Mind Magazine

MIND MAGAZINE An Exploration Into Childhood Development

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Welcome to this first edition of the Psychology Society’s ‘Mind Magazine’.

Each term we will bring you our psychological perspective on different phases of life. In this issue we are exploring the theme of Childhood and Development.

Developmental psychology focuses on how thinking, feeling, and behaviour change throughout a person’s life.

From Neesha Murale’s article on ‘The effects of Childhood Trauma on the Brain’ to Livia Ursini Parker’s essay on ‘Childhood, Freud, and Horror in Coraline’, there is a fascinating array of topics to read about.

Thank you to our writers and artists for putting so much dedication and hard work into this magazine which we hope you enjoy!

Dania and Jo (Editors)

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The theory of Cognitive Development The theory of Cognitive Development suggests that as children pass through different stages of development, they grow in cognitive ability. 1920s Swiss psychologist Jean Piaget studied children from infancy to adolescence and the ways their cognitive developments presented over time. He was a Psychological Constructivist who believed that learning progressed via the interplay of assimilation (the ability to adjust to new experiences to fit prior concepts) and accommodation (the ability to adjust familiar concepts to fit new experiences).

Piaget declared that these stages always occurred in order and people could not skip stages but instead must pass through each one, with visible changes from one stage to the next.

Although people reach these stages at various times due to differences in nature and nurture, Piaget established average ages, based on his experiments, that most of these stages are reached.

1. The sensorimotor stage - Age: Birth to 2 years old Developments: • The infant learns more about the world through their newly found senses including sight, sound and touch. This is one of the reasons infants are prone to putting just about anything in their mouths.

• Infants develop schemas which are mental representations of objects such as a bottle, which they associate with certain feelings.

• They begin to develop an understanding of object permanence which describes an infant’s ability to know that an object exists even if they can no longer see it.

Piaget showed infants toys before taking them away, and some infants would cry whilst others would immediately look for the object. He believed that the infants who cried lacked an understanding of object permanence, for they believed the toy was permanently gone.

However, the majority of infants had achieved this milestone by the age of 8 or 9 months.

2. Preoperational Thinking - Age: 2 to 7 years old Developments: • During this stage, children begin to represent their surrounding through language, whilst continuing to build on the object representation that was significant to them in the sensorimotor stage.

• Dramatic play, like playing dress up or using a banana as a telephone, shows developments in imagination and dual thinking, since the child is subconsciously reflecting on the realistic experience: that they aren’t really a princess and that bananas are actually for eating.

• Thoughts still remain egocentric, and children face difficulty trying to understand another person’s point of view.

• Children believe that all inanimate objects have human feelings, but towards the end of the preoperational thinking stage they feel that only objects that move have feelings.

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3. Concrete Operational Thinking - Age: 7 to 11 years old Developments: • In this stage children begin to think and present their ideas in a more logical way.

• Children who have reached this milestone are able to recall steps of a task in order, known as the skill of reversibility. This skill is utilised in educational settings, for example, activities in which children identify that multiple shapes can be made from the same amount of plasticine.

• Egocentric thinking starts to diminish in this phase as children start to properly comprehend thoughts and feelings of others. Through the acquired skill of decentering, a child can step back and analyse situations from more than one perspective.

4. Formal Operational Thinking - Age: 11 years old onwards Developments: • Children develop the skill of hypothetical reasoning, allowing them to consider much more abstract possibilities, like that of success, failure, love, hate. They also develop a better understanding of their identity and morality • They can deal with problems with more than one possible solution. This skill is needed for solving scientific problems, for example in one of Piaget’s experiments he asked participants to solve a problem by moving the pendulum, and to explain their solution out loud. This required the participants to imagine which factor was most significant in causing the pendulum to move in a systematic way.

• Compassion develops alongside the understanding of multiple perspectives.

