Spence D P
Dept. of Psychiatry, Robert Wood Johnson Medical School, Piscataway, N.J. 08854.
Int J Psychoanal. 1993 Aug;74 ( Pt 4):729-38.
A growing body of research on the way children change their forms of thinking and views of the world from around the ages of 2 to 5 strongly suggests that something called a 'theory of mind' is acquired during this time which significantly affects the course of language acquisition, moral development, interactive problem-solving and other cognitive attributes. As we learn more about the adult varieties of this theory of mind we begin to realise their implications for psychoanalysis. This paper considers such issues as: what kind of theory of mind is assumed by our reliance on the Basic Rule? What kind of theory is required to understand the usual range of standard interventions? How can deficiencies in the analysand's theory of mind interfere with standard interpretations? As research on theory of mind makes us increasingly sensitive to the importance of different forms of thinking about thinking, we can apply many of these insights to common problems of psychoanalytic technique.
越来越多关于儿童在2至5岁左右改变其思维方式和世界观的研究有力地表明，在此期间会获得一种名为“心理理论”的东西，它会显著影响语言习得、道德发展、互动式问题解决及其他认知属性的进程。随着我们对这种心理理论的成人形式了解得越来越多，我们开始意识到它们对精神分析的影响。本文探讨了以下问题：我们对基本规则的依赖假定了何种心理理论？理解标准干预的常见范围需要何种理论？被分析者心理理论的缺陷如何干扰标准解释？随着对心理理论的研究使我们越来越意识到不同形式的元思维的重要性，我们可以将其中许多见解应用于精神分析技术的常见问题。
