Modal Frame Correspondences and Fixed-Points

Taking Löb's Axiom in modal provability logic as a running thread, we discuss some general methods for extending modal frame correspondences, mainly by adding fixed-point operators to modal languages as well as their correspondence languages. Our suggestions are backed up by some new results – while we also refer to relevant work by earlier authors. But our main aim is advertizing the perspective, showing how modal languages with fixed-point operators are a natural medium to work with.     

艾勒悖论再探——三结果决策的齐当别式表征:“好-坏”抑或“最好-最坏”?

艾勒悖论的第一项决策任务属于三结果决策任务,这对齐当别模型以及鉴别其不同判断任务间的优势都具有特殊意义。本研究通过3项子研究系统的探讨了不同表征方式("最好-最坏","好-坏")、不同判断任务(经典判断任务与联合判断任务)、不同数量级的结果值(万元级、百万元级以及亿元级)以及不同决策情境(迫选,非迫选)上,齐当别模型对艾勒悖论的解释力。结果显示:无论是迫选情境还是非迫选情境,经典的艾勒悖论均可被齐当别模型解释,但应基于"好-坏"而非"最好-最坏"表征维度;齐当别模型的联合判断任务在三结果决策任务上的预测力也再次被证明优于经典判断任务。     

The transformation of consequential functions in accordance with the relational frames of same and opposite

Although the literature on reinforcement in behavioral psychology is extensive, few studies have examined the derived transformation of reinforcing functions in accordance with equivalence classes, and no published research has yet examined the derived transformation of consequential functions in accordance with nonequivalence relations. In the present study, which consisted of four experiments, the basic preparation was as follows. First, an arbitrary stimulus, B2, was established as a conditioned punisher, using direct stimulus pairing. Following nonarbitrary relational training, designed to establish SAME and OPPOSITE contextual cues, subjects were exposed to arbitrary relational training using these contextual cues to establish A1 as the same as B1 and C1, and as opposite to B2 and C2. Subsequently, C2 (based on its Same relation with B2) functioned as a punisher and C1 (based on its Opposite relation with B2) functioned as a reinforcer in a simultaneous discrimination task. Critically, the C1 stimulus acquired reinforcing functions, based on the derived relation of Opposite, although no such function had actually been established for any member of the network. Furthermore, these effects were observed across ABA reversals in the baseline contingencies.     

The first interview: Anxieties and research on initiating psychoanalysis

A qualitative clinical study of preliminary interviews by the Working Party on Initiating Psychoanalysis (WPIP) of the European Psychoanalytic Federation suggests that the unconscious dynamics in first interviews are extraordinarily powerful and that they give rise to deep unconscious anxieties in both patient and analyst, with the corresponding defences against them. Furthermore, the group dynamics observed in the clinical workshops and in the research team doing the study suggest that both the anxieties and the defences are conveyed to these groups in the form of unelaborated ‘session residues’ provoking renewed anxieties and defences in them. These findings contribute to our understanding of what goes on in first interviews, but also raise interesting questions about the psychoanalytic research process in psychoanalysis and how confrontation with the unknown is dealt with in that context. Rather than as a means to avoid anxiety, method in clinical research can be seen as a way to help the research group to contain its reactions and to tolerate them until the group finds its way to further elaboration. These points are illustrated with a clinical case drawn from the study.     

返回抑制的空间、视网膜和客体参照系

返回抑制是指当刺激出现在先前注意过的位置(或客体)时,人们的加工效率降低的一种抑制性注意机制。该注意机制对个体有适应性价值,它能够降低注意返回先前注意过的位置(或客体)的概率(PosnerCohen,1984),从而提高视觉采样(或搜索)的效率(Klein,1988)。返回抑制的参照系是返回抑制领域的重要理论问题。先前研究发现返回抑制的参照系可以是视网膜、空间和客体。本文介绍了返回抑制参照系研究的实验范式以及相关的行为、脑损伤及神经影像发现。此外,本文还就未来研究的方向和应该注意的问题进行了探讨。     

