Sensory Learning Quotes

Description is what makes the reader a sensory participant in the story. Good description is a learned skill,one of the prime reasons you cannot succeed unless you read a lot and write a lot. It's not just a question of how-to, you see; it's a question of how much to. Reading will help you answer how much, and only reams of writing will help you with the how. You can learn only by doing.

As long as we lean on anything outside ourselves for support, we are going to be insecure. Most of us try to find support by leaning on all sorts of things - gold, books, learning, sensory stimulation - and if these things are taken away, we fall over. To the extent that we are dependent on these external supports, we grow weaker and more liable to upsets and misfortune.

It'll be when you first learn to walk that I get daily demonstrations of the asymmetry in our relationship. You'll be incessantly running off somewhere, and each time you walk into a door frame or scrape your knee, the pain feels like it's my own. It'll be like growing an errant limb, an extension of myself whose sensory nerves report pain just fine, but whose motor nerves don't convey my commands at all. It's so unfair: I'm going to give birth to an animated voodoo doll of myself. I didn't see this in the contract when I signed up. Was this part of the deal?

Boys are boys and they do what they want. Women want things too sometimes, but mostly they're just warm sensory boards for men to tweak and rub and learn about themselves and the world through.

The true essence of things is invisible to the eyes...Our sensory organs love to lead us astray, and eyes are the most deceptive of all. We rely too heavily on them. We believe that we see the world around us, and yet it is only the surface that we perceive. We must learn to divine the true nature of things, their substance, and the eyes are rather a hindrance than a help in that regard. They distract us. We love to be dazzled. A person who relies too heavily on his eyes neglects his other senses--and I mean more than his hearing or sense of smell. I'm talking about the organ within us for which we have no name. Let us call it the compass of the heart.

Our Human thinking brain operates by way of prediction, comparing new experiences to and constructing its perception from what is already believed to be true due to past experience. Without a mature intuition – thinking and feeling balanced and united—even groups trying to work together will only be capable of experiencing what has been going on in this sensory brain since about the 8th Century to the present.

Well-directed thought is a learned skill. To manifest an intention requires laserlike focus, full sensory visualization, and a profound belief.

The outside world is loud and demanding so the first step in honing our powers is learning to deal effectively with sensory overload. We have to identify and manage the things that jam our inner guidance system. And that involves turning down the volume on the outside world so we can hear what's going on inside.

Caregiving offers many fringe benefits, including the sheer sensory delight of nourishing and grooming, sharing, and playing. But caregiving does buttonhole you; you're stitched in one place. . . . Paul wasn't on a learning curve but seemed trapped in a circle. He's swoop forward only to loop back again and fall to earth.

What Warcollier demonstrated is compatible with what modern cognitive neuroscience has learned about how visual images are constructed by the brain. It implies that telepathic perceptions bubble up into awareness from the unconscious and are probably processed in the brain in the same way that we generate images in dreams. And thus telepathic “images” are far less certain than sensory-driven images and subject to distortion.

Bodily delight is a sensory experience, not any different from pure looking or the pure feeling with which a beautiful fruit fills the tongue; it is a great, an infinite learning that is given to us, a knowledge of the world, the fullness and the splendor of all knowledge...the individual...can remember that all beauty in animals and plants is a silent, enduring form of love and yearning, and he can see the animal, as he sees plants, patiently and willingly uniting and multiplying and growing, not out of physical pleasure, not out of physical pain, but bowing to necessities that are greater than pleasure and pain, and more powerful than will and withstanding. If only human beings could more humbly receive this mystery---which the world is filled with...

Interpretation takes the sensory experience of the work of art for granted, and proceeds from there. This cannot be taken for granted, now. Think of the sheer multiplication of works of art available to every one of us, superadded to the conflicting tastes and odors and sights of the urban environment that bombard our senses. Ours is a culture based on excess, on overproduction; the result is a steady loss of sharpness in our sensory experience. (...) And it is in the light of the condition of our senses, our capacities, that the task of the critic must be assessed. What is important now is to recover our senses. We must learn to See more, to Hear more, to Feel more.

in the Bhagavad Gita. One stanza reads: “Offering the inhaling breath into the exhaling breath and offering the exhaling breath into the inhaling breath, the yogi neutralizes both breaths; thus he releases prana from the heart and brings life force under his control.”2 The interpretation is: “The yogi arrests decay in the body by securing an additional supply of prana (life force) through quieting the action of the lungs and heart; he also arrests mutations of growth in the body by control of apana (eliminating current). Thus neutralizing decay and growth, the yogi learns life-force control.” Another Gita stanza states: “That meditation-expert (muni) becomes eternally free who, seeking the Supreme Goal, is able to withdraw from external phenomena by fixing his gaze within the mid-spot of the eyebrows and by neutralizing the even currents of prana and apana [that flow] within the nostrils and lungs; and to control his sensory mind and intellect; and to banish desire, fear, and anger.”3

A psychic is a person who knows without being told; who learns without being taught; who sees without being shown.

Montessori called the child under six years old "a sensorial explorer" and based her educational approach for the child's early years upon the child's learning through the senses.

Well-directed thought is a learned skill. To manifest an intention requires laserlike focus, full sensory visualization, and a profound belief. We

There is something I have learned since being paralyzed, and that is that in the absence of sensory information, the imagination always tends to the grotesque.

I learned that impermanence is not merely something that you experience in your sensory circuits. It also informs your motor circuits. It’s a kind of effortless energy that you can “ride on” in daily life. It imparts a bounce to your step, a flow to your voice, and a vibrancy to your creative thought. I also learned about the expansion-contraction paradigm for how consciousness works.

Description is what makes the reader a sensory participant in the story. Good description is a learned skill, one of the prime reasons why you cannot succeed unless you read a lot and write a lot. It’s not just a question of how-to, you see; it’s also a question of how much to. Reading will help you answer how much, and only reams of writing will help you with the how. You can learn only by doing.

The programme into which Cheryl was inducted combined all the different ways the intelligence community had learned could cause intense psychological change in adults and children. It had been learned through the use of both knowledgeable and 'unwitting' volunteers. They were subjected to sensory overload, isolation, drugs and hypnosis, all used on bodies that had been weakened from mild hunger. The horror of the programme was that it would be like having an elementary school sex education class conducted by a paedophile rapist. It would have been banned had the American government signed the Helsinki Accords. But, of course, they hadn't. For the test that day and in those that followed, Cheryl Hersha was positioned so she faced a portable movie screen. A 16mm movie projector was on a platform, along with several reels of film. Each was a short pornographic film meant to make her aware of sexuality in a variety of forms...

As I traveled, I noticed that in every country, whether I was watching home cooks or professional chefs, and whether they were cooking over live fire or on a camp stove, the best cooks looked at the food, not the heat source. I saw how good cooks obeyed sensory cues, rather than timers and thermometers. They listened to the changing sounds of a sizzling sausage, watched the way a simmer becomes a boil, felt how a slow-cooked pork shoulder tightens and then relaxes as hours pass, and tasted a noodle plucked from boiling water to determine whether it’s al dente. In order to cook instinctually, I needed to learn to recognize these signals. I needed to learn how food responds to the fourth element of good cooking: Heat.

However, traumatized people chronically feel unsafe inside their bodies: The past is alive in the form of gnawing interior discomfort. Their bodies are constantly bombarded by visceral warning signs, and, in an attempt to control these processes, they often become expert at ignoring their gut feelings and in numbing awareness of what is played out inside. They learn to hide from their selves. The more people try to push away and ignore internal warning signs, the more likely they are to take over and leave them bewildered, confused, and ashamed. People who cannot comfortably notice what is going on inside become vulnerable to respond to any sensory shift either by shutting down or by going into a panic — they develop a fear of fear itself.

It’ll be when you first learn to walk that I get daily demonstrations of the asymmetry in our relationship. You’ll be incessantly running off somewhere, and each time you walk into a door frame or scrape your knee, the pain feels like it’s my own. It’ll be like growing an errant limb, an extension of myself whose sensory nerves report pain just fine, but whose motor nerves don’t convey my commands at all. It’s so unfair: I’m going to give birth to an animated voodoo doll of myself. I didn’t see this in the contract when I signed up.

As Emmanuel Giroux says, paraphrasing The Little Prince, “In geometry, what is essential is invisible to the eye. It is only with the mind that you can see well.” In mathematics, sensory experiences do not matter much; it is the ideas and concepts that do the heavy lifting.

