How Do You Get Where You Want to Be When You Don't Know Where You Want to Be?

I tell the story of my own development from the childhood of a psychiatrist's daughter in wartime Britain, through a brief career in family medicine, to the position of a member of the Independent tradition in British psychoanalysis. As well as having psychoanalysts from different theoretical orientations in my family, I became confused during my training by the different strands of thought and technique taught and promulgated in the British Psychoanalytical Society. For some time after qualification, I took the lonely path of listening mostly to my patients' material as the prime source of understanding mental suffering. It was only after a few years that I was satisfied at being able to connect psychoanalytic theory with what I heard in the consulting room, and following this was further able to explore different strands of psychoanalytic thinking to reach my own position.     

What You Don’t Know Won’t Hurt You,Unless You Don’t Know You’re Wrong

The purpose of this investigation was to determine the impact of students’ background knowledge and how they utilized “don’t know” affordances to comprehend and learn from text. In two studies, over 8,000 middle and high school students interacted with a content-area learning environment in which they answered a series of background knowledge questions before they completed a unit on the same topic. Students were given the opportunity to indicate they “did not know” the answers to the knowledge questions. Higher knowledge was related to higher understanding, and the use of the “don’t know” option further explained variability in students’ understanding of the sources beyond background knowledge. When responding to knowledge questions, students who selected incorrect options before the task understood less and were less likely to learn content when given the opportunity compared to students who indicated they did not know. Thus, low knowledge students were still able to comprehend and learn as long as they acknowledged they lacked background knowledge. One’s comprehension and learning can be facilitated or impaired, depending upon the veracity of their knowledge, and whether students choose to acknowledge their lack of background knowledge. Implications of this work are discussed in terms of learning and instruction.     

Who Do You Think You Are? Evolving Ethical Meaning Making

People must develop ways to determine and manage acceptable and unacceptable behaviors within their communities, although not all communities create the same ethical systems. Understanding differences in ethical systems, including between constructivists and their critics, might benefit from considering constructive-developmental theory, which views ethics as related to evolving individual self-identities in a context of accompanying cultural evolution. By considering that people's ethical frameworks evolve over the life span and that current society consists of people at various levels within that evolutionary process, we may arrive at a better understanding of ethical differences and include a wider range of perspectives in our discourse.     

You Don't Say?

This paper defends a purely semantic notionof what is said against various recent objections. Theobjections each cite some sort of linguistic,psychological, or epistemological fact that issupposed to show that on any viable notion of what aspeaker says in uttering a sentence, there ispragmatic intrusion into what is said. Relying on amodified version of Grice's notion, on which what issaid must be a projection of the syntax of the utteredsentence, I argue that a purely semantic notion isneeded to account for the linguistically determinedinput to the hearer's inference to what, if anything,the speaker intends to be conveying in uttering thesentence.     

Am I You?

It has been suggested that a rational being stands in what is called a “second-personal relation” to herself. According to philosophers like S. Darwall and Ch. Korsgaard, being a rational agent is to interact with oneself, to make demands on oneself. The thesis of the paper is that this view rests on a logical confusion. Transitive verbs like “asking”, “making a demand” or “obligating” can occur with the reflexive pronoun, but it is a mistake to assume that the reflexive and the non-reflexive use exhibit the same logical grammar. The thesis that they do is in part motivated by the assumption that to show that my relation to you bears the same form as my practical self-relation is to show that, fundamentally, you are not an object for me to think about and act on, but a subject with whom to think and act together. I argue, to the contrary, that if my addressing you exhibited the same form as a relation I could literally be said to stand in to myself, then the nexus between us would be such that I am irretrievably alienated from you. To allow the possibility of addressing oneself is to assume one of the following accounts of the second-person pronoun. Either one has to follow R. Heck and conceive it as a merely linguistic phenomenon whose content can be analyzed in terms of “the person to whom I'm now speaking”; or one has to internalize the second person and follow Ch. Korsgaard in taking its prior use to be entirely within and independent of its linguistic expression. But to account for the idea of mutual recognition requires a third view according to which address is an act of mind sui generis for which linguistic expression is essential.     

Would You Be Happier If You Looked Better? A Focusing Illusion

Some people might believe that individuals who are more satisfied with their body are also happier. However, people tend to overrate the influence of some factors (e.g. money or health) on their happiness; a phenomenon termed the focusing illusion. Our aim was to examine the focusing illusion in relation to body satisfaction. We experimentally manipulated body satisfaction and life satisfaction focus by varying the order of relevant measurement scales. Volunteers (N = 97) completed two questionnaires placed in separate envelopes to control the order of scales administration. Participants either completed the Body Satisfaction Scale followed by the Satisfaction with Life Scale or vice versa. In line with the focusing illusion the association between body satisfaction and life satisfaction was significantly stronger when participants were asked about their body satisfaction first. Body satisfaction as a focusing illusion may need to be considered by scientist as well as lay people who try to look better and be happier.     

