ENGLISH FOR PSYCHOLOGY

GRADO EN PSICOLOGÍA
UNIVERSIDAD NACIONAL DE EDUCACIÓN A DISTANCIA (UNED)

MODELO DE PRUEBA PRESENCIAL

Material permitido: Ninguno Aciertos: +0,5 puntos

Tiempo: 120 minutos (total) Errores: -0,16 puntos
6 minutos por pregunta Máxima nota: 10 puntos
(sin contar las de reserva)
5,21 minutos por pregunta
(contando las de reserva)

INSTRUCCIONES

Este examen se compone de un total de 20 preguntas más 3 de reserva, repartidas en cuatro (4)
secciones: (I) comprensión lectora, (II) filling the gaps, (III) traducción directa y (IV) preguntas
sobre teoría y gramática. Sólo se puntuarán las 20 primeras preguntas (las que NO son de reserva).
Las preguntas de reserva sólo puntuarán si y sólo si alguna pregunta que no sea de reserva se
anulara. En tal caso, el orden en el que las preguntas de reserva comienzan a ser válidas es el orden
numérico que tienen asignado en la prueba. Es decir, si se anulara una pregunta que no fuera de
reserva, contaría la pregunta 21 pero no la 22 ni la 23. Si se anularan dos preguntas que no fueran
de reserva, contarían las preguntas 21 y 22, pero no la 23. Finalmente, si se anularan tres preguntas
que no fueran de reserva, contarían las preguntas 21, 22 y 23.

I. COMPRENSIÓN LECTORA

Seven in ten students have taken drugs at least once, a survey has found.

Student newspaper The Tab surveyed more than 5,000 students at 21 UK universities, with Leeds
having the highest proportion of respondents who admitted trying illicit substances (85 per cent).

Manchester was close behind with 84 per cent, while Liverpool, UCL and Newcastle followed with
82 per cent.

Durham and Cambridge students appeared to be the cleanest living, with 64 per cent and 57 per
cent respectively.

Cannabis was the most popular substance, with 68 per cent of those surveyed admitting trying it,
followed by MDMA (46 per cent), laughing gas (45 per cent) and cocaine (29 per cent).

Around a sixth of those surveyed (17 per cent) also confessed to trying ‘other’ substances. That
included one PhD student who said he had tried ‘cat’s pee’, while another simply referred to ‘some
of the new ones with long names’.

The poll suggests those on philosophy courses – perhaps seeking relief from pondering life’s deeper
questions – are more prone than their peers to dabbling in drugs.

Of those philosophy students taking part in the poll, 87 per cent said they have tried drugs, followed

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by history of art (83 per cent) and art (82 per cent).

By contrast law and medical students were least likely to experiment, with 61 per cent and 57 per
cent saying they have tried drugs respectively.

The survey revealed the average age at which respondents first

tried drugs in some form was 16 years and 2 months. Four per
cent of those polled said they need drugs to have a good night out.

The Tab admitted, however, that the results should be ‘taken with
a pinch of salt’.

Read the text above. Decide if the statements are true (A), false (B) or the text doesn’t say (C).

1. Leeds is the university where most students have taken drugs at least once.
A) True B) False C) It doesn't say

2. Cannabis is nowhere near as popular as other drugs with long names, according to the
survey results.
A) True B) False C) It doesn't say

3. The vast majority of students have tried other substances different from cannabis.
A) True B) False C) It doesn't say

4. The students of philosophy are more prone to take drugs because of the dissatisfaction
that usually leads them to that degree.
A) True B) False C) It doesn't say

5. The newspaper that has conducted the survey says the results are very reliable.
A) True B) False C) It doesn't say

II. FILLING THE GAPS

When it comes to witnesses in criminal trials, the

accuracy (6) ________ human memory can mean
the difference between life and death. Scott
Fraser is a forensic psychologist who researches
what's real and what's selective when it comes to
human memory and crime. He focuses (7)
________ the fallibility of human memory and
encourages a more scientific approach (8)
______ trial evidence. He has testified in
criminal and civil cases throughout the U.S. in
state and federal courts.

