Contemporary Adolescence and the Crisis of Ideals

The end of the 20th century inaugurates the tele-techno-media dimension that gives place to subjective mutation of incalculable effects. These transformations crucially affect adolescents and youths, for this new dimension promotes a planetary enlargement of the non-family influences which act directly on idealness. Held between the illusionary temptation of the ideal-ego and the possibility of living the ego ideal, the adolescent suffers through the confrontation with this colossal identifying, fragmented and voracious mirror. The author then discusses what the psychoanalyst can do.     

The last moments of life: Learning to cope

A large portion of youthful death in this country is caused by the intentional self‐destructive behavior of individuals who experience helplessness, alienation, loneliness, who suffer from social neglect, and who react to the loss of significant others. Analysts of youthful suicide view such events as being associated with attempts to cope with stress and crisis. This article describes those social forces that shaped the acts of suicide and provides a partial explanation for suicidal behavior among young people. As a strategy employed by the victims to cope with problems in living, suicide is, the author suggests, a plausible response to stress prompted in part by a fatalistic attitude.     

Therapeutic handling of marital infidelity

Abstract

In working with couples and families, the occasional clinical use of mental imagery techniques can frequently promote therapeutic breakthroughs. When sessions focused on a couple's (family's) current communication problems reach a point where progress seems slow and laborious, a therapist can encourage the couple (parents and perhaps even older children) to try one or more imagery sessions to understand their interactional patterns within the context of their own developmental periods. This article describes how imagery can lead couples to new and more constructive perspectives on the meaning of their interactions.     

An educational test of health behavior models in relation to emergency helping.

This study used a true experimental design to evaluate the quality and occurrence of emergency helping behavior among university first-aid students in response to a supplemental educational unit designed to improve bystander helping. The educational unit addressed the inhibitors of emergency helping behavior within the framework of bystander behavior models and was delivered using several behavior modification strategies. Using chi-square analysis, it was found that the 43 treatment students exposed to the supplemental unit responded appropriately to a simulated emergency more often than 41 similar control students not exposed to the unit (32.6% vs. 7.3%, p = .004) and that the effect was confined primarily to women (p = .001). Future emergency care education incorporating similar theory-based educational strategies might improve trained bystander responsiveness and thus enhance the efficiency of prehospital care. Theoretical and future research implications are discussed.     

Persuasion and the structure of affect.

Participants viewed eight PSAs, providing data on their cognitive and emotional responses to each, as well as judgments of the perceived effectiveness of the messages. They also responded to Carver and White's (1994) BIS/BAS scales designed to measure individual differences in the behavioral inhibition and behavioral activation systems. Consistent with dual‐systems theories of affect, the BIS scales predicted arousal of negative emotions, while BAS was associated with the elicitation of positive emotions. However, when predicting perceived message effectiveness, the positive affects showed variation in the sign and magnitude of the coefficients, as did the negative affects. This latter finding supports a discrete‐emotions perspective. Knowledge that the two affect structures are appropriate to different conceptual domains (i.e., elicitation vs. effect) should enable researchers to formulate more precise questions regarding the role of affect in persuasion.     

The Eating Disorders Continuum,Self‐Esteem,and Perfectionism

Among 261 undergraduate women, increased severity of eating disorders along a continuum was associated with decreased self‐esteem, increased perfectionism, and increased scores on 7 subscales of the Eating Disorders Inventory‐2. Women with eating disorders differed from both symptomatic women and asymptomatic women on all variables, whereas symptomatic women differed from asymptomatic women only on self‐esteem, perfectionism, ineffectiveness, body dissatisfaction, and interoceptive awareness. Discriminant analysis correctly classified 45.2% of the women with eating disorders and 59% of the overall sample.     

Knowledge embedded in process: the self-organization of skilled noun learning

Young children's skilled generalization of newly learned nouns to new instances has become the battleground for two very different approaches to cognition. This debate is a proxy for a larger dispute in cognitive science and cognitive development: cognition as rule-like amodal propositions, on the one hand, or as embodied, modal, and dynamic processes on the other. After a brief consideration of this theoretical backdrop, we turn to the specific task set before us: an overview of the Attentional Learning Account (ALA) of children's novel noun generalizations, the constrained set of experimental results to be explained, and our explanation of them. We conclude with a consideration of what all of this implies for a theory of cognitive development.     

Institutional Evils,Culpable Complicity,and Duties to Engage in Moral Repair

Apology is arguably the central act of the reparative work required after wrongdoing. The analysis by Claudia Card (1940–2015) of complicity in collectively perpetrated evils moves one to ask whether apology ought to be requested of persons culpably complicit in institutional evils. To better appreciate the benefits of and barriers to apologies offered by culpably complicit wrongdoers, this article examines doctors’ complicity in a practice that meets Card's definition of an evil, namely, the non‐medically necessary, nonconsensual “normalizing” interventions performed on babies born with intersex anatomies. It argues that in this instance the complicity of doctors is culpable on Card's terms, and that their culpable complicity grounds rightful demands for them to apologize.     

Words can slow down category learning

Words have been shown to influence many cognitive tasks, including category learning. Most demonstrations of these effects have focused on instances in which words facilitate performance. One possibility is that words augment representations, predicting an across the-board benefit of words during category learning. We propose that words shift attention to dimensions that have been historically predictive in similar contexts. Under this account, there should be cases in which words are detrimental to performance. The results from two experiments show that words impair learning of object categories under some conditions. Experiment 1 shows that words hurt performance when learning to categorize by texture. Experiment 2 shows that words also hurt when learning to categorize by brightness, leading to selectively attending to shape when both shape and hue could be used to correctly categorize stimuli. We suggest that both the positive and negative effects of words have developmental origins in the history of word usage while learning categories. [corrected]     

Whose DAM account? Attentional learning explains Booth and Waxman

Booth and Waxman (Cognition 84 (2002) B11) have recently shown that linguistic cues to animacy affect children's novel name extensions. They argue that this demonstration contradicts two central tenets of our attentional learning account of object naming, which Booth and Waxman characterize as the "dumb attentional mechanism" or "DAM" account. In the present article, we show that the first of these tenets has never been a feature of the attentional learning account, and that the second tenet, which is central to our account, is not addressed by Booth and Waxman's findings. We suggest that the debate about the nature of children's language and cognition would profit from an increased awareness of the different levels of analysis at which different researchers are working.