In this article I define childhood symbolic play, free association, and enactments as distinct entities despite the important strands of connective tissue that bind them psychologically. To Freud’s definition of play being the same as fantasy, except for play’s need to use props and playthings to actualize itself, I add action as an obvious but yet nevertheless neglected component of childhood symbolic play. I suggest that the potential for free association begins with the achievement of formal Piagetian cognitive processes in early adolescence, an achievement that needs no props or actions to set it in motion since words and ideas generate further spontaneities in a creative flow of associations. In adult psychoanalytic process, I define enactment, not only in the modern sense of a shared unconscious communication that illustrates the complementarity of countertransference/transference mutuality, but as if enactment could be isolated from its enmeshment in the countertransference/transference milieu of analytic process and viewed momentarily as a transference entity exclusively. I take this point of view to emphasize longitudinally, an individual’s action in a developmental sequence, an imaginary developmental line from the six stages of sensorimotor actions that lead to symbolism, to thought as trial action, leading on then to symbolic play and to free association in adolescence, free associative communication being the essential core of analytic process despite the ubiquity of enactments that accompany it. I illustrate this imagined developmental line, which leads from the earliest sensorimotor acts to the decisive non-neurotic acts that characterize individuated post-analytic maturity, with psychoanalytic process from childhood, adolescence, and adulthood.

在这篇文章中，我将童年的象征性游戏、自由联想和表演定义为不同的实体，尽管有重要的结缔组织在心理上将它们联系在一起。对于弗洛伊德对游戏与幻想的定义相同，除了游戏需要使用道具和玩物来实现自身之外，我将动作添加为童年象征性游戏的一个明显但又被忽视的组成部分。我认为，自由联想的潜力始于青春期早期皮亚杰正式认知过程的实现，这种成就不需要任何道具或行动来启动，因为文字和想法会在创造性的联想流中产生进一步的自发性。在成人精神分析过程中，我定义了制定，不仅在现代意义上的共享无意识交流中，它说明了反移情/移情相互性的互补性，而且好像制定可以从分析过程的反移情/移情环境中的纠缠中分离出来，并暂时被视为一个移情实体。我采取这种观点纵向强调个人的发展顺序中的行为，从导致象征主义的感觉运动行为的六个阶段到作为试验行为的思考，然后导致象征性游戏和自由联想的想象的发展路线在青春期，自由联想交流是分析过程的基本核心，尽管伴随它的行为无处不在。我说明了这条想象中的发展路线，