Experiments with the theatrical Greek chorus as a model for interactions with computational narrative systems - Narrative Intelligence - page 182

abstract representations of objects. In either case the ability of the objects to fa-
cilitate interactions depends on a fundamental human process, “introjection.”
We c o n s i d e r objects as things that people use not just in the physical world,
but also in their minds (Strohecker 1991). Developmental perspectives help to
clarify this premise.
Thinking with objects
Psychological theorists describe the phenomenon of introjection (also called
”incorporation,” ”internalization,” or ”identification”) in various ways. In
Freud's model, the infant's mind begins as the id, which later gives rise to the
ego. Still later, the conscience, or super-ego, forms as the child's ego incor-
porates the parent's - that is, “takes [the parent's ego] up into itself ” (Freud
1933/1965: 56). Fairbairn discusses “internalization of the object” in terms of
an infant's coming to understand the alternating presence and absence of its
primary caregiver. When alone, the infant keeps in mind some internal repre-
sentation of the figure. The representation is simple at first, but since the exter-
nal version of the object sometimes pleases the infant and sometimes does not,
the object comes to be perceived as having a double nature. These two aspects
”split off from the main core of the object” (Fairbairn 1963: 224). Fairbairn
sketches a scenario of progressive splitting of internal objects as the external
separation is enacted.
Klein emphasizes emotional connections between internal objects as the
infant structures relationships between its ego and family figures (Sutherland
1989: 37). Winnicott also describes formation of emotionally charged inner ob-
jects, as the infant moves from a sense of being merged with the mother to a
sense of autonomy as a separate individual (Winnicott 1971a, b). “Transitional
objects” assist in the process. The child substitutes something tangible (such
as a blanket, teddy bear, or favorite toy) for the physical closeness to another
person, which by necessity lessens as the child grows. The substituted object
is a sign of psychological incorporation of the person, which enables the child
to tolerate loss of the external relationship. What develops in its stead is an
internal relationship, with a representation of the loved one.
Objects can play a comparable role in situations that do not involve a
significant loss. Papert describes the importance of gears in his early thinking:
I became adept at turning wheels in my head and at making chains of cause
and effect . . . I believe that working with differentials did more for my mathe-
matical development than anything I was taught in elementary school. Gears,