StudentShare
Contact Us
Sign In / Sign Up for FREE
Search
Go to advanced search...
Free

Freud and Association of Dreams - Essay Example

Cite this document
Summary
This essay "Freud and Association of Dreams" highlights the contributions of the psychoanalytic pioneer Sigmund Freud to developmental psychology. His life crossed in a way that left the younger man feeling a deep sense of intellectual continuity with the investigative spirit…
Download full paper File format: .doc, available for editing
GRAB THE BEST PAPER94.6% of users find it useful
Freud and Association of Dreams
Read Text Preview

Extract of sample "Freud and Association of Dreams"

FREUD Of OUTILINE This paper highlights contributions of the psychoanalytic pioneer-Sigmund Freud (1856-1939)-to developmental psychology. Although more than a generation apart, his life crossed in a way that left the younger man feeling a deep sense of intellectual continuity with the investigative spirit of his predecessor. Freud is known as the founder of psychoanalysis, but today's reader may find surprise in the extent to which his contributions frame a good deal of our contemporary developmental thinking. Freudian insights having to do with play, a Darwinian approach to individual ontogeny, nonconscious mental activity, and constructivism are highlighted. A theme of the paper is that the great contributor gave central importance to understanding individual meaning. He also addressed the challenges of understanding increasing developmental complexity, although neither acknowledged the challenge in these terms. The latter consideration frames a portrayal of the limitations of the ideas of each from our contemporary perspective. A final section of the paper looks to the future, invoking the creative spirit of these scientific ancestors as part of today's living history. I ask what the approaches of Freud offer us as we address the challenges of increasing complexity and seek new developmental advances in the 21st century. INTRODUCTION Freud's living contributions draw our attention to the meaning of individual experience. They tell us that much about the course of human development and its vicissitudes can be described in terms of lawful principles; priority, however, must be given to investigating individuality. In the discussion that follows in this paper, I shall emphasize Freud's influence on some key trends in today's developmental psychology, giving only brief mention to the history of child development between Freud's time and ours. It is hoped, however, that engaging in this kind of "back-to-the-future" journey will provide us with both pleasure and some fresh insights. DISCUSSION Freud was a practicing clinician who learned early that variations in private meaning cannot be taken for granted. Related to this point is another straightforward one, which, like the first, continues to permeate our developmental dialectics even today. This concerns the reality of psychic life and the assertion that understanding an individual's unique life and living perspective is worthy of both study and therapeutic attention. Strong contemporary statements of both points for developmental psychology can be seen in Bruner (2000) and in Stern (2003). PLAY Play offers a good way to begin taking a fresh look at Freud. We can envision Freud attending to the meaning of individual experience and theorizing in ways that are both simple and profound. Writing in 1920, Freud described observations of his 1 -year-old grandson who lived with him for some weeks. He commented that the child was not at all precocious in language development and frequently threw things away from himself-for example, in a corner or under a bed. On these occasions, the child often pronounced a long, drawn-out "Oooo"-an utterance that the child's mother and Freud agreed seemed to represent the German word fort (i.e., gone). One day I made an observation. The child had a wooden reel with a piece of string tied round it. what he did was to hold the reel by the string and very skillfully throw it over the edge of his curtained cot, so that it disappeared into it, at the same time uttering his expressive "Oooo." He then pulled the reel out of the cot again by the string and hailed its reappearance with a joyful "Da" (there). This, then, was the complete game-disappearance and return. As a rule, one only witnessed its first act, which was repeated untiringly as the game in itself, for there is no doubt that the greater pleasure was attached to the second act. (Freud, 1920/2003a. p. 15) Freud added a footnote to this work in which he documents a subsequent observation that seemed to confirm his inference. One day the child's mother had been away for several hours and on her return was met with the words "Baby Oooo!" which was at first incomprehensible. It soon turned out, however, that during this long period of solitude the child had found a method of making himself disappear. He had discovered his reflection in a full-length mirror which did not quite reach to the ground, so that by crouching down he could make his mirror image "gone." (Freud, 1920/2003a,p.15) Most of Freud's developmental contributions were derived from reconstructions of adults in