Spatial Awareness Quotes

It is generally recognized that women are better than men at languages, personal relations and multitasking, but less good at map-reading and spatial awareness. It is therefore not unreasonable to suppose that women might be less good at mathematics and physics. It is not politically correct to say such things....But it cannot be denied that there are differences between men and women. Of course, these are differences between the averages only. There are wide variations about the mean.

She'd learned since rescuing it a couple of days ago that this particular cat was not like most others; it lacked all grace and spatial awareness, as evident by its current path of evacuation. Streaking off in the direction of the bedroom, it managed to hit the sofa, the base of a standing lamp, and the door frame before making good its escape. Chloe had decided that this nervous clumsiness marked the two of them as a fated pair.

t is generally recognized that women are better than men at languages, personal relations and multitasking, but less good at map-reading and spatial awareness. It is therefore not unreasonable to suppose that women might be less good at mathematics and physics. It is not politically correct to say such things....But it cannot be denied that there are differences between men and women. Of course, these are differences between the averages only. There are wide variations about the mean.

It was the merit of Gestalt psychology to make us aware of the remarkable performance involved in perceiving shapes. Take, for example, a ball or an egg: we can see their shapes at a glance. Yet suppose that instead of the impression made on our eye by an aggregate of white points forming the surface of an egg, we were presented with another, logically equivalent, presentation of these points as given by a list of their spatial co-ordinate values. It would take years of labour to discover the shape inherent in this aggregate of figures - provided it could be guessed at all. The perception of the egg from the list of co-ordinate values would, in fact, be a feat rather similar in nature and measure of intellectual achievement to the discovery of the Copernican system.

The small town endures as the national attic of American social and spatial consciousness, a sort of frame through which further vistas are invariably viewed and twisted to fit.

You really need better spatial awareness.” A familiar, deep voice from behind her made her jump out of her skin. Feeling almost numb, she turned to find Graysen West standing there—and looking way too sexy for his own good. Or for her own good. She’d thought she was completely alone in the elevator. She blinked once. Yep, he was still there. Well over six feet of raw masculinity, bright blue eyes she could drown in, and a disapproving frown that somehow made him look sexy. Isa felt almost possessed as she lashed out. A year of built-up anger and hurt came bursting to the surface. Her arm was moving before she’d processed what she was doing but when her fist connected with his nose, she cursed at the pain that jolted through her hand. Punching someone hurt.

Several defining aspects of focal order condition our awareness of it. The first of these conditions is the temporal immediacy of the continuing present: order is always located in the “very now.” The second condition is spatial immediacy: order starts here and goes there. Third, focal order is always collaborative: all relations, while they are intrinsic and thus constitutive, are also projective and recursive. And finally, equilibrium in one’s disposition allows one to contextualize events on their own terms and to achieve an optimally productive harmony.

Length, I want to suggest, has a peculiar significance for the reader of a Victorian novel and especially so if we are concerned with an awareness of it as a book; a physical object held in the hand... The distinctive achievement of novels like Bleak House and Middlemarch is an expanding density and complexity towards the creation of a realised and felt fictional world. Their imaginative breadth demands both a spatial freedom and temporal capacity equal to the creative intention... The Victorian novel, then, assumes through its length the possibility of a completed and enclosed fictional world. The reading experience, through a linear and sequential development will be, quite obviously, distinct from, say Ulysses or Finnegans Wake. It is what Josipovici has called the 'swelling continuity' of Victorian narrative, a form which encourages a particular kind of reading response: Reading an intricately plotted nineteenth-century novel is very much like travelling by train. Once one has paid for one's ticket and found one's seat one can settle down in comfort and forget all everyday worries until one reaches one's destination, secure that one is in good hands

The physical structure of the Internet presents a suggestive story about the concentration of power - it contains "backbones" and "hubs" - but power on the Internet is not spatial but informational; power inheres in protocol. The techno-libertarian utopianism associated with the Internet, in the gee-whiz articulations of the Wired crowd, is grounded in an assumption that the novelty of governance by computer protocols precludes control by corporation or state. But those entities merely needed to understand the residence of power in protocol and to craft political and technical strategies to exert it. In 2006, U.S. telecommunications providers sought to impose differential pricing on the provision of Internet services. The coalition of diverse political interests that formed in opposition - to preserve "Net Neutrality" - demonstrated a widespread awareness that control over the Net's architecture is control of its politics.

