Reasons for the Freudian revolution.

Freud's revolution may be viewed as the discovery of a way of locating in the mind objective entities which can be studied like physical things. If Freud's is representative of scientific revolutions, perhaps what Thomas Kuhn has described as a change of paradigm might generally consist of the demonstration of new entities. This particular revolution occurred in the setting of a prevalent concern about the entities underlying all of the sciences. Because of his genius for structural thought, Freud was able to respond satisfactorily to a challenge that all the sciences were facing. It is that common challenge rather than a popular exemplary model, such as mechanics or hydraulics, that shaped Freud's theory.     

Selective attention in children with learning disabilities.

49 children, aged 11 to 14 yr., a learning disabled group and a normal group, performed a primary, reading-like, card-sorting task. After they completed the primary task, they were tested for memory of incidental materials presented during learning. While the normal children showed better recall of incidental materials related to the primary task, 24 children with disabilities showed superior recall of material irrelevant to the primary task. The results were discussed in terms of alternative "motivational" and "developmental lag" interpretations.     

Healing through meeting: A dialogical approach to psychotherapy

The American Journal of Psychoanalysis -     

MMPI Scales for measuring Eysenck's personality factors

Four new MMPI Scales were constructed to identify Eysenck's personality factors of psychoticism, extraversion, and neuroticism as well as a lie score. The scales showed good construct validities against the Eysenck Personality Questionnaire and the Friedman Overlap Scales developed from items in the MMPI. The study also supported the construct validity of the Friedman overlap scales.     

Play and cognition: Studies of pretence play and conservation of quantity

Study 1 examined the relative effectiveness of four different training conditions on the attainment of conversation of quantity. Subjects were 75 nonconserving preschoolers, ranging in age from 3.10 to 5.0 years. Treatment consisted of pretense play training, direct conservation training, a combination of pretense play and conservation training, mere exposure to the conservation tasks without the benefits of instruction, and a control condition which provided only conservation pre- and post-tests. The results of the two conservation post-tests indicated that a combination of pretense play and conservation training was the most effective condition, followed by the conservation training and then by the pretense play training. The data also suggested that the effects of the conservation-only training condition might be less stable than those attained with pretense play training. Study 2 compared the effectiveness of child initiated pretense play training with adult initiated play. Subjects were 47 nonconserving children ranging in age from 4.0 to 5.8. Treatment consisted of child initiated pretense play, adult initiated play, a condition which combined both treatments, and a control group. The results of the two conservation post-tests indicated that the child initiated pretense play training was most effective, followed by the combined condition and by the adult initiated training. The three pretense play training conditions induced significantly more conserving responses in previously nonconserving children than the control group.     

Preservation of orthographic knowledge in aphasia

A simple untimed lexical decision task was designed to test implicit letter recognition in aphasic patients. Half of the nonwords used in this task were orthographically regular pronounceable pseudowords, and half were orthographically irregular unpronounceable letter strings. Twenty-five randomly chosen aphasic patients with mild to severe degrees of aphasia participated in the study. Although only six of the patients performed the lexical decision task successfully, all 25 demonstrated the ability to distinguish orthographically regular from irregular letter strings and, by implication, the ability to recognize and make use of the identities of written letters.     

Mental operations on number symbols by children

Children 4 to 6 years of age made choices among colors that had been associated with numbers. Prior to learning four number-color associations, pretraining on counting and ordering objects was given to half of the Ss. Associations were established by either absolute (paired associate) or relative (choice discrimination) methods, and then tests involving "more or less" questions on each of the possible six color pairs were given. Numerical associations were acquired best with absolute training or counting-ordering pretraining. Using the children's justifications for their responses, the test data were fit by Estes's (1966) scanning model; a response strength model based on Luce's (1959) axiom failed. Young children apparently possess an ordered numerical scale, can map this scale onto other nonquantitative symbols, and can generate, compare, and make ordinal decisions using these symbols.