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It was M ller s students who would take the next steps. In addition to his writing and research, M ller was a splendid teacher who attracted many brilliant students. Among these was Hermann Helmholtz (1821 1895), who played a pivotal role in this history, and his classmates mile du Bois-Reymond (1818 1896), who later collaborated with Helmholtz and gained fame by establishing the electrochemical nature of the nervous impulse; Rudolf Virchow (1821 1902), who later pioneered the cellular theory of pathology; and Ernst Br cke (1819 1893), who would later do work on the interactions between color and brightness but who would be best known as the most in uential teacher of Sigmund Freud. Together these students rejected the idea that there was any life force that was so mysterious that it could not be analyzed, and so different that it did not follow the know rules of physics and physiology. As a rebellion against vitalism, they drew up a solemn article of faith in the mechanistic viewpoint, which stated that
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Despite the extraordinary progress made in the understanding of personality disorders (PDs) since the introduction of Axis II in the Diagnostic and Statistical Manual of Mental Disorders, 3rd ed. (DSM-III), a consensus has emerged that Axis II requires substantial revision (see Livesley & Jang, 2000). Although researchers largely agree on the diagnosis (e.g., categorical diagnosis is problematic, comorbidity is too high), little consensus exists on either prognosis (whether Axis II is going to survive another revision of the diagnostic manual) or the appropriate treatment. Some have called for changes that maximize the continuity with DSM-III through DSM-IV (e.g., Oldham & Skodol, 2000). Others have suggested more radical solutions, such as replacing PD diagnosis with trait diagnosis using the five-factor model (FFM; e.g., Widiger, Costa, & McCrae, 2002). In this chapter, we describe an intermediate solution that represents an extension of the prototype approach to classification that guided the architects of the DSM since DSM-II (see Frances, 1982). We begin by reviewing the prototype concept, its use in psychiatric diagnosis, and research applying this construct to PDs over the past 20 years. Next, we examine some of the ways DSM-IV is limited in the way it has attempted to operationalize prototype diagnosis. We then describe an alternative prototype matching procedure that we believe better fulfills the goals of the framers of DSM-IV. Finally, we present a case study demonstrating the way this prototype matching approach might be applied in clinical practice.
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Often companies offer small patches that can be downloaded from their websites to x problems or glitches in their software. To locate and download a software patch:
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Impression motivation and construction 19 Impression formation 8 Social anxiety 3 Sport competition anxiety 5 Social physique anxiety 36 Self-handicapping 10 Self-presentation confidence/efficacy 6
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Under these circumstances total assets of $100,000 could decline by 50 percent, to $50,000, before the creditors would be running a serious risk. Assume, with
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Firmly but gently insert the FireWire card into the empty PCI slot. Secure the FireWire card by fastening a screw (see Figure 2-6) or by snapping the plastic arm back into place.
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Fremont-Smith, F., 233, 243 French, A. L., 145, 152 French, J. L., 427, 429, 545, 552 French, J. R. P., 189, 190, 198 French, T. M., 479 Frenkel-Brunswik, E., 233, 242, 252 Fretz, B. J., 474, 478 Fretz, B. R., 363, 365 Freud, S., 32, 56, 95, 108, 159, 170, 171, 173, 178, 180, 181, 185, 187, 199, 201, 202, 206, 207, 208, 209, 211, 212, 214, 219, 246, 288, 289, 299, 303, 308, 321, 322, 323, 324, 329, 334, 336, 340, 341, 343, 345, 348, 349, 353, 391, 394, 408, 409, 452, 453, 484, 506, 519, 520, 521 Freyd, M., 185, 199 Fridlund, A. J., 166, 167, 173 Friedan, B., 223, 238, 243, 433, 445 Friedman, J. L., 448 Friedman, W., 192, 199 Friend, R., 230, 242 Friesen, W., 212, 219 Frieze, I. H., 255, 267 Frijda, N. H., 166, 173 Frisby, C. L., 427, 429 Fritsch, G., 50, 63 Fritzsche, B. A., 295, 299 Frost, N., 139, 154 Frumkin, R. M., 227, 243 Fryer, D. H., 35, 368, 381, 386 Fuchs, A., 1, 6, 7, 11, 22, 183, 199 Fulero, S. M., 396, 407, 409, 542, 552 Furby, L., 238, 243 Furedy, J. J., 479 Furner, M. O., 228, 243 Furumoto, L., 6, 11, 14, 15, 22, 25, 252, 267, 367, 386, 467, 470, 478, 479 Gadlin, H., 239, 243 Gage, N. L., 273, 276 Galambos, R., 50, 63 Galanter, E., 75, 146, 154, 211, 220 Gale, H., 29, 44 Galef, B. G., 14, 22 Gall, F. J., 49, 50, 62, 63, 66, 317, 334 Gallup, G. G., Jr., 79, 82 Galton, F., 9, 12, 13, 28, 135, 137, 138, 139, 140, 153, 280, 299, 320, 335, 338, 511, 518 Gantt, W. H., 55, 328, 335 Garcia, T., 275, 276 Gardiner, H. M., 157, 173 Gardner, B. T., 79, 82 Gardner, H., 135, 137, 140, 141, 150, 151, 153 Gardner, M. K., 147, 148, 156 Gardner, R. A., 79, 82 Gardner, S., 544, 554 Garmezy, N., 436, 445 Garner, W. R., 105, 108, 231 Garraty, J. A., 23, 189, 199 Garrison, A. H., 64, 393, 409 Garvey, C. R., 468, 478 Gasser, H. S., 50, 63
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