Selective attention, visual laterality, awareness, and perceiving the meaning of parafoveally presented words

Four experiments are reported investigating the effect of selective attention on the semantic encoding of parafoveally presented words. In Experiments 1 and 2 a right visual field (RVF) performance bias was found when subjects attended to words that could appear either left or right of centre (attend-side condition). When subjects attended centrally and ignored lateral distractor words (attendcentre condition) there was an inhibitory effect of word meaning from left visual field (LVF) distractors. Both inhibitory and facilitatory effects of semantic category were observed from unattended words in Experiments 3 and 4. The pattern of effects depended upon the direction of spatial bias in an attend-side condition. Both kinds of effect occurred even for subjects who were unable to make consciously directed semantic category decisions to words at the same eccentricity (4°) and exposure time (15 msec) as ignored distractors in the attend-centre condition. Implications of these findings for theories of selective attention, for the issue of semantic encoding independent of conscious awareness, and for theories of the relationship between lateral performance biases and functional hemispheric asymmetry are discussed.     

Parsing of algebraic expressions by experienced users of mathematics

The present study investigates how experienced users of mathematics parse algebraic expressions. The main issues examined are the order in which the symbols in an expression are scanned and the duration of fixation. Two experiments tracked the order in which the symbols of an expression were scanned. The results were analysed using Markov Chain models of the scanpath data and provided strong support for the hypothesised scanning order: a left-to-right, top-to-bottom syntax-based scanning order. Length of fixation was also analysed in the first experiment. When reading text, readers pause significantly longer at the end of clauses and sentences. A similar pattern was found for mathematical expressions: Symbols at the end of a phrasal constituent were fixated upon for significantly longer than symbols at the start or middle of the phrasal constituent. These results suggest that the parsing of algebraic expressions has marked similarities with the way in which sentences of natural language are processed and reinforces the importance of syntax in their comprehension.     

An integrative review of process dissociation and related models in social cognition

This chapter reviews the use of formal dual process models in social psychology, with a focus on the process dissociation model and related multinomial models. The utility of the models is illustrated using studies of social and affective influences on memory, judgement and decision making, and social attitudes and stereotypes. We then compare and contrast the process dissociation model with other approaches, including implicit and explicit tests, signal detection theory, and multinomial models. Finally we show how several recently proposed multinomial models can be integrated into a single family of models, of which process dissociation is a specific instance. We describe how these process models can be used as both theoretical and measurement tools to answer questions about the role of automatic and controlled processes in social behaviour.     

Nachtraglichkeit

In this brief introductory essay, Harris and Bass consider the historic correspondence between Merton Gill and Philip M. Bromberg (1979–1981 Bromberg, P. M. 1979. Interpersonal psychoanalysis and regression. Contemporary Psychoanalysis, 15: 647–655. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]) in light of psychoanalytic developments over the past 30 years, which have included the emergence of Relational Psychoanalysis. The authors consider the ways in which the issues engaged by Bromberg and Gill in the correspondence stimulated by the publication of Bromberg's (1979) Bromberg, P. M. 1979. Interpersonal psychoanalysis and regression. Contemporary Psychoanalysis, 15: 647–655. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar] “Interpersonal Psychoanalysis and Regression” helped shape the development of Relational Psychoanalysis as it emerged, and how the development of Relational Psychoanalysis has provided a new vantage point from which to view these early discussions.     

An Independent Theory of Clinical Technique Viewed Through a Relational Lens: Commentary on Paper by Michael Parsons

This discussion of Michael Parsons's exposition of the Independent Tradition's clinical theory of technique compares and contrasts the British Independent and American Relational perspectives in regard to their approach to technique. In this discussion I will consider the question whether, given strong object relational influences on relational psychoanalytic theory, we are able to locate systematic differences in the way that Independent and Relational analysts attempt to work, to be with, and to relate to their patients in the psychoanalytic situation. Overlapping historical roots of the two traditions are considered, along with apparent differences in the ways in which the contributions of common ancestors, such as Ferenzci, are applied. I suggest that the integration of American Interpersonal School ideas with Object Relations theory in American Relational Psychoanalysis led to a different therapeutic sensibility, different ways of thinking about and participating in the analytic process from those that are reflected in the Independent Tradition as Dr. Parsons describes it. The discussion includes an imaginative reconsideration of clinical process along relational lines, in an attempt to clarify different emphases in technique between the two schools.     

The Mutuality of Change and Personal Growth in Analytic Relations: Commentary on Paper by Lauren Levine

This discussion explores the ways in which the multiple roles that analysts assume in their training years and beyond (analyst, patient, supervisor, supervisee, student, and teacher) are complementary and mutually enhancing. I suggest that our patients' personal growth, expanded and enhanced sense of self, and healing of old wounds are integrally linked to our own. Our work with our patients informs our personal analytic work, which expands our work with patients, deepening our capacity for knowing ourselves and others, in a continuous mutually enriching loop of psychoanalytic exploration.     

Emotional impacts of participation in an Australian national survey on mental health-related discrimination

Institutional Review Boards have expressed concern that research into sensitive topics such as mental disorder will cause participants undue distress. This study investigated the emotional responses of 5,220 Australians to a survey on mental-health-related discrimination. Participants were interviewed about their mental health and experiences of discrimination across 10 life domains and then the emotional impacts of the survey. Results suggested that a minority experienced a negative reaction (2.8% felt depressed, 5.3% distressed, 9.5% reported intrusion on privacy, 2.5% regretted participation) in contrast to 88% reporting positive experiences. A mental health problem was associated with both negative and positive reactions.     

Parental Emotional Response to Children’s Traumas

To better understand how parents react to their child’s trauma exposure and evaluate whether different reactions are related to different types of traumas, 120 parents (79.2% mothers, 18.3% fathers, 2.5% other caregivers) were asked about their emotional reactions related to their child’s self-reported worst trauma. Emotional reactions were assessed with the Parental Emotional Reactions Questionnaire (PERQ). Parents reported high levels of distress and guilt. Furthermore, there was a significant relationship between type of trauma and parents’ overall emotional reactions. Parental distress was equally endorsed among the different trauma groups. Parents of children who experienced intrafamilial violence and extrafamilial sexual abuse reported the highest levels of guilt, and child exposure to intrafamilial violence was associated with higher levels of parental shame.