bluuebunny/crossref_metadata_2025_split huggingface dataset:
PRESENCE
Authors: RUNIA EELCO 
Published: February 2006

“Erst wie eine fremde Gewalt [der Mensch] ergreift, ihm forttreibt, und … in ihm lebendig wird, kommt wirkliches und wahrhaftes Daseyn in sein Leben.”—Fichte2
ABSTRACTFor more than thirty years now, thinking about the way we, humans, account for our past has taken place under the aegis of representationalism. In its first two decades, representationalism, inaugurated by Hayden White's Metahistory of 1973, has been remarkably successful, but by now it has lost much of its vigor and it lacks explanatory power when faced with recent phenomena such as memory, lieux de mémoire, remembrance, and trauma. It might be argued that many of the shortcomings of representationalism spring from the fact that it is exclusively geared to “transfer of meaning.” This essay posits that what may be called “presence” (“the unrepresented way the past is present in the present”) is at least as important as “meaning.”“Presence” can be dealt with by employing a “topical” view of history (in the manner of, for example, Vico) in which the whole of history is stored in “places” (that is, “institutions”) that can be “visited” on the plane of the present. Presence can be said to be stored in metonymy. Whereas metaphor is instrumental in the “transfer of meaning,” metonymy brings about a “transfer of presence.” A metonymy is a “presence in absence” not just in the sense that it presents something that isn't there, but also in the sense that in the absence (or at least the radical inconspicuousness) that is there, the thing that isn't there is still present. The presence of the past thus does not reside primarily in the intended story or the manifest metaphorical content of the text, but in what story and text contain in spite of the intentions of the historian. One might say that historical reality travels with historiography not as a paying passenger but as a stowaway. As a stowaway, as what is absently and unintentionally present on the plane of time, metonymy is a metaphor for discontinuity, or, rather, for the entwinement of continuity and discontinuity.
BEYOND COMPARISON: HISTOIRE CROISÉE AND THE CHALLENGE OF REFLEXIVITY1
Authors: WERNER MICHAEL , ZIMMERMANN BÉNÉDICTE 
Published: February 2006

ABSTRACTThis article presents, in a programmatic way, the histoire croisée approach, its methodological implications and its empirical developments. Histoire croisée draws on the debates about comparative history, transfer studies, and connected or shared history that have been carried out in the social sciences in recent years. It invites us to reconsider the interactions between different societies or cultures, erudite disciplines or traditions (more generally, between social and cultural productions). Histoire croisée focuses on empirical intercrossings consubstantial with the object of study, as well as on the operations by which researchers themselves cross scales, categories, and viewpoints. The article first shows how this approach differs from purely comparative or transfer studies. It then develops the principles of pragmatic and reflexive induction as a major methodological principle of histoire croisée. While underlining the need and the methods of a historicization of both the objects and categories of analysis, it calls for a reconsideration of the way history can combine empirical and reflexive concerns into a dynamic and flexible approach.
CHARTING THE “TRANSITIONAL PERIOD”: THE EMERGENCE OF MODERN TIME IN THE NINETEENTH CENTURY
Authors: BLIX GÖRAN 
Published: February 2006

ABSTRACTThis paper seeks to chart a concept of historical experience that French Romantic writers first developed to describe their own relationship to historical time: the notion of the “transitional period.” At first, the term related strictly to the evolving periodic conception of history, one that required breaks, spaces, or zones of indeterminacy to bracket off periods imagined as organic wholes. These transitions, necessary devices in the new grammar of history, also began to attract interest on their own, conceived either as chaotic but creative times of transformation, or, more often, as slack periods of decadence that possessed no proper style but exhibited hybrid traits. Their real interest, however, lies in their reflexive application to the nineteenth century itself, by writers and historians such as Alfred de Musset, Chateaubriand, Michelet, and Renan, who in their effort to define their own period envisioned the “transitional period” as a passage between more coherent and stable historical formations. This prospective self‐definition of the “age of history” from a future standpoint is very revealing; it shows not just the tension between its organic way of apprehending the past and its own self‐perception, but it also opens a window on a new and paradoxical experience of time, one in which change is ceaseless and an end in itself. The paper also presents a critique of the way the term “modernity” has functioned, from Baudelaire's initial use to the present, to occlude the experience of transition that the Romantics highlighted. By imposing on the nineteenth‐century sense of the transitory a heroic period designation, the term “modernity” denies precisely the reality it describes, and sublimates a widespread temporal malaise into its contrary. The paper concludes that the peculiarly “modern” mania for naming one's period is a function of transitional time, and that the concept coined by the Romantics still governs our contemporary experience.
MOMENTS OF TOTALITARIANISM
Authors: Rabinbach Anson 
Published: February 2006

