Freud and hypnosis: Report of post-rejection use

The development of hypnosis as a therapeutic and experimental method was significantly influenced by Sigmund Freud's announced rejection of the technique late in the nineteenth century; however, a Hungarian-born hypnotist, Franz Polgar, related in his little-known autobiography that he served as Freud's assistant for six months in 1924. Possible factors related to this seeming paradox are discussed, including the evidence that many of Freud's psychoanalytic colleagues were then actively interested in hypnosis and the negative value associated with the modality had been lifted during the time when Polgar reported that Freud himself was utilizing the method. This is a historically important account of the interface between two prominent therapeutic techniques.     

A Family of Strict/Tolerant Logics

Journal of Philosophical Logic - Strict/tolerant logic, ST, evaluates the premises and the consequences of its consequence relation differently, with the premises held to stricter standards while...     

Conscience and the Project of a Psychoanalytic Science of Human Nature: Clarification of the Usefulness of the Superego Concept

Although the usefulness of the superego concept has been challenged by objections to the structural theory and to applying a one-person language only to the patient, we need a concept of the conscience to understand clinical phenomenology and clinical decisions and the results of treatment. Using understanding of shame dynamics as an example, fragmentation of theory and technique can be seen as resulting from the confusion of one part of the conscience for the whole. Mainstream views consider primarily the postoedipal part of the conscience dealing with guilt; Kleinian views consider the pre-oedipal dynamic of projected rage and fear of persecution; and Kohutian thinking excludes the ego Ideal altogether. A comprehensive view of conscience is necessary to avoid such fragmentation and confusion.     

The past tense inflection project (PTIP): speeded past tense inflections, imageability ratings, and past tense consistency measures for 2,200 verbs

The processes involved in past tense verb generation have been central to models of inflectional morphology. However, the empirical support for such models has often been based on studies of accuracy in past tense verb formation on a relatively small set of items. We present the first large-scale study of past tense inflection (the Past Tense Inflection Project, or PTIP) that affords response time, accuracy, and error analyses in the generation of the past tense form from the present tense form for over 2,000 verbs. In addition to standard lexical variables (such as word frequency, length, and orthographic and phonological neighborhood), we have also developed new measures of past tense neighborhood consistency and verb imageability for these stimuli, and via regression analyses we demonstrate the utility of these new measures in predicting past tense verb generation. The PTIP can be used to further evaluate existing models, to provide well controlled stimuli for new studies, and to uncover novel theoretical principles in past tense morphology.     

Longitudinal Predictors of School-Age Academic Achievement: Unique Contributions of Toddler-Age Aggression, Oppositionality, Inattention, and Hyperactivity

This project examined the unique predictive validity of parent ratings of toddler-age aggression, oppositionality, inattention, and hyperactivity-impulsivity to academic achievement at school-age in a sample of 566 high-risk children and families. The study also investigated potential indirect effects of the Family Check-Up on school-age academic achievement through changes in child behavior problems. The results demonstrated that toddler-age aggression was most consistently associated with school-age academic achievement, albeit modestly. Moreover, findings showed that the intervention predicted greater decreases in aggression from ages 2–3 to 4–5 compared to controls. The results suggest that in high-risk toddler-aged children, aggression may be a more consistent predictor of school-age academic achievement than other externalizing dimensions, which has implications for early identification and efforts to promote children’s adaptation.