Customer Service | Help | FAQ | PEP-Easy | Report a Data Error | About
Tip: PEP-Web Archive subscribers can access past articles and books…

PEP-Web Tip of the Day

If you are a PEP-Web Archive subscriber, you have access to all journal articles and books, except for articles published within the last three years, with a few exceptions.

For the complete list of tips, see PEP-Web Tips on the PEP-Web support page.

Rubenstein, B. Levitt, M. (1977). Learning Disabilities as Related to a Special Form of Mothering. Int. J. Psycho-Anal., 58:45-55.

(1977). International Journal of Psycho-Analysis, 58:45-55

Learning Disabilities as Related to a Special Form of Mothering

Ben Rubenstein and Morton Levitt

Two events which have occurred in recent years illuminate the relationship between psycho-analytic theory and the development of cognitive skills. First, a lengthy study by Christopher Jencks and his research group revealed two surprising conclusions: (1) that schools merely solidify and certify learning inequalities that children bring with them, and (2) that the effects of school on the development of cognitive skills depends on a single factor, that is, the characteristics—called the idiosyncratic traits—of the children entering school (The New York Times, 28 September 1972).

Secondly, Burton L. White, director of the preschool project at the Harvard Graduate School of Education, after having reviewed the developmental records of hundreds of children, has stated that 'the difference between successful and unsuccessful children in relation to learning is rooted in their early handling' (The New York Times, 21 October 1973). White adds that the actions of the mother are 'the most powerful, formative factors in the development of a preschool child'.

Society's increased interest in learning difficulties has led us to rethink our clinical experiences with children with cognitive problems. This was an arena in which we have worked on and off for the past 15 years. At first attracted by the seeming powerlessness of young individuals to master educational tasks, we identified the condition as 'learning impotence' (Rubenstein et al., 1959) and described it in general terms at the American Psychoanalytic Association meeting in 1958 and at the American Orthopsychiatric meeting a year later.

[This is a summary or excerpt from the full text of the book or article. The full text of the document is available to subscribers.]

Copyright © 2020, Psychoanalytic Electronic Publishing, ISSN 2472-6982 Customer Service | Help | FAQ | Download PEP Bibliography | Report a Data Error | About

WARNING! This text is printed for personal use. It is copyright to the journal in which it originally appeared. It is illegal to redistribute it in any form.