The Intersubjective Turn in Psychoanalysis: A Comparison of Contemporary Theorists: Part 1: Jessica Benjamin

This paper on Benjamin is part 1 of a series presenting the wor of three contemporary theorists whose ideas are associated with the intersubjective turn in psychoanalysis. Part 2, on Bollas, and part 3, on Ehrenberg, will appear in subsequent issues of Psychoanalytic Dialogues. Although we have made a minimal attempt to critically review the different theories, we have allowed ourselves the fiction of trying to produce a representational text in which the different arguments of the different theorists are presented, more or less, in their own terms. While this version of textual production on our part may be troubling, as it obscures as much as it reveals, insofar as our own position is never quite declared, our intent is to try to minimize our own mediating voice and focus on the different theorists in their own right by giving clinical examples to demonstrate their claims. The irony, even folly, of attempting to eliminate our own presence from this series on intersubjectivity is not lost on us—and neither is our plea for special circumstances. However, given the growing interest in the intersubjective turn, in order that it not be construed as privileging the emotional authenticity of the two-person exchange, we believe it is absolutely essential to understand the theorists' self-articulated arguments and to keep alive their differences rather than to assimilate the intersubjective perspective as a unified or hegemonic approach. It is in the spirit of keeping alive these differences—itself a crucial commitment of the intersubjective approach—that our somewhat exegetical text should be understood.     

A Psychoanalytic Reader’s Commentary: On Erasure and Negation as a Barrier to the Future

This paper is a psychoanalytically informed critical race theoretical commentary on Daniel Gaztambide’s paper, “A Preferential Option for the Repressed: Psychoanalysis Through the Eyes of Liberation Theology,” which received the 2014 Multiculturalism and Psychoanalysis Award by the NYU Postdoctoral Program in Psychotherapy and Psychoanalysis’ Committee on Ethnicity, Race, Culture, Class & Language. This discussion is an attempt to utilize psychoanalytic and literary techniques to explore some of the ways psychoanalysis continues to inscribe cultural practices and normative thinking that foreclose opportunities to expand its margins to be more inclusive. I selected one sentence and used it to suggest how it affected this Black American reader who is also a psychoanalyst.     

Referential Set Presentation Effects on Complementation by 6-Year-Olds

What difficulties do children encounter when responding to complementation instructions? The responses of 50 children to six complementation requests were examined. For half of the children, the objects in the referential set were pooled, and for the other half, they were physically separated by category (pencils were presented in a pencil box, buttons in a sewing kit, and balls of yarn in a knitting basket). Reinforcing the identifying status of the semantic property by separating the objects into categories led to an increase in the number of responses bearing on the subset designated in the instructions (e.g., in response to “Give me everything that is not a black button,” the children handed over only the nonblack buttons). In contrast, older children gave responses based on the entire set. The meaning attributed by children to object properties and the effects of that attribution on processing mode merit further study.     

Trust in organismic development, autonomy support, and adaptation among mothers and their children

The current studies examined relations between mothers’ trust in organismic development, autonomy supportive parenting, and adaptation among mothers and their young children. Study 1 showed that trust in organismic development was distinct from optimism, neuroticism, and social desirability whereas it correlated with having relaxed expectations for developmental milestones and making fewer social comparisons about one’s child. Study 2 used observational methods to demonstrate a significant link between trust in organismic development and mothers behaving in an autonomy-supportive rather than controlling manner toward their 1-year-old child during puzzle solving activities. Study 3 used a 1 year prospective design to show that trust in first time mothers was associated with better maternal and child adaptation over time, controlling for initial levels of adaptation and child temperament. Study 4 explored possible social/political antecedents of trust in organismic development by comparing the beliefs of first time mothers from Canada and Norway. The four studies suggest that trust in organismic development fosters autonomy supportive parenting practices and positive maternal and child adaptation. These findings are discussed from the perspective of self-determination theory.

