Walter J Geldart
Issue 3 JCP
December 2017
ABSTRACT
This article considers a recommendation by Bell et al. that agency be
included in models of social cognition for normal psychology such as
Theory of Mind (ToM) because its absence in abnormal psychology is so
noticeably dramatic. The article refers to Nelson for descriptions of
Piaget’s and Donald’s stages of cognitive development, and for expert
opinion on Theories of the Child’s Theory of Mind. The EPIC
(Emergent Patterns of Individual Consciousness) mathematical model
predicts psychological patterns of information for one whole event in
working memory. The EPIC model is used to describe the stages of
Piaget’s and Donald’s cognitive development, and to explain where a
child’s understanding of false-beliefs comes from in ToM.
The EPIC model has 10 Jungian psychological functions of consciousness
for representing functional information that can be known by a conscious
agent. These functions are mathematically predicted to emerge in scripts
of 4 cooperating functions including attention. The agent uses attention
to perceive objects of interest, and to voluntarily control objects by
ideomotor action as described by William James. Agent’s use symbolic
language in a talker-listener dialog to communicate meanings in minds.
Empirical data available from research using the MBTI personality
preference model and the NEO-PI-R Five-Factor Model (FFM) of traits
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Consciousness and Theory of Mind
The Journal of Consciousness and Personality
Walter J Geldart
Issue 3 JCP
December 2017
for normal personality confirm their common Jungian foundation. The
data also confirm predictions of the EPIC scripts of Jungian functions.
The FFM Openness factor is associated with the Jungian intuition
function that supports the agent’s understanding of symbolic language in
Piaget’s Formal Operations and Donald’s Theoretic Culture stages.
The FFM PDD (Personality Diagnostic Disorder) extends the NEO-PI-
R FFM to cover abnormal personality. The PDD reports a maladaptive
high score on the Openness factor is associated with hallucinations, and
hence with intuition. Hallucinations are not accounted for in ToM.
Hobson’s AIM (Activation, Inputs, Modulation) model describes how the
operating point of the brain-mind varies for a person fully awake, asleep,
or in REM dreams where hallucinations and loss of agency is normal.
Psychosis and loss of agency is waking states is abnormal but if a person
recognizes their false-belief they may be able to intentionally wake-up
from the fantasy and come to their senses.
Introduction
The EPIC (emergent patterns of individual consciousness)
mathematical model predicts mental patterns that emerge in
sequences of functions that are specified by prime numbers
(Geldart, 2010). The model assumes that 10 mental functions of
consciousness are necessary and sufficient to account for a person’s
experience and knowledge of real public, subjective private, and
intentional intersubjective objects during an event. The theory
predicts 10 scripts for holding functional contents of
consciousness. Each script contains 4 Jungian functions of
consciousness including attention for agency. The contents of 3
different scripts are held in 3 mutually exclusive Potentiality,
Actuality, and Rationality modes. This makes it easy to interpret
the meaning of scripts in their psychological context in an event
The advantages of a mathematical theory are enormous. Jung said
psychology needed a predictive mathematical model to be more
scientific and reduce subjective opinions. Issac Newton developed
laws of motion for bodies and the mathematical language of
Calculus to represent the simultaneous relations between
observable variables of motion. Science advances in a field of
knowledge with mathematically formulated laws that predict
relations and empirical evidence to prove or disprove the theory.
The EPIC mathematical theory of consciousness uses this
2
I am aware of my
perceptions, judgments,
and intentions
Walter J Geldart
Issue 3 JCP
December 2017
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Walter J Geldart
Issue 3 JCP
December 2017
and reached well into the Theoretic Culture stage that uses writing
and reading with alphabetic symbolic language by 500 BCE. These
cultural stages are developed with characteristic features during
the short years of childhood as follows: Infancy (Primate and
Episodic culture), Early childhood (Homo Erectus and Mimetic
culture, representing intentions through action), Middle childhood
(Homo Sapiens and Mythic culture, trying to explain and predict
using myth), and Adolescent (Modern mind and Theoretic culture,
translates speech into written form, and uses external symbolic
storage (ESS) systems such as books, libraries, and records).
