Learning Psychoanalysis: A Classification Based on Students' Learning Trajectories

This study was undertaken in an effort to sharpen selection procedures and improve faculty response to the learning needs of students. Eschewing a traditional anticipatory approach in determining suitability for training, the authors undertook a retrospective study to investigate the learning trajectories of candidates. A learning trajectory is defined as the particular way individuals learn, or fail to learn, as they advance through an Institute's training program. The database of this study grew out of the authors' experience with students in classrooms, in supervision, and from discussions about them in Progression, Selection, and The Evaluation of Learning committees. Realizing the reductionism of categorizing a highly complex and diverse group of individuals, the authors, nonetheless, found that candidates tended to group into five rather distinct categories. This paper discusses in detail the characteristics of these five categories and suggests ways in which this grouping may help in both selection and in planning more effective training for candidates. The authors are fully aware that this study has impressionistic qualities and warrants more rigorous research methods, but hope that it will arouse interest in other psychoanalytic centers and stimulate studies to corroborate, refine, or reject the conclusions reached by this group.     

Sudden changes in spectrum of an echo cause a breakdown of the precedence effect

The effect of changing the frequency components of an echo relative to the sound source was examined in a two-choice discrimination task. Subjects sat in an anechoic chamber and discriminated the direction of the lag noise burst within a lead-lag pair presented over loudspeakers. The leading noise burst was broadband, and the lagging burst was either high- or low-pass filtered. On some conditions, this test burst pair was preceded by a conditioning train of burst pairs, which also had a broadband lead and either a high- or low-frequency lag. When the frequency content of the echo was held constant across the conditioning train and test burst pair, echo suppression that was built up during the repeating train was maintained for the test burst pair, shown by the subjects’ poor performance in detecting the location of the lagging burst. By comparison, subjects had little difficulty in localizing the lagging burst when the frequency content of the echo changed between the conditioning train and the test burst, indicating that any buildup of suppression during the train was broken when the lagging burst’s spectrum shifted. The data are consistent with an interpretation in which echo suppression is temporarily broken when listeners’ built-up expectations about room acoustics are violated.     

Heart rate conditioning in the newborn infant

In an attempt to condition heart rate in newborns, 21 infants were assigned to Conditioning, Random Control, and Backward Conditioning Groups. During training trials, the Conditioning Group received an eight-second tone (CS), a six-second ISI, and a ten-second presentation of glucose via nipple (UCS) that overlapped the last two seconds of tone. The Random Control Group received tones at the same intertrial intervals as the Conditioning Group, but glucose varied randomly. The Backward Conditioning Group received glucose during the ten seconds immediately preceding tone onset. The response to both CS and UCS during base trials was HR acceleration. The response to tone habituated in all groups, but the acceleration to glucose was maintained throughout conditioning. Although no conditioned response to the tone developed over trials, a large HR deceleration appeared during extinction to the absence of the UCS in the Conditioning Group only. This deceleration was interpreted as an orienting response to the absence of an expected event.     

Social Norms and Egalitarian Values Mitigate Authoritarian Intolerance Toward Sexual Minorities

In the United States, acceptance of sexual minorities (e.g., gay men and lesbians) has increased substantially since the early 1990s. This study examined whether authoritarians' attitudes have been influenced by the societal shift toward greater acceptance of sexual minorities. Using data from the American National Election Studies (ANES) collected between 1992 and 2012, we tested a model in which authoritarianism, endorsement of egalitarian values, and social norms shifting in the direction of tolerance predict individual attitudes toward sexual minorities and LGBT rights issues. Results indicated that (1) there was a subset of authoritarians who endorsed egalitarian values, (2) authoritarians in general became more tolerant (i.e., held less negative attitudes) toward sexual minorities between 1992 and 2012, and (3) “egalitarian authoritarians” held more positive attitudes toward sexual minorities than other authoritarians. The findings contribute to contemporary theory and research on authoritarianism, which is moving from a monolithic view of authoritarianism to one in which culture and core values activate and shape manifestations of authoritarian tendencies.     

Still no phonological typicality effect on word reading time (and no good explanation of one, either): a rejoinder to Farmer, Monaghan, Misyak, and Christiansen

In this brief rejoinder, we respond to Farmer, Monaghan, Misyak, and Christiansen (2011). We argue that the data still do not support the claim that reading time is affected by the phonological typicality of a word for its part of speech. We also question Farmer et al.'s claim that interleaving syntactic structures in an experiment modifies grammatically based syntactic expectations.     

