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Relevant bibliographies by topics / Theory of mind

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Academic literature on the topic 'Theory of mind'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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Journal articles on the topic "Theory of mind"

1

Smukler, David. "Unauthorized Minds: How “Theory of Mind” Theory Misrepresents Autism." Mental Retardation 43, no. 1 (February 2005): 11–24. http://dx.doi.org/10.1352/0047-6765(2005)43<11:umhtom>2.0.co;2.

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Barrett, Justin L. "From theory of mind to divine minds." Trends in Cognitive Sciences 15, no. 6 (June 2011): 244–45. http://dx.doi.org/10.1016/j.tics.2011.03.008.

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Chung, Jaesik. "Gregory Bateson’s Aesthetic Circuits of the Mind." Criticism and Theory Society of Korea 23, no. 2 (June 18, 2018): 93–117. http://dx.doi.org/10.19116/theory.2018.23.2.93.

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Brosow, Frank. "TRAP-Mind Theory." Journal of Didactics of Philosophy 4, no. 1 (March 1, 2020): 14–33. http://dx.doi.org/10.46586/jdph.2020.9570.

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The TRAP-Mind-Theory introduces a problem-oriented technique of philosophizing, based on the results of empirical research in cognitive psychology. Philosophizing is understood as the mental activity in which philosophical education is applied. In order to learn how to philosophize, students must perform the mental processes that philosophizing is all about. Those processes can be identified by making use of empirical findings of cognitive psychology. The observance of those findings leads to the matrix of contemplation, a model with three areas and four levels. People develop their thoughts to the next level by adding reasons (for themselves, others or all people) to the results of the current one. Reasons and considerations get tested by using the 5C-criteria (clarity, correlation, consistency, completeness, comparison). By breaking down the complex process of philosophizing into these steps, philosophizing with children and grown-ups becomes possible, teachable, and evaluable.

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Leudar, Ivan, Alan Costall, and Dave Francis. "Theory of Mind." Theory & Psychology 14, no. 5 (October 2004): 571–78. http://dx.doi.org/10.1177/0959354304046173.

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Stuart, Jonathan. "Theory of mind." New Scientist 218, no. 2922 (June 2013): 31. http://dx.doi.org/10.1016/s0262-4079(13)61556-0.

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Frith, Chris, and Uta Frith. "Theory of mind." Current Biology 15, no. 17 (September 2005): R644—R645. http://dx.doi.org/10.1016/j.cub.2005.08.041.

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Carlson, Stephanie M., Melissa A. Koenig, and Madeline B. Harms. "Theory of mind." Wiley Interdisciplinary Reviews: Cognitive Science 4, no. 4 (March 18, 2013): 391–402. http://dx.doi.org/10.1002/wcs.1232.

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Seo, Young Yi. "Monistic Theory of Human Mind-Moral Mind : Experiential Reading of Noh Susin"s Mind Theory." Journal Of pan-Korean Philosophical Society 91 (December 31, 2018): 75–101. http://dx.doi.org/10.17745/pkps.2018.12.91.75.

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Berube, Michael. "A Theory of Theory of Mind." American Scientist 101, no. 2 (2013): 148. http://dx.doi.org/10.1511/2013.101.148.

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Dissertations / Theses on the topic "Theory of mind"

1

Cussins, A. "A representational theory of mind." Thesis, University of Oxford, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375861.

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O'Connell, Sanjida. "Theory of mind in chimpanzees." Thesis, University of Liverpool, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321147.

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Nicolls, Small Lucinda. "Descartes’ Developmental Theory of Mind." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/29781.

