un bluejean - (a pair of) jeans
un calzón - (a pair of) shorts (Spain)
sóquer - (English) football, soccer
una cantina - (esp Latin America) a bar, snack bar
un traje de etiqueta - (formal) dinner suit, "black tie" dinner dress
un saco - (formal) jacket, suit jacket (Latin America)
el zócalo - (in Mexico) the Main Sqaure
la Plaza de España - (in some Spanish cities) =the "Plaza de España", monumental square
de - (in time expressions) by, in the (morning, day etc)
para - (in time phrases) around, by
(en) la piscina - (in) the swimming pool
(en) la alberca - (in) the swimming pool (Mexico)
por - (indicating place) via, through; throughout; around
la impresora (láser) - (laser) printer
acá - (Latin American) here
hasta - (mainly Mexico) not until, not before
gambas - (medium) prawns (Spain)
una taquería - (Mexico) a taco bar, snack bar
una alberca - (Mexico) swimming pool, swimming baths
la estación de camiones - (Mexico) the bus station, coach station
(en) el techo - (on) the ceiling; (Latin America) the roof
(en) el piso - (on) the floor
unos jeans - (pair of) jeans
un short - (pair of) shorts
unos pantalones - (pair of) trousers/pants
maestro, -a - (primary school) teacher
profesor, -a - (secondary school) teacher, lecturer
jamón serrano - (Spanish variety of ham)
caldo - (thin) soup
consomé - (thin) soup
huachinango - (type of fish common in Mexico)
mojarra - (type of fish common in Mexico)
bachillerato - (upper) high school education, sixth form education (17-18 years)
prepa(ratoria)2 - (upper) high school, sixth form college (in preparation for university education)
... una hermana - ... a sister
... dos niños - ... two kids
...un bachillerato - ...a baccalaureate
...un gato que se llama Félix - ...a cat called Felix
...un título de 'A Level' en biologia - ...an A-Level in biology
...a las ocho/nueve - ...at eight/nine
...en el bachillerato - ...at high school/sixth form college
...en el kinder - ...at kindergarten/nursery school
...en el prescolar - ...at preschool
...en la primaria/secundaria - ...at primary/secondary school
...a las siete y media - ...at seven thirty
...en la universidad - ...at university
...limpo, -a - ...clean
...nublado - ...cloudy day
...cariñoso, -a - ...cuddly
...exigente - ...demanding
...temprano/tarde - ...early/late
...quince grados - ...fifteen degrees
...brumoso - ...foggy day
...la noche del sábado - ...for Saturday night
...la noche del uno/dos/diez de febrero - ...for the night of the 1st/2nd/10th of February
...títulos de 'certificado general de educación secundaria' - ...GCSEs
...glotón, glotona - ...greedy
...bonito, -a - ...lovely
...neblinoso - ...misty day
...ruidoso, -a - ...noisy
...tranquilo, -a - ...quiet
...lluvioso - ...rainy day
...el sábado - ...Saturday
...soleado - ...sunny day
...diez grados - ...ten degrees
...el día diez/veinte - ...the 10th/20th
...el número de la tarjeta? - ...the credit card number?
...la fecha de expiración? - ...the expiry date?
...el precio por persona/noche? - ...the price per person/night?
...hoy mismo - ...today
...mañana - ...tomorrow
...veinte grados - ...twenty degrees
...ventoso - ...windy day
...su nombre? - ...your name?
kinder - =kindergarten (US), =nursery and reception (UK) (3-6 years)
un enlace (químico) - a (chemical) bond
una gata - a (female) cat
una gata - a (female) cat
una perra - a (female) dog
una perra - a (female) dog
una consola (de videojuegos) - a (games) console
un gato - a (male) cat
un perro - a (male) dog
un dromedario - a (one-humped) camel, dromedary*
un camello - a (two-humped) camel*
un tejón - a badger
un banco - a bank
un bar - a bar
una base - a base
un oso - a bear
un bisonte - a bison
una librería - a bookshop, bookstore
un boliche - a bowling alley
un búfalo - a buffalo
una caja de cambio - a bureau de change
un café - a café, coffee shop
un canario - a canary
un cajero automático - a cash machine, ATM
un gato - a cat
un catión - a cation
una tienda de ropa - a clothes shop
un cuerpo compuesto - a compound, compound matter
un enlace covalente - a covalent bond
una vaca - a cow
una tienda departamental - a department store
una máquina de escritorio - a desktop machine
un perro - a dog
un delfín - a dolphin
un enlace doble - a double bond
una habitación doble - a double room
un pez - a fish
una función - a functional group
un gerbo - a gerbil
una tienda de regalos - a gift shop
una jirafa - a giraffe
una cabra - a goat
una tienda de comestibles - a grocer's
un halógeno - a halogen
un hámster - a hamster
un hipopótamo - a hippopotamus
un caballo - a horse
un caballo - a horse
un hidrocarburo - a hydrocarbon
un jaguar - a jaguar
una cetona - a ketone
una tecla - a key
una laptop - a laptop
un leopardo - a leopard
un león - a lion
un perrito - a little dog, puppy
mucho..., mucha... - a lot of...
muchos..., muchas... - a lot of..., many...
mucho - a lot, to a great extent
un lince - a lynx
un metal - a metal
un enlace metálico - a metallic bond
una minifalda - a miniskirt
un visón - a mink
una molécula - a molecule
una mangosta - a mongoose
un monómero - a monomer
un ratón - a mouse
una netbook - a netbook
una tienda de periódicos - a newsagent's
un ion nitrato - a nitrate ion
una Palm palm a Palm
un perico - a parakeet
un cotorro - a parrot
un loro - a parrot
un PDA - a PDA
una memoria USB - a penstick, USB memory stick
un cerdo - a pig
un oso blanco/polar - a polar bear
un polímero - a polymer
un ion positivo/negativo - a positive/negative ion
una escuela primaria/secundaria - a primary/secundary school
un puma - a puma
un conejo - a rabbit
un carnero - a ram
un ovejo - a ram
una rata - a rat
un restaurante - a restaurant
un rinoceronte - a rhino(ceros)
una habitación para dos/tres personas - a room for two/three people
una foca - a seal
una oveja - a sheep
un almacén - a shop, store
una tienda - a shop, store
una habitación individual - a single room
un zorrillo - a skunk
una mofeta - a skunk
una tienda de deportes - a sports shop
una tienda de comida para llevar - a takeaway
un tigre - a tiger
un sapo - a toad
una tortuga - a tortoise
una tortuga (marina) - a turtle
de este lunes en ocho - a week Monday
una ballena - a whale
un lobo - a wolf
una cebra - a zebra
uno..., una... - a...
una/la iglesia - a/the church
un/el museo - a/the museum
según - according to, depending on
actor - actor
actriz - actress
después de - after
luego de - after
¡buenas! - afternoon!; evening!
contra - against
todo el..., toda la... - all the...
todos los..., todas las... - all the... (plural)
todos - all; everyone
peje lagarto - alligator fish (delicacy in Mexico)
siempre - always
fútbol americano - American football
ácido - an acid
un aldehído - an aldehyde
un alqueno - an alkene, olefine
un alquino - an alkyne
una amina - an amine
un anión - an anion
un átomo - an atom
un elemento - an element
un elefante - an elephant
un éster - an ester
un ion - an ion
un enlace iónico - an ionic bond
un isótopo - an isotope
un buey - an ox
un átomo de oxígeno/hidrógeno - an oxygen/a hydrogen atom
otro..., otra... - another...
abril - April
está ...? - are you ...?
aromático - aromatic
alrededor de - around
diseño - art, design
dibujo - art, drawing
artista - artist
como - as, like
agosto - August
autor, -a - author, writer
otoño - autumn, fall
...una licenciatura - bachelor's degree, BA, BSc, BEd (etc)
bárman - barman
béisbol1 - baseball
baloncesto - basketball
voley-playa - beach volleyball
porque - because
res - beef
antes de - before
atrás de - behind
detrás de - behind
tras - behind, from behind; (with time phrases) after, subsequent to
entre - between, among
mayorcito, -a - 'big lad', not a child
biólogo, -a ¬- biologist
biología - biology
ligerito, -a - bit on the weak side
negro, -a - black
una blusa - blouse; overalls
azul - blue
¡buen provecho! - bon apétit!, enjoy your meal!; (with drink) enjoy!
novio, -a - boyfriend/girlfriend, fiancé(e)
nuevecito, -a - brand new
pan - bread
hermano, -a - brother/sister
marrón - brown
café - brown (Latin America)
moreno, -a - brown(-skinned), tanned
conductor, -a de autobús - bus driver, coach driver
hombre de negocios - businessman
mujer de negocios - businesswoman
¡hasta luego! - bye!, see you later!
¡hasta pronto! - bye!, see you soon!
¡nos vemos! - bye!, see you!
pastel - cake
¿puedo reservar...? - can I book/reserve...?
¿se puede pagar con tarjeta? - can I/we pay by credit card?
conserje - caretaker, janitor; porter, doorkeeper
portero, -a - caretaker, janitor; porter, doorkeeper
carpa - carp
cajero, -a - cashier, teller
bagre - catfish
el reproductor de CD - CD player
el grabador de CD/DVD - CD/DVD burner
barato, -a - cheap
¡salud! - cheers!; (after sneezing) bless you!
queso - cheese
chef tʃɛf chef
la química - chemistry
química - chemistry
pollo - chicken
educación cívica - civic education, PSE
almejas - clams
limpio, -a - clean
encargado, -a de limpieza - cleaner
ropa - clothes
chofer (de camión) (masculine or feminine) - coach driver, bus driver (Mexico)
un abrigo - coat, overcoat
bacalao - cod
frío, -a - cold
completamente ... - completely ...
computación - computing, IT
informática - computing, IT
cocinero, -a - cook, chef
primo, -a - cousin
cangrejo - crab, crayfish
crema - cream-coloured
papá - dad
danza - dance
diciembre - December
dentista - dentist
difícil - difficult
sucio, -a - dirty
¿tienes mascota? - do you have a pet?
¿tiene reservación? - do you have a reservation?
doctor, -a - doctor
médico, -a - doctor, physician
...un doctorado - doctorate, PhD, DPhil
¿el precio incluye el desayuno? - does the price include breakfast?
cazón - dogfish
(en la planta de) abajo - downstairs
en la planta baja - downstairs, on the ground floor (US: first floor)
teatro - drama, acting
un vestido - dress
seco, -a - dry
pato - duck
durante - during, for (a period of time)
el reproductor de DVD - DVD player
fácil - easy
economista - economist
anguila - eel
ocho - eight
dieciocho - eighteen
mayor - elderly
once - eleven
vacío, -a - empty
ingeniero, -a - engineer
...un título de ingeniería - engineering degree, =BEng, MEng
inglés - English
bastante - enough
todo - everything
¡oiga, ...! - excuse me, ...!
¿disculpe ...? - excuse me, ...?
¿perdone ...? - excuse me, ...?
caro, -a - expensive
lejos - far (away)
agricultor, -a - farmer
padre - father
febrero - February
pocos..., pocas... - few...
quince - fifteen
pescado - fish
cinco - five
una memoria flash - flash memory
balonpié - football/soccer
fútbol2 - football/soccer
para una noche - for one night
para una semana/dos semanas - for one/two weeks
para dos/tres noches - for two/three nights
¿para qué fecha? - for what date?
¿para qué hora? - for what time?
para... - for...
para - for: expressing destination, direction, recipient ("brought it for me"), opinion ("for me, it seems...")
por - for: in most other senses ('because of', 'on behalf of', 'in exchange for/per', 'to the value of', 'instead of')
cuatro - four
catorce - fourteen
francés - French
fresco, -a - fresh (in sense of 'not stale' or 'chilly')
viernes - Friday
amigable - friendly
de - from (when expressing movement)
desde - from, since (used instead of de when stressing notion of movement, or with times, prices, values)
lleno, -a - full
geografía - geography
aleman - German
cabrito - goat's meat
dorado, -a - gold-coloured
bueno, -a - good
calificación - grade, mark
abuelo, -a - grandfather/grandmother
verde - green
gris - grey
mero - grouper fish
eglefino - haddock
peluquero, -a - hairdresser
jamón - ham
feliz - happy
contento, -a - happy, satisfied
duro, -a - hard (as in 'difficult' or 'not soft')
el disco (duro) - hard disk
poco ... - hardly ...
¡que tenga un buen día! - have a good day!, hope you have a good day!
él - he, him
ladra demasiado - he/she barks too much
come mucho - he/she eats a lot
come muchas croquetas - he/she eats a lot of dog biscuits
es ... - he/she is (a) ...
está... - he/she is...
nos hace compañía - he/she keeps us company
hace mucho ruido - he/she makes a lot of noise
duerme en su camita - he/she sleeps in his/her basket
sano, -a - healthy
pesado, -a - heavy
pesadito, -a - heavy-going
¡buenas tardes! - hello!, good afternoon!; good evening!
¡buen día! - hello!, good morning!
¡buenos días! - hello!, good morning!
¡hola! - hello!, hi!
¿bueno? - hello? (used in Mexico to answer the telephone)
aquí - here
es... - he's/she's...
¿hola, qué tal? - hi, how's things? (Informal)
alto, -a - high, tall
su(s)... - his/her...; your... (formal)
historia - history
hockey - hockey
¡que le vaya bien! - hope it goes OK!
caliente - hot, warm
el hotel ... - hotel ...
¿cómo estamos? - how are we doing? (used as in English to mean 'how are you doing?')
¿cómo estás? - how are you? (familiar form)
¿cómo está? - how are you? (formal)
¿a qué distancia está el hotel del aeropuerto? - how far is the hotel from the airport?
¿cuánto...? - how much/many...?
¿cómo...? - how...?
esposo, -a - husband/wife
soy ... - I am (a) ...
estoy... - I am...
tomo el metro - I catch the metro (=subway/underground)
hago mi tarea3 - I do my homework
no tengo hermanos - I don't have any brothers and sisters
no tengo niños - I don't have any kids
le doy de comer al gato - I feed the cat
preparo la cena - I get dinner/supper ready
me visto - I get dressed
llego a mi casa a las cinco de la tarde - I get home at five in the evening
me preparo para la escuela/el trabajo - I get ready for school/work
voy (a la escuela) en autobús2 - I get the bus (to school)
llego a la escuela/oficina a las nueve - I get to school/to the office at 9 o'clock
me levanto... - I get up...
salgo con mis amigos - I go out with my friends
me acuesto - I go to bed
tengo ... - I have ...
me ducho (especially Spain, Cuba) - I have a shower
me baño1 (Latin America) - I have a shower/bath
desayuno - I have breakfast
desayuno cereales - I have cereal for breakfast
como a las doce/a la una - I have lunch at twelve/one o'clock
tengo que llevarlo al veterinario - I have to take him to the vet's
cuento con... - I have...
tengo... - I have...
ayudo a mis papás - I help my mum and dad
me pongo la ropa - I put my clothes on
me relajo - I relax
paseo a mi perro - I walk my dog
quiero confirmar/cancelar mi reservación - I want to confirm/cancel my reservation
quiero/quisiera reservar... - I want/would like to book/reserve...
nací en mayo de 1980 - I was born in May 1980
veo la tele/las noticias - I watch TV/the news
me fui de vacaciones el pasado julio/el julio anterior - I went on holiday in July
trabajo los sábados - I work on Saturdays
trabajo el segundo sábado de cada mes - I work the second Saturday of every month
yo - I, me
ceno/cenamos - I/we have dinner
no tengo/tenemos reservación - I/we haven't booked
quisiera reservar... - I'd like to book...
si llueve, vamos al cine - if it rains, we'll
si está soleado, vamos a la playa - if it's sunny, we'll go to the beach
si... - if..., whether...
enfermo - ill
¡ahorita vengo! - I'll be back in a minute!
estoy ... - I'm ...
estoy haciendo... - I'm doing...
me voy de vacaciones en enero - I'm going on holiday in January
estoy estudiando... - I'm studying...
trabajo el sábado - I'm working on Saturday
en primavera - in spring
en el desván - in the attic/loft
en el entretecho - in the attic/loft (Latin America)
en el sótano - in the basement/cellar1
en el jardín - in the garden
en medio de - in the middle of
en - in, on2, at
adentro de - inside
en lugar de - instead of
en vez de - instead of
intérprete - interpreter
no es... - it isn't...
informático, -a - IT specialist, computer specialist
es2... - it/he/she is...
está2... - it/he/she is..., it stands...
italiano - Italian
hace más ... que ayer - it's ...er than yesterday
está despejado - it's a clear day
es un día... - it's a...
está nublado - it's cloudy
hace frío - it's cold
hace más frío que ayer - it's colder than yesterday
está brumoso - it's foggy
es para... - it's for...
va a ser un día soleado - it's going to be a sunny day
va a hacer frío - it's going to be cold
va a llover - it's going to rain, it looks like rain
va a nevar - it's going to snow
hace calor - it's hot
está lloviendo - it's raining
está lloviendo más que ayer - it's raining more than yesterday
hace mucho sol/viento - it's really sunny/windy
está nevando - it's snowing
está soleado - it's sunny
hace sol - it's sunny (in some countries: see below)
hace demasiado frío - it's too cold
estamos a... - it's...
está en... - it's/he's/she's in...
tengo... - I've got...
tengo... - I've got....
una chaqueta - jacket
enero - January
unos vaqueros (Spain) - jeans, denims
un jersey - jersey, pullover
unos pantalones de montar - jodhpurs, riding trousers
julio - July
un suéter - jumper, sweater
junio - June
el teclado - keyboard
simpático, -a - kind
amable - kind, generous
langostino - king prawn
una chaqueta de punto - knitted jacket, cardigan
cordero - lamb
jaiba - large crab
grande - large; getting on, elderly
el lunes pasado - last Monday
el lunes próximo pasado (formal) - last Monday
pasado lunes - last Monday
último, -a - last, most recent
pasado, -a - last, previous
latín - Latin
abogado, -a - lawyer
el botón izquierdo/derecho - left/right button
unos leotardos - leggings, ballet tights
menos - less
menos ... - less...
claro, -a - light (in colour), bright; clear (most senses)
ligero, -a - light (in weight); weak (in flavour)
¿oye, ...? - listen, ...?; by the way, ...? (familiar)
literatura - literature
jovencito, -a - little (to mean 'young')
poco - little, a little bit
poco..., poca... - little.., hardly any...
langosta - lobster
largo, -a - long
ruidoso, -a - loud, noisy
bajo, -a - low; short (person); quiet (voice)
caballa - mackerel
¡muchas gracias! - many thanks!, thanks very much!
marzo - March
...una maestría - master's degree, MA, MSc
matemáticas - mathematics
mayo - May
carne - meat
la memoria - memory
el micrófono - microphone
el módem - modem
lunes - Monday
peje sapo - monkfish
más - more
más ... - more..., ...er
madre - mother
el ratón - mouse
mamá - mum
música - music
músico, -a - musician
mejillones - mussels
mi cuarto - my (bed)room
mis ... - my ... (with plural)
mi ... - my ... (with singular)
mi perro se llama Fido - my dog is called Fido
mis papás - my mum and dad
mis padres - my parents
mi... - my...
mis... - my... (plural)
ciencias naturales - natural sciences
cerca - near
cerca de - near
cerca - nearby
cercano, -a - nearby
sobrino, -a - nephew/niece
nunca - never
nuevo, -a - new
próximo, -a - next
el lunes próximo - next Monday
el próximo lunes - next Monday
la siguiente primavera - next spring
al lado de - next to; compared to
el siguiente miércoles - next Wednesday
siguiente - next, following
grandecito, -a - nice and big
clarito, -a - nice and clear, clear as crystal
calientito, -a - nice and warm
nueve - nine
diecinueve - nineteen
¡no, gracias! - no thank you!
nadie - nobody, no one
no - not, n't
nada - nothing
noviembre - November
(en) ninguna parte - nowhere
enfermero, -a - nurse
octubre - October
pulpo - octopus
del - of the, in the etc1
de - of, from (see below for a full list of prepositions)
de - of; made of; used to make compounds in Spanish
viejo, -a - old
viejito, -a - old and doddery, a bit on the doddery side
en el primer piso - on the first floor (US: second floor)
en el piso catorce1 - on the fourteenth floor (US: fifteenth)
en el cuarto/quinto/sexto piso - on the fourth/fifth/sixth floor (US: fifth/sixth/seventh)
en el descanso - on the landing
en el mezanine - on the mezzanine
en el patio - on the patio
en la azotea/terraza - on the roof, in the roof garden
en el segundo piso - on the second floor (US: third floor)
en la escalera - on the stairs
en el tercer piso - on the third floor (US: fourth floor)
en la pared - on the wall
sobre - on, on top of, above2
un(o), -a - one
(color) naranja - orange
la química orgánica - organic chemistry
afuera de - outside
fuera de - outside
un abrigo - overcoat, (thick) coat/jacket
ostras - oysters
ostiones - oysters (Latin America)
pintura - painting
un pantalón - pair of trousers/pants
educación física - PE, physical education
periféricos - peripherals
físico, -a - physicist
física - physics
rosa - pink
por favor - please
¡porfa! - please! (Informal)
policía - policeman
(mujer) policía - policewoman
cerdo - pork
puerco - pork
patatas - potatoes
papas - potatoes (Latin America)
aves - poultry
camarones - prawns, shrimps
prescolar - preschool
bonito, -a - pretty
primaria - primary school (education) (6-12 years)
el procesador - processor
morado, -a - purple
título - qualification, certificate
tranquilo, -a - quiet
bastante ... - quite ..., rather ...
carne de conejo - rabbit
radioactivo - radioactive
el RAM - RAM
rojo, -a - red
tinto - red (wine)
basurero, -a - refuse/garbage collector, dustman, "bin man"
enseñanza religiosa - religous education
investigador, -a - researcher
¡ándale (pues)! (Informal) - right then!, cheerio!
correcto, -a - right, correct
rugby - rugby
triste - sad
ensalada - salad
salmón - salmon
sardinas - sardines
sábado - Saturday
salsa - sauce
salchichas - sausages
ciencias - science
científico, -a - scientist
escultura - sculpture
mariscos - seafood
el instituto1 - secondary school
secundaria - secondary school, middle school, (lower) high school (education) (13-16 years)
¡nos vemos mañana! - see you tomorrow!
septiembre - September
gravemente ... - seriously
siete - seven
diecisiete - seventeen
ella - she, her
una camisa - shirt
unos zapatos - shoes
vendedor, -a - shop assistant, sales assistant
corto, -a - short
seis - six
dieciséis - sixteen
una falda - skirt
pequeño, -a - small
tan ... - so ...
tantos..., tantas... - so many...
tanto..., tanta... - so much...
tan... - so...
ciencias sociales - social sciences
algun... - some ... or other
fruta - some fruit, a piece of fruit
otros..., otras... - some more..., other...
unos..., unas... - some..., a few...
alguien - somebody, someone
algo - something
(en) alguna parte - somewhere, someplace
hijo, -a - son/daughter
¡perdone! - sorry!, excuse me!
