Freud's early metaphors and network of enterprise: Insight into a journey of scientific self-discovery

This paper examines Freud's evolving network of enterprise from 1876 to 1900 and the ensemble of metaphors which he used in the development of his theory (1888–1900). It will be shown that, in spite of Freud's obligatory change of career at age 26, there is no sharp break between Freud's early scientific work and his psychological research. Many signs of continuity between the two periods can be found. Freud's journey of scientific self-discovery only progressively led him to the frontiers of the unknown and his ultimate challenge: exploring the secrets of sexuality. Freud's avowed commitment to the study of the unconscious may have happened as late as 1899 as his metaphors celebrate an intimate fusion between the creator and his creation.     

Meaning in life across the life span: Levels and correlates of meaning in life from emerging adulthood to older adulthood

Meaning in life is thought to be important to well-being throughout the human life span. We assessed the structure, levels, and correlates of the presence of meaning in life, and the search for meaning, within four life stage groups: emerging adulthood, young adulthood, middle-age adulthood, and older adulthood. Results from a sample of Internet users (N = 8756) demonstrated the structural invariance of the meaning measure used across life stages. Those at later life stages generally reported a greater presence of meaning in their lives, whereas those at earlier life stages reported higher levels of searching for meaning. Correlations revealed that the presence of meaning has similar relations to well-being across life stages, whereas searching for meaning is more strongly associated with well-being deficits at later life stages.     

Measuring decentering as a unidimensional construct: The development and initial validation of the Decentering Scale for Sport

Decentering, the ability to observe one's thoughts and feelings from a detached view, has gained increased attention in recent years. With this renewed interest comes a need for a reliable and valid tool to measure decentering in sport contexts. Therefore, in this multi-study paper we report the development and initial validation of a sport-specific self-report measure of decentering, the Decentering Scale for Sport (DSS). Based on an initial pool of context-specific items with acceptable content validity, a unidimensional decentering construct was confirmed in four independent athletic samples (n = 1255). Satisfactory internal consistency reliability and partial measurement invariance across gender and sport type was demonstrated. Convergent and concurrent validity of the DSS was established by showing positive and medium to large associations with mindfulness, well-being, flow, vitality, enjoyment and positive affect, and negative and medium to large associations with cognitive fusion, experiential avoidance, anxiety and negative affect. Discriminant validity of decentering with mindfulness and self-compassion was also established. Findings suggest that the DSS is a reliable and valid measure of decentering in sport contexts, and can be applied in future research and applied practice to measure decentering.     

公平与效率的辩证结合:中国社会发展的价值选择

公平与效率是社会发展中的基本矛盾,二者的结合机制反映了不同社会的发展特征及其基本价值取向。资本主义以资本增值为根本逻辑,坚持以物（资本）为中心的社会发展理念,形成了公平与效率的尖锐对立;社会主义坚持以人为中心的社会发展理念,能在社会发展中历史地实现公平与效率的辩证结合。中国在改革开放的探索中,在处理公平与效率的关系上不断进行调整,这既反映了中国社会发展观随着历史发展而不断进行的变革,更折射和体现了中国社会发展的根本价值选择。     

The Pattern in Jade: The Vision of Possibility and the Challenge of a Sustainable Future

Physicist David Bohm and biochemist Ilya Prigogine began a dialogue that implied a deep, structuring, primordial harmony within life. In classical Chinese this harmony is referred to as Li (理), which also designates the elegant, natural pattern found in jade. This article emphasizes the ways that perception of primordial harmony gives way to a vision of possibility and to the creative intelligence and action necessary for meeting the challenges we face. Insights from Bohm, Prigogine, and others on releasing outmoded thinking and actions are integrated with contemplative traditions, Eastern and Western philosophy, and pragmatic strategy making.     

Harry Potter and the Relational Child: Engaging Millennials in a New Generation of Counseling

Harry Potter and the Cursed Child: Parts One and Two (Rowling, Thorne, & Tiffany, 2016) is the latest installment in a franchise that has defined the millenial generation. The screenplay captures the essence of human behavior as it is molded by individual effort, human interactions, and cultural wellbeing. The authors present a way to conceptualize the millennial generation and their families through the lens of Relational-Cultural Theory (RCT). The authors begin with an overview of RCT, followed by a conceptualization of the screenplay using RCT as a theoretical lens. A conceptualization of how this story can be used to process themes of family, friendship, isolation, parenting, and adolescents with millennials and their families is provided. Furthermore, the researchers explore how this story can be used as supplemental material in the classroom to help the next generation of counselors conceptualize and process these themes with clients.     

The development of career choices: The relationship between patterns of commitment and career outcomes in adulthood

This study was designed to examine the theoretically predicted adult career outcomes of individuals who engage in different developmental patterns of commitment to choice. It was hypothesized, based on D. E. Super's formulations, that those who engage in increasing commitment and who do not revert to earlier behaviors would experience the most desirable outcomes in adulthood. This hypothesis was tested using an analysis of longitudinal data in relation to career outcomes at two points in adulthood. Minimal support for the hypothesis was found in combination with some findings to suggest that developmental patterns of increasing commitment may not lead to the predicted desirable outcomes. Implications for theory revision and future research are discussed.     

