Angela Rosenfeld 《International Forum of Psychoanalysis》2016,25(4):220-228

Abstract

This is the modified version of the powerpoint that Angela Rosenfeld, the elder daughter of Herbert Rosenfeld (1910–1986) – one of Melanie Klein's most important collaborators – presented in Nuremberg, his native town, on October 5, 2014, upon the invitation of the German Psychoanalytic Society (DPG). In it, Angela Rosenfeld reconstructs not only her father's main life events, but also her personal relationship to him and the family climate in which she grew up. The traumas brought about by Hitler's rise to power in 1933 are partly still reflected in the holes and/or open questions that the author herself became aware of while writing and presenting the paper – and which profoundly touched and moved her audience.  相似文献   

    

Gesa Schaadt  Claudia Männel  Elke van der Meer  Ann Pannekamp  Angela D. Friederici 《Developmental science》2016,19(6):1020-1034

Successful communication in everyday life crucially involves the processing of auditory and visual components of speech. Viewing our interlocutor and processing visual components of speech facilitates speech processing by triggering auditory processing. Auditory phoneme processing, analyzed by event‐related brain potentials (ERP), has been shown to be associated with impairments in reading and spelling (i.e. developmental dyslexia), but visual aspects of phoneme processing have not been investigated in individuals with such deficits. The present study analyzed the passive visual Mismatch Response (vMMR) in school children with and without developmental dyslexia in response to video‐recorded mouth movements pronouncing syllables silently. Our results reveal that both groups of children showed processing of visual speech stimuli, but with different scalp distribution. Children without developmental dyslexia showed a vMMR with typical posterior distribution. In contrast, children with developmental dyslexia showed a vMMR with anterior distribution, which was even more pronounced in children with severe phonological deficits and very low spelling abilities. As anterior scalp distributions are typically reported for auditory speech processing, the anterior vMMR of children with developmental dyslexia might suggest an attempt to anticipate potentially upcoming auditory speech information in order to support phonological processing, which has been shown to be deficient in children with developmental dyslexia.  相似文献   

    

Angela B. Bradford  Alan J. Hawkins  Jennifer Acker 《Family process》2015,54(4):639-654

Over the past decade, public funding for Couple and Relationship Education programs has expanded. As program administrators have been able to extend their reach to low‐income individuals and couples using this support, it has become apparent that greater numbers of relationally distressed couples are attending classes than previously anticipated. Because psychoeducational programs for couples have traditionally served less distressed couples, this dynamic highlights the need to examine the policy and practice implications of more distressed couples accessing these services. This paper reviews some of the most immediate issues, including screening for domestic violence and couple needs, pedagogical considerations, and the potential integration of therapy and education services. We also make suggestions for future research that can inform policy and practice efforts.  相似文献   

    

Caitlin C. Brez  Angela D. Miller  Erin M. Ramirez 《Journal of cognition and development》2016,17(2):341-358

Numerical estimation has been used to study how children mentally represent numbers for many years (e.g., Siegler & Opfer, 2003). However, these studies have always presented children with positive numbers and positive number lines. Children’s mental representation of negative numbers has never been addressed. The present study tested children in the 2nd, 4th, and 6th grades to assess their mental representations of both positive and negative numbers using a standard numerical estimation task. We replicated the shift from a logarithmic to linear representation for positive numbers (0–1,000 scale) in that 2nd graders represented positive numbers logarithmically, but 4th and 6th graders represented the numbers linearly. Furthermore, children’s representation of negative numbers paralleled their representations of positive numbers and showed the same shift from a logarithmic representation at Grade 2 to linear representations at Grades 4 and 6. This is the first study to provide data on children’s representation of negative numbers, and the implications of these findings are discussed.  相似文献   

    

Angela Connolly 《The Journal of analytical psychology》2015,60(4):449-461

One of the problems facing psychoanalysts of all schools is that theory has evolved at a much faster pace than practice. Whereas there has been an explosion of theory, practice has remained, at least officially, static and unchanging. It is in this sense that Murray Jackson's 1961 paper is still relevant today. Despite the rise of the new relational and intersubjective paradigms, most psychoanalysts, and not a few Jungian analysts, still seem to feel that the couch is an essential component of the analytical setting and process. If the use of the couch is usually justified by the argument that it favours regression, facilitates analytical reverie and protects the patient from the influence of the analyst, over time many important psychoanalysts have come to challenge this position. Increasingly these analysts suggest that the use of the couch may actually be incompatible with the newer theoretical models. This contention is strengthened by some of the findings coming from the neurosciences and infant research. This underlines the necessity of empirical research to verify the clinical effectiveness of these different positions, couch or face‐to‐face, but it is exactly this type of research that is lacking.  相似文献   

