A History Which Began to Be Told: A Clinical Case

This article aims to reflect on the possible contributions of psychoanalysis in relation to severely disturbed patients by means of the presentation of a clinical case. Beginning with the family history, the evolutionary process of the symptoms and identification movements of the patient are analysed. The observation of the transference dynamics is emphasised, showing how the desire of the analyst and his privileged listening will allow the patient some level of possible subjective structure.     

Minimizing prediction errors in predictive processing: from inconsistency to non-representationalism

Phenomenology and the Cognitive Sciences - Predictive processing is an increasingly popular approach to cognition, perception and action. It says that the brain is essentially a hierarchical...     

Our neoliberal fantasies? A preliminary test of research trends in leading journals in work and organizational psychology

Prior to engaging in a substantive discussion on the supposed influence of neoliberalism on research in work and organizational psychology (WOP), it is important to verify the empirical basis of the trends advanced by Bal and Dóci (Neoliberal ideology in work and organizational psychology, European Journal of Work and Organizational Psychology [Online First Publication, 2018]). To this end, we content analysed 745 abstracts of empirical studies published in leading WOP journals during the years 2006–2007 and 2016–2017. Results of our content analysis do not support the hypothesized trends towards more instrumentality and individualism in WOP research, suggesting that Bal and Dóci’s (2018) portrayal of the WOP literature does not provide a solid basis for discussion. On the basis of our findings, we conclude with recommendations to broaden the scope of WOP research to also include macro-level, societal issues.     

Learning to Notice Mathematics Instruction: Using Video to Develop Preservice Teachers' Vision of Ambitious Pedagogy

Video is used extensively in teacher preparation, raising questions about what and how preservice teachers learn through video observation and analysis. We investigate the development of candidates' noticing of ambitious mathematics pedagogy in the context of a video-based course designed to cultivate ways of seeing and interpreting classroom interactions. Qualitative analysis of candidates' observations of teaching at the beginning and end of the course generated a framework of practices and associated approaches for noticing instructional interactions. The 3 practices include attending to features of instruction, elaborating on observations, and integrating observations to reason about instruction. Findings reveal that variations in candidates' noticing was tied to their attention to the details of the features of ambitious pedagogy and to the extent to which they integrated observations to examine the relation between student thinking, teaching practice, and mathematical content.     

Children’s strategy use when playing strategic games

Strategic games require reasoning about other people’s and one’s own beliefs or intentions. Although they have clear commonalities with psychological tests of theory of mind, they are not clearly related to theory of mind tests for children between 9 and 10 years of age “Flobbe et al. J Logic Language Inform 17(4):417–442 (2008)”. We studied children’s (5–12 years of age) individual differences in how they played a strategic game by analyzing the strategies that they applied in a zero, first, and second-order reasoning task. For the zero-order task, we found two subgroups with different accuracy levels. For the first-order task, subgroups of children applied different suboptimal strategies or an optimal strategy. For the second-order task only suboptimal strategies were present. Strategy use for all tasks was related to age. The 5- and 6-year old children were additionally tested on theory of mind understanding and executive functioning. Strategy-use in these children was related to working memory, but not to theory of mind after correction for age, verbal ability and general IQ.