The borderline syndrome in adolescents

The borderline adolescent is discussed in terms of diagnostic perspectives, characteristic features based on disturbed object relations, and treatment. The disorder is not fully manifest in adolescence but gradually emerges into a definable personality type, the various features of which express the unsatisfactory outcome of a complex psychodynamic struggle related to developmental arrests in psychic structure. Based on clinical observations, the diagnosis of borderline personality, like the schizoid personality, is considered to be compatible with a past, present or future schizophrenic disorder. Finally, therapeutic approaches in a day-treatment program, and individual therapy is considered from a developmental object relations viewpoint.     

An exploration of separation-individuation themes in the borderline personality disorder

In an attempt to test hypotheses derived from Mahler's theory of borderline development, Rorschach protocols of borderline and schizophrenic patients were studied for the presence of themes related to the separation-individuation process. A specially constructed Separation-Individuation Theme Scale was used with a 96% reliability of agreement between two raters. The borderline group attained more separation-individuation themes than the schizophrenic group, whereas the schizophrenics showed more preseparation-individuation themes. The results were interpreted as a validation of Mahler's theory. In addition, the results tended to confirm a developmental model for the understanding of psychopathology.     

Testing attitude-behaviour theories using non-experimental data: An examination of some hidden assumptions

This chapter presents a detailed causal analysis of the two leading theories of attitude-behaviour relations, the theory of reasoned action (TRA) and the theory of planned behaviour (TPB). It is noted that the direct path from perceived behavioural control to behaviour in the TPB is causally ambiguous. Focusing on the attitude-intention relationship, timeline and path diagrams are used to illustrate some of the hidden assumptions that underlie the way these theories are usually tested using standard multiple regression applied to nonexperimental data. Randomised experiments are recommended as the best solution to the serious problems arising from omitted causes.     

On the existence of independent explicit and implicit learning systems: An examination of some evidence

Hayes and Broadbent (1988), among others, have proposed that there are two independent systems of learning in humans. In their theory, they postulate that theexplicit learning system gives rise to knowledge that is verbally describable, whereas theimplicit learning system deals with knowledge that is not amenable to verbal report. Hayes and Broadbent presented data that they claimed supports a distinction between these two systems of learning. Their experiments involved the performance of subjects on two superficially similar tasks, and their claim was that one of the tasks induced learning in the explicit system, and the other induced learning in the implicit system. However, in five experiments here, we failed to find any convincing support for their empirical or theoretical claims. Our results suggest that the two tasks do not differ by inducing different types of learning, but simply differ in their degree of difficulty.     

College attendance and persistence among hispanic women: An examination of some contributing factors

The relationship of various factors associated with college attendance and persistence for Hispanic women was investigated using the High School and Beyond data base. Socioeconomic background, educational aspirations, culture and language background, availability of financial aid, cultural shock, sex role socialization variables, and college preparation courses have all been identified in the literature as important factors influencing the college going and attendance patterns of Hispanic women. Using the 1982 First Follow-up data from the High School and Beyond Survey, the relative importance of these measures on college-going behavior was analyzed. Educational aspirations were found to be the most important predictor of college attendance and persistence. Sex role socialization was also found to be an important factor in explaining the college behavior patterns of Hispanic women. Women who delayed marriage and having a family were found to pursue a college career more often and tended to persist in college longer than those women who followed traditional sex role patterns. In addition, Hispanic women whose mothers had a college education were more likely to attend college themselves. Interestingly, participation in college preparation courses was found to rank much lower in importance than previously mentioned factors.     

"插秧偈"小考

至少在元末明初即已出现的"插秧偈",在世间流传的过程中,其作者问题开始罩上了迷雾,其内容也出现了变异.本文根据历代典籍的相关记载,对该偈的演变源流作了较为详细的考证,并论及了其所蕴含的意义.     

