From Psychical treatment to psychoanalysis: considerations on the misdating of an early Freud text and on a hitherto overlooked addition to it (here reproduced)

Freud's early paper Psychical (or mental) treatment, first published in a family reference book for educated lay persons, was reproduced in the Gesammelte Werke with a stated publication date of 1905. This date was subsequently called into question owing to certain parts of the subject-matter (the use of hypnosis and suggestion in 'mental treatment'), and the contribution was erroneously assigned, for instance by James Strachey, to the year 1890. This error is corrected in the present paper. Furthermore, the existence of a second edition of this reference book, which contains an addition to Freud's text and appeared in 1918-19, has previously gone unnoticed. The first edition had been published in 1905-6. Freud's contribution must, however, have been written at an appreciably earlier date. The probable time of its genesis is discussed. Freud's new text is reproduced (in English translation) for the first time in an appendix to this paper.     

学习困难和优秀学生延迟满足能力的跨情境比较实验研究

探讨学习困难学生(学困生)和学习优秀学生(学优生)在三种不同情境下——独自操作、单一团体操作和混合团体操作,延迟满足能力的差异.结果表明:(1)在延迟满足实验中,被试变量(学优生、学困生)与情境变量(独自、单一团体、混合团体)的交互作用显著;(2)在独自操作和单一团体情境下,学优生延迟满足能力显著高于学困生,混合团体则不存在这种差异;(3)学优生的延迟满足能力在独自操作和单一团体时水平较高,而混合团体的成绩则显著的低于单一团体,学困生的延迟满足能力在单一团体和混合团体时水平较高,而单独操作成绩则显著低于混合团体.本研究一方面拓展了对延迟满足能力的群体比较研究,同时,对学困生的心理教育实践也有指导意义.     

Alice in Systems Wonderland: A Children's Systems Learning Guidebook Accompanying Alice's Adventures in Wonderland

The author proposes the development of systems learning guidebooks to accompany famous children's classic books. Children's classic books can make excellent bases for children's learning guidebooks on systems thinking and global ecology, because they are fun to read and well known worldwide. If such learning guidebooks are properly designed with humor and entertaining aspects, they could stimulate children to learn more about systems thinking. Lewis Carroll's Alice's Adventures in Wonderland is chosen as a pilot case for developing such a children's guidebook. The systems learning guidebook that accompanies Alice's Wonderland shall be entitled Alice in Systems Wonderland and will help its readers look at the Alice's Wonderland story with a systems perspective.     

Children's rights and school psychology: Children's right to participation

The Convention on the Rights of the Child detailed an international imperative to fulfilling, protecting, and respecting the rights of every child. In particular, the Convention set out a clear mandate for guaranteeing opportunities for children to be heard on all matters of concern to them. The attainment of these goals involves respecting and valuing children as active participants in the educational process. If fully implemented, the right of children to express views and have them taken seriously, throughout the school environment, would represent one of the most profound transformations in moving towards a culture of respect for children's rights, for their dignity and citizenship, and for their capacities to contribute significantly towards their own well-being. These values and principles are consistent with those of the school psychology profession, thus, school psychologists are encouraged to be at the Center of the process advocating and actualizing the Convention in schools throughout the world.     

Deliberative Pedagogy: Ideas for Analysing the Quality of Deliberation in Conflict Management in Education

Institutions worldwide respond to the need to recognise the value of educating children and young people to handle or solve conflicts in communication. But how do they or we know that an event is correctly interpreted as a conflict? How can people analyse the quality of deliberation when handling or solving conflicts in communication in education? I discuss these questions and argue that the notion of conflict cannot be defined only in terms of incompatibility, clash, opposition and/or disagreement; it also has to encompass negativity in the approach to the other. I also argue that the quality of deliberation can be analysed through a deliberative pedagogical approach, which takes into account structural features of deliberation and required dispositions of the participants, and that our knowledge of conflicts emerges holistically and is interpersonal and objective. I begin by giving an account of some institutional responses to conflicts. Then I discuss the notion of conflict and define it, inter alia, in terms of incompatibility, disagreement and negativity. Finally, I discuss ideas for analysing the quality of deliberation in communication when handling or solving conflicts in education.     

Achievement Goals in Social Interactions: Learning with Mastery vs. Performance Goals

Little work has studied achievement goals in social interaction situations. The present experiment aimed at contributing to this matter by showing the potential of social interaction (in particular disagreement) to moderate the effects of achievement goals on learning. Participants were led to think they interacted with a partner, sharing opinions about a text that they were studying. Mastery and performance goals were manipulated. During the “interaction,” they received either disagreement or agreement from this bogus partner. Results showed that a condition in which mastery goals were induced led to better learning than a performance goal condition only when the partner disagreed. No differences between goal conditions were observed when the partner agreed. Implications for achievement goal research are discussed. Part of this work was conducted during Céline Darnon’s doctoral dissertation under the supervision of Fabrizio Butera, and was written during Céline Darnon’s post-doctorate at the University of Wisconsin-Madison, USA, thanks to a Fulbright fellowship.     