Hope And Memory: Lessons From The Twentieth Century. By Tzvetan Todorov. Translated by David BellosThe Dictators: Hitler's Germany And Stalin's Russia. By Richard OveryStalinism And Nazism: History And Memory Compared. Edited by Henry Rousso. Translated by Lucy B. Golsan, Thomas C. Hilde, and Peter S. RogersStalinism and Nazism: Dictatorships in Comparison. Edited by Ian Kershaw and Moshe LewinDid Somebody Say Totalitarianism? Five Interventions in the (Mis)Use of A Notion. By Slavoj Zizek
A HISTORY WITHOUT THE HISTORY
Authors: Allen Barry 
Published: February 2006

In some remote corner of the universe, flickering in the light of the  countless solar systems into which it had been poured, there was  once a planet on which clever animals invented cognition. It was the  most arrogant and most mendacious minute in the “history of the  world”; but a minute was all it was. After nature had drawn just a  few more breaths the planet froze and the clever animals had to die.—Friedrich Nietzsche
The History of Human Reason. By R. J. Robinson
The Influence of Anger‐arousal Level on Attribution of Hostile Intent and Problem Solving Capability in an Individual with a Mild Intellectual Disability and a History of Difficulties with Aggression
Authors: MacMahon Kenneth M. A. , Jahoda Andrew , Espie Colin A. , Broomfield Niall M. 
Published: February 2006

Background  Recent studies have suggested that cognitive biases may play an important mediating role in aggressive outbursts from people with mild intellectual disabilities (IDs). Essentially, some individuals may frequently perceive other people as acting towards them in a hostile fashion. This biased perception may develop through repeated adverse experiences, and may make them more likely to respond, likewise, in an aggressive manner. These studies have led to the development of a cognitive behavioural model of aggression, incorporating factors both intrinsic and extrinsic to the individual. This study aimed to explore one facet of this model: a putative relationship between anger‐arousal level, problem‐solving ability and perception of hostile intent in others.Method  Single‐case methodology was utilized, and a 44‐year‐old man with a mild ID and a history of difficulties with aggression participated. A series of vignettes, containing potentially provocative social interactions, were read to the participant. His perception of hostile intent, and suggestions of possible behavioural responses were recorded as dependent variables. Anger‐arousal was manipulated, through autobiographical recall, as a dependent variable.Results  Although not conclusive, results indicate that anger‐arousal may act in an interactive fashion to increase perception of hostile intent. No effect of anger‐arousal was observed on problem‐solving ability; however, floor‐effects in the task used may provide an explanation for this.Conclusions  A high level of anger‐arousal may exacerbate the probability of a frequently aggressive individual perceiving others as acting in a hostile manner. However, future research should take the limitations of this study into account, and continue development of a cognitive model of frequent aggression in those with a mild ID.
Interaction of Cognitive Distortions and Cognitive Deficits in the Formulation and Treatment of Obsessive–Compulsive Behaviours in a Woman with an Intellectual Disability
Authors: Willner Paul , Goodey Rebecca 
Published: February 2006

Aims  This case study describes the formulation and cognitive–behavioural treatment (CBT) of obsessive–compulsive thoughts and behaviours in a woman with an intellectual disability. The report aimed to distinguish the cognitive deficits that reflect her disability from the cognitive distortions integral to her obsessive–compulsive disorder.Case study  Hence, we present one account of the cognitive–behavioural interventions aimed at correcting the cognitive distortions, and a separate account of the modifications necessary to compensate for specific cognitive deficits, which include impairments not only of ‘cognitive therapy skills’, but also of aspects of memory and executive functioning skills.Discussion  We suggest that this analysis may provide a rational approach to the problem of simplifying CBT to meet the needs of people with intellectually disabilities, by identifying more clearly the specific adaptations that are needed by a particular individual. We also discuss the assessment of cognitive deficits that might impact on CBT, and some implications of this approach for research and training.
Readiness for Cognitive Therapy in People with Intellectual Disabilities
Authors: Willner Paul 
Published: February 2006