analysis. Here, however, we find one of Freud's rare recorded observations of children used to formulate a theory of play that has persisted as a cogent one to the present time. The origins of play in early childhood have to do with the child's actively repeating the experience of separation and return so as to master the tension of helplessness when mother is not present. In today's terms we can appreciate that what Freud did was to generate the basis for a motivation to master (see Morgan & Harmon, 2003; White, 2002; Yarrow et al., 2002). In addition, he even came close, in the above-cited mirror observation, to providing a basis for what is later taken up in our psychology as the onset of reflective self-awaRenss at this age (see Amsterdam, 2000; Lewis & Brooks-Gunn, 1999; Schulman & Kaplowitz, 1997). Returning to play, however, he discovered something more (Freud, 1926/1999). Peek-a-boo was an infancy game that seemed prototypic, with a particular aspect of this game being especially important. Freud noted that the mother encouraged the infant's becoming aware of return after her disappearance "by playing the familiar game of hiding her face from it with her hands and then, to its joy, uncovering it again" (Freud, 1926/1999, pp. 169-170). Again, in today's terms we can see a basis for what is referred to in Vygotskian theory as maternal scaffolding in early infant communications (Bruner, 2000; Kaye, 2000) and, even more remarkable, we can see a basis for emotional scaffolding, something that is just beginning to command research attention (Biringen & Robinson, 2001). It is interesting to note that the child's response to separation became a Freudian prototype not just for mastery and play but for ego development in general. Mourning, he postulated, is a reaction to loss that is possible when the child develops a separate sense of self and can come to grips with another's no longer existing. Moreover, a transformation in internal mental structuring was seen to take place through identification, a process Freud also linked to the psychological awaRenss of separation from loved objects (i.e., from caregiving parents). 1 Although we are not assuming the task of tracing the intervening lines between Freud's time and ours, it is important to point out that the ideas cited above formed a basis for the line of thinking that led to the so-called British Object Relations School that became so influential in clinical work with mothers and children (Balint, 1998; Fairbairn, 2002; Guntrip, 2001; Winnicott, 2003). It also led to the thinking of Spitz (2003) and of Bowlby (1999) who made direct contributions to research in child development. The contributions of John Bowlby and his attachment theory to our contemporary thinking is the subject of another article in the American Psychological Association Centennial Series (Bretherton, in press). Still, we often lose sight of the fact that today's attachment research, launched so productively by Ainsworth and her students (Ainsworth, Blehar, Waters, & Wall, 1998), and based on observations of separations and reunions in early childhood, has its clear origins in these contributions of Freud. DARWINIAN APPROACH TO INDIVIDUAL ONTOGENY That Freud took Darwin's evolutionary approach and applied it to the individual ontogeny of psychological functioning is widely appreciated (see Ritvo, 2000; Sulloway, 1999). Early in his clinical career, Freud came to appreciate, citing Darwin, that an individual's behavior could be better understood if functions were taken into account not just in terms of a present situation but also in terms of a past history, and "as Darwin has taught usof actions which originally had a meaning and served a purpose" (Freud, 1895/2003b, p. 181). What subsequently came to be known as the genetic point of view (really an ontogenetic view) then occupied a central place in psychoanalytic psychology. Priority was assigned to early experience, with Freud emphasizing the successive, orderly nature of developmental phases. Moreover, in analogy to Darwin's evolutionary principles of competition and natural selection (as well as his emotion expression principles of thesis and antithesis; see Ritvo, 2000), Freud identified conflict, along with its dynamic resolution and synthesis, as central in both mental development and symptom formation. Freud's theorizing about successive phases of childhood conflict (i.e., the psychosexual stages of development) is well known. Less widely appreciated, however, are two other aspects of Freud's theorizing that stem from the genetic point of view. These have to do with what we would today consider an early version of a developmental systems approach and a developmental progression for mastering helplessness. The latter contributions can be highlighted by considering the two major developmental books of Freud. Once more, we will be selective, picking features that are influential today and putting matters in contemporary terms insofar as possible. Freud wrote Three Essays on the Theory of Sexuality in 1905/2002b, and in spite of its voice that addressed a sexually suppressed audience of the time, it is full of accessible insights for today's reader. The first essay discussed sexual