Subject: Re: Worden's Theory of Mind/Brain
From: ddiamond@shell01.ozemail.com.au (Diana Diamond)
Date: 15 Sep 1996 15:42:07 GMT
I get the impression from some of the posts here that there is the
supposition that superconductivity and QM tunnelling etc can operate at
body temperature!? far out.
Chris Lofting.
Might as well add my own 'masterpice' (still a bit rough though) :-)
------------------------
A Model of NeoCortical behaviour
Copyright © 1995, 1996 C.J.Lofting
email: c/o ddiamond@ozemail.com.au
OR
Diana.Diamond@anu.edu.au V3.
ABSTRACT
Combining data from studies in logic as well as the neurological,
psychological, and cognitive sciences, here is introduced a generic model
of brain function applicable to both the high and low ends of information
processing, demonstrating a degree of plasticity that is early-age
education-affected leading to the varied degrees of lateralization, both
individually and culturally.
ANALYSIS:
--------
(1) There is a tendancy in our culture to use dichotomy as a tool of
analysis.
(2) This act of forming a dichotomy is based on taking a 'whole' and
cutting it into parts. This forms a dichotomy of whole/parts as well as a
dichotomy of parts/parts.
This introduces the concept of *types* of dichotomy. These types are
determined by the (sometimes subjective) characteristics of the
elements of a dichotomy. We find that there are three types:
1 : 1 e.g. positive/negative introvert/extravert
part/part
1 : many individual/social
part/whole
many : many psychological/social
whole/whole
(Note that these have biases. For example, the many:many example
can be interpreted as having a bias to 1:many in that there are
many psychological states and many social states but the social
states have a bias to many whereas the psychological states have
a bias to 1. For study purposes we use the process of idealization
to extract two parts and study them in a 1:1 format)
(3) What (1) and (2) introduce is the concept of *bias* as well as the
aware- ness that dichotomy types apply to wholes and parts.
(4) By applying (1),(2),and (3) to the act of making distinctions we can
form the following:
A WHOLE
B WHOLE PARTS
1 2
C WHOLE PARTS PARTS PARTS
1 2 3 4
A is the 'whole'. e.g. A prime number is a whole (uncutable).
At level B we have B1 (continuation of 'whole'), and B2 which is parts. We
would call B2 rational numbers. What is unique about them is that we can
cut-off 2/3rds of a whole and thus it is a 'part'; we end up with two
parts (1/3 and 2/3).
Further analysis takes us to level C. Here we find the continuation of
whole and parts and the introduction of the analysis of relations. C2
represents the study of the relation of a part to a whole. In maths these
are symbolized by irrational numbers (pi,e,phi etc). (That is probably why
these 'numbers' are found to be infinite when decimalized. This manifests
their 'tie' to the whole and thus they are NOT cutable (seperation); they
are symbols of the relations of part/whole and when represented as
decimals are infact aspects of the number base system (base 10)).
C3 represents the continuation of parts.
C4 represents transitions, where one part can transform into another or
where two parts can influence each other. Here we find complex numbers
where we use 'i' to symbolize rotations which are representations of
transitional states(+-+-). These too are relational concepts.
It is important to recognize that each part can be treated as a whole. It
is all a matter of context. For example 'I' am *part* of the
universe(whole), and my arm is *part* of me(whole).
Not only are there 'types' of dichotomy, but there are two ways in which
the elements of a dichotomy are treated:
(a) as opposites.
(b) as complements.
(a) is biased to the exclusive OR concept, both elements cannot exist in
the same place (either one or the other but not both) - combination leads
to mutual anihilation. (b) is biased to the inclusive OR concept where the
union of the elements moves up a level into a new wholeness e.g. yin+yang
(parts) becomes Tai Chi (a whole).
In Western civilization there is a philosophical bias to (a) compared to a
more (b) biased point of view for many Eastern cultures.
Consideration of this process of dichotomization suggests that the brain,
therefore, has four main 'modes' of dealing with information:
Wholes
Parts (refinement of whole concepts)
Relationships
Transitions/Transformations (refinement of relational concepts)
These 'modes' function in *all* sensory representations (Visual,Auditory,
Kinesthetic,Gustatory,Olfactory).
(We can take this to deeper levels but for now we stick to 'the basics'.
Of note however is the emergence of contraction and expansion. In maths
this is manifest as - and +. When we include these we find the emergence
of specific 'states' that fit *any* dichotomous analysis. The four 'main'
modes can work with each other, so that you have, using maths as an
example, whole numbers within the context of transitions. This is manifest
for example by the observed requirement that quantum 'leaps'
(transition/transformation) are in 'whole' units (wholes).
SERIAL/NON-SERIAL:
-----------------
Analysis of the manner in which information is presented to a person
suggests that there are two ways in which this is done. One is
'wholistically' and the other is serially. (Remember that at *all* times
we are dealing with biases. ANY dichotomy, when analized fully, manifests
the characteristics of a continuum. This implies 'you cant cut the whole'
but you certainly can refine one's model of the continuum)
Wholistic information comes in the form of wholes. For analysis these are
broken down.
Serial information comes in the form of wholes *over time*. Each time
frame contains contextual information which, together with previous
information on the same subject (if any) slowly builds a 'whole'. The
first bit of information sets the context in which we build the 'whole'
with all the other bits as they arrive. There is a developed bias here to
parts.
Wholistic information is analized. Serial information is synthesized.
The *main* point here is the recognition of the whole/parts dichotomy
being fundamental to thinking.
THE SENSES:
----------
We now consider the main sensory systems in humans. These seem to be
audition and vision. Kinesthetics (emotive feeling) is more of a response
than a stimulus (although possibly 'older' than vision and audition, it is
limited in that it is limited by the boundary of the individual. But as we
shall see(!), it 'links' everything).
Emotion can be encoded in visual or auditory forms (like AM/FM radio - it
'rides' the waves and correlates with amplitude (energy). This implies a
link to frequency since, for any wave, energy is either one 'huge' wave,
or lots of little equally-sized ones travelling at high frequency -
emotion can come in packets).
This links emotion with sound through harmonics and with vision through
colour.
To transmit *any* emotion requires either a very powerful transmitter to
be able to send a wave with a *huge* amplitude, or a moderately powerful
transmitter that can transmit *fast* and thus build-up the energy. Either
way, the 'message' gets across.
If I want to get an emotive visual message across then I can send a lot of
colour. (i.e. R-E-D! for anger/stimulation ( but a lower frequency than
Blue, for example. Implied here is a possible 'pyramid' effect based on
wavelength not wave frequency.)).
If I want to get an emotive auditory message across then I must use
harmonics.
(If I am close, only then I can use tactile messaging).
The prime difference between audition and vision is time. The analogy is
that of a movie. If I stop the movie, I loose the audio but not the video.
(part) (whole)
What all this implies is that:
(1) to deal with serial information *of any type* I have to build the whole
as the information comes in.
(2) to deal with non-serial information *of any type* I get a 'gestalt'
(whole) which I can then break down for analysis.
How does the brain deal with this?
A MODEL:
--------
The model I use suggests that a raw but integrated brain comes into the
world and adapts through adopting biases.
In our culture children are encouraged at an early age to develop a bias
to serial communciations, especially speech, reading, and writing.
But as we have noted, serial communication requires the building of
'wholes' from parts (letters->words->sentences->meaning).
What emerges from this is a 'split-brain' in that one part handles each
time frame (single context) and the other deals with wholes (all
contexts).
Since the first 'raw' context sets the foundations for any whole, all
wholes developed this way are hierarchic in form. For example, if I start
to say "I then said..." These few words set the context for what words are
to follow.
We therefore have a system that works on refinement, with one part bias to
checking syntax (horizontal/single level relationships) and the other bias
to checking grammar (wholeness and thus a semantic bias - meaning and
value)
I suggest that the hemispheres of the neo-cortex manifest the parts/whole
dichotomy, and experimentation seems to confirm this model.