Aims  Cognitive therapies are increasingly being offered by clinical psychologists to people with intellectual disabilities. This paper reviews some of the factors that influence people's readiness to engage in cognitive therapy.Literature review  Limited verbal ability, psychological‐mindedness (particularly in relation to the understanding of emotions and the mediating role of cognitions), and self‐efficacy, are all likely to present significant barriers. There may also be motivational barriers to treatment, including the functionality of some psychological presentations, maladaptive beliefs promoting resistance to change, the intellectually challenging nature of cognitive therapy, and external factors such as inappropriate settings. Engagement with therapy can be promoted by involving carers to support the therapy, but carers may themselves display a range of limitations of ability and motivation similar to those displayed by clients, which need to be recognized, and where possible addressed, in order for their involvement to be effective.Recommendations  If barriers to treatment are recognized, significant steps can be taken to increase accessibility. In addition to simplifying the delivery of therapy, there is also scope to simplify the model; this point is illustrated by case examples, and some principles for formalizing modifications to standard procedures are suggested. As barriers to treatment can often be surmounted, a decision whether or not to offer cognitive therapy should be derived from a comprehensive formulation, and should never be based solely on a client's performance on tests of cognitive ability.
Adapting Individual Psychotherapy for Adults with Intellectual Disabilities: A Comparative Review of the Cognitive–Behavioural and Psychodynamic Literature
Authors: Whitehouse Richard M. , Tudway Jeremy A. , Look Roger , Kroese Biza Stenfert 
Published: February 2006

Background  Historically, adults with intellectual disabilities have had little access to individual psychotherapy. Over the last 20 years an increasing body of literature has described psychotherapy with this client group and reported methods for adapting traditional psychotherapeutic techniques.Method  The current review identified the frequency of adaptations suggested by Hurley et al. (1998) [Journal of Developmental and Physical Disabilities, vol. 10, pp. 365–386] within cognitive behavioural and psychodynamic studies with adults with intellectual disabilities. Twenty‐five studies were reviewed, 10 cognitive–behavioural and 15 psychodynamic.Results  A total of 94 adaptations were identified. Within cognitive behavioural therapy (CBT) studies, flexibility in method was the most frequently considered adaptation whilst transference and countertransference issues were most frequently considered within psychodynamic studies. Across the two approaches, disability and rehabilitation issues were given the least consideration.Conclusions  Implications for practitioners and services are highlighted along with recommendations for future research.
Cognitive–Behavioural Intervention for People with Intellectual Disability and Anxiety Disorders
Authors: Dagnan Dave , Jahoda Andrew 
Published: February 2006

Background  Distinct cognitive models and treatments have been developed for people without intellectual disability with a wide range of anxiety disorders. However, these have not been reported as applied to people with intellectual disabilities. In fact, much of the cognitive therapy literature for people with intellectual disabilities does not distinguish between different presentations of anxiety.Methods  We take the particular example of social phobia and describe the specific cognitive model and associated intervention developed for people without intellectual disabilities. We then consider research on the social context of people with intellectual disability and research on developmental factors predictive of anxiety and make suggestions for adaptation of treatment approaches.Conclusion  We suggest that such an approach would be useful to apply to other anxiety presentations and to identify areas for further clinical and research development.
Do People with Intellectual Disabilities and Psychosis have the Cognitive Skills Required to Undertake Cognitive Behavioural Therapy?
Authors: Oathamshaw Stephen C. , Haddock Gillian 
Published: February 2006

Background  Cognitive skills thought to be necessary to undertake cognitive–behavioural therapy (CBT) include the ability to recognize emotions, link events and emotions, and recognize cognitive mediation. These skills have been assessed in people with intellectual disabilities, but not in those who also have psychosis.Materials and methods  Tasks assessing receptive language ability and cognitive skills including the ability to differentiate between behaviours, thoughts and feelings were administered to 50 participants who had intellectual disabilities and psychosis.Results  The majority of participants were able to link events and emotions and differentiate behaviours and feelings. Participants found any task involving cognitions significantly more difficult. Performance on recognizing emotions, linking events and emotions and on some of the cognitive mediation and differentiation tasks was associated with receptive language ability.Conclusions  People with intellectual disabilities and psychosis have some of the skills thought to be required to undertake cognitive behaviour therapy. Recognizing cognitions and cognitive mediation is particularly challenging. The differentiation task introduced in this study may usefully supplement existing assessments.
Assessment of the Component Skills for Cognitive Therapy in Adults with Intellectual Disability
Authors: Joyce Theresa , Globe Amanda , Moody Clare 
Published: February 2006