2Do not mistake these multiple trends--the energy flows of metropolitan growth, the new taste for tea, the nascent, half-formed awareness of mass behavior--for mere historical background. The clash of microbe and man that played out on Broad Street for ten days in 1854 was itself partly a consequence of each of these trends, though the chains of cause and effect played out on different scales of experience, both temporal and spatial. You can tell the story of the Broad Street outbreak on the scale of a few human human lives, people drinking water from the a pump, getting sick and dying over a few weeks, but in telling the story that way, you limit its perspective, limits its ability to convey a fair account of what really happened. Once you get to the why, the story has to widen and tighten at the same time: to the long duree of urban development, or the microscopic tight focus of bacterial life cycles, These are causes, too.

While the visual areas of the brain are active, other areas involved with smell, taste, and touch are largely shut down. Almost all the images and sensations processed by the body are self-generated, originating from the electromagnetic vibrations from our brain stem, not from external stimuli. The body is largely isolated from the outside world. Also, when we dream, we are more or less paralyzed. (Perhaps this paralysis is to prevent us from physically acting out our dreams, which could be disastrous. About 6 percent of people suffer from “sleep paralysis” disorder, in which they wake up from a dream still paralyzed. Often these individuals wake up frightened and believing that there are creatures pinning down their chest, arms, and legs. There are paintings from the Victorian era of women waking up with a terrifying goblin sitting on their chest glaring down at them. Some psychologists believe that sleep paralysis could explain the origin of the alien abduction syndrome.) The hippocampus is active when we dream, suggesting that dreams draw upon our storehouse of memories. The amygdala and anterior cingulate are also active, meaning that dreams can be highly emotional, often involving fear. But more revealing are the areas of the brain that are shut down, including the dorsolateral prefrontal cortex (which is the command center of the brain), the orbitofrontal cortex (which can act like a censor or fact-checker), and the temporoparietal region (which processes sensory motor signals and spatial awareness). When the dorsolateral prefrontal cortex is shut down, we can’t count on the rational, planning center of the brain. Instead, we drift aimlessly in our dreams, with the visual center giving us images without rational control. The orbitofrontal cortex, or the fact-checker, is also inactive. Hence dreams are allowed to blissfully evolve without any constraints from the laws of physics or common sense. And the temporoparietal lobe, which helps coordinate our sense of where we are located using signals from our eyes and inner ear, is also shut down, which may explain our out-of-body experiences while we dream. As we have emphasized, human consciousness mainly represents the brain constantly creating models of the outside world and simulating them into the future. If so, then dreams represent an alternate way in which the future is simulated, one in which the laws of nature and social interactions are temporarily suspended

Unlike the mind, witnessing awareness is an unlimited perspective. It’s a clarity infinitely more subtle than space. It’s not made of vibrational energy, so it has no energetic limits. It’s not physical, so it has no spatial borders. You never directly experience witnessing awareness to have any limitations at all. In your direct experience (which happens from the vantage point of witnessing awareness), you never know or perceive anything like an edge at which things stop. There’s no border with unexperienced objects on the other side. You never experience the unexperienced. After a while, you stop being sure that there are objects outside of awareness. It feels as if the mind has limits but awareness has no limits. When you look at experience and there no longer seems to be anything external (or internal) to witnessing awareness, witnessing awareness has finished its task as a teaching tool. Sooner or later it dissolves into happiness and contentment, with no sense of identity whatsoever. Not even “I am awareness.” There’s no sense of localization or individuation. As this stabilizes, the entire notion of the “witness” is no longer needed. Witnessing and appearing no longer seem to apply to experience. This is sometimes called the “collapse” of the witness, and it’s equivalent to non-dual realization.

