Tone of Voice and Mind : The Connections between Intonation ...

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Cerebral specialization 7 Figure 1-1. The cortical regions involved in spoken-word processing as revealed in a functional MRI experiment. The top row (A) shows the areas for repeating words relative to silent rest. The middle row (B) shows the areas for hearing words relative to silent rest. The bottom row (C) shows the areas for repeating words relative to hearing “reversed” words (Price et al. 1996). Row C is interpreted as revealing the core language areas of the brain; activation is strongest at Broca’s andWernicke’s areasinthe left hemisphere only. contexts and some of the so-called scientific literature should be charitably forgotten, but there remains a core reality that no one interested in human psychology can ignore. More than anything else that has been learned from the neurology clinic, we know that brain abnormalities (strokes, tumors and traumas) involving primarily the left hemisphere have devastating effects on speech production and understanding, and on the control of the dominant hand for tool-usage and writing. That is not to say that other cognitive functions are
8 Chapter 1 not lateralized or that the right hemisphere is superfluous or uninvolved in characteristically high-level human cognition, but, particularly for achieving precise behavioral output in the form of speech or tool-manipulation, the left hemisphere is the dominant control center. Delineation of the precise nature of the division of labor, left and right, will require further discussion, but there should be no uncertainty about the fact that a proper understanding of the human brain will require clarification of precisely that point. To state this issue in the context of evolution, the unusual behavior of human beings cannot be explained simply in terms of some small (10–20%) increase in numbers of nerve cells compared to other primates – and certainly cannot be explained by the 10% decrease in neurons relative to the dolphin. We inhabit a far more interesting psychological universe and enjoy a far wider range of behaviors than other species for reasons having little to do with the numbers of neurons, and everything to do with the functional organization of those neurons. It is known that the left hemisphere is involved in the skilled “manipulation” of (verbal and manual) behavior, and the right hemisphere is involved in “other” activities (to be discussed below). Some hints of left-right specialization in other species are known, but are far less significant for animal behavior than are hemispheric differences for human behavior. The reality of cerebral dominance is thus the first outstanding fact underlying a brainlevel framework for human neuropsychology. To understand the uniqueness of Homo sapiens, we must examine language and tool-usage. And to understand what is happening in the brain to allow such unusual behavior, we must examine left and right cerebral activity. Lateral specialization is not the whole story, but it is arguably the central theme underlying all aspects of specifically human neuropsychology. B. A brief history of laterality Cerebral “dominance” was a major theme of research in human psychology in the 1960s and 1970s. For many, the central question was essentially: Which hemisphere is better (faster or more accurate) at processing various types of sensory information? In retrospect, it is clear that much of the early laterality research was less profound than some of the newspaper headlines suggested, but such research did demonstrate the reality of left-right asymmetries in a vast number of psychological tasks. Not only was the dominance of the left hemisphere confirmed and reconfirmed in many linguistic tasks using a variety of technologies and methodologies, but the right hemisphere’sown“dominance”
Page 2 and 3: Tone of Voice and Mind
Page 4 and 5: Tone of Voice and Mind The connecti
Page 6 and 7: Preface vii Table of contents Part
Page 8 and 9: Preface In 1986, I wrote a book wit
Page 10 and 11: Preface ix That is, before addressi
Page 12 and 13: Part I Neuropsychology
Page 14 and 15: Neuropsychology 3 In response to th
Page 16 and 17: Chapter 1 Cerebral specialization S
Page 20 and 21: Cerebral specialization 9 in other
Page 22 and 23: Cerebral specialization 11 Subseque
Page 24 and 25: Cerebral specialization 13 has been
Page 26 and 27: Cerebral specialization 15 utive co
Page 28 and 29: Cerebral specialization 17 Once you
Page 30 and 31: Proportion 1.0 0.8 0.6 0.4 0.2 0.0
Page 32 and 33: # Correct Responses (Max = 32) 32 2
Page 34: Notes Cerebral specialization 23 1.
Page 37 and 38: 26 Chapter 2 the lack of unity of h
Page 39 and 40: 28 Chapter 2 Level of Linguistic Co
Page 41 and 42: 30 Chapter 2 Words In line with the
Page 43 and 44: 32 Chapter 2 Paragraphs and stories
Page 45 and 46: 34 Chapter 2 Metaphor, metonymy [pa
Page 47 and 48: 36 Chapter 2 across the corpus call
Page 49 and 50: 38 Chapter 2 In a typical HERA expe
Page 51 and 52: 40 Chapter 2 D. The central dogma I
Page 53 and 54: 42 Chapter 2 in so far as the seque
Page 55 and 56: 44 Chapter 2 A B C D LH RH LH RH LH
Page 58 and 59: Chapter 3 Musical interlude Synopsi
Page 60 and 61: Intensity level (dB) 120 100 80 60
Page 62 and 63: Musical interlude 51 relative disso
Page 64 and 65: Musical interlude 53 C and F#) is g
Page 66 and 67: Musical interlude 55 The classifica
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B. Interval dissonance and consonan
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Musical interlude 59 What is of int
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Musical interlude 61 three-tone aco
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Harmoniousness Musical interlude 63
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Musical interlude 65 tiple regressi
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Musical interlude 67 sign and respo
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Musical interlude 69 damentally the
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Musical interlude 71 dissonance cur
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Musical interlude 73 listeners, Fig
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Musical interlude 75 Figure 3-14 sh
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Augmented 4-4 Minor Major Change th
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Musical interlude 79 Table 3-2. The
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Table 3-3. The relationship between
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Musical interlude 83 tension chord
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Musical interlude 85 less of their
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Musical interlude 87 It is essentia
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Musical interlude 89 consideration
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Musical interlude 91 3. These two l
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94 Chapter 4 also entail a variety
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96 Chapter 4 Affirmation: “I coul
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98 Chapter 4 Table 4-2. Summary of
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100 Chapter 4 The positive/negative
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102 Chapter 4 also been studied, bu
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104 Chapter 4 pendent on the specif
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106 Chapter 4 indicate a period of
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108 Chapter 4 tences (Figure 4-3).
