Übertragung von Schweigen in der psychoanalytischen Sozialisation

This work is based on two interview studies with psychoanalysts from the German Psychoanalytic Society (DPG) and the German Society for Analytical Psychology (DGAP) belonging to the war children generation. In one study the focus was on how childhood in war can be dealt with in teaching analysis and in the other, whether experience of childhood in war had contributed to choosing psychoanalyis as a profession. A theoretical overview on questions of teaching analysis and choosing psychoanalysis as a profession is given, the results of the interview studies and detailed excerpts from an interview are presented.     

Plädoyer für eine Direktausbildung zum Psychotherapeuten

The undisputed necessity of a reform of the Psychotherapist Act could open up the chance to reconsider the training of psychological psychotherapists and to completely renew the structure from the ground up. This article proposes that psychotherapy training should be designed based on the profession itself. Starting from the question of what a good psychotherapist needs to have learnt, a study curriculum is drafted which is structured towards this professional target from the very beginning. This direct training imparts psychotherapeutic competence based on a broad psychological, medical and social scientific education, encourages targeted social competences and enables clinical experience in advance. The training terminates after six years with a state examination and qualification for the profession of psychotherapist. Subsequently, qualified psychotherapists undertake a four-year in-house advanced professional education to an adult or pediatric and adolescent psychotherapist. After completing half of the study period, i.e. after three years, students decide on one of the scientifically recognized courses and subsequently the study course is partly procedure-related and mostly interprocedural. The study incorporates a practical year which accompanies the last four semesters as a half day practical training. Universities which want to offer this study course must be qualified to award doctorates and have a psychotherapy research walk-in clinic. They must also cooperate with recognized training partners who participate in the course of the study and professionally structure the four-year in-house advanced professional education.     

Physically Attractive Social Information Sources Lead to Increased Selective Exposure to Information

The present research investigated the impact of a social information source's physical attractiveness on selective exposure to decision-relevant information. In two studies, support was found for the hypothesis that physically attractive information sources lead decision makers into being more selective in both searching for (Studies 1 and 2; selective exposure) and evaluating (Study 2; biased assimilation) decision-relevant information. In both studies, the effect was driven by differences in the selection and evaluation of decision-consistent information, that is, physically attractive information sources led to increases in the perceived quality of decision-consistent information as well as increased selective exposure to this information. Theoretical and practical implications are discussed.     

Having Responsive Facebook Friends Affects the Satisfaction of Psychological Needs More Than Having Many Facebook Friends

The use of social networking sites, such as Facebook, provides ample opportunities for the pursuit of interpersonal connection but may also bring to mind one's social isolation. The present research examined the effects of interpersonal neglect (i.e., low number of responding Facebook friends) on the satisfaction of fundamental human needs. Two studies revealed that receiving few responses from one's Facebook friends threatens the needs for belonging, self-esteem, control, and meaningful existence. These effects were observable over and above the impact of general social connection to others (i.e., total number of Facebook friends) and tone of responses.     

The noosphere vision of pierre teilhard de chardin and Vladimir I. Vernadsky in the perspective of information and of world‐wide communication 1

The noosphere vision of the two great natural scientists and thinkers Teilhard de Chardin and V. 1. Vernadsky is presented critically. Their basic ideas are discussed from the viewpoint of present‐day insights in natural science and of the world‐wide information and communication technology. To date very little has become known about their mutual influence on each other. It is advocated that the development of a noosphere can be supported by the networking and globalization of information and communication techniques. The noosphere is a sphere of human mind and of work, but it must not be identified with the modern technological trend that is changing all sectors of our life. A reference is made to Teilhard de Chardin's warnings against individualism, nationalism and racism, as well as fascism and Stalinism as seductive erroneous developments. The fundamentally teleological vision of T. de Chardin is contrasted in this paper with the idea of creativity in nature and in man. Delimiting conditions, such as structure, information, and at the level of society, the free will of man who has become aware of himself—humanistic values, are considered. All of them operate to limit the number of possibilities for development that are derived from the creativity of nature and man. Thus, new possibilities for development emerge at a higher level. The utilization of technology must be really oriented to human beings among human beings. Only with a strong internal determination of the social processes by understanding the genuine existence of man as man will it be possible to master the ambivalence of the technological effects and to come closer towards a society with deepened human information and communication.

Klaus Fuchs‐Kittowski, born in 1934, is Professor of Informationprocessing. He was head of the Division of Systems Design and Automated Information Processing at the Department of Theory and Organization of Science of Humboldt University Berlin. He was associated with the research at the International Institute for Systems Analysis (IIASA) in Laxenburg, Austria. At present he works as Visiting Professor at the Department of Informatics of the University of Hamburg, and at the Beriin College of Technology and Economics he has a teaching assignment in Economy Informatics. He is also an associated member of the Johns Hopkins University, Baltimore, U.S.A.