To test these ideas, Dr. Mario Beauregard of the University of Montreal recruited a group of fifteen Carmelite nuns who agreed to put their heads into an MRI machine. To qualify for the experiment, all of them must “have had an experience of intense union with God.” Originally, Dr. Beauregard had hoped that the nuns would have a mystical communion with God, which could then be recorded by an MRI scan. However, being shoved into an MRI machine, where you are surrounded by tons of magnetic coils of wire and high-tech equipment, is not an ideal setting for a religious epiphany. The best they could do was to evoke memories of previous religious experiences. “God cannot be summoned at will,” explained one of the nuns. The final result was mixed and inconclusive, but several regions of the brain clearly lit up during this experiment: •  The caudate nucleus, which is involved with learning and possibly falling in love. (Perhaps the nuns were feeling the unconditional love of God?) •  The insula, which monitors body sensations and social emotions. (Perhaps the nuns were feeling close to the other nuns as they were reaching out to God?) •  The parietal lobe, which helps process spatial awareness. (Perhaps the nuns felt they were in the physical presence of God?) Dr. Beauregard had to admit that so many areas of the brain were activated, with so many different possible interpretations, that he could not say for sure whether hyperreligiosity could be induced. However, it was clear to him that the nuns’ religious feelings were reflected in their brain scans. But did this experiment shake the nuns’ belief in God? No. In fact, the nuns concluded that God placed this “radio” in the brain so that we could communicate with Him. Their conclusion was that God created humans to have this ability, so the brain has a divine antenna given to us by God so that we can feel His presence. David Biello concludes, “Although atheists might argue that finding spirituality in the brain implies that religion is nothing more than divine delusion, the nuns were thrilled by their brain scans for precisely the opposite reason: they seemed to provide confirmation of God’s interactions with them.” Dr. Beauregard concluded, “If you are an atheist and you live a certain kind of experience, you will relate it to the magnificence of the universe. If you are a Christian, you will associate it with God. Who knows. Perhaps they are the same thing.” Similarly, Dr. Richard Dawkins, a biologist at Oxford University and an outspoken atheist, was once placed in the God helmet to see if his religious beliefs would change. They did not. So in conclusion, although hyperreligiosity may be induced via temporal lobe epilepsy and even magnetic fields, there is no convincing evidence that magnetic fields can alter one’s religious views.

This meant he belonged to a special subcategory of human called a “teenager,” the chief characteristics of which were a weakened resistance to gravity, a vocabulary of grunts, a lack of spatial awareness, copious amounts of masturbation, and an unending appetite for cereal.

the left hemisphere is responsible for sequence, logic, speech, analysis and numeracy; while the right is involved with imagination, colour, rhythm, dimension and spatial awareness.

the left hemisphere is responsible for sequence, logic, speech, analysis and numeracy; while the right is involved with imagination, colour, rhythm, dimension and spatial awareness

How, then, are we to explain this intermingling of Soul and Matter in a manner consistent with our current understanding of the nature of Matter? We can’t, of course. For Soul is not a substance; it cannot be described in a way similar to material particles or to photons or wave frequencies. It leaves no physical imprint; it requires no medium; I suspect it has no spatial or temporal signature at all. It is utterly undemonstrable to the senses. It is a Divine and eternal Consciousness which, despite its non-material nature, permeates and interacts with the world of phenomenal reality; and which, though undetectable by the senses, is clearly perceived subjectively as human awareness.

Even the tail of the Sphinx is wrapped around its right hind paw signaling thereby the Earth's direction of rotation as we see with Menkaure's spatial lag (i.e., longitudinal and hence related to the Sunrise) in reference to the other two pyramids. With all other clues popping up in my research, this adds up to the evidence that there were a certain type of knowledge which the later generations of the ancient Egyptians were not aware of even though the structures and monuments of Egypt testified for its presence as we especially observe on the Sphinx. This is an unequivocal manifestation of the loss of that knowledge as a consequence of rebellion and revolution instead of uninterrupted inheritance and authentic tradition.

he belonged to a special subcategory of human called a “teenager,” the chief characteristics of which were a weakened resistance to gravity, a vocabulary of grunts, a lack of spatial awareness, copious amounts of masturbation, and an unending appetite for cereal.

