Use of the analyst as a fetish.

In some cases a gratifying transference fantasy is the subject of progressive analytic work, while in other cases the same type of fantasy eludes investigation, and its enactment causes treatment to become an unproductive endless task. One cause for the latter difficulty can be that the patient uses his or her analyst as a fetish, permitting the distinction between reality and fantasy to remain inconclusive, so that relinquishment of magical expectations does not take place. The particular form of thinking involved in use of the analyst as a fetish is described. The role of illusion, its various clinical manifestations, the countertransference reactions they can evoke, and the technical problems posed are discussed. Special attention is given to the crucial issue of termination. By considering extreme instances in which use of the analyst as a fetish predominates, the author hopes to call attention to a phenomenon that appears to some degree in many, if not all, analyses.     

Human evaluative conditioning: acquisition trials, presentation schedule, evaluative style and contingency awareness.

Two different processes may be operative in human Pavlovian conditioning: signal learning and evaluative learning. Whereas most studies on evaluative conditioning focused on a mere demonstration of the phenomenon or on a theoretical analysis of the underlying processes, some basic parameters of evaluative learning are still unexplored. Hence, using the standard neutral picture--(dis)liked picture pairing paradigm (Baeyens, Eelen & Van den Bergh, 1990), in this study the effect of two parameters of evaluative conditioning was assessed on a between-subjects base, namely the Number of Acquisition Trials (2/5/10/20) and the Presentation Schedule of the stimulus pairs (blockwise or random). Additionally, the study included an exploratory analysis of the potential effects of the Evaluative Style of subjects (Feelers vs Thinkers, operationalized in terms of speed of emitting evaluations). Finally, the relationship between contingency awareness and evaluative learning was reassessed. Neutral-liked conditioning was found to be quadratically related to the number of acquisition trials (increase in effect up to 10 trials, decrease from 10 to 20 trials), whereas neutral-disliked conditioning linearly increased with increasing numbers of trials. Randomized vs blockwise presentation schedules of the stimulus pairs did differentially affect the overall pattern of conditioning, but in a way which was both unexpected and difficult to account for theoretically. Both the Evaluative Style of subjects and contingency awareness were demonstrated to be generally orthogonal to conditioned shifts in CS valence. Based on these findings, some practical suggestions are provided for the application of evaluating conditioning based therapeutical interventions to affective-behavioral disorders which are centred around inappropriate (dis)likes.     

A case of premenstrual distress: bisexual determinants of a woman's fantasy of damage to her genital.

Case material is used to illustrate specific clinical application of the concept of primary femininity. Some contemporary contributions to the psychoanalytic theory of female psychosexual development are presented as complementary with, rather than contradictory to, more familiar, longstanding formulations that emphasize phallic strivings in women. In the clinical example reported, a fantasy of genital damage underlay a woman's premenstrual distress. Aspirations and concerns related to both aspects of her fundamental bisexuality participated in symptom formation and had to be investigated in order to achieve symptom relief. As the analytic work unfolded, it could be seen that the patient's awareness of her feminine aims served to keep her masculine aims out of awareness, and vice versa.     

Reaction time and temporal serial judgment: corroboration or dissociation?]

Dissociations between a motor response and the subject's verbal report have been reported from various experiments that investigated special experimental effects (e.g., metacontrast or induced motion). To examine whether similar dissociations can also be observed under standard experimental conditions, we compared reaction times (RT) and temporal order judgments (TOJ) to visual and auditory stimuli of three intensity levels. Data were collected from six subjects, each of which served for nine sessions. The results showed a strong, highly significant modality dissociation: While RTs to auditory stimuli were shorter than RTs to visual stimuli, the TOJ data indicated longer processing times for auditory than for visual stimuli. This pattern was found over the whole range of intensities investigated. Light intensity had similar effects on RT and TOJ, while there was a marginally significant tendency of tone intensity to affect RT more strongly than TOJ. It is concluded that modality dissociation is an example of "direct parameter specification", where the pathway from stimulus to response in the simple RT experiment is (at least partially) separate from the pathway that leads to a conscious, reportable representation. Two variants of this notion and alternatives to it are discussed.     