Which is which stems from the developed serial bias of the left
hemisphere. *ANY* serial communication (or communication *thought* to be
serial) activates this part of the brain first.
*ANY* non-serial communication (or communication *thought* to be
non-serial) activates the right hemisphere. (These are of course, biases)
Since serial communication deals with single contexts - one part at a time
- these can then be built upon to create a whole. BUT, since we are
dealing with a dichotomy (left/right) we find that the left/right split is
not as 'precise' as we think and infact *both* hemispheres operate on the
whole/parts dichotomy but both have developed biases. These seem to have
stemmed from the manner of communication - serial/non-serial (parrallel).
It seems that , of the two main sensory systems, it is audition that is
more bias to parts since to create a whole message requires time. (this is
not quiet true. People who have training in music (read notes and thus
experience it as serial communication) seem to have a bias to LH blood
flow, whereas people who are not trained have a RH blood flow bias. This
implies that the sounds are being processed as wholes for the untrained
and as parts for the trained. Really *good* musicians have a more balanced
blood flow; they can oscillate between the two extremes.).
And we find, for example, that the primary auditory cortex of the left
hemisphere is 3 times larger than the right (in our culture) and that ANY
sound not considered as part of a serial communication is interpreted with
a RH bias.
We also 'know' that the RH has shown bias to form processing (wholes) and
that most visual communications is often of a non-serial type. (American
Sign Language (ASL) shows a bias to the LH since, although having a visual
bias, it is a serial communications system).
SYNTHESIS
=========
Axioms:
-------
At birth - Raw but integrated (whole) brain to a level where synesthesia is
common. (Synesthesia is the mixing of the senses - they are not
yet fully differentiated)
Education (formal/informal. includes implicit adaptions to environmental
conditions)
- introduces biases in sensory processing and cortical laterality.
In our current (western) culture, there is a bias to serial communications
and thus an increasing bias to one hemisphere that handles serial
activities, usually the left in Western culture. Within the culture, this
feedsback, in that it becomes sociologically manifest and even the
un-educated develop the bias ( a bit like the concept of 'passive
smoking').
Structure:
The emphasis on left/right introduces dichotomy. What we find with
dichotomy is that as we 'zoom-in' for deeper analysis we cannot seperate
one element from the other:
Gross Left Right
Middle Left Left(R) Right(L) Right
Refined LRLRLRLRLRLRLRLRLRLRLRLRLRLRLRLRLRLRLRLRLRLRLRLRLRLRLRLRLR
For the sake of this 'general' discussion, we adopt a medium level. In
this model the left side has a refined ability to process serial data and
a gross ability to process non-serial data. The right side is the reverse.
Both sides will attempt to use their refined systems before their 'gross'
systems and thus the detectable degrees of laterality (especially
detectable when the corpus callosum is cut). In everyday thought there
seems to be an oscillation LRLRLRLR. This would seem to be context based
as the time of the oscillation for different tasks can vary from
milliseconds to years (as in manic / depressive illnesses, for example.
The average period is about 90-110 minutes).
The overall model is:
LH bias (raw state) RH bias
(differentiation)
fine serial communications<----------------------> fine non-serial comms
gross non-serial comms <----------------------> gross serial comms
gross context (single) <----------------------> fine context (multi)
fine relational <----------------------> gross relational
gross hierarchic <----------------------> fine hierarchic
fine parts handling <----------------------> gross parts handling
gross wholes <----------------------> fine wholes (continuum)
(fine audit skills <----------------------> fine visual skills)
(gross visual skills <----------------------> gross audit skills)
(digital bias <----------------------> analogue bias)
(syntax bias <----------------------> grammar/semantic bias)
(facts bias <----------------------> values bias)
(Schizoid - expansive <----------------------> Depressive - contractive)
(1:1 bias 1:many bias many:many bias)
This allows for the occasional 'blunders' where the overall functionality
of hemispheres seems reversed - left-handedness etc. The serial/non-serial
dichotomy seems to be fairly fundamental thus allowing for LH control of
handedness etc and the LH processing of visual, but serial biased,
language eg ASL. But under extreme conditions one hemisphere could take-on
the work of the other if allowed to during the early developmental years.
The only way that this could happen is if the 'raw' infant brain was
integrated and 'unfolded' in a specific manner due to environmental
requirements.
The fine/gross audition/vision skills seem to be the 'roots' of the
possible biases, with auditory communication having a sequential bias and
visiual a non-sequential bias. It is documented, for example, that the RH
auditory area has a bias to dealing with sounds considered to be 'wholes'
rather than parts of a serial communication. Intent has an affect on
mental activity. If you assume data to be serial communication then an LH
bias emerges, if not, an RH bias emerges in dealing with the information.
This suggests that LH stroke victims who have less degrees of
lateralization or who have learnt serial language in a rote manner (as
'wholes') may have better serial language recovery skills than the
'average' individual. Support for this is the ability for LH stroke
victims to sing whole songs (RHbias) which they learnt at a young age (and
thus as wholes) but are unable to stop halfway and start from where they
left-off. Since the songs are wholes they can only be started from the
beginning.
Both sides handle vision/sound but the biases favour methodology.
The RH, for example, handles 'whole' sounds, sounds that are NOT
considered to be serial communication, whereas the LH handles visual
stimulus that is considered to be serial communication, e.g. ASL (and
requires serial relational analysis). The biased noticed to RH handling
emotions stems from the rich emotional links in hierarchy (multi-context)
compared to the limited (and therefore apparently 'gross') links in single
context. (LH can be emotively articulate but it requires time to build.)
Overall, *ALL* of the attributes given to one hemisphere are
inherant in the other, but in a less refined state, and thus the
detectable biases. Thus, in the severely brain damaged, one side can
take-on the functionality of the other if allowed to do so at an early
age, whilst the brain is still in the process of developing the observed
lateralizations. Once the development process is slowed, then this task
becomes more difficult, if not impossible.
This suggests that the older but balanced brain (reduced
development of lateralization through education) may be able to recover
faster from injury.
Studies have shown that intent has an affect on the way we handle
identical data and thus shows-up the methodology biases. I suggest that
the root 'causes' of the single-part/multi-whole derive from
characteristics in primary sensory systems (audit/vision on this planet)
that have become hybridized - parts of the brain share neurons for both
systems. Infact the degree of interdigitation (ie. LRLRLR) seems to be
high at the neurological level and adaption seems to enhance this. (if
hybridization occured in the primary sensory areas then a lifeform would
find adaption difficult! but there is strong linkage (intra & inta) at the
more abstract-handling areas). Psychologically, this correlates with the
high degree of synesthesia often found. Education (adapt/adopt) leads to
the differentiation of the senses, (and thus a possible decrease in
degrees of creativity), and thus the varing degree of 'banding' in
individuals. The banding variations manifest the adapt/adopt system and
favour, using genetic terms, 'phenotype' over the potentials in
'genotype'.
The hybridization concept, if applied at the root structural level
(crossover at cell division being a 'logical' point?) favours the
dichotomous nature of structures as well as the dichotomous nature of our
thought processing, thus including the detected gross and refined
hemispherical biases of the neo-cortex and other systems.
Implied in this is that, through structural development, the left
/ right dichotomy becomes more refined and thus manifests at it's most
refined level, a continuum.
This would explain the paradoxical observations made on the
brain's structure where apparent LRLR patterns at, say, the centermetre
level seem to dissapear at the millimetre level. This would be logical if
you tried to maintain a constant pattern. The study of each level of
analysis must include a manipulation of the 'size' of the interdigitation
as well as being wary of the 'phenotype' situation which introduces subtle
differences within each form (like fingerprints). A scaled hierachy would
manifest this.
