نمونه سوالات آزمون های کارشناسی ارشد روان شناسی متون روان شناسی به انگلیسی سال1398

PART A: Reading Comprehension Directions: Read the following six passages and answer the questions by choosing the best choice (1), (2), (3), or (4). Then mark the correct choice on your answer sheet.PASSAGE 1: An individual`s representational model of relationships is the set of feelings and beliefs that has been stored about a relationship that guides feelings, perceptions, and behavior in that relationship. These models are open systems: The information stored in them, while fairly stable, is open to change based on new experience. Also, representational models reflect two sides of a relationship. A teacher`s representational model of how children relate to teachers is both the teacher`s experience of being taught (and parented) and his or her own experience as a teacher. Representational models can have an effect on the formation and quality of a relationship through brief, often subtle qualities of moment-to moment interaction with children such as the adult`s tone of voice, eye contact, or emotional cues, and in terms of the tolerances that individuals have for certain kinds of interactive behaviors.Therefore, adults with a history of avoidant attachment, who tend to dismiss or diminish the negative emotional aspects of interactions, will behave differently in a situation that calls for a response to an emotionally needy child than will adults whose history of secure attachment provides support for perceiving such needs as legitimate and responding to them sensitively. In Pedersen et al.`s (1978) case study, adults were asked to recall experiences with a particular teacher who had a reputation as exceptional. This was an attempt to examine (retrospectively) the features of experience associated with an influential teacher.These recollections describe the impact of a teacher who formed relationships with students that, according to their reports, made them feel worthwhile, supported their independence, motivated them to achieve, and provided them with support to interpret and cope with environmental demands. Students` representations of their relationships with a specific teacher appeared to be a key feature of their experience in relationship with that teacher.