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Descartes is famous for his claim that the essence of soul is thought, and that there is nothing in the mind of which we are in no way conscious. This has the controversial implication that we are always thinking and in some respect conscious of our thoughts, from our earliest moments in the womb to our final moments in life. Nonetheless, Descartes acknowledges a substantive difference between infant and adult cognitive experience. While Cartesian infants are always thinking, they cannot ‘meditate upon metaphysics’ and cannot entertain ‘pure intellections’. But if infants and adults are on a par in possessing minds and therefore thought, what explains this difference? This question is my overarching focus in this thesis. Through a close examination of Descartes’ discussions of infant and adult thought, I seek to establish the main source of the cognitive differences between infants and adults. I maintain that Descartes’ account is surprisingly nuanced given the elliptical nature of these discussions. The difference between infant and adult cognitive experience rests primarily on a difference in attentional capacity. Cartesian infants experience a generalised attentional deficit that prevents their engaging in certain forms of higher-order thinking—for instance, that required to ‘meditate on metaphysics’. This attentional deficit arises both in the undeveloped nature of the infant body, which exerts a distracting influence on the infant mind, and the inexperienced infant mind, which is less accustomed to responding to the body and performing its various intellectual operations. My examination of the difference between infant and adult cognitive experience supports two overarching theses. First, that Descartes presents us with a rudimentary implicit theory of attention. This encompasses both a descriptive account of how attention operates and a normative account of how attention should ideally be directed in order to successfully engage in the ‘search for truth’. Second, that Descartes presents an implicit developmental theory of mind through his account of infant and adult cognitive experience. This developmental theory of mind has two main aspects: the transition from infancy to adulthood, and the cultivation of reason and reflective attention in adulthood. Through exercising our minds in accordance with his method, Descartes maintains that we can develop our powers of reasoning and, moreover, cultivate a ‘clear and attentive mind’ (mens pura et attenta). This requires that we direct the mind’s attention to the proper objects, in the proper order, in accordance with the proper method. With concerted intellectual practice over time, we can cultivate an attentive mind capable of discerning the truth.

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Knoll, Meredith Sharyn. "Rethinking the #theory' in theory of mind development." Thesis, University College London (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272550.

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Walters, Daniel Dewi. "Understanding other minds : an interrogation of the theory of mind debate." Thesis, University of Hull, 2014. http://hydra.hull.ac.uk/resources/hull:11523.

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Vestberg, Marcus Erik. "A compatibilist computational theory of mind." Thesis, Oxford Brookes University, 2017. https://radar.brookes.ac.uk/radar/items/bf378e8f-abc3-47cd-9004-4efab56970c1/1/.

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This thesis defends the idea that the mind is essentially computational, a position that has in recent decades come under attack by theories that focus on bodily action and that view the mind as a product of interaction with the world and not as a set of secluded processes in the brain. The most prominent of these is the contemporary criticism coming from enactivism, a theory that argues that cognition is born not from internal processes but from dynamic interactions between brain, body and world. The radical version of enactivism in particular seeks to reject the idea of representational content, a key part in the computational theory of mind. To this end I propose a Compatibilist Computational Theory of Mind. This compatibilist theory incorporates embodied and embedded elements of cognition and also supports a predictive theory of perception, while maintaining the core beliefs pertaining to brain-centric computationalism: That our cognition takes place in our brain, not in bonds between brain and world, and that cognition involves manipulation of mental representational content. While maintaining the position that a computational theory of mind is the best model we have for understanding how the mind works, this thesis also reviews the various flaws and problems that the position has had since its inception. Seeking to overcome these problems, as well as showing that computationalism is still perfectly compatible with contemporary action and prediction-based research in cognitive science, the thesis argues that by revising the theory in such a way that it can incorporate these new elements of cognition we arrive at a theory that is much stronger and more versatile than contemporary non-computational alternatives.

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Meyer, Joseph Francis. "Theory of Mind Impairment and Schizotypy." W&M ScholarWorks, 2005. https://scholarworks.wm.edu/etd/1539626502.

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Sharp, Carla. "Biased minds : theory of mind in emotional behaviour disorders of middle childhood." Thesis, University of Cambridge, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.621991.

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Hwang, Yoon Suk. "Mind and autism spectrum disorders: A Theory-of-Mind continuum model and typology developed from Theory-of Mind as subjectively experienced and objectively understood." Thesis, The University of Sydney, 2009. http://hdl.handle.net/2123/5984.

