The roles of associative and executive processes in creative cognition

How does the mind produce creative ideas? Past research has pointed to important roles of both executive and associative processes in creative cognition. But such work has largely focused on the influence of one ability or the other—executive or associative—so the extent to which both abilities may jointly affect creative thought remains unclear. Using multivariate structural equation modeling, we conducted two studies to determine the relative influences of executive and associative processes in domain-general creative cognition (i.e., divergent thinking). Participants completed a series of verbal fluency tasks, and their responses were analyzed by means of latent semantic analysis (LSA) and scored for semantic distance as a measure of associative ability. Participants also completed several measures of executive function—including broad retrieval ability (Gr) and fluid intelligence (Gf). Across both studies, we found substantial effects of both associative and executive abilities: As the average semantic distance between verbal fluency responses and cues increased, so did the creative quality of divergent-thinking responses (Study 1 and Study 2). Moreover, the creative quality of divergent-thinking responses was predicted by the executive variables—Gr (Study 1) and Gf (Study 2). Importantly, the effects of semantic distance and the executive function variables remained robust in the same structural equation model predicting divergent thinking, suggesting unique contributions of both constructs. The present research extends recent applications of LSA in creativity research and provides support for the notion that both associative and executive processes underlie the production of novel ideas.     

Bullying in Psychoanalytic Life: A Few Episodes,and Some Thoughts

This article explores several examples of bullying in psychoanalytic training (often candidates bullied by faculty, but at times faculty bullied by candidates, or mutual bullying among candidates) and within psychoanalytic societies. It proposes that this may happen both in homogeneous groups (where individuals seen as disloyal to the common views may be harassed) and in heterogeneous groups (where theoretical disagreements and competition may deteriorate). Interpretations outside the consulting room (and in some instances even within an analytic setting) may become a subtle form of bullying. Although many professional and political groups may exhibit subtle and rationalized forms of bullying, their impact is more powerful in psychoanalytic groups on the background of transference–countertransference feelings originating in members' personal analyses with other members. A readiness to expose and discuss such episodes is crucial if we wish to reduce their destructive influence in training and in subsequent relations among analytic colleagues.     

Bilingual vocabulary size and lexical reading in Italian

In the present study we investigated how the vocabulary size of English–Italian bilinguals affects reading aloud in Italian (L2) modulating the reader's sensitivity to lexical aspects of the language. We divided adult bilinguals in two groups according to their vocabulary size (Larger — LV, and smaller — SV), and compared their naming performance to that of native Italian (NI) readers. In Experiment 1 we investigated the lexicality and word frequency effects in reading aloud. Similarly to NI, both groups of bilinguals showed these effects. In Experiment 2 we investigated stress assignment – which is not predictable by rule – to Italian words. The SV group made more stress errors in reading words with a non-dominant stress pattern compared to the LV group. The results suggest that the size of the reader's L2 lexicon affects the probability of correct reading aloud.     

The Challenge to the Group Psychotherapist Created by a Society in Flux

Group psychotherapy has proven effective in treating an impressive array of specific problems. Clinical experience has also shown its utility in alleviating the more general, and very costly, alienation and pain with which the human condition is often fraught. Recent changes in health care delivery reflect a marketplace that emphasizes cost containment, brevity and specificity of treatment, and a narrowed focus of training. Techniques are often valued above relationships. In this climate, we are in danger of losing sight of group therapy's deeper promise; the experiential lesson that human beings must move toward each other with involvement and a commitment to understanding in response to the inevitable difficulties that arise as we share time, space, and resources.     

Thalamic fear

This paper suggests that some neuroscience concepts particularly concerned with brain pathways in trauma and fear, as well as the neurobiology of emotion, provide an additional vertex to the psychoanalytic understanding of patients' material. The role of the body has been neglected in psychoanalytic thought and formulations in favour of purely ‘mental’ experience. The paper attempts to show how neuro-psychoanalytic understanding, which is conveyed to patients through interpretation, can increase their depth of understanding. Different types of memory are delineated and the paper describes a simplified schema of emotional processing, drawing on Damasio's distinction between emotion as an instinctual body based experience and its mental representation as feeling. Clinical examples are used to illustrate the usefulness of the distinction. The concept of emotional regulation is discussed as well as showing how its failure is associated with the appearance of persecutory superego structures.     

A slow unfolding – at double speed: reflections on ways of working with parents and their young children within the Tavistock clinic's under fives service

This paper describes clinical work carried out as part of the Tavistock Clinic Under Fives Service, which offers brief focused psychoanalytically based interventions to families with young children, as well as longer-term work. It elaborates psychoanalyst Annette Watillon's idea that it is the dramatic way in which children enact their (and their family's) predicament in the consulting room which speeds up the process of change. The author clusters clinical cases into three categories, each cluster representing a different kind of ‘dramatic’ enactment and leading to a different kind of intervention relating to the therapist's role, the structure of the interventions and the ‘ports of entry’ for the work. The categories are defined as: ‘child-led drama’ with the therapist in the role of ‘therapeutic observer’; ‘internal parental drama’ with the therapist in the role of ‘therapeutic consultant’; and ‘external parental drama’ with the therapist in the role of ‘therapeutic modulator’. The author defines these categories, illustrating each category with clinical examples.     

ON “POLYGAMOUS ANALYSIS”

The close relationships among Ferenczi’s analysands at the time the Clinical Diary was written are explored, and their potential influences on their analyses are discussed. It is suggested that the fact that “a virtual group” emerged in this context may have sabotaged to some extent Ferenczi’s clinical work, because this setting did not allow the open joint exploration possible in an actual analytic group, and at the same time stood in the way of achieving “a background of safety” fostered by the privacy and confidentiality of a fully individual analysis. Several examples are given of situations that may have made analysands feel betrayed or abandoned by the divided loyalties of their analyst, and may have created painful splits in Ferenczi’s own countertransferences.     

What an Ideal Is

What I intend to do in the following pages is to focus on what might be termed the most important turn in the very dimension of ideality throughout the history of Western culture: the introduction of the notion of ideal drawn from Plato’s notion of idea, and especially its singular contemporary destiny. In the first part of the article, I am going to analyze Kant’s introduction of the notion of ideal and Hegel’s reading of it, and I am going to argue that the former affirms a dualistic relationship which the latter negates. In the second part of the article, I am going to reason on the actual effects of both the affirmation and the negation of the dualism between the ideal and the real, especially focusing on the forms of totalitarianism and anarchism which characterized the twentieth-century history of Western culture. This will lead me to argue that we should try to avoid both the bad uses of the ideal (namely, the idealization of the real and the debasement of the real through the ideal) and the death of the ideal (namely, forms of epistemological and ethical anarchism) in order to work on a notion of ideal which could be an exceedingly promising tool for us to change and improve the real. This change and improvement can be achieved through the affirmation of the dualistic relationship between the ideal and the real, and more specifically through what I will call an evolutionary notion of ideal versus a revolutionary notion of ideal.