On My Becoming a Psychoanalyst

I describe my experience of becoming a psychoanalyst in Germany between 1997 and 2002. The article combines my personal criticism of certain aspects of institutionalized psychoanalysis and some established procedures within psychoanalytic training, which underline the need for more evaluation and more transparency within the institutes and associations.     

Concurrent Relations Between Perspective-Taking Skills,Desire Understanding,and Internal-State Vocabulary

Recent studies suggest that there appears to be a similar developmental sequence in the understanding of mental states in both internal-state language and in standard theory-of-mind tasks. These findings suggest possible developmental relations between children's ability to talk and think about the mind. Two experiments investigated the concurrent relations between internal-state vocabulary and theory-of-mind abilities in 30-month-old toddlers. In Experiment 1, children's internal-state language vocabulary was significantly and specifically related to their concurrent understanding of others' visual and emotional perspectives and was less strongly related to desire understanding. Experiment 2 replicated and extended these findings by examining the link between internal-state vocabulary and visual perspective-taking and comprehension of own versus other's desire, controlling for general verbal skills. Children with a more developed internal-state vocabulary performed better on perspective-taking tasks. These findings suggest that labeling and reasoning about mental states are related abilities at the early stages of theory-of-mind development.     

Longitudinal Relations Between Theory of Mind and Metacognition and the Impact of Language

This study investigated the longitudinal relation between children's theory of mind and their metacognitive knowledge with a special focus on the impact of language on this relation. Measures of theory-of-mind understanding and metamemory knowledge were assessed in 133 3-year-old children at 4 measurement points separated by half-year intervals. Results revealed a somewhat more pronounced effect of children's early theory of mind on the change in metamemory knowledge than vice versa. This effect was almost independent of the time period under investigation as well as of earlier language and nonverbal competencies and socioeconomic status. Early language competencies had a direct impact on theory-of-mind and metamemory development and moreover indirectly affected metamemory development through children's theory of mind. The results of the study suggest that children's abilities to metarepresent together with their early language competencies are important in the acquisition of metamemory knowledge.     

Observing Preschoolers’ Social-Emotional Behavior: Structure,Foundations, and Prediction of Early School Success

Social-emotional behavior of 352 3- and 4-year-olds attending private childcare and Head Start programs was observed using the Minnesota Preschool Affect Checklist, Revised (MPAC-R). Goals of the investigation included (a) using MPAC-R data to extract a shortened version, MPAC-R/S, comparing structure, internal consistency, test–retest reliability, and stability of both versions; and, using the shortened measure, to examine (b) age, gender, and risk status differences in social-emotional behaviors; (c) contributions of emotion knowledge and executive function to social-emotional behaviors; and (d) contributions of social-emotional behaviors to early school adjustment and kindergarten academic success. Results show that reliability of MPAC-R/S was as good, or better, than the MPAC-R. MPAC-R/S structure, at both times of observation, included emotionally negative/aggressive, emotionally regulated/prosocial, and emotionally positive/productive behaviors; MPAC-R structure was similar but less replicable over time. Age, gender, and risk differences were found. Children's emotion knowledge contributed to later emotionally regulated/prosocial behavior. Finally, preschool emotionally negative/aggressive behaviors were associated with concurrent and kindergarten school success, and there was evidence of social-emotional behavior mediating relations between emotion knowledge or executive function, and school outcomes. The importance of portable, empirically supported observation measures of social-emotional behaviors is discussed along with possible applications, teacher utilization, and implementation barriers.     

The Scope of Client Aggression Toward Social Workers in Israel

The phenomenon of client violence toward social workers has been documented in various parts of the world. The goal of this study is to describe the phenomenon and explore the relationship pattern between contextual variables and clients’ aggression. The study encompassed a sample of 645 workers in 34 municipal social service agencies. Of the entire sample, 80% reported being exposed to some form of aggression at least once over the last 3 months. The findings highlight 2 broad axes related to client aggressiveness: frequency and level of aggression. With respect to frequency, we can discern a continuum running from common types of aggressive behaviors to rare ones. The other axis focuses on the level of aggressiveness used, from minor types of client aggression, such as verbal assaults and threats, increasing to more severe ones, such as property damage, and, finally, to physical injury. The routineness of aggression in the work environment lends it the appearance of being normal, and functioning in such an environment desensitizes social workers to clients’ aggressiveness. Also examined and discussed are organizational and personal factors that contribute to the aggressive behavior of clients, including seniority, gender, workload, inadequate service conditions, and coworkers’ aggressive behavior.     

