Feeling at home in language

What do we learn about language from reading Wittgenstein'sPhilosophical Investigations? This question gains urgency from Wittgenstein's alleged animus against philosophical theorizing and his indirectness. Section 1 argues that Wittgenstein's goal is to prevent philosophical questioning about the foundations of language from the beginning. This conception of his aim is not in tension with Wittgenstein's use of the notion of community; “community interpretations” of his views betray a misguided commitment to the coherence of the idea that language might need grounding. Wittgenstein's goal is not to enjoin us not to step “outside of language-games”, but to show that we have insufficiently clear grasp of the terms we try to use to express the limits of intelligibility. Section 2 suggests that appreciating Wittgenstein's moral concerning the relation between language and philosophizing about it involves allowing him to teach us how to read his book. What makes readingPhilosophical Investigations possible is openness to learning how not to forget our lives in language.     

Feeling one's way in the world: Making a life

This paper argues for the psychoanalytic relevance of the works of James Gibson and Susanne Langer in explicating the early development of the human child and makes use of this combined formulation of development to think about psychoanalytic theory and practice. From the insights of James Gibson's ecological psychology we can appreciate the embodiment and embeddedness of the child's growing mind within both her physical and social environments. Making use of Susanne Langer's concept of feeling to redefine ecological psychology's perceptual counterpart to action allows us to understand the child's seamless transition into active participation in her culture, as she learns to project her animalian capacity to feel into intersubjectively defined forms of behavior and experience with others. The paper presents a lengthy exposition of Gibson's ecological psychology, before explaining Langer's thinking and launching into the combined insights of these scholars to explicate the nature of the child's mind as she feels her way in the world and makes a life for herself within it. This is the life she will be able to remake in the embeddedness of a psychoanalytic therapeutic relationship where she can learn to feel her way in the world in a new light.     

Towards a biblical psychoanalysis: a second look at the first book

Freud's materialistic treatment of religion has discouraged and stigmatised inquiries concerning the potential theoretical and clinical utility that biblical stories could offer to the ongoing development of psychoanalysis. As a result, the historical development of psychoanalysis has been disproportionally influenced by the Hellenic ideals that influenced the German humanistic pedagogical value of Bildung, to which Freud was an ardent disciple. However, since it has consistently been recognised that Western culture has been mutually influenced by both biblical and Hellenistic attitudes, it may be warranted to extend this dialectal interplay into the realm of individual psychology, in the process delimiting a space whereby psychoanalysis and biblical thought can constructively coexist. In this vein, prototypical myths from the Greek and biblical traditions can reliably be situated on a psycho-mythological continuum, with Greek myths representing a less integrated level of ego development and biblical narratives reflecting an unambivalent, higher level of psychological organisation. The Greek mythology of Oedipus and the biblical Binding of Isaac has been chosen to illustrate this dynamic.     

Taking a new look at looking at nothing

A crucial question in cognitive science is how linguistic and visual information are integrated. Previous research has shown that eye movements to objects in the visual environment are locked to linguistic input. More surprisingly, listeners fixate on now-empty regions that had previously been occupied by relevant objects. This 'looking at nothing' phenomenon has been linked to the claim that the visual system constructs sparse representations of the external world and relies on saccades and fixations to extract information in a just-in-time manner. Our model provides a different explanation: based on recent work in visual cognition and memory, it assumes that the visual system creates and stores detailed internal memory representations, and that looking at nothing facilitates retrieval of those representations.     

Feeling at home in contemporary Japan: Space,atmosphere and intimacy

Based on a long-term ethnography inside thirty urban dwellings, this article aims to explore what it means to feel ‘at home’ in contemporary Japan. Ample attention has been paid to the staging of atmospheres in public spaces, but qualitative studies about domestic atmospheres are scarce and the emphasis tends to be on ‘front-stage’ concerns such as hospitality, status, and normativity. By contrast, by focussing on ‘back-stage’ activities such as sleeping, eating, and bathing, this article will show how these bodily practices may generate, assisted by various domestic technologies, an all-encompassing heat that encourages intimate sociality without infringing on individual needs for autonomy and detachment from social demands. More generally, the article argues that by exploring the complex entanglements of ideal and actual atmospheres we might gain a more comprehensive understanding of this expansive, spatial phenomenon and its relationship with intimacy within different cultural contexts.     

