Hick’s law equivalent for reaction time to individual stimuli

Hick’s law, one of the few law-like relationships involving human performance, expresses choice reaction time as a linear function of the mutual information between the stimulus and response events. However, since this law was first proposed in 1952, its validity has been challenged by the fact that it only holds for the overall reaction time (RT) across all the stimuli, and does not hold for the reaction time (RT_i) for each individual stimulus. This paper introduces a new formulation in which RT_i is a linear function of (1) the mutual information between the event that stimulus i occurs and the set of all potential response events and (2) the overall mutual information for all stimuli and responses. Then Hick’s law for RT follows as the weighted mean of each side of the RT_i equation using the stimulus probabilities as the weights. The new RT_i equation incorporates the important speed–accuracy trade-off characteristic. When the performance is error-free, RT_i becomes a linear function of two entropies as measures of stimulus uncertainty or unexpectancy. Reanalysis of empirical data from a variety of sources provide support for the new law-like relationship.     

On modeling the creativity and the concept of Chef-D’oeuvre

The problem of modeling the creativity is shown to be entirely connected with another mysterious challenge — the “Explanatory Gap” between the concepts of “Brain” and “Mind”. We use the Natural Constructive Cognitive Architecture, with its important feature being the combination of two subsystems, for generation of new information and for its conservation. “Brain” is considered as records of the raw images of real objects (individual objective information), while “Mind” refers to individual subjective information created inside the cognitive system (symbols). We argued that creativity can be treated as “an effort to bring a piece of personal “Brain” into the “Mind” and World”. Specific thinking mode (intellectual panic or throes of creativity) is shown to enhance the creative work resulting in over-mobilization and even enriching personal deep inside (“Brain”) experience. It is simulated by chaotic jumps of the noise amplitude around abnormally high value. The nature of Aesthetic Emotions and the concept of Chef-D’oeuvre are analyzed. It is shown that they are caused by the “recognition paradox”: an object seems both, familiar but unusual. This occurs if the “Brain” does see its subtle features, while the “Mind” does not realize. Bright aesthetic emotions (goosebumps) are caused by irregular excitation of implicit associations provided by weak (“gray”) connections of the halo neurons (simulating the subconsciousness). General formula for Chef-D’oeuvre in science and art could be expressed as “condensed capacity to see the invisible, to combine the incompatible”.     

Why is loving a thief not the same as loving all men for the Mohists?

The purpose of this article is to explain the Mohists’ perceived inconsistences of the following three propositions in the Mojing since we attribute to them an unconditional love toward human beings: (A) A thief is a man. Killing a thief is not killing men. (B) A thief is a man. Loving a thief is not loving men. (C) Zang is a man. Loving Zang is loving men. The attribution of unconditional love toward human beings is not unusual to the Mohists when we render the Mohist idea of jian’ai as universal love. My interpretation first suggests that we can consistently interpret the Mohist ethical position as intentional utilitarianism. Second, I claim that Mohist universal love includes some generality, though it does not have to mean universality without exception. This Mohist generality will be explained through the generic use of nouns.     

Use of a reference group in researching children’s views of psychotherapy in Malta

This paper explores the process and outcomes of a children’s reference group within the context of child psychotherapy research in residential care. The reference group was set up to consult children about the design of a research project which seeks to evoke, represent and understand children’s views of psychotherapy. No work to date has explored the experience of reference groups in the context of child psychotherapy in residential care in Malta. The paper contextualises the research within the literature on reference groups in child research, which identifies the potential of reference groups as a participative and co-reflexive activity which can inform research design. The paper critically examines the nature and conduct of the reference group by acknowledging the specific context of this work rather than assuming this is necessarily positive. It does so by specifying and evaluating the outcomes of the reference group in line with its aims. The paper draws on the recordings of the reference group meetings and reference group field notes taken by the researcher as key data which were thematically analysed. The main outcomes of the reference group include children’s contribution to the design of data collection methods especially in terms of not relying only on words during data collection. Children also identified key ethical issues from the point of view of young psychotherapy service users, especially in relation to issues of trust within a residential care context. Children also reviewed and appraised research information material. The reference group process drew from the researcher’s and participants’ contexts and contributed significantly to the researcher’s reflexive process especially in terms of acknowledging his power and positioning as an adult and his dual role as a practitioner/researcher.     

