Exploring Connections of the Supervisors in Supervision

Four therapists have worked closely in a professional support group. More recently attention has been given to the group processes and internal experiences of the group itself. An observation of the four members of this group is that the group process has allowed for peer validation, fortuitously resulting in their professional identities shifting and evolving. They have become curious about the interface between and the integration of personal and professional facets of the therapist's self. A resulting discovery has been that the very mechanisms which disconnect the therapist out there may serve to promote connection in the support group.     

Reinventing the Self in the Face of Received Transgenerational Hatred in the African American Community

There are many clinical methods for understanding and transforming the impact of historical trauma, and reinventing the self in the clinical process. However, the approach advocated here requires that regardless of what clinical method of intervention is chosen, a particular strand must run through the process of treatment to produce durable and meaningful change. This strand must run through psychoanalysis, creative and expressive arts therapies, as well as many forms of intervention in aggrieved communities. The strand includes understanding human suffering, the way that particular suffering is mentalized by the victimized group and subsequently reenacted by generations to come. In technical terms there must first be many profiles of understanding of the historical injury. Then there must be an understanding of how the aggrieved community has stored in their communal memory those psychological hurts—those feelings of humiliation and changing historical accounts of the actual injuries. Subsequently those sendimentations of historical grievances are enacted within the transference in the clinical situation where the grievances are not only staged, but re-staged, distorted or extended. Then comes the most decisive obligation the clinician has towards the analysand, patient, client or community that is attempting to transform itself. That decisive obligation is to extract the errand or ambush towards extinction and to undergo the unpleasant drudgery of constantly engaging the mandate to die or destroy oneself in order to find new and more flexible forms of adaptation.     

De l'argumentation comme métamorphose

Linguistic rhetoric and argumentative reasoning are generally identified. Certain types of problems, however, make use of non-verbal systems of representation, and, among them, image. Image is not just matter but also form, and computer processing in AI makes it possible to grasp this form by linguistic means (logico-mathematical languages). The synthesis of animated images has made it possible to represent metamorphoses, the thought of the unexpected. The fact that language produces image (and conversely) does not fail to transform the standard ways of thinking about epistemology.

     

The effects of number of responses on the postreinforcement pause in fixed-interval schedules

The present study manipulated the number of responses in a modified fixed-interval schedule by imposing a blackout after each unreinforced response during the interval. The blackout duration was varied, and the duration of the fixed interval was held constant. The subjects were initially exposed to a fixed-interval 300-sec schedule. Blackout durations of 0, 10, and 50 sec were used. Following this, a fixed-interval 30-sec schedule was used with blackout durations of 0, 1, and 5 sec. Under the fixed-interval 300-sec schedule, the number of interreinforcement responses varied over a wider range than occurred under the fixed-interval 30-sec schedule. The duration of the postreinforcement pause decreased as blackout durations were increased and number of responses decreased on the fixed-interval 300-sec schedule, but pause length did not vary with changes in blackout duration and number of responses for the fixed-interval 30-sec schedule. The differences in the effects of blackout duration and response manipulation on the two fixed-interval schedules were attributed to relatively greater changes in the number of interreinforcement responses for the fixed-interval 300-sec schedule.     

Transfer of matching performance in pigeons.

Three pigeons were given extensive training on three-key simultaneous matching problems using geometric-form and hue stimuli. After acquisition of matching, the birds were tested with pairs of stimuli involving one or both novel members. Matching during the test stimuli occurred less often than during the later stages of the acquisition phase, but more often than would occur if no transfer had taken place. Greater positive transfer was observed for problems that involved one, rather than two, novel stimuli. In the second phase of the experiment, previously trained birds were shifted to problems that required symbolic matching, i.e., the pigeons had to associate a particular center-key stimulus with a particular side-key stimulus. On each trial, one of two simuli was presented on the center key, and two other stimuli, different from those used on the center key, were displayed on the side keys. When the problem shift was introduced, correct responding was impaired, but remained considerably above chance level and quickly recovered in following sessions. The results were interpreted as favoring a stimulus-response-chaining account of matching behavior.     

Preschoolers prior formal mathematics education engage numerical magnitude representation rather than counting principles in symbolic ±1 arithmetic: Evidence from the operational momentum effect

In numerical cognition research, the operational momentum (OM) phenomenon (tendency to overestimate the results of addition and/or binding addition to the right side and underestimating subtraction and/or binding it to the left side) can help illuminate the most basic representations and processes of mental arithmetic and their development. This study is the first to demonstrate OM in symbolic arithmetic in preschoolers. It was modeled on Haman and Lipowska's (2021) non-symbolic arithmetic task, using Arabic numerals instead of visual sets. Seventy-seven children (4–7 years old) who know Arabic numerals and counting principles (CP), but without prior school math education, solved addition and subtraction problems presented as videos with one as the second operand. In principle, such problems may be difficult when involving a non-symbolic approximate number processing system, whereas in symbolic format they can be solved based solely on the successor/predecessor functions and knowledge of numerical orders, without reference to representation of numerical magnitudes. Nevertheless, participants made systematic errors, in particular, overestimating results of addition in line with the typical OM tendency. Moreover, subtraction and addition induced longer response times when primed with left- and right-directed movement, respectively, which corresponds to the reversed spatial form of OM. These results largely replicate those of non-symbolic task and show that children at early stages of mastering symbolic arithmetic may rely on numerical magnitude processing and spatial-numerical associations rather than newly-mastered CP and the concept of an exact number.     

Archetypes as symbolic forms

In Jung's psychology, archetypes are biologically inherited supra-individual predispositions of the collective unconscious, and in this paper this controversial theory of archetypes is evaluated in the context of Ernst Cassirer's philosophy of symbolic forms. The main thesis of the author is that with the help of the Cassirerian approach, archetypes can be understood as culturally determined functionary forms organizing and structuring certain aspects of man's cultural activity, namely those predominantly non-cognitive (for example, emotional, numinous, pathological) mental aspects of human life, which remain more or less unarticulated due to their non-discursive nature. The revision the author is proposing revolves around the notion that the archetypal theory can be removed from the rather unfruitful discourse on the genetic inheritance of archetypes. When archetypes are seen as symbolic forms, Jung's theory is in a position to make a potentially valuable contribution to hermeneutical and cultural studies, as archetypes function in this new context as active constituents of human experiences, which give these experiences a non-discursive, symbolic form. Thereby, archetypes can become accessible to historical and cultural analyses, and hermeneutical inquiry into the manifold symbolism of mental (including unconscious) phenomena can be enriched.     

On the origins of naming and other symbolic behavior

We identify naming as the basic unit of verbal behavior, describe the conditions under which it is learned, and outline its crucial role in the development of stimulus classes and, hence, of symbolic behavior. Drawing upon B. F. Skinner's functional analysis and the theoretical work of G. H. Mead and L. S. Vygotsky, we chart how a child, through learning listener behavior and then echoic responding, learns bidirectional relations between classes of objects or events and his or her own speaker-listener behavior, thus acquiring naming-a higher order behavioral relation. Once established, the bidirectionality incorporated in naming extends across behavior classes such as those identified by Skinner as the mand, tact, and intraverbal so that each becomes a variant of the name relation. We indicate how our account informs the specification of rule-governed behavior and provides the basis for an experimental analysis of symbolic behavior. Furthermore, because naming is both evoked by, and itself evokes, classes of events it brings about new or emergent behavior such as that reported in studies of stimulus equivalence. This account is supported by data from a wide range of match-to-sample studies that also provide evidence that stimulus equivalence in humans is not a unitary phenomenon but the outcome of a number of different types of naming behavior.