The use of Skype in analysis and training: a research and literature review

Of recent years there has not only been an increasing use of Skype in analytic treatment, supervision and teaching, but also a number of writers have been endeavouring to assess its effectiveness. Whilst it is generally agreed that Skype can facilitate an analytic encounter where distance prohibits a face‐to‐face process, where continuity needs to be maintained and where analysands are in areas far from specialized centres, there is divergence in the literature as to whether analysis, as opposed to psychotherapy, can be successful using Skype. This paper reviews the literature and concludes that the essentials of a genuine analytic process are not necessarily precluded by Skype. One central reason is because there exists a cross‐modal communication channel between the human senses (underpinned by audiovisual mirror neurons) in addition to the recently discovered instinct for communication and interpersonal understanding, and these can override the need for physical proximity of the participants. The essentials of an analytic frame can thus be maintained, and the continuity that Skype enables means that containment is also facilitated and this counters the negative aspects of shuttle analysis. The critical issues for the profession then become the professional development for practitioners in the use of Skype and suggestions are listed.     

Analysis of apparent demonstrations of responding in accordance with relational frames of sameness and opposition

We evaluated whether contextual control over equivalence and nonequivalence and responding by exclusion can explain the outcomes of relational frame theory (RFT) studies on sameness and opposition relations. We trained nine college students to maintain and reverse conditional discriminations with X1 and X2 as contextual stimuli. In Experiment 1, X1 and X2 controlled derived stimulus relations (DSR) analogous to those controlled by Same and Opposite in RFT studies. These results can be explained by at least two hypotheses: X1 and X2 were cues for equivalence and nonequivalence and responding by exclusion, or for sameness and opposition. In Experiment 2, X1 and X2 controlled DSR predicted by the hypothesis that they were cues for equivalence and nonequivalence and responding by exclusion, and not predicted by the hypothesis that they were cues for sameness and opposition. The results of Experiment 2 and the functional equivalence of X1 and X2 with Same and Opposite in Experiment 1 suggest that Same and Opposite were cues for equivalence and nonequivalence and responding by exclusion in RFT studies.     

Training class inclusion responding in individuals with autism: Further investigation

Class inclusion (CI) requires responding to an item simultaneously as a member of both a class and a more inclusive class that contains that class. This study extends previous research by Ming et al. (2018) who trained CI responding in typically developing children and individuals with autism using a Relational Frame Theory (RFT) approach according to which CI involves responding in accordance with relations of containment and comparison. In Ming et al., participants experienced multiple exemplar training in which class containment relations were represented by placing pictures (of subclasses of animals) within nested transparent boxes. In the current study, 3 adult males with autism and moderate learning disability were not able to learn CI responding using contingent feedback alone. However, an intervention involving nonarbitrary guidance facilitated the repertoire. Implications and future directions are discussed.     

The fruits of a functional approach for psychological science

The current paper introduces relational frame theory (RFT) as a functional contextual approach to complex human behaviour and examines how this theory has contributed to our understanding of several key phenomena in psychological science. I will first briefly outline the philosophical foundation of RFT and then examine its conceptual basis and core concepts. Thereafter, I provide an overview of the empirical findings and applications that RFT has stimulated in a number of key domains such as language development, linguistic generativity, rule‐following, analogical reasoning, intelligence, theory of mind, psychopathology and implicit cognition.     

类别性空间记忆右侧化优势及其受威胁情境的影响

以往研究发现类别空间关系表征具有左半球激活优势,但在行为表现中是否存在对侧化的右侧化优势尚且不明确。本研究采用两个被试内实验,探讨空间记忆的行为表现是否具有右侧化优势以及这种优势是否受威胁情境的影响。实验1被试学习完一幅模拟地图中物体位置关系后进行相对位置判断任务,结果发现了显著的空间行为反应右侧化优势。实验2使被试在威胁情境中完成相同任务,发现右侧化优势消失。实验表明类别性空间记忆的行为表现具有右侧化优势,且具有情境不稳定性,这为空间记忆的偏侧化研究提供了一定的行为实验证据。