The phenomenological perspective described by M. Merleau-Ponty seems to be emerging in the context of contemporary developmental research, theories of communication, metaphor theory, and cognitive neuroscience. This emergence is not always accompanied by reference to Merleau-Ponty, however, or appropriate interpretation. On some cases, the emergence of the perspective seems rather inadvertent. The purpose of this essay is to ferret out some of the points which contemporary thinking has in common with Merleau-Ponty's phenomenology. Though it may appear that the examples (...) chosen for this essay might be scrutinized separately, the thread that ties them together is Merleau-Ponty's work. 2012 APA, all rights reserved). (shrink)

Based on two workshops held February 1990 in New York and March 1990 in San Francisco. Following the presentation and discussion of three clinical case histories, psychotherapists James F. Masterson, Marian Tolpin, and Peter E. Sifneos compare and contrast developmental, self, and object relations.

In this original work of psychoanalytic theory, John Muller explores the formative power of signs and their impact on the mind, the body and subjectivity, giving special attention to work of the French psychoanalyst Jacques Lacan and the American philosopher Charles Sanders Peirce. Muller explores how Lacan's way of understanding experience through three dimensions--the real, the imaginary and the symbolic--can be useful both for thinking about cultural phenomena and for understanding the complexities involved in treating psychotic patients. Muller develops (...) Lacan's perspective gradually, presenting it as distinctive approaches to data from a variety of sources, such as cognitive, social and developmental psychology, literature, history, art, and psychoanalytic treatment. The book's first four chapters present Muller's reading of selected data from child development research, psychology and linguistics, approximating a semiotic model of "normal" development. The following three chapters examine in a Lacanian framework the structural basis of psychotic stages as indicative of massive semiotic failure in development. The final chapters on human narcissism suggest reasons that "normal" development may be impossible. (shrink)

When a young child begins to engage in everyday interaction, she has to acquire competencies that allow her to be oriented to the conventions that inform talk-in-interaction and, at the same time, deal with emotional or affective dimensions of experience. The theoretical positions associated with these domains - social-action and emotion - provide very different accounts of human development and this book examines why this is the case. Through a longitudinal video-recorded study of one child learning how to talk, Michael (...) A. Forrester develops proposals that rest upon a comparison of two perspectives on everyday parent-child interaction taken from the same data corpus - one informed by conversation analysis and ethnomethodology, the other by psychoanalytic developmental psychology. Ultimately, what is significant for attaining membership within any culture is gradually being able to display an orientation towards both domains - doing and feeling, or social-action and affect. (shrink)

Psychoanalytic Theory, Research and Clinical Practice: Reading Joseph D. Lichtenberg explores both Lichtenberg’s psychoanalytic theoretical contributions and innovations in clinical technique, and how these have influenced the work of other psychoanalysts and researchers. Lichtenberg’s approach integrates a developmental perspective on the life cycle, self-psychology, attachment theory, and his theory of motivational systems. The commentaries in this volume are divided into several sections. Section One is devoted to informal interviews with Lichtenberg that portray an account of the (...) evolution of psychoanalysis through Lichtenberg’s eyes interwoven with the development of his own psychoanalytic identity. Section Two celebrates the role of friendship within his psychoanalytic circle, and Section Three highlights his leadership role in the development of creative structures: the journal _Psychoanalytic Inquiry; _The Institute for Contemporary Psychotherapy and Psychoanalysis and its training programs; and the ongoing Creativity Seminar. Additional sections provide commentary by psychoanalysts and researchers which demonstrate Lichtenberg’s theoretical and clinical impact on his colleagues. Psychoanalytic Theory, Research and Clinical Practice provides an in-depth encounter with a major contributor to the psychoanalytic field. Engagement with the openness, flexibility, and inquiring spirit of Joseph D. Lichtenberg offers respect for and hope in the psychoanalytic process. This book is essential reading for psychoanalysts, mental health professionals, and graduate students interested in how theory, research and technique are creatively integrated by a renowned psychoanalytic clinician and teacher. (shrink)