Taking a new look at seductive details

What is the effect of seductive details on learning outcomes? What are the boundary conditions of seductive detail effects? How do seductive details affect learning? These are the kinds of questions addressed in this special issue on seductive details. This special issue contains 11 articles presenting original results that take a new look at seductive details.     

Parenting at home and bullying at school

The present study aimed at examining the relationship that may exist between specific parental practices at home and the child’s bullying and victimization experiences at school. This study attempted to go beyond parental styles, a variable that most of the earlier studies have used and introduce three, relatively new parameters of bullying and victimization; namely, parent–child conflict, parental monitoring and child disclosure. It was found that parenting at home seems to be related to bullying at school. However, not all aspects of parenting are related, and not in the same way. Parent–child conflict was found to be positively correlated to, and a potent predictor of both bullying and victimization; child disclosure was found to be negatively correlated to and also a potent predictor of bullying (not victimization), while parental monitoring, unlike earlier reports, was found to be statistically unrelated to either bullying or victimization.     

Perceiving an object and its context in different cultures: a cultural look at new look

Abstract - In two studies, a newly devised test (framed-line test) was used to examine the hypothesis that individuals engaging in Asian cultures are more capable of incorporating contextual information and those engaging in North American cultures are more capable of ignoring contextual information. On each trial, participants were presented with a square frame, within which was printed a vertical line. Participants were then shown another square frame of the same or different size and asked to draw a line that was identical to the first line in either absolute length ( absolute task ) or proportion to the height of the surrounding frame ( relative task ). The results supported the hypothesis: Whereas Japanese were more accurate in the relative task, Americans were more accurate in the absolute task. Moreover, when engaging in another culture, individuals tended to show the cognitive characteristic common in the host culture.     

Feeling at home in the occupied territories: Emotion work of the religious settler movement

Religious settlers exhibit a strong desire to settle the entire Land of Israel despite resistance among the local Palestinian population and among opposition within Israel. The return to the Promised Land and the establishment of settlements elicit strong emotions that are connected to the socio-spatial identities of the settlers. Introducing the concept of emotion work the article focuses on the collective construction of emotions inside the movement and on active practices directed at the Israeli audience at large. Emotions are elicited and regulated in the political process in order to make and defend territorial claims. After discussing the concepts of emotional geographies, emotion regulation, and emotion work, the article analyzes the multi-layered passions of the settlers and strategies of creating an emotional attachment to the conquered territories in the Israeli public. Finally, the Second Intifada revealed tensions between the desire for the land and a contracting geography of fear. The article discusses how the settlers dealt with violence, threats, and experiences of conjoint emotions.     

Substance versus style: a new look at social desirability in motivating contexts

Although there is an emerging consensus that social desirability does not meaningfully affect criterion-related validity, several researchers have reaffirmed the argument that social desirability degrades the construct validity of personality measures. Yet, most research demonstrating the adverse consequences of faking for construct validity uses a fake-good instruction set. The consequence of such a manipulation is to exacerbate the effects of response distortion beyond what would be expected under realistic circumstances (e.g., an applicant setting). The research reported in this article was designed to assess these issues by using real-world contexts not influenced by artificial instructions. Results suggest that response distortion has little impact on the construct validity of personality measures used in selection contexts.     

Peekaboo: a new look at infants' perception of emotion expressions.

Infants' responsiveness to others' affective expressions was investigated in the context of a peekaboo game. Forty 4-month-olds participated in a peekaboo game in which the typical happy/surprised expression was systematically replaced with a different emotion, depending on group assignment. Infants viewed three typical peekaboo trials followed by a change (anger, fear, or sadness) or no-change (happiness/surprise) trial, repeated over two blocks. Infants' looking time and affective responsiveness were measured. Results revealed differential patterns of visual attention and affective responsiveness to each emotion. These results underscore the importance of contextual information for facilitating recognition of emotion expressions as well as the efficacy of using converging measures to assess such understanding. Infants as young as 4 months appear to discriminate and respond in meaningful ways to others' emotion expressions.