How the mind understands other minds: cognitive psychology, attachment and reflective function

Jung's epistemological relativistic attitude was very advanced for his time and very much in line with the contemporary philosophy of science. Further, Jung states that the patient's unconscious has the capacity to represent itself by creating metaphors which give the therapist all the help he might need in treating his patient. As such, Jungian analysts have not been encouraged to embark on theoretical work and as a result, the Jungian movement has been lacking those theories that connect general psychological principles with clinical practices. In an attempt to enlarge our 'middle-range theories', we shall discuss Peter Fonagy's concept of reflective function. In our opinion, the theoretical hypothesis regarding the instinct of reading the mind (Baron-Cohen 1995) and Fonagy's idea of reflective function are extremely useful in our Jungian clinical practice and these concepts are utilizable because they are not at odds with analytical psychology's general epistemological and theoretical framework.     

Language input and child syntax

Existing work on the acquisition of syntax has been concerned mainly with the early stages of syntactic development. In the present study we examine later syntactic development in children. Also, existing work has focused on commonalities in the emergence of syntax. Here we explore individual differences among children and their relation to variations in language input. In Study 1 we find substantial individual differences in children's mastery of multiclause sentences and a significant relation between those differences and the proportion of multiclause sentences in parent speech. We also find individual differences in the number of noun phrases in children's utterances and a significant relation between those differences and the number of noun phrases in parent speech. In Study 2 we find greater syntactic growth over a year of preschool in classes where teachers' speech is more syntactically complex. The implications of our findings for the understanding of the sources of syntactic development are discussed.     

Solving spatial tasks with unaligned layouts: the difficulty of dealing with conflicting information

Previous research has shown that preschool children have difficulty using relational information in spatial tasks. The present study investigates whether this difficulty is due, in part, to children's inability to deal with situations of conflict where both objective and egocentric cues are available and point to different responses. Two studies were conducted to compare performance in the presence versus absence of conflicting cues. In Study 1, 40 four-year-olds had to locate an object in a single layout presented from different perspectives. In Study 2, 39 four-year-olds had to transfer locational information between two unaligned layouts. The presence of conflict significantly affected children's performance in both studies. The results are discussed in the context of similar findings in other cognitive domains.     

Learning difficulties,social intelligence,and self-concept: connections to bully-victim problems

Learning skills, social intelligence, and self-concept were related to each other and to bully-victim problems among fifth-grade children (79 boys and 62 girls, aged 11-12 years). In addition to exploring connections between single variables, a person-oriented approach was applied in order to analyze children's value patterns with respect to learning skills, self-concept, and social intelligence, and how these value patterns are related to bully-victim problems. Social intelligence was found to be positively correlated with learning skills, but negatively related to victimization. Bullying was positively correlated with self-concept scores. However, this was true only of boys. According to cross-tabulations, there were significantly more bullies among children with learning difficulties (LD) than would have been expected by chance. Victimization, on the other hand, was not related to LD. LD children's proposed victim status was in some degree supported by cluster analysis: a group of LD children emerged, who not only scored high on bullying, but also tended to be victimized by others. In addition, two groups of bullies appeared: one whose members could be interpreted as socially unskilled and another as socially skilled. This finding is in line with recent theoretical reasoning, which calls into question the idea of bullies as a unified group, lacking in social skills.     

Priming relations in ambiguous noun-noun combinations

We conducted two experiments to examine whether the interpretation of an ambiguous noun phrase is influenced by exposure to a similar combination. In Experiment 1, we found that it was easier to verify a definition for a combination (e.g., adolescent doctor, a doctor for adolescents) when the prime used the same relation as the target (e.g., adolescent magazine, a magazine for adolescents; animal doctor, a doctor for animals) than when the prime used a different relation (e.g., country doctor; adolescent experience). In Experiment 2, we found that the interpretation generated for an ambiguous combination was affected by prior exposure to sentences containing a combination with the same modifier or head noun as the target combination. The data are inconsistent with key predictions of schema-based theories of conceptual combination. Although the results do not contradict key assumptions of relation-based theories, modifications to these theories are required to account for these data.     