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This study defines Theory-of-Mind as the ability to experience one’s own mind and understand the minds of others to the extent necessary to make sense of human behaviour and the world. Since the concept of Theory-of-Mind was first applied to people with ASD (Baron-Cohen, Leslie & Frith, 1985), lack of Theory-of-Mind has been used to explain their cognitive difficulties (National Research Council, 2003), along with social, communicative and imaginative impairments (Frith, Happé & Siddons, 1994). Previous studies have tended to think of Theory-of-Mind in terms of a simple binary of deficit or credit; to exclude the voices of people with ASD; to emphasise the cognitive aspects of Theory-of-Mind over its affective aspects; and to emphasise understanding the minds of others over experiencing one’s own mind. This study aims to address these issues by investigating Theory-of-Mind as subjectively experienced by students with ASD and objectively understood by their teachers. It is the first attempt in the study of Theory-of-Mind to include the voices of individuals with ASD along with the professional views of their teachers. This study takes an interdisciplinary approach, supported by philosophy of mind and special education. A grounded theory approach and a mixed methods research design combine to build and strengthen a theory of Theory-of-Mind. For Theory-of-Mind as subjectively experienced, 20 senior secondary and post secondary school students with ASD from Republic of Korea were interviewed and student-produced documents were reviewed to draw out their inner experiences. The Korean Wechsler Adult Intelligence Scale and the Korean Vineland Social Maturity Scale were employed to assess IQ and social competence. For Theory-of-Mind as objectively understood, their teachers’ beliefs regarding their students with ASD were sought through in-depth interviews, a review of teacher-produced documents and administration of a newly developed Teacher Questionnaire. This study reports differences between Theory-of-Mind as subjectively experienced and objectively observed, and variations within the components of Theory-of-Mind. The role of imagination in Theory-of-Mind and the relationships between Theory-of-Mind components, IQ and social competence are discussed. As a result, a Theory-of-Mind continuum model and Theory-of-Mind Typology is proposed.

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Hwang, Yoon Suk. "Mind and autism spectrum disorders: A Theory-of-Mind continuum model and typology developed from Theory-of Mind as subjectively experienced and objectively understood." University of Sydney, 2009. http://hdl.handle.net/2123/5984.

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Doctor of Philosophy
This study defines Theory-of-Mind as the ability to experience one’s own mind and understand the minds of others to the extent necessary to make sense of human behaviour and the world. Since the concept of Theory-of-Mind was first applied to people with ASD (Baron-Cohen, Leslie & Frith, 1985), lack of Theory-of-Mind has been used to explain their cognitive difficulties (National Research Council, 2003), along with social, communicative and imaginative impairments (Frith, Happé & Siddons, 1994). Previous studies have tended to think of Theory-of-Mind in terms of a simple binary of deficit or credit; to exclude the voices of people with ASD; to emphasise the cognitive aspects of Theory-of-Mind over its affective aspects; and to emphasise understanding the minds of others over experiencing one’s own mind. This study aims to address these issues by investigating Theory-of-Mind as subjectively experienced by students with ASD and objectively understood by their teachers. It is the first attempt in the study of Theory-of-Mind to include the voices of individuals with ASD along with the professional views of their teachers. This study takes an interdisciplinary approach, supported by philosophy of mind and special education. A grounded theory approach and a mixed methods research design combine to build and strengthen a theory of Theory-of-Mind. For Theory-of-Mind as subjectively experienced, 20 senior secondary and post secondary school students with ASD from Republic of Korea were interviewed and student-produced documents were reviewed to draw out their inner experiences. The Korean Wechsler Adult Intelligence Scale and the Korean Vineland Social Maturity Scale were employed to assess IQ and social competence. For Theory-of-Mind as objectively understood, their teachers’ beliefs regarding their students with ASD were sought through in-depth interviews, a review of teacher-produced documents and administration of a newly developed Teacher Questionnaire. This study reports differences between Theory-of-Mind as subjectively experienced and objectively observed, and variations within the components of Theory-of-Mind. The role of imagination in Theory-of-Mind and the relationships between Theory-of-Mind components, IQ and social competence are discussed. As a result, a Theory-of-Mind continuum model and Theory-of-Mind Typology is proposed.

