Racial fantasies and the primal scene of miscegenation

The primal scene, theorized by Freud in his case history of the Wolf Man, is a fantasy scenario thoroughly embedded in social relations. While pursuing his analysis of oedipal structures in the Wolf Man's case history, Freud overlooked social relations, downplaying the importance of racial and class difference in the Wolf Man's sexual etiology. In this essay, I trace the circulation of two fantasy structures: 'the primal scene of miscegenation' and 'A black man is being beaten,' both of which structure desire in both Freud 's era and our own. I interpret Fanon's work on racial subjectivity alongside Freud 's theory of fantasy to elucidate the interconnected nature of racial and sexual difference in both Freud and Fanon's theories. The racial fantasies proposed in this essay have application to clinical settings, where they may structure transference and countertransference.     

The development of children's preferences for equality and equity across 13 individualistic and collectivist cultures

A concern for fairness is a fundamental and universal element of morality. To examine the extent to which cultural norms are integrated into fairness cognitions and influence social preferences regarding equality and equity, a large sample of children (N 2,163) aged 4–11 were tested in 13 diverse countries. Children participated in three versions of a third‐party, contextualized distributive justice game between two hypothetical recipients differing in terms of wealth, merit, and empathy. Social decision‐making in these games revealed universal age‐related shifts from equality‐based to equity‐based distribution motivations across cultures. However, differences in levels of individualism and collectivism between the 13 countries predicted the age and extent to which children favor equity in each condition. Children from the most individualistic cultures endorsed equitable distributions to a greater degree than children from more collectivist cultures when recipients differed in regards to wealth and merit. However, in an empathy context where recipients differed in injury, children from the most collectivist cultures exhibited greater preferences to distribute resource equitably compared to children from more individualistic cultures. Children from the more individualistic cultures also favored equitable distributions at an earlier age than children from more collectivist cultures overall. These results demonstrate aspects of both cross‐cultural similarity and divergence in the development of fairness preferences.     

An 8q21 deletion in a patient with comorbid psychosis and mental retardation

Systematic investigations indicate that some of the recognized psychiatric disorders can be identified among those with mental retardation due to chromosomal abnormalities. We report a psychotic patient with mild mental retardation (intelligence quotient: 68) and minor anomalies that had a chromosomal aberration not previously described in a psychotic patient. Our patient highlights the importance of the cytogenetic study in psychiatric patients with comorbid mental retardation or minor anomalies. In addition, her psychosis symptoms may be helpful to propose a new candidate gene for psychosis.     

Theory of mind and its relationship with executive functions and emotion recognition in borderline personality disorder

Impaired social cognition has been claimed to be a mechanism underlying the development and maintenance of borderline personality disorder (BPD). One important aspect of social cognition is the theory of mind (ToM), a complex skill that seems to be influenced by more basic processes, such as executive functions (EF) and emotion recognition. Previous ToM studies in BPD have yielded inconsistent results. This study assessed the performance of BPD adults on ToM, emotion recognition, and EF tasks. We also examined whether EF and emotion recognition could predict the performance on ToM tasks. We evaluated 15 adults with BPD and 15 matched healthy controls using different tasks of EF, emotion recognition, and ToM. The results showed that BPD adults exhibited deficits in the three domains, which seem to be task‐dependent. Furthermore, we found that EF and emotion recognition predicted the performance on ToM. Our results suggest that tasks that involve real‐life social scenarios and contextual cues are more sensitive to detect ToM and emotion recognition deficits in BPD individuals. Our findings also indicate that (a) ToM variability in BPD is partially explained by individual differences on EF and emotion recognition; and (b) ToM deficits of BPD patients are partially explained by the capacity to integrate cues from face, prosody, gesture, and social context to identify the emotions and others' beliefs.     

Attributional gender bias: teachers’ ability and effort explanations for students’ math performance

Research is presented on the attributional gender bias: the tendency to generate different attributions (explanations) for female versus male students’ performance in math. Whereas boys’ successes in math are attributed to ability, girls’ successes are attributed to effort; conversely, boys’ failures in math are attributed to a lack of effort and girls’ failures to a lack of ability. This bias has been shown in previous research to be committed by teachers, parents, and students themselves. The present work sought to investigate whether this bias among secondary school math teachers might be reduced over time through adoption of an incremental theory of intelligence. Findings revealed at baseline, teachers committed the expected bias in reference to their high-achieving students’ math performance. Following exposure to stimuli, teachers in both experimental and control conditions reduced this bias. Unexpectedly, teachers across conditions showed a type of compensation for the bias by reversing stereotypical attributions for girls’ and boys’ successes and failures in math. Further, participants relapsed to the original bias nearly a year later. Findings indicate the potential to modify attributional gender bias, but also the challenges for achieving long-term changes within school contexts and for emphasizing effort beyond ability in math performance.     

Comparative Study Between the Theory of Planned Behavior and the Value–Belief–Norm Model Regarding the Environment,on Spanish Housewives' Recycling Behavior

Environmental behaviors have been analyzed from different theoretical models. The theory of planned behavior emphasizes the attitudinal aspects associated with behavior, while the value–belief–norm model regarding the environment focuses on the importance of moral components when setting environmental behaviors in motion. The objective of this study was to analyze both models, comparing both their degree of fit and their predictive power regarding recycling behavior. To do so, we used a sample made up of 154 Spanish housewives. The results indicated that despite the fact that the theory of planned behavior is a general model for predicting and explaining behavior, it has a greater degree of fit and greater capacity to predict recycling behavior than the value–belief–norm model regarding the environment.     

Sensorimotor synchronization: neurophysiological markers of the asynchrony in a finger-tapping task

Psychological Research - Sensorimotor synchronization (SMS) is a form of referential behavior in which an action is coordinated with a predictable external stimulus. The neural bases of the...