世新大學九十一學年度碩士班招生考試試題

系所別	考試科目
社會心理學系碩士班	專業英文

※ 考生請於答案卷內作答

Section Ⅰ: Grammar (30%)

說明：請分別在下列10題中找出不當的用字遣詞，並在答案卷中分別改寫為比較妥當的文句（英文）。

1. The percentage of correct responses as well as the speed of the responses increase with practice.

2. If the participant were finished answering the questions, the data are complete.

3. The positions in the sequence were changed, and the test rerun.

4. Neither the highest scorer nor the lowest scorer in the group had any doubt about their competence.

5. The significance is questionable because of one participant performing at incredible aped.

6. More importantly, the total amount of available long-tern memory activation, and not the rate of spreading activation, drives the rate and probability of retrieval.

7. Bragg (1965) found that participants performed well, while Bohr (1969) found that participants did poorly.

8. To test the Hypothesis, the participants were divided into two groups.

9. The results show that such changes could be made without affecting error rate and latencies continued to decrease over time.

10. The participants were told to make themselves comfortable, to read the instructions, and that they should ask about anything that they did not understand.

Section Ⅱ: Translation (45%)

第一部份：下文節錄自R. E. Petty, & J. T. Cacioppo (1995) 在 Attitudes and Persuasion: Classic and Contemporary Approaches，請盡可能以精確中文加以翻譯。（20％）

The Elaboration Likelihood Model

In summary, we have proposed that there are two basic routes to attitude change. One route-the central one-is taken when persuasion results from thinking about the issue or arguments under consideration. The other route-the peripheral one-results when persuasion results from non-issue-relevant concerns such as impression management motive, the attractiveness of the message’s source, or one’s social role. Furthermore, if the new attitude is likely to be relatively enduring. But if the new attitude results from various persuasion cues in the situation (peripheral route), the attitude change is likely to exist only so long as the remain salient. Recent reviews of attitude change studies measuring persistence (Cook & Flay, 1978; Petty, 1977b) have supported the view that the active cognitive involvement of the person in the persuasion situation is crucial for the production of enduring attitude changes. In studies where issue-relevant cognitive activity was likely to be intense (e.g., role-playing studies, experiments employing personally relevant issues, etc.), the attitude changes produced have been found to be relatively enduring. On the other hand, in studies where issue-relevant cognitive activity was likely to be weak (e.g., experiments employing issues of little personal relevance), the initial attitude changes produced have been relatively short-lived.

第二部分：以下為朱龍祥與陸洛（2000冬）在應用心理研究第八期發表的研究論文題目與摘要重點，請盡可能用精確英文價已翻譯。（25％）

流行歌曲歌迷偶像崇拜的心態與行為初探

本研究以流行歌曲的歌迷為對象，以深入訪談探討商業團體或媒體創造偶像後，歌迷崇拜的心態與行為，並從歌迷的角度來了解崇拜偶像對他們的意義，以認同理論、人際吸引理論與文化批判理論作概念的類比與引導，分析對17位16到28歲歌迷進行訪談所得的資料。結果顯示：歌迷會反感媒體報導的所謂「偶像崇拜」的瘋狂表現，但卻有自己對偶像崇拜的方式與看法；偶像吸引歌迷的因素有歌手本身的條件與媒體宣傳技巧；歌迷崇拜行為會表現為投偶像所好、將偶像功能化、深入瞭解偶像、排他與分享、內團體偏私、平等互動、儀式化、形塑偶像、替代式的擁有等，這些因素與認同、人際吸引的心路歷程頗為類似；偶像對歌迷生活的影響則包括對個人外在生活的意義：形塑理想的異性條件、形象塑造、學習目標、自融入生活等；以及個人內在滿足的意義：包括心理滿足、情緒享受、保有過去等，這顯示消費者的行為有其目的，是為了主動滿足其內、外在的需求。

Section Ⅲ: Reading Comprehension and Writing (25%)

說明：下文節錄自George Herbert Mead on Social Psychology: Selected Papers 書編者Anslem Strauss 所撰的導言（1956），請用簡明的英文（200字以內）說明其中的主要論點。

It is the particular scientist who recognizes and disturbed enough by ambiguity to wish to fashion an appropriate scientific solution. What appears ambiguous to him does so because he is a member of a particular society at a given time and place. While the problem arises within the individual thinker’s experience, he must eventually bring his solution to the community for validation. In doing so, he makes a contribution, however minute, toward changing his community. He contributes toward change, not merely because he has answered a vital question, but because his answer may challenge some portion of that which was taken for granted in order to raise and answer the question in the first place. Mead has here affirmed that the scientist-indeed, any human-affects his social world just because he is a sentient, acting being. Scientific method is merely the most effective way to incorporate continuously arising problematic experiences into an ongoing social order.

Mead is interested in the relationship of the scientist to the physical world as well as to the social. He contends that the scientist is interested not in trying to grasp the structure of the world but in going after the solution of a problem “in a world which is there.” Like the German Romantics, Makes the environment relational to the person; but he anchors the relationship firmly within community action. Through the thinker’s problem-solving act, the world gets revised and enlarged. Intelligent activity does not seek to know the world but “undertakes to tell us what we may expect to happen when we act in such a fashion.”