Analogies (continued) Here is one example of each of these relationships. See if you can make another one using the one word we give. (Click on the single word for one possible answer). SynonymsINFANT : BABYGROWN-UP : ?? AntonymsBIG : SMALLFULL : ?? Part to WholeWHEEL : CARBRANCH : ?? Cause to EffectSLIVER : PAINHEAT : ?? Matters of DegreeWARM : HOTCOOL : ?? Object to FunctionTRUCK : TRANSPORTOVEN : ?? Member to CategoryAPPLE : FRUITCARROT : ?? Since there are many ways that two words can relate, you'll have to keep an open mind as to the possible connection between the words. So now what? See the next page...

Analogies (continued) Watch out for a sentence that's too specific. What if you saw the word pair: PEN : WRITE and made this sentence: When I was in the fourth grade I had a PEN that was all chewed up on the end but I could still use it to WRITE in four different colors, red, black, green and blue. You would get yourself into trouble! This sentence is way too long and way too specific. Not only will you use up all the time you have on the test, you won't find another pair of words that fits into the sentence. But, on the other hand, be careful that you...

Don't make your sentence too short or too general. Let's look again at PEN : WRITE Suppose you made this sentence: A PEN is a thing and to WRITE is an action. This sentence is too vague. It describes each word individually, but it doesn't describe the relationship between the words. Lots of very different pairs of words can fit in there, including: ROCK : SWIM HAT : EAT PIANO : THROW None of these word pairs captures the specific relationship between pen and write. Always make a sentence that captures the relationship in the pair of words.

So, be careful when you make your sentence. If you don't get a good one on the first try, that's okay. How do you know if you have a good sentence? Look at the answer choices. If more than one answer choice seems to fit, then your sentence might be too general. If none of them work, then your sentence might be too specific. What to do if either of these things happen? No worries. Just revise your sentence and try again.

PEN : WRITE :: pencil : sharpen ink : blue letter : compose knife : cut mistake : erase It's tempting to get excited and think "Hey, a pencil is a lot like a pen" or even to think "composing a letter is a lot like writing a letter." Yes, that's true. But your job is to treat the words as a pair. It's not the separate meanings of pencil or write that matter; it's the relationship between them! Let's take a closer look...

PEN : WRITE :: pencil : sharpen ink : blue letter : compose knife : cut mistake : erase Here's the key: a PEN is an instrument that is used to WRITE and a knife is an instrument that is used to cut . It doesn't matter that a knife is different from a PEN or that WRITING is different from cutting. The relationship is the same! When treated as a whole, both pairs describe an instrument and its function.

Here's another tip: The order of the words in the pair is important If the question gives you APPLE : FRUIT, then vegetable : carrot is not a good answer. It's backwards! Think of it in terms of your sentence: An APPLE is a type of FRUIT, but a vegetable is NOT a type of carrot. The words should relate in the same order in both pairs.

Also, pay attention to parts of speech. Is the word being used as a noun or an adjective or a verb? In the pair DANCE : GRACEFULLY the word dance is used as a verb. Someone is dancing gracefully. The part of speech for dance is clear since the second word, gracefully, is an adverb (i.e. it modifies a verb). But in the pair DANCE : GYMNASIUM the word dance is probably being used as a noun, as in "A dance can be held in a gymnasium." (We'll have more to say about this word pair on the next page). Pinning down the part of speech helps to clarify the relationship between the words. The words in the answer choices will be of the same parts of speech.

Also, pay attention to parts of speech. Is the word being used as a noun or an adjective or a verb? In the pair DANCE : GRACEFULLY the word dance is used as a verb. Someone is dancing gracefully. The part of speech for dance is clear since the second word, gracefully, is an adverb (i.e. it modifies a verb). But in the pair DANCE : GYMNASIUM the word dance is probably being used as a noun, as in "A dance can be held in a gymnasium." (We'll have more to say about this word pair on the next page). Pinning down the part of speech helps to clarify the relationship between the words. The words in the answer choices will be of the same parts of speech.

That last example brings us to another thing you need to bear in mind as you do analogy questions. The relationships you need to explain will be constant relationships, words that ALWAYS relate to each other in a specific way. What do we mean? Well, practically speaking, you might get a word pair like the one we just saw: DANCE : GYMNASIUM But you're far more likely to see one like: DANCE : BALLROOM A ballroom is designed to hold dances, and so the two words always stand in that relationship. By contrast, sometimes a gymnasium is used for dances, and sometimes for sports events. What you definitely won't see is a pair like BOOK SALE : GYMNASIUM. While book sales have been known to be held in gymnasiums, the two words don't have a constant, standing relationship to one another. Remember to look for constant, standing relationships.