Measuring Metasyntactic Abilities: On a Classification of Metasyntactic Tasks

Researchers working on metasyntactic abilities (i.e., the metalinguistic ability associated with syntax) face the problem of defining and measuring them. Metasyntactic abilities is a multifaceted concept, which encompasses various types of behaviours, from being able to intentionally manipulate syntactic structures to being able to state syntactic rules, and the way in which it is defined and measured varies greatly from one study to another. The present paper proposes a theoretically informed classification of syntax related tasks. The first part presents previous research defining and distinguishing various types of syntactic and metasyntactic abilities and their interrelations. In the second part, commonly used tasks are described and analyzed in terms of the framework presented, with the aim of better pinpointing the type of ability measured by each task. Ultimately, with this analysis of commonly used tasks, we hope to offer criteria for discriminating between the various measures of metasyntactic abilities.     

A dimensional approach to maternal attachment state of mind: relations to maternal sensitivity and maternal autonomy support

The aim of this study was to examine the developmental significance of the newly developed dimensional approach to attachment state of mind by investigating its capacity to predict individual differences in the quality of two caregiving behaviors-maternal sensitivity and maternal autonomy support-that are linked to numerous important child outcomes. Seventy-one upper-middle-class, predominantly French-speaking and Caucasian dyads participated in 3 home visits (34 girls). The Adult Attachment Interview (AAI) was administered when the infants were 8 months old, maternal sensitivity was assessed when they were 12 months old, and maternal autonomy support was assessed at 15 months. The results revealed that, above and beyond SES, maternal sensitivity was negatively related to the dismissing dimension of the AAI, whereas maternal autonomy support was negatively linked to the preoccupied/unresolved dimension. In contrast, the traditional AAI categories were not significantly linked to parenting. These results speak to the relevance of using a continuous approach to attachment state of mind when predicting individual differences in specific caregiving behaviors.     

THE THREAD OF DEPRESSION THROUGHOUT THE LIFE AND WORKS OF LEO TOLSTOY

Tolstoy, the author of two masterpieces, War and Peace and Anna Karenina , remains a writer of genius. Yet, after writing War and Peace , his existence had been torn apart by a serious depression. This depression, which was melancholic in character, almost destroyed him and, once he had finished Anna Karenina , led him to want to renounce not only sexuality but also literary creation and material possessions. Through examining Tolstoy's life and work, the author tries to uncover the underground paths of this depression, which emerged brutally in the middle of his life, and to understand why his creative genius dried up. Like Leonardo da Vinci, Tolstoy turned away from his artistic work, declaring that 'art is not only useless but even harmful', and thereafter devoted himself to philosophical, political and religious writings. These new sublimations would help him to recover his health.     

Night and day: are siblings as different in temperament as parents say they are?

Twin studies suggest that parent ratings of temperament exaggerate differences between twins. The present study examined whether such contrast effects also operate for nontwin siblings. The activity level (AL) and shyness of 95 nontwin sibling pairs (ages 3 to 8 years) were assessed via parent ratings and objective measures (actigraph and observer ratings). Siblings showed no resemblance in either parent-rated AL or shyness; however, sibling resemblance for actigraph AL and observer-rated shyness was substantial. Thus, parents do contrast their nontwin siblings when rating these 2 temperament dimensions. Moreover, the importance of sibling differences in temperament to the sibling relationship and differential maternal treatment varied across the different measures of AL and shyness, suggesting that parent perceptions may play a role in these associations.     

The role of teachers' perceived control and children's characteristics in interactions between 6-year-olds and their teachers

The study aimed at an understanding of child-teacher interactions in school preparatory classrooms. Relations between observed interactions and sex of the child, teachers' ratings of their perceived control, and of children's undercontrolled and overcontrolled problem behaviors, social competence and work efficiency were studied. Thirty-six teachers and 92 six-year-olds, 39 girls and 53 boys, from 19 classrooms were directly observed on 2-5 occasions during a total mean of 60 minutes per child. The results showed that interactions involving teacher support behaviors were the most common, but comparatively less well explained by the predictors. Associations were found between perceived control and two types of teacher command interactions. For teacher commands initiated by child externalizing behavior, the relation with perceived control was shown to hold for boys only. Male sex and rated undercontrolled problems were predictive of more interactions initiated with externalizing behaviors and also of more restrictive teacher responses following child positive behaviors. Overcontrolled children, who had teachers high in perceived control, were more often met with support behavior when they were off-task. It was concluded that teacher perceptions of control and of child behaviors as well as sex of the child contribute to ongoing processes in preschool classrooms and that the chosen methodology could be used to further the search for factors affecting interactions in preschool settings.