Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “Reality Testing”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 1,135 records · Page 63Linked to original sources
PubMed1996

Playing with reality: I. Theory of mind and the normal development of psychic reality.

The authors of this paper discuss changes in the child's perception of psychic reality during normal development, highlighting a major shift in the child's understanding of minds ('theory of mind') at the oedipal stage. They illustrate this transition with material from the analysis of a 4-year-old girl. They maintain that the very young child uses two forms of psychic reality, which they have called 'psychic equivalent' and 'pretend' modes, which differ primarily in the assumed relationship between internal and external realities. The integration of the dual modes into a singular reflective mode is normally completed by about the age of 4, with affect leading cognition: the child first understands that people have different feelings, then that they may have different thoughts about the same external reality. The authors describe normal psychological growth and neurotic pathology, in which the integration of these two modes of functioning has been only partly achieved.

Adult↗
PubMed1996

Playing with reality: II. The development of psychic reality from a theoretical perspective.

In this paper the authors extend their examination of the child's perception of psychic reality, and the integration of the 'psychic equivalent' and 'pretend' modes into a reflective mode at around the oedipal stage. A model is presented of the elaboration of a core or psychological self through early object relationships, and they describe how the transition in modes of experiencing inner and outer reality fits in with this model. They then look at evidence from both developmental psychology and psycho-analytic thinking, and consider to what extent their thinking is compatible with these. They maintain that there is consistent empirical evidence supporting the model they have presented, and that it can be seen as complementing and extending previous psychoanalytic developmental theories.

Child↗