Virtual Reality as a Selfobject Function: Towards Reclaiming Unlived Potentialities

ABSTRACT

In this article, I illustrate how virtual reality may promote reclaiming unlived potentialities, unconscious or disavowed. Using Kohut’s concept of the Virtual Self, I suggest that virtual aspects of the self, its potential capability, are unconscious (or unknown) until met by someone or something that promotes their transformation into a conscious state of mind and supports their realization. In this sense, the virtual experiences of the self are drawn from the preconscious. Three vignettes demonstrate the transformative potential of virtual experiences when they are perceived as recognizing, and responsive to, the Self’s needs. Two vignettes are drawn from ancient myths and illuminate how the virtual zone has inspired transformation and expansion of self awareness already in ancient times. A third vignette is presented to illustrate how, at the advent of social media, disavowed and dissociated needs are channeled into cyberspace as communications that are unconsciously geared to reclaim unlived potentialities. Cyber reality converses with conventional reality and, thus, is appreciated as a mode of psychic advance toward a new kind of self consciousness.     

The framing of Sikhs in Canadian media in the 1980s: The power of the media and the conflicts between religion in the public sphere and an assumed national identity

ABSTRACT

This article examines the presentation of Sikhs in Canadian media in the 1980s. It argues that Sikhs are mostly presented as threats to Canadian society and this media framing of Sikihs mostly follows Indian media frames of Sikhs as violent anti-state terrorists. Much of this media framing, however, does not discuss the actual circumstances in India, nor does it allow for the voices of Sikhs to be heard unless they are presented as violent.     

Repetitive exploration towards locations that no longer carry a target in patients with neglect

About 50% of neglect patients show ipsilesional target re-exploration on neglect tasks and in daily life. The present study examines whether omissions and revisitings are due to disengagement failure from visible stimuli on the ipsilesional side. Thirteen patients with neglect and nine healthy controls were tested with three versions of the Bells test on touch screen, i.e. a standard cancellation in which targets have to be marked, an erase cancellation in which targets have to be erased, and a condition in which all items (including distracters) have to be erased. Whereas omissions decreased in the full-erase condition, revisitings were the most prominent in this condition. Our study shows that neglect patients also return to previously visited locations which no longer carry a target.     

Can television help to decrease stigmatization among young children? The role of Theory of Mind and general and explicit inserts

ABSTRACT

Past research has considered how exposure to certain media content affects children’s Theory of Mind (ToM). It is possible, however, that ToM also moderates the effects of exposure to televised narratives on children’s behavior. Previous work found that special inserts, designed to help children understand an inclusion message, were somewhat effective in promoting children’s comprehension of the moral lesson. Such inserts, however, may be most effective in promoting inclusion among children lowest in ToM, who would theoretically be least likely to engage in prosocial behaviors. To test this possibility, we use data collected from four- to six-year-old children in the Netherlands (N = 66). We randomly assigned children to one of three conditions: a control, a treatment condition with general information inserts, and a treatment condition with explicit moral lesson inserts. Results indicate that children’s prosocial intentions mediate the relationship between condition and stigmatization, but only among children in the explicit condition lowest in ToM. This suggests that explicit inserts can help children low in ToM to learn from inclusion narratives. Comprehension of the moral lesson did not mediate this relationship. We integrate these findings with existing research, discussing overall conclusions in the context of child development.