Psychology ethics down under: a survey of student subject pools in Australia

A survey of the 37 psychology departments offering courses accredited by the Australian Psychological Society yielded a 92% response rate. Sixty-eight percent of departments employed students as research subjects, with larger departments being more likely to do so. Most of these departments drew their student subject pools from introductory courses. Student research participation was strictly voluntary in 57% of these departments, whereas 43% of the departments have failed to comply with normally accepted ethical standards. It is of great concern that institutional ethics committees apparently continue to condone, or fail to act against, unethical research practices. Although these committees have a duty of care to all subjects, the final responsibility for conducting research in an ethical manner lies with the individual researcher.     

Brief report: An extension of the sequential alternating treatment design using reversals with subjects not available concurrently

This brief report proposes an extension of the traditional Alternating Treatments Design that would be acceptable to use in hospital and residential settings where subjects are often not concurrently available. Concerns about the inability of traditional designs to work in these special situations and the emergence of a “scientist–practitioner split” are discussed. An example of how the Extended Alternating Treatments Design might be used is provided.     

Neighborhood frequency effects and letter visibility in visual word recognition

Two experiments are described that measured lexical decision latencies and errors to five-letter French words with a single higher frequency orthographic neighbor and control words with no higher frequency neighbors. The higher frequency neighbor differed from the stimulus word by either the second letter (e.g.,astre-autre) or the fourth letter (chope-chose). Neighborhood frequency effects were found to interact with this factor, and significant interference was observed only tochope-type words. The effects of neighborhood frequency were also found to interact with the position of initial fixation in the stimulus word (either the second letter or the fourth letter). Interference was greatly reduced when the initial fixation was on the critical disambiguating letter (i.e., the letterp inchope). Moreover, word recognition was improved when subjects initially fixated the second letter relative to when they initially fixated the fourth letter of a five-letter word, but this second-letter advantage practically disappeared when the stimulus differed from a more frequent word by its fourth letter. The results are interpreted in terms of the interaction between visual and lexical factors in visual word recognition.     

Context effects in stroop-like word and picture processing

Presents a series of 6 experiments in which Stroop-like effects were generated by modally pure color-color, picture-picture, and word-word stimuli instead of the usual modally mixed color-word or picture-word stimuli. Naming, reading, and categorization tasks were applied. The Stroop inhibition was preserved with these stimuli but unexpectedly showed a semantic gradient only in the naming and not in the reading task. Word categorizing was slower and more interference prone than picture categorizing. These and other results can be captured by a model with two main assumptions: (a) semantic memory and the lexicon are separate, and (b) words have privileged access to the lexicon, whereas pictures and colors have privileged access to the semantic network. Such a model is developed and put to an initial test.     

Attention deficit disorder with hyperactivity and methylphenidate: The effects of dose and mastery level on children's learning performance

This investigation examined the relationship between methylphenidate (MPH) and the learning and recall of paired associations by children with attention deficit disorder with hyperactivity (ADDH). Forty-five children with ADDH were randomly assigned to one of three groups (novel, partial mastery, and mastery learning) that varied in the amount of previous learning of paired associations and participated in a double-blind, placebo-control, repeated-measures-across-dose (crossover) design. Each child received four doses of MPH (5 mg, 10 mg, 15 mg, and 20 mg) and a placebo in a random, counterbalanced sequence. The results indicated that both the rate of acquisition and accuracy in learning paired associations were significantly, but differentially, affected by MPH dose and the degree of learning mastery. The implications of these results for psychopharmacological research and the monitoring of psychostimulant effects on children's learning performance in academic settings are discussed.The authors wish to acknowledge and express their sincere appreciation to the graduate and undergraduate student members of the Children's Learning Clinic.