The psychoanalytic dictionary: a position paper on diversity and its unifiers

An attempt is made to create a conceptual housing for an increasingly common stance among clinicians who willingly draw from diverse theories as they seem applicable to the immediate clinical moment. The working clinician generally does this without regard to questions of eclectic contradiction or of whether concepts can be extricated from the theories in which they are embedded. The metaphor of a psychoanalytic dictionary is used to create this conceptual housing. Within this metaphor, a psychoanalytic alphabet, vocabulary, and grammar are defined, as well as a set of core assumptions that gives some shape to the boundaries of the psychoanalytic language. Diversity is located in the preferred alphabets and vocabularies of varied psychoanalysts, and unifiers are found in the grammar and core assumptions of the language. Questions regarding internally inconsistent eclecticism and extricability are discussed. The integrative concepts chosen here (among the many that are possible)--concepts defining a shared view of how mind works--are found in such familiar ideas as displacement, condensation, over-determination, and multiple function.     

Language-experience facilitates discrimination of /d-th/ in monolingual and bilingual acquisition of English

To trace how age and language experience shape the discrimination of native and non-native phonetic contrasts, we compared 4-year-olds learning either English or French or both and simultaneous bilingual adults on their ability to discriminate the English /d-th/ contrast. Findings show that the ability to discriminate the native English contrast improved with age. However, in the absence of experience with this contrast, discrimination of French children and adults remained unchanged during development. Furthermore, although simultaneous bilingual and monolingual English adults were comparable, children exposed to both English and French were poorer at discriminating this contrast when compared to monolingual English-learning 4-year-olds. Thus, language experience facilitates perception of the English /d-th/ contrast and this facilitation occurs later in development when English and French are acquired simultaneously. The difference between bilingual and monolingual acquisition has implications for language organization in children with simultaneous exposure.     

Impact of the hormonal milieu on the neurobiology of alcohol dependence and withdrawal

Alcoholism, or alcohol dependence, is a complex disorder with withdrawal symptoms that are often problematic for those trying to recover from their dependence. As researchers attempt to elucidate the neurobiological underpinnings of alcohol dependence and withdrawal, it is becoming clear that numerous factors, including the hormonal environment, impact the manifestations of this disorder. Of particular interest is the observation that women have fewer and less severe withdrawal symptoms than do men even though they tend to suffer greater physiological harm from excessive alcohol consumption. In this article, the authors present an overview of their understanding of how gonadal and stress hormones interact with alcohol, which results in differential neurobiological responses between males and females. Thus far, data generated from representative animal models have shown significant differences between the sexes in behavioral responses and neuroadaptations to chronic alcohol consumption and withdrawal. Accumulating evidence suggests that treatment of alcoholism, including withdrawal, should be tailored to the patient's gender and hormonal status.     

Non-pharmacologic Interventions for CFS: A Randomized Trial

Non-pharmacological behavioral treatments for CFS have been suggested as promising. These trials have tested protocols composed of behavioral, cognitive and cognitive–behavioral interventions but there have been few efforts to differentially evaluate their outcomes. The primary purpose of the current study was to evaluate the effectiveness of nurse delivered non-pharmacologic interventions. In the present study, 114 participants diagnosed with CFS were randomly assigned to four 6-month interventions. The interventions were: cognitive–behavior therapy, cognitive therapy, anaerobic activity, and a relaxation control group. The study found that these interventions led to increases in several areas of functioning, with more consistent changes occurring among those participants in the cognitive condition. For the 25 variables in this study, significant change occurred for 28%, 20%, 16%, and 12% of the variables for the cognitive, cognitive behavior therapy, anaerobic activity, and relaxation conditions, respectively. However, the majority of participants continued to be diagnosed with CFS following the treatment trial. Implications of these findings are discussed.