Written by Kate Y12

https://www.simplypsychology.org/piaget.html https://educationaltechnology.net/jean-piaget-and-his-theory-stages-of-cognitivedevelopment/ https://courses.lumenlearning.com/educationalpsychology/chapter/cognitivedevelopment-the-theory-of-jean-piaget/ https://www.verywellmind.com/what-is-object-permanence-2795405 https://www.cleverism.com/piagetstheory/#:~:text=APPLICATION%20OF%20PIAGET'S%20THEORY&text=Based%20on%20Piag et's%20observations%2C%20the,classrooms%2C%20dealing%20with%20young%20childre n.&text=First%2C%20Piaget%20based%20his%20ideas,'readiness'%20involved%20with%2 0development. https://www.simplypsychology.org/preoperational.html

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This artwork is inspired by the backrooms, a theory that suggests that abandoned places exist in a liminal space between realities. Often times when people enter these rooms it will be either during a traumatic experience or dream. For some people, if you show them a picture of an old bedroom or hallway (something similar to what the backrooms are theorised to look like), they’ll describe a childhood memory associated with that room or feel a strong emotional connection to it even if they’ve never actually been there.

By Lucy

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An Introduction to Attachment Theory Attachment is a concept which may initially seem to be defined by experiences, for example, one may define their attachment to an object as resistance against separation due to the memories associated with said object.

However, attachment, and its origins, could instead be described as far more complex, especially when considering attachment between humans, including infants and caregivers. In this way, the definition of attachment seems to be far less clear than originally anticipated, with John Bowlby stating it to be “lasting psychological connectedness between human beings”, which seems to encompass a wide variety of relationships.

One of the experiments which can be used as proof for said theory is included in Harlow’s controversial studies of maternal deprivation using rhesus monkeys.

The format of the experiment was as follows: Two wire monkeys were set up, one with food and one with a cloth for comfort; a young rhesus monkey would be released, and the amount of time spent with each wire monkey mother would be measured.

On the other hand, more specific meanings have also been discussed, such as attachment being associated with emotional bonds and security with proximity. Whilst this appears to align with the initial theory of attachment being linked to experience, Bowlby suggested that an infant’s need for attachment is innate, which leads to the question of how attachments are truly formed, and what affects them.

It was found that the monkey spent more time with the wire monkey with the cloth than that with the food, suggesting that the attachment to the cloth-holding wire monkey was stronger as the need for proximity was primarily based on comfort rather than nutrition.

The innate nature of the motivation for attachment may not be completely surprising, when evolution is considered.

Being a member of a group of the same species would increase the chances of survival, and a child would not have intraspecific competition as a priority, hence the need to evolve to accommodate for dependence during infancy. Although this would imply that attachments would be based on a dependence for nutrition, Bowlby also suggested that, rather than this being the case, the formation of attachments is based on the nurture received.

With the development of Attachment Theory came the assessment of patterns in different attachments, in order to conclude how they are formed. Measuring the attachment between infants and caregivers required careful planning quantifying attachment alone can be challenging due to subjectivity, measuring the attachment of those who cannot give a direct response even more so.

Thus, Ainsworth’s ‘Strange Situation’ was developed, observing children between

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the ages of 12 and 18 months in 8 different circumstances: 1. The parent and child are introduced to the experiment by the observer 2. The parent and child are left alone, with the child allowed to explore 3. A stranger enters the room- they stay silent, converse with the parent, and approach the child 4. The stranger and child are left alone after the parent leaves the room 5. The parent returns while the stranger leaves, and the parents tries to play with the child 6. The parent then leaves the child alone 7. The stranger enters the room again 8. The parent returns while the stranger leaves

Due to the innate need for attachment seeming to refer to Secure Attachment, the formation of these different types of attachment would appear to link back to the quality and availability of caregiving experienced. Secure Attachments seemed likely to form when the attachment figure was “available, responsive and helpful” according to Bowlby, with the infant being confident that their needs will be met.

Avoidant Attachments could stem from unavailable attachment figures who were not seen to be helpful in times of need, resulting in the infants becoming more independent due to the insecure attachment. Ambivalent Attachments appeared to be likely when the level of responsiveness was inconsistent, resulting in a lack of security with the attachment figure and thus proximity-seeking yet resistant behaviour. Finally, Disorganised Attachments could have stemmed from caregivers exhibiting a range of behaviours, and perhaps responding both positively and negatively to situations.

Such caregiver behaviours and attachments can have a larger impact at different ages due to the different stages of attachment: • From birth to being 3 months old, a child is likely to be asocial, with no specific attachments • From 6 weeks to 7 months old, they are likely to show preferences for their caregivers • From 7 to 11 months old, they are likely to have a strong attachment to a single individual • After 9 months, they are likely to form multiple attachments

In each of these circumstances, the observer would note down the intensity of certain behaviours displayed by the child, including to what extent they would seek, maintain, avoid and resist contact or comfort. The experiment resulted in the identification of different types of attachment, including Secure Attachment, Ambivalent-Insecure Attachment and Avoidant-Insecure Attachment. The addition of Disorganised-Insecure Attachment was made by Main and Solomon, due to there being children displaying a mix of behaviours.