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Books on the topic "Theory of mind"

1

LaZebnik, Ken. Theory of mind. Woodstock, Illinois: Dramatic Publishing, 2013.

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Borzyh, Stanislav. Theory of Mind. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1088340.

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This book deals with the problem of human reason and thinking from a somewhat unexpected angle. Its main idea is that both are the product of evolution, and therefore they bear the imprint of their history, and they are mostly reduced to them, although they are not entirely limited to them. This means that they are by no means universal, on the contrary, they are conditioned by their very formation and the circumstances within which they developed and which literally created them as we know them. In practical terms, this suggests that they are aimed at solving the problems and the type that faced our species during its rather long formation, and they are not able to answer any other questions, no matter how much effort we put into it. Even what seems to us an exceptional attribute of modernity or rationality, such as science or politics, fits within the framework of what is available to us, as well as what we are able to formulate and articulate in principle. That is, our intelligence is purely animal and contextual, it never goes beyond the limits set for it, despite the fact that we see it differently. In this regard, questions of their definition, origin, history and current state are considered, and among other things, alternative options that are potentially possible in the field of intelligence, both on Earth and in general, are studied. The text consists of five chapters, a preface and an afterword, is provided with illustrative examples and is aimed at the widest possible adult readership, who likes to think and who is not afraid of debunking some of the ingrained myths that accompany our lives.

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Förstl, Hans. Theory of Mind. Berlin, Heidelberg: Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/b138802.

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Förstl, Hans, ed. Theory of Mind. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-24916-7.

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Rebecca, Saxe, and Baron-Cohen Simon, eds. Theory of mind. Hove, East Sussex: Psychology Press, 2007.

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Leudar, Ivan, and Alan Costall, eds. Against Theory of Mind. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230234383.

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Wareham, Katherine, and Alex Kelly. Talkabout Theory of Mind. Abingdon, Oxon ; New York, NY : Routledge, 2020. |: Routledge, 2020. http://dx.doi.org/10.4324/9780429466724.

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1949-, Leudar Ivan, and Costall Alan, eds. Against theory of mind. New York: Palgrave Macmillan, 2009.

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Flage, Daniel E. David Hume's theory of mind. London: Routledge, 1990.

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Denker, Hannah. Bindung und Theory of Mind. Wiesbaden: VS Verlag für Sozialwissenschaften, 2012. http://dx.doi.org/10.1007/978-3-531-19243-7.

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Book chapters on the topic "Theory of mind"

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Sodian, Beate, and Susanne Kristen. "Theory of Mind." In Towards a Theory of Thinking, 189–201. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03129-8_13.

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Levesque, Roger J. R. "Theory of Mind." In Encyclopedia of Adolescence, 2959–60. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_619.

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Scheeren, Anke, and Sander Begeer. "Theory of mind." In Autismespectrumstoornis, 71–82. Houten: Bohn Stafleu van Loghum, 2018. http://dx.doi.org/10.1007/978-90-368-2042-4_6.

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Westra, Evan, and Peter Carruthers. "Theory of Mind." In Encyclopedia of Evolutionary Psychological Science, 1–7. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-16999-6_2376-1.

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Franchin, Laura. "Theory of Mind." In The Palgrave Encyclopedia of the Possible, 1–6. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-98390-5_3-1.

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Campbell, Daniel, Corey Ray-Subramanian, Winifred Schultz-Krohn, Kristen M. Powers, Renee Watling, Christoph U. Correll, Stephanie Bendiske, et al. "Theory of Mind." In Encyclopedia of Autism Spectrum Disorders, 3111–15. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1743.

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Devine, Rory T. "Theory of Mind." In Encyclopedia of Personality and Individual Differences, 5467–76. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_560.

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Fürstl, Hans. "Theory of Mind." In Theory of Mind, E1. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-24916-7_35.

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Devine, Rory T. "Theory of Mind." In Encyclopedia of Personality and Individual Differences, 1–9. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28099-8_560-1.

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Boeckle, Markus, and Nicola S. Clayton. "Theory of Mind." In Encyclopedia of Animal Cognition and Behavior, 1–12. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-47829-6_1534-1.