¿mande? - sorry?, pardon?, what did you say?
¿perdón? - sorry?, pardon?, what did you say?
sopa - soup
español - Spanish
las bocinas - speakers (Latin America)
los bafles - speakers (Spain)
deportes - sport
primavera - spring
calamar - squid
a partir de - starting from, upwards of
bistec - steak
todavía - still
fuerte - strong
estudiante - student
asignatura - subject
materia - subject
un traje - suit
verano - summer
domingo - Sunday
una sudadera - sweatshirt
la piscina - swimming pool
pes espada - swordfish
¡cuidate! - take care! (familiar form)
diez - ten
¡gracias! - thanks!, thank you!
eso - that, it
que - that, which, who1; than
el ventanal - the (full-length) window
las paredes - the (inside) walls
la estación de metro (más cercana) - the (nearest) metro station
los muros - the (outside) walls
la función alcohol (-OH) - the alcohol group (-OH)
el museo de arte - the art gallery
el número atómico - the atomic number
la espalda - the back
la nuca - the back of the neck, nape of the neck
el (cuarto de) baño - the bathroom
la sangre - the blood
los huesos - the bones
el trastero - the boxroom
el desayunador - the breakfast bar, breakfast area
la plaza de toros - the bullring
la estación de autobuses - the bus station, coach station
el casino - the casino
la catedral - the cathedral
las mejillas - the cheeks
los cachetes - the cheeks
el mentón - the chin
el cine - the cinema
el comedor - the dining room
la puerta - the door
el desagüe - the drainpipe
las orejas - the ears
los ojos - the eyes
la cara - the face
la frente - the forehead
el garaje, la cochera - the garage
el cuarto de visitas - the guest room
el cabello - the hair
el pelo - the hair
el recibidor - the hallway
la entrada - the hallway, entrance
la cabeza - the head
el hospital - the hospital
la pista de hielo - the ice rink
la cocina - the kitchen
los labios - the lips
el salón - the living room
el mercado - the market
la boca - the mouth
los músculos - the muscles
el cuello - the neck
la nariz - the nose
el palacio - the palace
el pasillo - the passageway
la clasificación periódica (de los elementos químicos) - the periodic classification (of chemical elements), the "periodic table"
las tuberías - the pipes, the pipework
el portal - the porch
el tejado - the roof (Spain)
la pantalla - the screen
el centro comercial - the shops, the shopping centre
la piel - the skin
el tragaluz - the skylight
el domo - the skylight (Mexico)
la plaza - the square
el estadio - the stadium
la estatua - the statue
el estudio - the study
el super(mercado) - the supermarket
los dientes - the teeth
el teatro - the theatre
la lengua - the tongue
el tronco - the torso, body
la oficina de turismo - the tourist information
la estación de tren - the train station
las venas - the veins
el cuarta de lavado - the washroom
el lavadero - the washroom, laundry room (Spain)
el cuarto de servicio - the washroom, utility room
la ventana - the window
el..., la... - the...
los..., las... - the... (plural)
el/mi/nuestro dormitorio - the/my/our bedroom
la/mi/nuestra recámara - the/my/our bedroom (Mexico)
ellos, ellas - them
entonces - then
teología - theology, religious
no hay... - there isn't aby..., there aren't any...
ahí - there, just there
allá - there, over there
allí - there, thereabouts, around there
hay mucha lluvia - there's a lot of rain
hay mucho sol - there's plenty of sun
hay... - there's..., there are...
estos..., estas... - these...
viven en un acuario - they live in an aquarium
están en... - they're in...
trece - thirteen
esto - this (unspecific, meaning 'this fact', 'this thing' etc)
este lunes - this Monday
esta primavera - this spring
este verano - this summer
este..., esta... - this...
tres - three
a través de - through, across
jueves - Thursday
controlador, -a de boletos - ticket inspector
cansado, -a - tired
reservar - to book/reserve
bajar - to go downstairs
subir - to go upstairs
demasiado..., demasiada... - to much...
al - to the, at the etc1
a - to, at, in (see below for a full list of prepositions)
a - to, at, in, into
hoy es primero de noviembre - today is the 1st of November
hoy es dos/tres de noviembre - today is the 2nd/3rd of November
demasiados..., demasiadas... - too many...
demasiado - too much, excessively
hacia - towards3
traductor, -a - translator
peces tropicales - tropical fish
trucha - trout
una camiseta - T-shirt
una playera - T-shirt
martes - Tuesday
atún - tuna
pavo - turkey
doce - twelve
veinte - twenty
dos - two
arrachera - type of tenderised steak (Latin America)
tío, -a - uncle/aunt
bajo - under
a nombre de... - under the name of...
abajo de - underneath
universidad - university
hasta - until, up to
(en la planta de) arriba - upstairs
el puerto USB - USB port
ternera - veal
verduras - vegetables, greens
carne de venado - venison
muy - very
muy ... - very...
voleibol - volleyball
un chaleco - waistcoat, short jacket
camarero - waiter, bar tender
mesero, -a - waiter/waitress, bar tender (Mexico)
camarera - waitress, (female) bar tender
cálido, -a - warm (weather, person)
tibio, -a - warm, lukewarm
¡cuidado! - watch out!
débil - weak
miércoles - Wednesday
peje araña - weeverfish
mojado, -a - wet
tenemos... - we've got...
¿que haces este marzo? - what are you doing this March?
¿a qué hora tenemos que dejar la habitación? - what is the check-out time?
¿cúal es... - what is...
¿a qué nombre está la reservación? - what name is it booked under?
¿qué...? - what...?
¿qué onda? - what's up?, how's it going? (Informal)
¿cuándo...? - when...?
¿dónde...? - where...?
¿cuál...? - which...?
blanco, -a - white
¿quién...? - who...?
¿por qué...? - why...?
invierno - winter
la tarjeta de red inalámbrica - wireless network card
con - with; of, containing (un vaso con água = a glass of water)
sin - without, -less
preocupado, -a - worried, concerned
equivocado, -a - wrong, incorrect
amarillo, -a - yellow
¡sí, gracias! - yes please!
vosotros - you (familiar plural, used mainly Spain3)
usted - you (formal)
ustedes - you (plural)
tú - you (singular, familiar)
joven - young
tu(s)... - your... (familiary)
cero - zero
Tuesday, November 9, 2010
spanish words
¡hola! - hello!, hi!
¿hola, qué tal? - hi, how's things? (Informal)
¡buenos días! - hello!, good morning!
¡buenas tardes! - hello!, good afternoon!; good evening!
¡buenas! - afternoon!; evening!
¿cómo estás? - how are you? (familiar form)
¿cómo está? - how are you? (formal)
¿cómo estamos? - how are we doing? (used as in English to mean 'how are you doing?')
¡gracias! - thanks!, thank you!
¡muchas gracias! - many thanks!, thanks very much!
por favor - please
¡porfa! - please! (Informal)
¡no, gracias! - no thank you!
¡sí, gracias! - yes please!
¡hasta luego! - bye!, see you later!
¡hasta pronto! - bye!, see you soon!
¡nos vemos! - bye!, see you!
¡nos vemos mañana! - see you tomorrow!
¡cuidate! - take care! (familiar form)
¿perdón? - sorry?, pardon?, what did you say?
¡perdone! - sorry!, excuse me!
¿perdone ...? - excuse me, ...?
¡oiga, ...! - excuse me, ...!
¿oye, ...? - listen, ...?; by the way, ...? (familiar)
¡que tenga un buen día! - have a good day!, hope you have a good day!
¡que le vaya bien! - hope it goes OK!
¡buen provecho! - bon apétit!, enjoy your meal!; (with drink) enjoy!
¡salud! - cheers!; (after sneezing) bless you!
¡cuidado! - watch out!
¡buen día! - hello!, good morning!
¿bueno? - hello? (used in Mexico to answer the telephone)
¿mande? - sorry?, pardon?, what did you say?
¿qué onda? - what's up?, how's it going? (Informal)
¿disculpe ...? - excuse me, ...?
¡ándale (pues)! (Informal) - right then!, cheerio!
¡ahorita vengo! - I'll be back in a minute!
madre - mother
padre - father
hermano, -a - brother/sister
hijo, -a - son/daughter
abuelo, -a - grandfather/grandmother
tío, -a - uncle/aunt
primo, -a - cousin
sobrino, -a - nephew/niece
novio, -a - boyfriend/girlfriend, fiancé(e)
esposo, -a - husband/wife
papá - dad
mamá - mum
mis padres - my parents
mis papás - my mum and dad
mi ... - my ... (with singular)
mis ... - my ... (with plural)
tengo ... - I have ...
... una hermana - ... a sister
... dos niños - ... two kids
no tengo hermanos - I don't have any brothers and sisters
no tengo niños - I don't have any kids
a - to, at, in, into
al - to the, at the etc1
al lado de - next to; compared to
a partir de - starting from, upwards of
alrededor de - around
antes de - before
a través de - through, across
bajo - under
cerca de - near
como - as, like
con - with; of, containing (un vaso con água = a glass of water)
contra - against
de - of; made of; used to make compounds in Spanish
de - from (when expressing movement)
de - (in time expressions) by, in the (morning, day etc)
del - of the, in the etc1
desde - from, since (used instead of de when stressing notion of movement, or with times, prices, values)
después de - after
detrás de - behind
durante - during, for (a period of time)
en - in, on2, at
en lugar de - instead of
en medio de - in the middle of
entre - between, among
en vez de - instead of
fuera de - outside
hacia - towards3
hasta - until, up to
para - (in time phrases) around, by
para - for: expressing destination, direction, recipient ("brought it for me"), opinion ("for me, it seems...")
por - for: in most other senses ('because of', 'on behalf of', 'in exchange for/per', 'to the value of', 'instead of')
por - (indicating place) via, through; throughout; around
según - according to, depending on
sin - without, -less
sobre - on, on top of, above2
tras - behind, from behind; (with time phrases) after, subsequent to
abajo de - underneath
adentro de - inside
afuera de - outside
atrás de - behind
luego de - after
hasta - (mainly Mexico) not until, not before
amarillo, -a - yellow
azul - blue
blanco, -a - white
café - brown (Latin America)
crema - cream-coloured
dorado, -a - gold-coloured
gris - grey
marrón - brown
morado, -a - purple
moreno, -a - brown(-skinned), tanned
(color) naranja - orange
negro, -a - black
rojo, -a - red
rosa - pink
tinto - red (wine)
verde - green
cero - zero
un(o), -a - one
dos - two
tres - three
cuatro - four
cinco - five
seis - six
siete - seven
ocho - eight
nueve - nine
diez - ten
once - eleven
doce - twelve
trece - thirteen
catorce - fourteen
quince - fifteen
dieciséis - sixteen
diecisiete - seventeen
dieciocho - eighteen
diecinueve - nineteen
veinte - twenty
calientito, -a - nice and warm
clarito, -a - nice and clear, clear as crystal
grandecito, -a - nice and big
ligerito, -a - bit on the weak side
jovencito, -a - little (to mean 'young')
mayorcito, -a - 'big lad', not a child
nuevecito, -a - brand new
pesadito, -a - heavy-going
viejito, -a - old and doddery, a bit on the doddery side
ropa - clothes
un abrigo - coat, overcoat
un pantalón - pair of trousers/pants
unos pantalones - (pair of) trousers/pants
un suéter - jumper, sweater
un traje - suit
un traje de etiqueta - (formal) dinner suit, "black tie" dinner dress
un vestido - dress
unos zapatos - shoes
un abrigo - overcoat, (thick) coat/jacket
un chaleco - waistcoat, short jacket
una chaqueta - jacket
una chaqueta de punto - knitted jacket, cardigan
un saco - (formal) jacket, suit jacket (Latin America)
una blusa - blouse; overalls
una camisa - shirt
una camiseta - T-shirt
un jersey - jersey, pullover
una playera - T-shirt
una sudadera - sweatshirt
un bluejean - (a pair of) jeans
una falda - skirt
unos jeans - (pair of) jeans
un short - (pair of) shorts
un calzón - (a pair of) shorts (Spain)
unos leotardos - leggings, ballet tights
una minifalda - a miniskirt
unos pantalones de montar - jodhpurs, riding trousers
unos vaqueros (Spain) - jeans, denims
el teclado - keyboard
una tecla - a key
la pantalla - the screen
el ratón - mouse
el botón izquierdo/derecho - left/right button
periféricos - peripherals
el RAM - RAM
el procesador - processor
la memoria - memory
el disco (duro) - hard disk
una memoria USB - a penstick, USB memory stick
una memoria flash - flash memory
el módem - modem
la impresora (láser) - (laser) printer
la tarjeta de red inalámbrica - wireless network card
el reproductor de CD - CD player
el reproductor de DVD - DVD player
el grabador de CD/DVD - CD/DVD burner
el puerto USB - USB port
el micrófono - microphone
los bafles - speakers (Spain)
las bocinas - speakers (Latin America)
una laptop - a laptop
una máquina de escritorio - a desktop machine
una netbook - a netbook
una Palm palm a Palm
un PDA - a PDA
una consola (de videojuegos) - a (games) console
está en... - it's/he's/she's in...
están en... - they're in...
el (cuarto de) baño - the bathroom
la cocina - the kitchen
el comedor - the dining room
mi cuarto - my (bed)room
el cuarta de lavado - the washroom
el cuarto de servicio - the washroom, utility room
el cuarto de visitas - the guest room
el/mi/nuestro dormitorio - the/my/our bedroom
la/mi/nuestra recámara - the/my/our bedroom (Mexico)
el desayunador - the breakfast bar, breakfast area
la entrada - the hallway, entrance
el estudio - the study
el garaje, la cochera - the garage
el lavadero - the washroom, laundry room (Spain)
el pasillo - the passageway
el portal - the porch
el recibidor - the hallway
el salón - the living room
el trastero - the boxroom
en la escalera - on the stairs
en el descanso - on the landing
en el jardín - in the garden
en el patio - on the patio
(en) la piscina - (in) the swimming pool
(en) la alberca - (in) the swimming pool (Mexico)
en la azotea/terraza - on the roof, in the roof garden
en el sótano - in the basement/cellar1
en el desván - in the attic/loft
en el entretecho - in the attic/loft (Latin America)
en la planta baja - downstairs, on the ground floor (US: first floor)
en el primer piso - on the first floor (US: second floor)
en el segundo piso - on the second floor (US: third floor)
en el tercer piso - on the third floor (US: fourth floor)
en el cuarto/quinto/sexto piso - on the fourth/fifth/sixth floor (US: fifth/sixth/seventh)
en el piso catorce1 - on the fourteenth floor (US: fifteenth)
en el mezanine - on the mezzanine
(en la planta de) abajo - downstairs
(en la planta de) arriba - upstairs
bajar - to go downstairs
subir - to go upstairs
(en) el piso - (on) the floor
(en) el techo - (on) the ceiling; (Latin America) the roof
el tejado - the roof (Spain)
las paredes - the (inside) walls
los muros - the (outside) walls
en la pared - on the wall
la ventana - the window
el ventanal - the (full-length) window
la puerta - the door
el tragaluz - the skylight
el domo - the skylight (Mexico)
las tuberías - the pipes, the pipework
el desagüe - the drainpipe
reservar - to book/reserve
quiero/quisiera reservar... - I want/would like to book/reserve...
¿puedo reservar...? - can I book/reserve...?
¿a qué nombre está la reservación? - what name is it booked under?
¿para qué fecha? - for what date?
¿para qué hora? - for what time?
es para... - it's for...
...hoy mismo - ...today
...mañana - ...tomorrow
...el sábado - ...Saturday
...el día diez/veinte - ...the 10th/20th
a nombre de... - under the name of...
¿tiene reservación? - do you have a reservation?
no tengo/tenemos reservación - I/we haven't booked
¿se puede pagar con tarjeta? - can I/we pay by credit card?
¿cúal es... - what is...
...su nombre? - ...your name?
...el número de la tarjeta? - ...the credit card number?
...la fecha de expiración? - ...the expiry date?
...el precio por persona/noche? - ...the price per person/night?
quisiera reservar... - I'd like to book...
una habitación doble - a double room
una habitación individual - a single room
una habitación para dos/tres personas - a room for two/three people
para... - for...
...la noche del sábado - ...for Saturday night
...la noche del uno/dos/diez de febrero - ...for the night of the 1st/2nd/10th of February
para una noche - for one night
para dos/tres noches - for two/three nights
para una semana/dos semanas - for one/two weeks
¿a qué hora tenemos que dejar la habitación? - what is the check-out time?
¿el precio incluye el desayuno? - does the price include breakfast?
¿a qué distancia está el hotel del aeropuerto? - how far is the hotel from the airport?
quiero confirmar/cancelar mi reservación - I want to confirm/cancel my reservation
soy ... - I am (a) ...
es ... - he/she is (a) ...
abogado, -a - lawyer
actor - actor
actriz - actress
agricultor, -a - farmer
artista - artist
autor, -a - author, writer
bárman - barman
basurero, -a - refuse/garbage collector, dustman, "bin man"
biólogo, -a ¬- biologist
cajero, -a - cashier, teller
camarero - waiter, bar tender
camarera - waitress, (female) bar tender
chef tʃɛf chef
chofer (de camión) (masculine or feminine) - coach driver, bus driver (Mexico)
científico, -a - scientist
cocinero, -a - cook, chef
conductor, -a de autobús - bus driver, coach driver
conserje - caretaker, janitor; porter, doorkeeper
controlador, -a de boletos - ticket inspector
dentista - dentist
doctor, -a - doctor
economista - economist
encargado, -a de limpieza - cleaner
enfermero, -a - nurse
estudiante - student
físico, -a - physicist
hombre de negocios - businessman
informático, -a - IT specialist, computer specialist
ingeniero, -a - engineer
intérprete - interpreter
investigador, -a - researcher
maestro, -a - (primary school) teacher
médico, -a - doctor, physician
mesero, -a - waiter/waitress, bar tender (Mexico)
mujer de negocios - businesswoman
músico, -a - musician
peluquero, -a - hairdresser
policía - policeman
(mujer) policía - policewoman
portero, -a - caretaker, janitor; porter, doorkeeper
profesor, -a - (secondary school) teacher, lecturer
traductor, -a - translator
vendedor, -a - shop assistant, sales assistant
la catedral - the cathedral
la estatua - the statue
una/la iglesia - a/the church
un/el museo - a/the museum
el museo de arte - the art gallery
el palacio - the palace
la plaza - the square
la Plaza de España - (in some Spanish cities) =the "Plaza de España", monumental square
el zócalo - (in Mexico) the Main Sqaure
un bar - a bar
un café - a café, coffee shop
una cantina - (esp Latin America) a bar, snack bar
un restaurante - a restaurant
una taquería - (Mexico) a taco bar, snack bar
una tienda de comida para llevar - a takeaway
una alberca - (Mexico) swimming pool, swimming baths
un boliche - a bowling alley
el cine - the cinema
el casino - the casino
el estadio - the stadium
la piscina - swimming pool
la pista de hielo - the ice rink
la plaza de toros - the bullring
el teatro - the theatre
un almacén - a shop, store
el centro comercial - the shops, the shopping centre
una librería - a bookshop, bookstore
el mercado - the market
el super(mercado) - the supermarket
una tienda - a shop, store
una tienda de comestibles - a grocer's
una tienda departamental - a department store
una tienda de deportes - a sports shop
una tienda de periódicos - a newsagent's
una tienda de regalos - a gift shop
una tienda de ropa - a clothes shop
un banco - a bank
una caja de cambio - a bureau de change
un cajero automático - a cash machine, ATM
la estación de autobuses - the bus station, coach station
la estación de camiones - (Mexico) the bus station, coach station
la estación de metro (más cercana) - the (nearest) metro station
la estación de tren - the train station
el hospital - the hospital
el hotel ... - hotel ...
la oficina de turismo - the tourist information
caldo - (thin) soup
carne - meat
consomé - (thin) soup
ensalada - salad
fruta - some fruit, a piece of fruit
mariscos - seafood
pan - bread
papas - potatoes (Latin America)
pastel - cake
patatas - potatoes
pescado - fish
queso - cheese
salsa - sauce
sopa - soup
verduras - vegetables, greens
arrachera - type of tenderised steak (Latin America)
aves - poultry
bistec - steak
cabrito - goat's meat
cerdo - pork
carne de conejo - rabbit
cordero - lamb
jamón - ham
jamón serrano - (Spanish variety of ham)
pato - duck
pavo - turkey
pollo - chicken
puerco - pork
res - beef
salchichas - sausages
ternera - veal
carne de venado - venison
anguila - eel
atún - tuna
bacalao - cod
bagre - catfish
caballa - mackerel
carpa - carp
cazón - dogfish
eglefino - haddock
huachinango - (type of fish common in Mexico)
mero - grouper fish
mojarra - (type of fish common in Mexico)
peje araña - weeverfish
peje lagarto - alligator fish (delicacy in Mexico)
peje sapo - monkfish
pes espada - swordfish
salmón - salmon
sardinas - sardines
trucha - trout
almejas - clams
calamar - squid
camarones - prawns, shrimps
cangrejo - crab, crayfish
gambas - (medium) prawns (Spain)
jaiba - large crab
langosta - lobster
langostino - king prawn
mejillones - mussels
ostiones - oysters (Latin America)
ostras - oysters
pulpo - octopus
aleman - German
biología - biology
ciencias - science
ciencias naturales - natural sciences
ciencias sociales - social sciences
computación - computing, IT
danza - dance
deportes - sport
dibujo - art, drawing
diseño - art, design
educación cívica - civic education, PSE
educación física - PE, physical education
español - Spanish
enseñanza religiosa - religous education
escultura - sculpture
física - physics
francés - French
geografía - geography
historia - history
informática - computing, IT
inglés - English
italiano - Italian
latín - Latin
literatura - literature
matemáticas - mathematics
música - music
pintura - painting
química - chemistry
teatro - drama, acting
teología - theology, religious
kinder - =kindergarten (US), =nursery and reception (UK) (3-6 years)
prescolar - preschool
primaria - primary school (education) (6-12 years)
secundaria - secondary school, middle school, (lower) high school (education) (13-16 years)
una escuela primaria/secundaria - a primary/secundary school
el instituto1 - secondary school
bachillerato - (upper) high school education, sixth form education (17-18 years)
prepa(ratoria)2 - (upper) high school, sixth form college (in preparation for university education)
universidad - university
estoy... - I am...
está... - he/she is...