The effect of repetitive saccade execution on the attention network test: Enhancing executive function with a flick of the eyes

The simple act of repeatedly looking left and right can enhance subsequent cognition, including divergent thinking, detection of matching letters from visual arrays, and memory retrieval. One hypothesis is that saccade execution enhances subsequent cognition by altering attentional control. To test this hypothesis, we compared performance following repetitive bilateral saccades or central fixation on the revised attention network test, which measures the operation of three distinct attentional networks: alerting, orienting, and executive function. The primary finding was that saccade execution increased the subsequent operation of the executive function network, which encompasses attentional control. Specifically, saccade execution decreased response time to target stimuli in the presence of response-incongruent flankers. A secondary finding was that saccade execution decreased response time to targets when an invalid location was cued prior to target onset. These findings suggest that saccades are an effective means of improving attentional control. Of greater theoretical importance, the study establishes attentional enhancement as a potential mechanism by which saccades enhance other aspects of cognition. Although some saccade execution effects have been found to depend on consistency of handedness (i.e., the consistency with which an individual uses one hand over the other), saccade-induced enhancement of attentional control occurred independently of handedness consistency.     

The role of experience in children's developing folk epistemology: review and analysis from the theory–theory perspective

The role of experience in children's developing folk epistemology, specifically in their acquisition of an understanding of belief, is explored from the theory–theory perspective (i.e., the perspective claiming that children's conceptual development can be viewed as analogous to scientific theory development) through a selective review and analysis of extant empirical literature. Three types of investigations are identified: examinations of observed relationships between social experiences and belief understanding, attempts to facilitate the reasoning of children on the verge of belief understanding through experiences intended to compel children to face reasoning inconsistencies; and training studies demonstrating that children can be trained to understand belief over time through specific feedback experiences. A comparison of these studies reveals that experience is defined differently across them, resulting in varying and sometimes ambiguous implications for a theory–theory perspective on development. Implications for future research are discussed.     

First‐hand sensory experience plays a limited role in children's early understanding of seeing and hearing as sources of knowledge: Evidence from typically hearing and deaf children

One early‐developing component of theory of mind is an understanding of the link between sensory perception and knowledge formation. We know little about the extent to which children's first‐hand sensory experiences drive the development of this understanding, as most tasks capturing this early understanding target vision, with less attention paid to the other senses. In this study, 64 typically hearing children (M_age = 4.0 years) and 21 orally educated deaf children (M_age = 5.44 years) were asked to identify which of two informants knew the identity of a toy animal when each had differing perceptual access to the animal. In the ‘seeing’ condition, one informant saw the animal and the other did not; in the ‘hearing’ condition, one informant heard the animal and the other did not. For both hearing and deaf children, there was no difference between performance on hearing and seeing trials, but deaf children were delayed in both conditions. Further, within both the hearing and deaf groups, older children outperformed younger children on these tasks, indicating that there is a developmental progression. Taken together, the pattern of results suggests that experiences other than first‐hand sensory experiences drive children's developing understanding that sensory perception is associated with knowledge.     

On the formation of personal space and self-boundary structures in early human development: The case of infant stranger reactivity

Personal space and self-boundary are, respectively, sociological and intra-psychological concepts that refer to a complex of behavioral and subjective events between and within individuals. While there are large bodies of literature concerned with each of these concepts, literature that cuts across many disciplines of study, there has never been an integration of these concepts around specific human developmental issues. The present article focuses upon human infancy as a period in which both personal space and self-boundary phenomena can be observed. Developmental links between personal space and self-boundary phenomena in infancy and adulthood are outlined and discussed.     

Corporate Capitalism and the Common Good: A Framework for Addressing the Challenges of a Global Economy

This article ventures a framework for assessing the contributions capitalism might make to the common good. Capitalism has manifest strengths—efficiency, growth, support for human freedoms, encouragement for collaboration among nations that are not natural allies. Processes that generate these goods have negative consequences as well—the exploitation of labor, environmental harm, the marginalization of the least advantaged, the reduction of politics to strategies for advancing special interests. To constrain the negative consequences, public oversight is necessary. The challenge is to devise policies that will limit the harms while protecting conditions that enable free markets to flourish. The paper concludes with an illustrative sketch of policy proposals that exemplify this goal.     