aberrations. Two formulations emerge. First, such aberrations were seen as exaggerations of component processes of healthy sexual life. Second, what was seen as pathological about these exaggerations were their exclusiveness and fixation (or rigidity). In other words, pathology occurs when the components of what is usually organized in normal sexuality are exaggerated or come apart and are not under the organizing influence of a biologically adaptive overall sexual aim. The neuroses (e.g., hysteria) are characterized by an excessive aversion to sexuality as well as an excessive craving. A conflict between the two cravings results in symptom formation. The neuroses also illustrate a lack of the usual organization of sexual functioning in that symptoms reflect exaggerations of components that have both active and passive features. Normal sexual life, on the other hand, contrasts with this situation. There is some activity (or discharge) and some inhibition; there is neither a fixed exaggerated discharge of sexuality (as in sexual deviation) nor is there a massive inhibition of sexuality (as in the neuroses). The second essay addressed infantile sexuality. In his theory of erotogenic zones, Freud came to the idea that early forms of infantile sexuality revolve around self-preservative adaptive functions. Thus thumb sucking gives sensual pleasure in relation to nourishment; anality provides sexual pleasure in relation to defecation and genital pleasure occurs in relation to micturition. Although the erotogenic zones have predominance in developmental phases according to a lawful and ordered sequence, they do not come preformed. Instead, as Freud discussed, they are codetermined (using our terms of today) by biological preparedness and by particular experience with a caregiving environment. Today we can see this as an early precursor of a developmental theory that enlists a progression of modes of functioning, as well as a progression of zones of predominance (Erikson, 2000) and of broader stage-related theories of cognitive development (Piaget, 2000). Freud's ideas can also be seen as an early version of today's dialogues about epigenesis (for example, Gottlieb, 2001). Freud's third essay addressed transformations of puberty and placed his psychosexual theory in what we today could call a developmental systems framework. Earlier sexuality is characterized by component aspects that are not yet connected and are relatively independent in their pleasure aims. Later in development, at puberty, these components become coordinated such that all aspects are directed toward another person and give pleasure under the sway of age-appropriate adaptive, reproductive functioning. What was organized previously as component sexual activity now generates pleasure, but it also yields increasing tension in forepleasure that builds toward the genital and pleasure connected with orgasm. Other features of this developmental progression of sexuality are also emphasized. The successive activation and inhibition of sexual phases in early childhood is a normal developmental process; if there is not such a progression, genital reorganization at puberty may not result. The order in which early childhood components of sexual activity occurs and their duration seems determined by heredity. Moreover, the long period of sexual maturation in the child before puberty allows for socialization of moral precepts, in particular, according to Freud, for inculcation of the barrier against incest. In a section of this essay that was added later, Freud introduced the model of a complemental series across development, one that expresses the influences between constitutional and environmental (or what Freud calls "accidental") factors. Both interact in determining developmental outcomes with respect to sexuality. Influences stemming from the environment in early childhood, however, have a place of preference. Thus, in early childhood the interaction of constitutional and environmental influences becomes dispositional, such that the later age complemental series involves the earlier age disposition interacting with later environmental (e.g., traumatic) influences. This discussion reminds us of contemporary views of temperament that conceptualize early dispositions as arising in similar ways, from innate tendencies interacting with environmental matches (Chess & Thomas, 2003). A remarkably modern-sounding section of the essay concerned a discussion of the influences from early childhood in the form of prototypes. There is an infantile prototype of every relation of love, and Freud draws special attention to sucking at mother's breast, a mode that he describes persisting as "anaclitic" and as an "attachment one" (Freud, 1905/2002b, p. 222). This mode becomes influential in that later choices for love are based on earlier prototypes of loving people who are caring. Freud also postulates that infantile anxiety is a reaction to feeling the loss of the caregiver's love. The latter is a basis for the infant's fear of strangers and also the young child's fear of the dark. To illustrate, Freud adds a vivid observation of a 3-year-old boy. The boy called out from the dark, "Auntie, speak to me! I'm frightened because