...en el kinder - ...at kindergarten/nursery school
...en el prescolar - ...at preschool
...en la primaria/secundaria - ...at primary/secondary school
...en el bachillerato - ...at high school/sixth form college
...en la universidad - ...at university
asignatura - subject
materia - subject
título - qualification, certificate
calificación - grade, mark
estoy haciendo... - I'm doing...
estoy estudiando... - I'm studying...
tengo... - I've got....
cuento con... - I have...
...un bachillerato - ...a baccalaureate
...títulos de 'certificado general de educación secundaria' - ...GCSEs
...un título de 'A Level' en biologia - ...an A-Level in biology
...una licenciatura - bachelor's degree, BA, BSc, BEd (etc)
...una maestría - master's degree, MA, MSc
...un título de ingeniería - engineering degree, =BEng, MEng
...un doctorado - doctorate, PhD, DPhil
está soleado - it's sunny
está nublado - it's cloudy
está lloviendo - it's raining
está nevando - it's snowing
está brumoso - it's foggy
está despejado - it's a clear day
hace frío - it's cold
hace calor - it's hot
hace sol - it's sunny (in some countries: see below)
hace mucho sol/viento - it's really sunny/windy
hace demasiado frío - it's too cold
hay mucho sol - there's plenty of sun
hay mucha lluvia - there's a lot of rain
estamos a... - it's...
...diez grados - ...ten degrees
...quince grados - ...fifteen degrees
...veinte grados - ...twenty degrees
hace más ... que ayer - it's ...er than yesterday
hace más frío que ayer - it's colder than yesterday
está lloviendo más que ayer - it's raining more than yesterday
es un día... - it's a...
...brumoso - ...foggy day
...lluvioso - ...rainy day
...neblinoso - ...misty day
...nublado - ...cloudy day
...soleado - ...sunny day
...ventoso - ...windy day
va a llover - it's going to rain, it looks like rain
va a nevar - it's going to snow
va a hacer frío - it's going to be cold
va a ser un día soleado - it's going to be a sunny day
si está soleado, vamos a la playa - if it's sunny, we'll go to the beach
si llueve, vamos al cine - if it rains, we'll
la química - chemistry
la química orgánica - organic chemistry
un elemento - an element
un átomo - an atom
un átomo de oxígeno/hidrógeno - an oxygen/a hydrogen atom
una molécula - a molecule
un isótopo - an isotope
el número atómico - the atomic number
un cuerpo compuesto - a compound, compound matter
la clasificación periódica (de los elementos químicos) - the periodic classification (of chemical elements), the "periodic table"
un ion - an ion
un ion nitrato - a nitrate ion
un ion positivo/negativo - a positive/negative ion
un catión - a cation
un anión - an anion
un enlace (químico) - a (chemical) bond
un enlace doble - a double bond
un enlace covalente - a covalent bond
un enlace iónico - an ionic bond
un enlace metálico - a metallic bond
ácido - an acid
un aldehído - an aldehyde
un alqueno - an alkene, olefine
un alquino - an alkyne
una amina - an amine
aromático - aromatic
una base - a base
una cetona - a ketone
un éster - an ester
un halógeno - a halogen
un hidrocarburo - a hydrocarbon
un metal - a metal
un monómero - a monomer
un polímero - a polymer
radioactivo - radioactive
una función - a functional group
la función alcohol (-OH) - the alcohol group (-OH)
me levanto... - I get up...
...a las ocho/nueve - ...at eight/nine
...a las siete y media - ...at seven thirty
...temprano/tarde - ...early/late
me ducho (especially Spain, Cuba) - I have a shower
me baño1 (Latin America) - I have a shower/bath
desayuno - I have breakfast
desayuno cereales - I have cereal for breakfast
me visto - I get dressed
me pongo la ropa - I put my clothes on
me preparo para la escuela/el trabajo - I get ready for school/work
voy (a la escuela) en autobús2 - I get the bus (to school)
tomo el metro - I catch the metro (=subway/underground)
llego a la escuela/oficina a las nueve - I get to school/to the office at 9 o'clock
como a las doce/a la una - I have lunch at twelve/one o'clock
llego a mi casa a las cinco de la tarde - I get home at five in the evening
hago mi tarea3 - I do my homework
preparo la cena - I get dinner/supper ready
ceno/cenamos - I/we have dinner
ayudo a mis papás - I help my mum and dad
veo la tele/las noticias - I watch TV/the news
me relajo - I relax
salgo con mis amigos - I go out with my friends
me acuesto - I go to bed
la cabeza - the head
la cara - the face
la espalda - the back
los huesos - the bones
los músculos - the muscles
la piel - the skin
la sangre - the blood
el tronco - the torso, body
las venas - the veins
la boca - the mouth
el cabello - the hair
los cachetes - the cheeks
el cuello - the neck
los dientes - the teeth
la frente - the forehead
los labios - the lips
la lengua - the tongue
las mejillas - the cheeks
el mentón - the chin
la nariz - the nose
la nuca - the back of the neck, nape of the neck
los ojos - the eyes
las orejas - the ears
el pelo - the hair
baloncesto - basketball
balonpié - football/soccer
béisbol1 - baseball
fútbol2 - football/soccer
fútbol americano - American football
hockey - hockey
rugby - rugby
sóquer - (English) football, soccer
voleibol - volleyball
voley-playa - beach volleyball
un perro - a (male) dog
una perra - a (female) dog
un perrito - a little dog, puppy
un gato - a (male) cat
una gata - a (female) cat
un conejo - a rabbit
un pez - a fish
peces tropicales - tropical fish
un gerbo - a gerbil
un ratón - a mouse
una rata - a rat
un hámster - a hamster
un caballo - a horse
un canario - a canary
un cotorro - a parrot
un loro - a parrot
un perico - a parakeet
un sapo - a toad
una tortuga - a tortoise
una tortuga (marina) - a turtle
¿tienes mascota? - do you have a pet?
tengo... - I've got...
tenemos... - we've got...
...un gato que se llama Félix - ...a cat called Felix
mi perro se llama Fido - my dog is called Fido
es... - he's/she's...
...bonito, -a - ...lovely
...cariñoso, -a - ...cuddly
...exigente - ...demanding
...glotón, glotona - ...greedy
...limpo, -a - ...clean
...ruidoso, -a - ...noisy
...tranquilo, -a - ...quiet
come mucho - he/she eats a lot
come muchas croquetas - he/she eats a lot of dog biscuits
ladra demasiado - he/she barks too much
hace mucho ruido - he/she makes a lot of noise
duerme en su camita - he/she sleeps in his/her basket
le doy de comer al gato - I feed the cat
paseo a mi perro - I walk my dog
viven en un acuario - they live in an aquarium
nos hace compañía - he/she keeps us company
tengo que llevarlo al veterinario - I have to take him to the vet's
a - to, at, in (see below for a full list of prepositions)
acá - (Latin American) here
ahí - there, just there
algo - something
alguien - somebody, someone
algun... - some ... or other
(en) alguna parte - somewhere, someplace
allí - there, thereabouts, around there
allá - there, over there
aquí - here
bastante - enough
cerca - nearby
de - of, from (see below for a full list of prepositions)
demasiado - too much, excessively
demasiado..., demasiada... - to much...
demasiados..., demasiadas... - too many...
él - he, him
el..., la... - the...
ella - she, her
ellos, ellas - them
entonces - then
eso - that, it
es2... - it/he/she is...
está2... - it/he/she is..., it stands...
este..., esta... - this...
estos..., estas... - these...
esto - this (unspecific, meaning 'this fact', 'this thing' etc)
hay... - there's..., there are...
lejos - far (away)
los..., las... - the... (plural)
más - more
menos - less
mi... - my...
mis... - my... (plural)
mucho - a lot, to a great extent
mucho..., mucha... - a lot of...
muchos..., muchas... - a lot of..., many...
muy - very
nada - nothing
nadie - nobody, no one
(en) ninguna parte - nowhere
no - not, n't
no es... - it isn't...
no hay... - there isn't aby..., there aren't any...
nunca - never
otro..., otra... - another...
otros..., otras... - some more..., other...
poco - little, a little bit
poco..., poca... - little.., hardly any...
pocos..., pocas... - few...
porque - because
que - that, which, who1; than
siempre - always
si... - if..., whether...
su(s)... - his/her...; your... (formal)
tan... - so...
tanto..., tanta... - so much...
tantos..., tantas... - so many...
tengo... - I have...
todavía - still
todo - everything
todo el..., toda la... - all the...
todos - all; everyone
todos los..., todas las... - all the... (plural)
tú - you (singular, familiar)
tu(s)... - your... (familiary)
uno..., una... - a...
unos..., unas... - some..., a few...
usted - you (formal)
ustedes - you (plural)
vosotros - you (familiar plural, used mainly Spain3)
yo - I, me
¿cómo...? - how...?
¿cuál...? - which...?
¿cuándo...? - when...?
¿cuánto...? - how much/many...?
¿dónde...? - where...?
¿por qué...? - why...?
¿qué...? - what...?
¿quién...? - who...?
lunes - Monday
martes - Tuesday
miércoles - Wednesday
jueves - Thursday
viernes - Friday
sábado - Saturday
domingo - Sunday
este lunes - this Monday
pasado lunes - last Monday
el lunes pasado - last Monday
el lunes próximo pasado (formal) - last Monday
el siguiente miércoles - next Wednesday
el próximo lunes - next Monday
el lunes próximo - next Monday
de este lunes en ocho - a week Monday
trabajo el sábado - I'm working on Saturday
trabajo los sábados - I work on Saturdays
trabajo el segundo sábado de cada mes - I work the second Saturday of every month
enero - January
febrero - February
marzo - March
abril - April
mayo - May
junio - June
julio - July
agosto - August
septiembre - September
octubre - October
noviembre - November
diciembre - December
me voy de vacaciones en enero - I'm going on holiday in January
me fui de vacaciones el pasado julio/el julio anterior - I went on holiday in July
¿que haces este marzo? - what are you doing this March?
nací en mayo de 1980 - I was born in May 1980
hoy es primero de noviembre - today is the 1st of November
hoy es dos/tres de noviembre - today is the 2nd/3rd of November
primavera - spring
verano - summer
otoño - autumn, fall
invierno - winter
en primavera - in spring
esta primavera - this spring
este verano - this summer
la siguiente primavera - next spring
pequeño, -a - small
grande - large; getting on, elderly
joven - young
mayor - elderly
bueno, -a - good
correcto, -a - right, correct
equivocado, -a - wrong, incorrect
frío, -a - cold
caliente - hot, warm
cálido, -a - warm (weather, person)
tibio, -a - warm, lukewarm
bonito, -a - pretty
largo, -a - long
corto, -a - short
fuerte - strong
débil - weak
claro, -a - light (in colour), bright; clear (most senses)
próximo, -a - next
siguiente - next, following
último, -a - last, most recent
pasado, -a - last, previous
cercano, -a - nearby
cerca - near
bajo, -a - low; short (person); quiet (voice)
alto, -a - high, tall
nuevo, -a - new
viejo, -a - old
fácil - easy
difícil - difficult
duro, -a - hard (as in 'difficult' or 'not soft')
ligero, -a - light (in weight); weak (in flavour)
pesado, -a - heavy
limpio, -a - clean
sucio, -a - dirty
lleno, -a - full
vacío, -a - empty
seco, -a - dry
mojado, -a - wet
fresco, -a - fresh (in sense of 'not stale' or 'chilly')
caro, -a - expensive
barato, -a - cheap
ruidoso, -a - loud, noisy
tranquilo, -a - quiet
feliz - happy
contento, -a - happy, satisfied
cansado, -a - tired
triste - sad
preocupado, -a - worried, concerned
enfermo - ill
sano, -a - healthy
amable - kind, generous
amigable - friendly
simpático, -a - kind
estoy ... - I'm ...
está ...? - are you ...?
más ... - more..., ...er
menos ... - less...
muy ... - very...
completamente ... - completely ...
poco ... - hardly ...
bastante ... - quite ..., rather ...
tan ... - so ...
gravemente ... - seriously
una ballena - a whale
un bisonte - a bison
un buey - an ox
un búfalo - a buffalo
un caballo - a horse
una cabra - a goat
un camello - a (two-humped) camel*
un carnero - a ram
una cebra - a zebra
un cerdo - a pig
un delfín - a dolphin
un dromedario - a (one-humped) camel, dromedary*
un elefante - an elephant
una foca - a seal
un gato - a cat
una gata - a (female) cat
un hipopótamo - a hippopotamus
una jirafa - a giraffe
un jaguar - a jaguar
un león - a lion
un leopardo - a leopard
un lince - a lynx
un lobo - a wolf
una mangosta - a mongoose
una mofeta - a skunk
un oso - a bear
un oso blanco/polar - a polar bear
una oveja - a sheep
un ovejo - a ram
un perro - a dog
una perra - a (female) dog
un puma - a puma
un rinoceronte - a rhino(ceros)
un tejón - a badger
un tigre - a tiger
una vaca - a cow
un visón - a mink
un zorrillo - a skunk
¿hola, qué tal? - hi, how's things? (Informal)
¡buenos días! - hello!, good morning!
¡buenas tardes! - hello!, good afternoon!; good evening!
¡buenas! - afternoon!; evening!
¿cómo estás? - how are you? (familiar form)
¿cómo está? - how are you? (formal)
¿cómo estamos? - how are we doing? (used as in English to mean 'how are you doing?')
¡gracias! - thanks!, thank you!
¡muchas gracias! - many thanks!, thanks very much!
por favor - please
¡porfa! - please! (Informal)
¡no, gracias! - no thank you!
¡sí, gracias! - yes please!
¡hasta luego! - bye!, see you later!
¡hasta pronto! - bye!, see you soon!
¡nos vemos! - bye!, see you!
¡nos vemos mañana! - see you tomorrow!
¡cuidate! - take care! (familiar form)
¿perdón? - sorry?, pardon?, what did you say?
¡perdone! - sorry!, excuse me!
¿perdone ...? - excuse me, ...?
¡oiga, ...! - excuse me, ...!
¿oye, ...? - listen, ...?; by the way, ...? (familiar)
¡que tenga un buen día! - have a good day!, hope you have a good day!
¡que le vaya bien! - hope it goes OK!
¡buen provecho! - bon apétit!, enjoy your meal!; (with drink) enjoy!
¡salud! - cheers!; (after sneezing) bless you!
¡cuidado! - watch out!
¡buen día! - hello!, good morning!
¿bueno? - hello? (used in Mexico to answer the telephone)
¿mande? - sorry?, pardon?, what did you say?
¿qué onda? - what's up?, how's it going? (Informal)
¿disculpe ...? - excuse me, ...?
¡ándale (pues)! (Informal) - right then!, cheerio!
¡ahorita vengo! - I'll be back in a minute!
madre - mother
padre - father
hermano, -a - brother/sister
hijo, -a - son/daughter
abuelo, -a - grandfather/grandmother
tío, -a - uncle/aunt
primo, -a - cousin
sobrino, -a - nephew/niece
novio, -a - boyfriend/girlfriend, fiancé(e)
esposo, -a - husband/wife
papá - dad
mamá - mum
mis padres - my parents
mis papás - my mum and dad
mi ... - my ... (with singular)
mis ... - my ... (with plural)
tengo ... - I have ...
... una hermana - ... a sister
... dos niños - ... two kids
no tengo hermanos - I don't have any brothers and sisters
no tengo niños - I don't have any kids
a - to, at, in, into
al - to the, at the etc1
al lado de - next to; compared to
a partir de - starting from, upwards of
alrededor de - around
antes de - before
a través de - through, across
bajo - under
cerca de - near
como - as, like
con - with; of, containing (un vaso con água = a glass of water)
contra - against
de - of; made of; used to make compounds in Spanish
de - from (when expressing movement)
de - (in time expressions) by, in the (morning, day etc)
del - of the, in the etc1
desde - from, since (used instead of de when stressing notion of movement, or with times, prices, values)
después de - after
detrás de - behind
durante - during, for (a period of time)
en - in, on2, at
en lugar de - instead of
en medio de - in the middle of
entre - between, among
en vez de - instead of
fuera de - outside
hacia - towards3
hasta - until, up to
para - (in time phrases) around, by
para - for: expressing destination, direction, recipient ("brought it for me"), opinion ("for me, it seems...")
por - for: in most other senses ('because of', 'on behalf of', 'in exchange for/per', 'to the value of', 'instead of')
por - (indicating place) via, through; throughout; around
según - according to, depending on
sin - without, -less
sobre - on, on top of, above2
tras - behind, from behind; (with time phrases) after, subsequent to
abajo de - underneath
adentro de - inside
afuera de - outside
atrás de - behind
luego de - after
hasta - (mainly Mexico) not until, not before
amarillo, -a - yellow
azul - blue
blanco, -a - white
café - brown (Latin America)
crema - cream-coloured
dorado, -a - gold-coloured
gris - grey
marrón - brown
morado, -a - purple
moreno, -a - brown(-skinned), tanned
(color) naranja - orange
negro, -a - black
rojo, -a - red
rosa - pink
tinto - red (wine)
verde - green
cero - zero
un(o), -a - one
dos - two
tres - three
cuatro - four
cinco - five
seis - six
siete - seven
ocho - eight
nueve - nine
diez - ten
once - eleven
doce - twelve
trece - thirteen
catorce - fourteen
quince - fifteen
dieciséis - sixteen
diecisiete - seventeen
dieciocho - eighteen
diecinueve - nineteen
veinte - twenty
calientito, -a - nice and warm
clarito, -a - nice and clear, clear as crystal
grandecito, -a - nice and big
ligerito, -a - bit on the weak side
jovencito, -a - little (to mean 'young')
mayorcito, -a - 'big lad', not a child
nuevecito, -a - brand new
pesadito, -a - heavy-going
viejito, -a - old and doddery, a bit on the doddery side
ropa - clothes
un abrigo - coat, overcoat
un pantalón - pair of trousers/pants
unos pantalones - (pair of) trousers/pants
un suéter - jumper, sweater
un traje - suit
un traje de etiqueta - (formal) dinner suit, "black tie" dinner dress
un vestido - dress
unos zapatos - shoes
un abrigo - overcoat, (thick) coat/jacket
un chaleco - waistcoat, short jacket
una chaqueta - jacket
una chaqueta de punto - knitted jacket, cardigan
un saco - (formal) jacket, suit jacket (Latin America)
una blusa - blouse; overalls
una camisa - shirt
una camiseta - T-shirt
un jersey - jersey, pullover
una playera - T-shirt
una sudadera - sweatshirt
un bluejean - (a pair of) jeans
una falda - skirt
unos jeans - (pair of) jeans
un short - (pair of) shorts
un calzón - (a pair of) shorts (Spain)
unos leotardos - leggings, ballet tights
una minifalda - a miniskirt
unos pantalones de montar - jodhpurs, riding trousers
unos vaqueros (Spain) - jeans, denims
el teclado - keyboard
una tecla - a key
la pantalla - the screen
el ratón - mouse
el botón izquierdo/derecho - left/right button
periféricos - peripherals
el RAM - RAM
el procesador - processor
la memoria - memory
el disco (duro) - hard disk
una memoria USB - a penstick, USB memory stick
una memoria flash - flash memory
el módem - modem
la impresora (láser) - (laser) printer
la tarjeta de red inalámbrica - wireless network card
el reproductor de CD - CD player
el reproductor de DVD - DVD player
el grabador de CD/DVD - CD/DVD burner
el puerto USB - USB port
el micrófono - microphone
los bafles - speakers (Spain)
las bocinas - speakers (Latin America)
una laptop - a laptop
una máquina de escritorio - a desktop machine
una netbook - a netbook
una Palm palm a Palm
un PDA - a PDA
una consola (de videojuegos) - a (games) console
está en... - it's/he's/she's in...
están en... - they're in...
el (cuarto de) baño - the bathroom
la cocina - the kitchen
el comedor - the dining room
mi cuarto - my (bed)room
el cuarta de lavado - the washroom
el cuarto de servicio - the washroom, utility room
el cuarto de visitas - the guest room
el/mi/nuestro dormitorio - the/my/our bedroom
la/mi/nuestra recámara - the/my/our bedroom (Mexico)
el desayunador - the breakfast bar, breakfast area
la entrada - the hallway, entrance
el estudio - the study
el garaje, la cochera - the garage
el lavadero - the washroom, laundry room (Spain)
el pasillo - the passageway
el portal - the porch
el recibidor - the hallway
el salón - the living room
el trastero - the boxroom
en la escalera - on the stairs
en el descanso - on the landing
en el jardín - in the garden
en el patio - on the patio
(en) la piscina - (in) the swimming pool
(en) la alberca - (in) the swimming pool (Mexico)
en la azotea/terraza - on the roof, in the roof garden
en el sótano - in the basement/cellar1
en el desván - in the attic/loft
en el entretecho - in the attic/loft (Latin America)
en la planta baja - downstairs, on the ground floor (US: first floor)
en el primer piso - on the first floor (US: second floor)
en el segundo piso - on the second floor (US: third floor)
en el tercer piso - on the third floor (US: fourth floor)
en el cuarto/quinto/sexto piso - on the fourth/fifth/sixth floor (US: fifth/sixth/seventh)
en el piso catorce1 - on the fourteenth floor (US: fifteenth)
en el mezanine - on the mezzanine
(en la planta de) abajo - downstairs
(en la planta de) arriba - upstairs
bajar - to go downstairs
subir - to go upstairs
(en) el piso - (on) the floor
(en) el techo - (on) the ceiling; (Latin America) the roof
el tejado - the roof (Spain)
las paredes - the (inside) walls
los muros - the (outside) walls
en la pared - on the wall
la ventana - the window
el ventanal - the (full-length) window
la puerta - the door
el tragaluz - the skylight
el domo - the skylight (Mexico)
las tuberías - the pipes, the pipework
el desagüe - the drainpipe
reservar - to book/reserve
quiero/quisiera reservar... - I want/would like to book/reserve...
