How the ventral pathway got lost: and what its recovery might mean

Textbooks dealing with the anatomical representation of language in the human brain display two language-related zones, Broca's area and Wernicke's area, connected by a single dorsal fiber tract, the arcuate fascicle. This classical model is incomplete. Modern imaging techniques have identified a second long association tract between the temporal and prefrontal language zones, taking a ventral course along the extreme capsule. This newly identified ventral tract connects brain regions needed for language comprehension, while the well-known arcuate fascicle is used for "sensorimotor mapping" during speech production. More than 130 years ago, Carl Wernicke already described a ventral connection for language, almost identical to the present results, but during scientific debate in the following decades either its function or its existence were rejected. This article tells the story of how this knowledge was lost and how the ventral connection, and in consequence the dual system, fits into current hypotheses and how language relates to other systems.     

How I got Started: Drawn Into the Life of Crime: Learning from,by, and for Child Victims and Witnesses

In this paper, the author describes the origins of a research programme focused on children's testimony, noting that it was prompted initially by a focus on the effects of abuse. Growing evidence of failed communication between researchers and investigative interviewers led his research group to develop a detailed guide, based on extensive research, which forensic interviewers could use to structure their interactions with alleged victims, offenders and witnesses. Considerable research has since documented the value of that tool, and it has also been instrumental in research exploring children's communicative and cognitive development. Copyright © 2014 John Wiley & Sons, Ltd.     

Getting started with multimedia

This paper provides an overview of the symposium “Multimedia in Instruction” by addressing four basic issues: What does multimedia mean? Does it have advantages beyond traditional means of presentations in a classroom? What equipment does one need? What software are available for psychology instruction? Although multimedia represents a revolutionary technology, its application to instruction is an extension of computer-assisted instruction.     

How I Become a Psychoanalyst

In this essay, I focus on how my personal history contributed to my choosing to become a psychoanalyst, what I then encountered and the choices I made professionally, and the issue of being “inside” versus “outside” the classical tradition. In this context, I describe some of the political conditions that prevented Ph.D.'s from being able to be trained as analysts within the classical tradition during those years. I also describe how the training I received outside the classical tradition actually was much broader than what would have been offered within it and how it allowed for a level of intellectual freedom and critical thinking about traditional ways of working that would not have been possible in the classical institutes. I also describe briefly how I began developing the concept of working at the “intimate edge” in the analytic relationship, which I first began writing about in 1974 and which is detailed most fully in my 1992 book, The Intimate Edge: Extending the Reach of Psychoanalytic Interaction, and in several subsequent publications (Ehrenberg, 1995, 1996, 2000, 2003).     

How I became a Jungian analyst

This paper is a reflection on the significance of 80 years of my life and the 40 years of it I have spent working as a Jungian analyst in Europe and in Israel. If my Jewish identity and my experience of the tragic events of the Holocaust have profoundly influenced the course of my life, it has been my training as a Jungian analyst in Zürich that permitted me to establish a new relationship with the traditional Jewish symbols and created the possibility of a new way of experiencing what it means to be a Jew. This new understanding has in turn helped me both in my work with Holocaust survivors and victims of Israel's various wars and in my theoretical reflections on this subject.