Working simultaneously, though seemingly without a conscience, was Dr. Ewen Cameron, whose base was a laboratory in Canada's McGill University, in Montreal. Since his death in 1967, the history of his work for both himself and the CIA has become known. He was interested in 'terminal' experiments and regularly received relatively small stipends (never more than $20,000) from the American CIA order to conduct his work. He explored electroshock in ways that offered such high risk of permanent brain damage that other researchers would not try them. He immersed subjects in sensory deprivation tanks for weeks at a time, though often claiming that they were immersed for only a matter of hours. He seemed to fancy himself a pure scientist, a man who would do anything to learn the outcome. The fact that some people died as a result of his research, while others went insane and still others, including the wife of a member of Canada's Parliament, had psychological problems for many years afterwards, was not a concern to the doctor or those who employed him. What mattered was that by the time Cheryl and Lynn Hersha were placed in the programme, the intelligence community had learned how to use electroshock techniques to control the mind. And so, like her sister, Lynn was strapped to a chair and wired for electric shock. The experience was different for Lynn, though the sexual component remained present to lesser degree...

Trance helps depotentiate our old programs and gives us an opportunity to learn something new. The only reason why we cannot produce an anesthesia at will, for example, is because we don’t know how to give up our habitual generalized reality orientation that emphasizes the importance of pain and gives it primacy in consciousness. But if we allowed young children to experiment with their sensory perceptual processes in a fun way, they might easily develop skills with anaesthesia that could be very useful when they needed it. This would be an interesting piece of research, indeed.

Our sensory organs love to lead us astray, and eyes are the most deceptive of all. We rely too heavily upon them. We believe that we see the world around us, and yet it is only the surface that we perceive. We must learn to divine the true nature of things, their substance, and the eyes are rather a hindrance than a help in that regard. They distract us. We love to be dazzled. A person who relies too heavily on his eyes neglects his other senses—and I mean more than his hearing or sense of smell. I’m talking about the organ within us for which we have no name. Let us call it the compass of the heart.

There are a few things that need to occur for our loved ones to have more relationships. First, they must learn some social skills and competencies -- especially so for those who are independent and often on their own, so that they will not become victimized by others and can make some connections. Second, for those who require it, they need to have support staff who understand movement differences and sensory challenges and how to include a nonverbal person who uses alternative means of communication. Last, but not least, for friendship to occur, people need to have an open mind, be more flexible, and be more accepting of people with differences.

So much of what we see and hear is not the truth of any given situation; sometimes it’s necessary to close the eyes and be still, to extend our awareness beyond what we’ve been conditioned to believe is our field of sensory operation. Only then can we learn the patience to trust that all the information that we need will come to us.

As a form of body language, when the mind is receptive to the sensory experience, writing speaks the truth about all thoughts and feelings. Now I don’t want to be misunderstood here because this isn’t a special talent or skill. It’s present in all of us. The trick is to discover it, cultivate it and translate it from an internal state to an expressive sensuality. It is truly a creative impulse that unconsciously expresses emotions and can also arouse emotion in the person reading the book. The beauty and harmony of the writer never gets old and there are as many new things to learn each day, as there are varieties of adjectives, nouns and verbs in the world. It is the ultimate way to communicate with your reader.

If you are one of those people who can’t hold a lot in mind at once—you lose focus and start daydreaming in lectures, and have to get to someplace quiet to focus so you can use your working memory to its maximum—well, welcome to the clan of the creative. Having a somewhat smaller working memory means you can more easily generalize your learning into new, more creative combinations. Because you’re learning new, more creative combinations. Having a somewhat smaller working memory, which grows from the focusing abilities of the prefrontal cortex, doesn’t lock everything up so tightly, you can more easily get input from other parts of your brain. These other areas, which include the sensory cortex, not only are more in tune with what’s going on in the environment, but also are the source of dreams, not to mention creative ideas. You may have to work harder sometimes (or even much of the time) to understand what’s going on, but once you’ve got something chunked, you can take that chunk and turn it outside in and inside round—putting it through creative paces even you didn’t think you were capable of! Here’s another point to put into your mental chunker: Chess, that bastion of intellectuals, has some elite players with roughly average IQs. These seemingly middling intellects are able to do better than some more intelligent players because they practice more. That’s the key idea. Every chess player, whether average or elite, grows talent by practicing. It is the practice—particularly deliberate practice on the toughest aspects of the material—that can help lift average brains into the realm of those with more “natural” gifts. Just as you can practice lifting weights and get bigger muscles over time, you can also practice certain mental patterns that deepen and enlarge in your mind.

Our brain is therefore not simply passively subjected to sensory inputs. From the get-go, it already possesses a set of abstract hypotheses, an accumulated wisdom that emerged through the sift of Darwinian evolution and which it now projects onto the outside world. Not all scientists agree with this idea, but I consider it a central point: the naive empiricist philosophy underlying many of today's artificial neural networks is wrong. It is simply not true that we are born with completely disorganized circuits devoid of any knowledge, which later receive the imprint of their environment. Learning, in man and machine, always starts from a set of a priori hypotheses, which are projected onto the incoming data, and from which the system selects those that are best suited to the current environment. As Jean-Pierre Changeux stated in his best-selling book Neuronal Man (1985), “To learn is to eliminate.

This is why questions must be asked and answered truthfully and why we must train our emotions to coincide with what is actually true. Doubt is a necessary part of faith, otherwise it is a blind faith and a deaf faith that deserves to be a mute faith. For, when Helen Keller, who was deaf, blind and had to learn to speak can come closer to the truth than persons with full sensory capacity, perhaps there is something wrong with our religious and spiritual traditions.

little brain in the gut” or the enteric nervous system, also known as the emotional brain. It was discovered in the late nineteenth century, and it is endowed with both sensory and motor neurons; this region contains half the body’s neurons and has a full range of neurotransmitters, hormones, and opiate receptor sites. According to Dr. Jill Ammon-Wexler, a pioneering brain researcher, “Your ‘gut-brain’ is also able to learn, remember, and produce emotion-based feelings.

You’ve already learned that you see what your brain believes—that’s affective realism. Now you know the same is true for most feelings you’ve experienced in your life. Even the feeling of the pulse in your wrist is a simulation, constructed in sensory regions of your brain and corrected by sensory input (your actual pulse). Everything you feel is based on prediction from your knowledge and past experience. You are truly an architect of your experience. Believing is feeling.

It'll be when you first learn to walk that I get daily demonstrations of the asymmetry in our relationship. You'll be incessantly running off somewhere, and each time you walk into a door frame or scrape your knee, the pain feels like it's my own. It'll be like growing an errant limb, an extension of myself whose sensory nerves report pain just fine, but whose motor nerves don't convey my commands at all. It's so unfair: I'm going to give birth to an animated voodoo doll of myself.

According to one Islamic model, the soul has three stages. In the first seven years, it is known as the appetitive soul. The primary concerns of children in this stage are eating and wanting attention. The second stage is the next seven years, the age of anger, when kids react strongly to stimuli and are annoyed easily. The third is the rational stage, when reasoning and discernment reach their full capacity. ʿAlī ibn AbīṬālib encouraged parents to play with their children during the first stage, to indulge them, for they are discovering the world. They had been in a spiritual realm and have only recently entered the realm of the sensory. In the second stage, Imam ʿAlī counseled that parents should focus on training and discipline, for, in this stage, young people have a heightened capacity to receive and absorb information and thus learn new things. In the third stage, parents should befriend them and form a relationship that is amicable and full of kindness and companionship. After this, their children, now adults, should be set free.

brain researcher Arash Javanbakht notes . . . In a world where we are simultaneously bombarded with a great deal of stimulation, we learn to focus our attention on important stimuli, while filtering out (gating) less relevant stimuli. Sensory gating (SG) is a way of habituation to repetitious and unimportant stimuli for the brain to reserve its limited resources to focus on important stimuli that need processing.3 It helps us focus on what we have determined, through experience, schooling, and cultural habituation, to be important.

Bodily delight is a sensory experience, not any different from pure looking or the feeling with which a beautiful fruit fills the tongue; it is a great, an infinite learning that is given to us, a knowledge of the world, the fullness and the splendor of all knowledge. And it is not our acceptance of it that is bad; what is bad is that most people misuse this learning and squander it and apply it as a stimulant on the tired places of their lives and as a distraction rather than as a way of gathering themselves for their highest moments.

People don’t come to know the world exclusively through their senses; rather, their affective states influence the processing of sensory stimulation from the very moment an object is encountered.”6 A vital aspect of any object’s meaning resides in the feelings it evokes of pleasure, distress, admiration, confusion. For example, depending on its emotional importance or salience, a viewer may perceive an object as closer or more distant. And this psychobiological feeling is a creature of the past, of expectation, of having learned to read the world.

When repeated shocks and repeated release of serotonin are paired with the firing of the sensory neuron in associative learning, a signal is sent to the nucleus of the sensory neuron. This signal activates a gene, CREB-1, which leads to the growth of new connections between the sensory and motor neuron (fig. 4.5, right) (Bailey and Chen 1983; Kandel 2001). These connections are what enable a memory to persist. So if you remember anything of what you have read here, it will be because your brain is slightly different than it was before you started to read.

