The effects of weak perturbations on rapid finger oscillations

Movement control can be position based or amplitude based; in the first case the frame of reference is fixed, while in the second case the origin is at the start of each movement so that in series of movements errors are propagated. In movements aimed at a target the kind of control is task dependent, though the majority of findings suggest a stronger weight of amplitude-based control. In rapid finger oscillations which do not require visuo-motor transformations, control turned out to be position based as revealed by a lack of propagation of small shifts of angular position induced by brief mechanical perturbations; the only effect of the perturbations in addition to the immediate mechanical effect on movement amplitude was enhanced myoelectric activity in both agonists and antagonists which showed up with some delay. The finding of position-based control points to the functional importance of the mechanical characteristics of peripheral musculo-skeletal systems in rapid limb oscillations.     

Towards an understanding of unique and shared pathways in the psychopathophysiology of ADHD

Most attention deficit hyperactivity disorder (ADHD) research has compared cases with unaffected controls. This has led to many associations, but uncertainties about their specificity to ADHD in contrast with other disorders. We present a selective review of research, comparing ADHD with other disorders in neuropsychological, neurobiological and genetic correlates. So far, a specific pathophysiological pathway has not been identified. ADHD is probably not specifically associated with executive function deficits. It is possible, but not yet established, that ADHD symptoms may be more specifically associated with motivational abnormalities, motor organization and time perception. Recent findings indicating common genetic liabilities of ADHD and other conditions raise questions about diagnostic boundaries. In future research, the delineation of the pathophysiological mechanisms of ADHD needs to match cognitive, imaging and genetic techniques to the challenge of defining more homogenous clinical groups; multi-site collaborative projects are needed.     

Die Handhabung der Übertragung

Zusammenfassung. Freud hat die Handhabung der übertragung als das schwierigste wie das wichtigste Stück der analytischen Technik bezeichnet. Mit Handhabung meinte er nicht den Umgang mit der übertragung im allgemeinen einschlie?lich der übertragungsdeutungen, sondern etwas Spezifischeres und Zupackendes, das sp?ter den Ruch des Nicht-Analytischen bekam. Der Autor zeigt den wichtigen Stellenwert des Terminus bei Freud und untersucht seine Entwicklung von der Ichpsychologie über Ferenczi und A. Balint bis hin zu Gill und Thom?. Er konstatiert eine erhebliche Bedeutungsverschiebung und -erweiterung. W?hrend Freud damit das energische Eingreifen des Analytikers an dramatischen Wendepunkten der Analyse gemeint hatte, schl?gt der Autor vor, die Handhabung der übertragung heute als eine ubiquit?re Dimension des analytischen Arbeitens zu betrachten. Sie bezieht sich auf den Handlungsaspekt des analytischen Tuns und nicht auf das Deuten im engeren Sinn. Damit wird der Beitrag des Analytikers zur Interaktion thematisiert. Wenn wir diesen Beitrag, d.h. alle Aspekte des Analytikerverhaltens, als Handhabung der übertragung qualifizieren, so erschlie?en wir sie als Elemente des intersubjektiven Geschehens und der übertragungsbeziehung und machen sie der Deutungsarbeit zug?nglich. Die Handhabung der übertragung ist der genuin Freud’sche Ausdruck für das, was Balint und Loch die psychoanalytische Beziehungskunst genannt haben – komplement?r zur Deutungskunst.

---

The handling of transference

Summary. In Freuds opinion the handling of transference is the most difficult and important part of psychoanalytic technique. By handling he did not mean dealing with transference and transference-interpretations in general but something more specific and grasping, that has been regarded as non-analytic later on. The author shows, how important the term was to Freud, and explores its development from ego psychology, Ferenczi and A. Balint to Gill and Thom?. He finds a lot of changes and conceptual clarification. Whereas Freud used the term for the vigorous interventions of the analyst at dramatic turning points of analysis, the author suggests to consider the handling of transference as a ubiquitous dimension of analytic work. It refers to the aspect of action in analysis, not to interpretation, and therefore means the contribution of the analyst to interaction. In qualifying this contribution, that is all aspects of the analysts be- haviour as a handling of transference, we make them accessible as elements of the intersubjective process and the transference relationship, and with that we become able to analyse them. The handling of transference is the genuine Freudian term for what Balint and Loch called the art of relating (Beziehungskunst) – complementary to the art of interpretation (Deutungskunst).

     

What Have Psychologists (And Others) Discovered About the Process of Scientific Discovery?

We describe four major approaches to the study of science–historical accounts of scientific discoveries, psychological experiments with nonscientists working on tasks related to scientific discoveries, direct observation of ongoing scientific laboratories, and computational modeling of scientific discovery processes–by viewing them through the lens of the theory of human problem solving. We compare and contrast the different approaches, indicate their complementarities, and provide examples from each approach that converge on a set of principles of scientific discovery.     

Cognitive imitation in typically-developing 3- and 4-year olds and individuals with autism

Individuals diagnosed with autism suffer from numerous social, affective and linguistic impairments. It has also been suggested that they have a global imitation deficit. That hypothesis, however, is compromised by the fact that individuals with autism suffer from various motor impairments. Here we describe an experiment on cognitive imitation, a type of imitation that doesn’t require motor learning. Nine male autistic subjects and 20 typically-developing 3- and 4-year olds were trained to respond, in a prescribed order, to different lists of photographs that were displayed simultaneously on a touch-sensitive monitor. Because the position of the photographs varied randomly from trial to trial, sequences could not be learned by motor imitation. In three different imitation treatments, including a ghost control, autistic subjects learned new sequences more rapidly after observing a model execute those sequences than when they had to learn new sequences entirely by trial and error. Moreover, the performance of autistic subjects did not significantly differ from the performance of typically-developing controls. The result of this and other studies suggests that individuals with autism suffer from a specific novel motor imitation deficit.     

Transfer of metacognitive skills and hint seeking in monkeys

Metacognition is knowledge that can be expressed as confidence judgments about what one knows (monitoring) and by strategies for learning what one does not know (control). Although there is a substantial literature on cognitive processes in animals, little is known about their metacognitive abilities. Here we show that rhesus macaques, trained previously to make retrospective confidence judgments about their performance on perceptual tasks, transferred that ability immediately to a new perceptual task and to a working memory task. We also show that monkeys can learn to request "hints" when they are given problems that they would otherwise have to solve by trial and error. This study demonstrates, for the first time, that nonhuman primates share with humans the ability to monitor and transfer their metacognitive ability both within and between different cognitive tasks, and to seek new knowledge on a need-to-know basis.     

Proactive, early screening to detect behaviorally at-risk students: Issues, approaches, emerging innovations, and professional practices

This article provides a review of current practices and tools used in the proactive screening of behaviorally at-risk students within the context of schooling. While there are many obstacles to the early detection of vulnerable students, some recent developments have helped make educators more receptive to early identification and prevention approaches. In addition to describing current best practices, this article reviews promising innovations in screening and early identification that the authors believe are worth considering and whose structural characteristics, required accommodations, and critical features may make them more acceptable to educational users. Implications for the training of school psychologists in the screening and early identification of high-risk students are reviewed and recommendations offered for future research.