From the word to the conversation: Paradigms and psychology in German protestant pastoral thought

Under steady pressure from ordinary pastoral practice German Protestantism gradually made proclamatory pastoral care more responsive to human need and more adequate to human complexity. In doing so it drew heavily from psychology, but the very refinements helped obscure its original intent. For that and other reasons it came into crisis and was replaced by therapeutic pastoral care, which now dominates German pastoral thought and practice. Each of these paradigms of pastoral work reflected in its own way on the theological aspects of pastoral care, producing quite different theologies of pastoral care and employing psychology in that process in quite different ways.Dr. Burck is Assistant Professor of Religion and Health and Chaplain-Supervisor at Rush-Presbyterian-St. Luke's Medical Center, 1753 W. Congress Parkway, Chicago, Illinois 60612. This article is a sequal to his The New Pastoral Care in Germany, published in the Summer, 1978 issue ofPastoral Psychology.     

Effects of attack and uncontrollable noise on aggression

After being either attacked or treated in a more neutral manner by an experimental confederate, male subjects shocked the confederate while being stimulated by loud noise. Among previously attacked subjects, possession of control over offset of the noise led to the delivery of shocks significantly shorter in duration than those given by subjects who did not have control. Mere predictability of noise offset did not have the same effect. Subjects who could control the noise did not differ from those who heard no noise with respect to the duration of shocks given. Noise had no effect on shock duration among nonattacked subjects. In a follow-up study subjects who were given bogus information that they were aroused by noise were less punitive toward an attacking confederate than subjects given no such information. The overall conclusion is that noise facilitates aggression in subjects who have been instigated to aggress to the degree that noise-produced arousal is misattributed to the instigating stimulus.     

Memory for movement: Interaction of location and distance cues and imagery ability

The present experiments examined the role of imagery ability in recall of either the terminal location or the distance of a preselected horizontal linear movement following changes in the recall starting position. Subjects were selected on the basis of their scores on a shortened version of the Betts Questionnaire upon Mental Imagery (Betts Q.M.I., Sheehan 1967). Both high and low imagers were assigned to one of four groups, HIL, LIL, HID, LID, the last letter indicating the movement cue (terminal location or distance moved) to be recalled. Recall of the appropriate movement cue from one of four new recall starting positions occurred after either a 5-sec or 30-sec unfilled retention interval. Analysis of constant error indicated all groups were unable to recall the specified movement cue independent of the other source of information, even when subjects were given explicit instructions to utilise an imagery strategy. The data corroborate our earlier findings that memory for self paced movements is based on an interaction of location and distance cues derived from the criterion movement.     

Fluid and crystallized intelligence: effects of diffuse brain damage on the WAIS

In the 1940's two forms of intelligence, fluid and crystallized, were postulated. Active mental processing (WAIS performance subtests) were fluid while well learned abilities (WAIS verbal subtests) were crystallized. Brain damage was considered to affect fluid abilities more than crystallized. WAIS scores comparing normal and diffusely organically damaged subjects indicated that, as hypothesized, the verbal subtests were more affected than the performance subtests.     

Assessment of the relative importance of S+ and S− in rats using differential training on intercurrent discriminations

The present studies assessed the degree of stimulus control exerted by S+ and S? without confoundings of stimulus novelty and stimulus ambiguity. In Experiment 1, rats were trained on two intercurrent simultaneous discrimination problems with nine times more training given on one than the other. Then the animals were given transfer tests with re-paired stimuli. The results showed that S? exerts greater stimulus control than S+ in a two-choice simultaneous discrimination. Experiment 2 provided a test of the possibility that the relative degree of control by S? varies with different amounts of training. Three groups were trained on two intercurrent simultaneous discrimination problems; each group was given 7, 11, or 15 times more training on one problem than the other. Then transfer tests were given with re-paired stimuli. Again the results showed that S? exerts greater stimulus control than S+ in a two-choice simultaneous discrimination.     

THE DEVELOPMENT OF KNOWLEDGE CONCERNING WRITTEN ARITHMETIC: A CROSS-CULTURAL STUDY

This study is concerned with the manner in which Western mathematics is assimilated by children raised in traditional African cultures. It was predicted that after an initial period of difficulty in learning school arithmetic, African children (Baoulé and Dioula from the Ivory Coast) acquire basic concepts, develop invented strategies, and make errors similar to those of American children. Further, it was predicted that Dioula children, since they are members of a commercial culture, perform at a somewhat higher level than the Baoulé, members of a farming culture which does not seem to stress computational activity. To investigate these hypotheses, American, Baoulé, and Dioula children at two age levels were given a variety of arithmetic problems involving basic skills (e.g., reading numbers), number knowledge (e.g., place value), and calculational abilities (e.g., written computation). The results showed that, in general, older African and American children (fifth- and sixth-graders) were quite similar in all respects. The only large and significant differences occurred in the case of younger children (second- and third-graders). At this level American children generally performed at a higher level than Africans, as predicted, and Dioula occasionally at a higher level than Baoulé, also as predicted. At the same time, qualitative aspects of African and American children's performance were similar: for example, both groups made the same types and proportions of errors in written calculations. The results generally support the hypotheses and can be explained in terms of both educational and cognitive factors.     

External memory: High speed,low speed,and no speed

This paper describes potential constraints on the selection of external memory devices (stimulus sources) and suggests options available to the would-be user of such systems for estimating research requirements and the functional parameters of the available external memory devices.     

Some relations between the negative Oedipus complex and aggression in the male

The conflictual problems that accompany the Oedipus complex, in both its positive and negative (normal and inverted) forms, have long been recognized. It has also been well established that normal and pathological identifications derive from bisexual tendencies and from the complications of early life experiences that reinforce love or hate toward father and mother respectively. In the male, two mechanisms that can operate to bring about a predominant feminine identification and hence a negative or inverted Oedipus complex have been described. First, there is that of a primary identification with the mother, and the seeking of the father as object, with castration anxiety as a consequence. Alternatively, the sequence has been considered to involve positive oedipal wishes with mother as object; accompanying castration anxiety based on expectation of punishment; submission in a negative oedipal position as an attempted defense, only serving, however, to reinforce castration anxiety; and ultimately, a reversion to reactive aggression against the father. The links between unconscious homosexuality and paranoia in light of the foregoing dynamics have been indicated. The influence of preoedipal experience has long been presumed, though not systematically traced. With the advance of understanding of the earliest phases of childhood development, further clarification has become possible. Several factors are discussed in this paper, with illustrative clinical material. Included are the parental roles in perpetuating infantile conflicts of each libidinal phase, and in progression from symbiosis to successful separation-individuation. The resultant difficulties in ego development and in the establishment of mature object relations are described. The subsequent problems in mastering the tasks of the oedipal phase are detailed, showing the effects in terms of alternating positive and negative oedipal strivings. The adolescent-phase struggles are touched on, including the unrealistic ego-ideal structuring based on the negative oedipal stresses. Finally, the relation between unconscious homosexuality, beating fantasies, and paranoia is discussed, with the implications regarding aggression and its effects on psychopathology.