Nobel laureate Eric Kandel, M.D., showed that when new memories are formed, the number of synaptic connections in the sensory neurons that are stimulated doubles, to 2,600. However, unless the original learning experience is repeated over and over again, the number of new connections falls back to the original 1,300 in a matter of only three weeks. Therefore, if we repeat what we learn enough times, we strengthen communities of neurons to support us in remembering it the next time. If we don’t, then the synaptic connections soon disappear and the memory is erased.

4. Differentiation—making the smallest possible sensory distinctions between movements—builds brain maps. Newborns, Feldenkrais observed, often make very large, poorly differentiated movements based on primitive reflexes, using many muscles at once, such as reflexively extending their entire arms. They also cannot discriminate among their fingers. As they mature, they learn to make smaller, more precise individual movements. But the movements do not become precise until the child can use awareness to discern very small differences among them. Differentiation, Feldenkrais would

In fact, even if distraction does alleviate your pain or help to cope with it some of the time, bringing mindfulness to it can lead to new levels of insight and understanding about yourself and your body, which distraction and escape can never do. Understanding and insight, of course, are an extremely important part of the process of coming to terms with your condition and really learning how to live with it, not just endure it. One of the ways we speak about it is that the sensory, the emotional, and the cognitive/conceptual dimensions of the pain experience can be uncoupled from one another, meaning that they can be held in awareness as independent aspects of experience. Once you see that your thoughts about the sensations, for instance, are not the sensations themselves, both the experience of the sensory and the cognitive dimensions of the pain experience may change independently. This is also true for our emotional reactions to unpleasant sensory experience. This phenomenon of uncoupling can give us new degrees of freedom in resting in awareness and holding whatever arises in any or all of these three domains in an entirely different way, and dramatically reduce the suffering experience.

that can expand or contract as needed to increase or decrease the amount of data allowed in. They act to prevent sensory overload. In other words, if we consciously perceived everything that was coming in simultaneously as it was happening we would be overwhelmed with sensory experience. This is, in fact, what many schizophrenics and those on hallucinogens experience—and it happens for a specific reason that is most definitely not pathological. It is crucial to our habitation of this planet and this book is about, in part, learning to open sensory gating channels at will to whatever degree is desired—to open the doors of perception.

Chronic abuse and neglect in childhood interfere with the proper wiring of sensory-integration systems. In some cases this results in learning disabilities, which include faulty connections between the auditory and word-processing systems, and poor hand-eye coordination. As long as they are frozen or explosive, it is difficult to see how much trouble the adolescents in our residential treatment programs have processing day-to-day information, but once their behavioral problems have been successfully treated, their learning disabilities often become manifest. Even if these traumatized kids could sit still and pay attention, many of them would still be handicapped by their poor learning skills.22

Nevertheless I’d like to end this chapter on a positive note about how research into how humans acquire language is leading to better informed, conscious parents. Though there has been a cultural misunderstanding that a baby’s brain is not developed enough to learn and comprehend language, nothing could be further from the truth. The acquisition of language plays a fundamental role in exercising an infant’s brain and shaping its organization, neural connectivity, and intelligence. Research on the fetal brain’s ability to acquire and download environmental experiences in the womb reveal that the nervous system’s sensory input mechanisms, such as hearing, develop long before the system’s motor outputs—in this case, coordinated muscular control needed for speech. Consequently, the brain’s potential to learn and understand language is not dependent on the infant’s ability to speak.

I grabbed a handful of tarragon and closed my eyes, inhaling its sweet fragrance. I could almost feel my grandmother next to me, smell the aromas embedded into her poppy-print apron, taste her creamy veloutés. Thanks to her, my skills in the kitchen started developing from the age of seven. I'd learned how to chop, slice, and dice without cutting my fingers, to sauté, fry, and grill, pairing flavors and taming them into submission. Just as I'd experienced with my grandmother's meals, when people ate my creations, I wanted them to think "now this is love"- while engaging all of the five senses. For me, cooking was the way I expressed myself, each dish a balance of flavors and ingredients representing my emotions- sweet, sour, salty, smoky, spicy-hot, and even bitter. My inspiration as a chef was to give people sensorial experiences, to bring them back to times of happiness, to let them relive their youth, or to awaken their minds.

The auditory cortex seems to perform a simple calculation: it uses the recent past to predict the future. As soon as a note or a group of notes repeats, this region concludes that it will continue to do so in the future. This is useful because it keeps us from paying too much attention to boring, predictable signals. Any sound that repeats is squashed at the input side, because its incoming activity is canceled by an accurate prediction. As long as the input sensory signal matches the prediction that the brain generates, the difference is zero, and no error signal gets propagated to higher-level brain regions. Subtracting the prediction shuts down the incoming inputs—but only as long as they are predictable. Any sound that violates our brain’s expectations, on the contrary, is amplified. Thus, the simple circuit of the auditory cortex acts as a filter: it transmits to the higher levels of the cortex only the surprising and unpredictable information which it cannot explain by itself.

Forward blocking provides one of the most spectacular refutations of the associationist view.5 In blocking experiments, an animal is given two sensory clues, say, a bell and a light, both of which predict the imminent arrival of food. The trick is to present them sequentially. We start with the light: the animal learns that whenever the light is on, it predicts the arrival of food. Only then do we introduce dual trials where both light and bell predict food. Finally, we test the effect of the bell alone. Surprise: it has no effect whatsoever! Upon hearing the bell, the animal does not salivate; it seems utterly oblivious to the repeated association between the bell and the food reward. What happened? The finding is incompatible with associationism, but it fits perfectly with the Rescorla-Wagner theory. The key idea is that the acquisition of the first association (light and food) blocked the second one (bell and food). Why? Because the prediction based on light alone suffices to explain everything.

Even if I could accept, just for an instant, that I have the power to change physical matter with my mind, and literally manifest all that I desire . . . I’m afraid I see nothing in my life to make me believe I have such power.” She shrugged. “Then you’re not looking hard enough.” “Come on, I want a real answer. That’s the answer of a priest. I want the answer of a scientist.” “You want a real answer? Here it is. If I hand you a violin and say you have the capability to use it to make incredible music, I am not lying. You do have the capability, but you’ll need enormous amounts of practice to manifest it. This is no different from learning to use your mind, Robert. Well-directed thought is a learned skill. To manifest an intention requires laserlike focus, full sensory visualization, and a profound belief. We have proven this in a lab. And just like playing a violin, there are people who exhibit greater natural ability than others. Look to history. Look to the stories of those enlightened minds who performed miraculous feats.

Though metaphors are omnipresent in language, many of them are effectively dead in the minds of today’s speakers, and the living ones could never be learned, understood, or used as a reasoning tool unless they were built out of more abstract concepts that capture the similarities and differences between the symbol and the symbolised. For this reason, conceptual metaphors do not render truth and objectivity obsolete, nor do they reduce philosophical, legal, and political discourse to a beauty contest between rival frames. // Still, I think that metaphor really is a key to explaining thought and language. The human mind comes equipped with an ability to penetrate the cladding of sensory appearance and discern the abstract construction underneath – not always on demand, and not infallibly, but often enough and insightfully enough to shape the human condition. Our powers of analogy allow us to apply ancient neural structures to newfound subject matter, to discover hidden laws and systems in nature, and not least, to amplify the expressive power of language itself.

You and I are learning to see our trait as a neutral thing—useful in some situations, not in others—but our culture definitely does not see it, or any trait as neutral. The anthropologist Margaret Mead explained it well. Although a culture’s newborns will show a broad range of inherited temperaments, only a narrow band of these, a certain type, will be the ideal. The ideal personality is embodied, in Mead's words, in 'every thread of the social fabric—in the care of the young child, the games the children play, the songs the people sing, the political organization, the religious observance, the art and the philosophy.' Other traits are ignored, discouraged, or if all else fails, ridiculed. What is the ideal in our culture? Movies, advertisements, the design of public spaces, all tell us we should be as tough as the Terminator, as stoic as Clint Eastwood, as outgoing as Goldie Hawn. We should be pleasantly stimulated by bright lights, noise, a gang of cheerful fellows hanging out in a bar. If we are feeling overwhelmed and sensitive, we can always take a painkiller.

The authors’ prior experience in clinical research4 had amply convinced us of the possibility of long-term performance enhancement using psychedelic agents in a safe, supportive setting. Though not deliberately sought, there were numerous spontaneous incidents of what appeared to be temporarily enhanced performance during the drug experience itself. These observations led us to postulate the following: Any human function can be performed more effectively. We do not function at our full capacity. Psychedelics appear to temporarily inhibit censors that ordinarily limit what is available to conscious awareness. Participants may, for example, discover a latent ability to form colorful and complex imagery, to recall forgotten experiences of early childhood, or to generate meaningful symbolic presentations. By leading participants to expect enhancement of other types of performance—creative problem solving, learning manual or verbal skills, manipulating logical or mathematical symbols, acquiring sensory or extrasensory perception, memory, and recall—and by providing favorable preparatory and environmental conditions, it may be possible to improve any desired aspect of mental functioning.

