bluuebunny/crossref_metadata_2025_split huggingface dataset:
One Thousand Dreams
Authors: LINDORFF DAVID 
Published: October 2006

The dreams in Psychology and Alchemy were important to Jung because they portray a natural process in the unconscious in which the mandala symbolism gradually takes form, with emphasis on a centre. The dreamer is led through a labyrinth of archetypal symbolism which lays in evidence the dynamic structure of the psyche.Jung was obviously not permitted to reveal the identity of the man behind the dreams. This paper introduces the historical dreamer, Wolfgang Pauli (1900‐1958), together with a sample of his significant dreams as discussed by Jung. The intent is to bear witness to the suffering which hides behind the archetypal imagery, as well as the transformative power of the archetype, lending support to Jung's statement that ‘behind every neurosis there is a religious problem’.Pauli was a genius, who as a Nobel laureate ranked with the top physicists of this century. As a one‐sided intellectual atheist alienated from his feelings, in his early thirties he met with an emotional crisis, which led him to Jung for treatment. The dreams that Pauli experienced at that time carried him through a depth experience, a nekyia, that transformed his attitude toward life. They were also a precursor to a dream life that stimulated his investigation of non‐causal influences common to quantum physics and (analytical) psychology, i.e. the ‘psychophysical problem’, including synchronicity.A legacy of Pauli's life was to show that the non‐rational unconscious can give meaningful expression to the functioning of a scientific mind.
Book Reviews
Authors: Perry Christopher , Matthews Boris 
Published: October 2006

Meier, Carl AlfredPersonality: The Individuation Process in the Light of C.G. Jung's TypologyKast, Verena. Folktales as TherapyNeumann, Erich. The Fear of the Feminine: and Other Essays on Feminine PsychologyEl Saffar, Ruth Anthony. Rapture Encaged: the Suppression of the Feminine in Western CultureStein Murray, & Hollwitz, John (eds.). Psyche at Work: Workplace Applications of Jungian Analytical PsychologyRobertson, Robin. Beginner's Guide to Revelation: a Jungian InterpretationThrail, Emma. Retrospect: The Story of an AnalysisUlanov, Ann Belford. The Wizard's Gate: Picturing ConsciousnessWalker, Steven F. Jung and the Jungians on Myth: An IntroductionAlexandris, Athina & Vaslamatzis, Grigoris, (eds.). Countertransference: Theory, Technique, TeachingClulow, Christopher (ed.). Rethinking Marriage: Public and Private Perspectives
The analytic initiation: the effect of the archetype of initiation on the personal unconscious
Authors: Sullivan Mark 
Published: October 2006

The author proposes the term ‘analytic initiation1’ to describe a rite of passage from childhood to adult life effected by psychotherapy. He suggests this passage is based upon a personal regression within the embrace of an archetypal symbolic process. Archetypal symbols orientate the analysand towards the transformative potential of a regressive experience. They also contain him as he separates from parental complexes and tolerates their dissolution. The analysand's growth depends on his submitting to an intrapsychic and interpersonal experience of the initiatory process with its attending regression. Correspondingly, it relies on the analyst being available for both the personal and impersonal transference/countertransference interaction. Over time, the analysand's participation in this process brings his ego in greater relationship to the Self.The most important outcome of a successfully constellated analytic initiation is not the dissolution of a group of complexes. Rather, it is the establishment of a symbolic process that allows the individual to continue to evolve. The author supports his findings with a critical review of Jung's writings on initiation and additional case material.
Book reviews
Authors: Alister Ian , Matthews Boris 
Published: October 2006

