‘No entry’, an invitation to intrude,or both? Reflections on a group of anorexic patients

This paper describes the twice‐weekly psychoanalytic psychotherapy of a young woman who had undergone major bowel surgery in her early 20s, with no clear medical indication for the surgery. Whilst the concept of ‘No Entry’ described by Williams ( 1997a , b ) aptly describes many features of more ‘typical’ anorexic patients, this paper describes a particular group of anorexic patients, referred by their physicians for multiple medical procedures; and proposes there is a group of anorexic patients, repeatedly referred for medical investigations, into whom particular types of entries occur. These are entries into the body ‘legitimized’ as medical, with a trajectory towards multiple procedures, examinations and surgical operations. Other entries (outside the medical setting) may occur in a state of altered consciousness, under the influence of alcohol or drugs, such that any wish for intrusion is disowned and denied. In both sets of events, intrusion is both invited, and consciously denied. The case example illuminates some of these features, and aspects of the countertransference are also described. Attention is drawn to relevant research focusing on surgical intrusion. Finally, there is an exploration as to how such patients may invite intrusions into the body through surgery and medical procedures.     

Philosophical Autobiography

An examination of the genre of philosophical autobiography sheds light on the role of personal judgment alongside objective rationality in philosophy. Building on Monk's conception of philosophical biography, philosophical autobiography can be seen as any autobiography that reveals some interplay between life and thought. It is argued that almost all autobiographies by philosophers are philosophical because the recounting of one's own life is almost invariably a form of extended speech act of self-revelation. When a philosopher is the autobiographer, this self-revelation illuminates the interplay between thought, life, and personality. Understanding how this works allows us to address three problems of biography raised by Honderich: how to give an account of something as large and complex as a human life; how a life-story is also a judgment; and how we can justify identifying one part of a causal circumstance as 'the cause'. There is also a new ethical problem raised about the autobiographer's right to make public details of a shared private life.     

Why computational models are better than verbal theories: the case of nonword repetition

Tests of nonword repetition (NWR) have often been used to examine children's phonological knowledge and word learning abilities. However, theories of NWR primarily explain performance either in terms of phonological working memory or long‐term knowledge, with little consideration of how these processes interact. One theoretical account that focuses specifically on the interaction between short‐term and long‐term memory is the chunking hypothesis. Chunking occurs because of repeated exposure to meaningful stimulus items, resulting in the items becoming grouped (or chunked); once chunked, the items can be represented in short‐term memory using one chunk rather than one chunk per item. We tested several predictions of the chunking hypothesis by presenting 5–6‐year‐old children with three tests of NWR that were either high, medium, or low in wordlikeness. The results did not show strong support for the chunking hypothesis, suggesting that chunking fails to fully explain children's NWR behavior. However, simulations using a computational implementation of chunking (namely CLASSIC, or Chunking Lexical And Sub‐lexical Sequences In Children) show that, when the linguistic input to 5–6‐year‐old children is estimated in a reasonable way, the children's data are matched across all three NWR tests. These results have three implications for the field: (a) a chunking account can explain key NWR phenomena in 5–6‐year‐old children; (b) tests of chunking accounts require a detailed specification both of the chunking mechanism itself and of the input on which the chunking mechanism operates; and (c) verbal theories emphasizing the role of long‐term knowledge (such as chunking) are not precise enough to make detailed predictions about experimental data, but computational implementations of the theories can bridge the gap.     

Children's learning of number words in an indigenous farming‐foraging group

We show that children in the Tsimane', a farming‐foraging group in the Bolivian rain‐forest, learn number words along a similar developmental trajectory to children from industrialized countries. Tsimane' children successively acquire the first three or four number words before fully learning how counting works. However, their learning is substantially delayed relative to children from the United States, Russia, and Japan. The presence of a similar developmental trajectory likely indicates that the incremental stages of numerical knowledge – but not their timing — reflect a fundamental property of number concept acquisition which is relatively independent of language, culture, age, and early education.     

What do We Know about Family Interventions for Psychosis at the Process Level? A Systematic Review

The evidence regarding effectiveness of family interventions for psychosis (FIP) is strong and consistent. However, there is a gap in the research on the process of these interventions, and little is known about their active ingredients. This review aims to identify the active ingredients of FIP. We conducted a systematic literature review, focusing on qualitative research, and analyzed 22 papers in total. We found a single study comprehensively exploring the process of FIP. All other studies focused on particular aspects of process‐related variables. The key elements of FIP seem to be the so‐called “common therapeutic factors”, followed by education about the illness and coping skills training. This review supports the value of a stepped model of intervention according to the needs of the families. However, the evidence reviewed also reveals a gap in the research findings based on the limited research available. FIP are complex, psychosocial interventions with multiple components, and more intensive, qualitative research is needed to establish linkages between process and outcome.     