Background  This study examines the extent to which a random sample of adults with intellectual disabilities possess the component skills necessary to undergo cognitive behaviour therapy (CBT).Method  Seventy‐two individuals underwent a range of assessments, including measures of language ability, ability to identify and to label emotions, ability to link events and emotions and a cognitive mediation task. The method broadly replicated a previous study undertaken by Dagnan et al. [Cognitive Therapy and Research (2000) vol. 24, pp. 627–636].Results  Results showed significant relationships between language ability and ability to recognize and label emotions, ability to link events and emotions and pass the cognitive mediation tasks. The majority of the participants were unable to pass the tasks linking emotions and events and the cognitive mediation tasks. They also demonstrated a limited emotional vocabulary. The findings were similar to those of Dagnan et al. (2000).Conclusions  It is possible to assess some of the component skills necessary for undergoing CBT. People with intellectual disabilities will need support from therapists to teach the skills necessary to undertake cognitive interventions, and a ‘step‐wise’ approach to assessment will enable such support to be appropriately targeted to individual need.
Response Patterns on the Questionnaire on Attitudes Consistent with Sexual Offending in Groups of Sex Offenders with Intellectual Disabilities
Authors: Lindsay William R. , Michie Amanda M. , Whitefield Elaine , Martin Victoria , Grieve Alan , Carson Derek 
Published: February 2006

Background  This report employs a recently developed assessment on attitudes consistent with sexual offending [Questionnaire on Attitudes Consistent with Sexual Offences (QACSO)] to compare different groups of sex offenders with intellectual disability.Method  Two studies are reported each from a different region and each conducted by different individuals. Study 1 compared 12 sex offenders against adults with 12 offenders against children. The six‐scale version of the QACSO was administered including rape and attitudes to women, voyeurism, exhibitionism, dating abuse, homosexual assault and offences against children. Study 2 employed three groups of 10 participants each: offenders against adults, exhibitionists and offenders against children. The seven scale version of the QACSO (stalking added) was used. All questionnaires were administered individually.Results  In both studies, the offenders against adults reported higher levels of attitudes consistent with sexual offending in the area of rape and attitudes to women with medium to large effect sizes and a significant difference in study 1. In both studies, offenders against children reported significantly higher levels of cognitive distortions (large effect sizes) in the area of offences against children. Both differences were in the predicted direction and there were no other significant differences on other sections. In general, all three groups reported higher levels of cognitive distortions than non‐offenders.Conclusions  There would appear to be some specificity particularly for the rape and attitudes to women scale, and the offenders against children scale. The same specificity does not emerge from other scales of the QACSO. The study also lends support to the inclusion of techniques which explore and challenge attitudes consistent with offending both generally and in relation to specific offences.
On Some Recent Claims for the Efficacy of Cognitive Therapy for People with Intellectual Disabilities
Authors: Sturmey Peter 
Published: February 2006

Background  Many authors have expressed concern regarding the efficacy of psychotherapy, including psychotherapy for people with intellectual disabilities.Materials and Methods  Recently, many authors have made claims for the effectiveness of cognitive therapy for treating people with intellectual disabilities. During this debate, applied behaviour analysis has been misrepresented by incorrectly labelling behavioural as cognitive techniques, repeated misrepresentations of behaviourism and attributing the efficacy of treatment packages to cognitive components of undemonstrated efficacy when it is more parsimonious to attribute efficacy to behavioural elements of known efficacy.Conclusions  This article documents and corrects these errors.
Effects of experience and object complexity on exploration in garden warblers (Sylvia borin)
Authors: Mettke‐Hofmann C. , Rowe K. C. , Hayden T. J. , Canoine V. 
Published: February 2006

AbstractAnimals are increasingly exposed to novel environmental conditions because of human activities. An organism's ability to cope with these challenges is critical to its survival. The decision of whether or not an animal should investigate environmental changes involves a trade‐off between the risk and the potential benefit of a novel resource. Novelty often elicits approach (exploratory) as well as avoidance behaviour in animals, and the extent of each of these behaviours may influence learning about the environment. We formulated and tested several hypotheses to determine how external factors (complexity of a novel stimulus) and internal factors (experience with objects) might influence exploration latencies to touch a novel object based on either cost or benefit considerations. Garden warblers were confronted with a simple and a complex novel object in their familiar cages, and latencies until first touch were measured. Additionally, corticosterone levels before and after the experiment were measured to assess whether differences in baseline levels might explain variations in latency to approach and whether presentation of novel objects is stressful. The complex object was touched significantly later than the simple object. Experienced birds investigated both types of objects later than inexperienced birds. Although birds showed marked approach–avoidance behaviour with the complex object, none of the objects elicited a corticosterone stress response. The results indicate that garden warblers consider both costs and benefits when exploring novel objects, and that the relative influence of costs and benefits varies with external and internal factors.