The primary narrative problem of the analyst is, then, not how to tell a normative chronological life history; rather, it is how to tell the several histories of each analysis. From this vantage point, the event with which to start the model analytic narration is not the first occasion of thought—Freud's wish-fulfilling hallucination of the absent breast; instead, one should start from a narrative account of the psychoanalyst's retelling of something told by an analysand and the analysand's response to that (...) narrative transformation. In the narration of this moment of dialogue lies the structure of the analytic past, present, and future. It is from this beginning that the accounts of early infantile development are constructed. Those traditional developmental accounts, over which analysts labored so hard, may now be seen in a new light: less as positivistic sets of factual findings about mental development and more as hermeneutically filled-in narrative structures. The narrative structures that have been adopted control the telling of the events of the analysis, including the many tellings and retellings of the analysand's life history. The time is always present. The event is always an outgoing dialogue. Roy Schafer is clinical professor of psychology and psychiatry at Cornell University Medical College, adjunct professor of psychology at New York University, and a supervising and training analyst at Columbia University's Center for Psychoanalytic Training and Research. He is the author of A New Language for Psychoanalysis, Language and Insight, and Narrative Actions in Psychoanalysis: Narratives of Space and Narratives of Time. (shrink)

There is currently a burgeoning interest in affects across a number of disciplines--philosophy, psychology, neuroscience and psychoanalysis. Yet, it remains unclear to what extent one can infer that a common set of problems and concerns exists. In this project, therefore, I undertake an interdisciplinary inquiry with the aim of providing conceptual clarity about the meaning and function of affects. In particular, I begin with the history of philosophy; then I turn to focus upon psychology--exploring the notion of "basic (...) emotions" as well as the question of whether affects can exist without cognition. This leads to an examination of recent work in neuroscience. My conclusion is that the perspectives of psychologists and neuroscientists are a necessary, but insufficient way to conceive of affects, and that to understand affects fully, one must consider the theme of agency. ;The capacity for regulation is a rich area in which to investigate how affects and agency are connected. I synthesize literature about regulation from developmental psychology, infant research and psychoanalysis, delineating three stages of development: pre-agency, agency proper, and self-conscious agency. More specifically, I propose that agency comes into being through "affect regulation." In enabling an infant to identify and modulate his/her affect states, affect regulation fosters the unfolding of a sense of agency. Affects are not simply found states in the mind; it is possible for them to be crafted and refined. Thus, I suggest that a new term, "affectivity," is required to characterize the ability that adults have to self-regulate affects. Clinical material is introduced to illustrate the concept of affectivity. ;My view supports the psychoanalytic assumption that affects contribute to the emergence of a sense of agency and that a sense of agency allows us to experience new and more differentiated affects. The claim that there is an integral relation between affects and agency depends upon a range of perspectives--about the brain and behavior, but also about subjective experience, which is both influenced by culture and is radically unique. In my conclusion, I stress the importance of preserving the scientific and hermeneutic aspects of psychoanalysis. (shrink)

Anchoring his schema in the belief that nonorganic disorders are disturbances in _adaptation_ explicable within a depth-psychological framework, Gedo posits two broad categories of functional disorder: "apraxias" that represent any failure to learn adaptively essential skills, and disorders of what her terms "obligatory repetition." Within both categories of disorder, Gedo avers, the vicissitudes of mental functioning are understandable in terms of regression to relatively archaic modes of function and the reversal of regression and return to expectable modes of adult function. (...) It follwos from Gedo's understanding of how and why the mind becomes disordered, that diagnosis utilizing psychoanalytic principles can only be based on the succession of transference constellations encountered in treatment, since these constellations invariably pinpoint the developmental impasses in which maladaptive repetitive patterns and the failure to learn basic psychological skills are rooted. For purposes of understanding a variety of apraxic and repetitive disorders, Gedo equates such basic skills not only with the three major psychobiological attainments he has invoked in the past, but with the development of adequate perception, cognition, affectivity, and communication skills. Beautifullu organized, lucidly written, and richly illustrated with case vignettes, _The Mind in Disorder_ is not only the thoughtful yield of an outstanding clinician's three decades of experience. It is also the first psychoanalytic book since Otto Fenichel's masterwork of 1945, _The Psychoanalytic Theory of Neurosis_, to take the issue of how we conceptualize psychopathology as its central focus. (shrink)

Clinical psychologists, cognitive psychologists, neuropsychologists, social psychologists and developmental psychologists have all become increasingly interested in studying unconscious mental processes empirically. In the words of the editors, The study of the unconscious has the potential to become the unifying force in psychology, linking cognition and emotion, infancy and old age, normal and pathological development, brain and psyche.