Humans have the ability to invent and use spoken sounds to
represent things present or absent. Children learn to use spoken
sounds for words using their parents’ symbolic language. The
child’s ability to read, write, and speak written words in
kindergarten around 5 or 6 years old makes a radical enhancement
for further cognitive development by learning valued knowledge in
books (ESS memory devices) with a teacher. This reenacts the
Sumerian culture’s invention and use of written symbolic language
on external memory (clay tablets) to complement spoken language
and move their society forward in the Theoretic Culture stage.
The classic ToM narrative shows children make age dependent
judgments about two dolls who are imagined to be like children.
Children watch while the Sally doll puts a marble in her basket and
then Ann leaves the room. Then Sally takes the marble and puts it
in her box. Children are asked where will Ann look for the marble
when she returns to the room? Some children will incorrectly say
Ann will look in the box, but children above 4 will correctly say
Ann will look in the basket. ToM asks where this increase in an
older child’s understanding comes from. ToM says the younger
child who thinks Ann will look in the box has a false-belief. They
cannot take Ann’s perspective who has no reason to doubt the
marble is in the basket.
Do Children Have a Theory of Mind?
Nelson questions whether it is appropriate to attribute theory
structures to the knowledge that young children possess and apply
as they engage the social world of people, places, and things. There
is a difference between a descriptive and an explanatory theory.
Any scientist or child who seeks a theory must first begin with a
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Walter J Geldart
Issue 3 JCP
December 2017
description of how things are in the world. The next stage of
theory building begins to explain why things happen the way they
do. Theory originates in a person’s mind and is only a hypothesis
for simulating and predicting events until it is validated. A child
does not need to construct a ToM in their own mind about the
contents of other people’s minds according to Harris because it is
available in their experience of knowing the world that they
project onto others (Nelson, 1996, p. 313). Geldart supports this
view with the EPIC mathematical theory of mediated mind
ToMM. It is a predictive theory that accounts for observable facts.
Howard Gardner summarized observable levels of symbolic
language development that some investigators associate with a
child’s ToM (Gardner, 2011, p. 105) These observations are not a
theory but should be explained by any suitable theory. Level-0
direct knowledge is experienced in real events without using words
to name things in the event. Level-1 symbolic knowledge refers to
events using simple spoken words like dog, cat, or graphical line
drawings of them. Level-2 symbolic knowledge refers to events
using simple spoken sentence statements about agents and their
action sequences. A judgment connects two words by “is” as in
“The dog is running”. Level-3 symbolic knowledge refers to
events where the child’s statements may be wrong because they
have a false-belief as in classic Susan and Ann ToM test. Level-4
symbolic knowledge refers to events where a more advanced child
masters the false-belief test and knows when the Level-3
statements of another child is actually false. Level-5 symbolic
knowledge refers to events where a more advanced child knows
someone is deliberately making a false statement and telling a lie.
Nelson emphasizes scripts as a means for children to learn the
procedures to follow for routine events. A child can learn to use
symbolic language if a parent engages them in dialog with spoken
scripts and demonstrates how to make statements, ask and answer
questions about observable things in the world. This is illustrated
by the parent-child dialog on the left.
The EPIC Modes of Consciousness
The EPIC theory of consciousness specifies scripts with a
mathematical algorithm. The logical structure of 10 emergent
scripts represents functional information about an event that is
5
Symbolic Scripts for Learning
Level-0 The child does not speak
Parent P: See that dog! (pointing)
Child C: Observes the dog
Level-1 Single word sounds
Parent P: Say dog! (pointing to dog)
Child C: Dog!
Level-2 Makes statements (A is B )
Parent P: The dog is running
Parent P: What is the dog doing?
Child C: The dog is running!
Parent P: The cat is sleeping
Parent P: Is the cat running?
Child C: No, the cat is sleeping
Parent P: Do you see the bird?
Child C: Yes, I see the bird
Parent P: The bird is named Robin
Parent P: Do you hear the bird
Child C: Yes, I hear the Robin
Level-3 Makes inference (silent speech)
Child C: I hear sounds like a bird but I
don’t see a bird. I guess it is a bird.
Level 3 and Level-4
Child C: What is the name of the bird?
Parent P: That bird is a Blue Jay
The child’s belief that the sound is from
a bird is confirmed by the parent who
gives the bird’s name. The child has an
intuitive understanding that depends on
remembering sounds of other birds.
The child knows spoken statements are
true if they agree with observed sensory
facts, but false if they disagree.
