September 11th,an attack at the limits of thought

The paper deals with imagination and its failures from a psychoanalytic perspective. We offer a definition of imagination failures and suggest how they can be interpreted as an opportunity to learn from experience. In order to show that the topic has a concrete and not only speculative significance we consider the public report on September 11 as a case study. The report was published by the National Commission on Terrorist Attacks Upon the United States after a long investigation of the facts and circumstances relating to the September 11 attacks. The document has been the object of strong criticisms, as we argue in the paper. Both the document and some of the critiques that it received focus, however, on significant aspects of the debate about imagination, such us the fragility of imaginative thought, its dependence on unconscious desires and its plurality of outcomes: a plethora of imaginaries can in fact be developed at any time, from the same set of information about reality. We comment on these aspects and reinterpret them from a Bionian perspective. The concepts of ‘unthinkability’, ‘imagination failure’ and ‘depressive position’ are used to inform the necessity of dealing with an evolving and conflictual geopolitical scenario. Particular attention is paid to the proposal of ‘routinizing, even bureaucratizing, the exercise of imagination’ within the institutions that deal with National Defense. This possibility is discussed in depth in order to suggest how it may be concretely implemented. In conclusion, a strong case is made for the usefulness of psychoanalytic reflection in the arena of relationships among countries, with particular emphasis on the new terrorist challenges.     

Effect of Transcranial Direct Current Stimulation Combined With Virtual Reality Training on Balance in Children With Cerebral Palsy: A Randomized,Controlled, Double-Blind,Clinical Trial

The authors' aim was to investigate the effects of continuous transcranial direct current stimulation (tDCS) combined with virtual reality training on static and functional balance in children with cerebral palsy (CP). Twenty children with CP (6 girls and 14 boys; M age = 7 years 6 months ± 2 years) were randomly allocated to two groups. The experimental group received active tDCS and the control group received sham stimulation during the 10 sessions of virtual reality mobility training protocols. The children were evaluated on 3 occasions (preintervention, postintervention, and 1-month follow-up). Static balance was evaluated using a force plate under 4 conditions: feet on force plate with (a) eyes open and (b) with eyes closed, and feet on foam mat with (c) eyes open and (d) with eyes closed. Functional balance was evaluated using the Pediatric Balance Scale and the Timed Up and Go Test. The analyses demonstrated statistically significant postintervention and follow-up effects favoring the experimental group over the control group with regard to the Pediatric Balance Scale, Timed Up and Go Test, and area of oscillation of the center of pressure when standing on the force plate with eyes open. The present findings suggest that tDCS can potentiate the effects of virtual reality training on static and functional balance among children with CP.     

Learning and generalization in haptic classification of 2-D raised-line drawings of facial expressions of emotion by sighted and adventitiously blind observers

Sighted blindfolded individuals can successfully classify basic facial expressions of emotion (FEEs) by manually exploring simple 2-D raised-line drawings (Lederman et al 2008, IEEE Transactions on Haptics 1 27-38). The effect of training on classification accuracy was assessed by sixty sighted blindfolded participants (experiment 1) and by three adventitiously blind participants (experiment 2). We further investigated whether the underlying learning process(es) constituted token-specific learning and/or generalization. A hybrid learning paradigm comprising pre/post and old/new test comparisons was used. For both participant groups, classification accuracy for old (ie trained) drawings markedly increased over study trials (mean improvement --76%, and 88%, respectively). Additionally, RT decreased by a mean of 30% for the sighted, and 31% for the adventitiously blind. Learning was mostly token-specific, but some generalization was also observed for both groups. The sighted classified novel drawings of all six FEEs faster with training (mean RT decrease = 20%). Accuracy also improved significantly (mean improvement = 20%), but this improvement was restricted to two FEEs (anger and sadness). Two of three adventitiously blind participants classified new drawings more accurately (mean improvement = 30%); however, RTs for this group did not reflect generalization. Based on a limited number of blind subjects, our results tentatively suggest that adventitiously blind individuals learn to haptically classify FEEs as well as, or even better than, sighted persons.     