Vitamin D and executive function: a preliminary report

The aim of this study was to investigate the relationship between vitamin D levels and cognition, both executive and nonexecutive functions, in men incarcerated in a Norwegian prison. Participants were divided into high vitamin D and low vitamin D groups based on established criteria (high level > or = 50 nmol/L; low level < 50 nmol/L). The mean vitamin D concentration was 69 (SD = 12) and 38 (SD = 9) nmol/L in the high-level group (n = 14) and the low level group (n = 11), respectively. Results revealed that the high vitamin D group had significantly more correct responses than the low vitamin D group on the executive function task. There was no difference between the groups on the nonexecutive function task. The reaction time data indicated that the high levels of correct responses in the high vitamin D group on the executive function tasks were not due to a speed-accuracy trade-off.     

The development of abstract syntax: Evidence from structural priming and the lexical boost

Structural priming paradigms have been influential in shaping theories of adult sentence processing and theories of syntactic development. However, until recently there have been few attempts to provide an integrated account that explains both adult and developmental data. The aim of the present paper was to begin the process of integration by taking a developmental approach to structural priming. Using a dialog comprehension-to-production paradigm, we primed participants (3–4 year olds, 5–6 year olds and adults) with double object datives (Wendy gave Bob a dog) and prepositional datives (Wendy gave a dog to Bob). Half the participants heard the same verb in prime and target (e.g. gave–gave) and half heard a different verb (e.g. sent–gave). The results revealed substantial differences in the magnitude of priming across development. First, there was a small but significant abstract structural priming effect across all age groups, but this effect was larger in younger children than in older children and adults. Second, adding verb overlap between prime and target prompted a large, significant increase in the priming effect in adults (a lexical boost), a small, marginally significant increase in the older children and no increase in the youngest children. The results support the idea that abstract syntactic knowledge can develop independently of verb-specific frames. They also support the idea that different mechanisms may be needed to explain abstract structural priming and lexical priming, as predicted by the implicit learning account (Bock, K., & Griffin, Z. M. (2000). The persistence of structural priming: Transient activation or implicit learning? Journal of Experimental Psychology – General, 129(2), 177–192). Finally, the results illustrate the value of an integrative developmental approach to both theories of adult sentence processing and theories of syntax acquisition.     

Time,money, and happiness: How does putting a price on time affect our ability to smell the roses?

In this paper, we investigate how the impatience that results from placing a price on time impairs individuals' ability to derive happiness from pleasurable experiences. Experiment 1 demonstrated that thinking about one's income as an hourly wage reduced the happiness that participants derived from leisure time on the internet. Experiment 2 revealed that a similar manipulation decreased participants' state of happiness after listening to a pleasant song and that this effect was fully mediated by the degree of impatience experienced during the music. Finally, Experiment 3 showed that the deleterious effect on happiness caused by impatience was attenuated by offering participants monetary compensation in exchange for time spent listening to music, suggesting that a sensation of unprofitably wasted time underlay the induced impatience. Together these experiments establish that thinking about time in terms of money can influence how people experience pleasurable events by instigating greater impatience during unpaid time.     

Exploring outcomes through narrative: the long-term impacts of Better Beginnings, Better Futures on the turning point stories of youth at ages 18-19

This study examined the long-term effects of the Better Beginnings, Better Futures project, a community-based early childhood development program, on 18–19 year-old youths’ narratives about turning points in their lives. The sample consisted of youth who participated in Better Beginnings from ages 4–8 (n = 62) and youth from a comparison community who did not participate in Better Beginnings (n = 34). Controlling for covariates, significant differences favoring youth from the Better Beginnings sites were found on several dimensions of the turning point stories: ending resolution, personal growth, meaning-making, coherence, and affect transformation. Effect sizes ranged from .45 to .76 for these outcome dimensions, indicating moderate to large effects. Also, turning point story dimensions were found to be significantly correlated with two standardized measures of well-being: youths’ self-esteem and community involvement. Youths’ self-esteem was directly related to story ending resolution, personal growth, and meaning making, and youths’ community involvement was directly related to story specificity, meaning making, and coherence. Family functioning was also examined in relation to these narrative dimensions but was not found to be significantly related to them. The findings suggest the utility of a narrative approach for the evaluation of the long-term outcomes of early childhood development programs.