Intelligence in childhood and risk of psychological distress in adulthood: The 1958 National Child Development Survey and the 1970 British Cohort Study

Lower cognitive ability is a risk factor for some forms of severe psychiatric disorder, but it is unclear whether it influences risk of psychological distress due to anxiety or the milder forms of depression. The participants in the present study were members of two British birth national birth cohorts, the 1958 National Child Development Survey (n = 6369) and the 1970 British Cohort Study (n = 6074). We examined the association between general cognitive ability (intelligence) measured at age 10 (1970 cohort) and 11 years (1958 cohort) and high levels of psychological distress at age 30 (1970 cohort) or 33 years (1958 cohort), defined as a score of 7 or more on the Malaise Inventory. In both cohorts, participants with higher intelligence in childhood had a reduced risk of psychological distress. In sex-adjusted analyses, a standard deviation (15 points) increase in IQ score was associated with a 39% reduction in psychological distress in the 1958 cohort and a 23% reduction in the 1970 cohort [odds ratios (95% confidence intervals) were 0.61 (0.56, 0.68) and 0.77 (0.72, 0.83), respectively]. These associations were only slightly attenuated by further adjustment for potential confounding factors in childhood, including birth weight, parental social class, material circumstances, parental death, separation or divorce, and behaviour problems, and for potential mediating factors in adulthood, educational attainment and current social class. Intelligence in childhood is a risk factor for psychological distress due to anxiety and the milder forms of depression in young adults. Understanding the mechanisms underlying this association may help inform methods of prevention.     

The measure of a nation: The USDA and the rise of survey methodology

Survey research has played a major role in American social science. An outgrowth of efforts by the United States Department of Agriculture in the 1930s, the Division of Program Surveys (DPS) played an important role in the development of survey methodology. The DPS was headed by the ambitious and entrepreneurial Rensis Likert, populated by young and talented social scientists getting their first practical experience, and fed by the needs of the US government fighting World War II. The DPS innovations included open-ended interviewing and area probability sampling methodology as illustrated in the War Bond studies and the Master Sample of Agriculture. This paper examines the creation of the DPS, its work, and its legacy.     

Building a Better WarBot: Ethical Issues in the Design of Unmanned Systems for Military Applications

Unmanned systems in military applications will often play a role in determining the success or failure of combat missions and thus in determining who lives and dies in times of war. Designers of UMS must therefore consider ethical, as well as operational, requirements and limits when developing UMS. I group the ethical issues involved in UMS design under two broad headings, Building Safe Systems and Designing for the Law of Armed Conflict, and identify and discuss a number of issues under each of these headings. As well as identifying issues, I offer some analysis of their implications and how they might be addressed.

The development of beliefs and values in early adolescence: a case study through religious education pedagogy

Remarks on current educational language precede discussions of: pupils’ educational development; pupil voice; adolescence and action research. There follows a report of an innovation in religious education pedagogy, designed to address concerns that pupils should be helped to understand the emergence of their own beliefs and values over time. This report then prompts some reflections on religious education’s turn in the direction of hermeneutics. A form of religious education is sketched where pupils’ awareness of changes to their own beliefs and values over time is a key feature. Such awareness marks spiritual, moral, social and cultural development, an issue granted less than adequate coverage in the present UK education agenda.     

The partial punishment effect following minimal acquisition training: Sodium amobarbital and the stimulus properties of early punished trials

In a runway investigation, six groups of rats received limited runway training such that partial punishment, partial reinforcement, or continuous reinforcement was accompanied by sodium amobarbital or saline. Following an interpolated phase of continuous reinforcement without injections, all groups were given punished extinction. The entire experiment was conducted under widely spaced conditions (ITI = 24 hr). It was found that partial punishment increased resistance to punished extinction relative to partially and continuously reinforced controls when acquisition was given under saline. When partial punishment training was accompanied by amobarbital this effect was eliminated. The drug was observed to have no effect on the punished extinction performance of the partial reinforcement and continuous groups, respectively. Moreover, the partial reinforcement effect (PRE) did not generalize to punished extinction. These data provide information concerning the difference between the stimuli associated with the early trials of punishment and nonreward and indicate that the former but not the latter contain emotional elements.     

Embodying gestures: The Social Orienting Model and the study of early gestures in autism

Autistic spectrum disorders impair the ability to interact socially. Detecting and understanding their onset is not only an empirical enterprise, but also a theoretical one, often linked to studies on intersubjectivity. Different theoretical perspectives have been elaborated in the past to account for the deficit. The main purpose of this paper is to reinforce and offer empirical grounding to a recent approach, termed Social Orienting Model, by presenting the main theoretical approaches to autism and contrasting them to this view, as well as considering its possible effect on empirical research, focusing on current literature analyzing gestures in children with autism.

The role of depressogenic personality and attachment in the intergenerational similarity of depressive symptoms: a study with early adolescents and their mothers

Parental depression has been identified as a risk factor for psychopathology in children, and for child depression in particular. Increasingly, research is addressing the underlying psychological processes that may explain the intergenerational similarity of depressive symptoms. In the present study, we aim to investigate the role of two theoretically relevant vulnerability factors in this intergenerational similarity, that is, (a) dimensions of depressogenic personality (i.e., sociotropy and autonomy) and (b) dimensions of attachment (i.e., anxiety and avoidance). Results in a sample of early adolescents and their mothers show significant intergenerational similarity in both sets of vulnerabilities. Moreover, the intergenerational similarity of both vulnerability factors was found to account for the association between mothers' and children's depressive symptoms. Within each generation there were also meaningful and specific associations between dimensions of depressogenic personality and dimensions of attachment, with sociotropy being primarily related to anxiety and with autonomy being primarily related to avoidance.