The clinical language of Sándor Ferenczi: Introductory and methodological considerations

Abstract

Reflecting in the present paper on the legitimacy of a work to collect together the ideas, concepts, and terms of Sándor Ferenczi, the author will explore, through a series of questions and answers, the following points: why it is so clear-cut that Ferenczi should be included in the company of those great psychoanalytic authors who might be deemed entitled to such a study; whether Ferenczi possessed his own language, and if this was the case, when and how he acquired it; what we mean when we refer to Ferenczi’s idiomatic language, and how we can profitably identify this language and bring it into focus; how, in practice, such a text should be organized; what its audience and function would be; and how it would be used by readers and students of Ferenczi.     

Comparison Types in the Semantic Extension of Diidxazá Body Part Terms

Body part terms (BPTs) are used extensively in Mesoamerican languages to name object parts. The process through which BPTs might be extended to refer to a part of an object and further serve as a relator in describing the relation between objects in space has often been attributed to metaphorical processes. This study proposes an alternative analysis following a Structure–Mapping Theory approach (Gentner, 1983, inter alia), based on data from Diidxazá (Isthmus Zapotec, Otomanguean) obtained through elicitation and experimental tasks. The data show that structure mapping does not depend on a 1:1 match of attributes; frequency of use shed light on principles that constrain the semantic extension of most BPTs; a core set of six BPTs are extended by abstraction of the set of intersecting axes of the body. The detailed nature of this study enables an analysis of the mental representations underlying the semantic extension of BPTs. This in turn elucidates on aspects of the relation between spatial language and spatial cognition. In addition, this study allows us to address questions about the categorial status of BPTs in Diidxazá and their lexicographic representation.     

Denoting and Disquoting

Fregeans hold that predicates denote things, albeit things different in kind from what singular terms denote. This leads to a familiar problem: it seems impossible to say what any given predicate denotes. One strategy for avoiding this problem reduces the Fregean position to form of nominalism. I develop an alternative strategy that lets the Fregean hold on to the view that predicate denote things by reconceiving the nature of singular denotation and of Fregean objects.     

Phonological complexity in school-aged children who stutter and exhibit a language disorder

PurposeThe Index of Phonological Complexity and the Word Complexity Measure are two measures of the phonological complexity of a word. Other phonological measures such as phonological neighborhood density have been used to compare stuttered versus fluent words. It appears that in preschoolers who stutter, the length and complexity of the utterance is more influential than the phonetic features of the stuttered word. The present hypothesis was that in school-age children who stutter, stuttered words would be more phonologically complex than fluent words, when the length and complexity of the utterance containing them is comparable. School-age speakers who stutter were hypothesized to differ from those with a concomitant language disorder.MethodsSixteen speakers, six females and ten males (M age = 12;3; Range = 7;7 to 19;5) available from an online database, were divided into eight who had a concomitant language disorder (S + LD) and eight age- and sex-matched speakers who did not (S-Only).ResultsWhen all stuttered content words were identified, S + LD speakers produced more repetitions, and S-Only speakers produced more inaudible sound prolongations. When stuttered content words were matched to fluent content words and when talker groups were combined, stuttered words were significantly (p ≤ 0.01) higher in both the Index of Phonological Complexity and the Word Complexity Measure and lower in density (“sparser”) than fluent words.ConclusionsResults corroborate those of previous researchers. Future research directions are suggested, such as cross-sectional designs to evaluate developmental patterns of phonological complexity and stuttering plus language disordered connections.Educational objectives: The reader will be able to: (a) Define and describe phonological complexity; (b) Define phonological neighborhood density and summarize the literature on the topic; (c) Describe the Index of Phonological Complexity (IPC) for a given word; (d) Describe the Word Complexity Measure (WCM) for a given word; (e) Summarize two findings from the current study and describe how each relates to studies of phonological complexity and fluency disorders.     