This study explores the psychology of love from within the framework of psychoanalytic theory. Its focus is upon the nature and development of the mind, and the psychology of the mind in love. ;The study begins with an examination of two of Plato's dialogues which posit a theory of eros. The main section of the study consists of an examination of selected theoretical works of Sigmund Freud which are central to his theory of the mind, as well (...) as those of his other works which deal directly with the psychology of love. Special attention is given to Freud's development of a theory of eros, and to those aspects of his theory which led him to posit a death drive which acts in opposition to eros. ;The sections on Freud's work are followed by an examination of what other, selected theorists have contributed to a psychoanalytic theory of the mind and to an understanding of the psychology of love. Selected works by Robert Waelder, Anna Freud, Heinz Hartmann, Edith Jacobson and Otto Kernberg are examined. Special attention is given to the ways in which these theorists have modified Freud's theory of eros and the death drive, as well as to hypotheses regarding a series of developmental tasks requisite to the capacity to love. ;A final chapter utilizes concepts developed in previous chapters to directly examine psychological processes hypothesized to occur in sexual love. Special attention is given to regressive processes and to the role of the self in sexual love. ;Overall, this study serves as an introduction to and examination of the metapsychological framework upon which a psychoanalytic theory of the mind and a psychology of love may be constructed. Its value lies in closely examining a theoretical framework regarding the mind, and in using that framework to suggest formulations regarding the psychology of love. (shrink)

Originally published in 1983, the purpose of this book was to discuss the relations between philosophy and developmental psychology, as those relations existed over the course of the history of the discipline and as they existed at that time. Although not all portions of developmental psychology are surveyed, major proponents of several key areas are represented. In addition, discussion of many currently prominent issues are included. The diversity of approaches and of interests present in the book (...) are representative of the breadth of theoretical and empirical interests found in developmental psychology at the time. (shrink)

In order to develop sophisticated models of the core domains of knowledge that support complex cognitive processing in infants and children, developmental psychologists have mapped out the content of these knowledge domains. This research strategy may provide a blueprint for advancing research on adult cognitive processing. I illustrate this suggestion with examples from analogical reasoning and decision making.

While the genesis of self-awareness at approximately 18 months old is a dramatic landmark in human development, there is at this stage no explicit awareness on the toddler's part of his/her truly standing apart from others. Only much later does a distinct sense of self shift into focus, and here Sartre provides us with a compelling theory of a first reflective experience of self-awareness. He explains this phenomenon by emphasizing a violent shift in ontological status, one in which the pre-adolescent (...) child is precipitated from functional unity with a primary caregiver to an individuated state involving self-awareness as privative, i.e. where the child becomes aware of existing only in the form of not-being-the-adult. For Sartre this new experience of self is not therefore positive but rather formal or empty; there has in fact been a psychic transition, from being to nothingness. In addition, Sartre also states that all children first explicitly experience themselves in this fashion. These claims find support in the work of developmental psychologist Margaret Mahler. In fact, in spite of the vast developmental discrepancies between toddler and pre-adolescent child, given the appropriate environmental triggers privative subjectivity will be shown to involve a regression to the much earlier rapprochement stage of development described by Mahler. (shrink)

This article presents the position for a Psychoanalytic Discursive Psychology. This position combines two elements: an action-theory of language, derived from Wittgenstein’s later philosophy, and a revised Freudian concept of repression. According to Wittgenstein and most contemporary discursive psychologists, language is to be understood as action, rather than being assumed to be an outward expression of inner, unobservable cognitive processes. However, a critical approach demands more than an interactional analysis of language acts: it requires an analysis of ideology. (...) Because what is left unsaid can be as ideologically important as what is said, there is a need to investigate socially reproduced unconsciousness. This means taking the notion of repression seriously. Whereas Freud imagined repression to be an inner psychic process, it can, by contrast, be seen as an activity that is constituted within everyday language. In this respect, language is fundamentally both expressive and repressive. The social and psychological significance of a Psychoanalytic Discursive Psychology are discussed. (shrink)

This article is an attempt to understand ethical theory not just as a set of well-developed philosophical perspectives but as a range of moral capacities that human beings more or less grow into over the course of their lives. To this end, we explore the connection between formal ethical theories and stage developmental psychologies, showing how individuals mature morally, regarding their duties, responsibilities, ideals, goals, values, and interests. The primary method is to extract from the writings of Kohlberg and (...) his students the cues that help to flesh out a developmental picture of a wide range of ethical perspectives. Thus, developmental psychology benefits from gaining a broader understanding of “morality” and “ethics,” and ethical theory benefits from a richer understanding of how moral maturity arises from youthful beginnings in juvenile and adolescent thinking. Results of this study offer insight into the difficulty of teaching ethics and a refined ability to assess moral maturity in business activity. (shrink)

Presents major topics of developmental psychology from the perspective of philosophy. The areas covered include the status of developmental explanation, perceptual development, ego development and issues in stage theory.

