Dissociative Identity Disorder

1   Dissociative identity disorder is a psychological condition in which a person's identity dissociates, or fragments, thereby creating distinct independent identities within one individual. Each separate personality can be distinct from the other personalities in a number of ways, including posture, manner of moving, tone and pitch of voice, gestures, facial expressions, and use of language. A person suffering from dissociative identity disorder may have a large number of independent personalities or perhaps only two or three.

2   Two stories of actual women suffering from dissociative identity disorder have been extensively recounted in books and films that are familiar to the public. One of them is the story of a woman with 22 separate personalities known as Eve. In the 1950s, a book by Corbett Thigpen and a motion picture starring Joanne Woodward, each of which was titled The Three Faces of Eve, presented her story; the title referred to 3 faces, when the woman known as Eve actually experienced 22 different personalities, because only 3 of the personalities could exist at one time. Two decades later, Carolyn Sizemore, Eve's 22^nd personality, wrote about her experiences in a book entitled I'm Eve. The second well-known story of a woman suffering from dissociative personality disorder is the story of Sybil, a woman whose 16 distinct personalities emerged over a period of 40 years. A book describing Sybil's experiences was written by Flora Rheta Schreiber and was published in 1973; a motion picture based on the book and starring Sally Field followed.

 

16. It is NOT stated in paragraph 1 that someone suffering from dissociative identity disorder has

1. a psychological condition
2. a fragmented identity
3. a number of independent identities
4. some violent and some nonviolent identities

 

17. It is indicated in paragraph 1 that distinct personalities can differ in all of the following ways EXCEPT

1. manner of dressing
2. manner of moving
3. manner of speaking
4. manner of gesturing

 

18. It is indicated in paragraph 2 that it is NOT true that Eve

1. suffered from dissociative identity disorder
2. starred in the movie about her life
3. had 22 distinct personalities
4. had only 3 distinct personalities at any one time

 

19. It is NOT stated in paragraph 2 that The Three Faces of Eve

1. was based on the life of a real woman
2. was the title of a book
3. was the title of a movie
4. was made into a movie in 1950

 

20. All of the following are mentioned in paragraph 2 about Carolyn Sizemore EXCEPT that she

1. wrote I'm Eve
2. was one of Eve's personalities
3. wrote a book in the 1970s
4. was familiar with all 22 personalities

 

21. According to paragraph 2, it is NOT true that Sybil

1. was a real person
2. suffered from dissociative identity disorder
3. developed all her personalities over 16 years
4. developed 16 distinctive personalities over a long period of time

 

22. It is NOT indicated in paragraph 2 that the book describing Sybil's experiences

1. took 40 years to write
2. was written by Flora Rheta Schreiber
3. appeared in the 1970s
4. was made into a movie

 

 

READING EXERCISE (Skills 5-6): Study the passage, and choose the best answers to the questions that follow.

John Muir

1   John Muir (1838-1914), a Scottish immigrant to the United States, is today recognized for his vital contributions in the area of environmental protection and conservation of the wilderness. As such, he is often referred to as the unofficial "Father of National Parks."

2   Muir came to his role as an environmentalist in a rather circuitous way. Born in Dunbar, Scotland, Muir came to the United States with his family at the age of eleven. The family settled on a Wisconsin farm, where Muir was educated at home rather than in public school because his father felt that participation in an education in a public school would violate his strict religious code. Young Muir did read considerably at home and also developed some interesting mechanical devices by whittling them from wood; when some of his inventions were put on display at a state fair, they were noted by officials from the University of Wisconsin, and Muir was invited to attend the university in spite of his lack of formal education. He left the university after two and a half years; later, while working in a carriage factory, he suffered an injury to his eye. His vision did recover, but following the accident he decided that he wanted to spend his life studying the beauty of the natural world rather than endangering his health working in a factory. He set out on a 1,000-mile walk south to the Gulf of Mexico, and from there he made his way to Yosemite, California, lured by a travel brochure highlighting the natural beauty of Yosemite.

3   He arrived in California in 1868, at the age of thirty, and once there, he took a number of odd jobs to support himself, working as a laborer, a sheepherder, and-after he had become familiar with the wilderness area-a guide. He also began a writing campaign to encourage public support for the preservation of the wilderness, particularly the area around Yosemite. He married in 1880, and for the years that followed he was more involved in family life and in running the ranch given to him and his wife by her parents than in preservation of the environment.

4   He had been away from the environmentalist movement for some time when, in 1889, he was asked by an editor of the magazine The Century to write some articles in support of the preservation of Yosemite. The editor, well aware of Muir's talent as a writer and his efforts in the 1870s to support the conservation of Yosemite, took Muir camping to areas of Yosemite that Muir had not seen for years, areas that had been spoiled through uncontrolled development. Because of the experience of this trip, Muir agreed to write two articles in support of the institution of a National Parks system in the United States with Yosemite as the first park to be so designated. These two articles in The Century initiated the Yosemite National Park campaign.

