Semiotic Regulation through Inhibitor Signs: Creating a Cycle of Rigid Meanings

This study aims to analyze the process of semiotic regulation in youth transition to adulthood from the perspectives of cultural developmental psychology and dialogical self theory. The focus is on the transformations that occur in youth’s self-system configurations during a critical developmental period. In this paper, we will advance the idea that semiotic regulation may lead to the construction of strong signs (i.e. those signs that bring rigidity to personal meaning systems)—and more specifically, of strong inhibitor signs—that block the emergence of alternative meanings, leading to rigidity in the self-system. We present a longitudinal case study of a young man who participated in a social project in Salvador, Bahia to illustrate the process. Data was collected through two rounds of in-depth interviews at ages 18 (1st round) and 21 (2nd round) years. Analysis followed a mapping of positions and counter-positions, as well as emerging tensions and their resolution over time and in different spheres of life (i.e. work, school, and family life). The idea is to show how negotiations of self-positions evolve and activate a mechanism of inhibition of hierarchical integration and construction of alternative future meanings, in which rigid meanings are created and do not allow for emergence of alternative life trajectories.     

A Social Justice Approach to Measuring Bystander Behavior: Introducing the Critically Conscious Bystander Scale

Sex Roles - Researchers studying bystander behavior in the context of sexual violence are informed by the five-step process of bystander intervention that was described by Latané and Darley...     

Field independence, academic orientation, and achievement

The Group Embedded Figures Test (GEFT) of field independence was administered to 203 Jamaican sixth form (pre-university) students pursuing advanced-level (A-level) courses with either an arts or a science emphasis. The science-emphasis group obtained significantly higher scores on the GEFT than the arts-emphasis group. In addition, field independence was found to be important for the A-level success of students, regardless of whether they pursued arts- or science-emphasis courses. The implication of this finding to education at advanced level is discussed.     

Leaving whom? Motherless families: problems of termination for the female family therapist

The issue of planned termination is seldom addressed by family therapists. Given the goals and assumptions of most family work the concept may indeed be irrelevant, but there are circumstances where it is necessary not only to understand the principles of planned termination, but the factors in client, family and therapist which can make it difficult to terminate at all. This may be the case where a female therapist has been working with a family where father is the single parent (motherless family): the family may experience itself as incomplete and attempt to draw the therapist into the family to fill the gap left by mother and marital partner, and pari passu the therapist may assume that the family cannot well cope without her. Some strategies for resolving the problems of termination which may arise from such assumptions are described.     

The relation between language and cognition in 3- to 9-year-olds: the acquisition of grammatical gender in French

The French language has a grammatical gender system in which all nouns are assigned either a masculine or a feminine gender. Nouns provide two types of gender cues that can potentially guide gender attribution: morphophonological cues carried by endings and semantic cues (natural gender). The first goal of this study was to describe the acquisition of the probabilistic system based on phonological oppositions on word endings by French-speaking children. The second goal was to explore the extent to which this system affects categorization. In the study, 3- to 9-year-olds assigned gender categorization to invented nouns whose endings were typically masculine, typically feminine, or neutral. Two response conditions were used. In the determiner condition, children indicated the gender class by orally providing the determiner un or une marked for gender. In the picture condition, responses were given by pointing to the picture of a Martian-like female or male person that would be best called by each spoken pseudoword. Results indicated that as young as 3 years, children associated the determiner corresponding to the ending bias at greater than chance levels. Ending-consistent performance increased from 3 to 9 years of age. Moreover, from 4 years of age onward, sensitivity to endings affected categorization. Starting at that age, pictures were selected according to endings at greater than chance levels. This effect also increased with age. The discussion deals with the mechanisms of language acquisition and the relation between language and cognition.     

Playing Who We Are Together: Commentary on Henry Kronengold’s “Hey Toy Man”

The two-year treatment of a girl, aged 6–8, as described in Henry Kronengold’s “Hey Toy Man,” was conducted mainly through patient-led, but co-constructed dramatic play. Co-constructed here is meant to convey that it was improvisational and sometimes a reciprocal, even spontaneous, improvisation. Often the girl controlled the therapist, insisting on her story, while therapist tried to introduce ameliorative changes in the storyline. The therapist did not verbally interpret the play. The contribution of this commentary is a close study of the two-person dramatic play sequences, in line with theoretical interests in play in child treatment and co-construction as a lens on the adult analytic process. How did the sequences evolve? What may have been communicated and have been therapeutic in and through the playing itself? What relational dilemmas were explored or evaded? What implicit realizations and mutual recognitions may have occurred? Was there also disowning of unwanted self states and experiences in the play? The child’s perceptions of the therapist’s counter-transference is one line of interest. Perspectives from psy- choanalytic field theory (Baranger, M. &; Baranger, W. (2008), Ferro, A. (1999) are applied.     

Self-imaging: beyond children’s and adolescents’ self-image / El Self imaginando-se: más allá de la autoimagen de niños y adolescentes

Abstract

This article documents the case studies of two Brazilian children aged 10 and 11, for whom drawing is a symbolic tool of self-meaning. Semi-structured interviews were methodologically carried out from drawings they had created previous to and during the interview. Using semiotic cultural psychology as a reference, the concept of Self-imaging is put forward as an alternative to the self-image construct, highlighting the active role of the subject in the construction of his/her life trajectory. Results suggest that the transition process to adolescence represents a challenge in which young people recreate images of themselves by projecting new possibilities of action in the world through their imagination.