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110 Chapter 4 order of a few tens o
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112 Chapter 4 The pitch and intensi
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114 Chapter 4 the pitch in normal s
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116 Chapter 4 0.9 0.8 0.7 0.6 0.5 0
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118 Chapter 4 framework of the fixe
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120 Chapter 4 and pessimistic, etc.
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Chapter 5 The brain code Synopsis T
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The brain code 125 ative valence of
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The brain code 127 speaking. Stated
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The brain code 129 Figure 5-2. Soma
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The brain code 131 auditory informa
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The brain code 133 Figure 5-6. Homo
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The brain code 135 fuse, the possib
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The brain code 137 effects of speci
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The brain code 139 5. The motivatio
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The brain code 141 psychological no
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LH RH LH RH excitatory inhibitory T
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A B Left Hemisphere Right Hemispher
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The brain code 147 sounds are only
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The brain code 149 of tonality, it
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152 Consciousness and cognition In
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154 Consciousness and cognition Beh
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156 Chapter 6 From the debate conce
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158 Chapter 6 dualism, but also acc
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160 Chapter 6 (i) (iii) 0.6 0.7 1.6
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162 Chapter 6 would argue that the
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164 Chapter 6 1. The “engineer’
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166 Chapter 6 4. The “psychologis
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168 Chapter 6 Figure 6-2. The forma
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170 Chapter 6 Action potential arri
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172 Chapter 6 to move away from hig
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174 Chapter 6 The action potential,
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176 Chapter 6 a very narrow range o
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178 Chapter 6 of molecular exchange
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180 Chapter 7 problem is the constr
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182 Chapter 7 teresting only when p
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184 Chapter 7 B. The neuron’s two
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186 Chapter 7 Movement Mechanical s
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188 Chapter 7 giver John give-23 Ba
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190 Chapter 7 the same time: their
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192 Chapter 7 ration that cognitive
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194 Chapter 7 Subjectivity The phil
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196 Chapter 7 with no coordination
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198 Chapter 7 nated activity of oth
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200 Chapter 7 may be some reluctanc
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202 Chapter 7 The so-called “expl
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204 Chapter 7 cognition of whole br
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206 Chapter 8 neglected. To begin t
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208 Chapter 8 are not apparent from
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210 Chapter 8 hibitory effect would
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212 Chapter 8 10 Kohonen maps const
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214 Chapter 8 bilities that are as
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216 Chapter 8 central contention of
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218 Chapter 8 Prior to learning, th
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220 Chapter 8 A redness B greenness
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222 Chapter 8 Theroleoflanguage The
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224 Chapter 8 minology, “consciou
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226 Chapter 8 achieved without expl
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228 Chapter 8 Given appropriate cal
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230 Chapter 8 a d LH RH LH RH c a a
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232 Chapter 8 Sensory Maps Does the
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234 Chapter 8 Recognition Rate (%)
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236 Chapter 8 natural semantic “c
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238 Chapter 8 related to the nuclea
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240 Chapter 8 to the large-scale sy
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242 Chapter 9 in the complex, troub
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244 Chapter 9 provided us with all
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246 Appendix 1 known in relation to
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248 Appendix 1 If the second pitch
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250 Appendix 1 percent occurence pe
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252 Appendix 1 Pitch 1 Proposed Key
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254 Appendix 1 chological effects (
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256 Appendix 1 resolution, minor re
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258 Appendix 1 ambiguous interval;
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260 Appendix 1 that arise in the pr
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262 Appendix 1 The second point con
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Appendix 2 Calculating harmoniousne
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Calculating harmoniousness 267 Tabl
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Calculating harmoniousness 269 bett
Page 283 and 284:
272 References Bergmann, G., Goldbe
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274 References Cook, N. D., Callan,
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276 References Garding, E. (1983).
Page 289 and 290:
278 References Jourdain, R. (1997).
Page 291 and 292:
280 References Mehta, Z., Newcombe,
Page 293 and 294:
282 References Ross, E. D., Harney,
Page 295 and 296:
284 References Tervaniemi, M., Kuja
Page 298 and 299:
Index 12-tone scale 62, 63, 66, 88,
Page 300 and 301:
Harrison, D. 83, 245 Hauser, M. D.
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sensitivity 156, 165, 184, 185, 195
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28. ZACHAR, Peter: Psychological Co
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