Transference neurosis as a waking dream: notes on a clinical enigma

This paper demonstrates clinically that the interactional features of a transference neurosis are the waking equivalents of a manifest dream. Through analytic investigation of the emerging repetitive extraverbal elements of apparent transference resistance behavior, it is discovered that the systematic analysis of the details of such behavior yields a picture of synthetic construction fundamentally the same as that seen in dreams. By using Freud's technique of systematic dream interpretation, the tightly organized, coded, and camouflaged presence of many key compromise formations determining a neurosis are found to be represented in compact, highly condensed clinical interactions, providing an overall picture of dreamwork in action. The four components of dreamwork are found to be the principal means by which the unconscious genetic and dynamic material is represented in the analytic field.     

Linguistic context and children's recall in a probe word task

A probe word task was used to test first-, third-, and fifth-grade children's recall of words in varying linguistic contexts. Consistent with expectations based on short-term memory considerations, words that occurred in meaningful sentence contexts were better recalled than those appearing in strings of unrelated words, and words that appeared toward the end of the sentence or string were better recalled than those occurring toward the beginning. At the same time, the effects of prior text on recall, seen clearly in tasks used in constructive memory research, were not present in this short-term memory task. These findings suggest that while within-sentence semantic relational and syntactic information may be used for partial analysis while material is still in working memory, this state does not permit access to already analyzed information in prior text.The authors express appreciation to Richard Schwartz, Ronnie Wilbur, and Harlan Schweer for their suggestions throughout the course of the study.     

The effects of fading,feedback, and feedback plus instruction on the perfomance of institutionalized retarded children in number retention exercises

Summary Three feedback training procedures, fading, feedback and feedback plus instruction, were used in conjunction with reinforcement contingencies to assess the performance of 12 mentally retarded boys in number rentention exercises. The fading and the feedback plus instruction procedures were the only ones to yield highly significant effects: none of the procedures led to any substantially improved performance in transfer exercises. Advantages of fading over the more traditional procedure (less errors, ability to learn difficult exercises) are discussed, as are the problems arising in the application of this method. Analysis of the exercises showed that premature removal of the additional colour cues in the fading procedure resulted in a substantial reduction of the number of correct responses, especially in the difficult exercises, and that the feedback procedure was particularly unsuccessful in difficult exercises. Methodological problems encountered in previous retention studies were indicated and an attempt made to overcome them.

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Zusammenfassung Kombiniert mit Belohnungen, die nur für richtige Antworten erfolgten, wurden drei Rückmelde-Trainingsverfahren: Fading, Feedback und Feedback plus Instruction angewandt, um 12 geistig retardierte Jungen an Zahlen-Konservations-Aufgaben zu trainieren. Nur die Fading- und Feedback plus Instruction-Techniken zeigten hoch signifikante Trainingsgewinne, doch keine der Techniken führte zu bedeutenden Verbesserungen bei Transferaufgaben. Die Vorteile der Fading-Technik gegenüber mehr traditionellen Verfahren (weniger Fehler, Erlernen schwierigerer Aufgaben) wurde ebenso erörtert wie Probleme ihrer Anwendung. Aufgabenanalysen zeigten, daß erstens verfrühtes Ausblenden der zusätzlichen Farben bei der Fading-Technik zu einem starken Absinken der Anzahl der richtigen Antworten besonders bei schwierigen Aufgaben führt; und daß zweitens die Feedback-Technik beim Erlernen schwieriger Aufgaben besonders geringen Erfolg hat. Methodologische Probleme bei vorausgegangenen Konservationsexperimenten wurden aufgezeigt, und es wurde versucht, diese methodologischen Probleme zu lösen.

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This paper is based on a thesis submitted by the author to the University Mannheim as partial fulfillmant of the requirements for the degree of Master of Science (Diplom). The writer is greatly indebted to Dr. Norman H. Stein for his guidance throughout the planning and execution of the study and to his helpful suggestions and criticisms. The writer is also indebted to Dr. Byron J. Ward for making subjects available at Syracuse State School, and to the teachers of the Association for Retarded Children in Syracuse, New York. The study was conducted during a one year stay at Syracuse University. The financial support of the Studentenwerk Mannheim for tuitions and living expenses and a travel grant of the Fulbright Commission is gratefully acknowledged.     

Compounding of discriminative stimuli from the same and different sensory modalities

Rats' responding was maintained by fixed-interval schedules of reinforcement in the presence of a tone or two separate lights. The lights were either of low, moderate, or high intensity. Compounds of these single discriminative stimuli each maintained a greater frequency of response than did the single stimuli, and the compound composed of stimuli from different sensory modalities (light+tone) maintained a greater level of responding than did the compound composed of stimuli from the same sensory modality (light+light). Combining lights of different intensity had no differential effect on responding. However, in the second experiment, a compound composed of a light and a tone, each of greater intensity than the light and tone of another compound, initially maintained a higher frequency of response, demonstrating intensity effects during stimulus compounding when the increase in intensity occurs through the component stimuli. This intensity effect, however, was only transitory.     

Pluralism,philosophies of medicine and the varieties of medical ethics: A commentary on Thomasma and Pellegrino

Some problems that arise in the account given by Thomasma and Pellegrino [6] of the foundations of medical ethics in a philosophy of medicine are addressed, in particular questions of a conceptual character about treating therelatum of medicine as health. Which concept of health is appropriate and which will bear the burden of the position thomasma and Pellegrino advance? It is argued that the proper relationship of medicine is one between a healer and developing embodied minds. As a consequence, the project of providing a univocal account of the nature of medicine fails. Instead, pluralism infects philosophy and medicine, resulting in different philosophies of medicine. From these philosophies of medicine will follow not a single medical ethics but a variety.     

A methodology for teaching ethics in the clinical setting: A clinical handbook for medical ethics

The pluralism of methodologies and severe time constraints pose important challenges to pedagogy in clinical ethics. We designed a step-by-step student handbook to operate within such constraints and to respect the methodological pluralism of bioethics and clinical ethics. The handbook comprises six steps: Step 1: What are the facts of the case?; Step 2: What are your obligations to your patient?; Step 3: What are your obligations to third parties to your relationship with the patient?; Step 4: Do your obligations converge or conflict?; Step 5: What is the strongest objection that could be made to the identification of convergence in step 4 or the arguments in step 4? How can this objection be effectively countered?; and Step 6: How could the ethical conflict, or perceived ethical conflict, have been prevented?     

Putting the mind back into the body a successor scientific medical model

This paper examines today's received scientific medical model with respect to its ability to satisfy two conditions: (1) its explanatory adequacy relative to the full range of findings in the medical literature, including those indicating a correlation between psychosocial variables and disease susceptibility; and (2) the fit between its physicalist patient and disease concepts and what today's basic sciences, so-called sciences of complexity, tell us about the way matter, notably complex systems (e.g. patients), behave and the nature of scientific explanation. I conclude that the received (biomedical) model falls short on both counts and to satisfy these conditions is to articulate a formal successor model. This successor must be guided by premises consistent with the findings and methods of today's basic sciences on which an applied science like medicine depends for its validity. Additionally, the successor model must be able to explain (and predict) the full range of clinical findings, both those that its predecessors explains and at least some of those that it does not. The aim of the paper is to identify such a model.