In 2011 Fraser was involved in the retrial of a 1992 murder case in which Francisco Carrillo (9)
_________ guilty and sentenced to two life sentences in prison. Fraser and the team that hired him

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staged a re-enactment of the night in question, and they showed the testimonies that had put Carrillo
in jail were (10) _________. After 20 years in jail for a crime he didn't commit, Carrillo was freed.

6.
a. to
b. for
c. of
d. by
7.
a. for
b. on
c. at
d. in
8.
a. to
b. in
c. at
d. for
9.
a. was found
b. has been found
c. found
d. finds
10.
a. true
b. demonstrable
c. proved
d. unreliable

III. TRADUCCIÓN DIRECTA

Why is it so hard to give good directions?

Psychologically speaking it is a tricky task, because our minds find it difficult to appreciate how the
world looks to someone who doesn't know it yet.

We’ve all been there – (1) the directions sounded so clear when we were told them. Every step
of the journey seemed obvious, we thought we had understood the directions perfectly. And yet
here we are miles from anywhere, after dark, in a field arguing about whether we should have gone
left or right at the last turn, whether we’re going to have to sleep here now, and exactly whose fault
it is.
The truth is we shouldn’t be too hard on ourselves. (2) Psychologically speaking giving good
directions is a particularly difficult task.
The reason we find it hard to give good directions is because of the "curse of knowledge", a
psychological quirk whereby, once we have learnt something, we find it hard to appreciate how the
world looks to someone who doesn't know it yet. (3) We don’t just want people to walk a mile in
our shoes, we assume they already know the route. Once we know the way to a place we don't
need directions, and descriptions like "its the left about halfway along" or "the one with the little red
door" seem to make full and complete sense.

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But if you've never been to a place before, you need more than a description of a place; you
need an exact definition, or a precise formula for finding it. The curse of knowledge is the reason
why, when I had to search for a friend's tent in a field, their advice of "it's the blue one" seemed
perfectly sensible to them and was completely useless for me, as I stood there staring blankly at
hundreds of blue tents.
(4) This same quirk is why teaching is so difficult to do well. Once you are familiar with
a topic it is very hard to understand what someone who isn't familiar with it needs to know. The
curse of knowledge isn't a surprising flaw in our mental machinery – really it is just a side effect of
our basic alienation from each other. We all have different thoughts and beliefs, and we have no
special access to each other's minds. (5) A lot of the time we can fake understanding by mentally
simulating what we'd want in someone else's position. We have thoughts along the lines of "I'd like
it if there was one bagel left in the morning" and therefore conclude "so I won't eat all the bagels
before my wife gets up in the morning". (5) This shortcut allows us to appear considerate,
without doing any deep thought about what other people really know and want.

Lea el texto completo en inglés, arriba indicado, y seleccione la traducción más adecuada en
castellano (opción A, B ó C) para cada una de las oraciones subrayadas, y numeradas del 1 al 5.
Marque con una cruz la casilla correspondiente en la hoja anexa de lectura óptica con la
respuesta que considere más adecuada.

11. a) Las direcciones se dijeron tan claras cuando nos fuimos.

b) Las direcciones parecían tan claras cuando nos las dijeron.
c) Las direcciones eran muy claras cuando nos las dijeron.
12. a) Desde un punto de vista psicológico, dar direcciones buenas es una tarea particularmente
difícil.
b) Hablando con psicólogos, llegamos a la conclusión de que dar direcciones buenas es una
tarea particularmente difícil.
c) Hablando psicológicamente, llegamos a la conclusión de que dar direcciones buenas es una
tarea particularmente difícil.
13. a) No sólo nos ponemos los zapatos de la gente para andar una milla, sino que asumimos que
también conocen la ruta.
b) No queremos que la gente se ponga nuestros zapatos para andar varias millas, sino que
también asumimos que conocen la ruta.
c) No sólo queremos que la gente ande una milla como si fueran nosotros, asumimos que ya
conocen la ruta.
14. a) Precisamente esta difícil peculiaridad se enseña muy bien.
b) Precisamente la misma peculiaridad difícil es enseñar bien.
c) Precisamente esta misma peculiaridad es lo que hace que enseñar bien sea tan difícil.
15. a) Este atajo nos permite parecer considerados.
b) Tomar este atajo parece considerado.
c) Parece considerado permitir este atajo.

