Identity and the World of Objects 身份和客体世界 It is important to see that this function of identity is one that serves to both shape and sustain the normal and adaptive functioning of human personality. But the function in question is not merely supported by the internal shaping of and delineation of a sense of self. There must go along with it and evolve in reciprocal interaction with the emerging sense of identity a perception of the meaningful world of objects to which the individual relates himself by way of his emerging sense of identity. The point of view we are developing in this study would suggest that there is a complex cognitive function, which is carried on in conjunction with the elaboration of an identity which has to do with the cognitive structuring, selecting, organizing, and integrating of these elements in the outside world into a coherent system of meaningful relationships, which provides the reciprocal context within which the emerging sense of identity articulates itself. 重要的是要认识到，身份的这种功能可以塑造和维持人类人格的正常功能和适应性功能。但是，我们所讨论的功能并不仅仅是由对自体意识的内在塑造和界定 所支持的。必须伴随而来 并 在互惠互动中跟出现的身份感一起演化的 是一种对有意义的客体世界的感知，个体通过出现的身份感 将自己关联到这些客体。我们在这项研究中正在发展的观点表明，存在复杂的认知功能，该功能与身份的精化有关，该身份与这些元素在外部世界中的认知 结构化、选择、组织，并整合成一个意义的关系的连贯系统 有关，这提供了互惠的环境，在其中 出现的身份感表达自己。 Thus the individual literally builds for himself a community which is reciprocally related to his own inner sense of emerging identity and which provides the context of relatedness within which the sense of identity articulates itself and provides itself with a context of meaningful participation. In more rudimentary and less elaborate ways, this process plays itself out throughout the developmental experience. From the very first, while the child is fashioning a sense of self through the interaction with significant objects, as we have discussed it here, he is also correlatively fashioning a world of objects and experiences and relationships within which he can comfortably find his place and achieve a sense of belonging. 因此，个体实际上为自己建立了一个社区，这个社区与他自己内在的身份感互惠地关联，并提供了一个相关性的环境，在这个环境中，身份感得以表达，并为自己提供了一个有意义的参与环境。在整个发展经历中，这个过程以更基本、更不复杂的方式完成。从一开始，当孩子通过与重要客体的互动来塑造自体意识时，正如我们在这里所讨论的那样，他还通过相关的方式塑造了一个客体、经验和关系的世界，在其中他可以轻松地找到自己的位置，实现一种归属感。 If in the earliest phases of development that context of belonging in a most rudimentary sense means no more than the symbiotic relationship to the mother, it is nonetheless quickly broadened to include other significant figures who in the first instance achieve their significance through their relationships with the caretaking mother, but quickly assume an independent relevance and place within the child's experience. The construction then becomes increasingly complex and the borders of its extension are rapidly expanded. The transition from Oedipal involvements, where the limits of such significant belonging are relatively narrow, to the latency experience, where there is a rapid and broad expansion of such a sense of belonging—certainly to the context of the child's school experience and also possibly to the experience of neighborhood and even town—call for important reconstructions in the child's cognitive schema which allow him to place himself in relationship to these expanded horizons. 如果在发展的最初阶段(在这个阶段，最基本的意义上的归属感仅仅意味着与母亲的共生关系)，它会迅速扩展到包括其他重要人物，这些人最初通过与照顾他们的母亲的关系而获得了他们的重要性，但很快就在孩子的经验中占据了独立的相关性和位置。建构变得越来越复杂，延伸的边界迅速扩大。从俄狄浦斯关系(这种重大归属的范围是比较狭窄的)到潜伏期经历(这种归属感正在迅速而广泛地扩展)——无疑地扩展到孩子的学校经历，邻居经历，甚至城镇经历——的转变需要对孩子的认知图式进行重要的重建，这使他能够将自己置于与这些扩展的范围的关系中。