The analytic situation as a dynamic field. 1969

This paper discusses the consequences of the importance that recent ³ papers assign to the countertransference. When the latter acquires a theoretical and technical value equal to that of the transference, the analytic situation is configured as a dynamic bi‐personal field, and the phenomena occurring in it need to be formulated in bi‐personal terms. First, the field of the analytic situation is described, in its spatial, temporal and functional structure, and its triangular character (the present–absent third party in the bi‐personal field) is underlined. Then, the ambiguity of this field is emphasized, with special weight given to its bodily aspect (the bodily experiences of the analyst and the patient being particularly revealing of the unconscious situation in the field). The different dynamic structures or lines of orientation of the field are examined: the analytic contract, the configuration of the manifest material, the unconscious configuration – the unconscious bi‐personal phantasy manifesting itself in an interpretable point of urgency – that produces the structure of the field and its modifications. The authors describe the characteristics of this unconscious couple phantasy: its mobility and lack of definition, the importance of the phenomena of projective and introjective identification in its structuring. The authors go on to study the functioning of this field, which oscillates between mobilisation and stagnation, integration and splitting. Special reference is made to the concept of the split off unconscious ‘bastion’ as an extremely important technical problem. The analyst’s work is described as allowing oneself to be partially involved in the transference–countertransference micro‐neurosis or micro‐psychosis, and interpretation as a means of simultaneous recovery of parts of the analyst and the patient involved in the field. Finally, the authors describe the bi‐personal aspect of the act of insight that we experience in the analytic process.     

The Aha! Moment: The Cognitive Neuroscience of Insight

ABSTRACT— A sudden comprehension that solves a problem, reinterprets a situation, explains a joke, or resolves an ambiguous percept is called an insight (i.e., the " Aha! moment"). Psychologists have studied insight using behavioral methods for nearly a century. Recently, the tools of cognitive neuroscience have been applied to this phenomenon. A series of studies have used electroencephalography (EEG) and functional magnetic resonance imaging (fMRI) to study the neural correlates of the " Aha! moment" and its antecedents. Although the experience of insight is sudden and can seem disconnected from the immediately preceding thought, these studies show that insight is the culmination of a series of brain states and processes operating at different time scales. Elucidation of these precursors suggests interventional opportunities for the facilitation of insight.     

Unconscious Insights

From early in the history of psychology, theorists have argued about whether insights are initially unconscious or whether they are conscious from the start. Empirically identifying unconscious insights has proven difficult, however: How can we tell if people have had an insight if they do not tell us they have had one? Fortunately, although obtaining evidence of unconscious insights is difficult, it is not impossible. The present article describes an experiment in which evidence of unconscious insights was obtained. Almost 90% of second graders generated an arithmetic insight at an unconscious level before they were able to report it. Within five trials of the unconscious discovery, 80% of the children made the discovery consciously, as indicated by their verbal reports. Thus, the initial failure to report the insight could not be attributed to the children lacking the verbal facility to describe it. The results indicate that at least in some cases, insights arise first at an unconscious level, and only later become conscious. Rising activation of the new strategy may be the mechanism that leads children to become conscious of using it.     

创造性问题解决中的联想能力及其作用

长期以来,研究者一直认为联想能力与创造力之间存在着紧密的联系,但相关的实证研究并不能很好地支持这一论断,这可能是由于联想能力的界定不清所造成的。本研究梳理了以往研究中联想能力与创造力的关系,在此基础上辨析了联想能力测验所反映的实质,进一步提出了一个创造性问题解决中联想能力的作用模型：（1）联想能力主要作用于创造性问题解决中的重构阶段;（2）存在三种相对独立的联想能力,它们对空间类顿悟问题和言语类顿悟问题的影响不同;（3）联想内容中经验关系的联想能力与领域一般创造力关联最密切。     

初中生校园排斥对抑郁的影响：反刍思维与特质正念的作用

研究对955名初中生进行问卷调查,探讨校园排斥对抑郁的影响,以及反刍思维和特质正念的作用。结果表明：（1）校园排斥正向预测初中生抑郁,反刍思维在校园排斥与抑郁间具有中介作用;（2）校园排斥对抑郁的直接效应受到特质正念的调节,直接效应对低特质正念初中生更为显著;（3）特质正念调节反刍思维对校园排斥与初中生抑郁中介过程的后半段路径,在低特质正念下,反刍思维对抑郁的影响更为显著。研究以校园排斥、反刍思维和特质正念为切入点构建了初中生抑郁的影响机制模型,为预防和干预青少年抑郁提供了新的研究视角。     

