Philosophy of Education in a Poor Historical Moment: A Personal Account

Under the post-metaphysical sky “old” humanistic-oriented education is possible solely at the cost of its transformation into its negative, into a power that is determined to diminish human potentials for self-exaltation. Nothing less than total metamorphosis is needed to rescue the core of humanistic genesis: the quest for edifying Life and resistance to the call for “home-returning” into the total harmony that is promised to us within nothingness.     

Interactive effects of social network centrality and social identification on stress

The present study aimed to integrate the social identity approach to health and well-being with social network analysis. Previous research on the effects of social network centrality on stress has yielded mixed results. Building on the social identity approach, we argued that these mixed results can be explained, in part, by taking into account the degree to which individuals identify with the social network. We hence hypothesized that the effects of social network centrality on stress are moderated by social identification. Using a full roster method, we assessed the social network of first-year psychology students right after the start of their study programme and three months later. The effects of network centrality (betweenness, closeness, eigenvector centrality) and social identification on stress were examined using structural equation models. As predicted, our results revealed a significant interaction between network centrality and social identification on stress: For weakly or moderately identified students, network centrality was positively related to stress. By contrast, for strongly identified students, network centrality was unrelated to stress. In conclusion, our results point to the perils of being well-connected yet not feeling like one belongs to a group.     

Reflections on the role of the analytic setting in the light of COVID-19

There have been many reflections, both individual and collective within our Institutes, on the effects on our work with patients caused by COVID-19 and the requirement to move suddenly from the setting of our own consulting rooms to working with patients online (see also, the previous issue of this Journal). This paper focuses on what we have learned from these experiences that can add to our knowledge about the role of the setting in analytic work. Drawing on Bleger’s (1967) seminal paper highlighting the usual setting as a mute projection carrier for primitive wishes and affects, the paper explores how different patients have reacted to the loss of the analyst as the guardian of the setting and in particular as an embodied presence. Some key questions and challenges for both patients and analysts during the pandemic, when ‘the setting begins to weep’, are explored.     

Ageing- and dementia-friendly design: theory and evidence from cognitive psychology,neuropsychology and environmental psychology can contribute to design guidelines that minimise spatial disorientation

Cognitive Processing - Many older people, both with and without dementia, eventually move from their familiar home environments into unfamiliar surroundings, such as sheltered housing or care...     

Collaboration and Memory: Effects of Dyadic Retrieval on Different Memory Tasks

Collaborative retrieval was investigated in two experiments. The experiments were explicitly designed to investigate how different types of memory tasks were affected by two individuals working together compared to individuals working on their own. A nominal group score was treated as the predicted potential a dyad could attain. In Experiment 1, semantic and episodic retrieval were employed. The episodic task was to encode and retrieve a story and the semantic task was to answer, without any encoding, 20 questions from the same history domain as the episodic task. In Experiment 2, explicit recognition and implicit retrieval of dot patterns were employed. The explicit recognition task was forced-choice, and in the implicit task, subjects were instructed to complete a pattern they saw from an incomplete pattern. The results suggest that: (1) dyads suffer from collaboration relative to the predicted potential, (2) the reduction of productivity for dyads was limited to explicit and episodic memory tasks, and (3) friends as opposed to non-friends reduced the negative effect of collaboration. The results replicate and extend the results from a previous study.