The 3 year old has not learned how to
certify the logical truth of their own
spoken answer to a question. They have
a false-belief because they do not have
the intuitive insight that it is not logical
for Ann to know the correct answer.
Walter J Geldart
Issue 3 JCP
December 2017
held in working memory of an agent. An agent participates in
events using three mutually exclusive Actuality, Rationality,
Potentiality modes of consciousness, but with only one mode at a
time. Each mode contains 3 different scripts: Actuality mode
(Action, Goal, and Relation), Rationality mode (Standards,
Reaction, and Reflection), and Potentiality mode (Concept,
Progress, and Adaptation). The Intention script in each mode
provides continuity of purpose across modes. Each script is a
meta-function constructed with 4 priority ordered functions
(including the agent’s attention) from a set of 10 psychological
functions defined by Carl Jung and William James.
One important triad of 3 psychological scripts (Action, Standards,
Concept) is defined at a high level by 3 great philosophical ideas
(liberty, equality, justice) that regulate how people live together in
society. This guarantees that the EPIC psychological scripts are
intrinsically related to social ideas and social cognition, so the
EPIC scripts in their 3 temporal modes of the event cycle can
explain Piaget’s and Gordon’s cognitive development ideas in a
social context. Another triad of 3 psychological scripts is defined in
each mode by 3 great philosophical ideas (truth, goodness, beauty)
for individual judgement and reasoning using symbolic language.
Children think or imagine with analog images of things they
directly experience as level-0 knowledge with their senses. They
advance to think with digital symbols of a spoken symbolic
language (level-1 to level-5), and accelerate their thinking with
digital image symbols for written language. Children develop
motor skill by moving to achieve goals using the on-line Actuality
mode. Children develop reasoning skill by delaying a response to
monitor success or failure using the off-line Rationality mode
before resuming action. Children develop creative skill by planning
to make or do something using the off-line Potentiality mode to
simulate or imagine the future outcome. Creating something new
begins by playing with a new idea or image of something that might
be possible to make, do, or know.
All of the EPIC scripts are operational by the Adolescence and
Theoretic Culture stage as discussed below.
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An agent knows 3 types of objects
Real objects are known by any agent
perceiving them in events
Subjective objects are only known by
the one agent who experiences them
in their private mind (their ideas,
their toothache pain)
Intentional objects are only known
by 2 or more agents when they use
symbolic language to communicate
the same meaning between minds
Real Things
Agent Ann
Thoughts
Agent Sally
Thoughts
3 modes
3 modes
Walter J Geldart
Issue 3 JCP
December 2017
The Actuality Mode of Consciousness
A child develops the active on-line Actuality mode for home base
in its first two years. This mode has 4 scripts made up of 4 priority
ordered functions as shown on the left. The child first masters
crawling using the Action script to move as expected during
Piaget’s Sensorimotor stage.This moving skill can be aimed towards
reaching a toy using the Goal script. Then they can grasp the toy
with their hands and fingers and put the toy in their mouth. Their
emotional feelings of pleasure may be seen by the expression on
their faces, or pre-verbal gurgling sounds. The child may shift their
attention to parents who help them get the toy in a hard-to-reach
place. This display of appropriate body language feelings is
associated with the extraverted Relation script working with the
Action script. Young parents learn quickly that a baby may cry
because of their experienced needs such as food or a sharp pointed
safety pin in cloth diapers. A young child may feel frustrated and
angry if they don’t get what they want with the Goal script when
they steer towards it with the Action script. This engages the
Reaction script for experiencing their own private feelings in the
off-line Rationality mode. The Goal and Reaction scripts are
coupled unconsciously through the two mutually exclusive
Actuality and Rationality modes.
The child develops a sense of agency and competence using the
Action and Goal scripts. They feel proprioception feedback from
their muscles as they move and this confirms their agency because
it is impossible to move if this muscle feedback is cut off physically
by damage (Freeman, 1995) or immobilized in a dream (Hobson,
1994). Children hear the names of objects they observe. These
names are stored in memory and recalled later with the Standards
script in the off-line Rationality mode when the object is observed
again. The child uses the Rationality mode to think about names of
things seen or imagined. They ask questions about the names of
things in the Actuality mode, and carry on simple conversations
about them with other children and parents. Children discover
object permanence and know a hidden object does not vanish but
exists somewhere else. Children develop skill in using level-0
direct knowledge, and level-1 and level-2 symbolic knowledge.