5   The campaign was indeed successful. The law creating Yosemite National Park was enacted in 1890, and three additional national parks were created soon after. A year later, a bill known as the Enabling Act was passed; this was a bill that gave U.S. presidents the right to reserve lands for preservation by the U.S. government. Pleased by this success but keenly aware of the need to continue the effort to preserve wilderness areas from undisciplined development, Muir established an organization in 1892, the Sierra Club, with the expressed goal of protecting the wilderness, particularly the area of the Sierra Nevada mountain range where Yosemite is located.

6   From then until his death in 1914, Muir worked assiduously on his writing in an effort to build recognition of the need for environmental protection. His writings from this period include The Mountains of California (1894), Our National Parks (1901), My First Summer in the Sierra (1911), and My Boyhood and Youth (1913).

7   A century later, the results of what John Muir was instrumental in initiating are remarkable. The National Park Service is now responsible for more than 350 parks, rivers, seashores, and preserves; more than 250 million people visit these parks each year, and the Sierra Club has more than 650,000 members.

 

Questions

 

1. According to paragraph 1, Muir was born

A. in the first half of the eighteenth century

B. in the second half of the eighteenth century

C. in the first half of the nineteenth century

D. in the second half of the nineteenth century

 

2. It is stated in paragraph 1 that Muir is known for

1. his contributions to immigration reform
2. his explorations of the wilderness
3. his efforts to maintain natural areas
4. his extensive studies of the national Parks

 

3. It is indicated in paragraph 2 that Muir's early education

1. was conducted at home
2. took place in a religious school
3. violated his father's wishes
4. was in a public school

 

4. It is NOT mentioned in paragraph 2 that Muir

1. whittled with wood
2. was taught how to whittle by his father
3. whittled mechanical devices
4. was admitted to the university because of his whittling

 

5. According to paragraph 2, after Muir left the university, it is NOT true that he

1. took a job in a factory
2. suffered an unhealable injury
3. made a decision to quit his job
4. embarked on a long walking tour

 

6. All of the following are mentioned in paragraph 3 as jobs that Muir held EXCEPT

1. a laborer
2. an animal tender
3. a wilderness guide
4. a travel writer

 

7. It is stated in paragraph 3 that in the years after 1880, Muir

1. took some odd jobs
2. devoted a lot of time to his family
3. gave his wife's parents a ranch
4. spent most of his time preserving the environment

 

8. It is NOT mentioned in paragraph 4 that Muir

1. had been uninvolved with environmentalists for a period of time
2. was contacted by an editor for The Century
3. worked as an editor for The Century
4. wrote two articles for The Century

 

9. The camping trip that is discussed in paragraph 4

1. occurred in the 1870s
2. led Muir to areas that he had never before seen
3. took place in areas that were in their natural state
4. helped to convince Muir to write the articles

 

10. It is stated in paragraph 5 that the Enabling Act

1. allowed the president to set aside lands to conserve them
2. became law in 1890
3. called for the establishment of the first three national parks
4. preserved lands for government use

 

11. According to paragraph 5, it is NOT true that the Sierra Club was founded

1. after the passage of the Enabling Act
2. by John Muir
3. before the turn of the century
4. to move Yosemite to the Sierra Nevada

 

12. It is mentioned in paragraph 6 that, for the last decades of his life, Muir

A. spent a considerable amount of time in Yosemite

B. wrote a number of new laws

C. changed his mind on the need for environmental protection

D. devoted himself to increasing public awareness of the environment

 

13. It is NOT indicated in paragraph 7 that early in the twenty-first century

A. hundreds of locations are part of the National Park Service

B. numerous parks, rivers, seashores, and preserves are being developed

C. a quarter of a billion people visit these parks each year

D. more than a half a million people belong to the Sierra Club

 

READING REVIEW EXERCISE (Skills 1-6): Read the passage.

Caretaker Speech

1   Children learn to construct language from those around them. Until about the age of three, children tend to learn to develop their language by modeling the speech of their parents, but from that time on, peers have a growing influence as models for language development in children. It is easy to observe that, when adults and older children interact with younger children, they tend to modify their language to improve communication with younger children, and this modified language is called caretaker speech.

