Психология человека: самостоятельная работа студентов
The chapter is devoted to the questions of developing professional autonomy as one of the goals in translator language training. The chapter describes the specific characteristics of translation, justifies the importance of professional autonomy as an essential component of translation competence, describes its underlying skills and the process of their acuisition.
The article considers the nature and character of the language units which form the basis of the translator’s knowledge of language and the skills needed to use them. The author looks at some specific characteristics of translation, such as its heuristic nature, various conditions, special requirements for the translated text. The analysis of the influence of these factors on translator’s work suggests that professional autonomy and skills of self-directed learning are essential for a translator. The author supposes that translator’s language knowledge is made up of “communicative fragments”, a concept introduced by B. M. Gasparov, which reflects the nature of language resources used by our language memory. The author then considers the skills a translator needs to identify and use communicative fragments in his work, as well as some additional skills of using reference works, language management and maintenance skills. Developing these skills can result in higher-quality translations and provide conditions for continuing professional development of a translator.
The distractive effects on attentional task performance in different paradigms are analyzed in this paper. I demonstrate how distractors may negatively affect (interference effect), positively (redundancy effect) or neutrally (null effect). Distractor effects described in literature are classified in accordance with their hypothetical source. The general rule of the theory is also introduced. It contains the formal prediction of the particular distractor effect, based on entropy and redundancy measures from the mathematical theory of communication (Shannon, 1948). Single- vs dual-process frameworks are considered for hypothetical mechanisms which underpin the distractor effects. Distractor profiles (DPs) are also introduced for the formalization and simple visualization of experimental data concerning the distractor effects. Typical shapes of DPs and their interpretations are discussed with examples from three frequently cited experiments. Finally, the paper introduces hierarchical hypothesis that states the level-fashion modulating interrelations between distractor effects of different classes.
This article describes the expierence of studying factors influencing the social well-being of educational migrants as mesured by means of a psychological well-being scale (A. Perrudet-Badoux, G.A. Mendelsohn, J.Chiche, 1988) previously adapted for Russian by M.V. Sokolova. A statistical analysis of the scale's reliability is performed. Trends in dynamics of subjective well-being are indentified on the basis the correlations analysis between the condbtbions of adaptation and its success rate, and potential mechanisms for developing subjective well-being among student migrants living in student hostels are described. Particular attention is paid to commuting as a factor of adaptation.