Thus, the single attachment formed between 7 and 11 months can depend on the extent to which a person shows

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themselves to be reliable and a source of support. This is further emphasised by the studies by Schaffer and Emerson which showed that an infant is more likely to form an attachment with someone who gave appropriate responses during their times of need, rather than someone they spent more time with.

Though this has only been an introduction to the theory, the core principles can make one question how experiences during infancy affect personality, the extent to which one seeks attachment, or even the type of person one seeks as an attachment figure. While other factors may be at play for such characteristics, the insight provided by the identification of attachment patterns during infancy is clearly valuable.

An understanding of attachment theory can provide a unique perspective on how the actions, or lack of, by caregivers can affect an infant’s formation of attachments, which could subsequently affect behaviour such as said infant’s responses to strangers, their independence, and the extent to which they partake in social referencing (when they look to an attachment figure for an appropriate response to a situation).

Written by Thaleesha Y12

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Friendship Friendship is one of the most overlooked types of relationship. It is defined as a mutually reciprocated, dyadic relationship. There are whole magazines, conferences and schools of thought that have been built around romantic relationships with ‘couples therapy’ holding a mythic place in the world of TV and Film. The other type of relationship most talked about is familial relationships. It has been acknowledged for hundreds of years now that our family dynamics and interactions have a major influence on the way that we behave and our world views. However, I believe that friendships are arguably some of our most important relationships when we are young.

As children we are in our least developed form. The way that we interact with others at such a young age often stems from our innate evolutionary instincts. We are, after all, pack animals who have evolved to co-exist in society through our mutual acknowledgements that we need other people in order to survive. Essential to our ability to form friendships is our understanding of the ‘theory of mind’; the ability to attribute mental states (such as thoughts, feelings and desires) to others, and to use this understanding to predict and explain behaviour. Those children who are more mentally developed will have a greater understanding of their peers and hence be more able to form close friendships. It is plain to see from observation that these relationships are predictors for the rest of our lives.

Studies, such as those conducted by Catherine Bagwell provide evidence to show that the success of our early friendships have a great impact in our later romantic interactions.

Through friendships young children develop social, emotional and cognitive skills. It has been shown that those children that are socially affable, welcoming, inclusive and accepting of others often do well in life.

In the early years much of our time spent with friends involves pretend of imaginative play; games such as ‘mums and dads’ will be familiar to many of us I’m sure. Our early friendships are primarily centred around entertainment and enjoyment. This shifts as we grow older and enter adolescence, when our friendships become more of a means for self-discovery and understanding. The friendships of our youth seem so simple and easy to us now compared to the ‘drama’ that is quite often a symptom of the more complex interactions that we experience today. The small squabbles over toys and playmates forgotten within a few minutes seems like a far off fantasy.

It is important to note however, that the friendships we have, even as we grow older, have a lasting impact on our lives. At all stages of life friendships provide not only companionship and shared intimacy but, crucially, a window into the thoughts, feelings and desires of another that is integral to our lives.

For more information: https://thepsychologist.bps.org.uk/volume-32/march2019/childrens-friendships Written by Dania Y12

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How Autism Affects Development Autism is a developmental disability that affects social skills, verbal and nonverbal communication as well as repetitive behaviours. It is also known as ASD (Autism Spectrum Disorder) because there is a spectrum of severity of the condition, with people who suffer from it ranging from highly skilled to severely challenged. It is usually first detected in young children aged 2-3, but developmental delays can appear earlier. For example, an indicator of Autism by six months is little smiling or other warm, joyful, and engaging expressions, and limited eye contact. Indicators by 12 months include little babbling or gestures such as pointing and waving, and lack of response to their name. By 24 months, examples of indicators are few meaningful phrases, not including repeating or imitating. These indicators are important because studies show that an early diagnosis leads to a more positive future, because the child is able to receive support while still going through key stages of development.

The two main developmental challenges caused by Autism Spectrum Disorder are hindrances to the development of empathetic feelings and the ability to deal with changes in environmental conditions. Empathy is the ability to understand things from someone else’s perspective, and it is an ability possessed by very few intelligent beings. For example, regular infants use other people’s physical actions and facial expressions to understand their emotions. However, infants with Autism are usually unable to do this, therefore lacking empathetic behaviour.

