Re-conceptualizing Neurosis as a Degree of Egocentricity: Ethical Issues in Psychological Theory.

Psychology's historical rejection of ethics has led to an oversimplification of the origins and treatments of mental disorders. In this article, we present an analysis of how classical neurosis can be reformulated from an ethical and psychological interaction. We focus on the crucial role that egocentricity plays and argue that this term can help to clarify how ego defensive ethical decisions can undermine psychological capacities and contribute to a progressive depersonalization that can result in typical clinical disorders. In Christian anthropology, the virtues, especially humility and love have a crucial role in the positive growth of human affective and cognitive capacities. In addition, the person in his/her nature is endowed with the capacity to transcend the self and to escape egocentricity through self-giving love of God and of others. This capacity of self-giving is diametrically opposed to egocentricity and opens a new way for possible psychological recovery.

Technical assessment of processing plants as exemplified by the sorting of beverage cartons from lightweight packaging wastes.

The recovery of beverage cartons (BC) in three lightweight packaging waste processing plants (LP) was analyzed with different input materials and input masses in the area of 21-50Mg. The data was generated by gravimetric determination of the sorting products, sampling and sorting analysis. Since the particle size of beverage cartons is larger than 120mm, a modified sampling plan was implemented and targeted multiple sampling (3-11 individual samplings) and a total sample size of respectively 1200l (ca. 60kg) for the BC-products and of about 2400l (ca. 120kg) for material-heterogeneous mixed plastics (MP) and sorting residue products. The results infer that the quantification of the beverage carton yield in the process, i.e., by including all product-containing material streams, can be specified only with considerable fluctuation ranges. Consequently, the total assessment, regarding all product streams, is rather qualitative than quantitative. Irregular operation conditions as well as unfavorable sampling conditions and capacity overloads are likely causes for high confidence intervals. From the results of the current study, recommendations can basically be derived for a better sampling in LP-processing plants. Despite of the suboptimal statistical results, the results indicate very clear that the plants show definite optimisation potentials with regard to the yield of beverage cartons as well as the required product purity. Due to the test character of the sorting trials the plant parameterization was not ideal for this sorting task and consequently the results should be interpreted with care.

The use of stories in moral development. New psychological reasons for an old education method.

Contemporary approaches to moral development and moral education emphasize propositional thinking and verbal discussion of abstract moral dilemmas. In contrast, this article proposes that narratives (stories) are a central factor in a person's moral development. Support for this position comes from recent theoretical contributions of Bruner, Sarbin, Spence, Tulving, and others, who have emphasized narrative thought as a major form of cognition that is qualitatively different from abstract propositional or scientific thinking. In addition, over the last 10 to 20 years psychologists investigating and conceptualizing moral development have come to emphasize such processes as empathy (Hoffman), caring and commitment (Gilligan), interpersonal interaction (Haan), personal character and personality (Coles; Hogan; Staub; Rushton). It is proposed that narratives and narrative thinking are especially involved in how these processes lead to moral development and therefore that narrative should be rehabilitated as a valuable part of moral education.

Learning numerical progressions.

Learning of simple numerical progressions and compound progressions formed by combining two or three simple progressions is investigated. In two experiments, time to solution was greater for compound vs simple progressions; greater the higher the progression's solution level; and greater if the progression consisted of large vs small numbers. A set of strategies is proposed to account for progression learning based on the assumption S computes differences between integers, differences between differences, etc., in a hierarchical fashion. Two measures of progression difficulty, each a summary of the strategies, are proposed; C1 is a count of the number of differences needed to solve a progression; C2 is the same count with higher level differences given more weight. The measures accurately predict in both experiments the mean time to solve 16 different progressions with C2 being somewhat superior. The measures also predict the learning difficulty of 10 other progressions reported by Bjork (1968).