GuggenbÜhl‐Craig, Adolf. From the Wrong Side: A Paradoxical Approach to PsychotherapyZoja, Luigi. Growth and Guilt: Psychology and the Limits of DevelopmentLangs, Robert. Doing Supervision and Being SupervisedSchaverien, Joy. Desire and the Female Therapist: Engendered Gazes in Psychotherapy and Art TherapyParker, Rozsika. Torn in Two: The Experience of Maternal AmbivalenceKawai, Hayao. Dreams, Myths and Fairy Tales in JapanPriestley, Mary. Essays on Analytical Music Therapy
A View of the violence contained in chronic fatigue syndrome
Authors: Bennett Angela 
Published: October 2006

In this paper I ask whether there might be any one particular psychopathology likely to be linked specifically with the physical illness known as chronic fatigue syndrome (CFS) or myalgic encephalomyelitis (ME), and whether CFS/ME aids and abets and ‘fits’ an original mental state. I think the question cannot yet be answered. However it is my hypothesis that in some personality structures the onset of CFS/ME following a physical illness exacerbates negativity and is an aspect of ordinary depression where there is a lowering of energy levels and a loss of zest for life, or it may reveal the pathological aspect of unresolved rage.Depending on the degree of pathological disturbance, working with and through the rage may or may not result in a resolution of the symptoms of ME. In this paper I consider some of the problems in the transference and countertransference relationship, which make it extremely difficult to separate out reality from phantasy. There is then the further problem of the denial of the psyche by the patient as part of the violence inherent in the illness.One case is presented, an example of ME in a borderline male patient in whom resolution could not be achieved.
Book reviews
Authors: Alister Ian , Matthews Boris 
Published: October 2006

Fordham, Michael. Analyst‐Patient Interaction: Collected Papers on TechniqueEdinger, Edward G. The Aion Lectures: Exploring the Self in C. G. Jung's ‘Aion’Sedgwick, David The Wounded Healer: Countertransference from a Jungian PerspectiveShorter, Bani. Susceptible to the Sacred: The Psychological Experience of RitualMclynn, Frank. Carl Gustav JungSymington, Joan & Symington, Neville. The Clinical Thinking of Wilfred BionHazell, Jeremy. H. J. S. Guntrip: a Psychoanalytical BiographyMace, Chris (ed). The Art and Science of Assessment in PsychotherapyGray, Richard M. Archetypal Explorations: An Integrative Approach to Human Behavior
Effects on ESL Reading of Teaching Cultural Content Schemata
Authors: Floyd Pamela , Carrell Patricia L. 
Published: October 2006

Research by Gatbonton and Tucker (1971) showed that due to cultural misunderstandings, EFL students drew incorrect assumptions when reading unfamiliar texts; however, when provided with pertinent cultural information, their performance increased significantly. Similar findings were reported by Yousef (1968). Steffensen, Joag‐dev, and Anderson (1979) demonstrated that implicit cultural knowledge presupposed by a text and the reader's own cultural background knowledge interact to make texts based on one's own culture easier to read and understand than syntactically and rhetorically equivalent texts based on less familiar, more distant cultures. Johnson (1981) demonstrated that the cultural origin of a text has a greater effect on ESL reading comprehension than does linguistic complexity.The related pedagogical question is: “Can we improve students' reading by helping them to build background knowledge on the topic prior to reading?” Available pedagogical research in English as a first language suggests an affirmative answer to this question (Stevens 1982). The present study investigated this question for English as a second language. Using pre‐ and posttests with experimental and control groups of intermediate‐level ESL students, half of each group receiving syntactically more complex versions of the test passages than the other half, the experimental group was taught appropriate cultural background information between pre‐ and posttesting.Results showed that by providing the students with first‐hand experiential knowledge, reading comprehension, as measured by objective tests as well as by a free written recall test, was facilitated. Differences in the syntactic complexity showed no significant effect on ESL reading comprehension.
REMEMBERING FOREIGN LANGUAGE VOCABULARY: ACOUSTIC AND SEMANTIC PARAMETERS
Authors: Henning Grant H. 
Published: October 2006

