Otto Rank's Conception of the Will

Rank is the only psychoanalyst to introduce the concept of will as central to an understanding of human psychology. The function of willing and the clear uniqueness of each individual challenge the causal, deterministic thinking of Freudian psychoanalysis and thereby the predictability of behavior. Thus, for the individual will means choice, and therefore moral responsibility for one's own acts. It also means the opportunity to create the new. The very formation of the individual self as it separates and differentiates itself from the maternal matrix is a creative act—one which inevitably precipitates a certain, but normally manageable, amount of guilt because of empathic feelings for the one who has been left—originally the mother. Beyond the creation of self, the will, through its creative role, helps to allay the inevitable human fear of the final separation, namely death by producing those manifestations of civilization—art, literature, music, and science—which in their generative capacity insure immortality.     

Correlates of Satisfaction with a Peer Evaluation System: Investigation of Performance Levels and Individual Differences

The present research examined the effects of performance level and individual differences on participants' satisfaction with a peer evaluation system. One hundred and fifty-three individuals working in groups completed a questionnaire assessing self-monitoring, self-esteem, and individualism. A peer evaluation system was used at the end of the project. Subjects indicated their satisfaction with and reaction to the peer evaluation system. The findings demonstrated that performance level, individualism, self-esteem, and self-monitoring helped to understand and to predict group members' reactions to the peer evaluation system. Implications for future research and implementation of peer rating systems are discussed.     

THREE-MONTH-OLD INFANTS CAN LEARN TASK-SPECIFIC PATTERNS OF INTERLIMB COORDINATION

Three-month-old infants cannot yet coordinate and control their limbs for functional tasks like reaching or locomoting This study demonstrates that given an appropriate, novel task, infants can transform their seemingly spontaneous kicking movements into new and efficient patterns of interlimb coordination even at this early age Three-month-old infants were allowed to control the movement of an overhead mobile by means of a string attached to their left ankles In addition, some groups had their two legs yoked together at the ankle with a soft elastic The elastic permitted kicks to be coordinated in any pattern—alternating, single, or simultaneous—but simultaneous kicks provided the most vigorous activation of the mobile All infants kicked more and faster when their kicks were reinforced by mobile movement than when their kicks did not activate the mobile However, only the yoked infants increasingly moved their legs in a simultaneous, or in-phase, pattern The study suggests that learning processes are in place at 3 months for infants to discover a match between their interlimb coordination patterns and a specific task, and that these learning processes, rather than autonomous brain "maturation," may underlie the acquisition of motor skills     

Ethnic and sex differences in occupational stereotyping by elementary school children

As part of the formative evaluation of an educational television and print package, fourth-, fifth-, and sixth-grade public school Black, Hispanic, and Anglo children were surveyed regarding career choice and perceptions of the appropriateness of selected occupations for male and female adults and children. Responses were analyzed by ethnic membership and sex. Results indicated that in general Hispanic and Anglo girls chose more non traditional, higher-status occupations than Black girls. For boys, however, there was no clear interaction between sex and ethnic group in career choice. Girls and boys in all three ethnic groups indicated preference for careers stereotyped for their own sex, although girls—particularly Anglo girls—showed a greater tendency to cross sex-stereotyped lines. In addition, while both girls and boys in all three groups stereotyped as appropriate only for females those occupations regarded as traditionally female, traditionally male occupations were stereotyped more frequently by boys than by girls, who tended to consider them appropriate for both sexes. No differences appeared between ethnic groups in boys' responses to male and female adult occupations. In general Black girls tended to hold the most stereotypic views of job appropriateness, while Hispanic girls did not show a clear trend. Black boys tended to stereotype more than the other two groups with reference to child jobs on a boy-stereotype scale. Some differences also appeared in both boys' and girls' responses on the basis of a median split between high and low stereotypers on boy and girl child-job stereotype scales. In general, subjects who stereotyped child jobs tended also to stereotype adult occupations, suggesting a link between the child's current experience and the more remote world of adults. Implications of the findings and suggestions for future research are discussed.     