Now to picture the mechanism of this process of construction and not merely its progressive extension, we must note that each level is characterized by a new co-ordination of the elements provided—already existing in the form of wholes, though of a lower order—by the processes of the previous level. The sensori-motor schema, the characteristic unit of the system of pre-symbolic intelligence, thus assimilates perceptual schemata and the schemata relating to learned action (these schemata of perception and habit being of the same lower order, since the first concerns the present state of the object and the second only elementary changes of state). The symbolic schema assimilates sensori-motor schemata with differentiation of function; imitative accommodation is extended into imaginal significants and assimilation determines the significates. The intuitive schema is both a co-ordination and a differentiation of imaginal schemata. The concrete operational schema is a grouping of intuitive schemata, which are promoted, by the very fact of their being grouped, to the rank of reversible operations. Finally, the formal schema is simply a system of second-degree operations, and therefore a grouping operating on concrete groupings. Each of the transitions from one of these levels to the next is therefore characterized both by a new co-ordination and by a differentiation of the systems constituting the unit of the preceding level. Now these successive differentiations, in their turn, throw light on the undifferentiated nature of the initial mechanisms, and thus we can conceive both of a genealogy of operational groupings as progressive differentiations, and of an explanation of the pre-operational levels as a failure to differentiate the processes involved. Thus, as we have seen (Chap. 4), sensori-motor intelligence arrives at a kind of empirical grouping of bodily movements, characterized psychologically by actions capable of reversals and detours, and geometrically by what Poincaré called the (experimental) group of displacement. But it goes without saying that, at this elementary level, which precedes all thought, we cannot regard this grouping as an operational system, since it is a system of responses actually effected; the fact is therefore that it is undifferentiated, the displacements in question being at the same time and in every case responses directed towards a goal serving some practical purpose. We might therefore say that at this level spatio-temporal, logico-arithmetical and practical (means and ends) groupings form a global whole and that, in the absence of differentiation, this complex system is incapable of constituting an operational mechanism. At the end of this period and at the beginning of representative thought, on the other hand, the appearance of the symbol makes possible the first form of differentiation: practical groupings (means and ends) on the one hand, and representation on the other. But this latter is still undifferentiated, logico-arithmetical operations not being distinguished from spatio-temporal operations. In fact, at the intuitive level there are no genuine classes or relations because both are still spatial collections as well as spatio-temporal relationships: hence their intuitive and pre-operational character. At 7–8 years, however, the appearance of operational groupings is characterized precisely by a clear differentiation between logico-arithmetical operations that have become independent (classes, relations and despatialized numbers) and spatio-temporal or infra-logical operations. Lastly, the level of formal operations marks a final differentiation between operations tied to real action and hypothetico-deductive operations concerning pure implications from propositions stated as postulates.

It's be when you first learn to walk that I get daily demonstrations of the asymmetry in our relationship. You'll be incessantly running off somewhere, and each time you walk into a door frame or scrape your knee, the pain feels like it's my own. It'll be like growing an errant limb, an extension of myself whose sensory nerves report pain just fine, but whose motor nerves don't convey my commands at all. It's so unfair: I'm going to give birth to an animated voodoo doll of myself. I didn't see this in the contract when I signed up. Was this part of the deal? And then there will be the times when I see you laughing. Like the time you'll be playing with the neighbor's puppy, poking your hands through the chain-link fence separating our back yards, and you'll be laughing so hard you'll start hiccuping. The puppy will run inside the neighbor's house, and your laughter will gradually subside, letting you catch your breath. Then the puppy will come back to the fence to lick your fingers again, and you'll shriek and start laughing again. it will be the most wonderful sound I could ever imagine, a sound that makes me feel like a fountain, or a wellspring. Now if only I can remember that sound the next time your blithe disregard for self-preservation gives me a heart attack.

Ironically, the same scientific disciplines which shape our milk machines and egg machines have lately demonstrated beyond reasonable doubt that mammals and birds have a complex sensory and emotional make-up. They not only feel physical pain, but can also suffer from emotional distress. Evolutionary psychology maintains that the emotional and social needs of farm animals evolved in the wild, when they were essential for survival and reproduction. For example, a wild cow had to know how to form close relations with other cows and bulls, or else she could not survive and reproduce. In order to learn the necessary skills, evolution implanted in calves – as in the young of all other social mammals – a strong desire to play (playing is the mammalian way of learning social behaviour). And it implanted in them an even stronger desire to bond with their mothers, whose milk and care were essential for survival. What happens if farmers now take a young calf, separate her from her mother, put her in a closed cage, give her food, water and inoculations against diseases, and then, when she is old enough, inseminate her with bull sperm? From an objective perspective, this calf no longer needs either maternal bonding or playmates in order to survive and reproduce. But from a subjective perspective, the calf still feels a very strong urge to bond with her mother and to play with other calves. If these urges are not fulfilled, the calf suffers greatly. This is the basic lesson of evolutionary psychology: a need shaped in the wild continues to be felt subjectively even if it is no longer really necessary for survival and reproduction. The tragedy of industrial agriculture is that it takes great care of the objective needs of animals, while neglecting their subjective needs.

But when you actually break down the amount of time, energy, skill, planning, and maintenance that go into care tasks, they no longer seem simple. For example, the care task of feeding yourself involves more than just putting food into your mouth. You must also make time to figure out the nutritional needs and preferences of everyone you’re feeding, plan and execute a shopping trip, decide how you’re going to prepare that food and set aside the time to do so, and ensure that mealtimes come at correct intervals. You need energy and skill to plan, execute, and follow through on these steps every day, multiple times a day, and to deal with any barriers related to your relationship with food and weight, or a lack of appetite due to medical or emotional factors. You must have the emotional energy to deal with the feeling of being overwhelmed when you don’t know what to cook and the anxiety it can produce to create a kitchen mess. You may also need the skills to multitask while working, dealing with physical pain, or watching over children. Now let’s look at cleaning: an ongoing task made up of hundreds of small skills that must be practiced every day at the right time and manner in order to “keep going on the business of life.” First, you must have the executive functioning to deal with sequentially ordering and prioritizing tasks.1 You must learn which cleaning must be done daily and which can be done on an interval. You must remember those intervals. You must be familiar with cleaning products and remember to purchase them. You must have the physical energy and time to complete these tasks and the mental health to engage in a low-dopamine errand for an extended period of time. You must have the emotional energy and ability to process any sensory discomfort that comes with dealing with any dirty or soiled materials. “Just clean as you go” sounds nice and efficient, but most people don’t appreciate the hundreds of skills it takes to operate that way and the thousands of barriers that can interfere with execution.

NOTE: Practice your most effective relaxation techniques before you begin these exercises (refer to Chapter 6 if necessary). People are better able to concentrate when they are relaxed. Listening -Pay attention to the sounds coming from outside: from the street, from above in the air, from as far away as possible. Then focus on one sound only. -Pay attention to the sounds coming from a nearby room—the kitchen, living room, etc. Identify each one, then focus on a single sound. -Pay attention to the sounds coming from the room you are in: the windows, the electrical appliances. Then focus on one sound only. -Listen to your breathing. -Hear a short tune and attempt to re-create it. -Listen to a sound, such as a ringing doorbell, a knock on the door, a telephone ringing, or a siren. How does it make you feel? -Listen to a voice on the telephone. Really focus on it. -Listen to the voices of family members, colleagues, or fellow students, paying close attention to their intonation, pacing, and accent. What mood are they conveying? Looking -Look around the room and differentiate colors or patterns, such as straight lines, circles, and squares. -Look at the architecture of the room. Now close your eyes. Can you describe it? Could you draw it? -Look at one object in the room: chair, desk, chest of drawers, whatever. Close your eyes and try to picture the shape, the material, and the colors. -Notice any changes in your environment at home, at school, or in your workplace. -Look at magazine photos and try to guess what emotions the subjects’ expressions show. -Observe the effect of light around you. How does it change shapes? Expressions? Moods? Touching -When shaking a person’s hand, notice the temperature of the hand. Then notice the temperature of your own hand. -Hold an object in your hands, such as a cup of coffee, a brick, a tennis ball, or anything else that is available. Then put it down. Close your eyes and remember the shape, size, and texture of the object. -Feel different objects and then, with your eyes closed, touch them again. Be aware of how the sensations change. -Explore different textures and surfaces with your eyes first open and then closed. Smelling and Tasting -Be aware of the smells around you; come up with words to describe them. -Try to remember the taste of a special meal that you enjoyed in the past. Use words to describe the flavors—not just the names of the dishes. -Search your memory for important smells or tastes. -Think of places with a strong tie to smell. These sensory exercises are an excellent way to boost your awareness and increase your ability to concentrate. What is learned in the fullest way—using all five senses—is unlikely to be forgotten. As you learn concentration, you will find that you are able to be more in tune with what is going on around you in a social situation, which in turn allows you to interact more fully.