Finally, the last thing you need to know about analogy questions is that they are vocabulary intensive.The better your vocabulary, the more easily you can recognize the words and identify the relationship. The first few analogies in each section will have easy words. The last ones will have hard words, where the trick is not so much to get the relationship right, but mostly to understand the words. If you know the words, the relationship is often straightforward. Don't worry- we can help you expand your vocabulary, just visit the Vocab Builder.

Familiarize yourself with the ways that words can relate (i.e. the basic types of analogies). Make a sentence that captures the relationship between the words. It should be specific enough to fully capture the relationship, yet general enough to work for other examples of that relationship. Find the answer choice that works best when substituted into your sentence. Be prepared to revise your sentence if none (or more than one) of the word pairs seems to fit. Treat the words as pairs, not as individuals. Focus on the relationship, not the individual words' meanings. Pay attention to word order and parts of speech. Build up your vocabulary.

Elizabeth F. Loftus Distinguished Professor Ph.D. Stanford University Phone: 949-824-3285 Office: 2393 Social Ecology II, Univ of California- Irvine, CA 92697 Email: eloftus@uci.edu View my vita. Elizabeth Loftus studies human memory. Her experiments reveal how memories can be changed by things that we are told. Facts, ideas, suggestions and other post-event information can modify our memories. The legal field, so reliant on memories, has been a significant application of the memory research. She is also interested in psychology and law, more generally. Contact: Dr. Elizabeth Cauffman Phone: (949) 824-4075 Office: 3355 SEII Email: cauffman@uci.edu Webmaster: Liz Shulman eshulman@uci.edu RESEARCH OPPORTUNITIES FOR UNDERGRADUATES SELECTION CRITERIA: A GPA of 3.0 or higher. Dedication, motivation, and enthusiasm. An interest in adolescent development, mental health, juvenile justice, and social policy. GENERAL DESCRIPTION OF RESEARCH/LAB RESPONSIBILITIES:Research in this lab involves the assessment of mental health and psychosocial maturity among juvenile offenders, the exploration of factors associated with female delinquency, and the study of psychopathy as it develops during the course of adolescence. We examine the developmental trajectories of delinquency, develop diagnostics to improve the identification of treatment needs among youthful offenders, and explore the practical as well as legal implications of this research. Research responsibilities vary over time, and may include: Data coding and entry Literature searches and reviews Transcribing interviews Interviewing juvenile offenders at secure facilities Reviewing and coding juvenile offender case files HOURS REQUIRED PER WEEK: 10 hour minimum NUMBER OF UNITS REQUIRED: None are required. Available are: Course credit A letter of recommendation Potential advancement to managerial and paid positions. PAID POSITION? (Yes or No): Not initially. When paid positions become available, they are offered to volunteer research assistants who have excelled in their work. GRADING CRITERIA: Hours completed and the quality of performance. TO APPLY/ CONTACT INFORMATION:Please complete the application and email it to Kristen Meyer at agoldweb@uci.edu. You will be placed on a waiting list and notified when positions become available. Jennifer Skeem is an Associate Professor of Psychology at the University of California, Irvine. She completed a Postdoctoral Fellowship in law and psychiatry research at the University of Pittsburgh Medical Center in 2001, after finishing doctoral training in clinical psychology and law at the University of Utah in 1999. Her research is designed to inform clinical and legal decision-making. Her current work focuses on understanding the construct of psychopathic personality disorder, assessing and managing violence risk, and identifying key influences on the outcomes of probationers who are required to accept psychiatric treatment. Dr. Skeem was named the 2003 winner of the Saleem Shah Award for Early Career Excellence in Psychology and Law by the American Psychology-Law Society (AP-LS, Division 41 of the American Psychological Association) and the American Academy of Forensic Psychology. Click here to visit Dr. Skeem??s PSB site. Associate Professor Ph.D. University of Utah Phone: 824-3782 Office: 3311 SEII Email: skeem@uci.edu View my vita. My research is designed to inform clinical and legal decision-making about individuals with mental illness. Specific topics include understanding psychopathic personality disorder, assessing and treating violence risk, and identifying factors that influence the outcomes of offenders who are mandated to accept psychiatric treatment.

THEN DR. CANUL


BUT REALLY DR. SKEEM AND.OR DR. CAUFFMANN, ASK YURI AND VERONICA LOPEZ