Peter Krüger, born in 1934, Dr. rer nat, Dipl. Mineraloge worked at the Bergakademie Freiberg/Sachsen from 1958 to 1961 and from 1961 to 1985 in the Central Geological Institute Berlin. From 1985 to 1992 he worked as historian of science at the Division of History of Science at the Department of Theory and Organization of Science of Humboldt University Berlin. His special fields are history of geology, Russian‐German scientific connections in the 19th and 20th century and unpublished studies of Marx about geology, mineralogy and agrochemistry.     

Emotional responses to honour situations in Turkey and the northern USA

The main goal of the current research is to investigate emotional reactions to situations that implicate honour in Turkish and northern American cultural groups. In Studies 1A and 1B, participants rated the degree to which a variety of events fit their prototypes for honour-related situations. Both Turkish and American participants evaluated situations generated by their co-nationals as most central to their prototypes of honour-related situations. Study 2 examined emotional responses to Turkish or US-generated situations that varied in centrality to the prototype. Highly central situations and Turkish-generated situations elicited stronger emotions than less central situations and US-generated situations. Americans reported higher levels of positive emotions in response to honour-enhancing situations than did Turkish participants. These findings demonstrate that the prototypes of honour relevant situations differ for Turkish and northern American people, and that Turkish honour relevant situations are more emotion-laden than are northern American honour relevant situations.     

Nonverbal signals speak up: Association between perceptual nonverbal dominance and emotional intelligence

Emotional communication uses verbal and nonverbal means. In case of conflicting signals, nonverbal information is assumed to have a stronger impact. It is unclear, however, whether perceptual nonverbal dominance varies between individuals and whether it is linked to emotional intelligence. Using audiovisual stimulus material comprising verbal and nonverbal emotional cues that were varied independently, perceptual nonverbal dominance profiles and their relations to emotional intelligence were examined. Nonverbal dominance was found in every participant, ranging from 55 to 100%. Moreover, emotional intelligence, particularly the ability to understand emotions, correlated positively with nonverbal dominance. Furthermore, higher overall emotional intelligence as well as a higher ability to understand emotions were linked to smaller reaction time differences between emotionally incongruent and congruent stimuli. The association between perceptual nonverbal dominance and emotional intelligence, and more specifically the ability to understand emotions, might reflect an adaptive process driven by the experience of higher authenticity in nonverbal cues.     

Temporal characteristics of the surprise reaction induced by schema-discrepant visual and auditory events

Abstract

Two experiments investigated the effects of a schema-discrepant event on the surprise reaction. Schema-discrepancy concerned a physical feature of irrelevant distractor words that were presented while the subjects performed a choice reaction time task. The stimulus onset asynchrony (SOA) between the distractors and the task-relevant stimuli was manipulated in both experiments. The occurrence of the schema-discrepant event led to subjective feelings of surprise and enhanced recall of the stimulus material. In Experiment 1, the presentation of a schema-discrepant auditory event resulted in a pronounced increase of reaction time (RT) with a 0.2sec SOA but not with a 1.5sec SOA. In Experiment 2, the effects of both fixed and variable SOAs of four different lengths (simultaneous onset, 0.5sec, 1sec, or 2sec SOA) were investigated within a visual task context. The increase of RT was found to be most pronounced with SOAs of 0.5sec and lsec respectively, and more pronounced with variable than with fixed SOAs, especially with a simultaneous onset. These results provide information about the temporal characteristics of the inhibitory component of the surprise reaction, and suggest that the inhibitory effects of surprise depend considerably on the subjects' state of preparation for the experimental task.     

Active route learning in virtual environments: disentangling movement control from intention, instruction specificity, and navigation control

Active navigation research examines how physiological and psychological involvement in navigation benefits spatial learning. However, existing conceptualizations of active navigation comprise separable, distinct factors. This research disentangles the contributions of movement control (i.e., self-contained vs. observed movement) as a central factor from learning intention (Experiment 1), instruction specificity and instruction control (Experiment 2), as well as navigation control (Experiment 3) to spatial learning in virtual environments. We tested the effects of these factors on landmark recognition (landmark knowledge), tour-integration and route navigation (route knowledge). Our findings suggest that movement control leads to robust advantages in landmark knowledge as compared to observed movement. Advantages in route knowledge do not depend on learning intention, but on the need to elaborate spatial information. Whenever the necessary level of elaboration is assured for observed movement, too, the development of route knowledge is not inferior to that for self-contained movement.     

Measuring Cultural Intelligence in the Turkish Context

The present article reports the results of two studies designed to evaluate the psychometric properties of the cultural intelligence (CI) scale in the Turkish context. The proposed four‐factor (cognitive, metacognitive, motivational, and behavioral) structure of CI was confirmed by confirmatory factor analysis. The results supported the discriminant validity of the four‐factor model of the CI scale in relation to the Big Five personality factors and the emotional intelligence factors. Furthermore, CI explained additional variance in intercultural task performance over and above that explained by demographic characteristics and emotional intelligence. With regard to internal consistency and test–retest reliability, the CI scale showed acceptable results and was in concordance with the prior studies. Taken together, these findings suggest that the Turkish version of CI scale is a reliable and valid measure that can be used to measure individual's intercultural capabilities.