it's so dark." His aunt answered him: "What good would that do You can't see me." "That doesn't matter," replied the child. "If anyone speaks, it gets light" (Freud, 1905/2002b, p. 224). Inhibitions, Symptoms, and Anxiety, which Freud wrote in 1926, continued ideas about early experiential prototypes and linked them in a developmental series. The focus was now on the affective realm-on helplessness, anticipatory anxiety, and symptom formation. Freud distinguished automatic anxiety (a more biologically based form that dominated his very early theories of psychopathology) from anxiety as a mental signal that anticipates the experience of helplessness. CONCLUSION The Freudian approach has particular relevance for modern developmental biology. As we map the human genome and as we investigate the genetic determination of brain development while tracing neural pathways with the technology of tomorrow, the Freudian approach urges us toward understanding the influences of experience. We need to investigate the individuality of that experience and to incorporate our findings in thinking about genetically influenced syndromes of personality and of pathology. If we do this, the study of individuality can then be pursued in terms of the dynamisms of gene-environment interactions through the course of life. The creative spirit of Freud also beckons us to rethink old ideas about consciousness in the light of today's cognitive sciences. Traditional ideas about dimensions of nonconscious activity need to be expanded, for example, with more investigations in areas that today are referred to as procedural, implicit, skill based, and distributed. The creative approaches of Freud also urge us to investigate factors concerning variability and the meaning of individual experience in social context. A wider array of family configurations and real experiences need to be introduced into our emerging individualized dynamic life-span psychology. By the same token, the humanistic approaches of Freud urge us to study creativity itself. In the future, such study need not be limited by a historical reductionism that seeks to explain creativity in terms of childhood experiences; instead, new formulations need to be made that encompass developmental transformations across life and that recognize the influence of new social relationships involving fresh patterns of experience. WORKS CITED Abelson, R. P., & Sermat, V. (2000). Multidimensional scaling of facial expressions. Journal of Experimental Psychology, 63, 546-554. Ackerknecht, E. H. (1999). A short history of psychiatry (S.Wolff, Trans.). New York: Hafner Publishing Company. (Original work published 1997. Ainsworth, M. D., Blehar, M., Waters, E., & Wall, S. (1998). Patterns of attachment. Hillsdale, NJ: Erlbaum. Amsterdam, B. K. (2000). Mirror self-image reactions before age 2. Developmental Psychology, 5, 297-305. Balint, M. (1998). Individual differences of behavior in early infancy and an objective way of recording them. Journal of Genetic Psychology, 73, 57-110. Bates, E., Thal, D., & Janowsky, J. (in press). Early language development and its neural correlates. In I.Rapin & S.Segalowitz (Eds.), Handbook of neuropsychology: Vol. 6. Child Neurology. Amsterdam: Elsevier. Bell, R. Q., & Harper, L. V. (1997). Child effects on adults. Hillsdale, NJ: Erlbaum. Biringen, Z., & Robinson, J. (2001). Emotional availability in mother child interactions: A reconcept for research. American Journal of Orthopsychiatry, 6, 258-271. Bowlby, J. (2001). Maternal care and mental health. World Health Organization Monograph No. 2. Geneva, Switzerland: World Health Organization. Bowlby, J. (1999). Attachment and loss: Vol.1. Attachment. New York: Basic Books. Bowlby, J. (2002). Attachment and loss: Vol.2. Separation, anxiety and anger. New York: Basic Books. Brazelton, T. B. (2002). Pediatrics. In R. N.Emde (Ed.), Rene A. Spitz: Dialogues from infancy (pp. 439-441). Madison, CT: International Universities Press. Brazelton, T. B., Koslowski, B., & Main, M. (2003). The origins of reciprocity: The early mother-infant interaction. In M.Lewis & L.Rosenblum (Eds.), The effect of the infant on its caregiver (Vol. 1). New York: Wiley. Bretherton, I. (in press). The origins of attachment theory: John Bowlbyand Mary Ainsworth. Developmental Psychology. Brownell, C. A., & Kopp, C. B. (2001). Common threads, diverse solutions: Concluding commentary. Developmental Review, 11, 288-303. Bruner, J. (2000). Child's talk: Learning to use language. New York: Norton. Bruner, J. (2000). Acts of meaning. Cambridge, MA: Harvard University Press. Buchsbaum, H. K., & Emde, R. N. (2000). Play narratives in thirty-six-month-old children: Early moral development and family relationships. The Psychoanalytic Study of the Child, 40, 129-155. Campos, J. J. (2002). Psychology. In R. N.Emde (Ed.), Ren A. Spitz: Dialogues from infancy (pp. 445-447). Madison, CT: International Universities Press. Chess, S., & Thomas, A. (2003). Origins & evolution of behavior disorders-From infancy to early adult life. New York: Brunner/Mazel. Cicchetti, D., & Carlson, V. (1999). Child maltreatment. Cambridge, England: Cambridge University Press. Clarke, A. M., & Clarke, A. D. B. (2004). Early