This interdigitation may have it's roots in the primary sensory
areas of vision and audition due to the nature of our eyes and ears. Of
these two senses, the ears have a serial bias (and thus building 'wholes'
from parts), and the eyes have a 'wholes' bias. The sharing of neurons
allows for abstractions to be made where the abstract concepts of 'wholes'
and 'parts', common to both systems, can be shared.))
Note that the parts/whole dichotomy can be in 1:1 form when we are
first exposed to a 'whole', at either the atomic level or the universal
level. This first exposure forms part of the base context for all that
follows, the moment we cut, or build, the parts/whole patterns of
hemisphere biases emerge.
In addition to this is the 'driver', the attention system (cingulate
cortex sourced):
The attention system works on the dichotomy of
narrow angle(manic-specific)/wide angle(phobic-general)
This system influences concepts of subjective time by varying
metabolic rates and may have some 'connection' to seperation/linkage.
It's centralize zone of activity (anterior and posterior cingulate
cortex) allows for a degree of bias managment as it metaphorically
'slides' along the left/right axis.
Note that there is a pattern of oscillation on L/R hemispheric process-
ing that seems to show an overall cycle of 90-110 minutes. This seems
to be an extension of the REM/NonREM pattern found in sleep (or the
more likely is that sleep research brought-out this continuous pattern
before awake states analysis were refined enough to get over any
consciousness 'noise').
However, this suggests an overall *biased* pattern with sub-variations
for different types of tasks oscillating at any thing from
milliseconds to years.
MANIC (refined, narrow angle)
^
|
LEFT <-----------------+-----------------> RIGHT
(refined single context | (refined multi-context
bias (parts)) | bias (wholes))
(serial) <---->|<----> (non-serial)
(relational) | (hierarchical)
V
PHOBIC (gross, wide angle)
Note the bias to dichotomies and realize that all dichotomies, when
studied in detail are shown to be continuums; SpaceTime continuum,
LeftRight continuum etc., and thus the emphasis on 'bias'. The above
diagram is therefore a gross top-level picture, that could be repeated, in
its entirity, at a lower level within a localized area of bias.
Emotion and linkage.
--------------------
Single contexts (LH bias) have emotional markers. These are gross and
respond to concepts like syntax. Expression is also 'gross', since it can
take time for a more elegent emotive statement to appear (be refined).
Wholes (RH) are built from single contexts (LH), or are broken down frame
by frame (RH->LH). Each link has an emotional marker that goes towards
developing an overall 'feeling' about 'the whole'. Thus the whole becomes
'refined' and emotional responses more 'elegant'. It is emotion that
'binds', in this I consider 'neutral' as an emotion. (This gives concepts
like 'good' within the context of 'bad' which is 'okay but..'. To program
emotion into a computer requuires the development of the good/bad
dichotomy and the refinement for each level of development. Each emotional
state requires a label for it to be expressed (as we learn to do.) but the
number of levels is extreme and so a stop level would need to be selected.
Humans set this by the way they respond to emotional outbursts of others.
If allowed to develop on it's own, and 'emotions engine' would develop
along complexity lines feeding off feedback. This would introduce the
possibility of 'chaotic' moments under 'grossly' defined conditions and so
an emotions engine for computers may be a bad idea!)
Initial emotional context explains how first impressions can be so
important in any relationship to an individual who has a strongly
developed hierarchic mind. Cultural biases often lead to the female as
being more 'hierarchic' than the male but levels of
education/social_position can develop hierarchic biases as well.
Furthermore, the emphasis on emotion binding wholes implies the emergence
of RH biases from purely hormonal states. In our species the majority of
females would have a higher degree of hormonal variations due to
menstruation (males too have cyclic hormonal patterns but not as extreme
nor as psychically stressing (and thus emotional) as for most females).
From these states, combined with social 'pressures', RH biases for females
would be common. Only within reduced social pressures (as in those
cultures favouring equality for all) would a more balanced distribution
occur although with a continuing bias to RH biases in females.
At the same time LH bias for males could emerge from the same processes
(as could LH bias for females and RH bias for males). Thus, biases emerge
from both nature and nurture.
In any hierarchy, it is the base context that sets up the context for ALL
that follows; even if the first meeting was 'uncomfortable' and 'not to be
considered the way I am' it emotively anchors everything else and can thus
be extremely frustrating and hard to change UNLESS you change (reprogram)
the base context (using psych tools like Neuro Linguistic Programming, for
example). This is where 'timeline' therapy developed from; the realization
that going back to the base context and 'reframing' it can change *all*
contexts developed within the original. The 'whole' changes. It has
nothing to do with time per se, but more with *any* whole developed on
hierarchic foundations (which in most cases incorporates serial processes
and thus includes the concept of time).
LH bias individuals seem to have a bias to audition and sensation seeking.
RH bias individuals a bias to vision (and thus feeling through the
multiple contextual links) and identity seeking (The 'inbetweens' are :
slight RH bias give security seeking, and slight LH bias gives solutions
seeking - derived from Jungean typologies These are, of course, 'gross'
classifications). To transpose one experience into the other requires
emotion - the universal reaction(response) system. It is emotion that
links LH with RH thus:
Audition ---> Harmonics (emotive) ---> frequency
Vision ---> Colours (emotive) ---> frequency
The prime area of emotion is the limbic system (amygdala etc(internal) and
thalamus (external).
As I have stated elsewhere, *wavelength* may have a structural
influence since there is the suggestion that it is the low colour
frequencies that appear to ellicit agitation and the high colour
frequencies that ellicit calmness(blue). But one of the most effective
methods of violence control is the 'pink room'. This may suggest that
banding exists within this colour link coding, elliciting oscillating
agit/calm effects as we move through the colour spectrum. In audition,
this would be analogous to major/minor keys(/notes) oscillating as we move
through the scales.
There is evidence that the amygdala, one of the brain's main
controllers of emotional responses, has a banding pattern where adjacent
points, when stimulated, ellicit opposing emotional responses
(fight/flight).
The harmonics/colour dichotomy allows for *many* varied expressions of
emotion and thus a rich area for using concepts like 'submodalities' to
transpose one side into the other. The need for this is the 'fact' that
single context thinkers have refined levels of serial analysis (over time)
but only gross ability at 'feeling' (at the one 'moment'). A good example
of this is the movie. Stop the film and you keep the picture(RH) but lose
the soundtrack(LH).
(A possible area of investigation is that of colour blind and/or tone deaf
individuals - do they cluster around specific personality types? How do
they deal with emotion?)
To get a single context thinker to express a feeling eloquently requires
time (about 10mins or more!). But, using harmonics/colours this process
can be sped up and refined. To balance this, hierarchic thinkers are not
as fast nor as precise as single context thinkers. (and thus the bias of
Science to single context - serial analysis).
As far as emotions are concerned, a degree of confusion seems to have
evolved with regard to the possible emotive biases of hemispheres. This
bias has been report as:
Left Hemisphere : positive/neutral.
Right Hemisphere : negative.
Taking the dichotomy types into consideration, and their apparent
reflection of hemispheric biases, this model seems slightly incorrect for
a few reasons:
(1) The finding is that left-hemisphere bias behaviour includes the GROSS
expression of emotion, both positive AND negative.
(2) The dichotomy spread is LH 1:1 and RH many:many. The balance point,
the point of 'ego', if you like, therefore favours a 1:many point of view.
(3) If emotion helps bind single-context frames into a hierarchy then this
acts as a form of contraction and so would favour a bias to refined
emotion over the whole. This would also favour a degree of emotional
contraint in the RH which would 'favour' a bias to positive expression
being constrained and thus an 'appearence' of an apparent bias to
'negatives'.