It now seems clear that a capacity to learn would be an integral feature of the core design of a system intended to attain general intelligence, not something to be tacked on later as an extension or an afterthought. The same holds for the ability to deal effectively with uncertainty and probabilistic information. Some faculty for extracting useful concepts from sensory data and internal states, and for leveraging acquired concepts into flexible combinatorial representations for use in logical and intuitive reasoning, also likely belong among the core design features in a modern AI intended to attain general intelligence.

Do encourage movement: “Let’s swing our arms to the beat of this music. I always feel better when I stretch, don’t you?” Movement always improves sensory processing. Do encourage the child to try a new movement experience: “If you’re interested in that swing, I’ll help you get on.” Children with dyspraxia may enjoy new movement experiences but need help figuring out how to initiate them. Do offer your physical and emotional support: “I’m interested in that swing. Want to try it with me? You can sit on my lap, and we’ll swing together.” The child who is fearful of movement may agree to swing at the playground if he has the security of a loving lap. (Stop if he resists.) Do allow your child to experience unhappiness, frustration, or anger: “Wow, it really hurts when you don’t get picked for the team.” Acknowledging his feelings allows him to deal with them, whereas rushing in to make it better every time he’s hurt prevents him from learning to cope with negative emotions. Do provide appropriate outlets for negative emotions: Make it possible to vent pent-up feelings. Give her a ball or a bucketful of wet sponges to hurl against the fence. Designate a “screaming space” (her room, the basement, or garage) where she can go to pound her chest and shout. Do reinforce what is good about your child’s feelings and actions, even when something goes wrong: “You didn’t mean for the egg to miss the bowl. Cracking eggs takes practice. I’m glad you want to learn. Try again.” Help her assess her experience positively by talking over what she did right and what she may do better the next time. How wonderful to hear that an adult is sympathetic, rather than judgmental! Do praise: “I noticed that you fed and walked the dog. Thanks for being so responsible.” Reward the child for goodness, empathy, and being mindful of the needs of others. “You are a wonderful friend,” or “You make animals feel safe.” Do give the child a sense of control: “If you choose bed now, we’ll have time for a long story. If you choose to play longer, we won’t have time for a story. You decide.” Or, “I’m ready to go to the shoe store whenever you are. Tell me when you’re ready to leave.” Impress on the child that others don’t have to make every decision that affects him. Do set reasonable limits: To become civilized, every child needs limits. “It’s okay to be angry but not okay to hurt someone. We do not pinch.

Do recall how you behaved as a child: Maybe your child is just like you once were. (The apple doesn’t fall far from the tree!) Ask yourself what you would have liked to make your childhood easier and more pleasurable. More trips to the playground, free time, or cuddling? Fewer demands? Lower expectations? Try saying, “When I was a kid and life got rough, I liked to climb trees. How about you?” Do respect your child’s needs, even if they seem unusual: “You sure do like a tight tuck-in! There, now you’re as snug as a bug in a rug.” Or, “I’ll stand in front of you while we’re on the escalator. I won’t let you fall.” Do respect your child’s fears, even if they seem senseless: “I see that your ball bounced near those big kids. I’ll go with you. Let’s hold hands.” Your reassurances will help her trust others. Do say “I love you”: Assure your child that you accept and value who she is. You cannot say “I love you” too often! Do follow your instincts: Your instincts will tell you that everyone needs to touch and be touchable, to move and be movable. If your child’s responses seem atypical, ask questions, get information, and follow up with appropriate action. Do listen when others express concerns: When teachers or caregivers suggest that your child’s behavior is unusual, you may react with denial or anger. But remember that they see your child away from home, among many other children. Their perspective is worth considering. Do educate yourself about typical child development: Read. Take parent education classes. Learn about invariable stages of human development, as well as variable temperaments and learning styles. It’s comforting to know that a wide variety of behaviors falls within the normal range. Then, you’ll find it easier to differentiate between typical and atypical behavior. Sometimes a cigar is just a cigar, and a six-year-old is just a six-year-old! Do seek professional help: SPD is a problem that a child can’t overcome alone. Parents and teachers can’t “cure” a child, just as a child can’t cure himself. Early intervention is crucial. Do keep your cool: When your child drives you crazy, collect your thoughts before responding, especially if you are angry, upset, or unpleasantly surprised. A child who is out of control needs the calm reassurance of someone who is in control. She needs a grown-up. Do take care of yourself: When you’re having a hard day, take a break! Hire a babysitter and go for a walk, read a book, take a bath, dine out, make love. Nobody can be expected to give another person undivided attention, and still cope.

Our senses give us the information we need to function in the world. Their first job is to help us survive. Their second job, after they assure us that we are safe, is to help us learn how to be active, social creatures. The senses receive information from stimuli both outside and inside our bodies. Every move we make, every bite we eat, every object we touch produces sensations. When we engage in any activity, we use several senses at the same time. The convergence of sensations—especially touch, body position, movement, sight, sound, and smell—is called intersensory integration. This process is key and tells us on the spot what is going on, where, why, and when it matters, and how we must use or respond to it. The more important the activity, the more senses we use. That is why we use all our senses simultaneously for two very important human activities: eating and procreating. Sometimes our senses inform us that something in our environment doesn’t feel right; we sense that we are in danger and so we respond defensively. For instance, should we feel a tarantula creeping down our neck, we would protect ourselves with a fight-or-flight response. Withdrawing from too much stimulation or from stimulation of the wrong kind is natural. Sometimes our senses inform us that all is well; we feel safe and satisfied and seek more of the same stimuli. For example, we are so pleased with the taste of one chocolate-covered raisin that we eat a handful. Sometimes, when we get bored, we go looking for more stimulation. For example, when we have mastered a skill, like ice skating in a straight line, we attempt a more complicated move, like a figure eight. To do their job well, so that we respond appropriately, the senses must work together. A well-balanced brain that is nourished with many sensations operates well, and when our brain operates smoothly, so do we. We have more senses than many people realize. Some sensations occur outside our bodies, and some inside.

Bilateral (from the Latin for “both sides”) coordination means that we can use both sides of the body to cooperate as a team. A well-regulated vestibular system helps us to integrate sensory messages from both sides of our body. By the age of three or four, a child should be crossing the midline. For the child who avoids crossing the midline, coordinating both body sides may be difficult. When she paints at an easel, she may switch the brush from one hand to the other at the midway point separating her right and left sides. She may appear not to have established a hand preference, sometimes using her left and sometimes her right to eat, draw, write, or throw. It may also be hard to survey a scene or to track a moving object visually without stopping at the midline to blink and refocus. The child with poor bilateral coordination may have trouble using both feet together to jump from a ledge, or both hands together to catch a ball or play clapping games. She may have difficulty coordinating her hands to hold a paper while she cuts, or to stabilize the paper with one hand while she writes with the other. Poor bilateral coordination, a sensory-based motor disorder, is often misinterpreted as a learning disability such as dyslexia. In fact, this difficulty can lead to learning or behavior problems, but it does not ordinarily mean that a child is lacking in intelligence or academic ability.

As nervous systems developed, they acquired an elaborate network of peripheral probes—the peripheral nerves that are distributed to every parcel of the body’s interior and to its entire surface, as well as to specialized sensory devices that enable seeing, hearing, touching, smelling, and tasting. Nervous systems also acquired an elaborate collection of aggregated central processors in the central nervous system, conventionally called the brain.10 The latter includes (1) the spinal cord; (2) the brain stem and the closely related hypothalamus; (3) the cerebellum; (4) a number of large nuclei located above brain-stem level—in the thalamus, basal ganglia, and basal forebrain; and (5) the cerebral cortex, the most modern and sophisticated component of the system. These central processors manage learning and memory storage of signals of every possible sort and also manage the integration of these signals; they coordinate the execution of complex responses to inner states and incoming stimuli—a critical operation that includes drives, motivations, and emotions proper; and they manage the process of image manipulation that we otherwise know as thinking, imagining, reasoning, and decision making. Last, they manage the conversion of images and of their sequences into symbols and eventually into languages—coded sounds and gestures whose combinations can signify any object, quality, or action, and whose linkage is governed by a set of rules called grammar. Equipped with language, organisms can generate continuous translations of nonverbal to verbal items and build dual-track narratives of such items.