Effects of the age structure of the kindergarten on altruistic behavior

It was hypothesized that children in age-heterogeneous kindergartens would be more prone to behave altuistically than would children in age-homogeneous kindergartens. One hundred and nineteen children from both age structures who lived in kibbutzim and cities in Israel were measured on verbal and behavioral altruism. On all of the measures it was found that children who were studying in heterogeneous classes were more altruistic than were children from homogeneous classes. There was no difference between city and Kibbutz children.     

Motor memory is a factor in infant perseverative errors

Why do infants make perseverative errors when reaching for two identical targets? From a dynamic systems perspective, perseverative errors emerge from repetitive perceptual–motor activity in novel and/or difficult contexts. To evaluate this account, we studied 9‐month‐old infants performing two tasks in which they repetitively reached toward either a single target or two identical targets. Results showed that, in the context of the two identical targets, perseverative responses were preceded by the creation of strong memories of previous reach directions and trajectories. In contrast, we found little evidence for convergence on habitual reach trajectories when the infants performed the less taxing single‐target task, suggesting that the demands of reaching for two identical targets strongly constrained the reaching behavior. In total, results indicated that memories of prior movements make a critical contribution to performance in the A‐not‐B task and its variants.     

A hierarchical latent response model for inferences about examinee engagement in terms of guessing and item-level non-response

In low-stakes assessments, test performance has few or no consequences for examinees themselves, so that examinees may not be fully engaged when answering the items. Instead of engaging in solution behaviour, disengaged examinees might randomly guess or generate no response at all. When ignored, examinee disengagement poses a severe threat to the validity of results obtained from low-stakes assessments. Statistical modelling approaches in educational measurement have been proposed that account for non-response or for guessing, but do not consider both types of disengaged behaviour simultaneously. We bring together research on modelling examinee engagement and research on missing values and present a hierarchical latent response model for identifying and modelling the processes associated with examinee disengagement jointly with the processes associated with engaged responses. To that end, we employ a mixture model that identifies disengagement at the item-by-examinee level by assuming different data-generating processes underlying item responses and omissions, respectively, as well as response times associated with engaged and disengaged behaviour. By modelling examinee engagement with a latent response framework, the model allows assessing how examinee engagement relates to ability and speed as well as to identify items that are likely to evoke disengaged test-taking behaviour. An illustration of the model by means of an application to real data is presented.     

Workload and burnout in nurses

This paper examines the relationship between workload, burnout and somatization in nurses. The respondents consisted of 1363 nurses employed in hospitals, which were undergoing extensive restructuring. Results of structural equation analyses showed that workload was positively related to emotional exhaustion. Emotional exhaustion led to cynicism and somatization, and cynicism was negatively related to nurses' professional efficacy. Implications of the results for nursing practice are discussed. Copyright © 2001 John Wiley & Sons, Ltd.     

Infants' interactions with professional caregivers at 3 and 6 months of age: a longitudinal study

This study longitudinally investigated the quality and stability of 64 infants’ interactions with their professional caregivers in child care centers at 3 and 6 months of age, i.e., across the first 3 months after they entered child care. It was also examined whether the infants’ negative emotionality (as rated by the mother) predicted the quality of the caregiver–infant interaction. The interactive behavior of the professional caregivers (sensitivity, cooperation) and the infants (responsiveness, involvement) was rated from videotapes recorded in three different caregiving situations, lasting about 25 min in total. In contrast to our expectation, the quality of the caregiver–infant interaction did not significantly increase across the first 3 months in child care. As expected, significant rank order stability was found for the quality of the caregivers’ behavior over time. Also in accordance with our expectations, infants with higher negative emotionality scores experienced less sensitivity and cooperation in interactions with their primary professional caregivers at both ages.