Temporality and the torments of time

Immersion in time gives birth to consciousness, as well as conflict and torment. When human beings developed a sense of future, they also gained the ability to anticipate threats from nature or their fellow beings. They thereby created cultures that are bastions of survival, as well as places of poetry, art and religion where they could band together and reflect upon their common plight. The practice of psychoanalysis is in many ways a temporal process, a process of remembering, for owning and elaborating a past that gives us substance, thereby providing a basis for reflective consciousness. Stimulated by Freud's early writings, Lacan, Laplanche and their successors in particular have focussed extensively on time and psychoanalysis, and their views are a central point of this discussion. A substantial case study is offered that provides concrete examples of these perspectives. A multi‐faceted view of temporality emerges, one that is more syncopated than linear or teleological. In conclusion, I will briefly discuss recent findings in the neuroscience of memory and ‘time travel’ that underpin contemporary psychoanalytic ideas in surprising ways. It is important to remember that acceptance of the contradictory nature of temporal experience can open space for increased freedom and playfulness.     

When symptom is symbol: some comments on Rosemary Gordon's, ‘Masochism: the shadow side of the archetypal need to venerate and worship’

This paper is a commentary on Rosemary Gordon's paper, ‘Masochism: the shadow side of the archetypal need to venerate and worship’, with a suggestion for an alternative interpretation of masochism as a part of a sado‐masochistic couple. Gordon postulates an archetypal need to venerate and worship that can be hidden in the shadow and distorted in such practices as sexual masochism. Her paper also offers several avenues of exploration for further studies in connection with the phenomenon of masochism, including sexual perversion (‘paraphilia’), chronic psychological victimhood, PTSD and traumatology, religious extremist behaviour such as self‐flagellation, transformation in the individuation process and numinous experience. An extension of her hypothesis to include religious problems of modernity is suggested.     

Sexual Attitudes and Instructional Set Affect Estimates of Risk and Response Effectiveness

Two hundred and eleven undergraduate men and women were assigned to different instructional set conditions and asked to rate (1) the sexual risk depicted in a set of written items describing problem situations undergraduate women might face when dating or interacting socially with men, and (2) the effectiveness of responses to these situations, described by a set of response codes. Results revealed that sexual attitudes and instructional set were the strongest predictors of both ratings. Gender did, however, predict risk ratings for stranger and authority figure situations, with women rating these situations as more risky than men. In addition, women assigned to the risk instructional set condition rated refusal responses as more effective in decreasing risk than did men in the same condition. In contrast, women assigned to the popularity instructional set condition rated the same refusal responses as less effective in increasing popularity than did men in that condition.

Logique interlocutoire de la résolution en dyade d'un problème d'arithmétique

For about thirty years now, an increasingly large number of robust and incontestable experimental findings have been arguing for the idea that, under certain conditions, interaction promotes the acquisition of cognitive skills, a phenomenon that cannot be clarified by multiplying the number of experiments. To progress, we must have tools designed for studying interaction as it actually affects the interlocutors. This means starting from the "surface" level of interactive dynamics and, step-by-step, constructing the stages of the interaction. This is the aim of interlocutory logic. We use it here to interpret the interlocutory behavior of a child conversing with another child as they solve an arithmetic problem, and to show that the dyadic cosolving process facilitates the acquisition of proportionality. The intersubjective processes that modify cognitions across situations are identified.     

Des personnes et des situations aux préférences et contraintes

The paper will basically be an attempt to state what the author take to be: a) the main message of Walter Mischel's 1968 and 1973 critique of personality trait psychology; b) the connection between Walter Mischel's work and the work of Roy D'Andrade and Richard Shweder on the "systematic distortion hypothesis; and c) the good reasons for moving from a conception of the "person" as a vessel for response dispositions (whether globally or narrowly defined) [the "person-situation" model] to a conception of the person as a purposeful agent whose behavior can be explained by reference to means and ends (the "preference-constraint" model).     