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Conference papers on the topic "Theory of mind"

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Zawidzki, Tad. "Theory of mind, computational tractability, and mind shaping." In the 9th Workshop. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1865909.1865940.

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Eicher, Bobbie. "Giving AI a Theory of Mind." In AIES '18: AAAI/ACM Conference on AI, Ethics, and Society. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3278721.3278797.

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Rabkina, Irina. "AToM: An Analogical Theory of Mind." In Twenty-Sixth International Joint Conference on Artificial Intelligence. California: International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/761.

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Theory of Mind (ToM) has been well studied in psychology. It is what gives adults the ability to predict other people’s beliefs, desires, and related actions. When ToM is not yet developed, as in young children, social interaction is difficult. A cognitive system that interacts with humans on a regular basis would benefit from having a ToM. In this extended abstract, I propose a computational model of ToM, Analogical Theory of Mind (AToM), based on Bach’s [2012, 2014] theoretical Structure-Mapping model of ToM. Completed work demonstrates the plausibility of AToM. Future steps include a full implementation and test of AToM.

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Hegel, Frank, Soeren Krach, Tilo Kircher, Britta Wrede, and Gerhard Sagerer. "Theory of mind (ToM) on robots." In the 3rd international conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1349822.1349866.

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Hiatt, Laura M., and J. Gregory Trafton. "Understanding Second-Order Theory of Mind." In HRI '15: ACM/IEEE International Conference on Human-Robot Interaction. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2701973.2702030.

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Flax, Lee. "Logical Modelling of Leslie's Theory Of Mind." In 2006 5th IEEE International Conference on Cognitive Informatics. IEEE, 2006. http://dx.doi.org/10.1109/coginf.2006.365672.

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Harbers, Maaike, Karel van den Bosch, and John-Jules Meyer. "Modeling Agents with a Theory of Mind." In 2009 IEEE/WIC/ACM International Joint Conference on Web Intelligence and Intelligent Agent Technology. IEEE, 2009. http://dx.doi.org/10.1109/wi-iat.2009.153.

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Al, Ard C. M., and Mark Hoogendoorn. "Moving Target Search Using Theory of Mind." In 2011 IEEE/WIC/ACM International Joint Conferences on Web Intelligence (WI) and Intelligent Agent Technologies (IAT). IEEE, 2011. http://dx.doi.org/10.1109/wi-iat.2011.189.

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Kim, Kyung-Joong, and Hod Lipson. "Towards a simple robotic theory of mind." In the 9th Workshop. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1865909.1865937.

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Oguntola, Ini, Dana Hughes, and Katia Sycara. "Deep Interpretable Models of Theory of Mind." In 2021 30th IEEE International Conference on Robot & Human Interactive Communication (RO-MAN). IEEE, 2021. http://dx.doi.org/10.1109/ro-man50785.2021.9515505.

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Reports on the topic "Theory of mind"

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Scassellati, Brian. Theory of Mind...for a Robot. Fort Belvoir, VA: Defense Technical Information Center, January 2005. http://dx.doi.org/10.21236/ada434148.

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Scassellati, Brian. Theory of Mind for a Humanoid Robot. Fort Belvoir, VA: Defense Technical Information Center, January 2000. http://dx.doi.org/10.21236/ada434754.

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Durham, Susan E. Chaos Theory for the Practical Military Mind. Fort Belvoir, VA: Defense Technical Information Center, March 1997. http://dx.doi.org/10.21236/ada388495.

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Pynadath, David V., Mei Si, and Stacy C. Marsella. Modeling Theory of Mind and Cognitive Appraisal with Decision-Theoretic Agents. Fort Belvoir, VA: Defense Technical Information Center, April 2011. http://dx.doi.org/10.21236/ada560223.

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Wang, HongZhou, PanWen Zhao, Jing Zhao, JianGuo Zhong, PingLei Pan, GenDi Wang, and ZhongQuan Yi. Theory of mind and empathy in adults with Epilepsy: a meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, December 2021. http://dx.doi.org/10.37766/inplasy2021.12.0039.

