The patient's private construction of meaning and canons of science: Freud's case studies noch einmal1

Starting from Freud's classical case studies, the author highlights the tension between the psychoanalytical starting point in the subject's own meaning construction and the claims of the professional expert to objectivity, privileged knowledge and interpretative precedence. Psychoanalytic investigation of subjective phenomena came into existence parallel with Freud's magnifi cent project to furnish ‘a psychology that shall be a natural science’. The privileged knowledge of the specialist was substituted by the explicit intention to listen to the individual's own stories and private explanatory constructions. In order to investigate the territory of the unconscious, Freud had to develop various strategies for uncovering and correcting errors, and for testing clinically anchored hypotheses. However, Freud regularly failed to follow his own intentions. The thesis the author presents here is that departures from the explicit ambition to follow the subject's own meaning construction, and departures from the scientifi c attitude, easy to trace in Freud's case studies, accompany each other. These departures have had far‐reaching consequences for the present status of the psychoanalytic knowledge.     

Maternal beliefs concerning young children's private speech

The goal of this study was to understand maternal reports, beliefs, and attitudes about their young children's use of private speech. Mothers of 48 children between the ages of 3 and 5 participated in a semi‐structured interview in which they reported on the frequency and context of their child's use of private speech, maternal responses toward such speech use in children, and beliefs about the utility of such speech for children. Interviews were transcribed and responses coded. Mothers also completed surveys on children's self control and parenting style. Results indicated that practically all parents reported that their child engaged in private speech and that such speech was more likely to appear during fantasy play than during problem‐solving activities. Parents varied in their personal responses to children's self talk and, as a group, do not appear to actively discourage or encourage its use. Ignoring/allowing child private speech use was common and this response was positively associated with authoritative parenting. Parental reports of the frequency with which their child talks to himself were negatively associated with parental reports of children's self‐control. Crib speech, or bedtime monologue, was reported to be very common and was negatively associated with children's self‐control and positively associated with children's private speech use. Parents were uniformly positive in their belief that private speech serves important functions and that it helps young children during task activities. Copyright © 2006 John Wiley & Sons, Ltd.     

民办高校大一新生心理健康状况调查

采用症状自评量表对民办高校8111名大一新生进行问卷调查。结果表明,民办高校的大一新生在强迫、恐怖、精神病性三个因子上的得分显著高于全国常模,在躯体化、人际关系、敌对、抑郁、偏执五个因子上的得分显著低于全国常模;女生在各个因子上的得分均显著高于男生;本科生的心理健康水平低于总体学生的平均水平。     

The Poor Lady Immured

This essay offers cautionary considerations on what has come to be called “public philosophy.” A conception of philosophy is set forth using Socrates as the paradigm of relentless philosophical questioning. The essay then outlines three types of public philosophy: a philosophy situated in a public setting, a philosophy whose content is modified for a varied public, and a philosophy that functions as normative consensus. The most important of these three is the philosophy modified for the public. The discussion notes examples of public philosophy from the history of philosophy, and examines the contribution of eighteenth‐century philosophers (such as David Hume) to a version of public philosophy. The risks of public philosophy are noted—in particular, that a modified philosophy may substitute the inculcation of belief over the modeling of philosophy. The essay concludes by noting that the university classroom remains an important but forgotten venue of public philosophy.     

民营企业家的创业心理研究

在当前全民创业、全面创新的时代背景下,许多研究者探讨了民营企业家的创业心理和创业历程,该文在参阅国内外企业家创业研究相关文献的基础上,根据当前创业心理研究的重点,着重阐述了民营企业家创业的心理动因与环境影响、创业的心理历程与企业发展、创业企业家的心理素质与胜任特征、创业的心理误区与决策失误、以及创业企业家的社会责任与利他行为等.     

Abandoning the Public Good: How Universities Have Helped Privatize Higher Education

In this article we assert that much of the public good associated with teaching and research in higher education is gradually being displaced. This privatization of higher education is reflected in increased licensing of research and in the fragmentation of the traditional general education core. Taxpayer de-funding and institutional substitution are economic consequences of public good displacement.     

论曼德威尔的“私恶即公利”

曼德威尔的“私恶即公利”具有矛盾性和过渡性。他既肯定了在资本主义条件下私利对公利的促进 ,私利与公利在本质上的一致性 ;在价值评价上又采取了矛盾的形式 ,仍然认为私利是一种“恶” ,不能摆脱或抛弃基督教禁欲主义的伦理体系。曼德威尔的思想 ,为斯密对资本主义经济结构及其伦理性质的论证提供了准备 ,在对私利或个人利益的伦理评价上 ,他的“私恶即公利”的思想成为由中世纪基督教禁欲主义过渡到近代资本主义的个人主义、利己主义的中间环节。他的这一矛盾的命题对于我们在社会主义市场经济条件下如何看待个人利益依然具有启发意义。     

Distributive Justice for Others,Collective Angst,and Support for Exclusion of Immigrants

Harsh treatment of others can reflect an underlying motivation to view the world as fair and just and also a dispositional tendency to believe in justice. However, there is a critical need to refine and expand existing knowledge, not only to identify underlying psychological processes but also to better understand how justice may be implicated in support for exclusionary policies. Across two studies, we show that support for policies that restrict immigrants is exclusively associated with thoughts about fair outcomes for other people (distributive justice for others). In Study 1, Americans' dispositional tendency to believe in distributive justice for others was associated with greater support for a policy proposing to further restrict immigrant job seekers' capacity to gain employment in the United States. In Study 2, we experimentally primed thoughts about justice in a sample of U.S. police officers. Support for a policy that mandated stricter policing of illegal immigration was strongest among officers who first thought about fair outcomes for other people, relative to other unique justice primes. Across both studies, distributive justice for others was associated with greater collective angst—perceived threat towards the future existence of Americans. Moreover, collective angst mediated the link between distributive justice for others and support for restrictive policies. Overall, this research suggests that thoughts about distributive justice for others can especially diminish compassion towards immigrants and other underprivileged groups via support for exclusionary policies. In addition, merely thinking about distributive justice for others may be sufficient to amplify social callousness.     

Mental rotation and temporal contingencies.

A task that requires subjects to determine whether two forms of the same shape, but in different orientations, are mirror images or identical except for orientation is called a handedness recognition task. Subjects' reaction times (RT) on this task are consistently related to the angular disparity (termed alpha) between the two presented forms. This pattern of data has been interpreted to indicate that subjects solve the task by imagining that one of the forms rotates into the orientation of the other (termed mental rotation). The speed with which one imagines one of the forms rotating has been widely considered a fixed capability of the individual, and thus immune to the effect of contingencies. We present an experiment that assesses the effects of temporal contingencies in a handedness recognition task on the slope of the function RT = f(alpha). The data indicate that the slope of this function can come under the control of temporal contingencies.     

Schools,identity and the conception of the good. The denominational tradition as an example

The Dutch education system relies upon a large number of publicly-subsidized, denominational schools. The authors defend the importance of schools that educate children within a specific — including denominational — conception of the good by arguing for the importance of such a conception for the development of the child's identity. An essential component of this developmental process is critical reflection, conceived as crucial to the formation of moral autonomy.