2   Caretaker speech is used often quite unconsciously; few people actually study how to modify language when speaking to young children but, instead, without thinking, find ways to reduce the complexity of language in order to communicate effectively with young children. 5A A caretaker will unconsciously speak in one way with adults and in a very different way with young children. 5B Caretaker speech tends to be slower speech with short, simple words and sentences which are said in a higher-pitched voice with exaggerated inflecti0ns and many repetitions of essential information. 5C It is not limited to what is commonly called baby talk, which generally refers to the use of simplified, repeated syllable expressions such as ma-ma, boo-boo, bye-bye, wa-wa, but also includes the simplified sentence structures repeated in sing-song inflections. 5D

3   Caretaker speech serves the very important function of allowing young children to acquire language more easily. The higher-pitched voice and the exaggerated inflections tend to focus the small child on what the caretaker is saying, the simplified words and sentences make it easier for the small child to begin to comprehend, and the repetitions reinforce the child's developing understanding. Then, as a child's speech develops, caretakers tend to adjust their language in response to the improved language skills, again quite unconsciously. Parents and older children regularly adjust their speech to a level that is slightly above that of a younger child; without studied recognition of what they are doing, these caretakers will speak in one way to a one-year-old and in a progressively more complex way as the child reaches the age of two or three.

4   13A An important point to note is that the function covered by caretaker speech, that of assisting a child to acquire language in small and simple steps, is an unconsciously used but extremely important part of the process of language acquisition and as such is quite universal. 13B Studying cultures where children do not acquire language through caretaker speech is difficult because such cultures are difficult to find. 13C The question of why caretaker speech is universal is not clearly understood; instead proponents on either side of the nature vs. nurture debate argue over whether caretaker speech is a natural function or a learned one. 13D Those who believe that caretaker speech is a natural and inherent function in humans believe that it is human nature for children to acquire language and for those around them to encourage their language acquisition naturally; the presence of a child is itself a natural stimulus that increases the rate of caretaker speech among those present. In contrast, those who believe that caretaker speech develops through nurturing rather than nature argue that a person who is attempting to communicate with a child will learn by trying out different ways of communicating to determine which is the most effective from the reactions to the communication attempts; a parent might, for example, learn to use speech with exaggerated inflections with a small child because the exaggerated inflections do a better job of attracting the child's attention than do more subtle inflections. Whether caretaker speech results from nature or nurture, it does play an important and universal role in child language acquisition.

 

Questions

 

1. According to paragraph 1, children over the age of three

1. learn little language from those around them
2. are no longer influenced by the language of their parents
3. are influenced more and more by those closer to their own age
4. first begin to respond to caretaker speech

 

2. The word modeling in paragraph 1 could best be replaced by

1. demonstrating
2. mimicking
3. building
4. designing

 

3. Which of the sentences below expresses the essential information in the highlighted sentence in paragraph 2? Incorrect choices change the meaning in important ways or leave out essential information.

1. Most people are quite aware of the use of caretaker speech because of thorough study and research about it.
2. The unconscious use of caretaker speech involves a reduction in the complexity of language, while the conscious use of caretaker speech involves an increase in complexity.
3. Young children tend to use caretaker speech quite unconsciously in order to reduce the complexity of their thoughts to language that they can express.
4. People generally seem to be able to adapt their language to the level of a child's language without thinking consciously about it.

 

4. The word It in paragraph 2 refers to

A. caretaker speech

B. a higher-pitched voice

C. essential information

D. baby talk

 

5. Look at the four squares 5 that indicate where the following sentence can be added to paragraph 2.

Examples of these are expressions such as "Say bye-bye" or "Where's da-da?"

Click on a square 5 to add the sentence to the passage.

 

6. All of the following are mentioned in paragraph 3 as characteristics of caretaker speech EXCEPT

1. overemphasized inflections
2. the use of rhyming sounds
3. the tendency to repeat oneself
4. the use of easier words and structures

 

7. It is indicated in paragraph 3 that parents tend to

1. speak in basically the same way to a one-year-old and a three-year-old
2. use language that is far above the     language level of a child
3. speak in a progressively less complex way as a child matures
4. modify their speech according to the language development of a child

 

8. The word reaches in paragraph 3 could best be replaced by

A. holds on to

B. takes charge of

C. arrives at

D. extends out to

 

9. The word that in paragraph 4 refers to

A. an important point

B. the function

C. caretaker speech

D. a child

 

10. Which of the sentences below expresses the essential information in the highlighted sentence in paragraph 4? Incorrect choices change the meaning in important ways or leave out essential information.

1. People who believe in nature over nurture feel that adults or older children who are around younger children will naturally make changes in their language.
2. Caretaker speech is one of many natural functions that are used to stimulate young children to develop more rapidly.
3. The natural human tendency to acquire language makes caretaker speech unimportant in improving the rate of language acquisition by children.
4. It is human nature for children to develop the use of caretaker speech in order to take part effectively in conversations around them.

 

11. According to paragraph 4, it is NOT expected that someone who believes in nurture over nature

1. would believe that caretaker speech is more of a learned style of language than a natural one
2. would use different styles of caretaker speech with children in response to what is working best
3. would learn to use different styles of caretaker speech with different children
4. would use less caretaker speech than do those who believe in nature over nurture

 12. The phrase trying out in paragraph 4 is closest in meaning to

1. experimenting with
2. bringing about
3. throwing away
4. taking over

 

13. Look at the four squares 13 that indicate where the following sentence can be added to paragraph 4.

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