Inhibition of return in static and dynamic displays

Inhibition of return (IOR) causes people to be slower to return their attention to a recently attended object (object-based IOR) or location (location-based IOR). In attempts to separately measure the two components, moving stimuli have been used that permit the dissociation of the attended object from its location when it was attended. The implicit assumption has been that both object- and locationbased components of IOR will operate whenever the cued object and cued location are identical. We show here that although this assumption may be true in a static display, it appears to be unwarranted when moving stimuli are involved: Very little IOR is observed when a cued object moves away from, and then subsequently returns to, its initial location. Thus, the processes that underlie IOR operate very differently in static versus dynamic scenes.     

Biological motion shown backwards: the apparent-facing effect

We examined how showing a film backwards (reverse transformation) affects the visual perception of biological motion. Adults and 6-year-old children saw first a point-light quadruped moving normally as if on a treadmill, and then saw the same display in reverse transformation. For other groups the order of presentation was the opposite. Irrespective of the presentation mode (normal or reverse) and of the facing of the point-light figure (rightward or leftward), a pronounced apparent-facing effect was observed: the perceptual identification of a display was mainly determined by the apparent direction of locomotion. The findings suggest that in interpreting impoverished point-light biological-motion stimuli the visual system may neglect distortions caused by showing a film backwards. This property appears to be robust across perceptual development. Possible explanations of the apparent-facing effect are discussed.     

French descriptions of Wundt's laboratory in Leipzig in 1886

Translations are provided of extracts from reports by the French-speaking scholars Alfred Grafé and Emile Durkheim concerning the instructional procedures in place at Wundt's Institute for Experimental Psychology in Leipzig in the summer of 1886. It is stressed that reports such as theirs were of importance, not only to researchers, but also to teachers and administrators concerned with how the new experimental psychology should be taught, especially with respect to practical classes.     

Comparison at a distance

The visual system is known to contain hard-wired mechanisms that compare the values of a given stimulus attribute at adjacent positions in the visual field; but how are comparisons performed when the stimuli are not adjacent? We ask empirically how well a human observer can compare two stimuli that are separated in the visual field. For the stimulus attributes of spatial frequency, contrast, and orientation, we have measured discrimination thresholds as a function of the spatial separation of the discriminanda. The three attributes were studied in separate experiments, but in all cases the target stimuli were briefly presented Gabor patches. The Gabor patches lay on an imaginary circle, which was centred on the fixation point and had a radius of 5 deg of visual angle. Our psychophysical procedures were designed to ensure that the subject actively compared the two stimuli on each presentation, rather than referring just one stimulus to a stored template or criterion. For the cases of spatial frequency and contrast, there was no systematic effect of spatial separation up to 10 deg. We conclude that the subject's judgment does not depend on discontinuity detectors in the early visual system but on more central codes that represent the two stimuli individually. In the case of orientation discrimination, two naive subjects performed as in the cases of spatial frequency and contrast; but two highly trained subjects showed a systematic increase of threshold with spatial separation, suggesting that they were exploiting a distal mechanism designed to detect the parallelism or non-parallelism of contours.     

Prior knowledge about display inversion in biological motion perception

Display inversion severely impedes veridical perception of point-light biological motion (Pavlova and Sokolov, 2000 Perception & Psychophysics 62 889-899; Sumi, 1984 Perception 13 283-286). Here, by using a spontaneous-recognition paradigm, we ask whether prior information about display orientation improves biological motion perception. Participants were shown a set of 180 degrees inverted point-light stimuli depicting a human walker and quadrupeds (dogs). In experiment 1, one group of observers was not aware of the orientation of stimuli, whereas the other group was told beforehand that stimuli will be presented upside down. In experiment 2, independent groups of participants informed about stimulus orientation saw the same set of stimuli, in each of which either a moving or a static background line was inserted. The findings indicate that information about display inversion is insufficient for reliable recognition of inverted point-light biological motion. Instead, prior information facilitates display recognition only when it is complemented by additional contextual elements. It appears that visual impressions from inverted point-light stimuli remain impenetrable with respect to one's knowledge about display orientation. The origins of orientation specificity in biological motion perception are discussed in relation to the recent neuroimaging data obtained with point-light stimuli and fragmented Mooney faces.