The mechanism underlying inhibition of saccadic return

Human observers take longer to re-direct gaze to a previously fixated location. Although there has been some exploration of the characteristics of inhibition of saccadic return (ISR), the exact mechanisms by which ISR operates are currently unknown. In the framework of accumulation models of response times, in which evidence is integrated over time to a response threshold, ISR could reflect a reduction in the rate of accumulation for saccades to return locations or an increase in the effective criterion for response. In two experiments, participants generated sequences of three saccades, in response to a peripheral or a central cue. ISR occurred across these manipulations: saccade latency was consistently increased for movements to the immediately previously fixated location. Latency distributions from individual observers were fit with a Linear Ballistic Accumulator model. ISR was best accounted for as a change in the accumulation rate. We suggest this parameter represents the overall desirability of a particular course of action, the evidence for which may be derived from a variety of sensory and non-sensory sources.     

MOURNING,DREAMING, AND THE DISCOVERY OF THE OEDIPUS COMPLEX

The author argues that the structure of mourning and the structure of the Oedipus complex are triadic, the latter being obvious and easy to conceptualize, while the former is quite subtle. When it is the father who is mourned, the son must repeatedly invoke the dead object so that libidinal cathexis can be reinvested in living objects. Such was the situation in which Freud found himself in 1896 when his father died—the triadic nature of the Oedipus complex ironically not yet discovered by him. In the author's belief, Freud's mourning and his attendant rich dream life occurring between 1896 and 1897 gave him access to the unconscious raw material that would eventually help him conceptualize the triadic structure at the instinctual core of the Oedipus complex.     

Rod Cocking's legacy: The development of psychological distancing

Thirty years of work on psychological distancing is discussed in this article. The psychological construct of psychological distance was applied to the development of children's developing representational abilities over 30 years ago [Sigel, I. E. (1970). The distancing hypothesis: A causal hypothesis for the acquisition of representational thought. In: M. R. Jones (Ed.), Miami symposium on the prediction of behavior, 1968: Effect of early experiences (pp. 99–118). Coral Gables, FL: University of Miami Press]. The construct has changed knowledge in three areas: (1) changes in the child's developmental status as a result of reflection on general properties of interactions with the world as well as maturation, (2) the effects of different modes of formal instruction in schooling on the development of children's thinking, and (3) the relationship of one's beliefs about how development occurs to behaviors with children that create “distancing experiences” for children. The distancing construct itself has been broadened further as the notion of psychological distance has been applied to areas as diverse as delay of gratification, divorce, video game play, and resolution of interpersonal conflicts [Cocking, R. R., & Renninger, K. A. (Eds.) (1993). The development and meaning of psychological distance. Hillsdale, NJ: Erlbaum]. The distancing construct was evident in Rod Cocking's own program of psychological inquiry. However, much of his legacy to the field lies in his Educational Testing Service (ETS) work that extended the usefulness of this construct for other researchers working in a variety of domains of development and in his ability to see the implications of research from this perspective for the lives of children.     

小学生学习动机的培养:五年追踪研究

采用聚合交叉研究设计,利用\"学思维\"活动课程,对某小学1～3年级学生的学习动机进行了4年的干预培养,停止培养一年后,再次收集了数据,分析了变化趋势、即时效果及其长时效应。结果表明:(1)随着年龄的增大,儿童的表层动机和成就动机呈下降趋势;深层动机呈先上升后下降的趋势;(2)男生的表层动机和成就动机都高于女生;(3)年级越高,表层动机、深层动机和成就动机越低;(4)培养一年后,实验组学生的深层动机显著高于控制组,且长时效应显著。     

Global Leadership,Education, and Human Survival

Global leadership is the pivotal point for appropriate policies and action to ensure human survival, but a fast-changing world requires a learning leadership. How can potential and serving leaders acquire the necessary skills, abilities, and attributes for them to recognize and address the threats and challenges to our survival in the contemporary world? Serving leaders have little time for formal learning. They learn on the job through reciprocal peer interaction and transactional relationships with their followers. But the global aspect demands another dimension, cybernetic learning, within which an awareness of global ethics is central.     

Subjective Difficulty of Movements With Ongoing Visual Control

Objective difficulty of a single-component visually controlled movement may be defined by Fitts's (1954) Index of Difficulty, which is a measure of difficulty in the sense that movement time is linearly related to the objective measure. For movements that have multiple components, it becomes difficult to determine an objective measure of task difficulty due to unknown interactions between components of the movement and interactions with other factors. Thus, it may be necessary to use indirect methods for allocating a measure of task difficulty. The purpose of the study was to determine whether participants could validly construct a subjective measure of the movement difficulty and whether this measure was related to the known objective measure of difficulty. Experiments showed that for single-component movements, there was a close relationship between measures of subjective and objective difficulty. With two-component visually controlled movements it was found that subjective difficulty could be related to objective difficulty, but not as simply as for single-component tasks.