The Marland definition of giftedness (page 499) broadened the view of giftedness from one based strictly on IQ to one encompassing six areas of outstanding or potentially outstanding performance. The passage of Public Law 94–142, the Education for All Handicapped Children Act, in 1975 led to an increased interest in and awareness of individual differences and exceptionalities. PL 94–142, however, was a missed opportunity for gifted children, as there was no national mandate to serve them. Mandates to provide services for children and youth who are gifted and talented are the result of state rather than federal legislation. The 1980s and 1990s: The Field Matures and Provides Focus for School Reform Building on Guilford’s multifaceted view of intelligence, Howard Gardner and Robert Sternberg advanced their own theories of multiple intelligences in the 1980s. Gardner (1983) originally identified seven intelligences—linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal (see Table 15.2). Describing these intelligences as relatively independent of one another, he later added naturalistic as an eighth intelligence (Gardner, 1993). Sternberg (1985) presented a triarchic view of “successful intelligence,” encompassing practical, creative, and executive intelligences. Using these models, the field of gifted education has expanded its understanding of intelligence while not abandoning IQ as a criterion for identifying intellectually gifted children. A Nation at Risk (National Commission on Excellence in Education, 1983) described the state of education in U.S. schools as abysmal. The report made a connection between the education of children who are gifted and our country’s future. This commission found that 50 percent of the school-age gifted population was not performing to full potential and that mathematics and science were in deplorable conditions in the schools. The message in this report percolated across the country and was responsible for a renewed interest in gifted education as well as in massive education reform that occurred nationally and state by state.

I was in the Boy Scouts for half a year. Why I left isn’t important. Okay fine, there was an incident during a camping trip with a raccoon I’d rather not get into right now, but the point is that I’ve got really good spatial awareness.

Become aware of the physical distance and spatial orientation that you experience while in the company of others. Being empathetic and sensitive to a person’s physical comfort zone can have a huge effect on the way in which you are received and perceived.

Guardiola remained a lanky teenager with little muscle mass, the opposite of the ideal footballer’s stature. But great art is always born of frustration and since he lacked the pace and strength to overcome the opposition, he substituted physical power with the power of the mind: instinctively developing a sense of spatial awareness that was second to none. He was capable of leaving behind three players with one pass, widening or narrowing the field at will, so that the ball always travelled more than the player. Usually when children start to play football, they want to learn to dribble. Guardiola didn’t: he learnt how to pass the ball.

Because interiority focuses on the inside-outside aspect of hygge, it introduces the important theme of contrast. When we hygger there is a sense of distance between us and the outside world, a contrast between the feeling that we are at the still axis of a moment of pleasure and our awareness of ever-moving life around us. Our experience of contrast is heightened by spatial, temporal and social conditions - inside versus outside, shelter versus exposure, warm versus cold, day versus night, light versus shadow, stillness versus activity, indulgence versus restraint, relaxation versus work, independence versus society, equality versus hierarchy, peace versus conflict.

Analogous to spatial navigation, two forms of hippocampus system-dependent memories can be distinguished. These are personal experiences (episodic memory or memory for specific instances) and memorized facts (semantic memory or memory for statistical regularities). We are consciously aware of both types and can verbally declare them, so together they are called declarative memories.

Jon and Martin are here as well, so it could almost be called a double date. If Gerry and Elias were dating. Which they aren’t. It could probably be called a double date regardless. There’s not really a term for “out to the zoo with my best mate, his boyfriend, and the dickhead I’ve been shagging for almost a year now,” which is a real failure of the English language, or imagination on the part of English speakers. Maybe German’s got a sixty letter compound word to cover it. He’ll have to look into that when he’s not otherwise occupied with walking about a place full of children with limited spatial awareness.

Another type of categorisation some psychologists have come up with is to differentiate the learning styles of individuals as auditory-sequential learning and visual-spatial learning (Silverman, 2002; Webb et al., 2005).

the left hemisphere of the brain is more specialised in processing linguistic and sequential information, while the right hemisphere is better in dealing with visual and spatial information. In other words, learners with the preference of auditory-sequential style predominantly use the left hemisphere, while the learners with the visual-spatial preference mostly use the right hemisphere.

two-thirds of the population possess primarily auditory-sequential characteristics, while the other one-third has predominantly visual-spatial characteristics.

