Comments on the 2018 IAAP Conference on Archetype Theory: defending a non‐reductive biological approach

During the course of the 2018 IAAP conference, a criticism of Jung’s idea of the archetype as inherited predisposition was raised that involved examining a number of dreams and visions and assessing them through developments in genetics and neuroscience. From this comparison it was argued that archetypes cannot be inherited and could more reasonably be argued to derive from early experiences. In this essay, the author responds by showing how this conclusion is flawed due to being based on reductive errors. An alternative, non‐reductive but inherited and biological position on the archetype is defended.     

Effects of Creative Personality on EEG Alpha Oscillation: Based on the Social and General Creativity Comparative Study

The neural mechanism underlying creativity has been identified and confirmed by numerous studies. This current exploratory study compared the neural basis between social creativity and general creativity and explored the effect of creative personality on their neural basis by employing multiple regression analysis. The EEG activities of 34 participants were recorded during social or general creative tasks. The results indicated that a stronger alpha event‐related synchronization (ERS) was presented during the social creative task than during the general creative task. High creative personality individuals were found to exhibit higher event‐related desynchronization (ERD) only for the upper alpha band. Additionally, high creative personality individuals revealed no significant task differences regarding the alpha ERS. However, low creative personality individuals exhibited a stronger alpha ERS for social creative tasks than they did for general creative tasks. The current investigation could lead to new approaches for examining the brain correlates of creativity from different domains and their correlations with respect to creative personality.     

Beyond the logic of Lemma: the oneness of life and its environment,the oneness of within and without

In this paper the ‘analyst as a citizen in the world’ is understood as the analyst interconnecting and harmonising with his or her environment, including not only society, but also nature and the universe. In this sense, Buddhism teaches the Oneness of Life and its Environment, and links are made between Mahayana Buddhism and Jung's understanding of the Self and individuation. The Logic of Lemma in the Flower Ornament Sutra indicates that all phenomena in the world can merge with each other without losing individuality; ten stages are described from the Lotus Sutra and links are made with the development in respect to the ego; Kenji Miyazawa and his work are given as examples to illustrate this. Causality and synchronicity are explored in terms of the interaction between the individual and the environment, and three examples are given where sometimes individual, egoic, causality is more of a feature and sometimes synchronicity has a greater prominence. The paper ends with an examination of tree drawings, made over a period of 50 years by junior high school students, which indicates the way that these individuals have portrayed themselves and their relation to their environment.     

The mirror and the hammer: the politics of resacralization

The paper consists of the opening chapter of Andrew Samuels’ book The Political Psyche, published in 1993, together with a retrospective introduction. In the chapter, the author discussed the possibilities and limitations of applying depth psychological thinking to social and political problematics. He situates the attempt to make such applications within a wider movement to refresh and reform Western political endeavours. He terms this wider project ‘resacralization’. The author cautions against psychological reductionism and a simplistic approach to market‐based capitalism, calling for a transformation of the latter to the degree possible. He links sociopolitical criticism and psychological writings on numinous experience, thereby connecting the worlds of politics and depth psychology without losing their separate and unique qualities.     

A General Approach for Fitting Pure Exploratory Bifactor Models

This article proposes a procedure for fitting a pure exploratory bifactor solution in which the general factor is orthogonal to the group factors, but the loadings on the group factors can satisfy any orthogonal or oblique rotation criterion. The proposal combines orthogonal Procrustes rotations with analytical rotations and consists of a sequence of four steps. The basic input is a semispecified target matrix that can be (a) defined by the user, (b) obtained by using Schmid-Leiman orthogonalization, or (c) automatically built from a conventional unrestricted solution based on a prescribed number of factors. The relevance of the proposal and its advantages over existing procedures is discussed and assessed via simulation. Its feasibility in practice is illustrated with two empirical examples in the personality domain.     

