Blind or deaf? A matter of aesthetics

Blind or deaf? Surprisingly, a small but noticeable minority, 17%, opted for blindness. Another 6% were indifferent. For these individuals (23% of the sample), the loss of the aesthetic experience--music--was given relatively greater weight than the loss of the practical--conversation. This was not a symmetric effect in that those who opted for being deaf did not place greater value on the aesthetic aspects of vision compared to those who opted for being blind. What predicts the preference for being blind was not the amount of time spent listening to music but the extent to which one formally studied, created, and played music and experienced intense emotions when engaged by music.     

A confusion of tongues or whose reality is it?

In a 1933 paper Ferenczi implied that conflict between the adult's and the child's construction of reality is traumatic for the child. As all individuals construct their own view of reality, it is inevitable that there will be conflicting constructions between child and adult--and between analyst and analysand. This may be biologically rooted; recent ethological studies suggest that parent-child conflict is ubiquitous because of a divergence of needs. When a child perceives a marked divergence between his or her construction of reality and that of the caretaker, the child may tend to reject the information proffered by the caretaker. This may appear later as a resistance to learning from the analyst. The divergence of needs between child and caretaker may have a profound influence on the child's cognitive development. The capacity to share other constructions of reality is a developmental achievement which may be facilitated by the psychoanalytic process.     

Pharmacotherapy of aphasia: myth or reality?

Pharmacotherapy of aphasia had been discussed for the last twenty years with first bromocriptine and amphetamine and then serotoninergic, GABAergic and cholinergic agents. Here, we reviewed the MEDLINE available reports of drug therapy for aphasia. So far, proofs of efficiency were found indubitable for none of the studied molecules. However, some of them showed limited efficiency (piracetam and amphetamine). Moreover, drug therapies for aphasia were less efficient alone than when they were associated with speech therapy.     

Do we need the power metaphor to construct our interpersonal reality?

In my own attempt to answer the question whether we need the power metaphor to construct our interpersonal relations, I have come to the conclusion that it is not necessary. I advocate the standpoint that the power metaphor is an epistemological/operational instrument which, applied to interpersonal relations, leads to selffulfilling prophecies; the power metaphor realizes itself. Of course, it is necessary to recognize when, under what circumstances, and how we operate with respect to the power metaphor. This knowledge which, when achieved, allows us to correct ourselves and look for alternatives. However, I see it as an epistemological and operational error to deal with the power metaphor as if it were an objective given, independent of the observer, which we cannot avoid, of which we are victims, and to whose construction we do not contribute. It is important for therapists to realize that some clients construct their problems with respect to the power metaphor and act accordingly, explicitly or implicitly. To that extent, knowledge about this construction offers the therapist options which can help him in his therapeutic work to encourage the overpowering of this operational and epistemological instrument-the power metaphor.Originally appeared in a special issue ofZeitschrift fur systemische Therapie (1986),4, 258–268, guest-edited by the author.     

Molecular reduction: reality or fiction?

Neurophysiological research suggests our mental life is related to the cellular processes of particular nerves. In the spirit of Occam’s razor, some authors take these connections as reductions of psychological terms and kinds to molecular- biological mechanisms and patterns. Bickle’s ‘intervene cellularly/molecularly and track behaviourally’ reduction is one example of this. Here the mental is being reduced to the physical in two steps. The first is, through genetically altered mammals, to causally alter activity of particular nerve cells, i.e. neurons, at the molecular level and then, under controlled experimental conditions, to use generally-accepted rules of behaviour within psychology to monitor the results of these manipulations. In this article, we argue that Bickle’s case example for molecular reduction, i.e. the reduction of long-term memory to its cellular-molecular mechanisms, cannot support his claims, because it turns out that his chosen molecular pathway is neither a sufficient nor a necessary condition for the memory consolidation switch, and thus, instead of rejecting the multiple realization argument, Bickle’s argument actually speaks in favour of it. Therefore the idea of reductive connections between our mental life and the activity of particular nerves is, at present, still more fiction than reality.     

Innate talents: reality or myth?