(4) A common mistake in dichotomy analysis is the confusion of 1:1 with
1:many. In the context of emotion this emerges when we consider the YES/NO
dichotomy, consider:
If I ask somebody for something, I want them to say YES. *I* am therefore
in single context mode (LH bias). If they say YES then I remain in single
context since I got what I wanted; it is rare to question a person for
their reasons for saying yes. This would register in experiments as LH
bias (depends on the form of questions). However, if the person says NO
*I* will switch to multi-context thinking as I scan through all the
possible contexts in which I can get the person to say YES. Included in
this is a cavalcade of "But why not?". All this would register as RH bias,
but it is the contextual analysis that causes it not so much the
'negative' emotion. (also note that most detection systems based on, say,
blood flow, are slow. What we see on the screen is often levels of
abstracted thought rather than initial thought).
This is why the YES/NO dichotomy can be confusing. We often treat it as a
dichotomy with contexts of the form 1:1 whereas infact, in the above
example, it is shown to be a 1:many type. In Science this seems to be
intuitively understood as we find a bias to more 1:1 terms like
'positive/negative', '+/-','1/0' etc.
Synesthesia:
------------
There is evidence to suggest that those parts of the association areas in
the frontal cortex are infact hybrids of the sensory systems.
Vision/Audition share the some neurones (and thus our tools of analytical
perception are based on dichotomy. We 'look' at the one with 'two'. In
every day life this has been a highly successful system, but when we get
to the nitty gritty (quantum mechanics and the
wave(audit)/particle(vision) duality) we are facing ourselves since our
instruments are extensions of *our* senses and include the hybridization.
(There is little evidence for hybridization in the primary sensory areas
and I am sure these would cause obvious problems. However the 'mixing' at
the more abstract levels has proven to be advantageous (for example the
'whole' of the RH develops over time in the LH. Thus we get 'meaning' from
serial communications.) The best solution to the problem is to ignore one
bias; treat it as noise. The wave/particle dichotomy is a continuum,
meaning that no matter how 'refined' you get you will find one in the
other.).
Synesthesia is common in children. The education system encourages the
seperation and thus can induce a level of 'maturity' that lacks
creativity. Again a dichotomy (Synergy/Discrete) and thus a continuum of
possibilities.
MultiTasking.
-------------
At any one moment there are multiple 'tasks' working in the individual. As
Bateson has pointed out, there is a level of oscillation from left to
right and back during any thought process. (whole->part->whole->..); and
clinical studies have linked this with the REM/NoREM cycle found in sleep.
I suggest that these tasks have different time values so that one task may
oscillate in seconds whereas another may take years. In this context,
since emotion seems to serve as a binder, any *strong* emotional state can
influence other unconscious on-going states even if not directly related
as this may manifest itself as mental disorders. (and thus the need for
congruency checks in any analysis, since the affects of state-specific
memories over the long term could cause problems in later contexts unless
the states are *well* defined (refined) and thus unable to be confused and
'projected'). (see details on the attention system and mental disorders
below).
Emergence.
----------
Literature on development leads me to suggest that the RH reflects the
overall 'structure' of the 'primitive' brain and that the LH bias emerges
as a result of serial communciations. Culturally, we are more 'schizoid'
now than in the past (and thus the emergence of extreme balances like
Jung's psychology as well as the 'moral' right). The structure of language
plays a big part in this. It is possible that 'ancient' cultures were
strongly RH bias and thus a preference for visual communication over
audition. The balance point seems to be slightly off-centre with a bias to
LH, thus avoiding stagnation, a common 'disease' in social hierarchies.
(If you think vision is strong today, try going to a 'Terminator' type
movie with no soundtrack.)
One bias that the LH does bring about is an emphasis on equality. Thus we
are flooded with different 'rights' groups since "all is one" - one
context. This can cause 'problems'. For example childrens rights are equal
to parents rights and so the punishment of children is restricted. At the
same time homosexual rights are equal to heterosexual rights and so
homosexuals can adopt and raise children. In strongly hierarchic cultures
these views are somewhat different - women are considered 'second class'
and homosexuals are considered mental cases and children should be 'seen
and not heard'. Note the bias to 'expansion' for LH biases and the bias to
'contraction' for RH biases.
At these levels we are seeing behavioural biases derived from brain
structure emerging in long-term sociological situations. In this context
nations behave like people.
Refinements:
------------
To make a whole I put together parts. The link is emotion (I include
neutral as an emotion as it is the midpoint of the good/bad dichotomy. It
is emotion that links with concepts like state-specific memories)
To understand a whole I break it into parts (which we can treat as wholes
for further analysis).
Using the whole/parts dichotomy my analysis suggests that there are four
basic processes:
The Basics The number systems used for
descriptions
Wholes Whole numbers (e.g. primes).
Parts Rational numbers.
Relationships of Parts to Whole Irrational numbers.
Transitions and Transformations of parts Complex numbers.
As we go to deeper levels you find concepts like whole number analysis in
the context of complex numbers (integer quantum jumps
(whole-transitions)).
Education (Both formal an informal) thus develops degrees of laterality
that are contextual. A bias to a method of teaching as well as the level
taught will lead to a bias in processing. The sum of all the different
things learnt will show an overall bias to prefered method of processing,
but allowing for areas that are definately opposite in an individual.
Educational affects.
====================
Wholes & Parts.
---------------
General education seems to favour teaching in wholes. This is rote
learning, an example of which is the ability of LH damaged individuals to,
say, sing songs that they learnt well, before damage occured. The LH is
parts bias, and you find that If I interrupt such a person singing and ask
them to takeup where they left off, they cannot (parts processing damaged
to the degree that they cannot 'cut' the whole), they must start all over
again. (This suggests that those with lesser degrees of lateralization
should be able to talk better after LH damage although there is probably a
genetic link that can hardwire degrees of lateralization in some
individuals. This is part of the software /hardware dichotomy with the
middle being firmware (a combination of software, hardware and hormones)).
rCBF studies seem to verify this 'wholeness' development. Novel
information which is re-presented over a period of time will eventually
ellicit rCBF in deeper areas as if the information has been integrated and
become 'one', rather than the detected subtly differing areas when
learning.
In kindegarten, childen are taught word/object associations that are
presented as wholes (1:1). Only later does the child then learn (often
intuitively) to generalize the object element and thus form a 1:many type
dichotomy. (Usually in the car on the way home! -" house -house - HOUSE! -
"etc) However an emphasis on speech over the other senses lead to a bias
for serial audition and the wholes are broken-up into parts (spelling,
writing).
Studies in WA a while back (1975?) showed this affect of audition bias.
Children were presented with a tray of objects to look at. The tray was
removed and the objects jumbled. The tray was then represented and the
children asked to put things as they had been. Caucasian children 'worded'
objects while aboriginal children saw 'wholes'. The aboriginal kids, in
the majority, did far better than the caucasian kids. This was credited to
the caucasian kids being spoken-to at home more, and disciplined along
lines favouring positive responses to audition and thus favouring
serialization. They did not see the whole, they created a list of objects.
I noticed that a similar experiment was done and written-up in Scientific
American in (I think) 1995. The result was more in line with the
description of caucasian kids. But then wouldn't studies based in U.S.
culture show this? I do not recall seeing any reference to the WA
experiments nor to any seperate cultural comparisons as in WA.
Another example of rote learning is in 'minor' professions like nursing
and paramedics. I mean 'minor' in the context of the degree of formal
education and the levels of analysis required for the job. Nurses and
paramedics are taught 'procedures', often which they have no idea of
exactly why or what the procedure is ment to do; they are taught that
procedure x should get response y. If it doesnt then use procedure q that
should get response r, and so forth. Young doctors soon learn NOT to
interupt these procedures or to try and 'modify' on the run since they
endup with distressed staff who 'feel'as if the 'whole' is not 'complete'
(not aware where their feeling uncomfortable comes from).
The higher up you go on the education ladder, the more refined the degree
of education; the more parts you study. Education is learning the art of
cutting; learning the Principle of Dichotomy. Once you understand *all* of
the parts you can then put them together to make a whole. Just how many
parts of a whole there are reflects the level of analysis/education. Thus
in emergency situations the doctor's role is more of letting the staff get
on with standing orders and only to interfere when the abnormal occurs.