Properties of and Algorithms for Fitting Three-Way Component Models with Offset Terms

Prior to a three-way component analysis of a three-way data set, it is customary to preprocess the data by centering and/or rescaling them. Harshman and Lundy (1984) considered that three-way data actually consist of a three-way model part, which in fact pertains to ratio scale measurements, as well as additive “offset” terms that turn the ratio scale measurements into interval scale measurements. They mentioned that such offset terms might be estimated by incorporating additional components in the model, but discarded this idea in favor of an approach to remove such terms from the model by means of centering. Then estimates for the three-way component model parameters are obtained by analyzing the centered data. In the present paper, the possibility of actually estimating the offset terms is taken up again. First, it is mentioned in which cases such offset terms can be estimated uniquely. Next, procedures are offered for estimating model parameters and offset parameters simultaneously, as well as successively (i.e., providing offset term estimates after the three-way model parameters have been estimated in the traditional way on the basis of the centered data). These procedures are provided for both the CANDECOMP/PARAFAC model and the Tucker3 model extended with offset terms. The successive and the simultaneous approaches for estimating model and offset parameters have been compared on the basis of simulated data. It was found that both procedures perform well when the fitted model captures at least all offset terms actually underlying the data. The simultaneous procedures performed slightly better than the successive procedures. If fewer offset terms are fitted than there are underlying the model, the results are considerably poorer, but in these cases the successive procedures performed better than the simultaneous ones. All in all, it can be concluded that the traditional approach for estimating model parameters can hardly be improved upon, and that offset terms can sufficiently well be estimated by the proposed successive approach, which is a simple extension of the traditional approach. The author is obliged to Jos M.F. ten Berge and Marieke Timmerman for helpful comments on an earlier version of this paper. The author is obliged to Iven van Mechelen for making available the data set used in Section 6.     

Finite basis problems and results for quasivarieties

Let be a finite collection of finite algebras of finite signature such that SP( ) has meet semi-distributive congruence lattices. We prove that there exists a finite collection ₁ of finite algebras of the same signature, , such that SP( ₁) is finitely axiomatizable.We show also that if , then SP( ₁) is finitely axiomatizable. We offer new proofs of two important finite basis theorems of D. Pigozzi and R. Willard. Our actual results are somewhat more general than this abstract indicates.While working on this paper, the first author was partially supported by the Hungarian National Foundation for Scientific Research (OTKA) grant no. T37877 and the second author was supported by the US National Science Foundation grant no. DMS-0245622.Special issue of Studia Logica: Algebraic Theory of Quasivarieties Presented by M. E. Adams, K. V. Adaricheva, W. Dziobiak, and A. V. Kravchenko     

The emergence of kind-based object individuation in infancy

Four experiments investigated whether 12-month-old infants use perceptual property information in a complex object individuation task, using the violation-of-expectancy looking time method (Xu, 2002; Xu & Carey, 1996). Infants were shown two objects with different properties emerge and return behind an occluder, one at a time. The occluder was then removed, revealing either two objects (expected outcome, if property differences support individuation) or one object (unexpected outcome). In Experiments 1-3, infants failed to use color, size, or a combination of color, size, and pattern differences to establish a representation of two distinct objects behind an occluder. In Experiment 4, infants succeeded in using cross-basic-level-kind shape differences to establish a representation of two objects but failed to do so using within-basic-level-kind shape differences. Control conditions found that the methods were sensitive. Infants succeeded when provided unambiguous spatiotemporal information for two objects, and they encoded the property differences during these experiments. These findings suggest that by 12 months, different properties play different roles in a complex object individuation task. Certain salient shape differences enter into the computation of numerical distinctness of objects before other property differences such as color or size. Since shape differences are often correlated with object kind differences, these results converge with others in the literature that suggest that by the end of the first year of life, infants' representational systems begin to distinguish kinds and properties.     

Learning in context: linguistic and attentional constraints on children's color term learning

Three experiments investigated whether linguistic and/or attentional constraints might account for preschoolers' difficulties when learning color terms. Task structure and demands were equated across experiments, and both speed and degree of learning were compared. In Experiment 1, 3-year-olds who were matched on vocabulary score were taught new secondary color terms by corrective, semantic, or referential linguistic contrast. Corrective contrast produced more rapid and more extensive learning than did either semantic or referential contrast, supporting the hypothesis that targeted linguistic feedback facilitates learning. Experiment 2 replicated and extended the first experiment with Italian children and found cross-cultural differences in the amount learned about colors named differently in the two languages. In Experiment 3, some of the children were introduced to the new terms within a context of enhanced perceptual salience. These children learned as fast and performed as accurately as those given corrective linguistic feedback in Experiment 1.