I Am,You Are,We … Are … Us! Discussion of “Culturally Imposed Trauma: The Sleeping Dog Has Awakened: Will Psychoanalysis Take Heed?” by Dorothy Evans Holmes,Ph.D.

Psychoanalysis is practiced in context. How relevant are our theories in addressing the psychological impact of disruptive, traumatizing effects of socio-cultural events? This is one of the many critical questions raised by Dr. Holmes in her very telling essay. Particularly on the question of race, Dr. Holmes outlines the shortcomings of our theories, but also challenges what she perceives as the reluctance of psychoanalytic training Institutes to address the traumas of race and racism. This discussion expands on Holmes’s position to wonder whether all psychoanalytic theories are equally remiss, and whether Institutes and psychoanalysts’ perceptions of, and responses to, social trauma are shaped by their particular theoretical orientation. Specifically, this discussion focuses on differences in orientation between Classical psychoanalysis and Interpersonal/Relational theories of mind. The author identifies Sullivan, Fromm, Ferenczi, and others as early psychiatrists and psychoanalysts for whom interpersonal and cultural contexts were central to their theories of human development.     

The whole picture: Holistic body posture recognition in infancy

Holistic processing is tied to expertise and is characteristic of face and body perception by adults. Infants process faces holistically, but it is unknown whether they process body information holistically. In the present study, infants were tested for discrimination between body postures that differed in limb orientations in three conditions: in the context of the whole body, with just the isolated limbs that changed orientation, or with the limbs in the context of scrambled body parts. Five- and 9-month-olds discriminated between whole-body postures, but failed in the isolated-part and scrambled-body conditions, demonstrating holistic processing of information from bodies. These results indicate that at least some level of expertise in body processing develops quite early in life.     

APORETIC POSSIBILITIES IN CATHERINE KELLER'S CLOUD OF THE IMPOSSIBLE

In stressing the beauty of ignorance, of not knowing in the usual manner, Catherine Keller's Cloud of the Impossible evokes the death of a metaphysical (A)uthorial presence and the dissolution of closed systems of meaning. In this article, I view her text as part of a crisis of modernity that challenges dominant theological pathways, on which certain problematic views of the human have been constructed. In my reading, Keller's Cloud enriches humanistic thinking in the West and I explore the themes it shares with my own work in religious naturalism: there is no escape from the radical relationality and the irreducible materiality that structure human existence. I also emphasize that textual strategies are mere seductive, disembodied abstractions without acknowledging the force of materiality. Materiality matters; and I explore ways in which religious naturalism demonstrates how it does. In light of Keller's rich analysis, I focus on a “learned ignorance” that accompanies all of our limited interpretations emerging from the shifting, precarious positionalities as we rethink our relationality to each other and to all that it is.     

Nietzsche on Generosity and the Gift-Giving Virtue

Generosity and gift-giving are important themes in Nietzsche's philosophy. This essay focuses on Nietzsche's idea of the gift-giving virtue which is explicitly discussed at the end of Part One of Thus Spoke Zarathustra. I begin with a critical discussion of this section, and then I consider three different interpretations. Finally, I look at some ways in which the idea of the ‘gift-giving virtue’ may be understood in terms of spiritual generosity, leading to ‘sovereignty’ as its ultimate goal. Throughout, there are important comparisons to be made between Nietzsche's account of generosity and the traditional viewpoint.     

Response Imagery: Aftereffects and Reminiscence

In two experiments, subjects imagined themselves performing a tracking task under a massed practice schedule. After interpolated rest or no rest, subjects actually performed the criterion task. Some subjects' imagery was augmented with sounds that matched the temporal characteristics of the criterion task. These subjects produced greater aftereffects than subjects who imaged without augmentation or subjects provided with imagery augmentation matching a variation of the criterion. Reminiscence (performance gain attributed to interpolated rest) was demonstrated with imagery, except when the accompanying augmentation was faster than the criterion.     

Delay of Gratification,Psychopathology, and Personality: Is Low Self-Control Specific to Externaiizing Problems?

We assessed the delay of gratification behavior of 428 twelve and thirteen-year-old boys, half of whom were known to manifest symptoms of behavioral disturbance. Consistent with the hypothesis that low self-control is a risk factor specific to externalizing (aggressive and delinquent) disorders, boys who showed signs of externalizing disorders tended to seek immediate gratification in a laboratory task more often than both nondisordered boys and boys who showed signs of internalizing (anxious and depressed) disorders. In addition, children who were able to delay immediate gratification were described by their mothers as ego controlled, ego resilient, conscientious, open to experience, and agreeable. These results suggest that poor delay of gratification may be one of a select number of specific risk factors for externalizing     

Summation of successively established orientation-contingent color aftereffects

Orientation-contingent color aftereffects (CAEs) were studied using a color-cancellation technique for measurement. Procedures involved more than one period of inspection, each of which established CAEs, carried out successively to produce a combined or net CAE (akin to “nullification” used in other studies). When opposite color-orientation pairings were used in successive inspections, the net CAE was predicted faithfully by summation of the constituent CAEs as measured from each period of inspection independently, and thus showed qualitative as well as quantitative changes in coloration over time. This implies that “nullification” does not truly eliminate CAEs as has previously been assumed, and suggests that the units of measure used here may be linearly representative of CAE strengths. When the successive inspections used identical color-orientation pairings, however, summation was poor. This can be explained if inspection alters the mechanisms underlying CAEs, rendering retention of a successively established CAE of the same kind less effective.     

Multidimensional scaling of subjective colors by color-blind observers

Temporal coding theories of color vision suggest explanations of flicker-induced subjective colors such as those that appear on Benham’s disk. If color blindness were due simply to photopigment anomalies, then subjective colors might be elicited by central patterns of neural activity in color-blind observers that mimic those which the cones normally produce in colornormal observers. We had color-normal and color-blind observers scale subjective colors like those on Benham’s disk for similarity. The inferred color spaces for six normal observers resembled the familiar hue circle, but the spaces for five red-green-deficient observers were compressed along the red-green axis. This is consistent with the position that flicker colors are due to retinal processes, and suggests that color blindness may involve variations of the central nervous system in addition to photopigment anomalies.     

Natural rates of teacher approval and disapproval in the classroom

Sixteen classroom observational studies were conducted to determine natural rates of teacher verbal approval and disapproval in the classroom. Rates of teacher verbal approval and disapproval were measured by the Teacher Approval and Disapproval Observation Record (TAD) over Grades 1 through 12. Teacher verbal approval rates dropped over grade, with a marked drop after second grade. In every grade after second, the rate of teacher verbal disapproval exceeded the rate of teacher verbal approval. These rates are interpreted in terms of reinforcement theory.