No reason for identity: on the relation between motivating and normative reasons

This essay is concerned with the relation between motivating and normative reasons. According to a common and influential thesis, a normative reason is identical with a motivating reason when an agent acts for that normative reason. I will call this thesis the ‘Identity Thesis’. Many philosophers treat the Identity Thesis as a commonplace or a truism. Accordingly, the Identity Thesis has been used to rule out certain ontological views about reasons. I distinguish a deliberative and an explanatory version of the Identity Thesis and argue that there are no convincing arguments to accept either version. Furthermore, I point out an alternative to the Identity Thesis. The relation between motivating and normative reasons can be thought of as one of representation, not identity.     

Comparing the neural correlates of affective and cognitive theory of mind using fMRI: Involvement of the basal ganglia in affective theory of mind

Theory of Mind (ToM) is the ability to infer other people’s mental states like intentions or desires. ToM can be differentiated into affective (i.e., recognizing the feelings of another person) and cognitive (i.e., inferring the mental state of the counterpart) subcomponents. Recently, subcortical structures such as the basal ganglia (BG) have also been ascribed to the multifaceted concept ToM and most BG disorders have been reported to elicit ToM deficits. In order to assess both the correlates of affective and cognitive ToM as well as involvement of the basal ganglia, 30 healthy participants underwent event-related fMRI scanning, neuropsychological testing, and filled in questionnaires concerning different aspects of ToM and empathy. Directly contrasting affective (aff) as well as cognitive (cog) ToM to the control (phy) condition, activation was found in classical ToM regions, namely parts of the temporal lobe including the superior temporal sulcus, the supplementary motor area, and parietal structures in the right hemisphere. The contrast aff > phy yielded additional activation in the orbitofrontal cortex on the right and the cingulate cortex, the precentral and inferior frontal gyrus and the cerebellum on the left. The right BG were recruited in this contrast as well. The direct contrast aff > cog showed activation in the temporoparietal junction and the cingulate cortex on the right as well as in the left supplementary motor area. The reverse contrast cog > aff however did not yield any significant clusters. In summary, affective and cognitive ToM partly share neural correlates but can also be differentiated anatomically. Furthermore, the BG are involved in affective ToM and thus their contribution is discussed as possibly providing a motor component of simulation processes, particularly in affective ToM.     

Target localization among concurrent sound sources: No evidence for the inhibition of previous distractor responses

The visuospatial negative priming effect—that is, the slowed-down responding to a previously ignored location—is partly due to response inhibition associated with the previously ignored location (Buckolz, Goldfarb, & Khan, Perception & Psychophysics 66:837-845 2004). We tested whether response inhibition underlies spatial negative priming in the auditory modality as well. Eighty participants localized a target sound while ignoring a simultaneous distractor sound at another location. Eight possible sound locations were arranged in a semicircle around the participant. Pairs of adjacent locations were associated with the same response. On ignored repetition trials, the probe target sound was played from the same location as the previously ignored prime sound. On response control trials, prime distractor and probe target were played from different locations but were associated with the same response. On control trials, prime distractor and probe target shared neither location nor response. A response inhibition account predicts slowed-down responding when the response associated with the prime distractor has to be executed in the probe. There was no evidence of response inhibition in audition. Instead, the negative priming effect depended on whether the sound at the repeatedly occupied location changed identity between prime and probe. The latter result replicates earlier findings and supports the feature mismatching hypothesis, while the former is compatible with the assumption that response inhibition is irrelevant in auditory spatial attention.     

Role Satisfaction Mediates the Relation between Role Ambiguity and Social Loafing among Elite Women Handball Players

The aims of the study were to develop a questionnaire on self-reported social loafing (SRSLQ), and then to examine its relations with role ambiguity and role satisfaction in a sample of 110 women handball players competing at the elite level in Norway. Structural equation modeling analyses indicated that the SRSLQ was a psychometrically sound measure. In line with the expectations, role satisfaction fully mediated the positive relation between role ambiguity and self-reported social loafing: The more players experienced role ambiguity, the less satisfied they were with their role in the team, and the more social loafing they reported.     

Structure and Validity of Affect Knowledge Test (AKT) in a Sample of Italian Preschoolers

The authors’ main goals were to examine whether the Affect Knowledge Test's (AKT) factor structure would be represented by a two-factor model (i.e., emotion recognition and situation knowledge) or by a one-factor model in Italian preschoolers (N = 164; M = 4.24 years, SD = 1.09 years). The concurrent validity of the AKT was further examined using measures of social competence. The findings replicated a model of emotion knowledge, with emotion recognition and situation knowledge as distinct but interrelated factors. Gender and age differences showed that older children and girls displayed higher scores in situation knowledge than younger children and boys. Additionally, our validity model of the AKT demonstrated that emotion recognition preceded situation knowledge, which in turn was positively related to children's sensitive or cooperative behaviors and negatively associated with anxious or withdrawn behaviors. Our results suggest that the use of the AKT may help the teachers to evaluate children's level on emotional knowledge that in turn might impact on children's positive social relationships within classroom in Italy.