Piaget’s Sensorimotor stage is mastered by the young child but the
Actuality mode is needed for action at any age.
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Actuality
A Nr Ts Fs Sr Ss Ns Tr Fr M
0 1 2 3 4 5 6 7 8 9
A
Fr
Sr
Tr
Ss
M
Nr
Ts
Fs
Ns
Action
Goal
Relation
Intention
M Sr A Ss, M Ss A Sr
M Tr A Ts, M Ts A Tr
M Fr A Nr, M Nr A Fr
M Fs A Ns, M Ns A Fs
Each script connects 4 functions in 1st, 2nd,
3rd, and 4th place position. Each function
may occupy a dominant 1st place position
(weight 1) with support from an auxiliary
2nd place function (weight 1/10).
Walter J Geldart
Issue 3 JCP
December 2017
The Rationality Mode of Consciousness
A child uses the off-line Rationality mode of consciousness and its
4 subroutines during Piaget’s Preoperational stage under 5 years of
age. They continue to develop skills in the on-line Actuality mode.
It is easy to observe the failure of a child to achieve a Goal because
strong negative feelings automatically experienced in the Reaction
script cause the agent to stop and reflect on their success or
failure. The Reaction and Goal scripts are coupled unconsciously
between the mutually exclusive Actuality and Rationality modes of
consciousness. This relationship is analogous to the mutually
exclusive Default Mode and Task Positive brain networks reported
by neuroscientists using fMRI tests (Jack, 2012, pp. 385-401).
The Standards script is initially calibrated with gestures and
verbalized signs associated with doing something in the Action
script in the Actuality mode. The Standards script is calibrated later
with symbolic language words spoken by parents, and even later by
written words learned in school. The Standards script has 3 rational
Jungian functions for reasoning using words for things and coming
to conclusions about them. The 4th rational Jungian function for
curious or investigative thinking is contained in the Reflection
script. The Standards and Action scripts are related and coupled
unconsciously between the mutually exclusive Rationality and
Actuality modes. A child learns to think about things by
associating remembered spoken words for “it” with the present
observed image of the object.
The child needs no ToM because all necessary information about
perception, judgment, and intention is collected by specialized
scripts. EPIC theory supports Harris’s view that children have
access to their own first person level-0 experience of feelings,
desires, beliefs, and so on. The 4-5 year old child can simulate
knowledge of the world available to another mind (Ann) by their
own intuition confirmed by logical reasoning. The Reaction script
of the Rationality mode provides the agent with “hot” subjective
sensation (Ss) feedback related to intuitions (Nr) about the
external world. This sensation is known as a gut reaction. The
Progress script provides “cold” intellectual intuition (Ns) in the
Potentiality mode. The agent’s private insight provides categorical
understanding about objective sensation facts (Sr). This may be
experienced as a light-pattern going off in the forehead.
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Rationality
A Sr Ss Ns Tr Fr M Nr Ts Fs
0 1 2 3 4 5 6 7 8 9
A
Fr
Sr
Tr
Ss
M
Nr
Ts
Fs
Ns
Standards
Reaction
Reflection
Intention
Fs Tr A Fr, Fs Fr A Tr
Fs Nr A Ss, Fs Ss A Nr
Fs Sr A Ts, Fs Ts A Sr
Fs Ns A M, Fs M A Ns
Walter J Geldart
Issue 3 JCP
December 2017
The Potentiality Mode of Consciousness
The Rationality mode is needed to support reasoning with
symbolic language in the Preoperational stage (1.5-5) of early
childhood, Concrete Operations stage (6-11) of middle childhood,
and Formal Operational (12-adult). The child begins to participate
in Theoretic Culture when they learn to read and write symbolic
language statements. The false-belief threshold between 3 and 4
years shows that a child must develop their reasoning skill to infer
if symbolic language statements are true or false, and also develop
their intuition to understand why things are true or false based on
their observations in the non-symbolic analog world of experience.
