Discriminative properties of morphine that modulate associations between tastes and lithium chloride

Wistar rats learned to withhold consumption of a target solution when morphine preceded presentation of the target solution and lithium chloride (LiCl) and to consume the same target solution when saline preceded the presentation of the solution. After this serial feature discrimination training, morphine did not block the formation of a Pavlovian association between saccharin and LiCl but did suppress consumption of familiar tap water. After Pavlovian conditioning, morphine blocked the formation of an association between saccharin and LiCl but did not suppress consumption of a familiar tap water solution. The roles of morphine and saline can be interchanged. It appears that the morphine discriminative stimulus is calling up a representation of neither the conditioned stimulus nor the unconditional stimulus alone, but rather a modified representation of some aspect of their association.     

Frege''s objects of a quite special kind

A previous version of this paper was read at the universities of Glasgow, Munich, Oxford and St. Andrews; the penultimate version was presented at the universities of Bologna, Erlangen-Nürnberg, Minnesota, Puerto Rico and at University College, London. I am grateful to Verena Mayer, Eva Picardi, Peter Clark, Michael Dummett, Bill Hart, Andreas Kemmerling, Brian McGuinness, Guillermo E. Rosado Haddock, Joachim Schulte, Leslie Stevenson and especially to Christian Thiel and Crispin Wright for helpful comments.     

Time courses in visual-information processing: Some theoretical considerations

Summary In the literature two different views with regard to the time course of activation of recognition units —hypothetical entities that represent identity information —are proposed. Both views are derived from a restricted set of phenomena in visual perception. The first view gets its intuitions from phenomena such as those summarized by Bloch's law; these phenomena show integration or summation of activation over time. This grow-and-grow view assumes that recognition units accumulate activation gradually over times The second view finds its inspiration in phenomena such as Mach-bands and simultaneous contrast; these phenomena show inhibition or steady-state suppression over time. This grow-and-shrink view assumes that the activation levels increase fast initially and then start to decrease.The perception literature strongly suggests that it may be light intensity that determines whether mainly integration (and phenomena such as Bloch's law) or inhibition (and phenomena such as Mach-bands) is obtained. So it is also likely that both information-processing views apply only to a limited range of intensity conditions; the grow-and-grow view to conditions of low-flight intensities, and the grow-and-shrink view to conditions of intermediate-and high-light intensities.It is argued that, to arrive at a complete view, a visual phenomenon that applies to the complete range of light intensities should be taken as a background for generating hypotheses about time courses in visual-information processing. The Broca-Sulzer effect is such a phenomenon. Starting from this phenomenon a simple, synthesizing, information-processing model is derived that is compatible with both the grow-and-grow view and the grow-andshrink view. It is shown that, besides the relevant temporal properties, this model also produces the appropriate spatial properties.     

The termination phase of combined therapy

Three different kinds of termination are described and discussed. In combined therapy the group can help to resolve and clarify the meanings of moves to terminate therapy. The role of the therapist's countertransferences in this stage of the work is important to consider, and here, too, the group is an important part of the work. The author sees termination as an important part of the treatment process. In combined therapy it may be more complex but it also allows for a fuller exploration of the relevant issues.     

Multiple information sources in interceptive timing

This study was designed to explore the limitations of tau (τ) as an explanatory construct for the timing of interceptive action. This was achieved by examining the effects of environmental structure and binocular vision on the timing of the grasp in a simple one-handed catch. In two experiments, subjects were required to catch luminous balls of different diameters (4, 6, 8 and 10 cm) in a completely darkened room. In the first experiment the influence of the presence vs. absence of an environmental background structure (both under monocular viewing) was tested, and in the second experiment the influence of monocular vs. binocular vision was examined. It was found that irrespective of the presence of environmental structure, an effect of ball size occurred in the monocular viewing conditions. That is, in monocular viewing conditions the grasp was initiated and completed earlier for the larger balls as compared to the smaller ones, while in the binocular viewing condition subjects behaved in accordance with a constant time to contact strategy: no effects of ball size were found. It is concluded that under binocular viewing a binocular information source is used, while in the monocular viewing condition a lower order information source like image size or image velocity is probably involved.     

The Development of a Clinical Rating Scale the McMaster Model of Family Functioning

This article describes the development and validation of the McMaster Clinical Rating Scale (MCRS). The MCRS is a 7-item scale designed to be completed by a trained rater after completion of an in-depth interview of the family. We present data from four new studies and review previously published articles concerning the reliability, validity, and clinical utility of the MCRS. Adequate interrater reliability and rater stability were obtained. The MCRS was found to correlate significantly with the self-report Family Assessment Device and to discriminate between families in different phases of a depressive disorder.     

(My) spirituality in medical education

During these times of the situated, contingent text, it is not unusual for an author to disclose her biases and other sources of potential partiality as a researcher or theorist. That is, an author often discloses her race, class origins, or sexual orientation at the onset, announcing particularities that enable readers to adjust their reading to the subjectivities inherent to knowledge production. One glaring omission to these announcements, especially in medicine, has to do with the spiritual domain. This essay, written as a personal narrative, provides one example of how one's spirituality is connected to what and how one chooses to teach, even in the medical academy. Acknowledging those beliefs and considering how our spirituality (along with our other subjectivities that are known to us) may influence our work is an important process in developing a more reflective practice.     

The importance of stories in the act of caring

This article focuses on the essential role and function of story in the care of young children with emotional and behavioral disorders in an institutional setting. Highlighted in this article is the importance of story in the therapeutic relationship, its educational implications, and in theological reflection. A narrative approach of care becomes a way of healing both heart and mind, and is ultimately an act of love.     

Training Soviet immigrant therapists in the field of group psychotherapy

Between 1970 and 1990 about one-half million Jews immigrated to Israel, most of them from the former Soviet Union, including many mental health therapists who had trained and worked in the Soviet Union. This article addresses the special characteristics of this population, in general, and of the mental health therapists, in particular. It relates these characteristics to training for group psychotherapy. Key issues include their unique experience of the inner world as a source of danger, the specific defensive modes connected with this experience, their perception of authority as an agent of ideology, and their representation of the group as a persecutory entity and as a vehicle of indoctrination.