Volume 4, Issue 9, November 1, 2013
From the start of our inception and continually throughout our lives we perceive, digest, integrate, relate, make decisions, take actions, and interpret the things we observe or visualize. However, our sight is not the only thing we observe; we observe with the other senses, we observe by touch, smell, taste, hearing, and of course we observe by sight. Our five magnificent senses are profound in their intricate functioning and distribution (http://aida-garcia.hubpages.com/hub/Engaging-the-Five-Magnificient-Senses).
In our infancy, the sense of perception (depth perception) is at its peak in its mental processes, and it is in a meticulous state where it is integrated into our consciousness. A baby when able to see is observing by sight the depth and space of objects, its spatial functioning is performed before decisions are made, and the baby will judge the area that is around them, in an effort to try to determine where they could step or crawl to get around or touch and grasp particular objects.
The first place besides the visual cortex in the brain or mind is the Sensory Cortex where we draw from the five senses and it is stimulated to perform a behavior or action and functioning command touching off neurons all at once, and of course it is either interpreting to either store as a routine this event or to store the event as a memory. Then the functioning continues onto the supplementary motor area, where the child places its control and stability functioning to work. At this point, the functioning of the Neo Cortex starts to perform where it navigates the body, senses especially the vision of the infant for spatial awareness and performs the essential motor skills of movement and spatial decisions.
The infant mind-brain at an early age of two months or more, is trying to determine spatial and solid fixes to respond and carry out a function that it either recognizes as something in its memory or is a routine, or if it is a completely new or learned behavior. This revealing three-dimensional view of the world is an instinct carried out in performance by the visual senses. It is called a monocular cue (http://www.encyclopedia.com/topic/Depth_perception.aspx). It is the first process of the learned behaviors that an infant is exposed to in a spontaneous setting where it is further developed by the infant or it could also be a new behavior an adult learns, like those learned in an educational setting. The neuron is fresh and unobstructed from being used before and is not an older brain neuron pathway. When an adult develops new neurons they are so varied and they do not have the capacity that they had when they were an infant in their development of new neurological pathways, and it is still an intricate, meticulous and precise process.
An adult cannot perform this function like an infant and perception (seeing) in spatial and sensory perceptions is flawed. The reason it is flawed is because our brain is telling us it recognizes some of the behaviors or events that we visualize but we are not actually seeing in its infant state where it was keen and unobstructed in our depth perception. Our perception with our vision as an adult is not as acute and as keen, as it was when we were infants. So perception as we visualize it, it may not always be as precise as we want it to be. In addition, to the fact when we were infants this function was precise, and we do not maintain pre-conceptions, or judgments that we acquired as an adult. This is an occasion when and where the mind or brain is sending a signal of recognition and measure, when it is functioning or performing a search of previous events. Our minds articulate and try to perform the routine functions before other functions because it is pre-programmed into our neurological pathways.
At the time of an infant’s development the baby continually grows its neurological network at a rate of 3 billion neurological pathways a second and in some cases an eight month old baby has a capacity to maintain a 1,000 trillion neurological network as opposed to the adult who is able to maintain a 500 trillion neurological network. That is a huge reduction from 500 trillion to 1,000 trillion. The mind-brain is an amazing super-computer that is continually performing and firing off neurons in every direction and it continually is growing when learning new routines.
In considering the amount of neurological pathways it gets me to wondering if since Artificial Intelligence (AI) is like a baby, is its neurological network like that of the capacity of a baby since it is all new to its subject?
The brain has several regions of the brain that perform particular functions and have their own system of neurological networks that receive and deliver messages, for example:
- Visual Cortex: Performs the visual functioning of the brain and then translates and communicates with the other parts of the body for further functioning.
- Auditory Cortex: Performs the function of differentiating the voices, sounds, and background noise.
- Sensory Cortex: Performs and draws from the five senses as it interprets into the conscious state of mind-brain.
- Somatosensory Cortex: Responds to touch and senses of pain, pleasure, and also interprets temperature.
- Broca’s Area: Part of the mind-brain responsible for speech, language, comprehension, interpretation of actions of others and any speech related functions.
- Motor Cortex: Motor skills and it learns new skills throughout the lifetime of the subject, an example is facial expressions.
- Pre-Frontal Cortex: Controls the personality and organizes thoughts and actions.
- Frontal Lobes: Central command Center controls problem solving, memories, judgments, and impulse controls.
- Neo-Cortex: Part of the brain that navigates the body, senses, spatial awareness, and motor skills.
- Eye fields: Controls the eyes.
- Supplementary motor area: Controls posture and stability of the body and it helps to plan complex moves or movement of the body.
- Temporal Lobes: Controls the visual memories to comprehend sounds and process emotions, it stores memories. It also controls learning ability or intelligence (Kotulak, Ronald, (1935).
Retrieved from the Internet
Kotulak, Ronald (1935-). Inside the brain, revolutionary discoveries of how the mind works, A Universal Press Syndicate Company.
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