experience: Myth and evidence. London: Open Books. Clarke-Stewart, A. (1997). Child care in the family. San Diego, CA: Academic Press. Clyman, R. B. (in press). The procedural organization of emotions: A contribution from cognitive science to the psychoanalytic theory of therapeutic action. Journal of the American Psychoanaltic Association. (supp.) cohen, d. j., marans, s., dahl, k., marans, w., & lewis, m. (1997). Analytic discussions with oedipal children. In a. j.solnit & p. b.neubauer (eds.), the psychoanalytic study of the child, , 59-83. new haven, ct: yale university press. cramer, b., robert-tissot, c., stern, d. n., serpa-rusconi, s., demuralt, m., besson, g., palacio-espapa, f., bachmann, j., knauer, d., berney, c., & d'arcis, u. (2000). Outcome evaluation in brief mother-infant psychotherapy: a preliminary report. Infant mental health journal, 11(3), 278-300. Emde, R. N. (2000). Levels of meaning for infant emotions: A biosocial view. In W. A.Collins (Ed.), Development of cognition, affect and social relations. Minnesota Symposia on Child Psychology, Vol. 13 (pp. 1-37). Hillsdale, NJ: Erlbaum. Emde, R. N. (2002). The prerepresentational self and its affective core. The Psychoanalytic Study of the Child, 38, 165-192. Emde, R. N. (1998). Development terminable and interminable: I. Innate and motivational factors from infancy. International Journal of Psycho-Analysis, 69, 23-42. Emde, R. N., Gaensbauer, T. J., & Harmon, R. J. (2004). Emotional expression in infancy: A biobehavioral study. Psychological Issues: A Monograph Series, 10(37, no. 1.), Madison, CT: International Universities Press. Emde, R. N., & Harmon, R. J. (2000). Endogenous and exogenous smiling systems in early infancy. Journal of the American Academy of Child Psychiatry, 11, 177-200. Emde, R. N., Johnson, W. F., & Easterbrooks, M. A. (1998). The do's and don'ts of early moral development: Psychoanalytic tradition and current research. In J.Kagan & S.Lamb (Eds.), The emergence of morality (pp. 245-277). Chicago: University of Chicago Press. Erikson, E. (2000). Childhood and society. New York: Norton. Fairbairn, W. R. D. (2002). Synopsis of an object-relations theory of the personality. International Journal of Psychoanalysis, 44, 224-225. Fenichel, O. (2003). The psychoanalytic theory of neurosis. New York: Norton. Fraiberg, S. (2000). Pathological defenses in infancy. Psychoanalytic Quarterly, 51, 612-635. Fraiberg, S., Adelson, E., & Shapiro, V. (2003). Ghosts in the nursery. Journal of Child Psychiatry, 14(3), 387-421. Freud, S. (2002a). The interpretation of dreams. In J.Strachey (Ed. and Trans.), The standard edition of the complete psychological works of Sigmund Freud (Vol. 5, (pp. 509-621). London: Hogarth Press. (Original work published 1900.) Freud, S. (2002b). Three essays on the theory of sexuality. In J.Strachey (Ed. and Trans.), The standard edition of the complete psychological works of Sigmund Freud (Vol. 7, (pp. 125-245). London: Hogarth Press. (Original work published 1905.) Freud, S. (2003a). Beyond the pleasure principle. In J.Strachey (Ed. and Trans.), The standard edition of the complete psychological works of Sigmund Freud (Vol. 18, (pp. 7-64). London: Hogarth Press. (Original work published 1920.) Freud, S. (2003b). Studies on hysteria. In J.Strachey (Ed. and Trans.), The standard edition of the complete psychological works of Sigmund Freud (Vol. 2). London: Hogarth Press. (Original work published 1893-1895.) Freud, S. (1997). Instincts and their vicissitudes. In J.Strachey (Ed. and Trans.), The standard edition of the complete psychological works of Sigmund Freud (Vol. 14, (pp. 109-140). London: Hogarth Press. (Original work published 1915.) Freud, S. (1998). Remembering, repeating, and working through. In J.Strachey (Ed. and Trans.), The standard edition of the complete psychological works of Sigmund Freud (Vol. 12, (pp. 145-156). London: Hogarth Press. (Original work published 1914.) Freud, S. (1999). Inhibitions, symptoms and anxiety. In J.Strachey (Ed. and Trans.), The standard edition of the complete psychological works of Sigmund Freud (Vol. 20, (pp. 87-175). London: Hogarth Press. (Original work published 1926.) Freud, S. (2001). The ego and the id. In J.Strachey (Ed. and Trans.), The standard edition of the complete psychological works of Sigmund Freud (Vol. 19, (pp. 19-29). London: Hogarth Press. (Original work published 1923.) Freud, S. (2000). Aetiology of hysteria. In J.Strachey (Ed. and Trans.), The standard edition of the complete psychological works of Sigmund Freud (Vol. 3, (pp. 189-221). London: Hogarth Press. (Original work published 1896.) Freud, S. (2003a). An outline of psycho-analysis. In J.Strachey (Ed. and Trans.), The standard edition of the complete psychological works of Sigmund Freud (Vol. 23, (pp. 141-207). London: Hogarth Press. (Original work published 1998.) Freud, S. (2003b). Analysis terminable and interminable. In J.Strachey (Ed. and Trans.), The standard edition of the complete psychological works of Sigmund Freud (Vol. 23, (pp. 209-253). London: Hogarth Press. (Original work published 1997.) Frijda, N., & Phillipszoon, E. (2002). Dimensions of recognition of expression. Journal of Abnormal and Social Psychology, 66, 