Analytic practice: Convergences and divergences1

The author discusses current convergences and divergences concerning analytic practice. After presenting a clinical vignette that can be understood differently according to different theoretical approaches, he discusses Wallerstein’s proposal of a common ground in psychoanalysis and suggests that the present state of the art indicates that psychoanalysis is a pluralistic discipline, with different ways of training and practising it, and that the main challenge is to improve our ability to listen to and to learn from different approaches.     

Developmental relations between ADHD symptoms and bullying perpetration and victimization in adolescence

It has previously been hypothesized that individuals with elevated attention deficit hyperactivity disorder (ADHD) symptoms are at greater risk of bullying perpetration and victimization. Using autoregressive latent trajectory models with structured residuals (ALT‐SR) and four waves (ages 11, 13, 15, and 17) of longitudinal data from the normative z‐proso study (n = 1526, 52% male), we evaluated the developmental relations between ADHD and bullying using both self‐ and teacher‐reported ADHD symptom data. Analyses suggested that ADHD symptoms primarily increase the risk of bullying perpetration, with a within‐person effect of ADHD symptoms on bullying perpetration symptoms identified across ages 13–15 (β = .13) and ages 15–17 (β = .19) based on self‐reported ADHD symptoms and a similar effect identified across ages 11–13 (β = .24) and 13–15 (β = .29) based on teacher‐reported inattention symptoms. There were also some indications of reciprocal effects and effects involving victimization that merit further exploration in future research. Results imply that the content of bullying intervention and prevention programs should take account of ADHD symptoms to ensure that those with elevated symptoms can benefit as much as their typically developing peers. This will involve addressing bullying perpetration that may reflect impulsive/reactive aggression and impaired social skills rather than instrumental aggression. Further, programs should go beyond classical curriculum/classroom‐based delivery to ensure that individuals with elevated ADHD symptoms can be successfully engaged.     

Observer memory and immunity to error through misidentification

Synthese - Are those judgments that we make on the basis of our memories immune to error through misidentification (IEM)? In this paper, I discuss a phenomenon which seems to suggest that they are...     

Correction to: Lambek Calculus with Conjugates

Studia Logica - We, the authors, would like to thank Guillaume Aucher for informing us of his “Displaying Updates in Logic”, published in the Journal of Logic and Computation,...     

Correction to: The Hahn Embedding Theorem for a Class of Residuated Semigroups

Studia Logica - Let $${\mathcal {O}}$$ be the class of odd involutive $$\hbox {FL}_e$$ -chains which admit finitely many idempotent elements. The price for describing the structure of such a rich...     

Revisiting Reichenbach’s logic

Synthese - In this paper we show that, when analyzed with contemporary tools in logic—such as Dunn-style semantics, Reichenbach’s three-valued logic exhibits many interesting features,...     

Personal Uniqueness and Events

Human Studies - In contrast to Anglophone debates on personal identity initially formed by John Locke’s investigation of personal identity in the sense of personal continuity or persistence...     

Depth as Nemesis: Merleau-Ponty’s Concept of Depth in Phenomenology of Perception,Art and Politics

Human Studies - The concept of depth is central to Merleau-Ponty’s phenomenology and informed not only his philosophy of perception but also his thinking about psychology, art and politics....