SOCIAL AND EMOTIONAL FUNCTIONING Another coexisting regulatory problem may be how the child feels about himself and relates to other people. • Poor adaptability: The child may resist meeting new people, trying new games or toys or tasting different foods. He may have difficulty making transitions from one situation to another. The child may seem stubborn and uncooperative when it is time to leave the house, come for dinner, get into or out of the bathtub, or change from a reading to a math activity. Minor changes in routine will readily upset this child who does not “go with the flow.” • Attachment problem: The child may have separation anxiety and be clingy and fearful when apart from one or two “significant olders.” Or, she may physically avoid her parents, teachers, and others in her circle. • Frustration: Struggling to accomplish tasks that peers do easily, the child may give up quickly. He may be a perfectionist and become upset when art projects, dramatic play, or homework assignments are not going as well as he expects. • Difficulty with friendships: The child may be hard to get along with and have problems making and keeping friends. Insisting on dictating all the rules and being the winner, the best, or the first, he may be a poor game-player. He may need to control his surrounding territory, be in the “driver’s seat,” and have trouble sharing toys. • Poor communication: The child may have difficulty verbally in the way she articulates her speech, “gets the words out,” and writes. She may have difficulty expressing her thoughts, feelings, and needs, not only through words but also nonverbally through gestures, body language, and facial expressions. • Other emotional problems: He may be inflexible, irrational, and overly sensitive to change, stress, and hurt feelings. Demanding and needy, he may seek attention in negative ways. He may be angry or panicky for no obvious reason. He may be unhappy, believing and saying that he is dumb, crazy, no good, a loser, and a failure. Low self-esteem is one of the most telling symptoms of Sensory Processing Disorder. • Academic problems: The child may have difficulty learning new skills and concepts. Although bright, the child may be perceived as an underachiever.

Sensory Processing Disorder is difficulty in the way the brain takes in, organizes and uses sensory information, causing a person to have problems interacting effectively in the everyday environment. Sensory stimulation may cause difficulty in one’s movement, emotions, attention, or adaptive responses. SPD is an umbrella term covering several distinct disorders that affect how the child uses his senses. Having SPD does not imply brain damage or disease, but rather what Dr. Ayres called “indigestion of the brain,” or a “traffic jam in the brain.” Here is what may happen: • The child’s CNS may not receive or detect sensory information. • The brain may not integrate, modulate, organize, and discriminate sensory messages efficiently. • The disorganized brain may send out inaccurate messages to direct the child’s actions. Deprived of the accurate feedback he needs to behave in a purposeful way, he may have problems in looking and listening, paying attention, interacting with people and objects, processing new information, remembering, and learning.

The sensory roles of the anulospiral receptor and the tendon organ are absolutely central in this process of exerting and adjusting muscle tone. These devices establish the “feel” for length and tension, and it is this feeling which is maintained by the gamma motor system, the reflex arcs, and the alpha skeletal muscles. All of my muscle cells—both alpha and gamma—are continually felt by the mind as they work, whether most of these “feelings” ever reach my conscious awareness or not. And it is primarily these muscular feelings which supply my central nervous system with the constant information necessary to successfully combine the demands of free motion with those of basic structural stability. The sophistication required for this maintenance of structure and flexibility can be appreciated if we remember that almost any simple motion—such as raising the arm out to the side—changes either the length or the tension values in most of the body’s muscle cells. If one is to avoid tipping towards the extended arm, then the feet, the legs, the hips, the back, the neck, and the opposite arm all must participate in a new distribution of balance created by the “isolated” movement of raising the arm. The difficulties experienced by every child learning to sit, to stand erect, and to walk with an even gait attest to the complexity of the demands which these shifts in balance and tone make upon us. The entire musculature must learn to participate in the motion of any of its parts. And to do this, the entire musculature must feel its own activity, fully and in rich detail. Competent posture and movement are among the chief points of sensory self-awareness. The purpose of bodywork is to heighten and focus this awareness. It is the child’s task during this early motor training to experiment by trial and error, and to set the precise lengths and tensions—and changes in length and tension—in all his muscle fibers for these basic skills of standing and walking. This is the education of the basal ganglia and the gamma motor system, as learned reflex responses are added to our inherited ones. The lengths and rates of change of the spindle fibers are set at values which experience has confirmed to be appropriate for the movement desired, and then the sensorimotor reflex arcs of the spindles and the Golgis command the alpha motor nerves, and hence the skeletal muscles, to respond exactly to those specifications that have been established in the gamma system by previous trial and error. And this chain of events holds true not only for the actual limb being moved, but for all other parts of the musculature that must brace, or shift, or compensate in any way. In this complicated process, the child is guided primarily by sensory cues which become more consistent and more predictable with every repetition of his efforts.

The lower brain—including the pons and the brain stem—is primarily responsible for our “subconscious” processes, those many activities which are more complex and integrated than cord reflexes, but of which we are seldom aware. To begin with, many more sequences of simple reflexes are possible if the pons and the stem are left intact with the cord. The lower brain clearly assists the cord in fine-tuning responses, and in arranging them in the appropriate order so that they produce more integrated behavior. The complicated sequences of muscular contraction necessary for sucking and swallowing, for example, are monitored at this level. These are skills with which a human infant is born; their underlying circuits—and even more importantly, the correct sequence of operation of these circuits—is a product of early genetic development, not individual experience and learning. In general, the lower brain seems to share many of the “hard-wired” features of the spinal cord. Axons and synapses form organizational units that appear to be consistent for all individuals of the same species, and their activation produces identical, stereotyped contractions and motions. But the additional complexities of the lower brain appear to enable it to pick and choose more freely among various possible circuits, and to arrange the stereotyped responses with a lot more flexibility than is possible with the cord alone. For instance, it is in the lower brain that information from the semi-circular canals in the inner ear—the sensory organ for gravitational perceptions and balance—is coordinated with the cord’s postural reflexes. A stiff stance can be elicited from these postural reflexes by merely putting pressure on the bottoms of the feet; by adding information concerning gravity and balance to this stance, the same reflex cord circuits may be continually adjusted to compensate for shifts in equilibrium as we tilt the floor upon which the animal is standing, or as we push him this way or that. A rigid fixed posture is made more flexible and at the same time more stable, because compensating adjustments among the simple postural reflexes is now possible. The lower brain coordinates the movements of the eyes, so that they track together. It directs digestive and metabolic processes and glandular secretions, and determines the patterns of circulation by controlling arterial blood pressure. And not only does it give new coordination to separate parts, it influences the system as a whole in ways that cannot be done by the segmental arrangement of the cord.

Chronic abuse and neglect in childhood interfere with the proper wiring of sensory-integration systems. In some cases this results in learning disabilities, which include faulty connections between the auditory and word-processing systems, and poor hand-eye coordination.

This process of error correction is so fundamental to our biology that distinct circuits of the brain appear to coordinate learning that results from error. One of these error correction pathways involves the cerebellum.3 The cerebellum receives electrical information from a part of the brain stem called the inferior olive when a sensory prediction error occurs. The cerebellum uses these error signals to predict and correct for errors that might occur in the future.

To summarize, the movements we make are a bit more complicated than they might seem at first glance; they involve complex conversions between sensory predictions and motor actions. And the conversions themselves are constantly being tweaked as we learn more about ourselves and our environment. This learning is triggered by sensory prediction errors, or mismatches between what we expected to feel after moving and what we actually feel. Here we have explored this process of learning and culminated with the idea that to improve our future movements, our brain likely seeks advice from teaching systems embedded within our brain and spinal cord—namely, our reflexes.

Sexuality will remain a problem so long as it continues to be the isolated area in which the individual transcends himself and experiences spontaneity. He must first allow himself to be spontaneous in the whole play of inner feeling and of sensory response to the everyday world. Only as the senses in general can learn to accept without grasping, or to be conscious without straining, can the special sensations of sex be free from the grasping of abstract lust and its inseparable twin, the inhibition of abstract or 'spiritual' disgust.

When a child plays, he learns valuable skills that he will use as an adult.

What would we learn from an alien? It could be astonishing. We’d quickly find out if life necessarily needs a genetic code, a cell membrane, similar kinds of appendages, and familiar sorts of sensory organs.

"Find out more" interactives "Find out more" interactives appeal to visitors of all levels of interest—from those who just want to grasp the big picture to those who wish to dig deeper. Gaming interactives Gaming interactives appeal to those who learn by doing rather than being shown or told (sometimes referred to ask kinaesthetic learners). These do not need to be digital—many of the best game-based interactives are mechanical and kinetic. They are often a great way of helping visitors to see how dry content can be applied to more exciting scenarios. Environmental interactives Environmental interactives are immersive interactive experiences, often on a large scale, intended to connect with users in an emotional and awe-inspiring way by carrying a powerful, overarching message. Often, these pieces feel closer to art installations than interactives The main outcome of the interactive is often a sensory impression, rather than an intense learning experience.

