The Other Self: Psychopathology and Literature

The figure of the "double" or the other self is an important topic in the history of literature. Many centuries before Jean Paul Richter coined the term, "doppelg?nger," at the beginning of the Romantic Movement in the year 1796, it is possible to find the figure of the double in myths and legends. The issue of the double emphaszses the contradictory character of the human being and invokes a sinister dimension of the psychological world, what has been called in German as "umheimlich." However, does multiciplicity always involve pathology? Related to this figure in literary history, a new perspective from clinical psychology called "dialogical self" defines the self as a multi-voice reality. Along the same line, postmodernist psychology considers the self a discursive construction. From these perspectives, the "self" is situated a long way away from the classical essential conception of the self. In this paper, we review briefly some important landmarks of the figure of the double in the literature, and we compare the coincidences of the "double" experiencies described in literature with the experiences of our patients. Finally, we discuss how this literary tradition can help us to understand new psychological perspectives.     

Psychological characteristics in women football players: Skills,mental toughness,and anxiety

Women's football has been far less studied than men's. This work's objectives were to: (1) analyze the differences in psychological skills, mental toughness (MT), and anxiety in women football players according to their level (national team, first division, and second division); and (2) predict those three levels (using a multivariate model) according to the players’ psychological skills, mental toughness, and anxiety. One hundred and forty‐two Icelandic women football players (23.5 ± 3.5 years) participated in the study. They were classified into three groups according to their level: national team, and first and second divisions. Three questionnaires were used: the Test of Performance Strategies Questionnaire, the Sport Mental Toughness Questionnaire, and the Sport Anxiety Scale‐2 questionnaire. A one‐way ANOVA with Bonferroni post hoc correction was used to examine differences between teams. Applying a classification tree analysis, the participants were classified into three groups according to their level. There were few differences between the three groups in psychological skills, but in mental toughness and anxiety the national team had the highest and lowest values respectively, and the first and second division players differed in relaxation in competition (TOPS), total score and confidence (SMTQ), and worry (SAS‐2). The classification tree correctly classified 54.9% of the sample with the variables total score (SMTQ) and activation in practice (TOPS). Therefore, given the relevance that psychological attributes appear to have for women football players’ performance, it would seem indispensable to incorporate the figure of the sports psychologist into national and club teams.     

A comparison of intervention for problematic speech using reinforcement with and without preferred topics

Previous research has shown that responding to the appropriate and problematic speech of individuals diagnosed with developmental disabilities with interested and uninterested listener responses, respectively, can promote more appropriate conversational engagement. However, Fisher et al. (2013) also responded to appropriate speech with access to preferred conversational topics. This study examined the influence of listener interest on the problematic speech of 8 participants and tested the additive effects of (Study 1) and participant preference for (Study 2) delivering preferred topics as reinforcement for appropriate speech. Interventions were equally effective with or without arranging access to preferred topics, but a majority of participants demonstrated a preference for intervention with contingent access to preferred topics. Caregivers and speech‐language pathologists rated the intervention procedures as acceptable and changes in participants' speech satisfactory.     

Auditory Hallucinations as Social Self-Positions: A Theoretical Discussion from a Single-Case Study

This work uses social positioning analysis to investigate the phenomenon of the auditory verbal hallucination (AVH) in schizophrenia in order to describe its social and interactive nature. We focus in detail on a single-case study of a patient who verbalized her AVHs. We analyze 3 significant excerpts from an interview with a person with paranoid schizophrenia. This interview is part of a larger study conducted with 18 participants about life narrative construction in the sociocultural context of care homes. The interaction between the patient and her voices is examined closely to reveal the dynamic between interviewer, patient, and voices. The analysis differentiates the voice of the patient from that of the hallucination and reveals “social interaction” between this dyad and the interviewer. We discuss a possible social and interactive framework to understand the origin of AVHs and the self-construction process.     

Pavlovian compound conditioning in the rabbit

Two experiments are reported on eyelid conditioning in the rabbit involving compounds of isolable CSs. In Experiment 1 it was demonstrated that subjects could be trained to respond discriminatively on the basis of specific configurations when no other reliable component cues were available. In Experiment II, a novel test procedure failed to provide further evidence that subjects utilized specific configurational cues when reliable isolable components were available. The findings were discussed in terms of the assumption that any stimulus compound involves both isolable and configurational components with the former being more “salient” than the latter.     

Choice of task and goal under conditions of general and specific affective inducement

In this study we examine the role of general and task-specific affect on task and goal choice in a performance setting. We use video stimuli to induce a general positive or general negative affective state, and use rate-of-progress and absolute discrepancy feedback to manipulate task-specific affect. Analyses indicate that general affective states influenced task and goal choices, self-efficacy expectations, and performance. Rate-of-progress feedback influenced affective state, task choice, and self-efficacy expectations. Absolute discrepancy feedback influenced task choice modestly and self-efficacy significantly. Generally, positive affect promoted mood maintenance while negative affect promoted mood repair, and general and task-specific affect exerted similar effects. Results are discussed in terms of the motivational consequences of affective states (either general or task-specific) for task and goal choices.     

The Impact of Segmental Trunk Support on Posture and Reaching While Sitting in Healthy Adults

The authors investigated postural and arm control in seated reaches while providing trunk support at midribs and pelvic levels in adults. Kinematics and electromyography of the arm and ipsiliateral and contralateral paraspinal muscles were examined before and during reaching. Kinematics remained constant across conditions, but changes were observed in neuromuscular control. With midribs support, the ipsilateral cervical muscle showed either increased anticipatory activity or earlier compensatory muscle responses, suggesting its major role in head stabilization. The baseline activity of bilateral lumbar muscles was enhanced with midribs support, whereas with pelvic support, the activation frequency of paraspinal muscles increased during reaching. The results suggest that segmental trunk support in healthy adults modulates ipsilateral or contralateral paraspinal activity while overall kinematic outputs remain invariant.     

Patterns of interactive behavior in a multicultural school context

This paper is an empirical research based on observational methodology. It is an idiographic research with a mixed observational design of low intervention, of the following type: monitoring/nomothetical/multidimensional. We used a tool created in situ for the systematic multidimensional register of the complex occurrence of several types of behavioural events in real time, which combines the format of field investigation with the system of categories. The reliability of the observation tool is obtained through the researcher-observer's agreement with him- or herself. Our aim is to study the social relationships between first-grade peer students in a multicultural context. We present some structures of seeking social closeness, help and cooperation among children of similar and different cultures, which were discovered through the detection and analysis of temporal patterns of the interactive situation of boys and girls who were observed during their academic and leisure activities in the natural context of their school.