Echolalia is the purposeless repetition of words or physical actions, such as flapping hands, and is a behaviour borne by many children with Autism. The reason for this repetition is because regular patterns are familiar, and therefore not intimidating. However, it can cause issues, because it inhibits the practice of trying new things, causing limited interests and experiences, and negative responses to change. These negative responses can be limited by pre-organising events to ensure that they will go according to plan.

Written by Charlotte Y10

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The effects of Childhood Trauma on the Brain the more extreme the trauma, the higher the risk for lasting difficulty. The duration of trauma can also affect the adversity effect on the child. For instance, chronic or repeated exposure to adverse events increase the risk of lasting health problems, for example those who witness repeated violence, or who are repeatedly abused are more likely to have long-term problems than a child who experiences a one-time event.

Childhood trauma is defined as ‘the experience of an event by a child that is emotionally painful of distressful, which often results in lasting mental and physical effects’. Childhood trauma essentially physically damages the brain by triggering toxic stress. Over time, strong, frequent and prolonged toxic stress rewires several parts of the brain, altering its activity and influence over emotions and body. Traumatic events leave emotional and psychological scars, and these scarring imprints can affect a child’s mental and physical health for years, manifesting itself into their adulthood.

So how does this effect the child in the long term? Past traumas can linger with the child affecting their physical and mental health. They can develop health conditions like, anxiety, depression, PTSD and then to relieve their pain – substance use disorders.

Traumatic events can range from abuse, witnessing extreme violence or surviving a natural disaster. As children see the world in a different light to adults, these incidents may not seem distressing to an adult, but can traumatise a child. Events like chronic bullying, the death of a family member or divorce are usually prominent events in a child’s life and these can scar them. Therefore, scientists say that, ‘Parents should be mindful that even though an event might not seem traumatic to them, it may have been traumatic for their child”.

There are two main ways that trauma can be expressed – Physical and Emotional Responses. Some of the physical responses are elevated levels of proteins.

After concussions a protein called S100B can spike in the brain, researchers found that there are similarly high levels of this protein in children who faced emotional trauma, this is detrimental to the brain as it causes inflammation. There are also high levels of stress hormones. When something scary happens, stress hormones are released, setting your heart racing - this is normal for everyone, however, if these hormones remain heightened for a long period of time then they can cause inflammation in the body and lead to long lasting health problems.

Emotional responses usually lead to the diagnosis of mental health disorders.

Some adverse events don’t often have lingering effects but factors like the scale of the trauma or age can increase the chance of problems occurring. Trauma at any age can leave a stamp on the individual, but children who experience highly disquieting events before the age of 8 can be more vulnerable than others.

Furthermore, everyone deals with trauma in different ways, adapting different coping mechanisms. Some can bounce back from major stressors whereas some are more affected by them. Holistically,

An important part of healing from trauma is talking with other people. Whether this is with friends or a therapist.

Written by Neesha Y10

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We are Small but We are Many – Childhood, Freud, and Horror in Coraline Against the backdrop of a misty Oregon, the technicolour world of Coraline, (2009) is pure, distilled childhood horror. Based off the book of the same name by Neil Gaiman, Coraline (not Caroline!) depicts a young girl who moves into a new tenement house alongside her vaguely neglectful parents. Dissatisfied with the everyday monotony of her odd neighbours and isolated lifestyle, Coraline stumbles upon the fantastical “Other World, an idyllic version of her life in which food, family and friends seem all but perfect, governed by the beautiful “Other Mother” – however this alternate realm begins to crumble at the seams, and descends from psychological malevolence to pure horror as Coraline attempts to escape with her life. Whilst Coraline is first and foremost a beautifully constructed horror film, it stretches these fetters of genre by focussing in on the idea of childhood through horror, presenting a tumultuous combination of terror, nostalgia, and beauty.