(most doctors are taught to detect extreme cases rather than the normal.
Thus the extremes you see when young doctors diagnose themselves! ('I
think I have bowel cancer' - (wind))).
Generally, higher education gives you depth, as the understanding of
wholes is well refined (lots of cuts have been made), although at times
this can mean over-refined leading to social hierarchies and thus
introduce what may be called spiritual corruption and decadence (and a
drop in creativity).
In our culture, the improvements in education (read 'teaching smaller
parts') has led to a high level of expertise. The 'minor' professions of
today know far more than their counterparts of 50 years ago. And the
'higher' professions have had to specialize, as their level of analysis
gets more concentrated.
However, this has lead to a reduction in the understanding of wholes, both
physical and mental, and thus an increase in information redundancy and
thus a high degree of waste (as suggested by studying another high-energy
system, DNA/RNA coding).
Therefore, as our culture develops so does the degree of cutting, and it
is the serial audition system that is far more precise in this ability
(harmonics
etc).
Relationships, Transitions, and Transformations.
------------------------------------------------
Once we have cut the parts from the whole we next analize the
relationships of the parts to the whole as well as the transitions and
tranformations that these parts can go through. The education system
follows this path. You do not get taught about complex numbers until mid
teens, well after learning about the others. However, what is noticed is
that as we use dichotomies to develop the dichotomy tree, so a 'map' of
the whole in continuum form emerges in the tree horizontally. This
emergence treats the sequence of the whole in a different order to their
dichotomous generation, and thus allows for misunder- standings as far as
parts and aspects are concerned. In the top-down dichotomy system, the
sequence is whole->parts->aspects whereas horizontally it emerges as
whole->aspects->parts->aspects. In the continuum this suggests the
emergence of a standard teaching methodology:
Wholes ---> Aspects of the Whole -----> Parts --->Transitions/Transformation
(Statics - No Change) (Dynamics - Change)
I suppose we could call this "The Central Dogma in Teaching". As we refine
this, and move up the education system, so the arrows develop two heads as
we move back towards the whole:
Wholes<-> Aspects of the Whole <---> Parts <---> Transitions/Transformation
(Statics - No Change) (Dynamics - Change)
This does leave the possibility of confusion and thus one needs to be
aware of the subtle differences in development of, and the analysis of
wholes.
Dichotomous generation:
Level 1 2 3
Wholes --> Parts --> Aspects (of both whole and parts)
# of Properties to emerge 1 1 2
E.T.Hall noted three kinds of 'social training' analogous to the triune
brain concept of Paul McLean. His analogy was with skiing. In northern
Sweden, for example, *everyone* skis. You put on you skis like you put on
you shoes. This is analogous to the Reptillian Brain (Stim/Resp). The next
level was going to Aspine for a weekend where one's friends try to show
you some ski technique through terms like "try this", or "it feels like
this". This is analogous to the Limbic (Mammalian - emotion/social) Brain.
The final level was taking the world's best skier and filming him/her
skiing. Next they take each frame of the film and analize it to create a
step by step model which they can then teach to others. This is the
Neo-Cortex in action. Using the Central Dogma model we have:
Reptillian - whole and parts.
Limbic - parts and relations to the whole.
NeoCortex - parts and their transitions/transformations.
What I am emphasizing here is the structure of methodology as well as the
brain model. At the most primitive level, these are maps showing wholes
and relations, which would include wholes as relations, i.e. parts. Note
that *all* of this is simply map-making.
Strategies.
-----------
Due to the developed cultural biases over time, there is a bias to serial
processing and thus an increase in the degree of 'whole' cutting; there is
a preference for analysis of the relational and transitional over the
'whole' and parts themselves; we chase change rather than stasis and
develop an audition bias over a visual bias. We seek instant gratification
over delayed.
A good example of audition/visual bias is spelling. An emphasis on
spelling and proper grammar introduces hierarchy (RH bias) into language.
To a strongly biased LH this is useful as it introduces a degree of
balance and a degree of articulation that enables refined emotive
expression rather than the LH single-context, gross, loud, type we find
common today. One useful strategy for spelling enables 'seeing' the word
(as a whole) to the extent of spelling it backwards (This is a hard task
for the serial and parts biased speller). This difference is analogous to
a movie where stopping the movie keeps the video but looses the audio.
NeuroLingustic Programming (NLP), for example, has shown how easy it is to
teach strategies, and thus opens-up a whole area for the accumulation of
specific teachable strategies for the processing of information within
specific degrees of laterality. This favours a more 'balanced' system and
allows for high levels of education to be available to more since the
teaching of strategies BEFORE you teach a specific subject can help avoid
subject phobias and thus gives the individual more choices.
However, there is a 'slight' problem and this is in the area of
creativity.
Creativity.
----------
One of the main features of creativity is intensity; a degree of single-
mindedness together with a slight degree of synesthesia.
This degree of intensity is a combination of LH single context and a
narrow angle attention system (mania).
Modern times seem to be the most creative of times; not so much in
artistic value (quality) but in quantity, and this reflects the degree of
LH bias since it is this bias that favours intensity and single-mindedness
(It's audition/ serial roots introduce tempo. - a rhythm bias.) (The RH
bias adds refinement. It is often the RH bias individuals that recognize
the work of the LH bias since they can 'see' even more than the artist -
sometimes 'stuff' that is not even there).
Thus, the creation of strategies that will favour a higher degree of
balance (1:many rather than 1:1 or many:many) need to be made such that
there is a *slight* bias to 1:1 rather than the 'full-on' ones we have.
The current one leads to too many parts (sometimes too big) 'floating'
around unconnected. Solid connectivity (wholes) requires time; refinement.
This is where Chunking comes into it. There would be different
strategies for the same subject based on a individual's prefered
chunk-size. In my own case, for example, I have conducted experiments with
tapes whereby information on tape presented to me sped-up (a la Chipmunks
- well not quiet like that!) is comprehended more since my attention is
more intense and thus not easily open to distraction. (But then I have
strong LH bias). Since I talk fast, it is possible that the speed be
related to one's own (internal) speech tempo. - a rhythm bias. A slower
audio with *lots* of video (stills) may achieve the same thing.
Note that auditory wholes require time to build, and abstracting
this to serialization, a bias develops that prefers small 'wholes' rather
than the grandeous ones - data chunks).
By understanding the different types of dichotomy (1:1,1:many etc)
strategies can be created *regardless of representational bias* that can
switch one from one mode to another. This switching involves active
control of the attention system that works in the
narrow_intense/wide_diffuse dichotomy, and the connections from LH bias
and RH bias is through emotion in the form of harmonics (audit bias) and
colour (visual bias).
In this context teaching becomes more of an exercise in flow management,
it becomes music with the teacher the conductor. (But one must practice
stops and starts or else we are back with 'wholes' again.).
Mental thunderstorms.
=====================
The 'light' storms: ADD/ADHD etc.
One place to start is the influence of noise in these states.
It has been shown that the primary auditory cortex of the LH is
three times larger than in the RH. Tests suggest that the RH part
responds to non-serial sounds, sounds that are treated as wholes
rather than parts of serial communication.
There is the possibility that under abnormal conditions ALL sounds
are passed to the serial bias part and are considered as 'messages'.
Thus the high level of distraction.
The emphasis on serial processing for the LH is strong, and the
emphasis for serialization problems in ADD/ADHD is, to me, 'obvious':
(from the FAQ for 'alt.support.attn-deficit' on the internet)
distractability
impulsive
restless
elastic perception of time
inattentivness
absent-mindedness
The emphasis here is therefore on time perception and the
attention system.
A note on subjective time.
-------------------------
There is strong evidence to suggest that subjective time is determined by
one's current metabolic rate. (associated with the hormone Thyroxine). In
children, a slight increase in rate can lead to a marked increase in the
subjective experience of time - one becomes speeded-up to the extent that,
say, one hour to your average person is 1.5 - 2.0 hrs for the child. And
this may be a link to 'state-specific' memories and thus the inability to
recall memories from one's infancy, but a gross ability to regress when
having a fever.
