Phonotactic constraints help to overcome effects of schwa deletion in French

In a crossmodal priming experiment, visual targets (e.g. RENARD, 'fox') were auditorily primed by either an intact [see text] 'the fox' or reduced form [see text] 'the fox' of the word. When schwa deletion gave rise to an initial cluster that respected the phonotactic constraints of French (e.g. [lapluz] 'the lawn' in which /pl/ is a legal word beginning in French), there was a processing cost for the targets primed by the reduced form of the word compared to intact primes (e.g. [see text] 'the lawn'). However, when schwa deletion produced an initial cluster that violated the phonotactic constraints of French (e.g. [see text], where /Rn/ is not allowed as a word beginning), there was no penalty for targets primed by reduced compared to intact forms of the word. Assuming that listeners change their phonemic percept when confronted with phonotactically illegal sequences (Segui, Frauenfelder, & Hallé, 2001), phonotactic constraints may help to restore the deleted schwa in sequences like le renard [see text] in French.     

The effects of the constancy of location and order in working memory visual–phonological binding of children with dyslexia

It has been suggested that children with dyslexia have difficulties in visual–phonological working memory (WM) binding, supporting the hypothesis that this ability is crucial in the formation of associations between written forms and phonological codes required by reading. However, research on this topic is currently scarce and has not clarified to what extent binding may be supported by spatial and temporal information. The present study examined visual–phonological WM binding performance in a group of children with dyslexia compared to a control group of typically developing children matched for age, gender, and grade. Children had to memorize ephemeral associations between meaningless shapes and nonwords, with stimuli presented in either fixed or variable spatial locations, and in either fixed or variable temporal order across trials; performance was assessed using a recognition task. Results showed that children with dyslexia have a deficit in visual–phonological WM binding in every presentation condition and that, unlike control children, they are not able to use fixed spatial locations as an aid to bind information. Crucially, however, children with dyslexia still benefit from the presentation of stimuli in a fixed temporal order. These findings support the hypothesis that a WM binding deficit is crucial in children with dyslexia, and have potential implications for treatment strategies.     

Dialogical Relationship Patterns in Narcissistic Personalities: Session Analysis and Treatment Implications

Patients with narcissistic features are difficult to treat in psychotherapy, in particular because of problems in building sound therapeutic relationships with them. Therapists can get easily involved in dysfunctional relationship patterns that have a negative impact on the therapeutic alliance. Tracing the typical patterns that can recur in persons with narcissistic features should, therefore, prove useful in helping therapists to recognize their involvement in them at an early treatment stage and to deal with them effectively. A dialogical theory of the self offers a promising perspective from which to recognize and describe these patterns. From this vantage point, we discuss the treatment of a client diagnosed as having a narcissistic personality. What occurred during this therapy lends support to the idea that there are typical dialogical relationship patterns in patients with narcissistic features and that knowing them might help therapists to make treatment effective, avoid early dropouts, and successfully manage the therapeutic relationship. In addition, we put forward the hypothesis that some of the therapeutic techniques described here also can be applied to other patients displaying similar narcissistic features.     

Constructing the past: An existential-phenomenological analysis

Beginning with a critical overview of more typical therapeutic assumptions regarding linear causality and the fixedness and constancy of the past, this paper argues from a perspective that emphasises 1) the distinction between the past per se and the remembered past; and 2) the fluidity of the remembered past. the author then presents an alternative argument, derived from existential-phenomenological analysis, that the principal function of the remembered past is to both reflect and validate the currently maintained and future-directed self-construct. Some initial implications for psychotherapy and counselling raised by this hypothesis are discussed both generally and via a brief case vignette.     

On Countertransference

Drawing on non-clinical experience and with reference to relevant literature, this article examines countertransference and its impact on the development of a secure frame, focusing in particular on the countertransference dream and on its significance within the therapeutic relationship.     

Attachment patterns and emotion regulation strategies in the second year

With the aim of studying the relationship between methods of emotion regulation and quality of attachment we examined 39 infants with different patterns of attachment, of whom 20 were classified as secure (B), 12 as avoidant (A) and 7 as resistant (C), assessing the regulatory strategies adopted by them during the Strange Situation at 13 months. Secure infants used strategies of positive social engagement more than insecure avoidant infants, while resistant infants displayed greater negative social engagement and less object orientation than the other two groups. Avoidant infants adopted positive and negative hetero-regulatory strategies less than the other groups, also differing from resistant infants in their greater use of object regulatory strategies. There were no significant differences as regards self-comforting regulation. Thus, the findings showed how the most significant differences to emerge between the groups concerned hetero-regulatory strategies, developed by the infant in interaction with attachment figures, and regulatory strategies oriented towards objects. Further analysis showed how the use by part of each attachment group of the emotion regulation strategies varies, differentiating the episodes of the SSP according to their level of stress.     

Questioning the preparatory function of counterfactual thinking

Why do individuals mentally modify reality (e.g., “If it hadn’t rained, we would have won the game”)? According to the dominant view, counterfactuals primarily serve to prepare future performance. In fact, individuals who have just failed a task tend to modify the uncontrollable features of their attempt (e.g., “If the rules of the game were different, I would have won it”), generating counterfactuals that are unlikely to play any preparatory role. By contrast, they generate prefactuals that focus on the controllable features of their ensuing behavior (e.g., “If I concentrate more, I will win the next game”). Here, we test whether this tendency is robust and general. Studies 1a and 1b replicate this tendency and show that it occurs regardless of whether individuals think about their failures or their successes. Study 2 shows that individuals generate relatively few controllable counterfactuals, unless explicitly prompted to do so. These results raise some questions regarding the generality of the dominant view according to which counterfactuals mainly serve a preparatory function.