移动购物更快吗?决策场景与思维模式的相容性

既有文献对消费者延迟选择影响因素的研究, 主要集中于决策复杂度、决策者特质或情绪, 少有对决策场景进行深入探讨。互联网购物时代, PC端与手机端已成为重要的消费场景。针对手机端是否会加快消费者决策过程的问题目前也存在不一致的结论。本文引入决策双系统理论, 力图解释以往看似冲突的结论。消费者的购买决策模式, 不仅会受到决策任务(产品价格)的影响, 还会受到决策场景(购买终端)影响。当场景与决策任务使消费者启动的思维模式相一致时, 会提升决策流畅度, 降低延迟选择。本文发现, 移动端(PC端)与低(高)价格产品更容易激发相容的经验性(理性)思维, 降低延迟选择倾向。反之, 则会同时启动两种相左的决策思维, 增加延迟选择倾向。本文从场景启动与价格启动视角, 将以往消费者单一的决策思维模式, 拓展到多因素启动的思维模式相容性问题; 同时本文通过探究延迟选择问题, 对价格策略与场景化营销带来启示。     

辱虐管理与员工创造力：心理契约破坏和中庸思维的不同作用

近年来, 辱虐管理与员工创造力的关系受到越来越多研究者的关注。在以往研究的基础上, 本研究构建了一个有调节的中介作用模型, 以探讨中国文化情境下辱虐管理影响员工创造力的中介心理机制及边界条件。采用多阶段-多来源的策略, 以93名主管和369名员工为对象, 通过多水平结构方程建模技术对三阶段主管-员工配对调查所获取的数据进行分析, 结果表明：主管的辱虐管理行为会通过心理契约破坏的中介作用, 对员工创造力产生间接的消极影响; 但该负向的间接关系的强度对高中庸思维者而言较弱。本研究有助于揭示辱虐管理影响员工创造力的心理机制及边界条件, 研究结果对企业员工创造力及创新行为的管理实践也有一定启示。     

Picture this! Effects of photographs,diagrams, animations,and sketching on learning and beliefs about learning from a geoscience text

Many studies have demonstrated that illustrating expository science texts with images that are interesting, but irrelevant for understanding the causal relations underlying scientific phenomena, can cause seduction effects, which can reduce understanding from text. The term “seduction effects” refers to the influence that images are thought to have on readers, seducing them away from deeply processing important information. The present study explores whether images relevant for instructional goals may also show some seduction effects. In this study, the presence of photographic images negatively impacted understanding compared with the presence of relevant animations or instructing students to sketch a drawing during reading. However, the results showed that both photographic images and relevant animations could lead to illusions of understanding, whereas sketching did not. The results suggest that even images that are relevant for instructional goals may sometimes result in seduction effects that deceive readers when judging their own understanding.     

The ‘thinking aloud’ process: a way forward in social work supervision

Within current neoliberal discourses, critical reflection provides opportunity for innovation in social work practice. This article describes a thinking aloud process used with supervisor–supervisee dyads in community-based child welfare social work to assist critical reflection via the use of open-ended questioning and inquiry. The strength of thinking aloud permitted a deeper appreciation of how the supervision session is utilised to reflect on practice and provided a learning tool within supervision. The feedback from the dyads concurred that thinking aloud assisted in stimulating reflection, developing solutions to the key issues discussed, and was transformative in recognising areas for future development. The process of thinking aloud supports the opportunity and space for the supervisor and supervisee to articulate meaning, critically develop insight, reconstruct, and transport this into future practice. Thinking aloud offers an example of how knowledge can be co-constructed by practitioners within practice and critical reflection captured within qualitative research approaches.     

Exploring the depths of the rainforest: a metaphor for teaching critical reflection

Many social welfare and social work students struggle to demonstrate competence in the complex process of critical reflection through to the stage of transformed thinking and action. Examples of how students learn critical reflection as an interpretive experience are scarce. This paper presents, as a case study, the process one of the authors experienced while critically reflecting on teaching critical reflection. The paper explores how this approach unlocked disturbing insights into how personally held values, views and knowledge influenced her performance relating to teaching critical reflection. Experiencing what she asks of her students raised questions regarding the duty of care that social welfare and social work educators have to ensure their students engage in critical, and transformative, self-discovery in safe and supportive ways. We propose that in the early stages of social welfare and social work degrees, rather than assessing students’ critical reflection of an event, educators examine students’ capacity to learn critical reflection in a different way. Drawing on critical hermeneutics, and a theory of visual thinking, the paper outlines the cognitive map of a process of critical reflection on teaching critical reflection. We present this as a metaphor of walking through a rainforest.