Psychoanalysis and learning: Rounding up the usual suspects?

Psychoanalytic Psychology

Volumn 17, Issue 2, 2000, Pages 264-293

  Zabarenko, Lucy M ^a,b  

^a UNIVERSITY OF PITTSBURGH SCHOOL OF MEDICINE   (United States)

^b NONE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ATTITUDE; HISTORY; LEARNING; PSYCHOANALYSIS; RECALL; REVIEW; TEACHING;

EID: 0033755199     PISSN: 07369735     EISSN: None     Source Type: Journal    
DOI: 10.1037/0736-9735.17.2.264     Document Type: Review

References (81)

1. Scientific psychopathology
2. The psychoanalytic approach to learning theory (with more than a passing reference to Piaget)
3. Learning theory and psychoanalytic theory
4. Working memory
5. The psychological problems of growing old
6. Dr. Sandor Ferenczi as a psychoanalyst
7. Visual system provides clues to how the brain perceives
8. The secondary laws of learning
9. Converging evidence for emotional structures: Theory and method
10. Dual coding: Acognitive model of psychoanalytic research
11. A reconstruction of Freud's tally argument: A program for psychoanalytic research
12. Experiments on the association of ideas
13. Psychoanalysis and education: Motive, meaning and self
14. A quantitative study of psychoanalysis
15. The measurement of meaning in psychoanalysis by computer analysis of verbal context
16. Do vision and haptics share common representations? Implicit and explicit memory within and between modalities
17. Concerning memory
18. How does the brain organize memories?
19. Integration of the cognitive and the psychodynamic unconscious
20. The means of education
21. Psychoanalysis and education
22. A case of affective inhibition of an intellectual process
23. The claims of psycho-analysis to scientific interest
24. Project for a scientific psychology
25. Mathematics
26. Emotional intelligence
27. Aphasic sentence Comprehension as a resource deficit: A computational approach
28. Ego autonomy re-evaluated
29. Psychoanalysis and the future of education
30. The concept of mind
31. Collective review: Child psychology and pedagogy
32. The significance of sublimating processes for education and re-education
33. Event category learning
34. The cognitive unconscious
35. A definition of identification: A review of the literature
36. Psychoanalysis and knowledge: Part I. The problem of representation and alternative approaches to learning
37. Psychoanalysis and knowledge: Part 3. Some thoughts on a line of development of a philosophy of mind
38. Psychoanalysis and knowledge: Part 2. The special relationship between psychoanalytic transference, similarity judgment and the priming of memory
39. Choice processing in emotional difficult decisions
40. Contributions of inadequate source monitoring to unconscious plagiarism during idea generation
41. Why there are complementary learning systems in the hippocampus and neocortex: Insights from the successes and failures of connectionist models of learning and memory
42. A computational theory of executive cognitive processes and multiple-task performance: Part 2. Accounts of psychological refractory-period phenomena
43. Rethinking infant knowledge: Toward an adaptive process account of successes and failures in object permanence tasks
44. The concepts of structure and structuralization: Psychoanalytic usage and implications for a theory of learning and creativity
45. Recollective and automatic uses of memory
46. Marking time in the midst of the hardest movement: Educational and clinical implications of adolescent borderline disorder in life span perspective
47. The affective unconscious and the cognitive unconscious
48. Modes of learning and the analytic process
49. Psychotherapy in the treatment of developmentally delayed infants and toddlers
50. On the psychoanalytic theory of thinking
51. The conceptual model of psychoanalysis
52. Cognitive structures
53. The theory of ego autonomy
54. The theory of attention cathexis: An economic and structural attempt at the explanation of cognitive processes
55. On the psychoanalytic theory of motivation
56. Psychology of gang formation and the treatment of juvenile delinquents
57. A neural substrate of prediction and reward
58. Unconscious conflict: A convergent psychodynamic and electro-physiological approach
59. The growth of logical thinking: Piaget's contribution to ego psychology
60. Straight talk about linear separability
61. Event-related potentials differentiate the effects of aging on word and nonword repetition in explicit and implicit memory tasks
62. The microstructure of free association
63. Mental conflicts as the cause of bad spelling and poor writing
64. Psychology as the behaviorist views it
65. Cue integration across study tasks and direct and indirect retrieval instructions: Implications for the Study of retrieval processes
66. Implicit (and explicit) learning: Acting adaptively without knowing the consequences
67. Getting a grasp on working memory
68. The psychoanalytic self psychologist looks at learning