    

Angela J. Narayan  Muzi Chen  Pedro P. Martinez  Philip W. Gold  Bonnie Klimes‐Dougan 《Aggressive behavior》2015,41(3):253-266

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Liat Levontin  Danit Ein‐Gar  Angela Y. Lee 《Journal of Consumer Psychology》2015,25(2):257-267

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Angela Grünberg 《European Journal of Philosophy》2014,22(2):173-199

The question which this paper examines is that of the correct scope of the claim that extra‐linguistic factors (such as gender and social status) can block the proper workings of natural language. The claim that this is possible has been put forward under the apt label of silencing in the context of Austinian speech act theory. The ‘silencing’ label is apt insofar as when one's ability to exploit the inherent dynamic of language is ‘blocked’ by one's gender or social status then one might justly be said to be silenced. The notion that factors independent of any person's linguistic competence might block her ability to exploit the inherent dynamic of language is of considerable social as well as theoretical significance. I shall defend the claim that factors independent of a person's linguistic competence can indeed block her ability to do things with words but I will show that the cases that have been previously considered to be cases of illocutionary failure are instances of rhetic or locutionary act failure instead. I shall refine the silencing claim as previously advanced in the debate in at least one fundamental respect. I also show that considering the metaphysics of speech acts clarifies many of the issues previously appearing as thorny bones of contention between those who hold that the only notion of silencing that is coherent is that of physically preventing someone from speaking or writing and those who hold the opposite sort of claim sketched above.  相似文献   

    

Angela M. Carter  Leandre R. Fabrigar  Tara K. MacDonald  Laura J. Monner 《European journal of social psychology》2013,43(7):661-672

We examined whether the extent to which individuals accord importance to components of the investment model varies by attachment. In Study 1, rewards and costs in a hypothetical relationship were experimentally manipulated, and participants (single and dating undergraduates) reported perceptions of rewards, costs, and satisfaction. In Study 2, investments and alternative quality were manipulated, and participants reported perceptions of investments, alternatives, satisfaction, and commitment. Study 1 revealed that relative to others, individuals high in both anxiety and avoidance (i.e., fearful) accord less weight to rewards when determining satisfaction. Study 2 revealed that relative to others, individuals low in anxiety and high in avoidance (i.e., dismissing) accord more weight to investments and alternatives, and less weight to satisfaction when determining commitment. Copyright © 2013 John Wiley & Sons, Ltd.  相似文献   

    

Angela Bosco 《International Journal of Children's Spirituality》2013,18(1):92-102

Rather than presenting an academic paper, I wanted to simply examine my own perspective as a physical educator and classroom teacher and the importance of creating relationships with children. As a relatively new physical educator and recent Masters of Education graduate of the University of Toronto at OISE, but experienced classroom teacher working in a Toronto public school, spirituality at first appeared to be the farthest thing that affected both my life and the life of my classes. During the last two years, I became increasingly aware of the connection between physical education and feelings of enthusiasm and perseverance that have helped my students to see themselves in positive ways. The relationship developed between teacher and student had been apparent to me but I had not realised how important until I began graduate school and reflecting on both my classroom practice and how it had extended into the gymnasium. I often thought that physical education teachers tended to focus on the physical aspects and skills, but instead I found that it was indeed making a shared connection with my students through the various physical and everyday activities as of the highest importance. The shared connections encourage feelings of perseverance, and fit together between mind, body and spirit, which also encouraged active participation and success. What I had suspected to be true for the classroom really was true anywhere in the school community. My experiences as a physical educator and classroom teacher helped me create positive learning environments for children as they struggled with academic and physical activities. With this paper, I am asking academics to help teachers such as myself to understand the correlation to something we as teachers take for granted as part of our everyday teacher–student relationship.  相似文献