Talents that selectively facilitate the acquisition of high levels of skill are said to be present in some children but not others. The evidence for this includes biological correlates of specific abilities, certain rare abilities in autistic savants, and the seemingly spontaneous emergence of exceptional abilities in young children, but there is also contrary evidence indicating an absence of early precursors of high skill levels. An analysis of positive and negative evidence and arguments suggests that differences in early experiences, preferences, opportunities, habits, training, and practice are the real determinants of excellence.     

Inexpensive microcomputer systems for research and instruction: A dream or reality?

This paper presents a detailed introduction to two microcomputer systems useful for research and instruction. The systems are ready for immediate use, fully assembled, and require no knowledge of electronics. They also possess the high-level programming language, BASIC, which can be easily learned by researchers and students. The application of microprocessor technology and mass production has allowed the cost for a single microcomputer to be reduced to about $600. At this price, virtually any psychology department or individual researcher can begin to employ computer technology in psychological research and instruction. The hardware specifications, software characteristics, criteria for selection, and possible applications of these systems are considered, with emphasis on use in psychological applications.     

The cooperative subject: Myth or reality?

A number of researchers have suggested that cooperativeness on the part of subjects in supporting the hypotheses of experimenters yields artifactual data in some social psychological experiments. An experiment was conducted to examine the nature of this cooperation. We predicted that cooperativeness, per se, would not manifest itself when the subject's own ends would be better sat's-fied by not cooperating. Forty subjects were randomly assigned to one of three experimental conditions or a control condition. In the experimental conditions, subjects were led to believe that they knew the experimenter's specific hypothesis. In two of these conditions the subject could confirm the experimenter's hypothesis and also “look good.” In the third experimental condition these outcomes were mutually exclusive. In this third condition the subjects chose to “look good,” thereby disconfirming the experimenter's “hypothesis.” Thus, the results supported our prediction.Subsequently the control condition was replicated and a condition in which subjects knew the broad nature, but not the specifics of the experimenter's hypothesis, was added. The results again provided evidence for the hypothesis that subjects try to “look good.”     

The Pursuit of College in Adulthood: Reclaiming Past Selves or Constructing New?

This study examines the identity processes that are implicated when adults return to college, including the possibility that they may be reclaiming past selves from adolescence or constructing new selves at this particular juncture. In this study, 70 nontraditional-aged community college students were surveyed about their educational pathways, with a focus on their career and educational plans and actions when finishing high school through the current time. In addition, a diverse subset (n = 14) was interviewed. Results suggested four identity processes, two that involved past career selves from adolescence when constructing future pursuits (reclaim past, reject past before constructing new) and two that did not (construct new, expand current). Participants with prior college experience as adolescents were more likely to report well-developed past selves, but they more frequently rejected rather than reclaimed due to lack of perceived feasibility. Future research involving adult identity development is discussed.     

Cognitive dissonance and self-monitoring: A matter of context?

In Study 1, high and low self-monitors wrote counterattitudinal essays. For some, we made it salient that they would be endorsing an opinion contrary to that of their peers. For others, no context was provided. Post-essay attitudes of high, relative to low, self-monitors were more consistent with essay topic after opposing peers. Post-essay attitudes of low and high self-monitors did not differ significantly in the no-context condition. In Study 2, high and low self-monitors wrote counterattitudinal essays in the context of opposing either their peers' beliefs or their own values. Post-essay attitudes of low, relative to high, self-monitors tended to conform more to their essays when they believed that they had written in opposition to their values. When writing in opposition to their peers, however, post-essay attitudes of high and low self-monitors did not differ significantly. We discuss the results in terms of the role that self-concept plays in the initiation of dissonance processesStudy 2 is based on the senior honors thesis of the second author conducted under the supervision of the first author, and both studies were supported by a Faculty Research Grant from Union College to the first author. We would like to thank Alice M. Isen, Mark Snyder, Hugh Foley, and an anonymous reviewer for their valuable comments on an earlier version of this article, and Nicole Audette, Amy Goldstein, Suzanne Shaker, and Courtney Shapiro for their assistance in collecting and analyzing data.     

(Co-)Constructing a theory of mind: From language or through language?

Synthese - There is a large body of empirical work that has investigated the relationship between parents’ child-directed speech and their children’s Theory of Mind development. That...     