Complex continuous wavelet coherence for EEG microstates detection in insight and calm meditation

Complex continuous wavelet coherence (WTC) can be used for non-stationary signals, such as electroencephalograms. Areas of the WTC with a coherence higher than the calculated optimal threshold were obtained, and the sum of their areas was used as a criterion to differentiate between groups of experienced insight-focused meditators, calm-focused meditators and a control group. This method demonstrated the highest accuracy for the real WTC parts in the frontal region, while for the imaginary parts, the highest accuracy was shown for the frontal occipital pairs of electrodes. In the frontal area, in the broadband frequency, both types of experienced meditators demonstrated an enlargement of the increased coherence areas for the real WTC parts. For the imaginary parts unaffected by the volume conduction and global artefacts, the most significant increase occurred for the frontal occipital pair of electrodes.     

再探猜谜作业中“顿悟”的ERP效应

采用事件相关电位(ERP)技术探讨顿悟问题（字谜）解决中提供答案后的脑内时程动态变化。结果发现,在250~400 ms内,“有顿悟”和“不理解”比“无顿悟”的ERP波形均有一个更为负向的偏移。在“有顿悟—无顿悟”和“不理解—无顿悟”的差异波中,这个负成分的潜伏期约为320 ms (N320),地形图显示,N320在中后部活动最强。进一步对“有顿悟—无顿悟”差异波作偶极子溯源分析,发现N320主要起源于扣带前回（ACC）附近。这似乎表明,N320可能反映了提供答案瞬间新旧思路之间的认知冲突,但是却不能真正揭示顿悟问题解决中思维定势的成功突破以及“恍然大悟”所对应的独特脑内时程变化     

Alcohol‐aggression expectancies and dispositional aggression moderate the relationship between alcohol consumption and alcohol‐related violence

Alcohol consumption increases aggression, but only in some drinkers. This study examines how expectancies for alcohol‐induced aggression and dispositional aggression moderate the link between alcohol consumption and alcohol‐related violence, building on previous studies that have employed limited measures of alcohol‐related violence and included few women. A sample of 212 men and women reported their alcohol consumption, alcohol‐aggression expectancies, dispositional aggression, and incidents of alcohol‐related aggressive acts. Alcohol‐aggression expectancies and quantity of alcohol consumed interacted to predict alcohol‐related aggression. Alcohol‐aggression expectancies covaried with alcohol‐related aggressive acts, particularly in heavier drinkers. Dispositional aggression also correlated with alcohol‐related aggression among heavier drinkers. These results help identify that alcohol might increase aggression only among heavy drinkers who expect alcohol to increase aggression or who are dispositionally aggressive. Aggr. Behav. 32:517–527, 2006. © 2006 Wiley‐Liss, Inc.     

特质性与情境性成就目标定向对目标调节的影响

将209名初中生被试分为掌握、表现-接近与表现-回避三种特质性成就目标定向,随机分配在掌握定向与表现定向这两种情境性成就目标要求之下,依次阅读一系列10个同质性材料并回答一道位于每段材料之后并与该材料首句信息相关的选择题,根据被试完成每次任务的阅读时间与答题正确率,考察被试的实际目标定向以及目标调节变化过程。结果表明,特质性成就目标定向对学业成绩具有显著的预测作用,但在特定任务情境下,情境性目标要求掩盖了特质性目标的作用,而且,情境性表现目标的被试比情境性掌握目标的被试更快地调节目标以适应实验任务所隐含的实际目标线索。     

From Walls to Windows: Using Barriers as Pathways to Insightful Solutions

The purpose of this study was to explore and develop a conceptual model for how individuals unlock insight. The concept of insight — the ‘out of the box’ or ‘aha!’ solution to a problem — offers a framework for exploring and understanding how best to enhance problem solving skills due to the cognitive shift insight requires. Creative problem solving (CPS) is inherent to a variety of performance realms including effective decision making, innovation, and organizational development; however, related processes of insight, innovation and creativity remain intangible. The model, based on a review of the problem solving literature, proposes that insight involves a five stage, cyclical process emerging as: primary appraisal of the problem, secondary appraisal based on prior knowledge, initial focus, problem representation, and solution generation when, if no solution is found, the cycle begins again. The research has implications for individual, team and organizational settings suggesting that performance on a wide variety of problems may be improved by utilizing an integrated focus rather than a barrier or goal focus alone.