At the top end we have hyperthyroidism that leads to psychosis, and at the
other end we have hypothyroidism that leads to cretanism, suggesting that
to process information there is a range constrained by
too_much/too_little.
As far as 'every day' functioning is concerned, under 'normal' conditions
there is a pattern of oscillation as one thinks - RLRLRLRLRLR; whole-part-
whole-part etc.
This time distortion can cause problems when a high-rate individual is
presented with information too slowly; a weak attention system could
over-react to external stimuli, introducing distraction, and it is the
attention system that helps increase manic states.
It is noted that there is a degree of creativity in ADDs. Creativity
requires intensity (manic) and one-context thinking. You will often find
that the appreciation of a creative piece is seen more by the viewer than
the producer, as the appreciative viewer, often hierarchic bias, 'sees'
more contexts than the producer.
At *all* times we are dealing with levels of bias. Hierarchy exists for
the single-context individual but only over time since it has to develop,
one contextual layer at a time; it is not refined enough for more
immediate responses. However, the audition system is capable of far
greater levels of precision than the visual system, and thus achieves a
higher degree of overall 'creative excellence'. This, however, is not
appreciated by the producer who goes on to something else. Without
hierarchy we have no culture since the single context bias does not
consider it. In the context of distractability, if 'frames' of a hierarchy
cannot be linked properly then a bias to LH type behaviour would emerge.
The converse of this would be true for excessive linkage in the one
context suggesting an RH bias would emerge.
Therefore, *any* behavioral bias to LH functions, either good or 'bad',
will include distinct levels of creativity, although these may be only
determined as 'creative' by others.
As far as the evolution of bias is concerned, our culture seems to
have developed a LH bias over the last few hundred years. What is
noteworthy is that the level of 'creativity' increases as we become more
LH bias but so does the determination of schizophrenic behaviour; the
breaking-down of 'wholes' (i.e. The Family etc) to equal 'parts'; the
shattering of hierarchies. We also note the increase in wars; nothing
global (whole) just lots of little ones (parts).
It is possible, therefore, that the bias to 1:1 education could
make ADD worse since the abnormal neurological links would be used even
more (a lot of frontal lobe problems, for example, seem only to emerge
fully when the area is *actively* used.)
Attention studies.
-----------------
Some points:
(1) High rCBF activity in the posterior and anterior parts of the cingulate
cortex. That part of the brain that forms a sort of midline between the
hemispheres (neocortical/limbic). This happens during attention tests.
(2) High number of cells responsive to narcotics in the anterior part.
(3) The area responsible for the seperation call is in the cingulate cortex
and therefore suggests strong connection with seperation anxiety.
(4) Seperation implies a concept of 'time', an awarness that 'now' is not
the same as 'before' (someone is missing).
(5) Seperation response is therefore a reaction.
(6) Studies have suggested that drug abusers are reactive personalities.
(7) NLP studies have suggested that reactive personalities have a different
manner of dealing with time than proactive personalities. We are dealing
with the concepts of 'through time' vs 'in time'.
(8) NLP seems to be able to train people to change their timelines; to move
from a proactive state to a reactive state and visa-versa.
(9) This may be of some theraputic value to those with, say, ADD/ADHD. It does
not heal any bad wiring but it may help bypass it and/or give some
direction since serialization seems involved somewhere.
What I am trying to get at is the connection with time, with
serialization that seems common to drug abusers as well as ADD/ADHD. (NO I
am not saying that ADD/ADHD are drug abusers, it is the time link I am
emphasizing). By being trained to willfully move from one state to another
can act as a form of guide. My own research suggests that the 'average'
population have a timeline that is half pro and half re.
A simple timeline test:
Stand up.
Using the floor as a sort of map, locate you past.
locate your future.
draw a line linking past and future.
Does it pass through you? (associated)
Or beside you ? (dissocated)
Does it pass left/right or front/back or half/half?
Some examples:
p-f f-p
\ /
\ / 50/50 (average)
\ /
O
p/f------------f/p (ProActive Bias)
O
f
|
|
O (Reactive Bias)
|
|
p
f
/
/
O A variation.
/
/
p
These timelines can be context related upon emotional state when doing the
test. (allowing for a finer degree of analysis).
Just as we can change a timeline and thus one's bias in the Proactive/Re-
Active dichotomy, so we can change ALL other biases. This can be useful in
'software' mental states for permanent change as well as for 'firmware'
and 'hardware' problems in that we can consciously re-route some
behavioural pathways.
I hope all this brings out the seperation of the attention system from the
left/right hemisphere biases. There are levels of oscillation between the
left and right hemispheres as we think. These are context dependent and
are 'multi-tasking' (many different tasks at once, all with differing time
periods (seconds, months, years), Supposidly, the overall bias can be
detected by determining which nostril one is breathing through at any one
time. Any bias reflects a degree of overall biased control from the
opposite hemisphere. Knowing this, one can change it.).
If we incorporate these concepts into mental conditions then we
have what I call slow-wave and fast-wave conditions, where individual A
shows weak manic-depression oscillations over years compared to individual
B who shows intense manic-depression oscillations over minutes.
The 'heavy' thunderstorms: Schizophrenia/Depression.
----------------------------------------------------
rCBFs.
-----
The observation has been made that, using rCBF studies, there is a split
between Schizophrenics and Depressives suggesting a correlation between
the proactive/reactive dichotomy and the anterior/posterior dichotomy
found in the attention system. In this, the posterior area seems to be
biased to sensory systems, and the anterior seems to be biased to
associative systems.
The rCBF studies suggest either:
reduced anterior rCBF --> schizophrenia,
reduced posterior rCBF --> depression.
OR
high anterior rCBF --> depression,
high posterior rCBF --> schizophrenia.
These studies introduce another 'partitioning' of the brain into
posterior sensory biased systems and anterior associative biased systems.
The flow of data is from the sensory to the associative and then back-out.
This implies a possible relation with the mentioned proactive/reactive
dichotomy, in that posterior (sensory) systems react ('backfoot' option)
and anterior (associative) systems 'proact' ('frontfoot' option). This can
be intuitively linked to the more primative flight/fight dichotomy. (as in
ALL dichotomies, these are just biases and it must be repeated that each
hemisphere has, to some degree, a bit of the other within it.):
MANIC (refined, narrow angle,
PROACTIVE, fight, response bias)
^
|
LEFT <-----------------+-----------------> RIGHT
(refined single context | (refined multi-context
bias (parts)) | bias (wholes))
(serial) <---->|<----> (non-serial)
(relational) | (hierarchical)
V
PHOBIC (gross, wide angle,
REACTIVE, flight, stimulus bias)
This gives us three 'basic' dichotomies:
single_context/multi_context
manic/phobic (operates within the following)
proactive/reactive
And thus eight generic states. For each dichotomy added we
increase the number of possible states by a power of 2.
Using this model, together with the rCBF studies, implies that high
anterior rCBF could associate with depression due to an excessive degree
of emotive linkage/amplification, and low anterior rCBF could associate
with schizophrenia as the linkage of frames is weakened (lot of parts).
Similar conditions could apply to the posterior areas as well, giving
mental states of four types (e.g. anterior schizophrenia, posterior
schizophrenia, etc).
The Schizophrenia/Depression dichotomy is the one that reflects 'mental
states' in a psychological context. It is, as are all dichotomies when
analyzed fully, a continuum:
Schiz.--------------------------------------------Depress.