Early life infection alters adult BALB/c hippocampal gene expression in a sex specific manner

During the perinatal period, the developing brain is sensitive to environmental events. Deleterious programing resulting from infection, dietary restriction, or psychological stress has been observed and affects adult immune and endocrine systems as well as behavior. In this study, we determined whether neonatal infection permanently alters immune and glucocorticoid receptor signaling pathways in the adult hippocampus. A Chlamydia muridarum respiratory infection was induced in male and female mice at birth. Mice were allowed to recover and microarray analysis was conducted on RNA from adult hippocampal tissue. In males, neonatal infection induced an up-regulation of genes associated with cellular development, nervous system development and function, such as cyclin-dependent kinase inhibitor 1A. After neonatal infection, adult females exhibited a T-helper 2 immune bias with genes such as major histocompatibility complex, class II, DQ beta 1 up-regulated. Expression of prolactin, vasopressin, hypocretin, corticotrophin-releasing hormone-binding protein, and oxytocin were confirmed by quantitative real-time polymerase chain reaction. This study shows that neonatal infection differentially alters the gene expression profiles of both female and male mice along immune and neuroendocrine pathways.     

Social networks in borderline personality disorder

The interpersonal dysfunction that characterizes borderline personality disorder (BPD) has generally been studied using broad global measures, leading to a lack of precision. We report on a novel methodology using social network analysis (SNA) to quantify interactions with others in the patient's social world. We assessed the social networks of 22 clinical patients, diagnosed with either BPD (N = 11) or no personality disorder (No PD; N = 11). The social networks of patients with BPD contained a greater number of former romantic partners, and a greater number of relationships that had been terminated. Mixed model analyses found that the No PD group reported higher levels of positive relationships (e.g., trust, social support) with more central members of their social networks, whereas the BPD group did not discriminate among members of their networks. Results suggest deficits in social cognition for positive relations, but not for negative relations such as interpersonal conflict.     

Comparing self-esteem and perceived control as predictors of first-year college students’ academic achievement

Due to its widespread popularity, self-esteem is continually being promoted to students despite limited empirical support for its effectiveness in improving their academic achievement. As a result, constructs that are potentially more salient to academic performance, such as perceived control, have gone relatively unnoticed. Although past research has examined the link between students’ academic achievement and either their self-esteem or perceived control, few studies have compared both constructs simultaneously to elucidate which one is more important to academic success. This longitudinal study directly contrasted the effects of self-esteem and perceived control on the academic performance of 802 first-year college students. After accounting for incoming ability (high school grades), age, and gender, a structural equation model showed perceived control positively predicted students’ GPA. In contrast, the predictive effect of self-esteem on GPA was non-existent. Findings indicate that compared to self-esteem, perceived control is a more powerful predictor of first-year college students’ GPA. Implications for utilizing educational interventions to boost perceived control among college students are discussed.     

Information structure expectations in sentence comprehension

In English, new information typically appears late in the sentence, as does primary accent. Because of this tendency, perceivers might expect the final constituent or constituents of a sentence to contain informational focus. This expectation should in turn affect how they comprehend focus-sensitive constructions such as ellipsis sentences. Results from four experiments on sluicing sentences (e.g., The mobster implicated the thug, but we can't find out who else) suggest that perceivers do prefer to place focus late in the sentence, though that preference can be mitigated by prosodic information (pitch accents, Experiment 2) or syntactic information (clefted sentences, Experiment 3) indicating that focus is located elsewhere. Furthermore, it is not necessarily the direct object, but the informationally focused constituent that is the preferred antecedent (Experiment 4). Expectations regarding the information structure of a sentence, which are only partly cancellable by means of overt focus markers, may explain persistent biases in ellipsis resolution.     

Nonlocal effects of prosodic boundaries

Placing a prosodic boundary before a phrase may influence its syntactic analysis. However, the boundary’s effect depends on the presence, size, and position of other, earlier, prosodic boundaries. In three experiments, we extend previous results about the effect of the position of the early boundary. In sentences in which a final phrase may modify either a local verb or an earlier verb, a boundary immediately after the first verb leads to more first-verb attachments than when the earlier boundary appears in another position between the two verbs (Experiments 1 and 2). This effect cannot be attributed to weaker effects of more distant boundaries (Experiment 2), but is likely due to the first verb being more prominent when a boundary immediately follows it, since similar effects are observed when the verb is accented (Experiment 3). The results support the informative boundary hypothesis and show that the impact of earlier, nonlocal boundaries is not fully uniform.