A critical examination of existential feeling

Matthew Ratcliffe (2008, 2015) has argued that existential feelings form a distinct class of bodily and non-conceptual feelings that pre-intentionally structure our intentional experience of others, the world, and ourselves. In this article, I will identify and discuss three interrelated areas of concern for Ratcliffe’s theory of existential feelings. First, the distinct senses in which existential feelings are felt as background bodily feelings and as spaces of possibility calls for further clarification. Second, the nature of the suggested bi-directional relationship between existential feelings and intentional experience remains ambiguous. Third, viewed in light of existential guilt, the categorically non-conceptual nature of existential feelings may not be as definite as presumed. The aim of the article is to draw critical attention to aspects of the theory that would benefit from further development, and therefore, to advance the ongoing discussion about existential feelings.     

Metaphorical interpretations: A critical examination

Abstract

This paper seeks to place the technique of metaphorical interpretations (called amplification in analytical psychology) under scrutiny due to theoretical uncertainty surrounding the therapeutic value of the practice. The historical roots in Freud and Jung are briefly presented, as well as the contributions of subsequent psychoanalytic theory. The theoretical and technical implications of the practice of metaphorical interpretations have relevance for practitioners who are working psychotherapeutically with clients, as well as those who are case managing patients (under CPA), particularly patients with severe disturbances. Case material is presented and advanced theoretically from which it is suggested that potential problems with metaphorical interpretations result primarily from an incorrect assessment of the patient's symbolic capacity and/or the inappropriate presentation of the interpretation. Aspects relating to countertransference and unamplifying (internal amplifications) are also explored. Finally, the positive aspects of metaphorical interpretations are noted.     

A critical examination of the concept of gender

Although psychologists have become increasingly interested in such areas as sex differences, gender identity, and sex roles, the concept of gender remains ill defined. We undertake a critical review of this concept and try to show that (a) if the term gender is taken to refer to a set of biological and psychological variables which are related to one another in a complex way, and (b) if gender differences are treated as differences in degree and not in kind, then the concept of gender can be used in a meaningful way to make sense of the things we observe about people.This article is based in part on a symposium entitled Psychosexual Development and the Nature of Androgyny presented at the annual meeting of the Association for Women in Psychology, Pittsburgh, March 1978. Since both authors contributed equally to the conceptualization and writing of this paper, the order of authorship was determined by the toss of a coin. The authors would like to thank James Laird, Dennis Wixon, and Roger Bibace, Clark University, who read and commented on an earlier draft of this paper, and several anonymous reviewers whose comments helped us to clarify our presentation.     

The cultural mediation hypothesis: A critical examination

A fascinating hypothesis has been proposed by Woodley (2010, Intelligence, 38: 471–480) to explain why intelligence, in contemporary Western countries, appears to be positively associated with left wing political attitudes. According to the hypothesis, the current Western ‘norm’ is relatively left-wing values, the intelligent are better at norm-mapping and better at perceiving the benefits of conforming to the dominant set of values and this explains why they are more likely, in this context, to be relatively left wing. This article will critically examine this hypothesis. It will argue that the evidence for it is questionable and open to different interpretations, there is evidence that contradicts it, and it leaves key questions unanswered. The article will propose that a simpler explanation for the association is that intelligence is positively associated with openness-intellect, low time preference and agreeableness.     

Perceptions of primary supervisor interpersonal skills: A critical incident analysis

This study surveyed a randomly selected group of Approved Supervisors of the American Association for Marriage and Family Therapy (n = 280) and their supervisees (n = 266) on their perceptions of the primary supervisor interpersonal skill used in supervisory incidents that had a positive effect on supervisee development. Supervisor directiveness was the most identified skill by both supervisors and supervisees.This study was funded in part by grants from the Research Committee of the American Association for Marriage and Family Therapy; the Agricultural Experiment Station, Purdue University; and the School of Liberal Arts and Sciences, Purdue University Calumet.     

