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Blass RB 《The International journal of psycho-analysis》2011,92(5):1137-1157
Psychoanalysis emphasizes that in discovering psychic truth what is needed is not abstract or distant knowledge of this truth but rather an immediate encounter with it. In this paper the author examines the meaning of this immediacy through the study of Betty Joseph's notion of 'here and now,' which in recent years has been most directly associated with it. The author shows how Joseph's notion of 'here and now' continues a legacy beginning in Freud and taken up by Klein regarding the immediacy of unconscious truth that differs from other available analytic formulations of the term. To highlight the uniqueness of Joseph's contribution the author goes on to examine what distinguishes it within the kleinian framework. She does this in part through comparison with the clinical approach of Hanna Segal, whose focus on unconscious phantasy adheres to the same foundational legacy. The author points to the differences between Joseph and Segal and their significance, which have not been sufficiently elaborated in the analytic literature. She argues that viewing these differences within the context of a shared perspective on the role of unconscious truth in the analytic process and task enriches our understanding of the complexity of kleinian thinking and the meaning of truth in psychoanalysis. This understanding is also furthered by the recognition that many uses of the term 'here and now' in the analytic literature refer to something very different from what Joseph refers to and are based on a perspective that is fundamentally opposed to hers. 相似文献
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This article describes a single session aimed at helping participants on a family therapy foundation course to move from a position of anxiety and discomfort about completing a written assignment to a position of safe uncertainty. Evaluation from the perspectives of course participants, course facilitators and assignment markers has shown participants engaging more enthusiastically with the writing of the assignment and expressing less anxiety about the process. 相似文献
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ZHANG Lifeng 《Frontiers of Philosophy in China》2012,7(1):164
Plantinga’s conception of possible worlds is problematic in one sense: it relies on the prior idea of modality. His strategy for resolving the puzzle of transworld identity is significant in the metaphysical sense but fruitless in the epistemological sense because world-indexed properties cannot be used as effectively in epistemic practice as their counterparts, i.e., space- and time-indexed properties. His isolation of transworld identification from transworld identity is unconvincing. This paper argues that the intelligibility of modal discourse and reference is the essence of transworld identity. It is also proved that transworld identification is the epistemic ground of such intelligibility. Hence, the transworld identification problem is the epistemological foundation of the transworld identity problem, and there must be a comprehensive answer to the former. 相似文献
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Filik R 《Cognition》2008,106(2):1038-1046
Readers typically experience processing difficulty when they encounter a word that is anomalous within the local context, such as 'The mouse picked up the dynamite...'. The research reported here demonstrates that by placing a sentence in a fictional scenario that is already well known to the reader (e.g., a Tom and Jerry cartoon, as a context for the example sentence above), the difficulty usually associated with these pragmatic anomalies can be immediately eliminated, as reflected in participants' eye movement behaviour. This finding suggests that readers can rapidly integrate information from their common ground, specifically, their cultural knowledge, whilst interpreting incoming text, and provides further evidence that incoming words are immediately integrated within the global discourse. 相似文献
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A unique hallmark of human language is that it uses signals that are both learnt and symbolic. The emergence of such signals was therefore a defining event in human cognitive evolution, yet very little is known about how such a process occurs. Previous work provides some insights on how meaning can become attached to form, but a more foundational issue is presently unaddressed. How does a signal signal its own signalhood? That is, how do humans even know that communicative behaviour is indeed communicative in nature? We introduce an experimental game that has been designed to tackle this problem. We find that it is commonly resolved with a bootstrapping process, and that this process influences the final form of the communication system. Furthermore, sufficient common ground is observed to be integral to the recognition of signalhood, and the emergence of dialogue is observed to be the key step in the development of a system that can be employed to achieve shared goals. 相似文献
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Christopher H. Skinner Ph.D. Priscilla A. Fletcher B.S. Mark Wildmon B.S. Phillip J. Belfiore Ph.D. 《Journal of Behavioral Education》1996,6(4):427-436
College students were exposed to a control mathematics assignment containing 16 three-digit by two-digit multiplication (3×2) problems and two experimental assignments that contained 16 equivalent 3×2 problems and six additional interspersed problems. On one experimental assignment, 4-digit plus 4-digit problems (4+4) were interspersed. On the other experimental assignment, 2-digit divided by 1-digit with whole number answers problems (2/1) were interspersed. When given a choice, significantly more students choose the 2/1 assignment over the control and 1+4 assignment. Students also ranked the 2/1 sheet as requiring less time to complete than the control or 4+4 assignment but no differences were found on assignment difficulty rankings between the 4+4 and 2/1 assignments. No differences were found on accuracy levels or rates of responding on the target 3×2 problems across assignments. Results showed that interspersing additional problems that take relatively less time to complete may be more important for altering student preference for assignments than interspersing easier problems. Discussion focuses on schedules of reinforcement and resource efficient procedures for increasing student preference for assignment without compromising curricula integrity. 相似文献
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This study investigated the extent to which interspersing effects are consistent with the effects of reinforcement on predicting students preferences for mathematics assignments. Students were exposed to 4 pairs of assignments. Each assignment pair contained a control assignment with 15 problems requiring multiplication of a three digit number by a two digit number, and an experimental assignment consisting of 15 similar multiplication problems plus additional brief one-digit by one-digit multiplication problems interspersed at four different rates (i.e., no interspersing, every other, every third, or every fifth problem) across assignment pairs. Performance data were collected for accuracy, total problem completion rate and target problem completion rate. In addition to performance data, students were asked to rate each assignment with regard to relative difficulty, time, effort to complete, and preference between assignments for homework. Results suggest that although interspersing rates do not affect accuracy, they do affect problem completion rate, and student preferences for academic assignments. Discussion focuses on interspersing rate and schedules of reinforcement with emphasis on both applied and theoretical implications. 相似文献