¿puedo reservar...? - can I book/reserve...?
¿a qué nombre está la reservación? - what name is it booked under?
¿para qué fecha? - for what date?
¿para qué hora? - for what time?
es para... - it's for...
...hoy mismo - ...today
...mañana - ...tomorrow
...el sábado - ...Saturday
...el día diez/veinte - ...the 10th/20th
a nombre de... - under the name of...
¿tiene reservación? - do you have a reservation?
no tengo/tenemos reservación - I/we haven't booked
¿se puede pagar con tarjeta? - can I/we pay by credit card?
¿cúal es... - what is...
...su nombre? - ...your name?
...el número de la tarjeta? - ...the credit card number?
...la fecha de expiración? - ...the expiry date?
...el precio por persona/noche? - ...the price per person/night?
quisiera reservar... - I'd like to book...
una habitación doble - a double room
una habitación individual - a single room
una habitación para dos/tres personas - a room for two/three people
para... - for...
...la noche del sábado - ...for Saturday night
...la noche del uno/dos/diez de febrero - ...for the night of the 1st/2nd/10th of February
para una noche - for one night
para dos/tres noches - for two/three nights
para una semana/dos semanas - for one/two weeks
¿a qué hora tenemos que dejar la habitación? - what is the check-out time?
¿el precio incluye el desayuno? - does the price include breakfast?
¿a qué distancia está el hotel del aeropuerto? - how far is the hotel from the airport?
quiero confirmar/cancelar mi reservación - I want to confirm/cancel my reservation
soy ... - I am (a) ...
es ... - he/she is (a) ...
abogado, -a - lawyer
actor - actor
actriz - actress
agricultor, -a - farmer
artista - artist
autor, -a - author, writer
bárman - barman
basurero, -a - refuse/garbage collector, dustman, "bin man"
biólogo, -a ¬- biologist
cajero, -a - cashier, teller
camarero - waiter, bar tender
camarera - waitress, (female) bar tender
chef tʃɛf chef
chofer (de camión) (masculine or feminine) - coach driver, bus driver (Mexico)
científico, -a - scientist
cocinero, -a - cook, chef
conductor, -a de autobús - bus driver, coach driver
conserje - caretaker, janitor; porter, doorkeeper
controlador, -a de boletos - ticket inspector
dentista - dentist
doctor, -a - doctor
economista - economist
encargado, -a de limpieza - cleaner
enfermero, -a - nurse
estudiante - student
físico, -a - physicist
hombre de negocios - businessman
informático, -a - IT specialist, computer specialist
ingeniero, -a - engineer
intérprete - interpreter
investigador, -a - researcher
maestro, -a - (primary school) teacher
médico, -a - doctor, physician
mesero, -a - waiter/waitress, bar tender (Mexico)
mujer de negocios - businesswoman
músico, -a - musician
peluquero, -a - hairdresser
policía - policeman
(mujer) policía - policewoman
portero, -a - caretaker, janitor; porter, doorkeeper
profesor, -a - (secondary school) teacher, lecturer
traductor, -a - translator
vendedor, -a - shop assistant, sales assistant
la catedral - the cathedral
la estatua - the statue
una/la iglesia - a/the church
un/el museo - a/the museum
el museo de arte - the art gallery
el palacio - the palace
la plaza - the square
la Plaza de España - (in some Spanish cities) =the "Plaza de España", monumental square
el zócalo - (in Mexico) the Main Sqaure
un bar - a bar
un café - a café, coffee shop
una cantina - (esp Latin America) a bar, snack bar
un restaurante - a restaurant
una taquería - (Mexico) a taco bar, snack bar
una tienda de comida para llevar - a takeaway
una alberca - (Mexico) swimming pool, swimming baths
un boliche - a bowling alley
el cine - the cinema
el casino - the casino
el estadio - the stadium
la piscina - swimming pool
la pista de hielo - the ice rink
la plaza de toros - the bullring
el teatro - the theatre
un almacén - a shop, store
el centro comercial - the shops, the shopping centre
una librería - a bookshop, bookstore
el mercado - the market
el super(mercado) - the supermarket
una tienda - a shop, store
una tienda de comestibles - a grocer's
una tienda departamental - a department store
una tienda de deportes - a sports shop
una tienda de periódicos - a newsagent's
una tienda de regalos - a gift shop
una tienda de ropa - a clothes shop
un banco - a bank
una caja de cambio - a bureau de change
un cajero automático - a cash machine, ATM
la estación de autobuses - the bus station, coach station
la estación de camiones - (Mexico) the bus station, coach station
la estación de metro (más cercana) - the (nearest) metro station
la estación de tren - the train station
el hospital - the hospital
el hotel ... - hotel ...
la oficina de turismo - the tourist information
caldo - (thin) soup
carne - meat
consomé - (thin) soup
ensalada - salad
fruta - some fruit, a piece of fruit
mariscos - seafood
pan - bread
papas - potatoes (Latin America)
pastel - cake
patatas - potatoes
pescado - fish
queso - cheese
salsa - sauce
sopa - soup
verduras - vegetables, greens
arrachera - type of tenderised steak (Latin America)
aves - poultry
bistec - steak
cabrito - goat's meat
cerdo - pork
carne de conejo - rabbit
cordero - lamb
jamón - ham
jamón serrano - (Spanish variety of ham)
pato - duck
pavo - turkey
pollo - chicken
puerco - pork
res - beef
salchichas - sausages
ternera - veal
carne de venado - venison
anguila - eel
atún - tuna
bacalao - cod
bagre - catfish
caballa - mackerel
carpa - carp
cazón - dogfish
eglefino - haddock
huachinango - (type of fish common in Mexico)
mero - grouper fish
mojarra - (type of fish common in Mexico)
peje araña - weeverfish
peje lagarto - alligator fish (delicacy in Mexico)
peje sapo - monkfish
pes espada - swordfish
salmón - salmon
sardinas - sardines
trucha - trout
almejas - clams
calamar - squid
camarones - prawns, shrimps
cangrejo - crab, crayfish
gambas - (medium) prawns (Spain)
jaiba - large crab
langosta - lobster
langostino - king prawn
mejillones - mussels
ostiones - oysters (Latin America)
ostras - oysters
pulpo - octopus
aleman - German
biología - biology
ciencias - science
ciencias naturales - natural sciences
ciencias sociales - social sciences
computación - computing, IT
danza - dance
deportes - sport
dibujo - art, drawing
diseño - art, design
educación cívica - civic education, PSE
educación física - PE, physical education
español - Spanish
enseñanza religiosa - religous education
escultura - sculpture
física - physics
francés - French
geografía - geography
historia - history
informática - computing, IT
inglés - English
italiano - Italian
latín - Latin
literatura - literature
matemáticas - mathematics
música - music
pintura - painting
química - chemistry
teatro - drama, acting
teología - theology, religious
kinder - =kindergarten (US), =nursery and reception (UK) (3-6 years)
prescolar - preschool
primaria - primary school (education) (6-12 years)
secundaria - secondary school, middle school, (lower) high school (education) (13-16 years)
una escuela primaria/secundaria - a primary/secundary school
el instituto1 - secondary school
bachillerato - (upper) high school education, sixth form education (17-18 years)
prepa(ratoria)2 - (upper) high school, sixth form college (in preparation for university education)
universidad - university
estoy... - I am...
está... - he/she is...
...en el kinder - ...at kindergarten/nursery school
...en el prescolar - ...at preschool
...en la primaria/secundaria - ...at primary/secondary school
...en el bachillerato - ...at high school/sixth form college
...en la universidad - ...at university
asignatura - subject
materia - subject
título - qualification, certificate
calificación - grade, mark
estoy haciendo... - I'm doing...
estoy estudiando... - I'm studying...
tengo... - I've got....
cuento con... - I have...
...un bachillerato - ...a baccalaureate
...títulos de 'certificado general de educación secundaria' - ...GCSEs
...un título de 'A Level' en biologia - ...an A-Level in biology
...una licenciatura - bachelor's degree, BA, BSc, BEd (etc)
...una maestría - master's degree, MA, MSc
...un título de ingeniería - engineering degree, =BEng, MEng
...un doctorado - doctorate, PhD, DPhil
está soleado - it's sunny
está nublado - it's cloudy
está lloviendo - it's raining
está nevando - it's snowing
está brumoso - it's foggy
está despejado - it's a clear day
hace frío - it's cold
hace calor - it's hot
hace sol - it's sunny (in some countries: see below)
hace mucho sol/viento - it's really sunny/windy
hace demasiado frío - it's too cold
hay mucho sol - there's plenty of sun
hay mucha lluvia - there's a lot of rain
estamos a... - it's...
...diez grados - ...ten degrees
...quince grados - ...fifteen degrees
...veinte grados - ...twenty degrees
hace más ... que ayer - it's ...er than yesterday
hace más frío que ayer - it's colder than yesterday
está lloviendo más que ayer - it's raining more than yesterday
es un día... - it's a...
...brumoso - ...foggy day
...lluvioso - ...rainy day
...neblinoso - ...misty day
...nublado - ...cloudy day
...soleado - ...sunny day
...ventoso - ...windy day
va a llover - it's going to rain, it looks like rain
va a nevar - it's going to snow
va a hacer frío - it's going to be cold
va a ser un día soleado - it's going to be a sunny day
si está soleado, vamos a la playa - if it's sunny, we'll go to the beach
si llueve, vamos al cine - if it rains, we'll
la química - chemistry
la química orgánica - organic chemistry
un elemento - an element
un átomo - an atom
un átomo de oxígeno/hidrógeno - an oxygen/a hydrogen atom
una molécula - a molecule
un isótopo - an isotope
el número atómico - the atomic number
un cuerpo compuesto - a compound, compound matter
la clasificación periódica (de los elementos químicos) - the periodic classification (of chemical elements), the "periodic table"
un ion - an ion
un ion nitrato - a nitrate ion
un ion positivo/negativo - a positive/negative ion
un catión - a cation
un anión - an anion
un enlace (químico) - a (chemical) bond
un enlace doble - a double bond
un enlace covalente - a covalent bond
un enlace iónico - an ionic bond
un enlace metálico - a metallic bond
ácido - an acid
un aldehído - an aldehyde
un alqueno - an alkene, olefine
un alquino - an alkyne
una amina - an amine
aromático - aromatic
una base - a base
una cetona - a ketone
un éster - an ester
un halógeno - a halogen
un hidrocarburo - a hydrocarbon
un metal - a metal
un monómero - a monomer
un polímero - a polymer
radioactivo - radioactive
una función - a functional group
la función alcohol (-OH) - the alcohol group (-OH)
me levanto... - I get up...
...a las ocho/nueve - ...at eight/nine
...a las siete y media - ...at seven thirty
...temprano/tarde - ...early/late
me ducho (especially Spain, Cuba) - I have a shower
me baño1 (Latin America) - I have a shower/bath
desayuno - I have breakfast
desayuno cereales - I have cereal for breakfast
me visto - I get dressed
me pongo la ropa - I put my clothes on
me preparo para la escuela/el trabajo - I get ready for school/work
voy (a la escuela) en autobús2 - I get the bus (to school)
tomo el metro - I catch the metro (=subway/underground)
llego a la escuela/oficina a las nueve - I get to school/to the office at 9 o'clock
como a las doce/a la una - I have lunch at twelve/one o'clock
llego a mi casa a las cinco de la tarde - I get home at five in the evening
hago mi tarea3 - I do my homework
preparo la cena - I get dinner/supper ready
ceno/cenamos - I/we have dinner
ayudo a mis papás - I help my mum and dad
veo la tele/las noticias - I watch TV/the news
me relajo - I relax
salgo con mis amigos - I go out with my friends
me acuesto - I go to bed
la cabeza - the head
la cara - the face
la espalda - the back
los huesos - the bones
los músculos - the muscles
la piel - the skin
la sangre - the blood
el tronco - the torso, body
las venas - the veins
la boca - the mouth
el cabello - the hair
los cachetes - the cheeks
el cuello - the neck
los dientes - the teeth
la frente - the forehead
los labios - the lips
la lengua - the tongue
las mejillas - the cheeks
el mentón - the chin
la nariz - the nose
la nuca - the back of the neck, nape of the neck
los ojos - the eyes
las orejas - the ears
el pelo - the hair
baloncesto - basketball
balonpié - football/soccer
béisbol1 - baseball
fútbol2 - football/soccer
fútbol americano - American football
hockey - hockey
rugby - rugby
sóquer - (English) football, soccer
voleibol - volleyball
voley-playa - beach volleyball
un perro - a (male) dog
una perra - a (female) dog
un perrito - a little dog, puppy
un gato - a (male) cat
una gata - a (female) cat
un conejo - a rabbit
un pez - a fish
peces tropicales - tropical fish
un gerbo - a gerbil
un ratón - a mouse
una rata - a rat
un hámster - a hamster
un caballo - a horse
un canario - a canary
un cotorro - a parrot
un loro - a parrot
un perico - a parakeet
un sapo - a toad
una tortuga - a tortoise
una tortuga (marina) - a turtle
¿tienes mascota? - do you have a pet?
tengo... - I've got...
tenemos... - we've got...
...un gato que se llama Félix - ...a cat called Felix
mi perro se llama Fido - my dog is called Fido
es... - he's/she's...
...bonito, -a - ...lovely
...cariñoso, -a - ...cuddly
...exigente - ...demanding
...glotón, glotona - ...greedy
...limpo, -a - ...clean
...ruidoso, -a - ...noisy
...tranquilo, -a - ...quiet
come mucho - he/she eats a lot
come muchas croquetas - he/she eats a lot of dog biscuits
ladra demasiado - he/she barks too much
hace mucho ruido - he/she makes a lot of noise
duerme en su camita - he/she sleeps in his/her basket
le doy de comer al gato - I feed the cat
paseo a mi perro - I walk my dog
viven en un acuario - they live in an aquarium
nos hace compañía - he/she keeps us company
tengo que llevarlo al veterinario - I have to take him to the vet's
a - to, at, in (see below for a full list of prepositions)
acá - (Latin American) here
ahí - there, just there
algo - something
alguien - somebody, someone
algun... - some ... or other
(en) alguna parte - somewhere, someplace
allí - there, thereabouts, around there
allá - there, over there
aquí - here
bastante - enough
cerca - nearby
de - of, from (see below for a full list of prepositions)
demasiado - too much, excessively
demasiado..., demasiada... - to much...
demasiados..., demasiadas... - too many...
él - he, him
el..., la... - the...
ella - she, her
ellos, ellas - them
entonces - then
eso - that, it
es2... - it/he/she is...
está2... - it/he/she is..., it stands...
este..., esta... - this...
estos..., estas... - these...
esto - this (unspecific, meaning 'this fact', 'this thing' etc)
hay... - there's..., there are...
lejos - far (away)
los..., las... - the... (plural)
más - more
menos - less
mi... - my...
mis... - my... (plural)
mucho - a lot, to a great extent
mucho..., mucha... - a lot of...
muchos..., muchas... - a lot of..., many...
muy - very
nada - nothing
nadie - nobody, no one
(en) ninguna parte - nowhere
no - not, n't
no es... - it isn't...
no hay... - there isn't aby..., there aren't any...
nunca - never
otro..., otra... - another...
otros..., otras... - some more..., other...
poco - little, a little bit
poco..., poca... - little.., hardly any...
pocos..., pocas... - few...
porque - because
que - that, which, who1; than
siempre - always
si... - if..., whether...
su(s)... - his/her...; your... (formal)
tan... - so...
tanto..., tanta... - so much...
tantos..., tantas... - so many...
tengo... - I have...
todavía - still
todo - everything
todo el..., toda la... - all the...
todos - all; everyone
todos los..., todas las... - all the... (plural)
tú - you (singular, familiar)
tu(s)... - your... (familiary)
uno..., una... - a...
unos..., unas... - some..., a few...
usted - you (formal)
ustedes - you (plural)
vosotros - you (familiar plural, used mainly Spain3)
yo - I, me
¿cómo...? - how...?
¿cuál...? - which...?
¿cuándo...? - when...?
¿cuánto...? - how much/many...?
¿dónde...? - where...?
¿por qué...? - why...?
¿qué...? - what...?