Intuition is dominant in the off-line Potentiality mode which
contains the intuition function Ns about subjective objects in all 4
subroutines. Intuition is essential for understanding the mental
world of meaning conveyed by symbolic knowledge statements and
categories. The Concept script has 2 intuition functions (Ns and Nr)
mediated by the curious introverted thinking function (Ts) and
attention (A) for handling both non-symbolic and symbolic
knowledge. The Concept script has a mutually exclusive counterpart
with the Action subroutine in the Actuality mode. Without the
observable sensory facts from the on-line Action script it would be
impossible to form Concepts in the off-line Potentiality mode. It
would also be impossible to silently consider what is true or false,
good or bad about goals by comparing actual observations with
conventional criteria learned and stored in the Standards script of
the off-line Rationality mode.
The EPIC model includes 4 irrational perception functions (Sr, Sr,
Nr, and Ns), 4 rational judgment functions (Tr, Fr, Ts, and Fs), 2
intention functions (A, M). Attention is present in all 10 scripts so
they can be selected and guided by the agent. Imagination is
present in 3 scripts of the Actuality mode and in the intention
script in all 3 modes. Children use playful imagination with Action
in the Actuality mode. , deferring a response for reflection and
problem solving (Gordon, 2001, p. 125) in the Rationality mode,
and advance planning to make, do, or know something in the
Potentiality mode. N and S perform a balancing act in the
Potentiality and Actuality modes, while T and F perform a
balancing act in the Actuality and Rationality modes. The 3 EPIC
cyclical modes account for Piaget’s cognitive development stages.
9
Potentiality
A Tr Fs M Nr Ts Fs Sr Ss Ns
0 1 2 3 4 5 6 7 8 9
A
Fr
Sr
Tr
Ss
M
Nr
Ts
Fs
Ns
Concept
Progress
Adapt
Intention
Ns Nr A Ts, Ns Ts A Nr
Ns Fr A Sr, Ns Sr A Fr
Ns Tr A Ss, Ns Ss A Tr
Ns M A Fs, Ns Fs A M
Walter J Geldart
Issue 3 JCP
December 2017
The MBTI and FFM Personality Models
The Myers-Briggs Type Indicator personality preference pairs and
the NEO-PI-R Five-Factor Model (FFM) of personality traits were
developed for normal personality. It has been known since 1989
that empirical self-reports using the MBTI and FFM indicators for
the same person are well correlated (Widiger and Costa, 2013, p.
16). The MBTI and NEO-PI-R FFM have underdone further
refinement to increase their assessment accuracy.
The MBTI uses Jung’s concept of complementary opposite
preference pairs for Extraverted vs Introverted directions of
attention and intention, for perception by Intuition vs Sensation,
for judgment using Feeling vs Thinking, and for Judicious J
decisions before taking action vs spontaneous Probing P for facts
before making decisions. The 4 dichotomous MBTI preference
pairs are shown on the left.
The MBTI indicator assumed that Jung’s complementary
opposites should be measured by comparing questions for one
preference side by side with questions for the opposite preference
and then choosing the best fit answer for the person. If there were
an equal number of questions answered for both sides, then the net
score would be zero (0) percent. The net score would be 100% if
all answers were for one preference or its complementary opposite.
The NEO-PI-R Five Factor Model was developed independently
of Jungian theory and used factor analysis of words found for
psychological traits in a dictionary. The Five-Factors are shown on
the left. The same Jungian oriented symbols E vs I, N vs S, F vs T,
and J vs P in the MBTI system are used for corresponding factors
in the FFM system because the two systems are correlated. The
EPIC model uses the same Jungian function symbols in the
Actuality, Rationality, and Potentiality modes.
The FFM positive poles are Neuroticism (negative emotionality),
Extraversion, Openness to Experience, Agreeableness, and
Conscientiousness. The FFM self-report uses continuous scores
from 0% and 100% to indicate the relative strength of a trait. The
50% midpoint represents an average “like me” answer, the 100%
high pole represents a “very much” like me answer, and the 0% low
pole represents a “very little” like me answer.
