David D Olds
Biographic Data
| ID | 5211544 |
|---|---|
| NAME | David D Olds |
| GIVEN NAMES | David D |
| FAMILY NAME | Olds |
| SIGNATURE | OLDS D D |
| AFFILIATIONS | Columbia University Center for Psychoanalytic Training and Research, Columbia University College of Physicians and Surgeons |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 41 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 4 |
Thinking about Curriculum: An Interdisciplinary Perspective
Curriculum development can play a role in preparing future psychoanalysts to participate in ongoing dialogue with colleagues in neighboring disciplines. Curriculum design can be used to encourage an interdisciplinary perspective that helps candidates think about psychoanalytic knowledge in the context of what is known in other disciplines about the functioning of mind and brain. It is possible to teach these complex matters in a way that students…
Leap Carefully From Brain to Mind—But It Can be Done: Commentary on Vivona
Interdisciplinary Studies and Our Practice
Why should psychoanalysts learn about neighboring disciplines? It is often argued that, although information from neuroscience, neuro-psychology, evolutionary psychology, and other fields may be of interest to analysts, it has no real effect on their practice: on the way they listen, the way they react, or the way they treat their patients. A corollary of this position is that there is no reason to include such information in a psychoanalytic cur…
Identification: Psychoanalytic and Biological Perspectives
In recent attempts to bring psychoanalysis into greater contact with other sciences, a number of works have explicated neural science concepts and phenomena—affect, memory, consciousness—for the psychoanalyst. These efforts have helped analysts build a more scientific foundation for their theory and practice. A related task remains—namely, to take psychoanalytic concepts and see how they relate to other sciences. The concept of identification has…
A Semiotic Model of Mind
A theory of signs is presented to arrive at a model of mind that provides a smooth transition from inanimate matter to the thinking brain. Principles of information theory and semiotics are invoked to create a conceptual scheme that can contribute to an understanding of the “mind-body problem.” The thesis is pursued that in living systems, as opposed to inorganic ones, there occurs the phenomenon of semiotic transmission of information. The resul…
Connegtionism and Psychoanalysis
A currently interesting set of models of perception, learning, and cognition---known as connectionist or neural net systems---have contributed to changes in the way cognitive scientists view brain function. A fruitful interaction between brain models and computer models leads us to think that the brain may be less dependent on a central processor, that there may be much brain work that is self-organizing, and that mind-brain dualism may be unnece…
A Semiotic Model of Mind
A theory of signs is presented to arrive at a model of mind that provides a smooth transition from inanimate matter to the thinking brain. Principles of information theory and semiotics are invoked to create a conceptual scheme that can contribute to an understanding of the “mind-body problem.” The thesis is pursued that in living systems, as opposed to inorganic ones, there occurs the phenomenon of semiotic transmission of information. The resul…
Identification: Psychoanalytic and Biological Perspectives
In recent attempts to bring psychoanalysis into greater contact with other sciences, a number of works have explicated neural science concepts and phenomena—affect, memory, consciousness—for the psychoanalyst. These efforts have helped analysts build a more scientific foundation for their theory and practice. A related task remains—namely, to take psychoanalytic concepts and see how they relate to other sciences. The concept of identification has…
Connegtionism and Psychoanalysis
A currently interesting set of models of perception, learning, and cognition---known as connectionist or neural net systems---have contributed to changes in the way cognitive scientists view brain function. A fruitful interaction between brain models and computer models leads us to think that the brain may be less dependent on a central processor, that there may be much brain work that is self-organizing, and that mind-brain dualism may be unnece…
Interdisciplinary Studies and Our Practice
Why should psychoanalysts learn about neighboring disciplines? It is often argued that, although information from neuroscience, neuro-psychology, evolutionary psychology, and other fields may be of interest to analysts, it has no real effect on their practice: on the way they listen, the way they react, or the way they treat their patients. A corollary of this position is that there is no reason to include such information in a psychoanalytic cur…
Connegtionism and Psychoanalysis
A currently interesting set of models of perception, learning, and cognition---known as connectionist or neural net systems---have contributed to changes in the way cognitive scientists view brain function. A fruitful interaction between brain models and computer models leads us to think that the brain may be less dependent on a central processor, that there may be much brain work that is self-organizing, and that mind-brain dualism may be unnece…
A Semiotic Model of Mind
A theory of signs is presented to arrive at a model of mind that provides a smooth transition from inanimate matter to the thinking brain. Principles of information theory and semiotics are invoked to create a conceptual scheme that can contribute to an understanding of the “mind-body problem.” The thesis is pursued that in living systems, as opposed to inorganic ones, there occurs the phenomenon of semiotic transmission of information. The resul…
Interdisciplinary Studies and Our Practice
Why should psychoanalysts learn about neighboring disciplines? It is often argued that, although information from neuroscience, neuro-psychology, evolutionary psychology, and other fields may be of interest to analysts, it has no real effect on their practice: on the way they listen, the way they react, or the way they treat their patients. A corollary of this position is that there is no reason to include such information in a psychoanalytic cur…
Identification: Psychoanalytic and Biological Perspectives
In recent attempts to bring psychoanalysis into greater contact with other sciences, a number of works have explicated neural science concepts and phenomena—affect, memory, consciousness—for the psychoanalyst. These efforts have helped analysts build a more scientific foundation for their theory and practice. A related task remains—namely, to take psychoanalytic concepts and see how they relate to other sciences. The concept of identification has…
Leap Carefully From Brain to Mind—But It Can be Done: Commentary on Vivona
Thinking about Curriculum: An Interdisciplinary Perspective
Curriculum development can play a role in preparing future psychoanalysts to participate in ongoing dialogue with colleagues in neighboring disciplines. Curriculum design can be used to encourage an interdisciplinary perspective that helps candidates think about psychoanalytic knowledge in the context of what is known in other disciplines about the functioning of mind and brain. It is possible to teach these complex matters in a way that students…
Psychology (6 works) · Psychoanalysis (4 works) · Psychoanalytic theory (4 works) · Action Observation and Synchronization (3 works) · Cognitive science (3 works) · Computer Science (3 works) · Epistemology (3 works) · Neuroscience (3 works) · Philosophy (3 works) · Psychotherapy Techniques and Applications (3 works)