Sandtray Play with Traumatized Children

Summary

The patterns of play in latency age males were examined to determine how play influenced by sexual abuse trauma differs from other types of traumatic play. Three groups of five boys each were assessed using sandtray play. The first were victims of sexual abuse, the second were being treated for chronic or terminal health conditions and the third had no known trauma. Although the number of subjects was small, the findings reflected distinct patterns in the groups examined including differences in the average number of figures used, organization in their trays, whether they were chosen deliberately or randomly, the central figure and the ability to find resolution.     

Learning beyond the known

In this paper issues related to adult learning, such as self-directed and experiential learning are shown to hold a trace of the unknown, which has implications for psychotherapy training and practice. The unknown is traced through the problematic of individualistic approaches that restrict the emergence of unknowns by limiting possibility of the other, hindering recognition of our own cultural position and seeking to avoid anxiety. Learning is also shown to have links with experiences of change and loss, having in common the generation of anxiety, seen as both the driving force to know and the need to close down unknowing. Subsequently, learning is viewed as involving the potential to repeat the already known as well as opening up the possibility for something new. Psychoanalysis and continental philosophy are shown, in different ways, to help our understanding of the reasons for the anxiety occurring in times of transition, also showing the way fragmentary experiences act as a reminder of death. It is proposed that the relational aspects of learning are an important factor in learning to tolerate the anxiety and adult learning is thus seen as requiring possibility of the other, in relationship, in order to permit the unknown.     

Philosophy of Mind,Past and Present

This article attempts to summarize a few criteria of progress in philosophy—clarifying problems; rejecting false theories; opening new perspectives in familiar fields; inventing new arguments or thought experiments; and so on—and to apply them to contemporary philosophy of mind. As a result, the article concludes that while some progress was obvious in the past fifty years, there is much work yet to be done. It then tries to outline a transformation of conceptual analysis needed for further developments in this field. The author argues that conceptual analysis might be revived if it is treated as a clarification of the relations among our natural beliefs.     

Trade‐off ranking method for multi‐criteria decision analysis

Multi‐criteria decision analysis presumes trade‐off between different criteria. As a result, the optimal solution is not unique and can be represented by the Pareto frontier in the objective space. Each Pareto solution is a compromise between different objectives. Despite a limited number of Pareto optimal solutions, the decision‐maker eventually has to choose only one option. Such a choice has to be made with the use of additional preferences not included in the original formulation of the optimization problem. The paper represents a new approach to an automatic ranking that can help the decision‐maker. In contrast to the other methodologies, the proposed method is based on the minimization of trade‐off between different Pareto solutions. To be realized, the approach presumes the existence of a well‐distributed Pareto set representing the entire Pareto frontier. In the paper, such a set is generated with the use of the directed search domain algorithm. The method is applied to a number of test cases and compared against two existing alternative approaches.     

DEVELOPMENT OF OBJECTIVE CRITERIA TO EVALUATE THE AUTHENTICITY OF REVELATION

Science has been dazzlingly successful in explaining nature. Scientific advances also have led to certain undesirable, though unintended, side effects, one of which is alienation from the spiritual. Revelation comes from the Divine. But what is the status of authenticity of a particular piece claimed to be revelation? What is its historical validity and current state of preservation? This essay proposes to develop a list of rational criteria, in consultation with all stakeholders, for addressing the subject. The aim is to bring objectivity into this discourse by placing it more on the turf of reason rather than basing it on considerations of faith and prior allegiance.     

功能性消化不良

功能性消化不良（FD）是临床上常见的症候群,其发病机制可能与胃及十二指肠的高敏感、胃肠运动障碍、幽门螺杆菌（H．pylori）感染、精神心理因素等有关。症状为反复发作的上腹部不适、疼痛、早饱、腹胀等。目前FD的诊断以罗马Ⅲ为标准,即无可以解释症状的器质性疾病的证据（包括内镜）,诊断前症状至少出现6个月,近3个月症状符合以下1点或1点以上：餐后饱胀不适、早饱、上腹痛、上腹烧灼感。治疗以去除诱因及对症治疗为主,包括避免劳累及精神紧张,应用抑酸药、促胃肠动力药、根除H．pylori、西甲硅油乳剂、抗抑郁及中药等。     

语境和构词法线索对外国学生汉语词义猜测的作用

要求学习汉语的欧美和日本留学生对三种条件下(只有词没有语境、只有语境没有词、既有词也有语境)的语义半透明的双音复合词进行猜测, 考察语境和构词法线索在欧美和日本留学生汉语生词猜测中的作用。结果显示：在猜测词义中语境和构词法线索分别都能提供一定的信息, 但同时提供两种信息能得到更好的猜测; 语境和构词法线索在生词猜测过程中所起的作用不同, 语境能提供更多句法上的信息, 构词法能提供更多语义上的信息; 目标词的结构方式对生词猜测产生影响, 与动宾式生词相比, 偏正式生词的猜测较为容易且构词法线索在其中的作用较大; 母语文字背景可能影响词义猜测的效果, 日本留学生对于构词法、语境线索以及两者的整合都比欧美留学生好。     

Rotation to simple loadings using component loss functions: The orthogonal case

Component loss functions (CLFs) are used to generalize the quartimax criterion for orthogonal rotation in factor analysis. These replace the fourth powers of the factor loadings by an arbitrary function of the second powers. Criteria of this form were introduced by a number of authors, primarily Katz and Rohlf (1974) and Rozeboom (1991), but there has been essentially no follow-up to this work. A method so simple, natural, and general deserves to be investigated more completely. A number of theoretical results are derived including the fact that any method using a concave CLF will recover perfect simple structure whenever it exists, and there are methods that will recover Thurstone simple structure whenever it exists. Specific CLFs are identified and it is shown how to compare these using standardized plots. Numerical examples are used to illustrate and compare CLF and other methods. Sorted absolute loading plots are introduced to aid in comparing results and setting parameters for methods that require them.The author is very indebted to a reviewer for pointing him to the generalized hyperplane count literature and to all the reviewers for valuable comments and suggestions.     

“Logic of artistic development: the case of Mondrian” [New Ideas in Psychology 21 (2003) 221-246]

In this article I show how we can give a formal representation and analysis of evolutions in artistic style, using the work of the painter Mondrian as an example. Capitalising on the idea that radical change in thought implies related changes in judgement criteria, we can in a ‘‘logic of development’’ specify the relations within, and between, those different sets of artistic judgement criteria that are considered typical of successive stages in artistic development. I discuss some of the problems involved in dealing with post-conventional thinking and judgement. Then I propose five major steps in Mondrian's artistic quest, showing how it is different—and how different it is—from other kinds of (e.g. moral or aesthetic) judgement development. Whereas many kinds of conceptual development lead to (various types of) criterion expansion, this form of entirely postconventional development goes in the opposite direction of a most stringent criterion reduction.     

Must an Educated Being Be a Human Being?

This paper argues that an educated being logically does not have to be a human. Philosophers analyzing the concept of education have reached a consensual notion of the matter; but in applying that idea, they have barely discussed whether or not human beings are the only entities that may be educated. Using their notion as the core of a heuristic conception of education, this paper attempts to show that in some contexts it might make sense to predicate education of certain non-human entities. In addition, the paper examines the place of beliefs, reflective intelligence, practical thinking, and feelings in education. It concludes by discussing its implications for educational theory and practice and for the connections between the educated being and personhood and the right to education.