^
'normal'
My previous comments re seperation have some 'new' foundation in a recent
article in Scientific American where, for schizophrenia :
"The greatest number of contacts between inhibitory neurons and
dopamine fibers in schizophrenics appeared in layer II of the
cingulate cortex - a layer that is actively developing near the
time of a normal birth. This discovery helps to corroborate the
theory that obstetric complications may increase the likelihood
of an infant acquiring schizophrenia later in life." p16 SA Feb1996
Isn't birth the 'ultimate' seperation? Would difficulties affect the
(primitive) attention system and thus increase cingulate activity during
neurological development thus allowing for the emergence of structural
variations? The 'collapse' of wholeness; the disintegration if hierachical
(and thus dependent) form is possibly a prime factor in schizophrenia.
Combining hemisphere functional disorders(soft/firm/hard) with attention
we have the extremes of:
Schizophrenia -- LH bias, normalish attention or/but no(slow) hemi-
sphere oscillation.
Paranoid Schizophrenia -- LH bias, with attention 'stuck' on wide.
("Trust no one" - phobia)
When a P-S drifts into RH some degree of normality can return since
the stuck attention system 'neutralizes' any RH negative emotions
(they are taken 'lightly').
With the 'stuck' attention system, drifting into LH bias means that
all the parts become strongly dissociated (shattered wholes) and
'random' linkages are made (relations) since "all is one" (single
context). Due to the wide angle attention the level of creativity may
be 'diffuse'. Narrow angle is better but the overall condition may
prohibit any form of structured acts required for creativity.
Depression -- RH bias, normalish attention or/but no(slow) hemi-
sphere oscillation.
Manic Depressive -- RH bias with attention 'stuck' on narrow.
When an M-D drifts into LH some degree of normality can return
together with a high level of creativity (intenseness plus single
context - the drift back to RH can pass through a period of linkage
prior to the full onset of depression and thus giving the ability to
structure the created object (make whole)).
With the 'stuck' attention system, drifting into RH bias means that
any slightly negative emotions are strongly emphasized and become
overwhelming. Hierarchic bias (RH) is strongly associated with
identity seeking and thus the correlation of depression with suicide.
(collapse of identity - "I am worthless". Hierarchic thinking is
connected to estimations of 'value'). Those who have a strongly
developed hierarchic mentality can find single context frightening.
(especially when combined with gross negative emotion, as emotion
is, with a LH bias. On the other hand a collapse with positive
emotion can lead to concepts like religious conversion with what
follows being somewhat fundamentalist. Voices in the head are
'normal' for a LH bias but shocking for a fist-time RHer. This
could be neurologically 'set-off' or else manifest the emergence
of a new (underdeveloped) 'whole' in RH which, due to it's singular
context, is common to BOTH sides at once.)
This is also the case for a single context thinker when all the
single parts suddenly (randomly) develop relations - (psychosis).
A faulty attention system can therefore strongly enhance what under
'normal' conditions would be 'weak' mental abnormalities.
Since these conditions are derived from dichotomy, they are infact
continuums which means that there are *many* in-between states.
The above suggests that the associated/dissociated dichotomy is
applicable to determining biases.
(dissociated -- LH bias, associated --RH bias)
(one context - abstract, many contexts - whole)
( look at) (part of)
PERSONALITY BIASES:
------------------
Using this model, we find the development of personality biases that
suggest preferences for LH-type thinking and RH-type thinking; just as
there are preferences for a specific representational system *within a
specific context*.
Therefore, *any* thinking with a LH bias will show a single context bias,
and *any* thinking with a RH bias will show multi-context bias.
From this, people who show a strong audition bias but have an inability to
create mental pictures have a developed LH and a underdeveloped RH. To get
a person like this to articulate emotions well will take time; not because
they have no understanding of refined feelings but because the only way
they can be accessed is to build them up (serial steps). Therefore, for
an *immediate* response you only get 'gross' emotional expression or none
at all. This is *not* the case for the RH bias individual.
Once you recognize this, you can train the individual through the
emotional link with frequency to transpose audition bias into vision bias
and to start to paint. This requires *practice* and *perseverance*.
(Children seem to be born with a high level of synesthesia. It is
education that introduces the biases.).
To compensate for the 'gross' feelings, the LH bias shows a much higher
level of precision than the RH; the audition system is more precise, and
faster than the vision system, especially when it comes to serial
processing.
One of the major 'controllers' of all this is the attention system. This
system seems to 'reside' in the midline of the neocortex (anterior and
posterior cingulate cortex); the 'point of balance' (1:many).
Deeper foundations.
===================
The main emphasis so far has been on neo-cortical activity. We
here sumarize aspects of limbic system that link-in with the neo-cortex.
The Amygdala and the Function of Emotion.
-----------------------------------------
In an environment strongly bias to audition, the internal building of
a hierarchy causes the development and connection of frames of data as we
move from the gross 'setting the context' to the finished product - the
message. These steps can also occur when building an image.
As we move through time, each frame will aquire an emotional marker
(Damasio & Damasio 1993) often set by a combination of tone as well as any
changing visual context (e.g. colour).
As we build the message hierarchy, what has already been comunicated
affects the current frame and thus the emotive tone of the current frame
as well as an overall emotive state.
The crossing of sensory systems is strongly manifest in emotions
where a negative tonal signal can cause one to 'see red'. The main 'organ'
of emotive control seems to be the amygdala, part of the limbic system.
The amygdala has extensive connections to the visual cortex as well as the
auditory cortex. The amygdala also has powerful control of the
hypothalamus, a major hormone control system (Doty 1989).
Furthermore, the amygdala's association with the temporal lobes, the
apparent highest levels of visualization memory, manifesting neurons
firing to face stimuli (Doty 1989), reinforce the amygdala's strong FORM
bias. Whatsmore, for emotion to be expressed in a raw state requires
little context whereas finer expression requires finer contextual
background within one time frame. This suggests the bias of emotion to a
timeframe-free hierarchy.
Considering the apparent presence of emotive hierarchies, it must be
pointed out that ANY whole that is built as a hierarchy manifests the
concept of harmonics, where the current level is compared to the whole.
This is where the subtle nature of emotion is manifest.
Emotion, in both tone and vision is connected with frequency,
manifest in tone as a harmonic and in vision as colour.
There is the suggestion that the banding rule applies to the known
emotive bias of the amygdala, with the prime dichotomy being flight/fight.
This would explain the ability to elicit opposing emotional states (e.g.
anger/fear) through stimulation of adjacent areas in the amygdala
(Gainotti 1989). At the more abstract level of the neocortex, I suggest
that each frame is given a bias (flight/neutral/fight) which, because of
the harmonic characterstics, adds an emotional contextual 'nuance' to the
whole. For example, on a gross context of fight, there may develop more
abstract levels with flight markers. This may elicit an overall 'fight
stance' but with undertones (harmonics) preparing for flight.
In humans, these nuances are given names that enable the
distinguishing of one from the other in written form, thus setting the
tone communicated by a written word.
In a visual context (FORM) a rich emotive state can be expressed
easily since the full hierarchy is present. In an auditory context
(PROCESS) there may be limitations due to each time frame manifesting a
gross context (not the fine whole). Under extreme conditions this may
suggest that emotive states in a PROCESS environment may be expressed in a
somewhat gross manner, whereas rich emotive states can only be achieved
through poetry, music, or orratory, although prosody in language (rhythm)
seems to be picked-up by the auditory cortex of the FORM bias hemisphere.
These differing emotional experiences are dependant on the biases
within the individual as well as the culture, and there is the suggestion
that the language that one speaks can influence the biases one
develops.(e.g. see Sibatani (1980) and Maruyama (1980) on Tsunoda's work
(1979))
The Hippocampus and Linkage.
----------------------------
When building hierachies, there is a requirement that each frame
created is linked to the relavent previous frame and/or any other possibly
related frames. Analysis suggests that these relational operations are
controlled primarily by the hippocampus, part of the limbic system. Other
limbic componants being the septum and entorhinal cortex.
The hippocampus is highly active during any form of spatial mapping
(e.g. maze running) which suggests a strong relational bias. This implies
that the possible development of the hippocampus is via audition, since I
suggest that it is from audition that temporal relation derives. At this
level we are dealing more with the abstraction of audition, PROCESS.