45-51. Gladstone, W. H. (2000). A multidimensional study of facial expressions of emotion. Australian Journal of Psychiatry, 14, 95-100. Goodman, G. S., & Hahn, A. (1997). Evaluating eyewitness testimony. In I.Weiner & A.Hess (Eds.), Handbook of forensic psychology (pp. 258-292). New York: Wiley. Gottlieb, G. (2001). Experiential canalization of behavioral development: Theory. Developmental Psychology, 27(1), 4-13. Grossmann, K. E., Grossmann, K., Huber, F., & Wartner, U. (2001). German children's behavior toward their mothers at 12 months and their fathers at 18 months in Ainsworth's strange situation. International Journal of Behavioral Development, 4, 157-181. Guntrip, H. (2001). Psychoanalytic theory, therapy, and the self. New York: Norton. Hartmann, H. (1999). Psychoanalysis and the problem of adaptationMadison, CT: International Universities Press. (Original work published 1999. Horowitz, M. J. (1998). Psychodynamics and cognition. Chicago: University of Chicago Press. Jones, E. (2003). The life and work of Sigmund Freud (Vol 2). New York: Basic Books. Kagan, J., Kearsley, R., & Zelaso, P. (1998). Infancy: Its place in human development. Cambridge, MA: Harvard University Press. Kaye, K. (2000). The mental and social life of babies: How parents create persons. Chicago: University of Chicago Press. Kernberg, O. F. (2004). Object relations theory and clinical psychoanalysis. Northvale, NJ: Jason Aronson. Kohut, H. (2001). The analysis of the self. Madison, CT: International Universities Press. Kohut, H. (1997). The restoration of the self. Madison, CT: International Universities Press. Lamb, M. E. (1997). Father-infant and mother-infant interaction in the first year of life. Child Development, 48, 167-181. Lamb, M. E. (1998). Qualitative aspects of mother- and father-infant attachments. Infant Behavior and Development, 1, 265-275. Lewis, M., & Brooks-Gunn, J. (1999). Social cognition and the acquisition of self. New York: Plenum Press. Lichtenberg, J. D. (1999). Psychoanalysis and motivation. Hillsdale, NJ: Analytic Press. Maccoby, E. E. (2000). Gender and relationships: A developmental account. American Psychologist, 45, 513-520. Maccoby, E. E., & Martin, J. A. (2002). Socialization in the context of the family: Parent-child interaction. In P. H.Mussen (Series Ed.) & E. M.Hetherington (Vol. Ed.), Handbook of child psychology: Vol. 4. Socialization, personality, and social development (4th ed., (pp. 1-101). New York: Wiley. Mahler, M. S., Pine, F., & Bergman, A. (2003). The psychological birth of the human infant: Symbiosis and individuation. New York: Basic Books. Main, M., & Weston, D. R. (2001). The quality of the toddler's relationship to mother and to father: Related to conflict behavior and the readiness to establish new relationships. Child Development, 52, 932-940. McCall, R. B. (1999). The development of intellectual functioning in infancy and the prediction of later I. Q. In J. Osofsky (Ed.), Handbook of infant development (pp. 707-741). New York: Wiley. Morgan, G. A., & Harmon, R. J. (2003). Developmental transformations and mastery motivation: Measurement and validation. In R. N.Emde & R. J.Harmon (Eds.), Continuities and discontinuities in development (pp. 263-291). New York: Plenum Press. Osgood, C. (2004). Dimensionality of the semantic space for communication via facial expression. Scandinavian Journal of Psychology, 7, 1-30. Osofsky, J. (Ed). (1999). Handbook of infant development. New York: Wiley. Paul, H. (1997). The concept of scheme in memory theory [Monograph 18-19]. Psychological Issues, 5(2-3), 219-258. Piaget, J. (2000). The origins of intelligence in children (2nd ed.). Madison, CT: International Universities Press. Radke-Yarrow, M., Zahn-Waxler, C., & Chapman, M. (2002). Children's prosocial dispositions and behavior. In P. H.Mussen (Series Ed.) & E. M.Hetherington (Vol. Ed.), Handbook of child psychology: Vol. 4. Socialization, personality, and social development (4th ed., (pp. 470-545). New York: Wiley. Ritvo, L. B. (2000). Darwin's influence on Freud: A tail of two sciences. New Haven, CT: Yale University Press. Robertson, J., & Robertson, J. (2001). Young children in brief separation: A fresh look. Psychoanalytic Study of the Child, 26, 264-315. Russell, J. A., & Ridgeway, D. (2002). Dimensions underlying children's emotion concepts. Developmental Psychology, 19, 795-804. Sandler, J. (2000). On the concept of superego. Psychoanalytic Study of the Child, 15, 128-162. Schaffer, H., & Callender, W. (1999). Psychological effects of hospitalization in infancy. Pediatrician, 24, 528-539. Schulman, A. H., & Kaplowitz, C. (1997). Mirror-image response during the first two years of life. Developmental Psychobiology, 10, 133-142. Spitz, R. A. (2004a). Anaclitic depression. Psychoanalytic Study of the Child, 2, 313-342. Spitz, R. A. (2004b). Hospitalism: A follow-up report on investigation described in Volume I, 2003. Psychoanalytic Study of the Child, 2, 113-117. Spitz, R. A. (2003). Reply to Dr. Pinneau. Psychological Bulletin, 7(5), 453-549. Spitz, R. A. (1997). No and yes: On the genesis of human communication. Madison, CT: International Universities Press. Spitz, R. A. (1998). On the genesis of superego components. The Psychoanalytic