Customer Service | Help | FAQ | PEP-Easy | Report a Data Error | About
:
Login
Tip: To search only within a publication time period…

PEP-Web Tip of the Day

Looking for articles in a specific time period? You can refine your search by using the Year feature in the Search Section. This tool could be useful for studying the impact of historical events on psychoanalytic theories.

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

Olds, D. Cooper, A.M. (1997). Dialogue With Other Sciences: Opportunities For Mutual Gain. Int. J. Psycho-Anal., 78:219-225.

(1997). International Journal of Psycho-Analysis, 78:219-225

Dialogue With Other Sciences: Opportunities For Mutual Gain

David Olds and Arnold M. Cooper

Psychoanalysis, from its very beginnings, has greatly valued what we could learn from and what we could contribute to other areas of knowledge and discovery. Creative ideas often come from such cross-fertilisation, and it is inherent in the nature of science to be refreshed by discoveries from other disciplines. In the past our mutual interactions with anthropology, literature, linguistics, biography, sociology and history, as some examples, have enriched both disciplines. Currently, advances in neuroscience and cognitive sciences have aroused new interest in the exciting possibility of developing the study of mind-brain relationships and interactions. Freud himself was an early pioneer in biological interdisciplinary study, and we are reminded that he gave up this line of inquiry in part, at least, because neuroscience had not reached the point where such a project could be fruitful.

Now, however, an enormous amount of new information is becoming available through techniques of molecular biology, brain imaging, genetics, computer modelling and other studies and this may be the time to begin thinking anew of the linkages of psychology and the brain. More particularly, we may begin to ask what these new studies can contribute to psychoanalysis, as well as how the psychoanalytic understanding of mental functions may help to guide empirical studies of cognition and neural structures. Kandell (1983), some years ago, reporting on the molecular and cell biology of learning, pointed up the obvious—all mental life proceeds by alterations of brain activity, and learning represents a permanent change in the brain.

[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 © 2019, 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.