If the hippocampus is damaged the ability to link-in new memories is
lost, although the ability to recall old memories remains.
As with the amygdala, there are links from the hippocampus to the
thalamus/hypothalamus network, allowing for the activation of hormonal
signals as well as switching through to other neocortical areas.
Only with the removal of BOTH hippocampus and amygdala does total
aphasia become apparent.
Memory.
------
Here we introduce the concept that short and long term memories are
different levels of a hierarchy. What anchors a hierarchy, what links
contextual frames, whether PROCESS or FORM, is emotion, and this includes
the emotional state of neutrality.
I suggest that long-term memory requires the activation of hormonal
signalling in tune with metabolic function. This allows for the setting
down of state-specific memories which allow for the association of
part-images and single words with strong emotive responses sometimes out
of context. These associations require linkage of some sort, building a
hierarchy. Of note is the fact that a hierarchy can exist with only one
contextual frame; the base 'engram', which may be developed over time or
not.
I suggest that the neurotransmitter system is infact a fine
development of the endocrine system and that long-term memory is
associated with chemical synaptic development, whereas short-term memory
is the activation of predominately electronic synaptic connections, the
latter allowing for high-speed but short term storage whereas the former
allows for slow-speed but long-term storage.
Conclusions.
------------
The above has been a derivation of possible brain function
resulting from observations made of the rich use of dichotomy in making
maps of reality. The fundamental dichotomy seems to be the development
from gross to refined states and the feeding-back of these states as raw
materials for further development. This is analogous to the principles of
evolution, and thus the gross/refined dichotomy functions within
evolution's adapt/adopt dichotomy.
In the brain, for example, this is manifest by McLean's triune brain model
and could be defined thus:
The brain reflects the adoption/adaption to the environement by
the internalizing of that environment's characteristics. In it's grossest
form, this is the internalization of the SpaceTime Continuum. This
internalization is manifest, for example, by looking at the behavioural
biases using MacLean's triune concept:
Reptillian - internalization of Space (boundary- ME/NOT ME)
gross endocrine.
Mammillian - refinement on Space and internalization
of Time. Emergence of primitive hemispheres.
The linkage introduces the gross SpaceTime
continuum. (bio-clocks etc)
Neo-mammillian - Refinement on the SpaceTime internalization
together with the internalization of the
characteristics of evolution - the ability
to adopt/adapt at a *conscious* level and
thus natural selection becomes conscious
selection. Refined endocrine, refined
neurological.
Combined with these is an ever-refining attention system.
Note the mechanistic bias in reptiles compared to the bio-chemical
bias in mammals compared to the electromagnetic bias in humans. ALL
examples of refinement, and refinement can be symbolized by a pyramid, or,
in *its* more refined form, a cone. Using this model, the whole
information communications system is founded on refinement. Thus
neurotransmitters are a refinement of the endocrine system. The early
communication (and pre-existing) system has been adopted at a finer level.
This form of development continues into the levels of the neo-cortex where
the top neurones of the pyramid/cone do not just 'develop' but actually
'climbs' into place, and this implies contextual development.
Further refinements are the strong lateralization of the
neo-cortex together with the posterior to anterior refinement of
information processing. (sensory (posterior) merging into abstract
(anterior)).
A Bottom-Up model:
The degrees of lateralization found in humans stems from genetics.
The fact that this degree can vary over individuals as well as cultures
implies that at the bottom-end, at the analysis of the fertilized egg,
there is the suggestion that a form of gene mixing has occured - known as
hybridization. Thus, neurological development of an information processing
'block' has the characteristics of both black and white - shades of grey.
By imagining a sphere marked with longitude/latitude lines, and
concidering these lines as enclosing alternating areas of black/white,
then as this system develops (by creating more shells as it expands) the
parts_to_whole ratio remains constant and the areas of the outer shells
seem to be larger than those of the inner shells. Combining this with the
ability to process information developing from a gross state (low levels)
to a refined state (high levels), biases in information will start to
appear at the top of the system. This is reflected in the cortical layers
of the brain.
(There are three layers in the limbic system, four layers in the cingulate
cortex, and six layers in the neo-cortex).
In this context, my term of hybridization is not the same as abstraction
in that it is not abstraction but aids in the development of.
Diagrammatically, a slice through the neo-cortex gives a layered system:
- Fine (abstract) information but
--- with a noticable bias (L/R).
-----
-------
---------
----------- Gross information processing
but high degree of fine banding
(e.g. LRLRLRLRLRLR)
This developmental process would *naturally* lead to the gross
lateralizations we observe. Environmental pressures will then favour
further refinement. This is suggested by the high degree of neurons in the
brain of children that go through a culling period as good connections
become favoured, and the 'mixing' of the senses (synethesia - common in
kids) is slowly differentiated by education (formal and informal
pressures. Environmental communciations methods seem to play a major part
in determining degrees of lateralization).
For an example of gross 'banding' in the deeper sections of the brain,
consider the observation that stimulus of a part of the amygdala elicits a
fight response and yet stimulus of an adjacent area a flight response and
stimulus of an adjacent to that area, another fight response.
Furthermore, the apparent 'banding' of the aminergic/cholinergic pathways
is noted. These pathways distribute neurotransmitters (amine based and
choline based) to different, and grossly adjacent, areas of the brain.
This banding is like that in the visual cortex and possibly stems from
that as a mixing of part of the genes that deal with that banding
(L-eye,R-eye) with overall structural form.
Finally, lateral linkage of cones at each level of the cortical
layers enables for 'wave'affects through levels and thus associational
linkage across wide areas. The cones can be stored as columns and there
is a link with the minimal development path (energy_to_whole) mainfest by
the fibonnocci sequence as far a contextual 'marking' is concerned. A good
example of this form of storage is found in the overall structure of the
primary auditory cortex. This is topological mapping, a common feature in
the human brain.
Refinement of these structures and their behaviour leads us into
the top-down model that, with *it's* refinements leads us into the more
abstract nature of the brain - thought.
The template in Part I, derived from the concept of dichotomy
seems to suggest that it reflects some neurological biases in
communications, and it's overall linking with the L/R characteristics
suggest that it is infact a refinement of a more primitive concept, the
definiation of a whole and the relationships of parts_to_whole. The degree
of relationship is brought out by the context ratio, where we seen the
simplest relationship being a reflected by the fibbonocci sequence, and
the most complex and energy intensive by the binary sequence.
And so a path (albight, rough) from top to bottom and back again.
Overall, the model reinforces the conclusion to part I and so to
paraphrase that conclusion:
Overall, we have a lot of re-thinking to do - but of what type?
----------------------------------------------------------------------
----------------------------------------------------------------------
NOTES:
(A): As the dichotomy tree expands so the number of states at each level
grows as a power of 2. When we get to 'big' numbers the number of possible
states start to exceed the resolution capabilites of our tools of
analysis. What we then find is that we can continue to analize but only
using wave concepts. Each state is a harmonic of the whole. This leads us
to the realization that as we cut finer and finer, so we find our selves
faced with a continuum. We are back where we started - with a whole. And
as Lao Tsu and many other 'mystics' have written - you cant cut the whole.
(Ever tried to cut a magnet?)
Science is the act of manipulating these apparent seperations and catching
forces before they unite and neutralize themselves - electricity being a
prime example; we direct the path taken to achieve balance and use the
energy. This is an act of refinement, an act that, when applied to all the
maps gives us information that we can use and thus refine ourselves and
others even more.
In this context, entropy is nature's desire for balance - total heat
death, no highs and no lows. This works on the dichotomy of
balance/imbalance, and the middle path is where we are, at the position of
complexity, the three or four levels prior to the emergence of what *we*
would call chaos but after the levels favouring what *we* would call
equilibrium.
-----------------------------------------------------------------------------
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