In examining witnesses, I learned to ask general questions so as to elicit details with powerful sensory associations: the colors, the sounds, the smells, that lodge an image in the mind and put the listener in the burning house.

If you look around the room you are in right now, you will observe a great diversity of items, shapes, sizes, textures, colors, and functions, with all their associated nuances and subtleties. Every career, hobby, occupation, sport, industry, philosophy, plant, animal, object, event, and sensory experience–visual and otherwise–corresponds to a specific language. Language, in a word, is all-encompassing, and there are numerous registers, dialects, idioms, metaphors, and synonyms that express the same idea in multiple ways. “Mastering” one’s native language is a lifelong pursuit. Mastering a foreign language is an even taller order.

Stopping, calming and resting are preconditions for healing. If we cannot stop, we will continue on the course of destruction caused by unmindful consumption. To attain well-being, we need to take care not only of our bodies but also of our minds. Mindfulness practice is central to seeing the interdependence of mind and body. Learning to mindfully consume sensory impressions can help us reduce our craving, anger, fear, sadness and stress. Desire is a kind of food that nourishes us and gives us energy. If we have a healthy desire, such as a wish to save or protect life, care for our environment or live a simple, balanced life with time to take care of ourselves and our loved ones, our desire will bring us happiness. If we allow anger to come up in our mind consciousness and stay for a whole hour, for that whole hour we are eating anger. The more we eat anger, the more the seed of anger in our store consciousness grows. If you have a friend who understands you well and offers you words of comfort and kindness, the seed of loving-kindness will arise in your mind consciousness. We must learn to nurture wholesome seeds and to tame unwholesome ones with mindfulness, because when they return to the store consciousness, they become stronger regardless of their nature. When we water seeds of forgiveness, acceptance and happiness in the people we love, we are giving them very healthy food for their consciousness. But if we constantly water the seeds of hatred, craving and anger in our loved ones, we are poisoning them. We must find the source of our desire to eat too much of the wrong foods. Perhaps we eat out of sadness; perhaps we eat out of our fears for the future. If we cut the sources of nutriment for our sadness and fear, sadness and fear will wither and weaken and with them the urge to overeat. The Buddha said that if we know how to look deeply into our suffering and recognize its source of food, we are already on the path of emancipation. The way out of our suffering if through mindfulness of consumption - all forms of consumption and not just edible foods and drinks. When we pause with mindfulness, we recognize that our family member must be suffering somehow. If one is happy and peaceful, one would not behave with such anger. Mindfulness practice can help reveal this kind of insight. We should avoid associating with individuals and groups of people who do not know how to recognize, embrace and transform their energy of hate, discrimination or anger. In order to have the strength and energy to embrace painful feelings, we must nourish our positive feelings regularly. We should learn to treat our unpleasant feelings as friends who can teach us a great deal. Just like a mindfulness bell, unpleasant feelings draw our attention to issues and situations in our lives that ar enot working and that need our care. Proceeding with mindful observation, we will gain insight and understanding into what needs to be changed and how to change it.

Boys are boys and they do what they want. Women want things too sometimes, but mostly they’re just warm sensory boards for men to tweak and rub and learn about themselves and the world through.

Neurotypical brains engage in sensory adaptation and habituation: the longer they are in the presence of a sound, smell, texture, or visual cue, the more their brain learns to ignore it, and allow it to fade into the background. Their neurons become less likely to be activated by a cue the longer they are around it. The exact opposite is true for Autistic people: the longer we are around a stimulus, the more it bothers us.

From the moment you entered the world, you have been learning all the time, and as a baby and young child the speed and power of your learning were enormous. Most of this learning was unconscious, occurring through a simple cycle of learning that James Zull, a biologist and founding director of Case Western Reserve University Center for Innovation in Teaching and Education (UCITE), calls the exploration/mimicry learning process.2 This cycle uses only a limited part of the brain and the sensory and motor regions without intervening reflection and thinking. The child learns language in this way, mimicking and repeating the sounds of the mother’s voice. Through this process, we learn many complex skills from walking, talking, reading, and writing to even more sophisticated expert skills, such as medical diagnosis.

The lost soul is the consciousness that has dropped into the place where one human’s thoughts, emotions, and sensory perceptions of sight, sound, taste, touch, and smell are all synchronized. All these messages come back to one spot. Then the consciousness, which is capable of being aware of anything, makes the mistake of focusing on that one spot too closely. When the consciousness gets sucked in, it no longer knows itself as itself. It knows itself as the objects it is experiencing. In other words, you perceive yourself as these objects. You think you are the sum of your learned experiences.

Reference frames in the old brain learn maps of environments. Reference frames in the what columns of the neocortex learn maps of physical objects. Reference frames in the where columns of the neocortex learn maps of the space around the body. And, finally, reference frames in the non-sensory columns of the neocortex learn maps of concepts. To be an expert in any domain requires having a good reference frame, a good map.

Many people with ADHD suffer from bouts of overstimulation, in which a barrage of stimuli bombards them. ADHD symptoms may be triggered in crowded places like concert halls and amusement parks. The symptoms can be triggered by sensory overload, which causes a breakdown of concentration and the inability to filter out the stimuli.

brain-friendly training uses the following five general elements to enhance learning: 1. Positive emotional experiences 2. Multi-sensory stimulation and novelty 3. Instructional variety and choices 4. Active participation and collaboration 5. Informal learning environments

I first met this young client when he was eight years old. He was very shy with a calm disposition. He had been diagnosed with a sensory processing disorder and his parents had hired a special tutor. His mother and father were already clients of mine, and his mother was very conscientious with his diet. She was most concerned about his extreme fatigue, how difficult it was to get him up in the morning, and how difficult it was for him to fall asleep. He was also falling asleep at school. In addition, she was concerned he was having difficulty remembering his schoolwork. With sensory processing disorder, children may have difficulty concentrating, planning and organizing, and responding appropriately to external stimuli. It is considered to be a learning disorder that fits into the autism spectrum of disorders. To target his diet and nutritional supplementation, I recommended a comprehensive blood panel, an adrenal profile, a food sensitivity panel, and an organic acids profile to determine vitamin, mineral, and energy deficiency status. His blood panel indicated low thyroid function, iron deficiency, and autoimmune thyroid. His adrenal profile indicated adrenal fatigue. His organic acids test indicated low B vitamins and zinc, low detoxification capacity, and low levels of energy nutrients, particularly magnesium. He was also low in omega-3 fatty acids and sensitive to gluten, dairy, eggs, and corn. Armed with all of that information, he and I worked together to develop a diet based on his test results. I like to involve children in the designing of their diet. That way they get to include the foods they like, learn how to make healthy substitutions for foods they love but can no longer eat, and learn how to improve their overall food choices. He also learned he needed to include protein at all meals, have snacks throughout the day, and what constitutes a healthy snack. I recommended he start with a gut restoration protocol along with iron support; food sensitivities often go hand in hand with leaky gut issues. This would also impact brain function. In the second phase of his program, I added inositol and serotonin support for sleep, thyroid support, DHA, glutathione support (to help regulate autoimmunity), a vitamin and mineral complex, fish oils, B-12, licorice extract for his adrenals, and dopamine and acetylcholine support to improve his concentration, energy, and memory. Within a month, his parents reported that he was falling asleep easily and would wake up with energy in the morning. His concentration improved, as did his ability to remember what he had learned at school. He started to play sports in the afternoon and took the initiative to let his mom know what foods not to include in his diet. He is still on his program three years later, and the improvements

If you are one of those people who can’t hold a lot in mind at once—you lose focus and start daydreaming in lectures, and have to get to someplace quiet to focus so you can use your working memory to its maximum—well, welcome to the clan of the creative. Having a somewhat smaller working memory means you can more easily generalize your learning into new, more creative combinations. Because your learning new, more creative combinations. Having a somewhat smaller working memory, which grows from the focusing abilities of the prefrontal cortex, doesn’t lock everything up so tightly, you can more easily get input from other parts of your brain. These other areas, which include the sensory cortex, not only are more in tune with what’s going on in the environment, but also are the source of dreams, not to mention creative ideas. You may have to work harder sometimes (or even much of the time) to understand what’s going on, but once you’ve got something chunked, you can take that chunk and turn it outside in and inside round—putting it through creative paces even you didn’t think you were capable of! Here’s another point to put into your mental chunker: Chess, that bastion of intellectuals, has some elite players with roughly average IQs. These seemingly middling intellects are able to do better than some more intelligent players because they practice more. That’s the key idea. Every chess player, whether average or elite, grows talent by practicing. It is the practice—particularly deliberate practice on the toughest aspects of the material—that can help lift average brains into the realm of those with more “natural” gifts. Just as you can practice lifting weights and get bigger muscles over time, you can also practice certain mental patterns that deepen and enlarge in your mind.

