The triadic match: the interactive effect of supervisor,candidate, and patient

The triadic match is the author's term for the interaction among analytic candidate, supervisor, and patient. Overlapping or diverging characteristics of candidate and supervisor may influence the candidate's learning for good or ill depending on the way patient's and candidate's character and conflicts interact. Four candidates who had found their supervisors' character and supervisory styles particularly beneficial in relation to a particular patient volunteered to describe their experiences. Candidates and supervisors were interviewed. The aim of the paper is to illuminate factors in the match that enhanced or interfered with the candidates' learning. While the paper is presented from the perspective of the candidates' experiences, the balance between challenge and comfort in learning situations is also considered.     

Bridging ears and eyes when learning spoken words: On the effects of bilingual experience at 30 months

From the very first moments of their lives, infants selectively attend to the visible orofacial movements of their social partners and apply their exquisite speech perception skills to the service of lexical learning. Here we explore how early bilingual experience modulates children's ability to use visible speech as they form new lexical representations. Using a cross‐modal word‐learning task, bilingual children aged 30 months were tested on their ability to learn new lexical mappings in either the auditory or the visual modality. Lexical recognition was assessed either in the same modality as the one used at learning (‘same modality’ condition: auditory test after auditory learning, visual test after visual learning) or in the other modality (‘cross‐modality’ condition: visual test after auditory learning, auditory test after visual learning). The results revealed that like their monolingual peers, bilingual children successfully learn new words in either the auditory or the visual modality and show cross‐modal recognition of words following auditory learning. Interestingly, as opposed to monolinguals, they also demonstrate cross‐modal recognition of words upon visual learning. Collectively, these findings indicate a bilingual edge in visual word learning, expressed in the capacity to form a recoverable cross‐modal representation of visually learned words.     

Becoming part of me: Examining when objects,thoughts, goals,and people become fused with the self‐concept

Fusion refers to the sense that a construct is integrated into the self‐concept. When a person feels fused with a construct, there is a perceived “oneness” with the construct, and as a result, the construct is treated as an extension of the self. This concept of fusion has been explored across a wide range of constructs and within a number of subfields in psychology. The goal of this article is to provide a comprehensive view of the fusion process and to connect these disparate areas of literature underneath a single unifying theme. Specifically, we focus on five constructs that researchers have explored in terms of fusion: objects, thoughts, goals, significant others, and groups. In our review, we discuss the ways that fusion is typically measured and highlight the consequences that occur as a result of such fusion. We conclude by highlighting questions that remain unanswered and suggest potential areas of future development.     

Individual differences in the experience of depressive and anxious, intrusive thoughts

Cognitive—clinical theorists such as Beck have implicated various personality traits as vulnerability factors in the experience of negative, distressing cognitions. A cluster analysis, performed on the basis of Ss' responses to a questionnaire specially constructed to assess anxious and depressive thoughts for features such as frequency, sadness, worry, controllability and unacceptability, demonstrated individual differences in the experience of negative cognitions. These differences were associated with varying levels of trait anxiety, dysphoria and obsessionality. Further analysis revealed that trait anxiety and neuroticism were more strongly associated with depressive rather than anxious cognitions. Obsessional complaints evidenced minimal association with anxious thoughts, though a moderate correlation was obtained between the former and depressive self-statements. It is suggested that personality factors are influential in the experience of negative cognitions in a highly specific manner.     

Multicultural experience enhances creativity: the when and how

Many practices aimed at cultivating multicultural competence in educational and organizational settings (e.g., exchange programs, diversity education in college, diversity management at work) assume that multicultural experience fosters creativity. In line with this assumption, the research reported in this article is the first to empirically demonstrate that exposure to multiple cultures in and of itself can enhance creativity. Overall, the authors found that extensiveness of multicultural experiences was positively related to both creative performance (insight learning, remote association, and idea generation) and creativity-supporting cognitive processes (retrieval of unconventional knowledge, recruitment of ideas from unfamiliar cultures for creative idea expansion). Furthermore, their studies showed that the serendipitous creative benefits resulting from multicultural experiences may depend on the extent to which individuals open themselves to foreign cultures, and that creativity is facilitated in contexts that deemphasize the need for firm answers or existential concerns. The authors discuss the implications of their findings for promoting creativity in increasingly global learning and work environments.     

The interactive category schema of candidate competence: an Australian experience

The Education Committee of the Australian Psychoanalytic Society, inspired by David Tuckett's research, relating to the measurement of candidate competence, conducted a similar study that, they believe, added value to his earlier work. The indicators of analytic competence were more numerous and specific, and greater emphasis was placed on how these criteria could further be operationalized. Besides being used in the measuring of candidate competence, the author makes a case for how the criteria can be adapted for use in the selection of prospective trainees; the defining of teaching and supervisory objectives and processes; and as a basis for further research. The close resonance that the qualitative research method used has with analytic thought and practice is highlighted. It is proposed that this synchrony reduces the resistance that analysts often have in participating in such research. There were definite advantages that arose out of the Australian project aside from producing a society-specific schema of candidate capacities. The research process opened up a space for dialogue, debate and experimentation that increased group cohesion and society identity. Including the candidates in the survey facilitated the increase of transparency between candidates and members, contributing to the strengthening of the educational alliance.     

Assessment of children's fantasies with the Make a Picture Story: validity and norms

One purpose of this study was to examine the validity of the Make A Picture Story (MAPS) for assessment of children's fantasies. Children from a university laboratory school who were exhibiting good adjustment comprised our first sample. The second sample was composed of children from special education classes who were experiencing behavioral and/or academic difficulties. Children told stories to seven MAPS backgrounds. Stories created by special education children contained more dysphoric and fanciful fantasies than did nonproblem children's stories. Behavior disordered children had more aggressive fantasies in their stories than did nonproblem and learning disabled children. Another purpose of this study was to provide norms for children's choice of figures, number of figures used, moving and adding figures, story length, and choice of backgrounds. These norms should facilitate clinicians' interpretations of children's responses to the MAPS.     