The concrete experience stage of Kolb’s experiential learning cycle plays a predominant role in didactic approach, as learners are expected to hurriedly absorb information into their heads through sensory cortex, mostly by auditory means. There will be less time, if at all, expended on reflective observation and abstract conceptualisation stages. All the learners are expected to commit the information divulged to memory in an identical manner promoting conformity ahead of creativity (Kaufman & Gregoire, 2016); there will be no encouragement for unique, personalised knowledge creation internally in the head of the learner. Further, the teacher demonstrates an authoritative role, resembling knowing everything (as an omnipotent god) and attempting to fill the empty heads of students with something disregarding the notions of social-emotional learning altogether. Didactic teaching-learning environments have a negative impact more specifically on visual-spatial or creative/gifted learners, firstly because they usually resist authoritarianism, possibly due to their higher sensitivity levels, and secondly because they tend to grasp knowledge slowly in a deeper sense via reflective observation and abstract conceptualisation phases; visual-spatial learners will be more relaxed and emotionally stable in a nonauthoritative environment with an appropriate pace of presentation that would help them to think/reflect/conceptualise in pictures and objects than pure auditory means.

visual-spatial learning styles, do not do their best in timed tests and/or multiple-choice question tests, especially if not appropriately constructed (Silverman, 2002). These students are usually better abstract thinkers, and the said type of assessment would, in many cases, not test their abilities appropriately (mostly they are set purely as memory recall test or at least students’ approach them in that way especially because of the time constraints).

Auditory-sequential learners are able to engage in learning despite emotional setbacks, while the learning of visual-spatial learners is heavily dependent on emotional stability.

relation to mathematical abilities, visual-spatial learners are better in mathematical reasoning, while auditory-sequential learners are good in arithmetic.

visual-spatial learners have a tendency to be categorised as gifted and creative individuals who usually show a very high level of emotional and other sensitivities.

findings that visual-spatial learners, or creative/gifted learners, as they are highly likely to be categorised, are more likely to develop negative images of themselves as well as of society at large, when their requirements/values/ideals and preferences are not met for a prolonged period of time.

improved intrapersonal and interpersonal intelligence help individuals to develop better peer relationships and engage in collaborative work with better engagement or more productively. Clearly the existence of different forms of multiple intelligence highlight the functions of different parts of the brain as well as integrative operations of some of these functions (Siegal, 2011; Siegel, 2015); for example, linguistic and logical processing involves the left hemisphere, while the spatial and musical functioning mainly uses the right hemisphere (Silverman, 2002).

In relation to these learning styles, psychologists have also identified other associated psychological, neurological, and personality characteristics. The students with preferences for the auditory-sequential learning style are more inclined to have extrovert personalities, while the students who prefer the visual-spatial learning style are inclined to possess introvert personalities. Extrovert personalities are more outgoing, engage in discussions, and respond easily, even with relatively unknown people, and they enjoy social activities with a large number of participants. On the contrary, introverts prefer attending to things on their own with less interaction with others, especially with relatively unknown people, and dislike social activities with large attendance. Auditory-sequential learners are good in analysis and pay more attention to specific detail; they approach solving a complex problem by dividing it into smaller parts. On the other hand, visual-spatial learners are good synthesisers, who can relate different perspectives to form an answer and are better at seeing the big picture or are holistic. As we would expect, auditory-sequential learners deal better with the concept of time and are better organised, while visual-spatial learners are relatively less competent with the concept of time. Auditory-sequential learners think in words and are better in rote memorisation; visual-spatial learners think in pictures and need to relate contextual meanings with pictures and, as a result, struggle with rote memorisation. That is, auditory-sequential learners have better auditory short-term memory, while visual-spatial learners have better visual long-term memory. Further, since they think in pictures, visual-spatial learners take a relatively longer time to process and relate information to contexts; once they do that, this contextual information is retained longer in memory.

Using the characterisation of left and right hemispheric functions of the brain (Silverman, 2002), we can infer that concrete experience and active experimentation tasks mainly use the left hemisphere of our brain, while reflective observation and abstract conceptualisation activities use the right hemisphere; former functions may require detailed descriptions and a sense of time, while the latter probably needs to understand the big picture in the process of integrating and may not need to be concerned about the time or sequencing. In other words, we can infer that those who prefer auditory-sequential learning may prefer the concrete experience and active experimentation stages of the Kolb cycle, while visual-spatial learners may prefer the reflective observation and abstract conceptualisation stages.

He was fifteen years old. This meant he belonged to a special subcategory of human called a “teenager,” the chief characteristics of which were a weakened resistance to gravity, a vocabulary of grunts, a lack of spatial awareness, copious amounts of masturbation, and an unending appetite for cereal.