¿quién...? - who...?
lunes - Monday
martes - Tuesday
miércoles - Wednesday
jueves - Thursday
viernes - Friday
sábado - Saturday
domingo - Sunday
este lunes - this Monday
pasado lunes - last Monday
el lunes pasado - last Monday
el lunes próximo pasado (formal) - last Monday
el siguiente miércoles - next Wednesday
el próximo lunes - next Monday
el lunes próximo - next Monday
de este lunes en ocho - a week Monday
trabajo el sábado - I'm working on Saturday
trabajo los sábados - I work on Saturdays
trabajo el segundo sábado de cada mes - I work the second Saturday of every month
enero - January
febrero - February
marzo - March
abril - April
mayo - May
junio - June
julio - July
agosto - August
septiembre - September
octubre - October
noviembre - November
diciembre - December
me voy de vacaciones en enero - I'm going on holiday in January
me fui de vacaciones el pasado julio/el julio anterior - I went on holiday in July
¿que haces este marzo? - what are you doing this March?
nací en mayo de 1980 - I was born in May 1980
hoy es primero de noviembre - today is the 1st of November
hoy es dos/tres de noviembre - today is the 2nd/3rd of November
primavera - spring
verano - summer
otoño - autumn, fall
invierno - winter
en primavera - in spring
esta primavera - this spring
este verano - this summer
la siguiente primavera - next spring
pequeño, -a - small
grande - large; getting on, elderly
joven - young
mayor - elderly
bueno, -a - good
correcto, -a - right, correct
equivocado, -a - wrong, incorrect
frío, -a - cold
caliente - hot, warm
cálido, -a - warm (weather, person)
tibio, -a - warm, lukewarm
bonito, -a - pretty
largo, -a - long
corto, -a - short
fuerte - strong
débil - weak
claro, -a - light (in colour), bright; clear (most senses)
próximo, -a - next
siguiente - next, following
último, -a - last, most recent
pasado, -a - last, previous
cercano, -a - nearby
cerca - near
bajo, -a - low; short (person); quiet (voice)
alto, -a - high, tall
nuevo, -a - new
viejo, -a - old
fácil - easy
difícil - difficult
duro, -a - hard (as in 'difficult' or 'not soft')
ligero, -a - light (in weight); weak (in flavour)
pesado, -a - heavy
limpio, -a - clean
sucio, -a - dirty
lleno, -a - full
vacío, -a - empty
seco, -a - dry
mojado, -a - wet
fresco, -a - fresh (in sense of 'not stale' or 'chilly')
caro, -a - expensive
barato, -a - cheap
ruidoso, -a - loud, noisy
tranquilo, -a - quiet
feliz - happy
contento, -a - happy, satisfied
cansado, -a - tired
triste - sad
preocupado, -a - worried, concerned
enfermo - ill
sano, -a - healthy
amable - kind, generous
amigable - friendly
simpático, -a - kind
estoy ... - I'm ...
está ...? - are you ...?
más ... - more..., ...er
menos ... - less...
muy ... - very...
completamente ... - completely ...
poco ... - hardly ...
bastante ... - quite ..., rather ...
tan ... - so ...
gravemente ... - seriously
una ballena - a whale
un bisonte - a bison
un buey - an ox
un búfalo - a buffalo
un caballo - a horse
una cabra - a goat
un camello - a (two-humped) camel*
un carnero - a ram
una cebra - a zebra
un cerdo - a pig
un delfín - a dolphin
un dromedario - a (one-humped) camel, dromedary*
un elefante - an elephant
una foca - a seal
un gato - a cat
una gata - a (female) cat
un hipopótamo - a hippopotamus
una jirafa - a giraffe
un jaguar - a jaguar
un león - a lion
un leopardo - a leopard
un lince - a lynx
un lobo - a wolf
una mangosta - a mongoose
una mofeta - a skunk
un oso - a bear
un oso blanco/polar - a polar bear
una oveja - a sheep
un ovejo - a ram
un perro - a dog
una perra - a (female) dog
un puma - a puma
un rinoceronte - a rhino(ceros)
un tejón - a badger
un tigre - a tiger
una vaca - a cow
un visón - a mink
un zorrillo - a skunk
Monday, November 8, 2010
SFL 210 notes
Chapter 9 Language Development
Phonology; 1st governing structure and speech patterns; how I know when a sounds ends a word and starts one Page 358
Semantic: 2nd the way underlying concepts are 3expressed in words and word combinations. Versatile vocabulary Page 358
Grammar: 3rd syntax: rules by which words are arranged into sentences and morphology: grammatical markers indicating active or passive voice
Nativist: (Chomsky) account that has language as a uniquely human accomplishment; children assume much for their own language growth. All children have an innate language acquisition device (LAD) system that permits them to once they have a sufficient vocabulary to combine words grammatically. There is universal grammar: built in storehouse of rules that apply to all human languages. Sharp contrast to behaviorist it is based on the idea that language will be acquired.
Even chimps can not acquire as much language as a preschool child
Language areas in the brain
Sensitive period for language development
Children who learn two languages in early childhood separate the language systems from the start and acquire each according to a typical timetable. When school-age children acquire a second language after mastering the first, they take five to seven years to attain the competence of native-speaking age mates. Bilingual children sometimes engage in code switching between the tow language. Bilingual children are advanced in cognitive development and met linguistic awareness-advantages that proved strong justification for bilingual education programs in schools.
Behaviorist: (Skinner) is learned through operant conditioning; baby makes sounds and parents correct them or reward proper sounds for words such as food, eat, please, and hug
Infants: communicate by making eye contact; joint attention: in which the child attends to the same object or event as the caregiver, who labels it, contributes greatly to early language development.
Common language errors:
overextension: applying a word to a broader collection of objects: “car” for buses
under extension: apply words too narrowly “bear” is only his only single stuffed teddy bear
over regularization: a regular grammar rule to the exception; “my toy car breached”
Language development strategies:
Coining:
Telegraphic speech: focus on high-content words and omit smaller ones: “Tommy hit” or “give cookie”
Syntactic bootstrapping: combine words with “similar qualities” “this is a citron one,” told about a car and then again, “that lemon is bright citron,” to concluded the meaning
Metaphors:
Fast mapping: connect a new word with underlying concept after only being exposed briefly
Comprehension/production: comprehension develops ahead of production
Adult Repetition: repeats baby sounds back to the child: “joy joy”
Recasts: restructuring inaccurate speech into correct forms “joy”
Expansion: elaborating on children’s spec, increasing its complexity “joy is your aunt, that means she is your dad’s sister,”
Shared reading with parents
Referential styles of language:
Expressive styles of language:
Chapter 10
Functions of emotions: happiness leads you to approach, sadness to withdraw, fear to actively move away, anger to overcome, expresses your readiness to establish or change your relation to environment as a matter of importance to you
Infants and emotions: the basic emotions are present in even primates, and babies begin to do the social smile: broad grin
Emotional self-regulation: strategies used to adjust intensity/duration of emotional reactions to an acceptable level to get goals
Emotional display rules: specify when, where, and how it is appropriate to express emotions
social referencing: relying on another person’s emotional reaction to appraise an uncertain situation; how mom reacts is how baby does
Temperament: easy 40% quickly establishes regular routines in infancy, cheerful, adaptable
Difficult 10% irregular daily routines, slow to accept new experiences, reacts negatively/intensely
Slow-to-warm-up: 15% inactive, shows mild, low-key reactions to stimuli, slow to adjust
Inhibited/shy children react negatively to and withdraw from novel stimuli
Uninhibited/sociable child display positive emotion to novel stimuli
There does seem to be a genetic link with temperament and identical twins; the Chins babies react to stimuli differently than the white American babies do
Goodness-of-fit model: temperament and environment together can produce favorable outcomes; creating child-rearing environments that recognize each child’s temperament while encouraging more adaptive functioning.
Attachment: stung, affectionate tie we have with special people in our lives, leads us to experience pleasure when we interact with them and have comfort at their nearness
bowl by’s ethological theory: ethological theory of attachment: recognizes the infant’s emotional tie to the caregiver as an evolved response that promotes survival, is the most widely accepted view.
Reattachment phase birth to six weeks built in signals (grasping, smiling, crying) to bring in adult and survive
Attachment in the making six to eight months respond differently to familiar caregiver that to a stranger; smiles more at mother, quiets more for parents than babysitter
Clear-cut attachment six to eight moths to eighteen months to two years attachment is clear to caregiver. Experience stranger anxiety; and use mother as a secure base
Formation of reciprocal relationships: trust swim teacher
Strange situation:
Secure base: use parent for trust and support
Avoidant attachment: unresponsive to mother leaving or returning
Resistant attachment: before separation infant wants closeness, can not be soothed by stranger, and when parent returns they are a combine reaction of anger and want
Disorganized/disoriented attachment: abusive situation
Sensitive care giving; responding promptly and consistently and appropriately to infants and holding them tenderly and carefully creates healthy attachment
Family plays: parents with healthy relationship can develop healthy relationship with baby
Chapter 11
I-self, me-self
The I the identity: how the eye perceives the self in a mirror
The Me is the painting of oneself: what the eye paints on the mirror
Social cogitation: how children come to understand their multifaceted social world; interpret experiences about self
Self-recognition: identification of the self as a physically unique being
Inner self: private thoughts and imaginings
Remembered self: an autobiographic memory of self
Early childhood: I’m Tommy. See, I got this new red T-shirt. I’m four. I can wash my hair. I like Toy trucks.
Three ½ to five typical emotions also: I’m happy when I am at grandma’s house
Four: “I’m shy”
Middle childhood: able to place self in perceived categories
Self-esteem over time:
1-2 expressions of pleasure in mastery are evident, sensitivity to adults’ evaluation appears
3-5 self-esteem is typically high/self-evaluations. All people who try hard are smart, can run fast
6-10 hierarchically organized; separate into academic, social, athletic, decline in levels of self-esteem then rise
11 to adulthood dimensions added (romance, friendship) continue to rise
Achievement motivation: tendency to persist a challenging task
Learned helplessness: attribute failures to ability. When succeed believes it is only because of external not internal
Incremental: I can get better through effort
Entity: I cannot improve ever
Mastery-oriented attributions: crediting success to ability and that there is improvement
Chapter 12
Freud’s comes from wanting to be like the father or the mother
Piaget’s: asked Swedish children questions
Heteronymous morality: 1st stage view rules as handed down by authorities (God, parents, and teachers) with a permanent existence that is unchangeable
Realism: tendency to view mental phenomena including rules as fixed
Reciprocity: golden rule “do unto others as you would have them do unto you
Autonomous morality: rules are not fixed but guidelines
Kohlberg: Heinz dilemma PAGE 498
Muriel’s Domain
Moral: protect peoples’ rights
Social: customs and culture such as table manners
Personal: hairstyle, friends, room clean
Chapter 13
Gender identity: perception of the self as relatively masculine or feminine in characteristics
Gender roles: reflection of stereotypes in behaviors
Gender stereotyping: boys work women are mothers
Gender stereotype flexibility: increased dramatically from age seven on; as they realize that gender does not determine personality; but take a harsh view of children breaking the rules; boys don’t play with dolls
Parents and gender discrimination: younger children receive more rearing in gender rolls than childhood
Androgyny: scoring high on both masculine and feminine personality characteristics
Gender labeling
During the early preschool years, children can Babel their own sex and that of others correctly
Gender constancy: a full understand of the biologically based presence of their gender that combines gender labeling, gender stability, and gender consistency
Gender stability: at this stage children have a partial understanding of the permanence e of sex in that they grasp its stability over time: boys become men but still believe that changing hairstyle can change a person’s sex
Gender consistency: late preschool years sex is biologically based and will be the same, but people can cross dress
Gender intensification: increased gender stereotyping of attitudes and behavior and movement toward a more traditional gender identity strongest for early adolescent girls (facials in jar high, but not now)
Gender Schema theory is an information processing approach that explains how environmental pressures and children’s cognition work together to ship gender. PAGE 547
Phonology; 1st governing structure and speech patterns; how I know when a sounds ends a word and starts one Page 358
Semantic: 2nd the way underlying concepts are 3expressed in words and word combinations. Versatile vocabulary Page 358
Grammar: 3rd syntax: rules by which words are arranged into sentences and morphology: grammatical markers indicating active or passive voice
Nativist: (Chomsky) account that has language as a uniquely human accomplishment; children assume much for their own language growth. All children have an innate language acquisition device (LAD) system that permits them to once they have a sufficient vocabulary to combine words grammatically. There is universal grammar: built in storehouse of rules that apply to all human languages. Sharp contrast to behaviorist it is based on the idea that language will be acquired.
Even chimps can not acquire as much language as a preschool child
Language areas in the brain
Sensitive period for language development
Children who learn two languages in early childhood separate the language systems from the start and acquire each according to a typical timetable. When school-age children acquire a second language after mastering the first, they take five to seven years to attain the competence of native-speaking age mates. Bilingual children sometimes engage in code switching between the tow language. Bilingual children are advanced in cognitive development and met linguistic awareness-advantages that proved strong justification for bilingual education programs in schools.
Behaviorist: (Skinner) is learned through operant conditioning; baby makes sounds and parents correct them or reward proper sounds for words such as food, eat, please, and hug
Infants: communicate by making eye contact; joint attention: in which the child attends to the same object or event as the caregiver, who labels it, contributes greatly to early language development.
Common language errors:
overextension: applying a word to a broader collection of objects: “car” for buses
under extension: apply words too narrowly “bear” is only his only single stuffed teddy bear
over regularization: a regular grammar rule to the exception; “my toy car breached”
Language development strategies:
Coining:
Telegraphic speech: focus on high-content words and omit smaller ones: “Tommy hit” or “give cookie”
Syntactic bootstrapping: combine words with “similar qualities” “this is a citron one,” told about a car and then again, “that lemon is bright citron,” to concluded the meaning
Metaphors:
Fast mapping: connect a new word with underlying concept after only being exposed briefly
Comprehension/production: comprehension develops ahead of production
Adult Repetition: repeats baby sounds back to the child: “joy joy”
Recasts: restructuring inaccurate speech into correct forms “joy”
Expansion: elaborating on children’s spec, increasing its complexity “joy is your aunt, that means she is your dad’s sister,”
Shared reading with parents
Referential styles of language:
Expressive styles of language:
Chapter 10
Functions of emotions: happiness leads you to approach, sadness to withdraw, fear to actively move away, anger to overcome, expresses your readiness to establish or change your relation to environment as a matter of importance to you
Infants and emotions: the basic emotions are present in even primates, and babies begin to do the social smile: broad grin
Emotional self-regulation: strategies used to adjust intensity/duration of emotional reactions to an acceptable level to get goals
Emotional display rules: specify when, where, and how it is appropriate to express emotions
social referencing: relying on another person’s emotional reaction to appraise an uncertain situation; how mom reacts is how baby does
Temperament: easy 40% quickly establishes regular routines in infancy, cheerful, adaptable
Difficult 10% irregular daily routines, slow to accept new experiences, reacts negatively/intensely
Slow-to-warm-up: 15% inactive, shows mild, low-key reactions to stimuli, slow to adjust
Inhibited/shy children react negatively to and withdraw from novel stimuli
Uninhibited/sociable child display positive emotion to novel stimuli
There does seem to be a genetic link with temperament and identical twins; the Chins babies react to stimuli differently than the white American babies do
Goodness-of-fit model: temperament and environment together can produce favorable outcomes; creating child-rearing environments that recognize each child’s temperament while encouraging more adaptive functioning.
Attachment: stung, affectionate tie we have with special people in our lives, leads us to experience pleasure when we interact with them and have comfort at their nearness
bowl by’s ethological theory: ethological theory of attachment: recognizes the infant’s emotional tie to the caregiver as an evolved response that promotes survival, is the most widely accepted view.
Reattachment phase birth to six weeks built in signals (grasping, smiling, crying) to bring in adult and survive
Attachment in the making six to eight months respond differently to familiar caregiver that to a stranger; smiles more at mother, quiets more for parents than babysitter
Clear-cut attachment six to eight moths to eighteen months to two years attachment is clear to caregiver. Experience stranger anxiety; and use mother as a secure base
Formation of reciprocal relationships: trust swim teacher
Strange situation:
Secure base: use parent for trust and support
Avoidant attachment: unresponsive to mother leaving or returning
Resistant attachment: before separation infant wants closeness, can not be soothed by stranger, and when parent returns they are a combine reaction of anger and want
Disorganized/disoriented attachment: abusive situation
Sensitive care giving; responding promptly and consistently and appropriately to infants and holding them tenderly and carefully creates healthy attachment
Family plays: parents with healthy relationship can develop healthy relationship with baby
Chapter 11
I-self, me-self
The I the identity: how the eye perceives the self in a mirror
The Me is the painting of oneself: what the eye paints on the mirror
Social cogitation: how children come to understand their multifaceted social world; interpret experiences about self
Self-recognition: identification of the self as a physically unique being
Inner self: private thoughts and imaginings
Remembered self: an autobiographic memory of self
Early childhood: I’m Tommy. See, I got this new red T-shirt. I’m four. I can wash my hair. I like Toy trucks.
Three ½ to five typical emotions also: I’m happy when I am at grandma’s house
Four: “I’m shy”
Middle childhood: able to place self in perceived categories
Self-esteem over time:
1-2 expressions of pleasure in mastery are evident, sensitivity to adults’ evaluation appears
3-5 self-esteem is typically high/self-evaluations. All people who try hard are smart, can run fast
6-10 hierarchically organized; separate into academic, social, athletic, decline in levels of self-esteem then rise
11 to adulthood dimensions added (romance, friendship) continue to rise
Achievement motivation: tendency to persist a challenging task
Learned helplessness: attribute failures to ability. When succeed believes it is only because of external not internal
Incremental: I can get better through effort
Entity: I cannot improve ever
Mastery-oriented attributions: crediting success to ability and that there is improvement
Chapter 12
Freud’s comes from wanting to be like the father or the mother
Piaget’s: asked Swedish children questions
Heteronymous morality: 1st stage view rules as handed down by authorities (God, parents, and teachers) with a permanent existence that is unchangeable
Realism: tendency to view mental phenomena including rules as fixed
Reciprocity: golden rule “do unto others as you would have them do unto you
Autonomous morality: rules are not fixed but guidelines
Kohlberg: Heinz dilemma PAGE 498
Muriel’s Domain
Moral: protect peoples’ rights
Social: customs and culture such as table manners
Personal: hairstyle, friends, room clean
Chapter 13
Gender identity: perception of the self as relatively masculine or feminine in characteristics
Gender roles: reflection of stereotypes in behaviors
Gender stereotyping: boys work women are mothers
Gender stereotype flexibility: increased dramatically from age seven on; as they realize that gender does not determine personality; but take a harsh view of children breaking the rules; boys don’t play with dolls
Parents and gender discrimination: younger children receive more rearing in gender rolls than childhood
Androgyny: scoring high on both masculine and feminine personality characteristics
Gender labeling
During the early preschool years, children can Babel their own sex and that of others correctly
Gender constancy: a full understand of the biologically based presence of their gender that combines gender labeling, gender stability, and gender consistency
Gender stability: at this stage children have a partial understanding of the permanence e of sex in that they grasp its stability over time: boys become men but still believe that changing hairstyle can change a person’s sex
Gender consistency: late preschool years sex is biologically based and will be the same, but people can cross dress
Gender intensification: increased gender stereotyping of attitudes and behavior and movement toward a more traditional gender identity strongest for early adolescent girls (facials in jar high, but not now)
Gender Schema theory is an information processing approach that explains how environmental pressures and children’s cognition work together to ship gender. PAGE 547
Saturday, November 6, 2010
Self-control (resistance to temptation)
o accomplish the higher priority goals, individuals need to resist the momentarily salient yet lower priority temptations with which the more important goals are in conflict. Our analysis, then, assumes that temptations are defined within a given situation and with respect to the longer term goals at hand. For instance, a desire to go on a relaxing vacation is legitimate on some occasions but should be withheld on other times, when important deadlines at work are approaching. The relativity of goals within goal systems has some important implications for the nature of self-control, which, to be effective, should facilitate the pursuit of dynamic motivational states.”
There is, as the saying goes, often a price for success: In striving to attain our long-term dreams and ambitions, we often must forgo momentary pleasures and amusements. Psychologists have long recognized that these little sacrifices typically are not easy, as the lure of momentary temptations can be pervasive. How do we stay the course and finish a long paper when we could be watching must-see TV? How do we forgo a dinner with friends to stick with our workout schedule? As these examples demonstrate, everyday choice and behavior often involve a struggle between opposite behavioral tendencies. Whereas all goals represent desirable end states that individuals would ordinarily wish to approach, many important, long-term goals require that individuals give up other, relatively lower priority pursuits that might otherwise hinder the attainment of these enduring goals. We label such obstacles temptations, and, in line with previous conceptualizations, in the present analysis we assume that people come to avoid temptations and approach overarching goals through the processes of self-control Fishbach, Ayelet, Shah, James Y(2010 ). Self-Control in Action. Journal of personality and social psychology, 90, 820-832. Retrieved from http://sfx.lib.byu.edu/index.php
Distributive Justice (Vacanation distribution aka healthcare)
For instance, a desire to go on a relaxing vacation is legitimate on some occasions but should be withheld on other times, when important deadlines at work are approaching. The relativity of goals within goal systems has some important implications for the nature of self-control, which, to be effective, should facilitate the pursuit of dynamic motivational states. Stein, Mark S. (1958). Distributive Justice & disability utilitarianism against egalitarianism. New Haven: Yale University Press. Retrieved from http://sfx.lib.byu.edu/index.php
A simple stylized example illustrates both points
and serves to fix ideas for purposes of the argument to come. Imagine that a population of ten million persons faces a one in five chance of an epidemic outbreak of an infectious disease. If an epidemic occurs and nothing is done to combat the disease, two-anda- half million persons will eventually become infected. Suppose further that the disease may be contained in two ways. First, quarantining the first one million persons who are exposed will protect the remaining nine million from exposure, although at a cost: 650 thousand of the quarantined persons will contract the disease;'^ and all one million will bear the urdens of confinement, which are l/lO the burden of suffering the disease. Second, vaccinating the entire population in advance of any outbreak can prevent infections entirely, although the vaccinations are themselves burdensome. They are expensive and painful and, more importantly, involve significant medical side effects. The per-person burden of vaccination is 1/40 as bad as suffering the actual disease. Markovits, Daniel (2005). Quarantines and distributive Justice. The Journal of Law, Medicine & Ethics, 33, 323-344. Retrieved from http://sfx.lib.byu.edu/index.php
Honesty (not cheating on a test)
Unfortunately, academic dishonesty in college is widespread. Though the percentage of undergraduate students reporting that they have cheated at least once during their college careers has remained consistent at about 80% over 30 years, the severity of cheating (e.g., percentages of students engaging in more "serious" cheating such as exam cheating) has increased substantially (Bowers, 1964; Brown & Emmett, 2001; McCabe & Klebe-Trevino, 1997; Spiller & Crown, 1995). In a recent study, Carpenter, Harding, Finelli, Montgomery, and Passow (2006) found that more than 96% of the engineering students reported engaging in at least one behavior they defined as either cheating or unethical while in college. It is not that these students did not understand what cheating was or even had difficulty establishing what behaviors were ethical; rather, the vast majority of students participating in the study were willing to engage in a behavior they recognized and defined as ethically wrong. Mayhew, Matthew J., Hubbard, Steven M., Finelli, Cynthia J., Harding, Trevor S ., Carpenter, Donald D. (2009). Using Structural Equation Modeling to Validate the Theory of Planned Behavior as a Model for Predicting Student Cheating. The Review of Higher Education, 32 (4), 441-468. Retrieved from http://sfx.lib.byu.edu/index.php
violations of good conduct result from a progressive moral failure that
causes them to become insensitive to or tolerant of low-level ethical violations. They
begin to feel they are doing what everyone else is doing, blaming others for their own
transgressions and fearing retaliation for confronting moral failure. Rogers, Laura (2010). Ethical dilemmas in education: standing up for honesty and integrity. Journal of moral education, 39 (2), 243 -248. Retrieved from http://sfx.lib.byu.edu/index.php
Ability to develop intimate friendships (hope of having a lasting marriage)
In the “State of Our Unions” project report (Whitehead & Popenoe, 2006), teens were
asked about their beliefs concerning marriage, family, and monogamy. The results suggested
that the great majority of them do want to get married some day and feel that marriage and
family life is “extremely important” (82% for females, and 70% for males). However, only 63%
8 of adolescent females and 57% of adolescent males think it is very likely that they will stay
married to the same person for their whole lives. Even more disturbing is the fact that only 32%
of high school senior females and 38% of high school senior males stated that they “agreed or
mostly agreed that most people will have fuller and happier lives is they choose legal marriage
rather than staying single or just living with someone” (Whitehead & Popenoe, 2006). Gutierrez, Lorinda A. (2007). The development of READY-A (Ready Inventory for Adolescents) : an assessment of adolescent relationship competence. Provo, Utah: Brigham Young University. Retrieved from http://sfx.lib.byu.edu/index.php
Friendship will motivate one to cross the room one day and say, "I'm sorry; I didn't mean that." It will not pretend perfection nor demand it. It will not insist that both respond exactly the same in every thought and feeling, but it will bring to the union honesty, integrity.
