Emil Kraepelin's dream speech: A psychoanalytic interpretation

Freud's contemporary fellow psychiatrist Emil Kraepelin collected over the course of several decades some 700 specimens of speech in dreams, mostly his own, along with various concomitant data. These generally exhibit far more obvious primary-process influence than do the dream speech specimens found in Freud's corpus; but Kraepelin eschewed any depth-psychology interpretation. In this paper the authors first explore the respective orientations of Freud and Kraepelin to mind and brain, and normal and pathological phenomena, particularly as these relate to speech and dreaming. They then proceed, with the help of biographical sources, to analyze a selection of Kraepelin's deviant dream speech in the manner that was pioneered by Freud, most notably in his 'Autodidasker' dream. They find that Kraepelin's particular concern with the preservation of his rather uncommon family name-and with the preservation of his medical nomenclature, which lent prestige to that name-appears to provide a key link in a chain of associations for elucidating his dream speech specimens. They further suggest, more generally, that one's proper name, as a minimal characteristic of the ego during sleep, may prove to be a key in interpreting the dream speech of others as well.     

SPEECH EVENTS, LANGUAGE DEVELOPMENT, AND THE CLINICAL SITUATION

Psychoanalysis brings about psychic change by the mediation of speech. This paper reflects upon the significance of the structure and developmental organisation of the speech event as a verbal and non-verbal unit composed of semantically and prosodically encoded messages, interactions and emotional contact between partners. Spoken words communicate semantic meanings and the affects of a given speech event. Words carry personal emotional meanings which are inseparable from their referential significance. Such emotional meanings are very hard to articulate in words. They are conveyed by the ineffable but essential feelings present in their sound and pronunciation. Speech is an intentionally object-related and emotionally engaging social activity resulting from a child having been spoken to early in life by an adult wanting to establish affective verbal contact. The early organisation and later transformation of the structure of the speech event carries private meanings for each person's listening and speaking stance. A refined understanding of the structural and emotional complexities of verbal communicative exchanges during analysis may enhance the analyst's ability to understand the patient'smanner of participation in the analytic process.     

The association between auditory memory span and speech rate in children from kindergarten to sixth grade.

This study reexamined the association between speech rate and memory span in children from kindergarten to sixth grade (N = 152) in order to potentially account for the inconsistencies within the published literature on this topic. Some of the inconsistencies in past research may reflect the different methods adopted in assessing speech rate. In particular, repeating word triples may itself involve memory demands, contaminating the correlation between speech rate and memory span in younger children. Analyses using composite speech rate and memory span measures showed that speech rate for word triples shared variance with memory span that was independent of speech rate for single words. Moreover, speech rate for word triples was largely redundant with age in explaining additional variation in memory span once the effects of speech rate for single words were controlled.     

节律在听觉言语理解中的作用

言语理解是听者接受外部语音输入并且获得意义的心理过程。日常交流中,听觉言语理解受多尺度节律信息的影响,常见有韵律结构节律、语境节律、和说话者身体语言节律三方面外部节律。它们改变听者在言语理解中的音素判别、词汇感知以及言语可懂度等过程。内部节律表现为大脑内神经振荡,其能够表征外部言语输入在不同时间尺度下的层级特征。外部节律性刺激与内部神经活动的神经夹带能够优化大脑对言语刺激的处理,并受到听者自上而下的认知过程的调节进一步增强目标言语的内在表征。我们认为它可能是实现内外节律相互联系并共同影响言语理解的关键机制。对内外节律及其联系机制的揭示能够为理解言语这种在多层级时间尺度上具有结构规律的复杂序列提供了一个研究窗口。     

Ethos,pathos and logos in Aristotle's Rhetoric: A re-examination

In Aristotle's Rhetoric, logos must be conceived as enthymematical argumentation relative to the issue of the case. Ethos and pathos also can take the form of an enthymeme, but this argumentation doesn't relate (directly) to the issue. In this kind of enthymeme, the conclusion is relative to the ethos of the speaker or (reasons for) the pathos of the audience. In an ideal situation — with a good procedure and rational judges — logos dominates and in the real situation of Aristotle's time — with an imperfect procedure and irrational judges — ethos and pathos prevail.I should like to thank R. Berkenbosch and J. Wisse for their comments.     

ON TOKEN REINFORCEMENT AND STUTTERING THERAPY: ANOTHER VIEW ON FINDINGS REPORTED BY HOWIE AND WOODS (1982)

Howie and Woods (1982) have provided data that, they claim, indicate that a token reinforcement system is redundant in instating and shaping fluent speech within a stuttering treatment program developed by Ingham and Andrews (1973a, b). However, there were substantial procedural differences between the treatment programs referred to in both studies, as well as methodological weaknesses in Howie and Woods' study. These factors provide ample sources of explanation for Howie and Woods' failure to demonstrate benefits from their token reinforcement system.     

ELEVATION OF VOICE VOLUME IN YOUNG DEVELOPMENT ALLY DELAYED CHILDREN VIA AN OPERANT SHAPING PROCEDURE

Unusually low voice volume was identified by teachers as a significant impediment to the academic and social progress of two preschool students. A simple operant shaping procedure was conducted by teachers to increase voice volume using a voice-activated apparatus with attractive visual display. Setting generalization of volume increases to the classroom was achieved and maintained at one- and four-month follow-ups.     

THE ROLE OF REFERENTIAL SPEECH IN SIGN LEARNING BY MENTALLY RETARDED CHILDREN: A COMPARISON OF TOTAL COMMUNICATION AND SIGN-ALONE TRAINING

We conducted two experiments to assess the role of referential speech during sign training in which the spoken words corresponding to signs were receptively known to the participants. An alternating treatments design was used to compare sign acquisition across two teaching conditions in which referents were presented either with or without the corresponding verbal label. During the first experiment, signs were taught concurrently; during the second experiment, signs within each of the respective conditions were taught in a serial fashion. In both experiments, signs taught by total communication were acquired faster than those taught by sign-alone training.