Summary Daniel N. Stern’s research on the first years of life offers the view of an active newborn, developing in a continuous dialogue with the Other. The mother places the infant feelings at the center of her attention. The infant gets in tune with the mother, and learns that she welcomes and understands his inner states. Such attunement is a primary holistic experience, taking place because of the infant innate ability to perceive the “interpersonal happenings” as a unitary Gestalt, emerging (...) “from the theoretically separate experiences of movement, force, time, space and intention”. Large convergence exists between Daniel Stern’s developmental psychology and Gestalt theory: both view the infant development occurring within an inter-subjective matrix, not as a process with phases or stages, but rather as a progressive organization of structures. (shrink)

I suggest two main ways of interpreting Reid's analysis of the perception of the quality of hardness: Reid endorses two distinct concepts of hardness. The distinction between the two lies in a profoundly different relation between the sensation of hardness and the concept of hardness in each of them. The first concept, which I term as a “sensation-laden concept”, is “the quality that arises in us the sensation of hardness.” The second concept, which I call a “non-sensational concept”, is “the (...) cohesion of the parts of the body with more or less force.” Reid is thinking like a developmental psychologist and postulates what I consider as a gradual development from one concept to the other according to which the initial sensation-laden concept of hardness, which we form during our early childhood, gradually develops into a mature non-sensational concept of hardness. (shrink)

I propose a new perspective on the study of scientific revolutions. This is a transformation from an object-only perspective to an ontological perspective that properly treats objects and processes as distinct kinds. I begin my analysis by identifying an object bias in the study of scientific revolutions, where it takes the form of representing scientific revolutions as changes in classification of physical objects. I further explore the origins of this object bias. Findings from developmental psychology indicate that children (...) cannot distinguish processes from objects until the age of 7, but they have already developed a core system of object knowledge as early as 4 months of age. The persistence of this core system is responsible for the object bias among mature adults, i.e., the tendency to apply knowledge of physical objects to temporal processes. In light of the distinction between physical objects and temporal processes, I redraw the picture of the Copernican revolution. Rather than seeing it as a taxonomic shift from a geocentric to a heliocentric cosmology, we should understand it as a transformation from a conceptual system that was built around an object concept to one that was built around a process concept. (shrink)

Emotion theories based on research with adults must be able to accommodate developmental data if they are to be deemed satisfactory accounts of human emotion. Inspired in part by theory and research on adult emotion, developmentalists have investigated emotion-related processes including affect elicitation, internal and overtly observable emotion responding, emotion regulation, and understanding emotion in others. Many developmental studies parallel investigations conducted with adults. In this article, we review current theories of emotional development as well as research related (...) to the several aspects of emotion designated above. Beyond providing an overview of the field, we hope to encourage greater cross-fertilization and research collaboration between developmental psychologists and scholars who focus on adult emotion. (shrink)

Virtue theorists have recently been focusing on the important question of how virtues are developed, and doing so in a way that is informed by empirical research from psychology. However, almost all of this recent work has dealt exclusively with the moral virtues. In this paper, we present three empirically-informed accounts of how virtues can be developed, and we assess the merits of these accounts when applied specifically to intellectual (or epistemic) virtues.

In this article we focus on how the language of developmental psychology shapes our conceptualisations and understandings of childrearing and of the parent-child relationship. By analysing some examples of contemporary research, policy and popular literature on parenting and parenting support in the UK and Flanders, we explore some of the ways in which normative assumptions about parenthood and upbringing are imported into these areas through the language of developmental psychology. We go on to address the particular (...) attraction of developmental psychology in the field of parenting and upbringing within our current cultural context. Drawing on the work of (among others) Zygmunt Bauman, we will show how developmental psychology, as one of the instruments that contributes to a breaking down of our existential condition into a series of well-defined, and thus apparently manageable, tasks and categories, displaces rather than confronts the possibly limitless depth of the enormity of the reality of ‘being a parent’. (shrink)

Herein developmental psychological research complementary to Hutto's narrative practices hypothesis is considered. Specifically, I discuss experiential development from the perspective of first, second and third person in the acquisition of knowledge and the con-struction and comprehension of narratives, with relevance for theo-ries of 'theory of mind' and in particular tests of the child's understanding of false belief. I propose that the development of distinct third person belief states requires significant developmental work, which is advanced through social sharing of (...) memory and knowledge, by means of linguistic representations especially through narrative practices of different kinds, personal narratives and story telling. The final sections summarize the view that these developments are part of a broader expansion of consciousness that is evident in many aspects of cognitive change during the later preschool years. (shrink)