The effect of attending to feeling on memory for internally generated stimuli

The present experiments examined the effects of self-focus, as produced by focusing on feelings, on memory. In an initial experiment subjects did complex mental arithmetic significantly faster after self-focus. Because complex mental addition involves internally generated stimuli, the remaining experiments compared the effects, on memory, of self-focus on internally generated stimuli to the effect of self-focus on stimuli supplied by the experimenter. In a second experiment, self-focus facilitated memory for digits recalled in reverse order but not for digits when recalled in the given order. In a third experiment, self-focus facilitated the memory for the classification of digits but not for the digits themselves. In a fourth and fifth experiment, self-focus aided memory for classification of objects into categories such as small, medium, or large but did not aid memory for the objects themselves. In general, improved performance due to feeling focus was attributed to the role that self-focus may play in increasing attention to internally generated stimuli.     

Same-sex imitation of and reported agreement with parents and unfamiliar adults

Children aged 7, 10, and 14 were shown sets of photographs of human figures for each of which they made judgments of age or attractiveness. Randomly determined responses appeared under each set of photographs. Half the children were told the responses represented choices of parents and the other half that they represented choices of unfamiliar adults. After the opportunity to imitate, children were asked whom they thought they agreed with the most. Findings indicated only a small, borderline-significant effect for same-sex imitation, but a large, highly significant effect for reported agreement, particularly in the unfamiliar adult condition (p < .001). Discussion centered on two issues: (1) Same-sex effects appear strongest when the act of choosing between adults and the adults' gender are accentuated; and (2) differences between present and previous findings regarding same-sex effects for parents vs unfamiliar adults may relate to the ages of the children investigated.     

Fred Plaut in conversation with Andrew Samuels

Abstract :  This is a reprint of an interview of Fred Plaut (who died in June 2009) conducted by Andrew Samuels in mid-1988 and first published in April 1989 in the  Journal , 34, 2, pp. 159–83. The interview covers Plaut's early life, his career, and historical observations of the development of the Society of Analytical Psychology from its beginnings, and of the wider community of Jungian analysis. Plaut reflects uninhibitedly on such topics as the role of leadership in analytical psychology, discussing the parts played by Michael Fordham in London and Hannes Dieckmann in Berlin. Plaut explains his thinking concerning individuation.     

Defining ‘Dead’ in Terms of ‘Lives’ and ‘Dies’

What is it for a thing to be dead? Fred Feldman holds, correctly in my view, that a definition of ‘dead’ should leave open both (1) the possibility of things that go directly from being dead to being alive, and (2) the possibility of things that go directly from being alive to being neither alive nor dead, but merely in suspended animation. But if this is right, then surely such a definition should also leave open the possibility of things that go directly from being dead to being neither alive nor dead, but merely in suspended animation. I show that Feldman’s own definition of ‘dead’ (in terms of ‘lives’ and ‘dies’) does not leave this possibility open. I propose a new definition that does.     

Attending to feelings and cognitive performance

The effect on cognitive performance of attending to internally generated stimuli was examined. Specifically, the effect of examining feelings and sensations upon performance in the Stroop test and upon the performance of mental addition was measured. In two initial experiments subjects more quickly named, in the Stroop test, the color of the ink (“red”) in which a color word (“green”) was printed following instructions to attend to their feelings. It was found that this facilitation was due in part to the slowing of the automatic, interfering habit of reading for word meanings. In a third experiment, the effect of attending to physical sensations on the back of the hand was found to have a similar facilitating effect and was seen as resulting from the allocation of attention to internally generated stimuli. In a final experiment, attending to feelings and to the physical sensations on the back of the hand was found to increase speed of mental addition. This effect was attributed to increased attention to internally generated stimuli (here knowledge about the arithmetic performance at the moment).     

Fred Dallmayr’s postmodern vision of Confucian democracy: a critical examination

As an advocate of ‘comparative political theory,’ Fred Dallmayr has long engaged with Confucianism with a new vision for democracy suitable in East Asia but little attention has been paid to his idea of Confucian democracy, which he presents as a specific mode of ethical or relational democracy. This paper investigates Dallmayr’s ethical vision of Confucian democracy, first, by articulating his postmodern reconceptualization of democracy in terms of post-humanism and, second, by examining his post-humanist reevaluation of Confucian virtue ethics as a critical resource for ethical democracy. It argues that the ethical vision of Confucian democracy, though morally appealing, should not dismiss the important instrumental value of democracy as a political system and, rather, find a way to integrate democracy’s instrumental and intrinsic values in a way that can enhance the qualitative relationality between people, political agents, and the common good.     

Modeling,praising, and collaborating: Effects of adult behavior on children of the same sex and opposite sex

The study assessed children's responsiveness to adults of both sexes as a function of the adults behavior. Paris of male and female adults administered games to 96 children. Each child was assigned to either the modeling, praise, or collaboration condition. Depending on the condition, each adult, in turn, (a) modeled selection of a specific set of play materials, (b) praised the child for playing with the materials, or (c) collaborated with the child while they played together with the materials. Results showed a greater responsiveness to the same-sex adult in the collaboration condition and to the cross-sex adult in the praise condition, as measured by the time spent playing with the materials previously associated with each adult and by comments to each adult. In the modeling condition, there was a nonsignificant same-sex effect for children's actual responsiveness, but a significant same-sex effect for self-reported responsiveness. Sex-typing scores, which were independently assessed, were related to same-sex responsiveness in the collaboration condition only. Different, and perhaps complementary, influences of same-sex and cross-sex adults on children's sex-typed preferences are considered.