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I Introversion
A Ts, A Fs
Extraversion E
M Tr, M Fr
S Sensation
Sr and Ss
Intuition N
Nr and Ns
T Thinking
Tr and Ts
Feeling F
Fr and Fs
P Perception
Ss M, Nr M
Judgment J
Tr M, Fs M
The 4 Dichotomous MBTI
Preferences and map to 10
Functions of consciousness
- Neuroticism
positive affect
+ Neuroticism
negative affect
I Introversion
Extraversion E
- Openness O
Sensation S
+ Openness O
Intuition N
- Agreeableness
Thinking T
+ Agreeableness
Feeling F
- Conscientious
Perception P
+ Conscientious
Judgment J
The Five-Factor Personality
Trait model (NEO-PI-R)
and map to MBTI
Walter J Geldart
Issue 3 JCP
December 2017
Most versions of the MBTI do not report negative emotionality or
Neuroticism because their emphasis is on normal personality. It is
further assumed that both sides of a Jungian complementary
opposite pair are equally “normal” and the words used for their
forced choices describe normal traits. However, the typical FFM
indicators for normal personality often treat the high pole trait of a
factor as better than the low pole trait (Reynierse, 2013, p. ).
The FFM Personality Diagnostic Disorder
Bell et al. report that hallucinatory experiences do not predict
general psychopathology below 12 years, but there is a 2.5 to 5 fold
increase above 12 years. The earlier analysis using the EPIC model
argued it is normal for children under 4 years to have false-beliefs
because they have not learned to think logically about true or false
symbolic language statements made by agents. Rational thinking
continues to be needed at all ages to mediate imagination and
false-beliefs with reality especially between the future oriented
Potentiality mode and the present oriented Actuality mode.
MBTI and FFM self-reports indicate an agent’s psychological
function preferences and associated traits for normal personality,
but they do not designed to indicate maladaptive traits.
Fortunately, a new version of the FFM was developed for abnormal
psychology. The FFM Personality Diagnostic Disorder (PDD) was
designed so very high or very low trait scores correspond to
maladaptive states in the DSM-V Diagnostic and Statistical
Manual of Mental Disorders (Widiger and Costa, 2013). This PDD
provides empirical data to investigate questions about
hallucinations and lack of agency for people with psychosis.
The maladaptive high and maladaptive low traits for Fantasy and
Ideas on the Openness factor are shown in the table on the left.
The FFM PDD associates maladaptive high fantasy with
hallucinations, and maladaptive ideas with tenuous reality testing.
Both traits are associated with the Openness factor. The
Openness factor is associated with intuition in the Concept script
in the Potentiality mode. The intuitive function is more “up in the
air”than the “down to earth” sensation function in the Action
script of the Actuality mode.
A major cognitive challenge for Openness in adolescence and
young adults is they need to prepare realistically for their future
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FFM PDD Trait
FANTASY
IDEAS
MALADAPTIVE
HIGH
Unrealistic,
lives in
fantasy
Peculiar,
weird
NORMAL HIGH
Imaginative
Creative,
curious
NEUTRAL
…………..
…………..
NORMAL LOW
Practical,
realistic
Pragmatic
MALADAPTIVE
LOW
Concrete
Closed-
minded
Maladaptive Fantasy:
Often distracted by or preoccupied
with fantasies; may often confuse
reality and fantasy; appears to be
living in a dream world; may have
dissociative or hallucinatory
Maladaptive Ideas:
Preoccupied with unusual, aberrant,
or strange ideas; reality testing can
be tenuous.
Walter J Geldart
Issue 3 JCP
December 2017
role in society and take responsibilities for longer term goals that
are not expected from children. Ambitions must be actualized in
the Actuality mode after planning in the Potentiality mode, and
reasoning about what is true or good in the Rationality mode.
Night Dreaming vs Daytime Hallucinations
Hobson’s sleep lab research provides insight on a person’s
hallucinations during a waking psychosis compared to a dreamer’s
hallucinations during a REM dream. A dreaming person loses
control over body actions because their motor programs are
immobilized, but they may dream their body is moving in fantastic
ways. A waking person loses control over what they pay attention
to during a psychotic state but they may be able to move normally.
During a lucid dream a person might recover their agency ability
and voluntarily wake themselves. Joe might recognize his imaginary
actions during a dream are impossible because gravity is not
working to pull him down as he runs through the air with someone
chasing him. He recognizes his fantasy is a false-belief. This frees
him to act as agent in the dream and say (as I did) “I don’t have to
put up with this; it’s only a dream so I am going to wake up”.
