Differentiation 分化 It is out of the symbiotic matrix provided by the mother-child interaction that the child must begin to differentiate himself as an individual. Along about the fifth month a gradual shift in cathexis begins to take place which is associated with a shift of the infant's attention increasingly toward the outer world. Within the symbiotic orbit, the child's symbiotic partner has protected the infant from the necessity for having to prematurely develop his own resources for mastering external stimulation. We have discussed this function, particularly in relationship to dealing with impingements on the symbiotic unity. 从母子互动所提供的共生环境中，孩子必须开始把自己作为一个个体分化出来。大约在第5个月的时候，随着婴儿注意力越来越多地转向外部世界，精神投入的逐渐变化开始发生。在共生的轨道中，孩子的共生伙伴保护了婴儿，使其不必过早地开发自己掌握外部刺激的资源。我们已经讨论过这个功能，特别是在处理对共生统一体的冲击时。 The more optimally that function is performed, the more is the infant enabled to begin what Mahler calls the "hatching process". If the infant has a secure symbiotic base, he is better able to begin the process of separating himself from the relatively undifferentiated symbiotic matrix in a smootherand more positively constructive manner. The process of gradually differentiating and establishing his own self-representations and separating them from the gradually emerging and consolidating representations of objects can then proceed apace. The whole process involves a continual give-and-take between mother and child, a mutual selection of cues which indicate from moment to moment the state of needs, tension, pleasure, and states ofthreat and anxiety. The mother responds selectively to the cues emitted by the child, and the child in turn modifies his behavior to adapt to the mother's selective responsiveness. The same process of mutual responsiveness, which provided the basis for a sense of the child's emerging sense of self within the symbiotic orbit, now becomes the process which regulates and directs the gradual emergence from the symbiosis and the progressive and gradual establishment of the child as an individuated self. 这个功能执行得越好，婴儿就越有能力开始马勒所说的“孵化过程”。如果婴儿有一个安全的共生基地，他就能更好地以一种更平稳、更积极的建设性方式开始将自己从相对未分化的共生环境中分离出来的过程。他逐渐区分和建立自己的自我表象，并将其与逐渐出现和巩固的客体表象分离的过程，就可以迅速进行。整个过程包括母亲和孩子之间不断的给予和接受，一个对线索的相互选择，这线索时时刻刻表明需要的状态，紧张的状态，快乐的状态，威胁和焦虑的状态。母亲有选择地对孩子发出的暗示作出反应，而孩子则相应地调整自己的行为以适应母亲的选择性反应。相互响应的同一过程，提供了孩子的新生的自体意识在共生的轨道内的基地，现在变成了这样一个过程，即监管和指导孩子逐步脱离共生，不断和逐步建立孩子个体化的自体。 Mahler refers to the first subphase of the separation-individuation process as the phase of differentiation. The assurance of a safe and secure haven within the symbiotic relationship allows the child to begin to divert his attention to the outside world and by increasing degrees to expand his awareness beyond the boundaries of the symbiotic unit. The process is undoubtedly connected with maturational developments within the perceptual and central nervous systems. The child becomes increasingly attentive to external stimuli during the gradually increasing periods of wakefulness. 马勒把分离-个体化过程的第一个子阶段称为分化阶段。在共生关系中保证一个安全的避风港，使孩子开始将注意力转移到外部世界，并通过增加程度，使其意识超越共生统一体的界限。这个过程无疑与知觉和中枢神经系统的成熟发展有关。在逐渐增加的清醒期，孩子对外界刺激越来越注意。 Then the systems begin to take form which provide a basis for internalized experience which is gradually differentiated from present external experience. Little by little the infant begins to break away from the passive babyhood that characterized the symbiotic stage. The child begins to physically separate himself from the mother's body not only to get a better look at her, but also at the world around him. Even so, he does not stray far from the safe haven of mother's body. Children, for whom the symbiotic phase has been optimal and who have achieved a sense of confident expectation (Benedek, 1938) or basic trust (Erikson, 1963) are able to meet the external world with a sense of curiosity and wonder, even in their inspection of strangers. 然后系统开始形成，为内化经验提供基础，内化经验逐渐与当前的外部经验相区别。慢慢地，婴儿开始摆脱被动的婴儿期，被动的婴儿期是共生阶段的特征。孩子开始从身体上把自己和母亲的身体分开，不仅是为了更好地看她，也是为了看他周围的世界。即使这样，他也没有远离母亲的身体的安全避难所。对于那些共生阶段处于最佳状态，并且已经获得了自信期待感(Benedek, 1938)或基本信任感(Erikson, 1963)的孩子们，他们能以一种好奇和惊奇的心情去面对外部世界，即使在观察陌生人的时候。 Children for whom the symbiotic phase has been less than optimal and for whom the symbiotic envelopment has not adequately neutralized the aggressive elements or has not adequately protected them from threatening impingements, tend to face the external world with a sense of anxiety and insecurity which can interfere with the otherwise pleasurable inspection of the surrounding world. This can take the form of stranger anxiety or a more generalized reluctance to explore the external world and to separate from the protectiveness of the symbiotic orbit. 那些共生阶段不是很好，或共生保护壳不能提供对攻击性元素足够的中和，或者没能充分保护他们免受威胁性冲击的孩子，往往带着一种焦虑和不安全感来面对外部世界，使其不能愉快地检视周围的世界。这可能表现为对陌生人的焦虑，或者更普遍的不愿探索外部世界，不愿脱离共生轨道的保护。 As Mahler (1972) has pointed out, even these first steps in the separation process involve the risk of loss of the object, so that the process of separation and gradual emergence of the child's individuality also involves a process of mourning of the partially lost object. The threat of loss and the necessity for resignation of the attachment to the object are inherent in every step of the developmental process. Whatever the pressures toward increasing individuality and whatever the inherent gains in the process, it must constantly work itself out in the face of the threat of loss. The basic anxiety, therefore, against which the developmental process must work is a separation anxiety. At later stages of maturity and greater capacity for psychic functioning, the same dialectic is elaborated in terms of restitution and loss—the warp and woof of the fabric of human experience. 正如Mahler(1972)所指出的，即使是分离过程中的这些第一步也包含着失去客体的风险，所以分离的过程和孩子个体性的逐渐显现也包含着对部分失去的客体的哀悼的过程。失去的威胁和放弃对客体的依恋的必要性是发展过程的每一个步骤中所固有的。无论朝向增加的个体性的压力是什么，无论过程中有什么内在的收获，它必须在面对失去的威胁时不断地解决自己。因此，发展过程必须对抗的基本焦虑是分离焦虑。在心智成熟的后期和更大的精神运作能力中，同样的辩证法在恢复和失去方面得到阐述——人类经验结构的经纬。