Damned If You Do; Damned If You Don’t!

This paper discusses the Principle of Normative Invariance: ‘An action’s moral status does not depend on whether or not it is performed.’ I show the importance of this principle for arguments regarding actualism and other variations on the person-affecting restriction, discuss and rebut arguments in favor of the principle, and then discuss five counterexamples to it. I conclude that the principle as it stands is false; and that if it is modified to avoid the counterexamples, it is gutted of any interest or power.

You May Worry,But Can You Recognize Threats When You See Them?; Neuroticism,Threat Identifications,and Negative Affect

The present studies sought to investigate the hedonic consequences of threat-identification skills at low and high levels of neuroticism. Such skills were assessed in terms of both speed (Study 1) and accuracy (Study 2) of identifying threatening objects in cognitive tasks. As predicted, threat-identification skills interacted with trait neuroticism in predicting subjective experiences. Specifically, individuals high in neuroticism experienced lower levels of negative affect during their everyday lives if they were also skilled in identifying threats in the cognitive tasks (Studies 1-2). Such skills did not matter at low levels of neuroticism. This interactive pattern was also replicated in the context of life domain satisfaction (Study 2). The results support the view that avoidance motivation encompasses multiple component processes, including some that are cognitive in nature, and specifically extends self-regulatory views of neuroticism. Of most importance, our data indicate that threat-identification skills can be hedonically beneficial, rather than costly, at high levels of neuroticism.     

Are You Attracted? Do You Intend to Pursue? A Recruiting Policy-Capturing Study

This study examines the relative importance of four factors: job factors of pay and promotion, and two organizational image factors: lay-off policy and ecological rating, on recruits' attraction or job pursuit. We identify that factors determining potential job recruits' attraction to an organization may not equate with the factors that prompt job pursuit intentions. Using a sample of business students and policy-capturing methodology, results show ecological rating most strongly predicted attractiveness, while pay most strongly predicted job pursuit intentions.     

Do You Reap What You Sow? The Effect of Cyberostracism on Moral Impurity

Two experiments tested whether cyberostracism increases people’s perceived moral impurity and their tendency to purchase cleansing products. In both experiments, participants were first either ostracized or included in a web-based social interaction. Next, they completed self-report measures to assess their perceived moral impurity and tendency to purchase cleansing products. The results showed that participants who were ostracized reported a higher level of moral impurity and a higher tendency to purchase cleansing products. These findings advance our current understanding on the effect of online social interaction on people’s moral self-perception.     

Do You Need to Have Them or Should You Believe You Have Them? Resources, Their Appraisal, and Well-Being in Adulthood

How young, middle-aged, and young-old adults use individual resources to cope with challenges and changes in their lives is likely to influence the ways they will approach late life. One of the most important barriers to using available resources is the subjective appraisal of the situation, of the available resources, and of the potential use of these resources. The present study based on 2,313 individuals (25–74 years) from the National Survey of Midlife Development in the United States (MIDUS) examines the structural relations between available social, financial, and health resources, the subjective appraisal of these resources, and well-being in young, middle-aged, and young-old adults. The results indicate that the subjective appraisal of resources mediates the effects of available social, financial, and health resources on well-being irrespective of age groups. The discussion focuses on the importance of the appraisal of available resources as a precondition to successfully cope with stress, and points out avenues for intervention research.     

Can You Back That Up?

Participants evaluated two candidates for the U. S. Senate (one a "shared-ideology" candidate with regard to the participant, the other an "opposing-ideology" candidate), each of which engaged in either a positive campaign (provided positive assessments of the candidate's character) or a negative campaign (provided negative assessments of the opposing candidate's character). Each participant read advertisements in which one candidate provided specific evidence to support his character assertions, whereas the other candidate did not provide such evidence. As predicted, evaluations of the shared-ideology candidate were significantly hurt by the failure to specifically support the character assertions. In contrast, evaluations of the opposing-ideology candidate were not damaged by the failure of the candidate to supply supporting evidence for the character assertions. In addition, effects extending and qualifying the synergistic interaction of the valence of competing campaigns were demonstrated. The roles of message valence, supporting evidence, and the in-group/out-group relationship between communicator and recipient in political communication are discussed.     

How Are You,奥林匹克!

~~How Are You,奥林匹克!@张宝城 @王兴 @谭胜功~~     

“You Must Remember This”

The question of a theory of analytic change is approached through a consideration of analytic impasse. Impasse is considered in relation to impasse in the analyst, linked to an impasse in some forms of mourning in the analyst. The analyst's impasse is considered in the light of character formation, the relation of analytic vocations to early attachment, and object ties in the analyst leading to problems with omnipotence. Impasse then is tied to various processes and defenses that shape and contribute to the analyst's countertransference. Analytic change is considered then in the context of theories of nonlinear development, models of speech practice, and mutative action. These ideas are explored through case material.