As an animated film originally targeted at children, Coraline is often compared to Alice in Wonderland, due to the dreamlike and childlike nature of both films, but the subversive, clever dialogue surrounding childhood in the former draws a firm line between the two films. Coraline centres around the dissatisfaction of childhood and a desire for growth, and whilst this is supported by the aesthetically complex visuals, it does not rely on shallow concepts of nostalgia that are often sloppily used in films such as Alice. There is a distinct lack of purposeless imagery, and Coraline is far less reminiscent of a bad acid trip than the often entertaining though far less substantial Alice. Coraline never embraces this trope of the overtly romanticised Bildungsroman: the relatability of her monotonous life has emotional resonance with the viewer. Neither gritty nor bleak, it entertains the average viewer with childhood fantasy, but also summons forth the wicked adventure of folklore, and the raw, emotional experience of Coraline’s childhood which does not rely on clumsy allegory to deliver a witty and whimsical story. In terms of artistic vision, the stop-motion experience of watching Coraline lets the stylised nature distract the viewer from the horror that lies beneath – this is not a ravaging cautionary tale of a too-curious girl being punished, almost Bosch-like, but rather exists in a genre all of its own, as our blue-haired girl-hero explores the dangerous realm of childhood and her relationship with her parents.

There is something almost Kafkaesque about the presentation of Coraline’s mother and father – their stylised hunchbacks bent over large monitors and books in grey-toned ignorance contrasts with the bright yellow, feverish curiosity of Coraline. There is a separation between adulthood and childhood presented, and part of what makes the Beldam, or the ‘Other Mother’ so appealing is the technicolour world in which she exists – whilst it does not patronise Coraline by reducing her to the childlike fantasies of Peter Pan or Alice , it still creates a dialogue between mother and child. The danger of this world does not scare Coraline, rather it morbidly fascinates her, and this is a genuinely realistic portrayal of the heartlessness of childhood, as the lack of consequence only further tempts her. The caricature of the working adult on-screen is clearly intended to relate to an adult audience by a screenwriter, but what this caricature’s original purpose fails to consider is that adults find themselves truly terrified by Coraline because they see their own selves reflected back, and it is an uncomfortable confrontation. Just as the ‘Other Mother’ tosses Coraline into a mirror as a metaphor to “reflect on herself”, the film ruminates especially on mother-daughter relationships, and the pain of girlhood. Our eponymous heroine is

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confronted with the ‘Other Mother’ as an overarching, orchestrating villain: her hyperfeminine red nails and sleek black bob are the antithesis to the childish, comfortable yellow anorak that represents Coraline and childhood. Yet this femininity of the ‘Other Mother’ is never demonised – her villainy is far more treacherous and primal. The idea of an ancient, horrific god-witch taking on a familiar human shape to appeal to a child is chilling, and once again presents childhood in the film as dangerous and full of deception.

The introduction of Freudian concepts into Coraline (whether intentional or otherwise) can be used to analyse the presentation of childhood within the film. Firstly, the introduction of the concept of the “uncanny” is one of the defining features of the ‘Other World’ and how Coraline interacts with this dimension. Freud dubbed the uncanny as the “unheimlich” or “un-homely”, and this concept can be directly applied to the dichotomy of the house of our heroine, and the ‘Other World’, in which the same house exists, but with altered features.

The visual cues such as furniture and stylised character features allow Coraline, through the lens of her childishness, to feel comfortable and welcomed into the ‘Other World’ subconsciously – she is not aware of the effects of the uncanny on her psyche. The major elements of the worlds are the same, but this uncanniness is no better presented than through the iconographic button eyes of the “Other” characters – there is a visceral wrongness to the placement of these inorganic objects. This may be a metaphor for Coraline’s distance from the adult world that cocoons her; as a child, she is incapable of understanding the adult realm, yet is still tempted by the pretty trappings of it, such as the pink cakes and fluorescent garden. This concept arises through the blurring of fantasy and reality, and as the constructed realm of the Other Mother collapses, this divide between fantasy and reality begins to merge. This idea of the uncanny is further supported by the juxtaposition of the saccharine sweetness and sublime malevolence of the Other Mother.

The Other World appears off or uncanny to an adult perspective, not because of its abstract, almost psychedelic beauty, but rather that its entire existence is wrong. Often childhood is presented in films and media as an entirely different realm, playing again on the uncanny trappings of memory, however through the lens of childhood Coraline is unable to conceptualise this until later in the film, dialoguing with the audience and creating a feeling of trapped-ness evocative of the viewer’s own childhood.