An examination of regifting

This study develops an operational definition of the phenomenon of regifting. Gifting refers to the act of giving something to someone else without an expectation of compensation. Regifting is similar to gifting in that there is no expectation of compensation, but the gift itself differs in that it is one previously given to the giver. This study uses previous literature on established gift‐giving themes to explore regifting's meaning, importance, and implications to consumer research. In‐depth interviews and focus groups aid in the discovery of themes within regifting and regifting motivations, as well as those within relationships between the regifter and recipient. Copyright © 2014 John Wiley & Sons, Ltd.     

麻姑考辨

麻姑是道教著名的女仙,现可考的关于麻姑的最早记载见于《列异传》蔡经条,而麻姑形象的确立是在葛洪的《神仙传》中,后代关于麻姑的记载多源于《神仙传》。麻姑原型应当是远古流传于中国东方或南方的一个女仙。麻姑与南城麻姑山关系的确立是在唐玄宗时期。此后,麻姑山及其传说才开始名扬天下。     

An experimental investigation of emotion dysregulation in borderline personality disorder

Despite the prominent role of emotion dysregulation in theoretical accounts of borderline personality disorder (BPD), few studies have examined emotion dysregulation in BPD. This study extends extant research by providing an experimental investigation of emotion dysregulation among outpatients with BPD. Specifically, this study modified an experimental measure of distress tolerance to examine differences between outpatients with BPD (n = 17) and those without a personality disorder (n = 18) in 2 aspects of emotion dysregulation: (a) the unwillingness to experience emotional distress in order to pursue goal-directed behavior and (b) the inability to engage in goal-directed behavior when distressed. As hypothesized, BPD participants were less willing to experience distress in order to pursue goal-directed behavior. However, BPD participants did not evidence greater difficulties engaging in goal-directed behavior when distressed. Results highlight directions for future research and suggest that particular aspects of emotion dysregulation may be more or less relevant to BPD.     

An evaluation of methylphenidate as a potential establishing operation for some common classroom reinforcers.

We conducted reinforcer assessments for 3 boys with a diagnosis of attention deficit hyperactivity disorder who alternately received either placebo or previously prescribed methylphenidate. Our purpose was to evaluate whether methylphenidate altered the relative reinforcing effectiveness of various stimuli that are often used in classroom-based behavioral treatment programs (e.g., activities, tangible items). Results showed clear differences for some stimuli between reinforcer assessments conducted when participants had received methylphenidate compared to placebo. Results suggest that methylphenidate might act as an establishing operation for some common classroom reinforcers. Implications for the development and evaluation of behavioral treatments are discussed.     

Semantic anomalies at the borderline of consciousness: An eye-tracking investigation

We report an eye-tracking study in which participants read passages containing difficult-to-detect semantic anomalies. Would there be any evidence of the registration of the anomaly within the comprehension system (reflected in eye tracking) when anomalies were not noticed? Using early and late processing measures, there was no evidence for registration independent of conscious detection. Comparisons were made between detected and undetected anomalies and between these and nonanomalous controls. There was evidence of disruption to the tracking measures only when a conscious report was also made. These data fit the view that shallow semantic processing underlies the failure to detect anomalies. Implications for language processing are discussed.     

An examination of practice effects in recognition

A study of practice effects in recognition performance is reported. In each of two experiments, different conditions of training were followed by a critical final test. In Experiment 1, a yes-no procedure was used on the critical test. During the training phase, some subjects were tested by the same method, either with or without item-by-item feedback, whereas others were given forced. choice tests. No significant changes in recognition accuracy were observed, either during the training trials or on the final test. However, feedback and experience with forced-choice tests both served to increase the bias toward positive responding. In Experiment 2, the forced-choice procedure was used on the critical final test. Either forced. choice tests or yes-no tests were given on the training lists. Again, there were no significant changes in performance. The absence of practice effects is attributed to the difficulty of identifying and implementing test-appropriate strategies.     

《坛经》版本管窥

本文在<坛经>"敦博本"与"敦斯本"对校的基础上,提出并论证了"敦博本"和"敦斯本"是同源的不同"听诵记写本"各自转抄的写本,并对<坛经>主要版本及其流交情况进行了梳理.