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Li, Ming, Tao Gu, Jing Zhao, YaNan Ji, and ZhongQuan Yi. Theory of mind and empathy in obsessive-compulsive disorder: A meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, September 2022. http://dx.doi.org/10.37766/inplasy2022.9.0101.

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Lin, XiaoGuang, XueLing Zhang, QinQin Liu, PanWen Zhao, JianGuo Zhong, PingLei Pan, GenDi Wang, and ZhongQuan Yi. Empathy and theory of mind in multiple sclerosis: a protocol for systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, July 2020. http://dx.doi.org/10.37766/inplasy2020.7.0029.

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Dixon, Peter, Michael Jerie, and Maureen Rimmer. Modern Trade Theory for CGE Modelling: the Armington, Krugman and Melitz Models. GTAP Technical Paper, February 2015. http://dx.doi.org/10.21642/gtap.tp36.

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This paper is for CGE modelers and others interested in modern trade theory. The Armington specification of trade, assuming country-level product differentiation, has been central to CGE modelling for 40 years. Starting in the 1980s with Krugman and more recently Melitz, trade theorists have preferred specifications with firm-level product differentiation. We draw out the connections between the Armington, Krugman and Melitz models, deriving them as successively less restrictive special cases of an encompassing model. We then investigate optimality properties of the Melitz model, demonstrating that a Melitz general equilibrium is the solution to a global, cost-minimizing problem. This suggests that envelope theorems can be used in interpreting results from a Melitz model. Next we explain the Balistreri-Rutherford decomposition in which a Melitz general equilibrium model is broken into Melitz sectoral models combined with an Armington general equilibrium model. Balistreri and Rutherford see their decomposition as a basis of an iterative approach for solving Melitz general equilibrium models. We see it as a means for interpreting Melitz results as the outcome of an Armington simulation with additional shocks to productivity and preferences variables. With CGE modelers in mind, we report computational experience in solving a Melitz general equilibrium model using GEMPACK. Key words: Armington, Krugman and Melitz; CGE modelling; international trade. JEL codes: F12; D40; D58; C6

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Великодна, Мар’яна Сергіївна. Psychoanalytic Study on Psychological Features of Young Men «Millionaires» in Modern Provincial Ukraine. Theory and Practice of Modern Psychology, 2020. http://dx.doi.org/10.31812/123456789/3873.

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The article is based on three cases of private psychoanalytic work with successful businessmen from central and northern parts of Ukraine. The research methodology was psychoanalytic theories devoted to the unconscious meanings of money and the role of money in the psychoanalytic setting, including object theory, drive theory, psychosexual development theory, narcissism theory, Oedipus complex, transference and resistance. What presents the interest of this study are the cases when those who grew up in poverty finally obtains such a desired object — money, wealth, however, something unconscious hinders this person to get satisfied by it and even to admit obtaining it. The presented clinical work was conducted as classic psychoanalysis in person with different duration: 5, 10 and 46 months. Men were asked to tell whatever comes to mind: thoughts, memories, dreams, phantasies, feelings etc. The role of psychoanalyst was to hear specific connections between patient’s stories and to analyze them together with the patient. The cases presented highlight several psychological features of young men «millionaires» who suffer from their own success. 1. Sensitivity to Father’s (real or symbolic) acceptance of their business and financial success. 2. Activation of unconscious Oedipus complex and Complex of castration because of the risk to dethrone the Father in reality, with experiences of guilt, fear and expectation of punishment. 3. Projection of their own envy, hate, wish to avenge and killing phantasies into external objects (friends, partners, psychoanalyst) with building individual defensive strategies from them. These psychological features were associated not only with suffering and psychopathological symptoms but also with impossibility to continue business development. In addition, the cases analyzed in the article show some difficulties in building business connected with the generations gap. Fathers from the USSR or the 90s teach their sons to act in the way that is not relevant for successful careers nowadays. This latent or manifested struggle between generations may be an important factor in abovementioned psychological features.

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Gallant, David J. Modeling and Theory Support for Mid-IR. Fort Belvoir, VA: Defense Technical Information Center, July 2001. http://dx.doi.org/10.21236/ada400119.

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