Hanks, Marion D. (1984). Marriage> Latter Day Saints General Conference. October. 47. Retrieved from http://sfx.lib.byu.edu/index.php
Turn About
Students of ‘interview’ behavior, and such two-arty conversation as approximates it in form, have concerned theselves with the distribution of talk among the parties, the distribution of silences, the sequences in which the talk shifted from one to another or was rtained by a single party, and the way such transfer or retention was coordinated. Sacks, Harvey, Schegoloff, Emanuel A., Jefferson, Gail (1974). Language: A Simplest Systematics for the Organization of Turn Taking for Conversation. Linguistic Society of America, 50 (4), 696-735. Retrieved from http://www.jstor.org
This is an organization of practices designed to allow routine achievement of what appears to be overwhelmingly the most common default “numerical” value of speakership in talk-in-interaction: one party talking at a time. This is a matter not so much of politeness as of the constitutive features of commonplace talk-in-interaction, as an enabling institution for orderly commerce between people. Schegloff, Emanuel A. (2000) Overlapping talk and the organization of turn-taking for conversation. Language in Society, 29, 1-63. Retrieved from http://www.jstor.org
Sharing/Giving
Sharing behavior demands the sacrifice
of material possessions by the sharer for
the benefit of others. In situations in which
limited resources are to be shared, interests
of the self and others are placed in direct
confiict. Birch (1986). Preschool Children's Food Sharing with Friends and Acquaintances. Child development, 57 (2), 387-395. Retrieved from http://sfx.lib.byu.edu/index.php
explained that she would show slides of pairs of pictures, and that the subject was to indicate with a pointer which of the two forms on each slide was the larger. She further explained that each correct answer would be rewarded with a token, that the tokens would be exchanged later for a prize, and that the more tokens one had, the better the prize would be. Thus, choosing the correct form was presented as the primary task at hand. Every child viewed eight slides, earned eight tokens, was directed to sign her name on a sheet of paper (this operation serving only to allow the experimenter time to depart from the trailer in the no surveillance condition), and to share or not share, as she chose. The child was also instructed to go into the back room when she finished, where the assistant would exchange her tokens and escort her back to the classroom. The sharing opportunity was always presented by the experimenter giving the following permissive instruction: But before you trade your tokens, you might want to put some of them into this can for
children at another school who won't have the chance to earn tokens. If the children are given enough tokens, we'll give them some prizes, too, but you don't have to give any if you don't want to. Poulos (2010). Influence of modeling, exhortative verbalization, and surveillance on children's sharing. Developmental psychology, 6 (3), 402-408
Handle conflict with others (art of compromising in situations)
Compromising (assertiveness and cooperativeness).
A compromising person finds a mutually acceptable solution that is agreeable to both parties. Compromising contains the same dimensions as collaborating but the dimensions are considered intermediate assertiveness and cooperativeness Morrison (2008). The relationship between emotional intelligence competencies and preferred conflict-handling styles. Journal of nursing management, 16 (8), 974 -83. Retrieved from http://sfx.lib.byu.edu/index.php
We defined conflict ending as the point at which the parents stopped interacting at the current time, and so parents' reports reflected discrete episodes rather than a general atmosphere in the home. Both fathers and mothers completed the home reports, but for ease of presentation, and because responses and the pattern of results were generally quite consistent across reporters (see Cummings et al., 2003), mothers' records are used exclusively in the current report.
Using a checklist format, mothers indicated (i.e., endorsed or did not endorse) what they and their spouses did to end each conflict interaction, including apologize, compromise, give in, agree to disagree, and withdraw. Mothers also rated the degree of their own and their spouses' angry, sad, fearful, and positive emotional expression, on 10-point scales ranging from 0 (none) to 9 (high). Their ratings of their emotions and behaviors during conflicts, which are described elsewhere (Cummings et al., 2003), were also included for selected analyses reported below. Mothers also rated the extent to which the problem was worked out, on a 10-point scale from 0 (none) to 9 (high).
Geoke, Morey (2010). Children and Marital Conflict Resolution. Journal of family psychology, 21(4), 744 -753. Retrieved from http://sfx.lib.byu.edu/index.php
Formation of a reciprocal relationship
Examines the reciprocal relationship between conceptual models of learning and nursing practice. Social mission of nursing; Formulations of conceptual model used in nursing practice; Development of patient classification systems guided by conceptual models. Fawcett (1992). Conceptual models and nursing practice: the reciprocal relationship. Journal of advanced nursing, 17(2), 224-228. Retrieved from http://sfx.lib.byu.edu/index.php
These point to all manner of connections and contacts between the two parties. Relations developed haphazardly and were unstructured. No set procedures regarding the transmission of information from policemen to journalists, and no routine system of briefing or press
officers existed in the period under review. The evidence shows, however, that these links gradually became more intensive, albeit not always congenial, as will be discussed below.
Required to be in the proximity of law enforcers who would feed them nformation, insights and good stories, journalists gradually developed a wide range of contacts with detectives. Some links were occasional and ad hoc, while others were long-standing. A small number of top journalists enjoyed social connections with leading politicians and senior officials, including those working for the police, whom they met in gentlemen’s clubs and other social venues and could tap for information The article examines the relationship between police detectives and journalists during the Victorian and Edwardian periods in England, particularly London. Topics include how both occupations evolved during the period, their struggle for respectability and recognition, the mutually-dependent relationship between journalists and detectives, negotiations on how police work would be reported in the press, frictions between the two professions, and how journalists assisted police or reacted to their lack of cooperation. Shpayer, Makov (2009). Journalists and Police Detectives in Victorian and Edwardian England: An Uneasy Reciprocal Relationship. Journal of social history, 42(4), 963 -987
Emotional Self-Regulation
Of these, emotional self-regulation is one of the most crucial. It reflects the ability to initiate behavioral and emotional changes during emotionally charged situations in order to meet goals and manage arousal and predicts current and later adjustment Dennis, Tracy (2010). Emotional Self-Regulation in Preschoolers. Developmental, 42 (1), 84 -97. Retrieved from http://sfx.lib.byu.edu/index.php
We add to existing research by examining emotional performance in job roles that require either the expression of positive emotions (e.g., customer service) or the expression of negative emotions (e.g., bill collection). We also extend existing emotional labor research by including a physiological measure (i.e., heart rate) in our study, allowing us to examine both the effects of emotional performance on individuals' reports of experienced stress and exhaustion and their cardiac responses to emotional performance. Although some existing laboratory research has linked emotional regulation to cardiac arousal, the role of personality in cardiac responses to emotional regulation has not been examined. Indeed, the use of physiological stress measures in organizational research has been criticized for ignoring both stable factors (e.g., personality traits) and transitory influences (e.g., emotional regulation demands; see Fried, Rowland, & Ferris, 1984). Because the link between stress and heart rate reported in the literature is modest (Blascovich & Tomaka, 1996, for a review) and the cardiac system is responsive to both challenges and threats (Blascovich, Mendes, Hunter, & Salomon, 1999), we include heart rate in our study on an exploratory basis. Bono, Joyce E. (Personality and Emotional Performance. Journal of occupational health psychology, 12(2), 177-192. Retrieved from http://sfx.lib.byu.edu/index.php
o accomplish the higher priority goals, individuals need to resist the momentarily salient yet lower priority temptations with which the more important goals are in conflict. Our analysis, then, assumes that temptations are defined within a given situation and with respect to the longer term goals at hand. For instance, a desire to go on a relaxing vacation is legitimate on some occasions but should be withheld on other times, when important deadlines at work are approaching. The relativity of goals within goal systems has some important implications for the nature of self-control, which, to be effective, should facilitate the pursuit of dynamic motivational states.”
There is, as the saying goes, often a price for success: In striving to attain our long-term dreams and ambitions, we often must forgo momentary pleasures and amusements. Psychologists have long recognized that these little sacrifices typically are not easy, as the lure of momentary temptations can be pervasive. How do we stay the course and finish a long paper when we could be watching must-see TV? How do we forgo a dinner with friends to stick with our workout schedule? As these examples demonstrate, everyday choice and behavior often involve a struggle between opposite behavioral tendencies. Whereas all goals represent desirable end states that individuals would ordinarily wish to approach, many important, long-term goals require that individuals give up other, relatively lower priority pursuits that might otherwise hinder the attainment of these enduring goals. We label such obstacles temptations, and, in line with previous conceptualizations, in the present analysis we assume that people come to avoid temptations and approach overarching goals through the processes of self-control Fishbach, Ayelet, Shah, James Y(2010 ). Self-Control in Action. Journal of personality and social psychology, 90, 820-832. Retrieved from http://sfx.lib.byu.edu/index.php
Distributive Justice (Vacanation distribution aka healthcare)
For instance, a desire to go on a relaxing vacation is legitimate on some occasions but should be withheld on other times, when important deadlines at work are approaching. The relativity of goals within goal systems has some important implications for the nature of self-control, which, to be effective, should facilitate the pursuit of dynamic motivational states. Stein, Mark S. (1958). Distributive Justice & disability utilitarianism against egalitarianism. New Haven: Yale University Press. Retrieved from http://sfx.lib.byu.edu/index.php
A simple stylized example illustrates both points
and serves to fix ideas for purposes of the argument to come. Imagine that a population of ten million persons faces a one in five chance of an epidemic outbreak of an infectious disease. If an epidemic occurs and nothing is done to combat the disease, two-anda- half million persons will eventually become infected. Suppose further that the disease may be contained in two ways. First, quarantining the first one million persons who are exposed will protect the remaining nine million from exposure, although at a cost: 650 thousand of the quarantined persons will contract the disease;'^ and all one million will bear the urdens of confinement, which are l/lO the burden of suffering the disease. Second, vaccinating the entire population in advance of any outbreak can prevent infections entirely, although the vaccinations are themselves burdensome. They are expensive and painful and, more importantly, involve significant medical side effects. The per-person burden of vaccination is 1/40 as bad as suffering the actual disease. Markovits, Daniel (2005). Quarantines and distributive Justice. The Journal of Law, Medicine & Ethics, 33, 323-344. Retrieved from http://sfx.lib.byu.edu/index.php
Honesty (not cheating on a test)
Unfortunately, academic dishonesty in college is widespread. Though the percentage of undergraduate students reporting that they have cheated at least once during their college careers has remained consistent at about 80% over 30 years, the severity of cheating (e.g., percentages of students engaging in more "serious" cheating such as exam cheating) has increased substantially (Bowers, 1964; Brown & Emmett, 2001; McCabe & Klebe-Trevino, 1997; Spiller & Crown, 1995). In a recent study, Carpenter, Harding, Finelli, Montgomery, and Passow (2006) found that more than 96% of the engineering students reported engaging in at least one behavior they defined as either cheating or unethical while in college. It is not that these students did not understand what cheating was or even had difficulty establishing what behaviors were ethical; rather, the vast majority of students participating in the study were willing to engage in a behavior they recognized and defined as ethically wrong. Mayhew, Matthew J., Hubbard, Steven M., Finelli, Cynthia J., Harding, Trevor S ., Carpenter, Donald D. (2009). Using Structural Equation Modeling to Validate the Theory of Planned Behavior as a Model for Predicting Student Cheating. The Review of Higher Education, 32 (4), 441-468. Retrieved from http://sfx.lib.byu.edu/index.php
violations of good conduct result from a progressive moral failure that
causes them to become insensitive to or tolerant of low-level ethical violations. They
begin to feel they are doing what everyone else is doing, blaming others for their own
transgressions and fearing retaliation for confronting moral failure. Rogers, Laura (2010). Ethical dilemmas in education: standing up for honesty and integrity. Journal of moral education, 39 (2), 243 -248. Retrieved from http://sfx.lib.byu.edu/index.php
Ability to develop intimate friendships (hope of having a lasting marriage)
In the “State of Our Unions” project report (Whitehead & Popenoe, 2006), teens were
asked about their beliefs concerning marriage, family, and monogamy. The results suggested
that the great majority of them do want to get married some day and feel that marriage and
family life is “extremely important” (82% for females, and 70% for males). However, only 63%
8 of adolescent females and 57% of adolescent males think it is very likely that they will stay
married to the same person for their whole lives. Even more disturbing is the fact that only 32%
of high school senior females and 38% of high school senior males stated that they “agreed or
mostly agreed that most people will have fuller and happier lives is they choose legal marriage
rather than staying single or just living with someone” (Whitehead & Popenoe, 2006). Gutierrez, Lorinda A. (2007). The development of READY-A (Ready Inventory for Adolescents) : an assessment of adolescent relationship competence. Provo, Utah: Brigham Young University. Retrieved from http://sfx.lib.byu.edu/index.php
Friendship will motivate one to cross the room one day and say, "I'm sorry; I didn't mean that." It will not pretend perfection nor demand it. It will not insist that both respond exactly the same in every thought and feeling, but it will bring to the union honesty, integrity.
Hanks, Marion D. (1984). Marriage> Latter Day Saints General Conference. October. 47. Retrieved from http://sfx.lib.byu.edu/index.php
Turn About
Students of ‘interview’ behavior, and such two-arty conversation as approximates it in form, have concerned theselves with the distribution of talk among the parties, the distribution of silences, the sequences in which the talk shifted from one to another or was rtained by a single party, and the way such transfer or retention was coordinated. Sacks, Harvey, Schegoloff, Emanuel A., Jefferson, Gail (1974). Language: A Simplest Systematics for the Organization of Turn Taking for Conversation. Linguistic Society of America, 50 (4), 696-735. Retrieved from http://www.jstor.org
This is an organization of practices designed to allow routine achievement of what appears to be overwhelmingly the most common default “numerical” value of speakership in talk-in-interaction: one party talking at a time. This is a matter not so much of politeness as of the constitutive features of commonplace talk-in-interaction, as an enabling institution for orderly commerce between people. Schegloff, Emanuel A. (2000) Overlapping talk and the organization of turn-taking for conversation. Language in Society, 29, 1-63. Retrieved from http://www.jstor.org
Sharing/Giving
Sharing behavior demands the sacrifice
of material possessions by the sharer for
the benefit of others. In situations in which
limited resources are to be shared, interests
of the self and others are placed in direct
confiict. Birch (1986). Preschool Children's Food Sharing with Friends and Acquaintances. Child development, 57 (2), 387-395. Retrieved from http://sfx.lib.byu.edu/index.php
explained that she would show slides of pairs of pictures, and that the subject was to indicate with a pointer which of the two forms on each slide was the larger. She further explained that each correct answer would be rewarded with a token, that the tokens would be exchanged later for a prize, and that the more tokens one had, the better the prize would be. Thus, choosing the correct form was presented as the primary task at hand. Every child viewed eight slides, earned eight tokens, was directed to sign her name on a sheet of paper (this operation serving only to allow the experimenter time to depart from the trailer in the no surveillance condition), and to share or not share, as she chose. The child was also instructed to go into the back room when she finished, where the assistant would exchange her tokens and escort her back to the classroom. The sharing opportunity was always presented by the experimenter giving the following permissive instruction: But before you trade your tokens, you might want to put some of them into this can for
children at another school who won't have the chance to earn tokens. If the children are given enough tokens, we'll give them some prizes, too, but you don't have to give any if you don't want to. Poulos (2010). Influence of modeling, exhortative verbalization, and surveillance on children's sharing. Developmental psychology, 6 (3), 402-408
Handle conflict with others (art of compromising in situations)
Compromising (assertiveness and cooperativeness).
A compromising person finds a mutually acceptable solution that is agreeable to both parties. Compromising contains the same dimensions as collaborating but the dimensions are considered intermediate assertiveness and cooperativeness Morrison (2008). The relationship between emotional intelligence competencies and preferred conflict-handling styles. Journal of nursing management, 16 (8), 974 -83. Retrieved from http://sfx.lib.byu.edu/index.php
We defined conflict ending as the point at which the parents stopped interacting at the current time, and so parents' reports reflected discrete episodes rather than a general atmosphere in the home. Both fathers and mothers completed the home reports, but for ease of presentation, and because responses and the pattern of results were generally quite consistent across reporters (see Cummings et al., 2003), mothers' records are used exclusively in the current report.
Using a checklist format, mothers indicated (i.e., endorsed or did not endorse) what they and their spouses did to end each conflict interaction, including apologize, compromise, give in, agree to disagree, and withdraw. Mothers also rated the degree of their own and their spouses' angry, sad, fearful, and positive emotional expression, on 10-point scales ranging from 0 (none) to 9 (high). Their ratings of their emotions and behaviors during conflicts, which are described elsewhere (Cummings et al., 2003), were also included for selected analyses reported below. Mothers also rated the extent to which the problem was worked out, on a 10-point scale from 0 (none) to 9 (high).
Geoke, Morey (2010). Children and Marital Conflict Resolution. Journal of family psychology, 21(4), 744 -753. Retrieved from http://sfx.lib.byu.edu/index.php
Formation of a reciprocal relationship
Examines the reciprocal relationship between conceptual models of learning and nursing practice. Social mission of nursing; Formulations of conceptual model used in nursing practice; Development of patient classification systems guided by conceptual models. Fawcett (1992). Conceptual models and nursing practice: the reciprocal relationship. Journal of advanced nursing, 17(2), 224-228. Retrieved from http://sfx.lib.byu.edu/index.php
These point to all manner of connections and contacts between the two parties. Relations developed haphazardly and were unstructured. No set procedures regarding the transmission of information from policemen to journalists, and no routine system of briefing or press
officers existed in the period under review. The evidence shows, however, that these links gradually became more intensive, albeit not always congenial, as will be discussed below.
Required to be in the proximity of law enforcers who would feed them nformation, insights and good stories, journalists gradually developed a wide range of contacts with detectives. Some links were occasional and ad hoc, while others were long-standing. A small number of top journalists enjoyed social connections with leading politicians and senior officials, including those working for the police, whom they met in gentlemen’s clubs and other social venues and could tap for information The article examines the relationship between police detectives and journalists during the Victorian and Edwardian periods in England, particularly London. Topics include how both occupations evolved during the period, their struggle for respectability and recognition, the mutually-dependent relationship between journalists and detectives, negotiations on how police work would be reported in the press, frictions between the two professions, and how journalists assisted police or reacted to their lack of cooperation. Shpayer, Makov (2009). Journalists and Police Detectives in Victorian and Edwardian England: An Uneasy Reciprocal Relationship. Journal of social history, 42(4), 963 -987
Emotional Self-Regulation
Of these, emotional self-regulation is one of the most crucial. It reflects the ability to initiate behavioral and emotional changes during emotionally charged situations in order to meet goals and manage arousal and predicts current and later adjustment Dennis, Tracy (2010). Emotional Self-Regulation in Preschoolers. Developmental, 42 (1), 84 -97. Retrieved from http://sfx.lib.byu.edu/index.php
We add to existing research by examining emotional performance in job roles that require either the expression of positive emotions (e.g., customer service) or the expression of negative emotions (e.g., bill collection). We also extend existing emotional labor research by including a physiological measure (i.e., heart rate) in our study, allowing us to examine both the effects of emotional performance on individuals' reports of experienced stress and exhaustion and their cardiac responses to emotional performance. Although some existing laboratory research has linked emotional regulation to cardiac arousal, the role of personality in cardiac responses to emotional regulation has not been examined. Indeed, the use of physiological stress measures in organizational research has been criticized for ignoring both stable factors (e.g., personality traits) and transitory influences (e.g., emotional regulation demands; see Fried, Rowland, & Ferris, 1984). Because the link between stress and heart rate reported in the literature is modest (Blascovich & Tomaka, 1996, for a review) and the cardiac system is responsive to both challenges and threats (Blascovich, Mendes, Hunter, & Salomon, 1999), we include heart rate in our study on an exploratory basis. Bono, Joyce E. (Personality and Emotional Performance. Journal of occupational health psychology, 12(2), 177-192. Retrieved from http://sfx.lib.byu.edu/index.php
SFL 210 outline
Self-control (resistance to temptation)
o accomplish the higher priority goals, individuals need to resist the momentarily salient yet lower priority temptations with which the more important goals are in conflict. Our analysis, then, assumes that temptations are defined within a given situation and with respect to the longer term goals at hand. For instance, a desire to go on a relaxing vacation is legitimate on some occasions but should be withheld on other times, when important deadlines at work are approaching. The relativity of goals within goal systems has some important implications for the nature of self-control, which, to be effective, should facilitate the pursuit of dynamic motivational states.”