To determine whether second‐language learners encode vocabulary in memory by families of associated meanings and/or interrelated sounds (acoustic and semantic encoding clusters), and to ascertain the correlation between such encoding and language proficiency, 75 students were administered tests of STM vocabulary recognition and language proficiency. In experiment 1, 59 Ss were selected from 5 groups: 1 native speaker group and a group from each of the 4 proficiency levels for foreign students studying English as a second language. In a second study to cross‐validate the experiment, 16 native speakers and students of Persian as a second language were tested.Results indicated that second‐language learners do encode vocabulary into acoustic and semantic memory clusters; semantic and acoustic recognition errors were significantly more frequent than nonrelated errors (p < .01). Learners at a low‐proficiency level appeared to register vocabulary in memory more by sound similarities than by related meanings; high‐proficiency learners relied on associated meanings rather than sound similarities. Significant positive correlations (r= .612, .675) were found between proficiency and percentage of semantic errors. Significant negative correlations (r=−.573, −.675) were found between proficiency and the percentage of acoustic errors.
THAI DIFFICULTIES IN USING ENGLISH PREPOSITIONS1
Authors: Khampang Phon 
Published: October 2006

Three questions were investigated: 1) Do Thai students have greater difficulty learning English prepositions of place and time or are prepositions equally difficult for all students learning English as a second language? 2) Are certain prepositions more difficult than others depending on the students’ first language? 3) Do contrastive analysis and error analysis predict the subjects’ performance on a test of English prepositions in the same manner? The prepositions investigated were at, by, for, from, in, on, to, and θ.A diagnostic test with three parts was administered to 169 Ss: 40 Thai, 48 Japanese, 38 Spanish, and 43 Other. The analysis showed no significant difference in the groups on total scores; all four groups had difficulty with English prepositions. There were no items that were specifically Thai problems. Rather, their problems with prepositions were shared by all groups. A contrastive analysis via a “translation” task provided information on how English and Thai prepositions differ. The results showed that while English and Thai preposition systems contrast in many ways and predictions can be made based on these contrasts, error analysis was just as effective in showing problems Thai students have with English prepositions.
COMPARTMENTALIZED AND INTEGRATED CONTROL: AN ASSESSMENT OF SOME EVIDENCE FOR TWO KINDS OF COMPETENCE AND IMPLICATIONS FOR THE CLASSROOM1
Authors: Palmer Adrian S. 
Published: October 2006

This paper provides some empirical support for the hypothesis that there are two types of language control: compartmentalized control in which performance on discrete point tests or achievement tests is relatively unrelated to performance on communication tests and intergrated control in which the two types of performance are more highly related. Data is presented from three studies: one, a study of individual differences; the other two, controlled experiments in foreign language instruction. The evidence tends, in general, to support the posited distinction, and three factors are suggested as accounting for the two types of competence.Next, the paper considers the hypothesis that integration indicates acquisition in Monitor Theory terms, and the data is interpreted in terms of this hypothesis.Finally, a method of teaching for integration is suggested which incorporates the three factors identified in the empirical studies.
LINGUISTIC COMPLEXITY AND THE TEACHING OF ENGLISH STRUCTURE
Authors: Schmierer Richard J. 
Published: October 2006

Two linguistic considerations essential for the successful teaching of English grammatical structure to students of English as a Second Language are noted. The first of these – that grammatical instruction given to ESL students must be linguistically complete – is taken as a fact which is universally recognized and 7 accepted by ESL structure teachers. The second – that linguistic complexity commonly varies in different manifestations of a given grammatical structure and that such varying complexity must be purposefully controlled and manipulated by the teacher of English structure – provides the focus for the present discussion.This viewpoint concerning the role of linguistic complexity in the teaching of English structure is introduced using as an example the English present continuous verb structure. On the basis of this example, common shortcomings found in the instructional programs of those structure teachers who fail to take considerations of linguistic complexity into account in their instruction are then cited. Two further examples ‐ one concerning the linguistic complexity of negation as it interacts with the some/any distinction in English, and one concerning the linguistic complexity found in English embedded sentences ‐ are introduced to provide additional support for the central theme of the paper: that the conscious manipulation of parameters of linguistic complexity is required for the successful teaching of English grammatical structure.
THE FORMAL AND DEVELOPMENTAL SELECTIVITY OF LI INFLUENCE ON L2 ACQUISITION
Authors: Zobl Helmut 
Published: October 2006

