Consciousness and Self-Regulation

1 A Model of Consciousness.- I. Levels of Information.- II. A Personal Research Strategy.- III. EEG Studies.- A. Changes in Synchrony.- B. Tracer Technique.- IV. Average Evoked Potentials.- A. Appearance of New Components and Increased Similarity of AERs from Different Brain Regions during Learning.- B. Readout to Absent but Expected Events.- C. Propagation of Readout from Central Structures.- D. Differential Readout in Differential Generalization.- E. AER Correlates of “Meaning” in Human Perception.- F. Anatomical Distribution of the “Engram”.- V. Unit Studies.- VI. Brain Stimulation Studies.- A. Rapid Transfer to Direct Electrical Stimulation of the Brain.- B. Peripheral-Central Conflict.- C. Perceptual Integration.- D. Loci Responsible for Perceptual Integration.- E. Role of Cortex and Thalamic Reticular Nuclei.- VII. Theoretical Discussion of Electrophysiological Evidence.- References.- 2. Self-Consciousness and Intentionality: A Model Based on an Experimental Analysis of the Brain Mechanisms Involved in the Jamesian Theory of Motivation and Emotion.- I. A Neurobehavioral Analysis of Brain Mechanisms in Motivation and Emotion.- A. Introduction.- B. Case History.- C. A Mediobasal Motor System.- D. The Limbic Systems and Behavior.- II. The Role of Attention in Motivational and Emotional Reactions.- A. Transfer of Training.- B. Psychophysiological Experiments.- C. Habituation.- D. James Reconsidered.- III. Effort and the Expression of Motivation and Emotion.- A. Part Behaviors and Their Integration.- B. The Precentral Motor Cortex and Action.- C. Effort and Volition.- D. The Jamesian Theory of Will.- IV. A Control-Theory Model of Self-Regulation and Self- Consciousness.- A. The Model.- B. Attention Span and Self-Consciousness.- C. Central Competency.- D. External Versus Internal Constraint.- References.- 3. Self-Regulation of Stimulus Intensity: Augmenting/ Reducing and the Average Evoked Response.- I. Introduction.- II. Sensory Experience and Augmenting/Reducing.- A. Petrie and Kinesthetic Figural Aftereffects.- B. Evoked Responses and Augmenting/Reducing.- III. Amplitude/Intensity Relationships in Man.- A. Visual AERs.- B. Auditory AERs.- C. Somatosensory AERs.- D. Summary of Amplitude/Intensity Relationships.- IV. Augmenting/Reducing Reliability and the Measurement of the AER.- V. Genetic Factors in Augmenting/Reducing.- A. Twin Studies.- B. Sex and Chromosome Differences.- VI. Tolerance for High-Intensity Stimulation.- A. Pain Tolerance.- B. Noise Tolerance.- VII. Effects of Arousal, Attention, and Sensory Overload.- A. AER Decrement over Sessions.- B. AER Decrement with Mental Arithmetic.- C. AER Decrement with Loud Noise.- D. Differential Types of AER Decrement.- VIII. Individual Differences and Intensity Judgments.- A. Psychological Magnitude and Power Functions.- B. Power Function Exponents and Augmenting/ Reducing.- C. AER and Psychophysical Scaling.- IX. Sensory Sensitivity and “Strength of the Nervous System”.- A. Response to Low-Intensity Stimuli.- B. “Strength of the Nervous System” and Reducing.- C. Determination of Strength.- X. Self-Regulation and Sensory Homeostasis.- A. Optimum Levels of Stimulation.- B. Relationships between Pain Tolerance, Sensory Homeostasis, and Distraction.- C. Conclusion.- References.- 4. Neodissociation Theory of Multiple Cognitive Control Systems.- I. Pierre Janet’s Theory of Dissociation.- II. Why a Neodissociation Theory?.- III. The Hypnotic Model.- IV. Neodissociation Model of Multiple Cognitive Control Structures.- V. Empirical Approaches to Multiple Control Structures and Divisions of Consciousness.- VI. The Duality of Responsiveness to Pain as Related to Neodissociation Theory.- VII. Conclusion.- References.- 5. Hypnotic Susceptibility, EEG-Alpha, and Self-Regulation.- I. Introduction.- II. The Assessment of Hypnotic Susceptibility.- A. Early Objectification.- B. Modern Hypnotic Susceptibility Scales.- III. Stability of Hypnotic Susceptibility.- IV. Modification of Hypnotic Susceptibility.- V. Hypnotic Susceptibility and Personality.- A. Age and Development.- B. Motivation.- VI. Hypnosis and the EEG.- VII. EEG and Hypnotic Susceptibility: Indirect Relationships.- A. Age.- B. Perceptual or Sensory Deprivation.- VIII. EEG and Hypnotic Susceptibility: Direct Evidence.- A. Base-Rate Alpha Density.- B. Base-Rate Alpha Amplitude.- C. EEG Asymmetry.- D. Evoked Potentials.- E. Conclusion.- IX. The Stability of EEG Base Rates.- X. Increasing Susceptibility by EEG Feedback.- XI. Changes in EEG during Hypnosis.- XII. Task-Specific EEG Changes.- XIII. Conclusions.- References.- 6. Toward a Cognitive Theory of Self-Control.- I. Introduction.- II. Conclusions from Treatment.- A. How Shall We Treat Our Clients’ Cognitions?.- B. Cognitions as Final Common Pathways.- C. Initial, Conceptualization Phase of Therapy.- III. A Cognitive Theory of Self-Control.- A. A Three-Stage Process.- B. How Does Behavior Change through Internal Dialogue?.- IV. Summary.- References.- 7. Physiological and Cognitive Processes in the Regulation of Anxiety.- I. A Descriptive Model of Anxiety Process.- A. Current Stimulus Conditions.- B. The Immediate Anxiety Reaction.- C. Subsequent Maintaining and Reducing Reactions.- D. Intervention Strategies.- II. Research Studies on the Maintenance and Reduction of Anxiety.- A. The Role of Physiological Arousal and Cognition.- B. The Role of Individual Differences in Physiological Arousal and Autonomic Perception.- III. Summary and Conclusions.- References.- 8. Dreaming: Experimental Investigation of Representational and Adaptive Properties.- I. Dream Recall.- A. The Role of Repression.- B. Alternative Factors: Salience and Interference.- C. Implication for Theory.- II. Representational Properties of Dreaming.- A. Validity of Dream Reports.- B. Two Strategies for Investigating Dreaming.- III. Functional Properties of Dreaming.- A. Functions of REM versus NREM Sleep.- B. REM Psychology versus REM Physiology.- C. Dream Content and Psychological Change.- References.- 9. Biofeedback and the Twilight States of Consciousness.- I. The Twilight State.- A. Is a Twilight State the Source of Creative Ideas?.- B. Biofeedback and Creativity.- C. Learning in the Twilight State?.- D. The Production of Low Arousal through Biofeedback.- E. A Twilight-State Biofeedback System.- II. Future Considerations.- A. Is Twilight Learning Minor-Hemisphere Learning?.- B. A Language for the Minor Hemisphere.- C. Retrieval Difficulties.- D. Cognitive Balance.- References.- Author Index.