The Parietal Lobe Language Wired to Brainstem Body Senses

Our spatial awareness of the spatial world affects every aspect of our development, including our language and social interactions. It may seem like an odd thought that our language and social relationships hinge on our perception of space. What at first may seem like a bizarre idea may become clearer if we look at the language we use when interacting with others. Our English language uses spatial words to discuss our relationship with others. For example:

                Young people need to find themselves.

                We have to face ourselves.

                We  get around what others say.

    We should try and stand in his or her shoes.

                We need to into another’s perspective.

                We may need a go between.

                We stand behind our friends.

The italicized words are at their root about space. Because our development in space is such a fundamental one, it is sometimes difficult to see how much we depend on it. It is only when we experience those with a lack of body sense development that we can understand. 

The direct developmental link of the reflexes to body sense awareness in the parietal lobe and its interaction with the Wernicke's area of speech processing is the quickest way to improve language processing issues. For more information sponsor or attend Fusion Training course: Reaching Out: Body Space, Language and Social Interaction.

April is Autism Awareness Month Part 1

Mind sharing develops in a sequence and in relationship to verbal and nonverbal language. Most people on the autism spectrum have delay in these areas. Both developments depend on a well functioning sensory-motor-reflex system.

Mind sharing for a newborn is undifferentiated. All is one mind and being: the baby, the parents, the environment.

As a baby develops into toddlerhood, the self-mind develops. The toddler learns to understand her own mind and responses with "Me!" and "Mine!" All others are considered part of the toddler mind and therefore should always know its needs and wants.

As time goes on the young preschooler now knows that you have a different mind and that she must ask endless questions to find out what is in your seemingly Olympian mind. The preschooler doesn't know your mind, but still believes that you know hers. She believes that mother knows what she did even if she wasn't there.

Then one big day, the child realizes that minds are separate and that others can't see into her mind. Now she realizes that she can tell an untruth and others will not know. As she grows older, she realizes that when she plays and share minds with others, she sees all new visas, making social interactions irresistable. She finds that each person is a surprise treasure box ready to be opened.