Circulating emotions,beliefs and fantasies: The Middle East and the West1

Abstract

Much ink has been spilt analysing racism, ethnicity and ‘otherness’. These analyses are frequently sophisticated, nuanced and committed to delivering improved ethical, emotional and political relationships. As we have witnessed recently, however, emotions, beliefs and fantasies remain stubborn. We are all diminished (no matter our history) by these troublesome psychic processes, entrenched beliefs and unthinking assumptions that pulse away unchecked. Feelings of fear and hatred sit alongside complex identifications and disavowal of self and other. This contemporary political and social context is loaded with discourses of a ‘clash of civilization’, the otherness of Muslims and Islam and a dominant view which asserts that Western societies have to be protected from potential explosions of terrorism and the corrosion of Western values. These discourses impact on citizens and erode the possibilities of inter-connectedness and a sense of shared communality. This paper is an exploration of a specific example of intransigence.     

The influence of orthographic experience on the development of phonological preparation in spoken word production

Three sets of experiments using the picture naming tasks with the form preparation paradigm investigated the influence of orthographic experience on the development of phonological preparation unit in spoken word production in native Mandarin-speaking children. Participants included kindergarten children who have not received formal literacy instruction, Grade 1 children who are comparatively more exposed to the alphabetic pinyin system and have very limited Chinese character knowledge, Grades 2 and 4 children who have better character knowledge and more exposure to characters, and skilled adult readers who have the most advanced character knowledge and most exposure to characters. Only Grade 1 children showed the form preparation effect in the same initial consonant condition (i.e., when a list of target words shared the initial consonant). Both Grade 4 children and adults showed the preparation effect when the initial syllable (but not tone) among target words was shared. Kindergartners and Grade 2 children only showed the preparation effect when the initial syllable including tonal information was shared. These developmental changes in phonological preparation could be interpreted as a joint function of the modification of phonological representation and attentional shift. Extensive pinyin experience encourages speakers to attend to and select onset phoneme in phonological preparation, whereas extensive character experience encourages speakers to prepare spoken words in syllables.     

Obstacles facing the psychoanalyst when interpreting narcissistic pathologies: Characteristics of the authoritarian patient

This paper explores the unconscious agreements between patient and analyst that promote some aspects of conflict to be excluded from the content of the interpretations. This generates an experience of exerting omnipotent control over the analyst, which subsequently consolidates a narcissistic phantasy. A stagnation of the analytic process is established in the course of the analysis but this remains hidden by areas of partial progress in the patient. Clinical material is provided in order to show the vicissitudes of the interrelationship between patient and analyst. It also demonstrates the working through by the analyst of a situation of both transferential and countertransferential conflict. This leads to an inhibition on the part of the analyst in his interpreting function. The use of projective identifications, which are mutually contradictory and incompatible, is also under discussion. This, as a result of being expressed simultaneously, constitutes a paradox, which may lead the analyst to confusion and an experience of paralysis. The subsequent confusional anxieties are considered. Additionally, authoritarianism is discussed, including its attendant difficulties of establishing boundaries between the self and the object. Finally, under consideration is the risk one takes in formulating authoritarian interpretations, which, in certain cases, can impose criteria on the patient.     

Beyond the borders of reality: Attachment orientations and sexual fantasies

Two studies examined the associations between attachment orientations and sexual fantasies. In Study 1, 176 participants completed a sexual fantasy checklist. The findings indicated that attachment anxiety was associated with frequent sexual fantasizing (e.g., submission themes). More anxiously attached women were particularly likely to report extrapair fantasies, whereas more anxiously attached men were especially likely to report romantic fantasies. Attachment avoidance was negatively associated with romantic themes, primarily among men. In Study 2, 115 participants described a sexual fantasy in narrative form. Findings paralleled those of Study 1, with the exception that the avoidant effects were more pronounced in women’s sexual fantasies than in men’s. Implications for understanding the interplay of the attachment and sexual behavior systems are discussed.     

Wishful information preference: positive fantasies mimic the effects of intentions

When pursuing set goals or intentions, people prefer to acquire information about the pros rather than the cons of their goal pursuit. Little is known about information preferences at earlier stages, when people are not yet serious about pursuing a given future. In the present three studies, positive fantasies that depicted an idealized desired future--compared with fantasies that questioned whether the future would be so ideal--created a preference for pros over cons, just like set goals or intentions have been shown to do. Positive fantasies created a stronger preference for pros versus cons when people were not serious about pursuing an imagined future or had just foregone an opportunity to do so. Results suggest that before people are engaged in serious pursuits, positive fantasies spur the selective acquisition of pro information, which may lead to poor decisions even if the acquired information is carefully deliberated on later.     

Time flies when you're having fun: temporal estimation and the experience of boredom

Boredom is a common experience in healthy individuals and may be elevated in various neurological or psychiatric conditions. As yet, very little is known about the cognitive or neural bases of the subjective experience of boredom. We examined temporal perception and the temporal allocation of attention in healthy individuals reporting high- or low-levels of boredom. We found no difference in high- or low-boredom-prone individuals in the temporal allocation of attention, while individuals who experienced low-levels of boredom tended to underestimate time more so than high-boredom-prone individuals. Furthermore, high-boredom-prone individuals demonstrated higher error values when estimating time indicating that the subjective perception of the passage of time may be a critical component to the experience of boredom.