Connaissance du nom et du son des lettres, habiletés métaphonémiques et capacités de décodage en grande section de maternelle

This study examined the specific implication of letter-name knowledge in reading acquisition on 5-year-old kindergarten children. Several studies underlined the importance of both phonological and orthographic skills (letters and grapho-phonological associations’ knowledge developed during reading acquisition). So, we focused on the link between those different early abilities and on their links with reading acquisition during school year. Thus, at the beginning and at the end of the year, we proposed to 40 children metaphonemic tasks (phoneme identification in initial and final position in the words), letter-sound and letter-name knowledge tasks (naming and identification) and a pseudo-words decoding task. In addition, to access letter-name knowledge, two types of measurements were proposed: an accuracy measure and a speed one. Mean number of correct responses and reaction times were collected by children and analysed too. Results show that letter-name knowledge could play a part in metaphonemic abilities development and in letter-sound associations’ discovery and acquisition, at the beginning of the year. Thanks to those skills improvement, letter-name knowledge could have an indirect impact on later children's decoding skills. Furthermore, the direct link, already observed at the beginning of the year, between letter-name knowledge and decoding skills still exists in April. At last, analyses on letter-name knowledge access time show that the more children name an important number of letters, the more they do it quickly. These results could mean that a certain level of letter-name knowledge have to be reach before children could use this knowledge automatically. All together, results confirm the importance of good letter-name knowledge in the first stages of reading acquisition. We also suggest taking into account some clues of letter-name knowledge's automatic use to better understand reading acquisition processes.     

Développement de la connaissance des lettres capitales. Étude transversale chez les enfants français de trois à six ans

The present study examined the knowledge of uppercase letters in 160 children aged from three to six. Three tasks were administrated: letter saying, letter naming, letter recognition. Children's responses were analyzed according to several variables: school level, gender, task, letter type, letter frequency, etc. Letter knowledge improved from three to six years, but with huge differences among children, namely the superiority of girls over boys. Letter by letter analyses showed that scores were highly consistent between tasks and school levels. They also revealed that letter knowledge was affected by letter type, letter frequency, alphabetic rank and the presence of letters in the child's first name. The findings are discussed for their contribution to the understanding of letter learning.     

Growing Up with Child Sexual Abuse in an Experimental Commune: Making Sense of Narrative Variation

The legitimacy of adult's accounts of child sexual abuse depends on the consistency of the story they tell about this experience. But there are a variety of influences that conspire to create dynamic variation in retrospective accounts of child sexual abuse. In a study of an experimental New Zealand commune called Centrepoint, participants showed considerable variation in accounting for the child sexual abuse that was known to have occurred there. We used a narrative methodology to show the variation between stories that highlighted abuse and suffering and others that represented an idyllic childhood within which sex between children and adults was normalised. There was also considerable variation within individual participant's accounts. The variation within and between accounts was shaped by features such exposure to contradictory experiences, different social positioning in relation to child sexual abuse, shifts in memory and interpretation over time, differences between insider and outsider perspectives on child sexual activity at the commune and alternative perspectives on victimhood. This research challenges the mythology that accounts of child sexual abuse should be expected to be clear and consistent. Instead, variation should be treated the rule rather than the exception in these accounts. Copyright © 2012 John Wiley & Sons, Ltd.     

A brief introduction to the work of Jean Laplanche

The author proposes an introduction to the work of Jean Laplanche, a well‐known figure of psychoanalysis who recently passed away. He foregrounds what he views as the three main axes of Laplanche's work: firstly, a critical reading method applied to Freud's texts; secondly, a model of psychic functioning based on translation; and, thirdly, a theory of general seduction. Far from being an abstract superstructure, the theory of general seduction is firmly rooted in the analytic situation, as the provocation of transference by the analyst best illustrates. The analytic situation indeed consists in a revival and a reopening of the ‘fundamental anthropological situation’ which, according to Laplanche, is the lot of every human baby born in a world where he or she is necessarily exposed to the enigmatic and ‘compromised’ messages of the adult other. Thanks to the process of analytic de‐translation, the analysand is therefore granted an opportunity to carry out new translations of the other's enigma – translations or symbolizations that might be more inclusive and less rigid than the pre‐existing ones. Incidentally, such a model brings together the purely psychoanalytic and the psychotherapeutic aspects of the treatment.