高述情障碍者的情绪图式特征

采用混合实验设计,以情绪词和情绪图片为实验材料,选取不同述情障碍得分的大学生为被试,通过三个实验考察了高述情障碍者的情绪图式特征。研究结果发现：（1）高述情障碍组被试对情绪词的效价判断反应时显著长于低述情障碍组,述情障碍各维度得分均与情绪词的效价判断反应时呈显著正相关;（2）高述情障碍组被试对情绪图片的效价判断反应时与低述情障碍组相比差异不显著;（3）高述情障碍组被试情绪图式联结所需反应时显著长于低述情障碍组,情感描述困难与情绪图式联结所需反应时之间相关显著。研究结论如下：高述情障碍者存在情绪语言图式和参考性链接上的缺陷,而在情绪意象上并不存在积极/消极区分能力方面的缺陷     

Projective identification: A theoretical investigation of the concept starting from ’Notes on some schizoid mechanisms’1

This paper submits passages from four papers‐‘Notes on some schizoid mechanisms’ (Klein); ‘On identification’ (Klein); ‘Analysis of a schizophrenic state with depersonalization’ (Rosenfeld); and ‘Remarks on the relation of male homosexuality to paranoia, paranoid anxiety and narcissism’ (Rosenfeld)‐to a critical reading, enabling the theoretical premises which have produced the current, differing views on projective identification to be traced. These views revolve both around the role assigned to identification in the process and around the meaning of the expression‘to identify oneself with’ which in ‘On identification’ goes from ‘to feel similar to, or identical to the other’ to ‘to take another person as a model’. This legitimizes the inclusion of very different phenomena into the concept of projective identification. The author describes some uses of the term ‘projective identification’ and proposes the hypothesis that the process constitutes a way for managing otherness and the separateness of the object (be it external or internal, real or imaginary) that can compromise its reality to a greater or lesser degree. Covering a large set of phenomena, the author poses the question of whether it is useful to retain the term ‘projective identification’. She proposes an answer in the last part of the paper.     

An evaluation of intraverbal training to generate socially appropriate responses to novel questions

Four preschool children (with and without disabilities), who often responded inappropriately to questions, participated in the current study. Pretest results were used to create sets of questions that the children either did or did not answer correctly (i.e., known and unknown questions). We then sequentially taught two different responses to a subset of unknown questions: (a) "I don't know" (IDK), and (b) "I don't know, please tell me" (IDKPTM). Results showed that following acquisition with the target set, both responses generalized across questions and teachers for all participants. Following IDK training, some undesirable generalization of IDK to known questions occurred for 3 participants. Training of IDKPTM with the addition of a restricted reinforcement contingency was sufficient to establish correct answers to a portion of previously unknown questions. The importance of teaching generalized responses that enable the acquisition of novel intraverbals is discussed.     

Naming and categorization in young children: v. manual sign training

Following pre-training with everyday objects, 8 children aged from 2 to 4 years learned to produce one manual sign (fists placed one above the other, in front of body) to one stimulus and an alternative manual sign (shoulders touched with ipsilateral hands) to the other stimulus, with each of three pairs of different arbitrary wooden shapes (Set 1). The six stimuli then were presented in category match-to-sample tests, which all subjects passed. Three of the children were next trained to produce the manual signs (denoted as fist/shoulder) for an additional six arbitrary stimuli, Set 2. All 3 children went on to pass category match-to-sample tests for Set 2, and for Set 1 and Set 2 combined. In the final experimental phase, 2 of the children were trained, for one of the six stimulus pairs, to produce the vocal tact "zag" to one stimulus and "vek" to the other. Both children showed category transfer of these vocalizations in test trials with each of the remaining five stimulus pairs, and all the stimuli combined in a 12-stimulus array. In line with Horne and Lowe's (1996) naming account, manual sign naming was found to be as effective as vocal naming in establishing arbitrary stimulus categorization, measured in terms of category sorting and transfer of function. The findings also have implications for the training of verbal repertoires in people with learning disabilities.     

The Influence of Bloomfield's Linguistics on Skinner

Bloomfield''s “Linguistics as a Science” (1930/1970), Language (1933/1961), and “Language or Ideas?” (1936a/1970), and Skinner''s Verbal Behavior (1957) and Science and Human Behavior (1953) were analyzed in regard to their respective perspectives on science and scientific method, the verbal episode, meaning, and subject matter. Similarities between the two authors were found. In particular both asserted that (a) the study of language must be carried out through the methods of science; (b) the main function of language is to produce practical effects on the world through the mediation of a listener; and (c) a physicalist conception of meaning. Their differences concern the subject matter of their disciplines and their use of different models for the analysis of behavior. Bloomfield''s linguistics and Skinner''s functional analysis of verbal behavior are complementary approaches to language.     

BION'S THINKING ABOUT GROUPS: A STUDY OF INFLUENCE AND ORIGINALITY

One of Bion's least‐acknowledged contributions to psychoanalytic theory is his study of the relationship between the mind of the individual (the ability to think), the mentalities of groups of which the individual is a member, and the individual's bodily states. Bion's early work on group therapy evolved into a study of the interplay between mind and bodily instincts associated with being a member of a group, and became the impetus for his theory of thinking. On the foundation of Bion's ideas concerning this interaction among the thinking of the individual, group mentality, and the psyche‐soma, the author presents his thoughts on the ways in which group mentality is recognizable in the analysis of individuals.     

MEDEA BY EURIPIDES: PSYCHIC CONSTRUCTIONS FOR PREVERBAL EXPERIENCES AND TRAUMAS

The author introduces Euripides's Medea as a metaphor of the psyche's attempt to express and symbolize preverbal, unrepresented experiences and wounds visited upon it before there was any word for trauma. He suggests that Medea, the wild foreigner whose murderous magic is unleashed when the facilitating environment betrays her, could be thought of psychoanalytically as the deepest uncharted realms of primitive, traumatized existence yearning to find a way to represent itself on the stage of language and reality. Euripides can help us understand this deep realm of the psyche, with which psychoanalysis also grapples; he presents the realization of an object that traumatically fails to contain preverbal elements and transform them.     

Thoughts about the internalised speaking object: psychoanalytic psychotherapy with children of delayed verbal development

This paper discusses the meaningful effects of intensive psychoanalytic psychotherapy on language development in children with verbal delay or disorder. Three clinical cases of children aged five to seven are presented; two of these display significant verbal delay and one exhibits unusually high verbal abilities. Following Meltzer, the author explores the concept of the ‘internalised speaking object’ – a good object speaking to the child, which has been internalised. This internal model is essential for the child’s development of language and speech. At times, these children experience this internal object as a persecutory object which must be warded off and avoided. Even more so, when the external object addresses the children verbally, language itself becomes a persecutor and they experience a fear of disintegration. During such times, the therapist must find new and creative ways for communication. The author describes his therapeutic efforts in dealing with these difficulties which stem both from the lack of a reciprocal verbal communication and from the therapist becoming a persecutory object to the child, and demonstrates the manner in which he facilitated gradual shifts in the patient, from an anxious and defensive position into a more relaxed one. These efforts set in motion a process of internalisation of a speaking object by the child and the development of internal language, that is, thinking along with expressive verbal language. The article furnishes some evidence to support the idea that verbal development relies significantly on establishing good, strong and healthy early object relations.