Abstract
The paper addresses the psychoanalytic question of how the child comes to know reality, especially a reality which demands two-tracked thinking. Some contradictions in Bion's theories of thinking are observed. Where there is a real difficulty or deficit in making links, rather than an attack on a previously established link, the therapist may need to attend to certain temporal and dynamic features of the link which can enable sequen-tiality, ordinality and twoness to be bearable and pleasurable. Clinical material from autistic and psychotic patients with thinking disorders is discussed, and some parallels between play and syntax are suggested.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