counselors, often confuses stages, states, and lines. He mentioned that clients could move through all four stages (sensorimotor to formal operations) in a single counseling session. People do not actually develop through four (or even two) stages in a day. Rather, different lines of development may be differentially developed, so that a client may appear to exhibit very rudimentary development in one aspect (for example, morality) and advanced development in another (scientific or mathematical thinking). Similar phenomena (clients’ appearing to exhibit the qualities of different stages of development) can be accounted for by distinguishing between stages and states of consciousness. For example, a client may have a developmental center of gravity that hovers around the formal-reflexive mind but experience a state of panic or intense depression during which he resorts to the type of illogical and contrary-to-evidence thinking that characterize preoperational thinking. There are a few places where Ivey seems to distinguish between stages and states, as when he is describing a concrete operational client with whom the counselor finds various deletions, distortions, overgeneralizations, and other errors of thinking or behaving that “represent preoperational states” (1986, p. 163, italics added). This is an important point. The basic structures are not completely stable; otherwise, they would endure even under extreme stress. Hence, developmental waves are conceived of as relatively stable and enduring—far more stable and enduring than states of consciousness, but also far from rigidly permanent structures. Levels and Lines of Development Ivey also wrote of how clients cycle through Piaget’s stages of cognitive development: Each person who continues on to higher levels of development is also, paradoxically, forced to return to basic sensori-motor and pre-operational experience… . the skilled individual who decides to learn a foreign language … must enter language training at the lowest level and work through sensori-motor, preoperational, and concrete experience before being able to engage in formal operations with the new language. (Ivey, 1986, p. 161) People do not revert from the capacity for formal operational thinking to sensorimotor, except perhaps because of a brain injury or organic disorders of the nervous system. Piaget was very emphatic that cognitive development occurs in invariant stages, meaning that everyone progresses through the stages in the same order. At the same time, it is true that just because an individual exhibits formal operational thinking (a stage or level of cognitive development) in chemistry and mathematics does not mean that she automatically can perform at mastery levels in any domain, such as, in this case, a foreign language. This is another example of the utility of Wilber’s (2000e) distinguishing the sundry lines

When the brain is trying to process the auditory information and make sense of it, the vestibular system can help and the brain is trying to do just that…move! Therefore, you will see the child trying to get vestibular input via fidgeting in the seat, trying to stand up, rocking back on the chair, bouncing in the chair, etc. The brain thrives on movement to learn, attend, and process information. It is unfortunate that our society and educational system has decided that sitting still is the best way to learn.

If times or ages are mentioned in any activity, please take that as a guideline only. Children will learn the activity as it comes naturally to them. A thirty minute activity may take your child forty minutes. If the suggested age is four, but you have a three year old that can grasp the concepts do not let the recommendations hinder you. This information has not been provided for all activities. This is for a couple of reasons. One being that some of these activities span broader age ranges. The other is that while I find that sometimes it is useful to have an idea of where to start your child, it is better to look at your child in terms of ability and readiness rather than number of years. If times are included, they are meant for assistance in planning your day only. They are not in any way intended to be a marker for your child’s success. The activities have been divided up into the instructional areas of language, mathematics, sensory development and practical life skills. Many of these activities can serve as crossovers, allowing you to introduce multiple concepts at once. Some subjects such as cultural studies or science are included in practical life skills, since at this age that is primarily what those subjects encompass. Where applicable, additional skill areas have been included

Just as the discoveries of medication and surgery led to therapies to relieve a staggering number of conditions, so does the discovery of neuroplasticity. The reader will find cases, many very detailed, that may be relevant to someone who has, or cares for someone who has experienced, chronic pain, stroke, traumatic brain injury, brain damage, Parkinson’s disease, multiple sclerosis, autism, attention deficit disorder, a learning disorder (including dyslexia), a sensory processing disorder, a developmental delay, a part of the brain missing, Down syndrome, or certain kinds of blindness, among others.

The memory had borne its burial well, had returned to her intact, untarnished, fully dimensional, part of her living history, complete with visceral analogues—tastes, smells, sensations—actual voltage. It was a sightless memory, however, clothed in darkness, which she took to mean that the remembered events had taken place at night. Either that or the girl she had been was resolutely shut-eyed, had decided from the outset to curtail the offensive sensory input. Initially, the explosion within had been all pain and alarm, but later on she learned the trick of surrender, came to understand that...

So as soon as you think a new thought, you become changed—neurologically, chemically, and genetically. In fact, you can gain thousands of new connections in a matter of seconds from novel learning, new ways of thinking, and fresh experiences. This means that by thought alone, you can personally activate new genes right away. It happens just by changing your mind; it’s mind over matter. Nobel laureate Eric Kandel, M.D., showed that when new memories are formed, the number of synaptic connections in the sensory neurons that are stimulated doubles, to 2,600. However, unless the original learning experience is repeated over and over again, the number of new connections falls back to the original 1,300 in a matter of only three weeks. Therefore,

He read John Locke’s Essay Concerning Human Understanding and made an about-face in his approach to the problem of how people think and learn. He came to the conclusion that “knowledge” was not something divorced from the rest of life, but that a man’s senses helped to teach him truth. In other words, sensory experience and thinking must go together. Again, Edwards saw the importance of uniting the mind and the heart.

The first thing you should learn when pursuing spiritual consciousness is how to recognize and acknowledge the opposition -- who or what opposes your agenda?

You’ll never be happy until you learn to live your life for yourself. Don’t hurt anybody else in the process. Don’t willfully cause physical or psychological harm to another person. By choosing to live your life, you’re going to disappoint other people. Family members always want you to live by their ideals. They want you to become a product of whatever has brought them peace or solitude. They’re assuming that you will be looking for that as well, and because they love you, they want you to have it. People who live their life making someone else happy are usually the ones who have the highest risk of depression or suicide. They end up resenting the people they lived for. You’re actually doing them a greater service if you choose to live your own life. You have a right to your own happiness. You shouldn’t let anybody else dictate what that happiness should be.

Counsel: The holiness of the servant lies in his freeing his knowledge and his will. He should free his knowledge from fanciful, tangible, and imagined things, and from all perceptions which he shares with animals. His continuing study and his ranging learning should rather be concerned with eternal divine things that are quite free from having to come closer to be perceived by the senses, or move farther away so as to be hidden from them. So he will become free himself from all tangible and imagined things, appropriating from the sciences what would remain were one deprived of sensory organs and imagination, and so be refreshed by forms of knowledge that are noble, universal, and divine, concerned with eternal and everlasting objects of knowledge and not with changeable and imaginable individuals. As for his will, he should free it from revolving around human participations that stem from pleasure of desire or from anger, the enjoyment of food, sex, clothing, what can be touched or seen, or whatever pleasures come to him only by way of his senses and his body. In this way he will desire nothing but God-great and glorious; he well have no share except in God, no longing except to meet Him, no happiness except being near to Him. Even if paradise with all of its happiness were offered to him he would not turn his aspiration towards it, nor would the worlds [of heaven and earth] satisfy him, but only the Lord of these worlds. In sum, sensory and imaginary perceptions are shared with animals, and one should rise above them in favour of what is properly human. Animals also vie with man in human sensuous pleasures, so one should free oneself from them. The aspirant is as exalted as the object to which he aspires, as one who is intent on what enters his stomach is as valuable as what comes out of it, but whoever is intent on nothing except God-great and glorious-finds the level commensurate with his intent. And whoever elevates his mind above the level of imagined and tangible things, and frees his will from the dictates of passion, will lodge in the abundance of the garden of holiness.

Infants (one month to twelve months)—Infants benefit from having opportunities throughout the day to be active and outdoors. Physical activity encourages organization of the sensory system and important motor development. Toddlers (twelve months to three years)—Toddlers could benefit from at least five to eight hours worth of active play a day, preferably outdoors. They will naturally be active throughout the day. As long as you provide plenty of time for free play, they will seek out the movement experiences they need in order to develop. Preschoolers (three years to five years)—Preschoolers could also use five to eight hours of activity and play outdoors every day. Preschoolers learn about life, practice being an adult, and gain important sensory and movement experiences through active play. It’s a good idea to provide them plenty of time for this. School age (five years to thirteen years)—Young children up to preadolescence could benefit from at least four to five hours of physical activity and outdoor play daily. Children in elementary school need movement throughout the day in order to stay engaged and to learn in traditional school environments. They should have frequent breaks to move their body before, during, and after school hours. Adolescents (thirteen years to nineteen years)—Adolescents could benefit from physical activity three to four hours a day. Children in the teens still need to move in order to promote healthy brain and body development, regulate new emotions, and experience important social opportunities with friends out in nature.

Boys are boys and they do what they want. Women want things too sometimes, but mostly they're just warm sensory boards for men to tweak and rub and learne about themselves and the world through.