This study applies structuralist insights into the mechanisms of contact‐induced language change to an examination of the selectivity of L1 influence on L2 acquisition. The principle of selectivity refers to formal properties that make L2 structures immune or receptive to L1 influence as well as L2 developmental stages that activate L1 transfer along a time axis. Basic to the approach set forth is the structuralist assumption that a language will accept only those external influences that correspond to its own structural tendencies and systemic biases. It is proposed that areas of an L2 potentially susceptible to L1 influence can be identified through an examination of that L2's learner‐language. This entity refers to developmental aspects of the acquisition of that L2 both as a first and as a second language.The paper examines in some detail the formal parameters that govern the selectivity of L1 transfer. The proposed approach is capable of accounting in a principled way for conflicting findings reported in L2 research on the occurrence and non‐occurrence of structural transfer.
A HYPOTHESIS FOR SEMANTIC DEVELOPMENT IN A SECOND LANGUAGE
Authors: Strick Gregory J. 
Published: October 2006

A comparative investigation of semantic structure among adult native English speakers and speakers of English as a second language and the suggested course of semantic development among children support a hypothesis for semantic development in a second language.Second language learners are seen to conceptualize semantic relations in the domain of address terms with respect to salient perceptually‐based dimensions and less salient abstract dimensions relevant to their native cultural orientation rather than the orientation of the second language. Among children too, the progression from perceptual to abstract representation is suggested to occur as a function of the learner's growing knowledge and experience of the world. Since semantic development occurs as a continuing process through adulthood, especially for adult second language learners, second language semantic development is hypothesized to occur as a process of transition from native to second language semantic structures and a function of the changing cultural orientation of the learner. The transition is initially marked by the learners' salient reliance upon perceptually‐based dimensions and later by increasingly salient reliance upon abstract culturally relative dimensions in the second language.
SOME USES OF MENTALISTIC DATA IN SECOND LANGUAGE RESEARCH1
Authors: Cohen Andrew D. , Hosenfeld Carol 
Published: October 2006

This paper speaks to the issue of investigating mental states in second language research. Although researchers have been attracted to mentalistic techniques for many years. such research techniques have not received widespread endorsement. Recently, applied linguists have come to apply such techniques to the study of language learning out of the realization that learners themselves may have important insights into how they learn.First, we present a theoretical model for researching mental states. Second, we provide a methodological framework for researching mental states in second language learning. Third, we discuss the studies that we personally have conducted which have investigated mental states. Fourth, we refer to our ongoing research efforts in this area. Finally, we suggest ways that findings from mentalistic research could be directly applied to improving language learning.
DETERMINING THE DEBILITATIVE IMPACT OF TEST ANXIETY
Authors: Madsen Harold S. 
Published: October 2006

The purpose of this study is to assess how detrimental the effects of anxiety are in ESL language exams. A variety of recent studies have demonstrated significant differences in the emotive reactions of examinees to various language tests. And dozens of research reports in psychology literature identify both facilitating and debilitating results from test anxiety. But to date there have not been any published accounts of attempts to measure the impact of debilitating anxiety generated by ESL for foreign language tests.To assess the impact of anxiety, a battery of six different ESL examinations was administered to 114 EL1 students ranging in ability from beginning to advanced. These students were also administered the Alpert and Haber Achievement Anxiety Test. Performance on the most anxiety‐producing subtest is shown to be debilitating for the most anxious‐prone students. The study demonstrates that high anxiety‐producing ESL tests not only are psychologically debilitating but also are less valid and potentially biased in favor of students with low test anxiety.
THE MODIFIED STAGE HYPOTHESIS: SOME POSSIBLE IMPLICATIONS
Authors: Schneiderman Eta I. 
Published: October 2006