A critical examination of the spectral contrast account of compensation for coarticulation

Vocal tract gestures for adjacent phones overlap temporally, rendering the acoustic speech signal highly context dependent. For example, following a segment with an anterior place of articulation, a posterior segment’s place of articulation is pulled frontward, and listeners’ category boundaries shift appropriately. Some theories assume that listeners perceptually attune or compensate for coarticulatory context. An alternative is that shifts result from spectral contrast. Indeed, shifts occur when speech precursors are replaced by pure tones, frequency matched to the formant offset at the assumed locus of contrast (Lotto & Kluender, 1998). However, tone analogues differ from natural formants in several ways, raising the possibility that conditions for contrast may not exist in natural speech. When we matched tones to natural formant intensities and trajectories, boundary shifts diminished. When we presented only the critical spectral region of natural speech tokens, no compensation was observed. These results suggest that conditions for spectral contrast do not exist in typical speech.     

The acquisition and maintenance of behavioral skills: a response to Michael

A response to Michael's (1980) presidential address to the Association for Behavior Analysis is presented. The position is taken that in many instances we have failed to adopt a behavioral approach to dealing with problems within our field concomitant with the shift from an emphasis on behaviorism and a science of behavior to technology. It is argued that we need to be sensitive to the data and consider the contingencies that are operating within the culture. A general strategy and some tactics are presented to acquire and maintain behavioral skills.     

Utility of cognitive-behavioral procedures for social skills training with children: A critical review

Thirty-three studies that have used cognitive-behavioral social skills training procedures were critically reviewed. These studies were classified under four broad categories: (a) modeling, (b) coaching, (c) treatment packages, and (d) social problem solving. Seven criteria were used to critically evaluate these studies: (a) subject characteristics, (b) treatment specification, (c) out come measures, (d) statistical analyses, (e) experimental design, (f) generalization, and (g) cost effectiveness.     

A comparative test of work-family conflict models and critical examination of work-family linkages

This paper is a comprehensive meta-analysis of over 20 years of work-family conflict research. A series of path analyses were conducted to compare and contrast existing work-family conflict models, as well as a new model we developed which integrates and synthesizes current work-family theory and research. This new model accounted for 40% of the variance in job satisfaction, 38% of the variance in family satisfaction, and 35% of the variance in life satisfaction. In a critical examination of work-family linkages, a series of analyses excluding work-family conflict constructs and pathways resulted in a well-fitting and more parsimonious model that still accounted for 39% of the variance in job satisfaction, 37% of the variance in family satisfaction, and 33% of the variance in life satisfaction. Results indicate that direct effects drive work-family conflict models while indirect effects provide little incremental explanation in regards to satisfaction outcomes.     

Specific versus general skills and abilities: A job level examination of relationships with wage

The extensive literature purporting an upgrading in occupational skill requirements paired with the perception of a skill shortage in the workforce calls for the need to develop workplace skills and abilities. However, decisions about which skills to develop would be aided by information about which skills/abilities are valued most highly and lead to higher wage jobs. The job evaluation literature and labour‐market wage theory present competing hypotheses about skill—wage relationships. The ACT Inc.'s Work Keys® system, the prototype Occupational Information Network, and the fourth edition Dictionary of Occupational Titles job analytic databases were paired with concurrent wage data. These data made it possible to conduct a job‐level evaluation of whether specific skills/abilities could be identified that were most strongly linked to wage or whether broad skill/ability factors accounted for a majority of wage variance. Results indicated that a majority of the wage variance explainable by skills/abilities could be attributed to a general cognitive factor.     

A critical review of Robert Welker's The Teacher as Expert: A theoretical and historical examination

In this work, the views of thinkers in education who have been concerned with expertise are scanned. In the introduction, the importance of the subject is established. The point is made that the ratio of administrators has gone from one supervisor to 32 teachers in 1920 to one administrator for everey 12 teachers in 1985. As well, specialists in teaching have increased 1, 000 percent in the sixteen years before 1980. In their plans for career stages the current reform efforts of the Holmes group and the Carnegie Forum have emphasized an increase in both steps of the hierarchy of education and the type of specialization that might occur. It is crusial to consider our most prominent educations thinkers for their insights about the effects of educations expertise.