The adolescent first kiss

Abstract

This essay proposes a more intense exchange between humanistic psychology and Lacanian psychoanalysis. Certainly, the two fields are aware of one another but an atmosphere of mutual suspicion and superficial knowledge characterize their relationship. If we examine some of the suppositions governing each approach, there are points of similarity. Both see “psychology” in its truest meaning as defined by ethics. Both countenance the importance of the social and the unique individual (the particular for Lacan). There are also glaring differences on key questions. With respect to these differences, the author reads humanistic psychology through a Lacanian lens to indicate how Lacanian concepts can answer some of the recognized impasses of humanistic psychology (such as the question of evil) where humanistic psychology is other to itself.     

Perceived academic challenges of Jewish and Arab undergraduates during the first wave of COVID-19

This study examined differences between Arab and Jewish undergraduate students in their perceived academic challenges, COVID-19-related concerns, perceived social support and trust in the university and the government. It also examined factors associated with perceived academic challenges and the moderating role of trust in the university in the associations between COVID-19-related concerns and perceived academic challenges. The sample consisted of 2751 students: 2291 (83%) Jewish, 398 (15%) Arab and 61 (2%) ‘other’. Arab students reported higher COVID-19-related concerns and perceived academic challenges, and lower levels of perceived social support and trust in university and government than did Jewish students. Both Jewish and Arab students identified COVID-19-related concerns as a stress-vulnerability factor for perceived academic challenges, whereas perceived social support and trust in the university were identified as resources for perceived academic challenges. No support was found for the role of trust in government in the face of perceived academic challenges nor for the moderating role of trust in the university in the associations between COVID-19-related concerns and perceived academic challenges. In conclusion, the need of Arab students for emotional and academic support needs to be acknowledged as part of the efforts to promote academic success during the pandemic.     

The first memory drum.

For most of the 20th century, the memory drum was the standard American apparatus for memory research. The first memory drum dates from 1887 in the work of G. E. Müller and Frederich Schumann, and an illustration of their device appeared 16 years later. This device apparently was invented to resolve the difficulties created by Ebbinghaus's method. The memory drum was a kymograph used to control the display of learning materials. Cattell used something similar for his dissertation with Wundt, though not for verbal material. From Müller's writings, images of this device and kymographs contemporary to Müller's innovation, characteristics, aspects, and difficulties of the development of this drum are presented in the context of its use to resolve the difficulties created by Ebbinghaus's method. An improved device was offered by instrument makers Diederichs in G?ttingen and Zimmermann in Leipzig, both in 1894. Surprisingly, from 1903 Zimmermann offered only the original, unimproved device, mistakenly portraying it as appropriate for paired-associate learning procedures.     

The first axiomatization of relevant logic

This is a review, with historical and critical comments, of a paper by I. E. Orlov from 1928, which gives the oldest known axiomatization of the implication-negation fragment of the relevant logic R. Orlov's paper also foreshadows the modal translation of systems with an intuitionistic negation into S4-type extensions of systems with a classical, involutive, negation. Orlov introduces the modal postulates of S4 before Becker, Lewis and Gödel. Orlov's work, which seems to be nearly completely ignored, is related to the contemporancous work on the axiomatization of intuitionistic logic.     

The first signs of prospective memory

We conducted a study to examine the impact of motivation and length of delay on performance on prospective memory (PM) tasks in 2-year of children. A total of 158 children aged exactly 24 months were asked to perform a naturalistic PM task. Length of delay (10?min; 35?min) and motivation (high; very high) were between-subjects factors. Two thirds of children had to be excluded from the analysis because of poor retrospective memory for the PM task instructions which were no longer remembered at the end of the session. For the children who did remember the instructions, both motivation and delay had significant effects on PM. Also, their PM performance was reliably above zero, even after the long delay. The findings indicate that when children as young as 24 months are able to remember the PM task instructions they can reliably succeed in PM tasks that are intrinsically motivating for them.     

The non-definability notion and first order logic

The theorem to the effect that the languageL introduced in [2] is mutually interpretable with the first order language is proved. This yields several model-theoretical results concerningL .     

The advantage of first mention in Spanish

An advantage of first mention—that is, faster access to participants mentioned first in a sentence—has previously been demonstrated only in English. We report three experiments demonstrating that the advantage of first mention occurs also in Spanish sentences, regardless of whether the first-mentioned participants are syntactic subjects, and regardless, too, of whether they are proper names or inanimate objects. Because greater word-order flexibility is allowed in Spanish than in English (e.g., nonpassive object-verb-subject constructions exist in Spanish), these findings provide additional evidence that the advantage of first mention is a general cognitive phenomenon.     

The behaviour of children during a first encounter

Abstract.— The behaviour of unacquainted children in a two-child play situation was compared with the behaviour of well acquainted children. Observations were made through a one-way-screen, mainly in accord with categories adopted from ethological child studies. Tape-recorded speech was coded into 27 content categories. Choice of activity and content of play seemed to be determined mostly by the children's sex, whereas nonverbal acts and also some aspects of speech showed considerable differences between strangers and acquaintances. Looking at the other's face, gaze avoidance, immobility, and automanipulation were more frequent among unacquainted children, and walking was less frequent among them. Longer initial silence, smaller total verbal output, and scarcity of suggestions, orders, and negative reactions were characteristic of unacquainted children at the initial stage of meeting. Personal talk (telling about oneself and asking quesrions about the other) was more common among unacquainted children, especially girls.     

The Turing Test: the first 50 years

The Turing Test, originally proposed as a simple operational definition of intelligence, has now been with us for exactly half a century. It is safe to say that no other single article in computer science, and few other articles in science in general, have generated so much discussion. The present article chronicles the comments and controversy surrounding Turing's classic article from its publication to the present. The changing perception of the Turing Test over the last 50 years has paralleled the changing attitudes in the scientific community towards artificial intelligence: from the unbridled optimism of 1960s to the current realization of the immense difficulties that still lie ahead. I conclude with the prediction that the Turing Test will remain important, not only as a landmark in the history of the development of intelligent machines, but also with real relevance to future generations of people living in a world in which the cognitive capacities of machines will be vastly greater than they are now.     

The paradox of the first person singular pronoun

The author attempts to provide a characterization of statements which will avoid the twin perils of identifying them with sentences per se or with such non‐observable entities as “propositions”, “meanings” etc. In providing a positive account of the sorts of things statements are, he distinguishes between the utterances of sentences, and. sentences per se, and maintains that statements are to be identified with those utterances made in certain kinds of circumstances. In the light of this analysis, it is then argued that who or what the speaker refers to in the course of making a statement does not form part of the circumstances which determine what statement he is making, nor does it form part of the circumstances which determine whether he is making the same or different statements by the words he uses.