Pondering Our Thoughts

By David Stephen
In any condition of divergent neurodevelopment, how does thought transport in the brain and how does the memory pick, store, group and give thoughts?

Streamlining the expanse of neurodevelopmental challenges to thought and memory could be useful in modeling for answers against straggling stretches across cases.

How does thought emerge in the brain? How does thought transport? What parts of the memory start early? What does a regular memory look like from early on?

In the thalamus, there is integration of most senses, and relay to the cerebral cortex. Smell is integrated at the olfactory bulb and relayed among others to the orbitofrontal cortex.

There are integration elsewhere in the brain, like in the reticular formation and the angular gyrus. There are also multiple places where interpretation or processing may go, in parallel to or after the cortex.

In the observation of the mind, there is sense and know: see and know, smell and know, hear and know. Knowing anything is the memory.

So it is possible to see and not know, or to see, know, feel and react.

However, between see and know, there was integration.

So what was seen was integrated into a uniform unit then relayed to be known.

This unit is proposed to be thought or in the form of thought.

It is this unit of integration that goes to the memory, to be stored and grouped, to know things or update what is known.

Anything sensed that is known or recognized is because it was stored in the memory, and the identification of how to know, or wonder what it might be is with thought or a form of thought.

It is thought that goes to where feeling effects are, such as happiness, sadness, anger, fear and so on. It is thought that proceeds from there to where reactions to effects are like smiling, frowning, kicking, clapping and so on.

Simply put, it is active thoughts that go to brain centers to show activity — seen in neuroimaging. There are also passive thoughts that often interchange with active.

Process: sense — conversion to thought — memory store or group — feeling effect — reaction.

Now, what goes on with thought emergence and transport, and what goes on in the memory during neurodevelopment deviation?

Lack of focus and attention could be a much shorter time between the interchange of passive thoughts to active. Normally, passive thoughts are numerous and there is just one active thought, at any moment of the mind. Passive thought does not mean lack of activity, but only active thoughts goes to where feelings are, then for reaction.

There is also memory priority for active thought, as passive thoughts continue in the background.

Since everything the memory stores is in a form of thought, all internal and external senses — convert to thought for the memory to take and give how they work — at intervals, so everything has to become active per cycle.

Most things sensed become passive thoughts, only a few become active directly or with a change. So things can be seen and known but not thought about actively or get foremost attention, since nothing is wrong with or from {say} the window.

In the memory thoughts could be given {hyper-regularly}, towards the destination of feeling effect, interfering with incoming thoughts for focus on the moment. This thought could be an advantage for certain activities or disadvantage. There is also a shaping of destination for felling effect that is different across people.

Though thoughts emergence, their form, shape, size, speed, type and design carry a lot of power in neurodevelopment, the overall control is the memory, including for learning disabilities and conduct disorders. How the memory picks, stores, groups, regroups and gives thoughts vary widely.

Thoughts cannot be seen currently by neuroimaging {like what they are to the mind} or its unit measured, but they have operational contrasts.

Imagination is a form of thought, inner voice, other people’s voice replayed in the head, internal thoughts from the memory, reading voice, thoughts equivalent of respective senses.

Words could make happier or hurt more than a situation because the thought version of words, in the brain, could be lighter or faster than other senses.

After thought emerges, it goes through what is proposed as an individuality part of the brain — unique to everyone. This part may have a large place in one spot, or be scattered around but they bear influence on why everyone sees, uses, or does anything differently. In neurodevelopment, this part could also be further shaped differently.

There is also a commonality part, for what can be termed as what shapes with nurture, environment, social and so on. This commonality part may also be part of a condition, with variance.

Model

In the known conditions of neurodevelopment, where does thought emergence and transport fit? How does memory store, giving and picking fit?

Placing and measuring these would submit a view into the mind, using these specifics — to understand how external relations are operated.

This may also become useful to better approaches of care and tailored senses for input, targeting specific transport of thought or changes.

Neurodevelopment problems are complex, but thoughts and the memory are branches for answers.

Stephen blogs at troic.medium.com