What is our political and ethical relationship to other-than-human beings and matter? As I have argued (Ranta-Tyrkkö, 2017), currently social work professional codes of ethics focus largely on worker–client relationships in the present tense. In so doing, they limit, rather than empower, attempts to think about and practice social work with a broader spatial (for example, more than national) and temporal (for example, intergenerational) awareness, and in more collective (and not individualist and human-only centred) ways.

in the UK and Elemental [Fig.2.4] in Chile, both of whom are acutely aware of the need to understand and intervene in the micro-economics and social networks at stake in the design and production of any environment.

A pilgrimage in search of the present moment is a pilgrimage for awareness. To borrow a spatial analogy, we’re already there. Only we aren’t aware of it. When we’re not aware of it, we think there’s something we lack, something we have to do. We think in terms of mathematics. We think we have to add or subtract something from the present moment to be happy. But nothing can be taken from, or added to, what is.

The spinothalamic system, on the other hand, runs through the “grey matter” of the cord, so named because it has no white fatty insulation sheaths around its axons. Their spatial orientation is not nearly so carefully preserved at all levels, and they make many more internuncial synaptic junctions on their way up the cord. Their transmission speed is roughly one-fifth of that of the dorsal tract. This system carries impulses which announce pain; thermal sensations, both hot and cold; crude touch sensations that are not acutely localized; pressure sensations that do not rely upon fine distinctions; kinesthetic sensations having to do with chronic conditions, or the body at rest; tickles and itches; and sexual sensations. It is a fact of considerable significance to our reflex responses that pain sensations are carried exclusively by the slower spinothalamic pathway. This means that more neutral and at the same time more detailed sensory information will always reach the spinal circuits and the cortex slightly before the stab of pain arrives. This gives us a brief moment to assess the location and the cause of the pain before we react, so that our reflex withdrawal can be more appropriately tailored to the actual source of the pain and more effectively directed; that is, so that we will be able to assess the intensity of the burn, and will be sure to jerk away from the flame rather than towards it, and will arrest our jerk before we crash into the wall. This time lag gives a special role to general tactile sensations—including body work—when we are in pain. It means that it is possible to bombard the consciousness with more rapidly transmitted and more detailed touch sensations which tend to displace the pain response from the foreground. This is why rubbing the spot that hurts, or jumping up and down, or shaking the injured hand are often effective for alleviating pain. This is the principle behind the mother’s instinctual rocking and stroking of her hurt child, and it is a principle that can be turned to great advantage in bodywork. If the rest of the body can be inundated with touch sensations, particularly pleasurable ones, the part that is in pain can be shifted away from the mind’s central focus. On the other hand, this very same mechanism presents a danger: By keeping ourselves busy, and by forcing our attention onto other matters, it is possible to suppress pain signals which may be very important, possible to bury our awareness of threatening conditions beneath a layer of faster, more acute, but more trivial sensations. The mind’s mechanisms of selection and focus can play tricks that are nasty as well as ones that are helpful. One of the principal strengths of bodywork is that it can generate the sensory information—the self awareness—that is necessary for the individual to identify and gain control over conflicting tendencies of this kind.

The left hemisphere (controlling the right side of the body) is spoken of as ‘masculine, profane, active, intellectual, analytical, linear, sequential and causal.’ The right hemisphere (associated with the left side of the body) is considered to be ‘feminine, sacred, receptive, intuitive, holistic, non-linear, simultaneous, spatial and acausal.’ And, of course, contemporary human consciousness is regarded as an integration of both modes, each occupation or discipline involving the dominance of some aspect of one or the other. In fact the two vital aspects of this dichotomy are that the reflection into consciousness of the Senses of the Body which serve the intellect, take place in the left lobe; while the Senses of the Spirit which serve the soul, occur in the right. The craftmasons of the Middle Ages were aware of supersensible realities to which the physical senses are blind. In this manner they were able to perceive the spiritual background of physical existence. In this respect they regarded the right hemisphere of the brain as a counterpart of the left hemisphere with which man reflects with intellec tual faculties upon the three-dimensional world in which he lives. For they conceived the right hemisphere as the framework for the spiritual faculties through which man orientates himself within the higher dimensions of the spiritual world visible to the senses of the spirit.

He was fifteen years old. This meant he belonged to a special sub-category of human called a ‘teenager’, the chief characteristics of which were a weakened resistance to gravity, a vocabulary of grunts, a lack of spatial awareness, copious amounts of masturbation, and an unending appetite for cereal.