There is, as the saying goes, often a price for success: In striving to attain our long-term dreams and ambitions, we often must forgo momentary pleasures and amusements. Psychologists have long recognized that these little sacrifices typically are not easy, as the lure of momentary temptations can be pervasive. How do we stay the course and finish a long paper when we could be watching must-see TV? How do we forgo a dinner with friends to stick with our workout schedule? As these examples demonstrate, everyday choice and behavior often involve a struggle between opposite behavioral tendencies. Whereas all goals represent desirable end states that individuals would ordinarily wish to approach, many important, long-term goals require that individuals give up other, relatively lower priority pursuits that might otherwise hinder the attainment of these enduring goals. We label such obstacles temptations, and, in line with previous conceptualizations, in the present analysis we assume that people come to avoid temptations and approach overarching goals through the processes of self-control Fishbach, Ayelet, Shah, James Y(2010 ). Self-Control in Action. Journal of personality and social psychology, 90, 820-832. Retrieved from http://sfx.lib.byu.edu/index.php
Distributive Justice (Vacanation distribution aka healthcare)
For instance, a desire to go on a relaxing vacation is legitimate on some occasions but should be withheld on other times, when important deadlines at work are approaching. The relativity of goals within goal systems has some important implications for the nature of self-control, which, to be effective, should facilitate the pursuit of dynamic motivational states. Stein, Mark S. (1958). Distributive Justice & disability utilitarianism against egalitarianism. New Haven: Yale University Press. Retrieved from http://sfx.lib.byu.edu/index.php
A simple stylized example illustrates both points
and serves to fix ideas for purposes of the argument to
come. Imagine that a population of ten million persons
faces a one in five chance of an epidemic outbreak
of an infectious disease. If an epidemic occurs
and nothing is done to combat the disease, two-anda-
half million persons will eventually become infected.
Suppose further that the disease may be contained
in two ways. First, quarantining the first one million
persons who are exposed will protect the remaining
nine million from exposure, although at a cost: 650
thousand of the quarantined persons will contract the
disease;'^ and all one million will bear the burdens of
confinement, which are l/lO the burden of suffering
the disease. Second, vaccinating the entire population
in advance of any outbreak can prevent infections
entirely, although the vaccinations are themselves
burdensome. They are expensive and painful and,
more importantly, involve significant medical side
effects. The per-person burden of vaccination is 1/40
as bad as suffering the actual disease. Markovits, Daniel (2005). Quarantines and distributive Justice. The Journal of Law, Medicine & Ethics, 33, 323-344. Retrieved from http://sfx.lib.byu.edu/index.php
Honesty (not cheating on a test)
Unfortunately, academic dishonesty in college is widespread. Though the percentage of undergraduate students reporting that they have cheated at least once during their college careers has remained consistent at about 80% over 30 years, the severity of cheating (e.g., percentages of students engaging in more "serious" cheating such as exam cheating) has increased substantially (Bowers, 1964; Brown & Emmett, 2001; McCabe & Klebe-Trevino, 1997; Spiller & Crown, 1995). In a recent study, Carpenter, Harding, Finelli, Montgomery, and Passow (2006) found that more than 96% of the engineering students reported engaging in at least one behavior they defined as either cheating or unethical while in college. It is not that these students did not understand what cheating was or even had difficulty establishing what behaviors were ethical; rather, the vast majority of students participating in the study were willing to engage in a behavior they recognized and defined as ethically wrong. Mayhew, Matthew J., Hubbard, Steven M., Finelli, Cynthia J., Harding, Trevor S ., Carpenter, Donald D. (2009). Using Structural Equation Modeling to Validate the Theory of Planned Behavior as a Model for Predicting Student Cheating. The Review of Higher Education, 32 (4), 441-468. Retrieved from http://sfx.lib.byu.edu/index.php
violations of good conduct result from a progressive moral failure that
causes them to become insensitive to or tolerant of low-level ethical violations. They
begin to feel they are doing what everyone else is doing, blaming others for their own
transgressions and fearing retaliation for confronting moral failure. Rogers, Laura (2010). Ethical dilemmas in education: standing up for honesty and integrity. Journal of moral education, 39 (2), 243 -248. Retrieved from http://sfx.lib.byu.edu/index.php
Ability to develop intimate friendships (hope of having a lasting marriage)
In the “State of Our Unions” project report (Whitehead & Popenoe, 2006), teens were
asked about their beliefs concerning marriage, family, and monogamy. The results suggested
that the great majority of them do want to get married some day and feel that marriage and
family life is “extremely important” (82% for females, and 70% for males). However, only 63%
8 of adolescent females and 57% of adolescent males think it is very likely that they will stay
married to the same person for their whole lives. Even more disturbing is the fact that only 32%
of high school senior females and 38% of high school senior males stated that they “agreed or
mostly agreed that most people will have fuller and happier lives is they choose legal marriage
rather than staying single or just living with someone” (Whitehead & Popenoe, 2006). Gutierrez, Lorinda A. (2007). The development of READY-A (Ready Inventory for Adolescents) : an assessment of adolescent relationship competence. Provo, Utah: Brigham Young University. Retrieved from http://sfx.lib.byu.edu/index.php
Friendship will motivate one to cross the room one day and say, "I'm sorry; I didn't mean that." It will not pretend perfection nor demand it. It will not insist that both respond exactly the same in every thought and feeling, but it will bring to the union honesty, integrity.
Hanks, Marion D. (1984). Marriage> Latter Day Saints General Conference. October. 47. Retrieved from http://sfx.lib.byu.edu/index.php
Turn About
Students of ‘interview’ behavior, and such two-arty conversation as approximates it in form, have concerned theselves with the distribution of talk among the parties, the distribution of silences, the sequences in which the talk shifted from one to another or was rtained by a single party, and the way such transfer or retention was coordinated. Sacks, Harvey, Schegoloff, Emanuel A., Jefferson, Gail (1974). Language: A Simplest Systematics for the Organization of Turn Taking for Conversation. Linguistic Society of America, 50 (4), 696-735. Retrieved from http://www.jstor.org
This is an organization of practices designed to allow routine achievement of what appears to be overwhelmingly the most common default “numerical” value of speakership in talk-in-interaction: one party talking at a time. This is a matter not so much of politeness as of the constitutive features of commonplace talk-in-interaction, as an enabling institution for orderly commerce between people. Schegloff, Emanuel A. (2000) Overlapping talk and the organization of turn-taking for conversation. Language in Society, 29, 1-63. Retrieved from http://www.jstor.org
Sharing/Giving
Sharing behavior demands the sacrifice
of material possessions by the sharer for
the benefit of others. In situations in which
limited resources are to be shared, interests
of the self and others are placed in direct
confiict. Birch (1986). Preschool Children's Food Sharing with Friends and Acquaintances. Child development, 57 (2), 387-395. Retrieved from http://sfx.lib.byu.edu/index.php
The assistant escorted each child individually to the trailer, explaining on the way that the child would view pictures with an adult who had also come to see the pictures. After introducing the child to the experimenter and confererate, the assistant excused herself, ostensibly to work in the back room. The experimenter then explained that she would show slides of pairs of pictures, and that the subject was to indicate with a pointer which of the two forms on each slide was the larger. She further explained that each correct answer would be rewarded with a token, that the tokens would be exchanged later for a prize, and that the more tokens one had, the better the prize would be. Thus, choosing the correct form was presented as the primary task at hand. Every child viewed eight slides, earned eight tokens, was directed to sign her name on a sheet of paper (this operation serving only to allow the experimenter time to depart from the trailer in the no surveillance condition), and to share or not share, as she chose. The child was also instructed to go into the back room when she finished, where the assistant would exchange her tokens and escort her back to the classroom. The sharing opportunity was always presented by the experimenter giving the following permissive instruction: But before you trade your tokens, you might want to put some of them into this can for
children at another school who won't have the chance to earn tokens. If the children are given enough tokens, we'll give them some prizes, too, but you don't have to give any if you don't want to. Modeling versus no modeling. After earning tokens, one-half of the subjects (modeling) observed the confederate act upon the sharing opportunity presented to her, as described above. Depositing four of her ostensibly earned tokens into the container, the confederate glanced at the subject and stated: "I think I'll give four tokens to the children—there, I gave four." She then left the trailer, and the children were immediately given the chance to donate. The remaining one-half of the subjects (no modeling) merely earned tokens and were presented with the opportunity to share. Prior to their potential donation, the confederate excused herself and departed from the trailer. Verbalization versus no verbalization. Half of the children in each modeling condition were exposed to the verbalization: "I think it would be good to give some tokens to the children. The right thing to do is to help others. Four would be a fair number to give; I think it would be ood to give four." In the modeling subgroup, the verbalization was given in conjunction with the confederate's verbal description of her modeled action. In the no modeling subgroup, the verbalization was spoken by the confederate immediately after the subjects had been presented with the sharing opportunity. The confederate then left the trailer before the subject acted. For the remaining one-half of the children, assigned to the no verbalization condition, the confederate departed from the trailer prior to the subjects' potential sharing, erely stating her intention to leave. Surveillance versus no surveillance. Half of the subjects in each of the four subgroups described above, when given the opportunity to donate, were directly but passively observed by the experimenter, who stood nearby (surveillance). For the remaining half, the experimenter presented the sharing opportunity, immediately announced that she had to leave for a while and therefore would not see the child again, and departed from the trailer (no surveillance). Poulos (2010). Influence of modeling, exhortative verbalization, and surveillance on children's sharing. Developmental psychology, 6 (3), 402-408
Handle conflict with others (art of compromising in situations)
Compromising (assertiveness and cooperativeness).
A compromising person finds a mutually acceptable solution that is agreeable to both parties. Compromising contains the same dimensions as collaborating but the dimensions are considered intermediate assertiveness and cooperativeness Morrison (2008). The relationship between emotional intelligence competencies and preferred conflict-handling styles. Journal of nursing management, 16 (8), 974 -83. Retrieved from http://sfx.lib.byu.edu/index.php
We defined conflict ending as the point at which the parents stopped interacting at the current time, and so parents' reports reflected discrete episodes rather than a general atmosphere in the home. Both fathers and mothers completed the home reports, but for ease of presentation, and because responses and the pattern of results were generally quite consistent across reporters (see Cummings et al., 2003), mothers' records are used exclusively in the current report.
Using a checklist format, mothers indicated (i.e., endorsed or did not endorse) what they and their spouses did to end each conflict interaction, including apologize, compromise, give in, agree to disagree, and withdraw. Mothers also rated the degree of their own and their spouses' angry, sad, fearful, and positive emotional expression, on 10-point scales ranging from 0 (none) to 9 (high). Their ratings of their emotions and behaviors during conflicts, which are described elsewhere (Cummings et al., 2003), were also included for selected analyses reported below. Mothers also rated the extent to which the problem was worked out, on a 10-point scale from 0 (none) to 9 (high).
Geoke, Morey (2010). Children and Marital Conflict Resolution. Journal of family psychology, 21(4), 744 -753. Retrieved from http://sfx.lib.byu.edu/index.php
Formation of a reciprocal relationship
Examines the reciprocal relationship between conceptual models of learning and nursing practice. Social mission of nursing; Formulations of conceptual model used in nursing practice; Development of patient classification systems guided by conceptual models. Fawcett (1992). Conceptual models and nursing practice: the reciprocal relationship. Journal of advanced nursing, 17(2), 224-228. Retrieved from http://sfx.lib.byu.edu/index.php
These point to all manner of connections and contacts between the two parties. Relations developed haphazardly and were unstructured. No set procedures regarding the transmission of information from policemen to journalists, and no routine system of briefing or press
officers existed in the period under review. The evidence shows, however, that these links gradually became more intensive, albeit not always congenial, as will be discussed below.
Required to be in the proximity of law enforcers who would feed them nformation, insights and good stories, journalists gradually developed a wide range of contacts with detectives. Some links were occasional and ad hoc, while others were long-standing. A small number of top journalists enjoyed social connections with leading politicians and senior officials, including those working for the police, whom they met in gentlemen’s clubs and other social venues and could tap for information The article examines the relationship between police detectives and journalists during the Victorian and Edwardian periods in England, particularly London. Topics include how both occupations evolved during the period, their struggle for respectability and recognition, the mutually-dependent relationship between journalists and detectives, negotiations on how police work would be reported in the press, frictions between the two professions, and how journalists assisted police or reacted to their lack of cooperation. Shpayer, Makov (2009). Journalists and Police Detectives in Victorian and Edwardian England: An Uneasy Reciprocal Relationship. Journal of social history, 42(4), 963 -987
Emotional Self-Regulation
Of these, emotional self-regulation is one of the most crucial. It reflects the ability to initiate behavioral and emotional changes during emotionally charged situations in order to meet goals and manage arousal and predicts current and later adjustment Dennis, Tracy (2010). Emotional Self-Regulation in Preschoolers. Developmental, 42 (1), 84 -97. Retrieved from http://sfx.lib.byu.edu/index.php
We add to existing research by examining emotional performance in job roles that require either the expression of positive emotions (e.g., customer service) or the expression of negative emotions (e.g., bill collection). We also extend existing emotional labor research by including a physiological measure (i.e., heart rate) in our study, allowing us to examine both the effects of emotional performance on individuals' reports of experienced stress and exhaustion and their cardiac responses to emotional performance. Although some existing laboratory research has linked emotional regulation to cardiac arousal, the role of personality in cardiac responses to emotional regulation has not been examined. Indeed, the use of physiological stress measures in organizational research has been criticized for ignoring both stable factors (e.g., personality traits) and transitory influences (e.g., emotional regulation demands; see Fried, Rowland, & Ferris, 1984). Because the link between stress and heart rate reported in the literature is modest (Blascovich & Tomaka, 1996, for a review) and the cardiac system is responsive to both challenges and threats (Blascovich, Mendes, Hunter, & Salomon, 1999), we include heart rate in our study on an exploratory basis. Bono, Joyce E. (Personality and Emotional Performance. Journal of occupational health psychology, 12(2), 177-192. Retrieved from http://sfx.lib.byu.edu/index.php
o accomplish the higher priority goals, individuals need to resist the momentarily salient yet lower priority temptations with which the more important goals are in conflict. Our analysis, then, assumes that temptations are defined within a given situation and with respect to the longer term goals at hand. For instance, a desire to go on a relaxing vacation is legitimate on some occasions but should be withheld on other times, when important deadlines at work are approaching. The relativity of goals within goal systems has some important implications for the nature of self-control, which, to be effective, should facilitate the pursuit of dynamic motivational states.”
There is, as the saying goes, often a price for success: In striving to attain our long-term dreams and ambitions, we often must forgo momentary pleasures and amusements. Psychologists have long recognized that these little sacrifices typically are not easy, as the lure of momentary temptations can be pervasive. How do we stay the course and finish a long paper when we could be watching must-see TV? How do we forgo a dinner with friends to stick with our workout schedule? As these examples demonstrate, everyday choice and behavior often involve a struggle between opposite behavioral tendencies. Whereas all goals represent desirable end states that individuals would ordinarily wish to approach, many important, long-term goals require that individuals give up other, relatively lower priority pursuits that might otherwise hinder the attainment of these enduring goals. We label such obstacles temptations, and, in line with previous conceptualizations, in the present analysis we assume that people come to avoid temptations and approach overarching goals through the processes of self-control Fishbach, Ayelet, Shah, James Y(2010 ). Self-Control in Action. Journal of personality and social psychology, 90, 820-832. Retrieved from http://sfx.lib.byu.edu/index.php
Distributive Justice (Vacanation distribution aka healthcare)
For instance, a desire to go on a relaxing vacation is legitimate on some occasions but should be withheld on other times, when important deadlines at work are approaching. The relativity of goals within goal systems has some important implications for the nature of self-control, which, to be effective, should facilitate the pursuit of dynamic motivational states. Stein, Mark S. (1958). Distributive Justice & disability utilitarianism against egalitarianism. New Haven: Yale University Press. Retrieved from http://sfx.lib.byu.edu/index.php
A simple stylized example illustrates both points
and serves to fix ideas for purposes of the argument to
come. Imagine that a population of ten million persons
faces a one in five chance of an epidemic outbreak
of an infectious disease. If an epidemic occurs
and nothing is done to combat the disease, two-anda-
half million persons will eventually become infected.
Suppose further that the disease may be contained
in two ways. First, quarantining the first one million
persons who are exposed will protect the remaining
nine million from exposure, although at a cost: 650
thousand of the quarantined persons will contract the
disease;'^ and all one million will bear the burdens of
confinement, which are l/lO the burden of suffering
the disease. Second, vaccinating the entire population
in advance of any outbreak can prevent infections
entirely, although the vaccinations are themselves
burdensome. They are expensive and painful and,
more importantly, involve significant medical side
effects. The per-person burden of vaccination is 1/40
as bad as suffering the actual disease. Markovits, Daniel (2005). Quarantines and distributive Justice. The Journal of Law, Medicine & Ethics, 33, 323-344. Retrieved from http://sfx.lib.byu.edu/index.php
Honesty (not cheating on a test)
Unfortunately, academic dishonesty in college is widespread. Though the percentage of undergraduate students reporting that they have cheated at least once during their college careers has remained consistent at about 80% over 30 years, the severity of cheating (e.g., percentages of students engaging in more "serious" cheating such as exam cheating) has increased substantially (Bowers, 1964; Brown & Emmett, 2001; McCabe & Klebe-Trevino, 1997; Spiller & Crown, 1995). In a recent study, Carpenter, Harding, Finelli, Montgomery, and Passow (2006) found that more than 96% of the engineering students reported engaging in at least one behavior they defined as either cheating or unethical while in college. It is not that these students did not understand what cheating was or even had difficulty establishing what behaviors were ethical; rather, the vast majority of students participating in the study were willing to engage in a behavior they recognized and defined as ethically wrong. Mayhew, Matthew J., Hubbard, Steven M., Finelli, Cynthia J., Harding, Trevor S ., Carpenter, Donald D. (2009). Using Structural Equation Modeling to Validate the Theory of Planned Behavior as a Model for Predicting Student Cheating. The Review of Higher Education, 32 (4), 441-468. Retrieved from http://sfx.lib.byu.edu/index.php
violations of good conduct result from a progressive moral failure that
causes them to become insensitive to or tolerant of low-level ethical violations. They
begin to feel they are doing what everyone else is doing, blaming others for their own
transgressions and fearing retaliation for confronting moral failure. Rogers, Laura (2010). Ethical dilemmas in education: standing up for honesty and integrity. Journal of moral education, 39 (2), 243 -248. Retrieved from http://sfx.lib.byu.edu/index.php
Ability to develop intimate friendships (hope of having a lasting marriage)
In the “State of Our Unions” project report (Whitehead & Popenoe, 2006), teens were
asked about their beliefs concerning marriage, family, and monogamy. The results suggested
that the great majority of them do want to get married some day and feel that marriage and
family life is “extremely important” (82% for females, and 70% for males). However, only 63%
8 of adolescent females and 57% of adolescent males think it is very likely that they will stay
married to the same person for their whole lives. Even more disturbing is the fact that only 32%
of high school senior females and 38% of high school senior males stated that they “agreed or
mostly agreed that most people will have fuller and happier lives is they choose legal marriage
rather than staying single or just living with someone” (Whitehead & Popenoe, 2006). Gutierrez, Lorinda A. (2007). The development of READY-A (Ready Inventory for Adolescents) : an assessment of adolescent relationship competence. Provo, Utah: Brigham Young University. Retrieved from http://sfx.lib.byu.edu/index.php
Friendship will motivate one to cross the room one day and say, "I'm sorry; I didn't mean that." It will not pretend perfection nor demand it. It will not insist that both respond exactly the same in every thought and feeling, but it will bring to the union honesty, integrity.