Hobson developed a 3 dimensional AIM (activation energy, inputs,
and modulation) model to explain normal and maladaptive brain-
mind states (Hobson, pp. 64-77, 1994). Unrealistic fantasy during
REM dreams is similar to a waking psychosis. A person is in a
REM dream without a sense of agency if activation energy is high,
inputs are derived from internal stimuli, and modulation is
controlled by cholines. The person is awake and aware that they
are an agent if activation energy is high, inputs are derived from
external stimuli, and modulation is controlled by amines. The
person is in a precarious state if they have more inputs from
internal than external sources, if they partly awake and asleep, and
if they cannot use their attention to deselect unwanted images.
Hobson concludes that the secret a person should know in a REM
dream psychosis or in a waking psychosis is that they can pull
themselves out of the fantasy by simply believing they are an agent
and then use their voluntary attention to take control and escape
the situation just as Joe did in his lucid dream.
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Activation
x axis
electrical
energy
Inputs
y axis
external or
internal
balance
Modulation
z axis
aminergic vs
cholinergic
balance
High
x =100%
all external
y = 100%
Awake
high amines
z = 100%
Medium
x = 50%
Int and ext
y = 50%
Part awake,
part asleep
z= 50%
-
-
Low
x = 0%
all internal
y = 0%
Asleep
z = 0%
high cholines
Hobson’s 3 dimensional AIM model of
brain-mind space
Walter J Geldart
Issue 3 JCP
December 2017
Conclusions
Bell et al. focus their attention on lack of agency in Theory of
Mind (ToM) for normal personality. They believe agency should be
included in ToM because hallucinations in abnormal psychology
are associated with lack of agency. Agency is included in the EPIC
(emergent patterns of individual consciousness) model with 10
psychological functions that include 2 intentionality functions for
conscious attention and imagination. The agent uses them to
perceive objects and events, produce ideomotor action to move
things, and communicate with people using a symbolic language.
The EPIC model explains Piaget’s and Gordon’s cognitive
development theories and ToM using the 3 mutually exclusive
Actuality, Rationality, and Potentiality modes.
The MBTI and NEO-PI-R FFM are well established personality
type and trait indicators. The MBTI preference scales and the
FFM factor scales are correlated with the same Jungian and
Jamesian functions used in the EPIC model. The EPIC model
predicts psychological scripts for the Jungian theoretical structure
and empirical results of the MBTI and FFM instruments for
normal personality. The FFM has been extended with the FFM
Personality Diagnostic Disorder (PDD) form so very high or very
low trait scores correspond to maladaptive states in the DSM-V
Diagnostic and Statistical Manual of Mental Disorders, while
intermediate scores correspond to normal traits.
Intuition is the dominant Jungian function in the Concept script
of the off-line Potentiality mode. Intuition is also the dominant
function in the Openness factor for the NEO-PI-R FFM for
normal personality and the FFM Personality Diagnostic Disorder
(PDD) form. The PDD specifies tenuous reality testing and
hallucinations for maladaptive high traits for the Openness factor.
Hobson’s AIM model shows why a person’s bizarre REM dream is
similar to an awake person’s psychotic episode. In either case the
person can escape their fantasy if they remember they are an
agent. Then they can step back, experience themselves as an
observer of false mental images, and shift their attention outward
to observe sensory facts about real objects and events in the world.
The EPIC model, the FFM indicators, and Hobson’s AIM model
support the concern of Bell et al. about lack of agency in ToM.
13
Walter J Geldart
Issue 3 JCP
December 2017
14
Jack, A. (2012). fMRI reveals reciprocal inhibition between social and physical cognitive domains. NeuroImage Volume
66, February 2013.
James, W. (1950). The Principles of Psychology:Volumes 1 and 2. New York: Dover Publications.
!
Jung, C. G. (1990). Psychological Types: The Co!ected Works, Volume 6. Princeton: Princeton University Press.
McCrae, Robert R and Costa, Paul T (2003). Personality in Adulthood, A Five-Factor Theory Perspective. New York:
Guilford Press.
Meier, C. A. (1977). Personality, The Individuation Process in the Light of C. G. Jung’s Typology. Einsiedeln: Daimon.
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Reynierse, J. H. (2013). Handbook of Personality at Work, Christiansen, N. D, and Taft, R.P. (eds.). Type Theory
Revisited, Implications of Complementary Opposites for the Five Factor Model of Personality and
Organizational Interventions. New York: Routledge.
Widiger, Thomas and Costa, Paul (2013. Personality Disorders and the Five-Factor Model of Personality. Washington,
DC: American Psychological Association.
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