The modified stage hypothesis (Galloway and Krashen 1980) is one of several explanations put forth in response to the contradictory results of a wave of recent studies exploring patterns of cerebral lateralization for the two languages of bilingual subjects. The modified stage hypothesis, roughly paraphrased, predicts that the degree of right hemisphere involvement in the early stages of L2 acquisition is proportional to the amount of natural acquisition versus learning (in Krashen's sense) that is taking place. Conversely, formal learning of the L2 is predicted to be more dependent upon left hemisphere functions. Thus learners (as opposed to acquirers) are likely to exhibit greater left lateralization in their L2 than individuals for whom that language is the L1. Acquirers, on the other hand, should be less lateralized in their L2 than native speakers of that language.Findings in support of the modified stage hypothesis compel us to examine how learning and acquisition might differentially engage the two hemispheres in the acquisition process. This examination leads to the discovery of an apparent contradiction between conclusions drawn from the experimental findings in support of the modified stage hypothesis and Krashen's Monitor theory which underlies it.
THE USE OF COMMUNICATIVE STRATEGIES IN NARRATIVE DISCOURSE: A CASE STUDY OF A LEARNER OF MOROCCAN ARABIC AS A SECOND LANGUAGE
Authors: Fakhri Ahmed 
Published: October 2006

Research in second language learners’communicative strategies has provided an elaborate framework for analyzing how learners manage to convey meanings and messages in spite of their limited "knowledge" of the target language. Many studies (e.g., Færch and Kasper 1983) have dealt with the identification and classification of communicative strategies (CSs). This paper investigates a new aspect of the use of CSs: the interaction between the application of CSs and narrative discourse features.Twelve narratives were collected from a learner of Moroccan Arabic as a second language over a four‐week period during daily conversation sessions in the target language. The analysis of the data draws upon research in narrative discourse (e.g., Labov 1972) and language learners’CSs (e.g., Tarone 1980; Færch and Kasper 1983). The study suggests that the subject resorted to a number of strategies to compensate for her linguistic deficiencies and that the application of these strategies was not random but constrained by narrative discourse features. The limitations of this study are discussed and suggestions for further research made.
INFERENCING IN ESL: PRESUPPOSITIONS AND IMPLICATIONS OF FACTIVE AND IMPLICATIVE PREDICATES
Authors: Carrell Patricia L. 
Published: October 2006

One aspect of pragmatic competence in a second language is the ability to draw correct inferences. Much of the information conveyed by a text, or even a single sentence, is not conveyed directly as the literal meaning of that text or sentence, but is rather conveyed only indirectly, as inferences which are to be drawn from the text or sentence. The process of comprehending a text or sentence, then, is at least partially the process of drawing correct inferences. If second language learners are to be said to have comprehended a text or sentence, they must also have drawn the correct inferences from it. The study reported in this paper, which included both advanced and high‐intermediate ESL learners as well as a control group of native speakers, investigated the drawing of two types of inferences in ESL ‐ presuppositions and implications ‐from English sentences containing factive and implicative predicates (Kiparsky and Kiparsky 1970; Karttunen 1971).Results of the study, which are compared to earlier empirical studies of fully proficient native speakers of English (Just and Clark 1973; Vosniadou 1982), show the ESL learners are in the process of acquiring this aspect of pragmatic ability in English. Specific results reveal better comprehension of implied meaning over presupposed meaning, better performance on semantically positive predicates than on semantically negative predicates, and an interaction between inference type (implication versus presupposition) and predicate polarity (positive versus negative). These results are explained in terms of previous research on the distinction between given and new information. Additional research is proposed and potential pedagogical implications are also discussed.