Framing cognition: Dewey’s potential contributions to some enactivist issues

It is well known that John Dewey was very far from embracing the traditional idea of cognition as something happening inside one’s own mind and consisting in a pictorial representation of the alleged purely external reality out there. His position was largely convergent with enactivist accounts of cognition as something based in life and consisting in human actions within a natural environment. The paper considers Dewey’s conception of cognition by focusing on its potential contributions to the current debate with enactivism. It claims that Dewey’s anti-substantial, continuistic, and emergentistic conception of the mind as a typically human conduct pulls the rug out of the idea of cognition as representation, as well as pushes the current discussion towards a serious reconsideration of representationalist assumptions about conceptuality and language. The paper emphasises that Dewey—differently from enactivists—frames the role of cognition within experience: he argues that cognition concerns those intermediate phases of our experiences of the world which are characterised by an indeterminate or troubled situation, because he claims that human beings’ interactions with their own environment are qualitatively richer and broader than cognition, including as they do many different and intertwined modes of experience. Finally, the author suggests that a coherent development of Dewey’s lines of thought should avoid rigid distinctions and hierarchies between lower and higher degrees of cognition in humans, which are still maintained in certain forms of radical enactivism. Differently, we should consider the impact of the cultural and broadly linguistic configuration of the human–environment even on perception, motor action, and affective sensibility.

     

Creativity between individual insight and group support. An explorative study in the Italian fashion industry / La creatividad entre la introspección individual y el apoyo grupal. Un estudio exploratorio de la industria de la moda italiana

Abstract

Creativity has been defined across time and fields highlighting different perspectives and variables, from the power of individual insight to creative intelligence, to the role played by mind wandering. After a brief literature review, the present paper presents an explorative study on the dialogue between individual and collective creativity in the fashion industry. The research design is inspired by mix-method research. The dataset is made up of in-depth interviews with 12 Italian stylists, focused on the creative processes. Data have been analysed both in qualitative terms (metaphors analysis) and in quantitative terms (automatic content analysis supported by T-Lab software). According to our results, the creativity processes involved in the fashion industry are mainly individual with a growing role played by teamwork. Stylists present themselves as psychologists in dialogue with their audience, so that the general public, in some sense, become an additional actor in the creative process.     

Task effects on tactile temporal order judgments: when space does and does not matter

The ability to report the temporal order of 2 tactile stimuli (1 applied to each hand) has been shown to decline when the arms are crossed over compared with when they are uncrossed. However, these effects have only been measured when temporal order was reported by stimulus location. It is unknown whether this spatial manipulation of the body affects all tactile temporal order judgments (TOJs) or only those judgments that are spatially defined. The authors examined the effect of crossing the arms on tactile TOJs when stimuli were identified by either spatial (location) or nonspatial (frequency or duration) attributes. Spatial TOJs were significantly impaired when the arms were in crossed compared with uncrossed postures, but there was no effect of posture when order was judged by nonspatial attributes. Task-dependent modulation of the effects of posture was also evident when response complexity was reduced to go/no-go responses. These results suggest that crossing the arms impairs tactile localization and thus spatial TOJs. However, the data also suggest that localization is not a necessary precursor when temporal order can be computed by nonspatial means.     

Focusing on the relation: fewer exemplars facilitate children's initial verb learning and extension

One of the most prominent theories for why children struggle to learn verbs is that verb learning requires the abstraction of relations between an object and its action (Gentner, 2003). Two hypotheses suggest how children extract relations to extend a novel verb: (1) seeing many different exemplars allows children to detect the invariant relation between actions in different contexts (Gentner, 2003), and (2) repetition of fewer exemplars allows children to move beyond the entities involved to extract the relation (Kersten & Smith, 2002). We tested 2 1/2- and 3-year-olds' ability to extend a novel verb after viewing the repetition of one novel actor compared to four different actors performing a novel action. Both ages were better at learning and extending a novel verb to a novel actor when shown only one actor rather than four different actors. These results indicate that during initial verb learning less information is more effective.     

Social Influence in Personally Relevant Contexts: The Respect Attributed to the Source as a Factor Increasing Smokers’ Intention to Quit Smoking1

The study examined the effects of the status of the source in personally relevant persuasion contexts. Smokers (N= 117) with either weak or strong identity as smokers were exposed to an anti‐smoking message, targeting either the tobacco industry or smokers, and attributed either to a health institute or a neighborhood association. The main dependent variable was the change in intention to quit smoking. As expected, the neighborhood association was considered more respectful of the freedom of choice of the target than was the health institute. In high personal relevance conditions (i.e., participants with strong identities as smokers and message explicitly targeting smokers), smokers strengthened their intention to quit smoking when the source was the neighborhood association, but decreased it when the source was the health institute. Implications for health campaign implementation are discussed.