Janine Chasseguet-Smirgel and psychosexuality - a reminder

Janine Chasseguet-Smirgel, who would have turned 90 this year, had a passion for truth that placed her work at the very heart of psychoanalysis. Never leaving the field of Freudian analysis she explored the inevitable difficulties, due to our premature birth, to become moral subjects. Psychoanalysis was to her, as it was to Freud, a psychology of conflict. She was suspicious of seemingly optimistic views which saw conflict as created between the potentially free subject and one repressive external system or another. Freedom is always limited in psychoanalysis. In an attempt to follow the line of thought in her vast production the article touches upon her critique of Freud’s so called phallic monism, the significance of both parents’place in the psyche, the question of “Falsehood”, perversion as a dimension of the human psyche, and her concerned view on the situation of Western thought today. The author suggests that we might benefit from her radical Freudian stance in a time when the view on truth is undergoing many unfathomable transformations. Perhaps Chasseguet-Smirgels thought can also be an important reminder about the foundations of our work; not just sexuality, not just mental acts but their specific relationship to each other     

Metalinguistic development in French learners enrolled in an immersion programme: A longitudinal study

Research on bilingualism has shown a bilingual advantage in phonological and syntactic awareness, and more recently on some morphological awareness tasks in children who had acquired two languages simultaneously. However, there is still limited knowledge about this advantage in students who acquire a second language in school after having developed a first language. The present longitudinal study addressed this issue by comparing, over the first two years of primary school, the development of metalinguistic abilities in 33 French learners enrolled in an immersion French–German programme to that of 43 French monolingual peers. Results support the bilingual advantage and add to the growing body of research reaching the same conclusion. In this study, this advantage appears as early as in first grade and the gap favouring second language learners widens with time. The results are discussed in light of differences between the characteristics of the two languages.     

The online processing of only if and even if conditional statements: Implications for mental models

A sentential connective like only if or even if merges two simple propositions into a complex statement. This study used a visual world paradigm experiment to explore how this merging process proceeds online. We first presented participants with a short animation, illustrating different simple propositions that are possible to be merged by the sentential connectives. We then auditorily played an only if or an even if statement and recorded participants' eye movements on the concurrent test image. We observed that hearing the sentential connective results in more fixations on the tokens of the appropriate propositions that are eligible to be merged by the sentential connective. Each sentential connective elicited anticipatory effect suggests that once they heard the sentential connective, participants knew which propositions could be merged. We then discussed the implications of our results to the mental model theory of conditionals and the experimental studies reported in literature.     

Parental Influences on Memories of Parents and Friends

The authors evaluated the role parent–child relationship quality has on two types of memories, those of parents and those of friends. Participants were 198 Italian university students who recalled memories during 4 separate timed memory-fluency tasks about their preschool, elementary school, middle school, high school and university years. Half were instructed to recall memories involving parents and the remainder memories involving friends. Moreover, parent–child relationships were assessed by the Network of Relationships Inventory (NRI; W. Furman & D. Buhrmester, 1985) and Adolescents’ Report of Parental Monitoring (D. M. Capaldi & G. R. Patterson, 1989). Results showed that men with positive parent–son relationships had more memories of parents and more affectively positive memories of friends, supporting a consistency model positing similarity between parent–child relationships and memories of friends. Women with positive parental relationship quality had more affectively positive memories of parents but for friends, positive relationship quality only predicted positive memories when young. At older ages, especially middle school-aged children, negative parent–daughter relationships predicted more positive memories of friends, supporting a compensatory model. The gender of parent also mattered, with fathers having a more influential role on affect for memories of friends.     

The place of once-weekly treatment in the work of an analytically trained child psychotherapist

In this paper, I explore how we might link ideas about clinical facts to current issues in child psychotherapy research. I consider what our understanding of clinical facts might contribute to our research methods and how our research methods might better represent the clinical facts. The paper introduces a selection of psychoanalytic writers' formulations of the concept and describes some of the debates about the shortcomings of the traditional style of case reporting. The importance of keeping emotional experience central in our research is discussed. I describe a research method that I believe has the potential to capture and describe some of the complicated processes of change in psychotherapy. This is the concept of the ‘turning point’ session. Introducing the paradigm of complexity theory, I briefly explore how we might think about and understand the relationship between processes revealed through detailed analysis of a single session and change over a longer period of therapy.     

Interpretation: signals from the analytic field and emotional transformations

Through numerous clinical examples and from a point of view focused on field theory the author reflects upon what are the main characteristics of ‘transformative interpretations’ and upon the mental and affective conditions that support it. He especially centers his attention on difficult patients who have experienced cumulative affective traumas in their lives.