In addition to this, Freud presents three main complexes that relate to the idea of the repressed childhood: wish-fulfilment, castration, and womb fantasy. Although these concepts have many flaws and can easily be disproved when applied to tangible psychological situations, they are useful in dividing the presentation of childhood in Coraline into digestible sections. Wish fulfilment is based in the pleasure principle, and involves the idea of seeking immediate satisfaction and resolution to a desire. For the character of Coraline, the ‘Other World’ presents an ideal fantasy in her mind – immediately upon arrival, she is presented with delicious food, toys, presents and is smothered in affection, love, and most importantly attention. This wish-fulfilment is natural in the child-psyche of our heroine; however the underlying motive of the ‘Other Mother’ taints this fulfilment, and presents the temptation and naivety of childhood through Coraline. The cost of this constant, almost gluttonous wish fulfilment can be conceptualised through the theme of castration – in this case, the visual uncanniness of the ‘Other Family’ stems from their button eyes. These buttons are representative of the cost of permanent wish-fulfilment for

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Coraline, and the symbolism of loss of sight represents a change in perspective throughout the film.

Simultaneously, castration could also be represented by the stitching shut of Wybie’s smile, showing the loss of speech and autonomous expression forced upon a child by an adult, or the idea of the ‘Other-Mother’s’ detachable, spider-like hands. These buttons also show the ‘Other Mother’s’ view of Coraline as a doll, or a plaything, and shows the inauthenticity of her motherhood. The theme of the childhood complex of castration is not only shown through these visceral depictions of unsettling body horror, but is also represented by the psychological ideas they symbolise – those of adult control over childhood, manipulation of senses, and threat of punishment.

Finally, Freud defines “womb fantasy” as a subconscious desire to return to the womb.

Here, Coraline explores childhood through the Other Mother, as her obsession with capturing what she sees as her own children in cupboards, through mirrors and in a kaleidoscopic web could all be seen as metaphors for the womb, and the struggle of a mother to allow a child to grow up. Throughout the narrative, Coraline is forced to overcome each of these complexes, represented through horror, to show her process of gaining maturity and finally, growing up.

In conclusion, the best analysis of the presentation of childhood through horror in Coraline can only be taken from the author of the original novel, Neil Gaiman. Gaiman states that “Adults completely love it and they tell me it gave them nightmares. They found it really scary and disturbing… Kids who read it as an adventure and love it. They don’t get nightmares, and they don’t find it scary”. Coraline is a film that caters to all experiences and audiences, as there are so many interpretations of it, however centrally it is a film for children, about children. It only terrifies us in hindsight, when the danger and uncertainty of growing up is a relieving far cry, but when immersed in the experiences shown in the film, they do not terrify, but only fascinate. Although the narrative of Coraline is questionable, as by examining the plot through the psyche of a child, there is a constant uncertainty as to the reliability of these events, the dialogue opened between film and viewer, adult and child and mother and daughter allows this uncertainty to fade into irrelevance. Defining childhood is a notoriously slippery task but Coraline does not attempt to do this; rather it embraces this abstract concept and allows it to complement and metaphorize the solid concepts in the film: that of the mother, the child, the home, and the psyche. We live through the childhood presented in the film; though dangerous, it strangely feels like home.

Written By Livia 10C

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Book list Nonfiction • The boy who was raised as a dog – Bruce Perry • The body keeps the score – Bessel van der Kolk • Opening skinner’s box – Lauren slater • The Book You Wish Your Parents Had Read - Phillipa Perry • The Compassionate Mind - Paul Gilbert • Why Love Matters: How Affection Shapes a Baby’s Brain - Sue Gerhardt • The Examined Life: How We Lose and Find Ourselves - Stephen Grosz • Dibs in Search of Self: Personality Development in Play Therapy - Virginia M. Axline • Love’s Executioner - Irvin D.Yalom • Consciousness Explained - Dennett, D.C. (1993 • Nature via Nurture: Genes, experience and what makes us human - Ridley, M. (2004) • The Gendered Brain – Gina Rippon Fiction • After the fire – Will Hill • The girl on the train – Paula Hawkins • Behind her eyes – Sarah Pinborough • The silent patient – Alex Michaelides • The bell jar – Sylvia Plath • Brave new world – Huxley • Coraline – Neil Gaiman Film List • Split - 2016 • Stanford prison experiment - 2015 • Three identical strangers - 2018 • Unfit – 2020 • Eternal sunshine of the spotless mind - 2004 • A beautiful mind - 2001 • Ex machina - 2014 • The blind side – 2009 • Memento – 2000 • The Notebook – 2004 • One flew over the cuckoo’s nest – 1975 • Rain man – 1988 • Coraline - 2009

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