We’re Not in Kansas Anymore,or How I Learned to Embrace My Inner Minecraft

This article briefly describes the history of the use of toys in child psychotherapy, from its early years with Anna Freud and Melanie Klein through modern electronic devices. The function and purpose of the use of toys is discussed with an eye toward what is the same as the field’s early pioneers and what might be different. Ultimately, the author contends that it is how the players use the toys and games in their relationship that is primary, echoing sentiments voiced by Anna Freud many years ago before the advent of Minecraft, GoPro, and smartphones.     

Goal striving, need satisfaction, and longitudinal well-being: the self-concordance model

An integrative model of the conative process, which has important ramifications for psychological need satisfaction and hence for individuals' well-being, is presented. The self-concordance of goals (i.e., their consistency with the person's developing interests and core values) plays a dual role in the model. First, those pursuing self-concordant goals put more sustained effort into achieving those goals and thus are more likely to attain them. Second, those who attain self-concordant goals reap greater well-being benefits from their attainment. Attainment-to-well-being effects are mediated by need satisfaction, i.e., daily activity-based experiences of autonomy, competence, and relatedness that accumulate during the period of striving. The model is shown to provide a satisfactory fit to 3 longitudinal data sets and to be independent of the effects of self-efficacy, implementation intentions, avoidance framing, and life skills.     

Duration of signals for intertrial reinforcement and nonreinforcement in random control procedures

In the random control procedure, responding to a conditioned stimulus (target CS) is prevented when the probability of unsignaled, unconditioned stimuli (USs) in the intertrial interval (ITI) is equal to the probability of the US in the presence of the target CS. Three experiments used an autoshaping procedure with White Carneaux pigeons to examine the effects of the temporal duration of signals for the ITI USs (cover CSs) and for concomitant periods of nonreinforcement. In Experiment 1, a short duration cover, but not a long duration cover, resulted in responding to the target CS. In Experiment 2, an explicit CS- cue during periods of nonreinforcement did not affect target acquisition. In Experiment 3, a long CS-, but not a short cover CS, was a sufficient condition for the acquisition of responding to the target CS. These results imply that the acquisition of responding to a target CS requires a discriminable period of nonreinforcement that is long relative to the target CS duration.     

The sensory match effect in recognition memory: Perceptual fluency or episodic trace?

The sensory match effect in recognition memory refers to the finding that recognition is better when the sensory form in which an item is tested is the same as that in which it was studied. This paper examines the basis for the sensory match effect by manipulating whether a studied fragmented picture is tested with the same or a complementary set of fragments in a recognition memory test (Experiment 1) and in a fragment-identification test (Experiment 2). Assuming that fragment identification is a direct measure of perceptual fluency, we expected identical patterns of results across the two tests if perceptual fluency accounted for the sensory match effect in recognition memory. Instead, recognition memory showed a robust overall sensory match effect (the same fragmented image was recognized better than the complementary image), whereas fragment identification showed no overall sensory match effect (the same fragmented image was identified no better than the complementary fragmented image). Experiments 3 and 4 combined the two responses and showed that the basis for the sensory match effect in recognition memory was a subject’s ability to recognize the matching fragments in the absence of conceptual information (when the test stimulus could not be identified), supporting the idea that the episodic trace of the sensory code is responsible for the sensory match effect in recognition memory. Experiment 5 demonstrated that subjects are able to use this sensory code as the sole basis for recognition memory.     

Studies in dialogue and discourse: II. Types of discourse initiated by and sustained through questioning

A sociolinguistic approach to the study of language is described. Three types of discourse are defined empirically, each of them initiated and sustained by questions. It is provosed that these types are linguistic expressions or “realizations” of authority relationships between speakers. In the first, Chaining, a conversation is extended through successive questions by the initial questioner; in the second, Arching, it is extended by the respondent's questions; in the third, Embedding, there are two responses to the question. The general hypothesis about the relationship of the linguistic structure of discourse to differentials between speakers in power and authority is examined through an analysis of natural conversations in first-grade classrooms. The findings provide consistent support for this hypothesis. When adults initiate a conversation with a question, they retain control over its course by successive questioning, i.e., by Chaining: when children ask an adult a question, the adult regains control by responding with a question, i.e., by Arching. Children question each other through a more balanced use of Chaining and Arching that might be thought of as either more egalitarian or more competitive.