Projective identification: Pros and cons. An essay review of Samuel Slipp,the technique and practice of Object Relations Family Therapy

This paper is a critical appraisal of Samuel Slipp's book on Object Relations Family Therapy (ORFT), which uses the concept of projective identification as a central thesis in explaining interpersonal influence. Slipp's book is praised for its excellent review of the literature of object relations theory and the major schools of family therapy, classification of families according to complementary projections, and revealing case material. Interpersonal-Systemic (I-S) theory and methodology with its use of the concepts of empathy, interpersonal influences, search for intimacy, maintenance of self-esteem, selective inattention, and reflected appraisals is offered as an alternative view to projective identification.     

Characteristics of the indirect McCollough effect.

Induction of contingent color aftereffects with a single chromatic grid sometimes results in an illusory color on a grid different from the one presented during induction. Such illusory color, contingently elicited by a noninduced grid, has been termed the indirect McCollough effect (indirect ME). We show that the indirect ME occurs only when the color complementary to the grid color is present during induction (either physically present or as a color afterimage), and that the indirect ME is seen only on gratings that are orthogonal to the induction orientation. These findings are in accord with the account of the indirect ME proposed by Humphrey, Dodwell, and Emerson (1989). We also show that characteristics of the indirect ME (seen following one-grid induction), both on induced and orthogonal orientations, are similar to those observed with the direct ME (seen following the usual two-grid induction procedure). Both procedures result in contingent aftereffects that display substantial retention and that do not display interocular transfer.     

Conditioning insulin effects.

It has previously been demonstrated that after a number of insulin injections in rats, an injection of a placebo leads to an elevation in blood sugar. It has been suggested that this apparent conditioned compensatory response is an artifact resulting from stressing the subject (when large doses of insulin are used) or represents a nonassociative phenomenon (when small doses of insulin are used). These two suggestions were rejected on the basis of the results of Experiments 1 and 2, respectively. Experiments 3 and 4 demonstrated that although the behavioral effects of insulin can be conditioned to the injection procedure, such conditioned insulinlike behaviors (contrary to suggestions of many investigators) are not mediated by a pypoglycemic state.     

Short-term retention of pictures and words: evidence for dual coding systems.

The recall of picture and word triads was examined in three experiments that manipulated the type of distraction in a Brown-Peterson short-term retention task. In all three experiments recall of pictures was superior to words under auditory distraction conditions. Visual distraction produced high performance levels with both types of stimuli, whereas combined auditory and visual distraction significantly reduced picture recall without further affecting word recall. The results were interpreted in terms of the dual coding hypothesis and indicated that pictures are encoded into separate visual and acoustic processing systems while words are primarily acoustically encoded.     

Differcntial feature analysis in the recognition memory of reflective and impulsive children

Seventy-two children. 18 reflective, and 18 impulsive first and fifth graders were tested in a forced-choice recognition memory task. Experimental conditions systematically varied the possibility that correct responses could be made on the basis of verbal labels, visual feature analyses, or both. Although reflective children made more correct recognition choices than did impulsive children under all experimental conditions, this difference was, as predicted, significant only in a condition in which the sole basis for correct response depended on a purely visual feature analysis. Order of condition difficulty indicated that visual feature analysis independent of verbal processes was responsible for successful recognition performance in these Ss. Results were discussed with reference to the feature-testing model for recognition proposed by Selfridge and Neisser.     

Visual recognition memory in reflective and impulsive children

Twenty-nine reflective and 29 impulsive fifth-grade boys were tested in a forced-choice visual recognition memory task. In three of the experimental conditions (1FD, 2FD, 4FD) the number of visual feature differences between the correct and incorrect test stimuli was 1, 2, or 4, and correct response could not be based on the name of the stimulus; in the fourth condition (DO) the correct and incorrect test stimuli had different names. As predicted, performance on DO and 4FD was equivalent and was superior to that on 1FD and 2FD. Although reflective Ss made more correct responses than impulsive Ss in all four conditions, only the performance difference in Condition 1FD was significant. Mean correct response latencies mirrored the correct response data. These results were consistent with the Selfridge-Neisser feature-testing model of recognition memory, and it was argued that the primary underlying basis for the dimension of reflection-impulsivity was that reflective Ss tend to engage in a more detailed visual feature analysis of stimulus arrays. Strong inferential evidence was provided that visual feature analysis independent of verbal labeling was responsible for successful recognition performance in these Ss.     

The effects of biasing information on behavioral observations and rating scales

The effects of biasing information on behavioral observations and rating scales were studied. Fortyone undergraduate students trained in making reliable behavioral observations were given differential expectations concerning the activity level of a target child. They then viewed videotape recordings of that child and tallied frequency counts of six behavioral categories simultaneously. In addition, subjects completed postexperimental rating scales composed of specific, identifiable behaviors in regard to the target child. Results indicated that, for the most part, neither the behavioral observations nor the rating scales were significantly affected by the biasing information. It is suggested that rating scales constructed of items as discrete and readily identifiable as those of behavioral observation measures may prove resistant to biasing effects.This study is based in part on a thesis submitted by the second author to Case Western Reserve University in partial fulfillment of the requirements for the master of arts degree in psychology. The authors express their appreciation to the Claremont Unified School District, Claremont, California, for their assistance in the production of the videotape and to the Instructional Support Center at Case Western Reserve University for their co-operation in providing research space. Special thanks are given to Thomas Hyde for his advice and assistance throughout the study.     

STIMULUS SELECTION AND TRACKING DURING URINATION: AUTOSHAPING DIRECTED BEHAVIOR WITH TOILET TARGETS1

A simple procedure is described for investigating stimuli selected as targets during urination in the commode. Ten normal males preferred a floating target that could be tracked to a series of stationary targets. This technique was used to bring misdirected urinations in a severely retarded male under rapid stimulus control of a floating target in the commode. The float stimulus was also evaluated with nine institutionalized, moderately retarded males and results indicated rapid autoshaping of directed urination without the use of verbal instructions or conventional toilet training. The technique can be applied in training children to control misdirected urinations in institutions for the retarded, in psychiatric wards with regressed populations, and in certain male school dormitories.