IV. PREGUNTAS SOBRE TEORÍA Y GRAMÁTICA

16. El lenguaje de especialidad es un subconjunto del lenguaje general, caracterizado por tres
tipos de condiciones:
a. Léxicas, morfológicas y sintácticas.
b. Pragmáticas, cognitivas y lingüísticas.

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c. Léxicas, morfológicas y semánticas.

d. Pragmáticas, léxicas y semánticas.
17. Existen una serie de problemas y carencias en los diccionarios especializados, según el
informe POINTER. Señale lo que NO proceda:
a. Las definiciones, explicaciones y “fraseología” (buscar mejor término quizás) deberían
estar incluidas, y frecuentemente no lo están.
b. Los rasgos morfológicos y sintácticos deberían tenerse en más consideración.
c. Se necesita más colaboración de la lingüística computacional, que tienen destrezas que
generalmente no están asociadas con “terminologistas” (buscar mejor término quizás)
basados en traducción.
d. Las definiciones que contienen son demasiado complejas, incluso para un especialista en
la materia.
18. “Karen trabaja muy duro y tiene muy poco tiempo libre. Hace algunos años, las cosas
eran diferentes: nadaba cada día, hacía otros deportes, salía, tocaba la guitarra e incluso
viajaba varias veces al año.” Señale cuál de las siguientes respuestas es
GRAMATICALMENTE LA MÁS CORRECTA teniendo en cuenta la gramática cubierta
por el libro obligatorio de la asignatura (Murphy's Essential Grammar in Use):
a. Karen used to swim everyday, go out most evenings, play guitar and travel onve o twice
a year.
b. Karen usually swam everyday, went out most evenings, played guitar and traveled onve
or twice a year.
c. Karen uses to swim every day, go out most evenings, play guitar and traves onve or
twice a year.
d. Karen used to swam every day, went out most evenings, played guitar and traveled once
or twice a year.
19. María cannot write anymore because she's broken her:
a. thight
b. knee
c. wrist
d. ankle
20. Indique cuál de las siguientes características del “English for Specific Purposes” es
variable según Dudley-Evans:
a. ESP se define para cubrir necesidades específicas de los estudiantes (“is defined to meet
specific needs of learners”).
b. ESP uttiliza metodología y actividades que subyacen a las disciplinas a las que sirve
(“makes use of underlying methodology and activities of the disciplines it serves”).
c. ESP puede estar relacionado o diseñado para disciplinas específicas (“may be related to
or designed for specific disciplines”).
d. ESP se centra en el lenguaje apropiado a esas actividades en términos de gramática,
léxico, registro, habilidades de estudio, discurso y género (“is centered on the language
appropriate to these activities in terms of grammar, lexis, register, study skills, discourse
and genre”).

PREGUNTAS DE RESERVA

21. “Where's Freddy?” Señale cuál de las siguientes respuestas es GRAMATICALMENTE

LA MÁS CORRECTA teniendo en cuenta la gramática cubierta por el libro obligatorio
de la asignatura (Murphy's Essential Grammar in Use):
a. He is going to walk.
b. He's gone for a walk.

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c. He's gone on a walk.

d. He's gone for walking.
22. Indique cuál de los siguientes paradigmas no ha tenido una influencia directa en la
estilística de los lenguaje de especialidad:
a. La Lingüística Sistémico-Funcional y la Pragmática.
b. La Lingüística Cognitiva.
c. La Gramática Generativa.
d. El Análisis del Discurso.
23. Indique cuál de las siguientes oraciones es GRAMATICALMENTE LA MÁS
CORRECTA teniendo en cuenta la gramática cubierta por el libro obligatorio de la
asignatura (Murphy's Essential Grammar in Use):
a. Give that book me.
b. Give them to me. [Unit 96 page 202]
c. Give me it.
d. Give to me those books.

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SOLUCIONES

1. A 6. C 11. B 16. B
2. B 7. B 12. A 17. D
3. B 8. A 13. C 18. A [Unit 36 page 82]
4. C 9. A 14. C 19. C [Unidad 3]
5. B 10. D 15. A 20. C

Preguntas de reserva

21. B [Unit 55 page 120]

22. C
23. B [Unit 96 page 202]

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