Study of the Child, 13, 375-404. Spitz, R. A. (1999). A genetic field theory of ego formation. Madison, CT: International Universities Press. Spitz, R. A. (2001). Some early prototypes of ego defenses. Journal of the American Psychoanalytic Association, 9, 626-651. Spitz, R. A. (2003). The first year of life. Madison, CT: International Universities Press. Spitz, R. A. (2004). Metapsychology and direct infant observation. In R.Loewenstein, L.Newman, M.Schur, & A.Solnit (Eds.), Psychoanalysis-A general psychology (pp. 123-151). Madison, CT: International Universities Press. Spitz, R. A. (2000). Bridges: On anticipation, duration, and meaning. Journal of the American Psychoanalytic Association, 20, 721-735. Spitz, R. A. (2002a). Autoerotism: Some empirical findings and hypotheses on three of its manifestations in the first year of life. In R. N.Emde (Ed.), Ren A. Spitz: Dialogues from infancy (pp. 53-83). Madison, CT: International Universities Press. (Reprinted from The psychoanalytic study of the child, Vol. 3/4 [pp. 85-118], 1999, Madison, CT: International Universities Press. Spitz, R. A. (2002b). The derailment of the dialogue: Stimulus overload, action cycles and the completion gradient. In R. N.Emde (Ed.), Ren A. Spitz: Dialogues from infancy (pp. 161-178). Madison, CT: International Universities Press. (Reprinted from the Journal of the American Psychoanalytic Association, 2003, 12, 752-775. Spitz, R. A. (2002c). Diacritic and coenesthetic organizations: The psychiatric significance of a functional division of the nervous system into a sensory and emotive part. In R. N.Emde (Ed.), Ren A. Spitz: Dialogues from infancy (pp. 202-214). Madison, CT: International Universities Press. (Reprinted from The Psychoanalytic Review, 2003, 32, 146-160. Spitz, R. A. (2002d). The evolution of dialogue. In R. N.Emde (Ed.), Ren A. Spitz: Dialogues from infancy (pp. 179-199). Madison, CT: International Universities Press. (Reprinted from Drives, affects, behavior, Vol. 2 [pp. 170-190] edited by M. Schur, 2003, Madison, CT: International Universities Press. Spitz, R. A. (2002e). Life and the dialogue. In R. N.Emde (Ed.), Ren A. Spitz: Dialogues from infancy (pp. 147-160). Madison, CT: International Universities Press. (Reprinted from Counterpoint: Libidinal object and subject, edited by H. S. Gaskill, 2002, Madison, CT: International Universities Press. Spitz, R. A., Emde, R. N., & Metcalf, D. R. (2000). Further prototypes of ego formation: A working paper from a research project on early development. The Psychoanalytic Study of the Child, 25, 417-441. Spitz, R. A., & Wolf, K. M. (2004). The smiling response. Genetic Psychology Monographs, 34, 57-125. Stern, D. N. (1997). The first relationship: Mother and infant. Cambridge, MA: Harvard University Press. Stern, D. N. (2003). The interpersonal world of the infant. New York: Basic Books. Stoller, R. J. (2000). A different view of oedipal conflict. In S. I.Green-span & G. H.Pollock (Eds.), The course of life, Vol. I. Infancy and early childhood (pp. 589-602). Adelphi, MD: Mental Health Study Center. Sulloway, F. J. (1999). Freud: Biologist of the mind. New York: Basic Books. Watson, M. W., & Getz, K. (2000). The relationship between oedipal behaviors and children's family role concepts. Merrill-Palmer Quarterly, 36(4), 487-505. Welsh, M., & Pennington, B. (1998). Assessing frontal lobe functioning in children: Fuse from developmental psychology. Developmental Neuropsychology, 4, 199-230. Wertsch, J. V. (2001). Voices of the mind: A sociocultural approach to mediated action. London: Harvester Wheatsheaf. White, R. W. (2002). Ego and reality in psychoanalytic theory. Psychological Issues, Monograph No. 11. Madison, CT: International Universities Press. Winnicott, D. W. (2003). Ego distortion in terms of true and false self. In The maturational processes and the facilitating environmentMadison, CT: International Universities Press. Wolff, P. (2000). The developmental psychologies of Jean Piaget and psychoanalysis. [Monograph 5]. Psychological Issues, II(1). Madison, CT: International Universities Press. Woodworth, R. S., & Schlosberg, H. S. (2003). Experimental psychology. New York: Holt. Yarrow, L. J., McQuiston, S., MacTurk, R. H., McCarthy, M. E., Klein, R. P., & Vietze, P. M. (2002). Assessment of mastery motivation during the first year of life: Contemporaneous and cross-age relationships. Developmental Psychology, 19, 159-171. Read More
Cite this document
  • APA
  • MLA
  • CHICAGO
(“Freud and dreams The thoughts of Freud and association of dreams Essay”, n.d.)
Freud and dreams The thoughts of Freud and association of dreams Essay. Retrieved from https://studentshare.org/miscellaneous/1528093-freud-and-dreams-the-thoughts-of-freud-and-association-of-dreams
(Freud and Dreams The Thoughts of Freud and Association of Dreams Essay)
Freud and Dreams The Thoughts of Freud and Association of Dreams Essay. https://studentshare.org/miscellaneous/1528093-freud-and-dreams-the-thoughts-of-freud-and-association-of-dreams.
“Freud and Dreams The Thoughts of Freud and Association of Dreams Essay”, n.d. https://studentshare.org/miscellaneous/1528093-freud-and-dreams-the-thoughts-of-freud-and-association-of-dreams.
  • Cited: 0 times