Hanks, Marion D. (1984). Marriage> Latter Day Saints General Conference. October. 47. Retrieved from http://sfx.lib.byu.edu/index.php
Turn About
Students of ‘interview’ behavior, and such two-arty conversation as approximates it in form, have concerned theselves with the distribution of talk among the parties, the distribution of silences, the sequences in which the talk shifted from one to another or was rtained by a single party, and the way such transfer or retention was coordinated. Sacks, Harvey, Schegoloff, Emanuel A., Jefferson, Gail (1974). Language: A Simplest Systematics for the Organization of Turn Taking for Conversation. Linguistic Society of America, 50 (4), 696-735. Retrieved from http://www.jstor.org
This is an organization of practices designed to allow routine achievement of what appears to be overwhelmingly the most common default “numerical” value of speakership in talk-in-interaction: one party talking at a time. This is a matter not so much of politeness as of the constitutive features of commonplace talk-in-interaction, as an enabling institution for orderly commerce between people. Schegloff, Emanuel A. (2000) Overlapping talk and the organization of turn-taking for conversation. Language in Society, 29, 1-63. Retrieved from http://www.jstor.org
Sharing/Giving
Sharing behavior demands the sacrifice
of material possessions by the sharer for
the benefit of others. In situations in which
limited resources are to be shared, interests
of the self and others are placed in direct
confiict. Birch (1986). Preschool Children's Food Sharing with Friends and Acquaintances. Child development, 57 (2), 387-395. Retrieved from http://sfx.lib.byu.edu/index.php
The assistant escorted each child individually to the trailer, explaining on the way that the child would view pictures with an adult who had also come to see the pictures. After introducing the child to the experimenter and confererate, the assistant excused herself, ostensibly to work in the back room. The experimenter then explained that she would show slides of pairs of pictures, and that the subject was to indicate with a pointer which of the two forms on each slide was the larger. She further explained that each correct answer would be rewarded with a token, that the tokens would be exchanged later for a prize, and that the more tokens one had, the better the prize would be. Thus, choosing the correct form was presented as the primary task at hand. Every child viewed eight slides, earned eight tokens, was directed to sign her name on a sheet of paper (this operation serving only to allow the experimenter time to depart from the trailer in the no surveillance condition), and to share or not share, as she chose. The child was also instructed to go into the back room when she finished, where the assistant would exchange her tokens and escort her back to the classroom. The sharing opportunity was always presented by the experimenter giving the following permissive instruction: But before you trade your tokens, you might want to put some of them into this can for
children at another school who won't have the chance to earn tokens. If the children are given enough tokens, we'll give them some prizes, too, but you don't have to give any if you don't want to. Modeling versus no modeling. After earning tokens, one-half of the subjects (modeling) observed the confederate act upon the sharing opportunity presented to her, as described above. Depositing four of her ostensibly earned tokens into the container, the confederate glanced at the subject and stated: "I think I'll give four tokens to the children—there, I gave four." She then left the trailer, and the children were immediately given the chance to donate. The remaining one-half of the subjects (no modeling) merely earned tokens and were presented with the opportunity to share. Prior to their potential donation, the confederate excused herself and departed from the trailer. Verbalization versus no verbalization. Half of the children in each modeling condition were exposed to the verbalization: "I think it would be good to give some tokens to the children. The right thing to do is to help others. Four would be a fair number to give; I think it would be ood to give four." In the modeling subgroup, the verbalization was given in conjunction with the confederate's verbal description of her modeled action. In the no modeling subgroup, the verbalization was spoken by the confederate immediately after the subjects had been presented with the sharing opportunity. The confederate then left the trailer before the subject acted. For the remaining one-half of the children, assigned to the no verbalization condition, the confederate departed from the trailer prior to the subjects' potential sharing, erely stating her intention to leave. Surveillance versus no surveillance. Half of the subjects in each of the four subgroups described above, when given the opportunity to donate, were directly but passively observed by the experimenter, who stood nearby (surveillance). For the remaining half, the experimenter presented the sharing opportunity, immediately announced that she had to leave for a while and therefore would not see the child again, and departed from the trailer (no surveillance). Poulos (2010). Influence of modeling, exhortative verbalization, and surveillance on children's sharing. Developmental psychology, 6 (3), 402-408
Handle conflict with others (art of compromising in situations)
Compromising (assertiveness and cooperativeness).
A compromising person finds a mutually acceptable solution that is agreeable to both parties. Compromising contains the same dimensions as collaborating but the dimensions are considered intermediate assertiveness and cooperativeness Morrison (2008). The relationship between emotional intelligence competencies and preferred conflict-handling styles. Journal of nursing management, 16 (8), 974 -83. Retrieved from http://sfx.lib.byu.edu/index.php
We defined conflict ending as the point at which the parents stopped interacting at the current time, and so parents' reports reflected discrete episodes rather than a general atmosphere in the home. Both fathers and mothers completed the home reports, but for ease of presentation, and because responses and the pattern of results were generally quite consistent across reporters (see Cummings et al., 2003), mothers' records are used exclusively in the current report.
Using a checklist format, mothers indicated (i.e., endorsed or did not endorse) what they and their spouses did to end each conflict interaction, including apologize, compromise, give in, agree to disagree, and withdraw. Mothers also rated the degree of their own and their spouses' angry, sad, fearful, and positive emotional expression, on 10-point scales ranging from 0 (none) to 9 (high). Their ratings of their emotions and behaviors during conflicts, which are described elsewhere (Cummings et al., 2003), were also included for selected analyses reported below. Mothers also rated the extent to which the problem was worked out, on a 10-point scale from 0 (none) to 9 (high).
Geoke, Morey (2010). Children and Marital Conflict Resolution. Journal of family psychology, 21(4), 744 -753. Retrieved from http://sfx.lib.byu.edu/index.php
Formation of a reciprocal relationship
Examines the reciprocal relationship between conceptual models of learning and nursing practice. Social mission of nursing; Formulations of conceptual model used in nursing practice; Development of patient classification systems guided by conceptual models. Fawcett (1992). Conceptual models and nursing practice: the reciprocal relationship. Journal of advanced nursing, 17(2), 224-228. Retrieved from http://sfx.lib.byu.edu/index.php
These point to all manner of connections and contacts between the two parties. Relations developed haphazardly and were unstructured. No set procedures regarding the transmission of information from policemen to journalists, and no routine system of briefing or press
officers existed in the period under review. The evidence shows, however, that these links gradually became more intensive, albeit not always congenial, as will be discussed below.
Required to be in the proximity of law enforcers who would feed them nformation, insights and good stories, journalists gradually developed a wide range of contacts with detectives. Some links were occasional and ad hoc, while others were long-standing. A small number of top journalists enjoyed social connections with leading politicians and senior officials, including those working for the police, whom they met in gentlemen’s clubs and other social venues and could tap for information The article examines the relationship between police detectives and journalists during the Victorian and Edwardian periods in England, particularly London. Topics include how both occupations evolved during the period, their struggle for respectability and recognition, the mutually-dependent relationship between journalists and detectives, negotiations on how police work would be reported in the press, frictions between the two professions, and how journalists assisted police or reacted to their lack of cooperation. Shpayer, Makov (2009). Journalists and Police Detectives in Victorian and Edwardian England: An Uneasy Reciprocal Relationship. Journal of social history, 42(4), 963 -987
Emotional Self-Regulation
Of these, emotional self-regulation is one of the most crucial. It reflects the ability to initiate behavioral and emotional changes during emotionally charged situations in order to meet goals and manage arousal and predicts current and later adjustment Dennis, Tracy (2010). Emotional Self-Regulation in Preschoolers. Developmental, 42 (1), 84 -97. Retrieved from http://sfx.lib.byu.edu/index.php
We add to existing research by examining emotional performance in job roles that require either the expression of positive emotions (e.g., customer service) or the expression of negative emotions (e.g., bill collection). We also extend existing emotional labor research by including a physiological measure (i.e., heart rate) in our study, allowing us to examine both the effects of emotional performance on individuals' reports of experienced stress and exhaustion and their cardiac responses to emotional performance. Although some existing laboratory research has linked emotional regulation to cardiac arousal, the role of personality in cardiac responses to emotional regulation has not been examined. Indeed, the use of physiological stress measures in organizational research has been criticized for ignoring both stable factors (e.g., personality traits) and transitory influences (e.g., emotional regulation demands; see Fried, Rowland, & Ferris, 1984). Because the link between stress and heart rate reported in the literature is modest (Blascovich & Tomaka, 1996, for a review) and the cardiac system is responsive to both challenges and threats (Blascovich, Mendes, Hunter, & Salomon, 1999), we include heart rate in our study on an exploratory basis. Bono, Joyce E. (Personality and Emotional Performance. Journal of occupational health psychology, 12(2), 177-192. Retrieved from http://sfx.lib.byu.edu/index.php
notes for SFL 210 paper
Moral Development
Self-control (resistance to temptation) – Inhibiting an impulse to engage in behavior that violates a moral standard (p. 510).
Compliance – Voluntary obedience to requests and commands (p. 511).
Delay of gratification – Waiting for a more appropriate time and place to engage in a tempting act or obtain a desired object (p. 511)
Moral Self-Regulation – The ability to monitor one’s own conduct, constantly adjusting it as circumstances present opportunities to violate inner standards (p. 512)
Distributive Justice – Beliefs about how to divide material goods fairly. (p. 508)
Postconventional level – Kohlberg’s highest level of moral development, in which morality is defined in terms of abstract principles and values that apply to all situations and societies. (p. 497)
Conventional level –Kohlberg’s second level of moral development, in which moral understanding is based on conforming to social rules to ensure positive human relationships and societal order. (p. 496)
Preconventional level –Kohlberg’s first level of moral development, in which moral understanding is based on rewards, punishment, and the power of authority figures. (p. 496)
Autonomous Morality – Piaget’s second stage of moral development, in which children view rules as flexible, socially agreed-on principles that can be revised to suit the will of the majority.
Ideal Reciprocity – A standard of fairness based on mutuality of expectations, in which individuals express the same concern for the welfare of others as they would have others grant to them. Captured by the Golden Rule (p. 492).
Heteronomous Morality – Piaget’s first stage of moral development, in which children view rules as handed down by authorities, as having a permanent existence, as unchangeable, and as requiring strict obedience.
Realism - A view of rules as external features of reality rather than as cooperative principles that can be modified at will. Characterizes Piaget’s heteronomous stage (p. 492)
Social Competence - The ability to achieve personal goals in social interaction while simultaneously maintaining positive relationships with others over time and across situations (Rubin & Rose-Krasnor, 1992).
Ability to develop Intimate Friendships: The braiding of the behaviors of two individuals into a social exchange of some
Level 1: Friendship as a handy playmate
– About 4 to 7 years
Level 2: Friendship as mutual trust and assistance
– About 8 to 10 years
Level 3: Friendship as intimacy and loyalty
– 11 to 15 years+
Broad tendencies studied at this level:
1. Moving toward others (sociability, helpfulness)
2. Moving away from others (withdrawal)
3. Moving against others (aggression)
Functional Play – Simple, repetitive motor movements with or without object. (p. 606)
Constructional Play – Creating or constructing something.
Make-believe (Pretend) Play – Acting out everyday and imaginary roles.
Games with rules – Understanding and following rules in play activities
Nonsocial Activity – Unoccupied, onlooker behavior and solitary play. (p. 605)
Parallel play – A form of limited social participation in which the child plays near other children with similar materials but does not try to influence their behavior. (p. 605)
Associative play – A form of true social participation in which children engage in separate activities, but they interact by exchanging toys and commenting on one another’s behavior. (p. 605)
Cooperative play – A form of true social participation in which children’s actions are directed toward a common goal. (p. 605)
Solitary-active – Behavior is characterized by solitary-functional play (repeated sensorimotor actions with or without objects) and/or by solitary dramatic/pretend play.
Reticence – Consists of on looking (prolonged looking at peer(s) without accompanying play) and/or being unoccupied (doing nothing).
Solitary-passive – Behavior comprises the quiescent exploration of objects and/or constructive activity while playing alone.
Sharing/giving:
Proactive/Instrumental Aggression – Aggression aimed at obtaining an object, privilege, or space with no deliberate intent to harm another person. (p. 514)
Handle conflict with others:
Dominance Hierarchy - A stable ordering of group members that predicts who will win when conflict arises. (p. 607)
Clique – A small group of about five to seven members who are good friends. (p. 620)
Reactive/Hostile Aggression – Aggression intended to harm another person (p. 514)
Physical/Overt Aggression – A form of hostile aggression that harms others through physical injury or the threat of such injury (e.g., hitting, kicking, or threatening to beat up a peer). (p. 514)
Relational Aggression – A form of hostile aggression that damages another’s peer relationships, as in social exclusion or rumor spreading. (p. 514)
Rough-and-Tumble Play – A form of peer interaction involving friendly chasing and play-fighting. (p. 607)
Phonological Development
Pragmatics: The component of language concerned with the rules for engaging in effective and appropriate communication with others. (p. 358)
Phonology: The component of language concerned with the rules governing the structure and sequence of speech sounds. (p. 358) TV is didi, cookie is gege, sea is tea, say is tay, lap is yap, ready is weddy
Semantics: The component of language concerned with understanding the meaning of words and word combinations. (p. 358) object words: apple, ball; action words: bye-bye, go, hi, look, more, out, up; state words: all gone, big, dirty, hot, mine, pretty, outside, red, uh-oh, wet; personal/social words: no, ouch, please, want, yes, thank you; function words: for, is, to, what, where
Turnabout: A conversational strategy in which the speaker not only comments on what has just been said but also adds a request to get the partner to respond again.
Referential Communication Skills: The ability to produce clear verbal messages and to recognize when the meaning of others’ messages is unclear.
Fast-mapping: Connecting a new word with an underlying concept after only a brief encounter. (p. 372)
Underextension: An early vocabulary error in which a word is applied too narrowly, to a smaller number of objects and events than is appropriate. (p. 378)
Overextension: An early vocabulary error in which a word is applied too broadly, to a wider collection of objects and events than is appropriate. (p. 378)
Word coinage and metaphors
Telegraphic Speech: Children’s two-word utterances that, like a telegram, leave out smaller and less important words. (p. 383)
Overregularization: Application of regular grammatical rules to words that are exceptions. (p. 385)
Emotion - Expression of readiness to establish, maintain, or change one’s relation to the environment on a matter of personal importance. (p. 400)
Emotional Self-Regulation - The strategies for adjusting our emotional state to a comfortable level of intensity so we can accomplish our goals. (p. 407)
Temperament – Stable individual differences in quality and intensity of emotional reaction, activity level, attention, and emotional self-regulation. (p. 417-425)
Inhibited (shy) children – A child whose temperament is such that he reacts negatively to and withdraws from novel stimuli (p. 419).
Uninhibited (sociable) children - A child whose temperament is such that he displays positive emotion to and approaches novel stimuli (p. 419).
Formation of a reciprocal relationship:
Attachment – The strong affectional tie that humans feel toward special people in their lives. (p. 419)
Ethological Theory of Attachment – A theory formulated by Bowlby, which views the infant’s emotional tie to the familiar caregiver as an evolved response that promotes survival. (p. 420)
Bowlby’s Ethological Theory (p. 426)
– Preattachment phase
– Attachment-in-the-making phase
– Phase of clear-cut attachment
• Separation Anxiety – An infant’s distressed reaction to the departure of the familiar caregiver.
– Formation of a reciprocal relationship
Internal Working Model – A set of expectations derived from early care giving experiences concerning the availability of attachment figures, their likelihood of providing support during times of stress, and the self’s interaction with those figures that affect all future close relationships. (p. 427)
Self-control (resistance to temptation) – Inhibiting an impulse to engage in behavior that violates a moral standard (p. 510).
Compliance – Voluntary obedience to requests and commands (p. 511).
Delay of gratification – Waiting for a more appropriate time and place to engage in a tempting act or obtain a desired object (p. 511)
Moral Self-Regulation – The ability to monitor one’s own conduct, constantly adjusting it as circumstances present opportunities to violate inner standards (p. 512)
Distributive Justice – Beliefs about how to divide material goods fairly. (p. 508)
Postconventional level – Kohlberg’s highest level of moral development, in which morality is defined in terms of abstract principles and values that apply to all situations and societies. (p. 497)
Conventional level –Kohlberg’s second level of moral development, in which moral understanding is based on conforming to social rules to ensure positive human relationships and societal order. (p. 496)
Preconventional level –Kohlberg’s first level of moral development, in which moral understanding is based on rewards, punishment, and the power of authority figures. (p. 496)
Autonomous Morality – Piaget’s second stage of moral development, in which children view rules as flexible, socially agreed-on principles that can be revised to suit the will of the majority.
Ideal Reciprocity – A standard of fairness based on mutuality of expectations, in which individuals express the same concern for the welfare of others as they would have others grant to them. Captured by the Golden Rule (p. 492).
Heteronomous Morality – Piaget’s first stage of moral development, in which children view rules as handed down by authorities, as having a permanent existence, as unchangeable, and as requiring strict obedience.
Realism - A view of rules as external features of reality rather than as cooperative principles that can be modified at will. Characterizes Piaget’s heteronomous stage (p. 492)
Social Competence - The ability to achieve personal goals in social interaction while simultaneously maintaining positive relationships with others over time and across situations (Rubin & Rose-Krasnor, 1992).
Ability to develop Intimate Friendships: The braiding of the behaviors of two individuals into a social exchange of some
Level 1: Friendship as a handy playmate
– About 4 to 7 years
Level 2: Friendship as mutual trust and assistance
– About 8 to 10 years
Level 3: Friendship as intimacy and loyalty
– 11 to 15 years+
Broad tendencies studied at this level:
1. Moving toward others (sociability, helpfulness)
2. Moving away from others (withdrawal)
3. Moving against others (aggression)
Functional Play – Simple, repetitive motor movements with or without object. (p. 606)
Constructional Play – Creating or constructing something.
Make-believe (Pretend) Play – Acting out everyday and imaginary roles.
Games with rules – Understanding and following rules in play activities
Nonsocial Activity – Unoccupied, onlooker behavior and solitary play. (p. 605)
Parallel play – A form of limited social participation in which the child plays near other children with similar materials but does not try to influence their behavior. (p. 605)
Associative play – A form of true social participation in which children engage in separate activities, but they interact by exchanging toys and commenting on one another’s behavior. (p. 605)
Cooperative play – A form of true social participation in which children’s actions are directed toward a common goal. (p. 605)
Solitary-active – Behavior is characterized by solitary-functional play (repeated sensorimotor actions with or without objects) and/or by solitary dramatic/pretend play.
Reticence – Consists of on looking (prolonged looking at peer(s) without accompanying play) and/or being unoccupied (doing nothing).
Solitary-passive – Behavior comprises the quiescent exploration of objects and/or constructive activity while playing alone.
Sharing/giving:
Proactive/Instrumental Aggression – Aggression aimed at obtaining an object, privilege, or space with no deliberate intent to harm another person. (p. 514)
Handle conflict with others:
Dominance Hierarchy - A stable ordering of group members that predicts who will win when conflict arises. (p. 607)
Clique – A small group of about five to seven members who are good friends. (p. 620)
Reactive/Hostile Aggression – Aggression intended to harm another person (p. 514)
Physical/Overt Aggression – A form of hostile aggression that harms others through physical injury or the threat of such injury (e.g., hitting, kicking, or threatening to beat up a peer). (p. 514)
Relational Aggression – A form of hostile aggression that damages another’s peer relationships, as in social exclusion or rumor spreading. (p. 514)
Rough-and-Tumble Play – A form of peer interaction involving friendly chasing and play-fighting. (p. 607)
Phonological Development
Pragmatics: The component of language concerned with the rules for engaging in effective and appropriate communication with others. (p. 358)
Phonology: The component of language concerned with the rules governing the structure and sequence of speech sounds. (p. 358) TV is didi, cookie is gege, sea is tea, say is tay, lap is yap, ready is weddy
Semantics: The component of language concerned with understanding the meaning of words and word combinations. (p. 358) object words: apple, ball; action words: bye-bye, go, hi, look, more, out, up; state words: all gone, big, dirty, hot, mine, pretty, outside, red, uh-oh, wet; personal/social words: no, ouch, please, want, yes, thank you; function words: for, is, to, what, where
Turnabout: A conversational strategy in which the speaker not only comments on what has just been said but also adds a request to get the partner to respond again.
Referential Communication Skills: The ability to produce clear verbal messages and to recognize when the meaning of others’ messages is unclear.
Fast-mapping: Connecting a new word with an underlying concept after only a brief encounter. (p. 372)
Underextension: An early vocabulary error in which a word is applied too narrowly, to a smaller number of objects and events than is appropriate. (p. 378)
Overextension: An early vocabulary error in which a word is applied too broadly, to a wider collection of objects and events than is appropriate. (p. 378)
Word coinage and metaphors
Telegraphic Speech: Children’s two-word utterances that, like a telegram, leave out smaller and less important words. (p. 383)
Overregularization: Application of regular grammatical rules to words that are exceptions. (p. 385)
Emotion - Expression of readiness to establish, maintain, or change one’s relation to the environment on a matter of personal importance. (p. 400)
Emotional Self-Regulation - The strategies for adjusting our emotional state to a comfortable level of intensity so we can accomplish our goals. (p. 407)
Temperament – Stable individual differences in quality and intensity of emotional reaction, activity level, attention, and emotional self-regulation. (p. 417-425)
Inhibited (shy) children – A child whose temperament is such that he reacts negatively to and withdraws from novel stimuli (p. 419).
Uninhibited (sociable) children - A child whose temperament is such that he displays positive emotion to and approaches novel stimuli (p. 419).
Formation of a reciprocal relationship:
Attachment – The strong affectional tie that humans feel toward special people in their lives. (p. 419)
Ethological Theory of Attachment – A theory formulated by Bowlby, which views the infant’s emotional tie to the familiar caregiver as an evolved response that promotes survival. (p. 420)
Bowlby’s Ethological Theory (p. 426)
– Preattachment phase
– Attachment-in-the-making phase
– Phase of clear-cut attachment
• Separation Anxiety – An infant’s distressed reaction to the departure of the familiar caregiver.
– Formation of a reciprocal relationship
Internal Working Model – A set of expectations derived from early care giving experiences concerning the availability of attachment figures, their likelihood of providing support during times of stress, and the self’s interaction with those figures that affect all future close relationships. (p. 427)
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