feelings, was open
to new ideas, was willing to try and understand oneself and others, and had
an interest in the meaning and motivation of his or her own and other’s
behaviour.

http://d-scholarship.pitt.edu/6812/1/MMBoylanETD.pdf

A. Now scan the text more carefully and circle your answer.
Which of these statements are T for TRUE, F for FALSE, and
NG for NOT GIVEN?
1. Students understand what speakers say. T / F / NG
2. Students usually overuse verbal words. T / F / NG
3. Students actually prefer to speak. T / F / NG

B. Decide which of the following headlines the best to the text

below is.
Text 2
Patients who are high in psychological mindedness would appear to be
introspective and, one might speculate, more likely to benefit from the
process of psychotherapy. Interest in this concept grew out of the
author’s experience of conducting psychotherapy with adolescents in an
outpatient clinic focusing on depression, suicidal ideation, and suicidal
behaviour. Certain adolescents appeared to be qualitatively different
from others. For example, they seemed to be

56 English for Psychology Course Book 2