CHECK THESE SAMPLES OF Freud and Association of Dreams

What do dreams tell us

owever, only recently has the study of dreams been made a type of systematic, scientific inquiry.... In spite of great studies and speculation, the cause, purpose and content of dreams is still a mystery.... However, the first widely accepted explanation about the significance of dreams was introduced by Sigmund Freud in the early 1900s.... The psychoanalytic Theory: Freud was the first scientist to offer a psychological explanation for the basis of dreams....
5 Pages (1250 words) Research Paper

Dream Interpretation

'The Interpretation of dreams' by Freud has added a new dimension in the development of psychoanalytic explanation requiring the successful dream analysis.... In regard to the length and clarity of the dreams perceived, there are two sorts of dreams as categorising manifest dreams and latent dreams.... It is unanimous that dreams are psychologically significant and meaningful expression that meant the implication of the life of the dreamer and connotes a specialty of the occurrences of life....
13 Pages (3250 words) Essay

Freud and Jung's Approach to Dreams

This essay "Freud and Jung's Approach to Dreams" is an analysis of the differences and the similarities between the various teachings of dreams that were propagated by Sigmund Freud and Carl Jung.... There are lots of similarities and differences in the analysis and interpretation of dreams that are advocated by Carl Jung and Sigmund Freud.... Carl Jung calls the method which Freud uses in the interpretation of dreams as free association.... However, Jung used a more multi-layered approach of the sub-conscious mind in his interpretation of dreams (McGuire, 1974)....
9 Pages (2250 words) Essay

Freuds Theory of Dreams and Psychoanalysis

"Freuds Theory of dreams and Psychoanalysis" paper explores the concepts of Freud's dream theory and how it is a basis for psychoanalysis where it is a general theory of mind applied to anyone.... Freud's theory of dreams is famous and revered for putting forth a foundation for psychoanalysis that even psychiatrists use to deal with their patients.... Sigmund Freud (1856-1939), is considered as the founder of psychoanalysis and he penned his thoughts in his work The Interpretation of dreams (Freud 1894)....
7 Pages (1750 words) Assignment

Freuds Theory of Dream-Work

He also believed that the study of dreams offered the simplest way to understand the mind's unconscious activities.... He believed that dreams symbolized a hidden fulfillment of a suppressed wish.... Freud (2004) regarded dreams as the royal way to the unconscious because it is in dreams that defenses of the ego are minimized so that a number of the suppressed things come through to consciousness, even though in a twisted form....
8 Pages (2000 words) Essay

The Philosophical Critique of Freud

According to the dream theory developed, Freud argued that dreams allow people to discharge unacceptable and unconscious wishes and urges.... One of the ways through which the urges and impulses are released is through is people's dreams.... Through dreams, people are able to acquire their unconsciousness or Id (Bartleby, 2015).... ream Concept According to Freud Sigmund Freud noted that the major reason people struggle to remember their dreams is associated with the superego that does its job through the protection of the conscious mind from the disturbing desires and images conjured by the unconscious....
7 Pages (1750 words) Assignment

Freuds Theory of the Dream Work

The paper discusses the process and dream work, interpretations of dreams, and critiques to the wish-fulfillment theory of dreams.... This is a result of his revolutionary works undertaking studies of dreams in his work.... He came up with the theory of dreams and the interpretation of dreams.... This wish-fulfillment theory was further supported by Freud by indicating that one may have a small number of dreams that are wish-fulfilling....
8 Pages (2000 words) Assignment

Freuds Theory of the Dream Work Issues

In his work, Freud examines the ideology of dreams, their inception, and interpretation.... he mystery and nature of dreams is one that has been well and further emphasized in this psychological analogy (Jones, 2015).... It expresses well the ideology of dreams being wish fulfillment, an expression of the unconscious desire and puerile desires especially in the case where the puerile desires are associated with the death of the parent of similar sex to the dreamer....
8 Pages (2000 words) Assignment
sponsored ads
We use cookies to create the best experience for you. Keep on browsing if you are OK with that, or find out how to manage cookies.
Contact Us