Type of Document Master's Thesis Author Shenal, Brian Vincent Author's Email Address bshenal@vt.edu URN etd-3998-181249 Title The Dynamic Cerebral Laterality Effect: Group Differences in Hostility, Cardiovascular Regulation, and Sensory Recognition Degree Master of Science Department Psychology Advisory Committee
Advisor Name Title Harrison, David W. Committee Chair Bell, Martha Ann Committee Member Winett, Richard A. Committee Member Keywords
- Hostility
- Lateralization
- Stress
- Asymmetry
- Tachistoscope
- Dichotic Listening
- Cardiovascular Disease
Date of Defense 1998-04-08 Availability unrestricted Abstract THE DYNAMIC CEREBRAL LATERALITY EFFECT:GROUP DIFFERENCES IN HOSTILITY, CARDIOVASCCULAR REGULATION,
AND SENSORY RECOGNITION
By Brian Vincent Shenal
David W. Harrison, Ph.D., Chairman
Psychology
(ABSTRACT)
This experiment tested two hypotheses linking the
right cerebral regulation of hostility and cardiovascular
arousal. First, replication of previous research
supporting heightened cardiovascular (systolic blood
pressure, diastolic blood pressure, and heart rate)
reactivity among high hostile participants was attempted.
Second, dynamic variations in functional cerebral asymmetry
in response to pain (cold pressor) and emotional linguistic
processing was measured.
Low- and high-hostile participants were identified
using the Cook Medley Hostility Scale (CMHS). All
participants completed either the negative affective verbal
learning test (Experiment 1) or the cold pressor paradigm
(Experiment 2). Cardiovascular measures (SBP, DBP, and HR)
were recorded and either dichotic listening procedures
(Experiment 1) or tachistoscopic lexical recognition
procedures (Experiment 2) were administered before and
after the stressor.
The primary finding of this research was greater left
cerebral activation (decreased cardiovascular reactivity)
following the dichotic phoneme listening and the
tachistoscopic lexical recognition tasks and greater right
cerebral activation following pain (cold pressor) and
emotionally linguistic (affective verbal learning)
stressors.
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