Surviving or living? A question of containment

Abstract

This paper explores the establishment of a safe inner representation of a mother as a crucial containing experience that distinguishes surviving and living. A comparison is drawn between a client with a deprived early experience, who is turned into a refugee and is searching for a containing experience, and a refugee who has had a good inner experience and then loses it. The contrast between the two highlights how a refugee may have to shift from living to surviving. Survival is conceptualized in terms of a ‘fugitive state of mind’ which a refugee may come to occupy. Living is thought about as a state in which safety is not only contingent upon an external set of factors but vitally depends on the circumstances which allow for internal containment. In the last part of the paper emphasis is placed on needing to take account of these special needs for containment in addressing management practices and rehabilitation of refugees. It is suggested that doing so establishes the necessary conditions for containment while blindness to these needs impedes further rehabilitation and integration.     

Truth or Meaning? A Question of Priority

There is an incompatibility between the deflationist approach to truth, which makes truth transparent on the basis of an antecedent grasp of meaning, and the traditional endeavour, exemplified by Davidson, to explicate meaning through of truth. I suggest that both parties are in the explanatory red: deflationist lack a non‐truth‐involving theory of meaning and Davidsonians lack a non‐deflationary account of truth. My focus is on the attempts of the latter party to resolve their problem. I look in detail at Davidson's more recent work and suggest that it seeks to articulate a primitive notion of truth that may balance between a notion that collapses into deflationism and one that is wholly subsumed under a general theory of interpretation. I conclude that this tightrope walk is ultimately unsuccessful. Equally, however, some reasons are provided for thinking that deflationism might be equally unsuccessful with its problem. ‘Truth or meaning?’remains an open question.     

Is it life or is it Memorex? Video as a representation of reality

This paper offers an overview of research on infants’ early behavior toward televised images, followed by an account of the development of representational competence with video. Several aspects of representation are involved in young children’s understanding and use of video. From a very young age, children form mental representations of the contents of video, making sense of realistic images of familiar things. Children also notice and represent information regarding video itself (e.g., its 2-dimensionality). An important development occurs when children represent the relation between video and reality: at first, toddlers appear to categorize video as separate from reality, but eventually children recognize realistic video images as physical representations (symbols) of events they have not directly perceived. A mature representation of video takes into account genre (e.g., news, drama) and reality status based on recognition that video can (but does not always) represent real events.     

Confusing hope and optimism when prospects are good: A matter of language pragmatics or conceptual equivalence?

Motivation and Emotion - In psychology, the concepts of hope and optimism are often treated interchangeably or not clearly delineated from each other. We argue that hope and optimism are...     

The preference to work for a man or a woman: A matter of sex and gender?

A survey of 455 individuals sampled from two populations that varied in age, educational level, and work experience posed a question asked in Gallup polls over six decades: “If you were taking a new job and had your choice of a boss, would you prefer to work for a man or a woman?” Respondents could state that they would prefer a male boss, prefer a female boss, or had no preference. As expected from theory and Gallup results, respondents who had a preference preferred to work for a man more than a woman, although a majority expressed “no preference.” When they expressed a preference, women preferred to work for a female boss over a male boss more than men did, whereas men preferred to work for a male boss over a female boss more than women did. Sex-typed (i.e., masculine or feminine) respondents in gender identity exhibited a greater preference to work for a boss of a particular sex over having no preference than non-sex-typed respondents. Further, feminine respondents preferred to work for a female boss over a male boss more than masculine respondents did, whereas masculine respondents preferred to work for a male boss over a female boss more than feminine respondents did. Overall, these results suggest that the preference to work for a man or a woman is a matter of both sex and gender. Implications for job applicants' vocational decisions and how female leaders fare in the workplace are discussed.     

Narcissism and the non-equivalence of self-esteem measures: A matter of dominance?

Previous research reveals a substantial degree of variability in the extent to which narcissism (as measured by the Narcissistic Personality Inventory or NPI; Emmons, 1987) and self-esteem (measured using a variety of self-report scales) are associated. Data from 329 college students provided support for the hypothesis that the variability in associations between narcissism and different measures of self-esteem may be explained in part by the degree to which a given self-esteem measure is related to dominance. These results have important implications for research on narcissism and self-esteem, as well as the broader issue of how self-esteem is conceptualized and measured in psychological research.