Heyman Lectures - Session 1, Part 2

Finish Primitive Combinations Compensation (basic level) Start Contact Level

Session 1 - Part 2

The first 4 minutes of Part 2 are an overlap from Part 1.

• ERA - entrepeneureal closely relate to the political. Organized, social skilled but more outgoing. Needs more interaction than IRA. Goals more likely to be organizational, procedural goals. IRA more likely to have some perceptual goals. ERA will just go do what needs done. IRA do what he wants to du.
  ERU - technocrats. Engineering type.
  EFA - theatrical
  EFU - defensive. Charlie Brown personality. As E little self-sufficiency. Aware of and responsive to environment - all those he wants to please. F sensitive and feels strongly about what happens to him. Socially ineffective. Tries hard to do what is required.
• These 8 triads exist at all levels.
• Most people when first introduced to PAS get hung up on primitives. Knowing primitive only tells you where individual came from.
• Knowing primitive tells us challenges individual faces growing up.
  e.g. IRA challenge is learning to cope productively. Has great capacity for positive impression: learns easily especially by rote. Goes through early school without really learning.
  At other end, EFU threatened with, compelled to respond to constant feeling of failure. Works twice as hard to get half recognition IRA gets for putting shoes on.
  IRA runs risk of growing up as a superficial person.
• As we go from primitive to basic we look to see what changes are taking place. Maybe contact IRU, or IFU and especially contact E showing he has acquired intellectual discipline.
• So must remember: value of PAS is telling us how individual moves away from or grows from primitive. Acquiring intellectual discipline. Acquiring perspective if R. Acquiring organization if F. Measure of social concern if A. Acquiring degree of comfort dealing with others if U.
• If changes take place, what are implications of those changes.
• Analogy: if know where I was born this tells you little - you need to know where else you went to get totality of experience. Knowing just primitive like knowing where someone was born.
• If say "ERA", we are not talking about the person now.
• Example many orientals EFA behavior, but IRU in primitives but forced to be part of productive community.
• If not talking about primitive what are we talking about, basic or contact? Answer is "yes"...
• When say "IRU" etc., we are saying behavior or value system or organizational framework at the time are talking about fits that term.
• Can talk about IRA behavior even if person is primitive ERU. Wife is primitive EFU but manifests as adult IRA (outgoing, organized Fuc).
• On chart, outside borders, see primitives. Left and right side are arbitrary. Now I individual will experience response from environment - acceptance or rejection of I qualities. I takes information from self. If IRA:as A responds to social stimuli but superficial. If parents are IR (at behavioral level) won't notice superficiality. If parents are EF, then they will notice and try to get IRA to not just respond, but to interact. So: if no pressures, then uncompensated - Iu - basic I (natural introvert on chart).
• However, let's say Dad comes home and is very interactive, get compensation. Compensation is process by which person learns to control primitive (e.g. I behavior or R behavior etc.). I under pressure due to "I-ness" and called on to respond, then will control distant, introverted self-sufficiency and actually learns to relate. Begins to accept input from the outside world as important source. Includes not just what "I want" but what Mom and Dad (for example) do. Acts like "E" responding.
• Compensation is two activities:
  1. Control over primitive quality.
  2. Adopting characteristics of the opposing tendency. Behave like opposite.
• Same true on other side E. Child rewarded for interactive things (e.g. play ball) and little attention to grades etc., will "just grow older being an E" - Eu. But let's say father says "if you want to play, play chess", then forced into intellectual mode. Thus more intellectualized, self-sufficient - learned that homework is before ball. Thus becomes i* (tape says e* - error).
• Likewise R - if accepted for conventional experience - teachers more interested in ritualistic performance than other activities - then Ru. In our society, more likely (and almost certainly with women), R'ness tends to be emotionally insulated but under pressure to be sensitive to others. So if kid does those things then learns to control R ritualistic getting the job done is enough approach to learning how to be sensitive. So f* (Rc).
• So Ic, Rc is primitive IR, but behaves as EF.
• Ic and Rc have discipline - acquired self-control. Using your brain to think about going on.
• Uncompensated is undisciplined in the sense of "now oriented".
• F in US culture is likely to be encouraged (especially females - we like warm, responsive, expressive women) to remain F.
• But in highly ritualistic, unfeeling atmosphere, girls may compensate. Boys more likely in "macho" home and learns to be "tough". Thus Fc (r*). Example of parent making boy be tough.
• Same concept in A/U dimension. A behavior is often quite acceptable, then child sees no reason to change and become Au.
• If A behavior is not accepted, person will start turning the world off. In US society, especially Iu females want the comfort of distance and being left alone, they learn how to tell others to get lost. They acquire ways to control automatic outgoing accepting behavior. They find a role that gives them more control. Ac = u*. Au = a.
• The U individual - ignored most likely or encouraged to pursue intellectual and organized activity. May be permitted to pursue all the intellectual things at the expense of relating to others - thus Uu = u.
• In "A" cultures like US or Japan, cherish Cary Grant type outgoing relating males and females so individual is encouraged to learn procedural ways to relate in outgoing ways. Becomes Uc = a*.
• Uc has learned how to "go to cocktail parties" (or younger version of that).
• WAIS chart:
  • Primitive I/E determined by digit span.
  • Basic determined by arithmetic. Test not of arithmetic, but of environment. Eu distracted by examiner. Measures whether I or E can exercise discipline to do this. For E, discipline to ignore examiner or air conditioning etc. For I, discipline to pull out of introspection and introverted state.
  • R/F uses Block Design. For F problem is doing it in time - uses trial and error approach, need to keep options open. F may not even be certain there is only one way to do it. F at emotional level is acting like E at relating.
  • Similarities used for basic level. Takes sensitivity to nuances to score high. Need perspective - if R to take away from natural response. To F it comes naturally. We are please if R's do well - gaining understanding and moving away from ritualistic behavior. Distressed if see F doing poorly - reaction and moving away from sensitivity.
  • Note: Only population in our society that is Fc is an experimental population of dentists.
  • Our culture generally encourages high Similarity performance.
  • A/U test is Picture Arrangement - look at cards and instinctively seeing how they go. A does well.
  • Compensator for A/U is Picture Completion - what is missing. Have to be a bit analytic in observations. High PC is a basic "a" (a* or a).
  • Poorly on both, then Uu.
• Contact level on WAIS.
  • Information is contact for I/E. Example: Iuu is not paying attention even at adult level. Still introverted.
  • Iuc has learned to pay some attention - shows up as high Information.
  • Euu pays attention only to immediate what goes on - Euc is intellectualizing. Euc+ is one who "shows off" intellectual ability.
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