My Elbert: Language & The Mind

#education #ASC #mentalhealth #ADHD #student #dyslexia #myelbert

The field of linguistics is a fascinating discipline that explores language as a complex product of the human mind. Linguists not only study language for its own sake but also investigate how it develops in children, changes over time, and is used in human society. In addition, neuroscientists like Suzana Herculano-Houzel have shed light on the relationship between our brains and language acquisition. They emphasize that the number of neurons packed into our skulls, rather than the size of our brains, plays a significant role in our ability to acquire and use language throughout our lives. Herculano-Houzel suggests that our brains primarily function to regulate our bodies as we navigate through life, constantly assessing our needs and responding to the environment. Thinking and cognitive perception are secondary to this primary function. Moreover, the interplay between grammar, emotions, and identity has been found to influence how we use language, revealing the intricate connection between our internal experiences and linguistic expression.


Furthermore, the classification of the cerebral cortex into Brodmann areas has been a subject of extensive study, refinement, and debate. These areas are defined based on the types of neurons and connections typically found in each region. For instance, in the context of dyslexia, specific Brodmann areas in the left hemisphere language zones, such as the Superior Temporal Gyrus, Angular Gyrus, and Supramarginal Gyrus, are implicated. Brodmann areas cover various regions of the cerebral cortex, including the primary somatosensory and motor cortices, prefrontal cortex, and primary visual and auditory cortices, among others. Each area is associated with specific functions and plays a role in complex cognitive processes. However, there is still much to learn about the functions and complexities of these areas, such as BA10 (frontopolar prefrontal cortex), which is considered one of the least well-understood regions of the human brain.


Moreover, the concept of memory and its influence on our lives and bodies is intriguing. Our lives are shaped by memory, and our bodies are regenerated and sustained based on the same memory. The mind creates astral images that imprint the etheric body, carrying information and influencing our experiences. This intricate interplay between memory, mind, and body highlights the profound connection between our conscious and physiological selves.


Overall, these diverse perspectives from linguistics, neuroscience, and the study of brain regions shed light on the complexity of language acquisition, brain function, and the interconnectedness of our cognitive and physical experiences. They inspire ongoing research and exploration to deepen our understanding of these intricate processes that shape who we are as individuals and how we navigate the world around us.

In Summary, linguists are interested in language for its own sake, as a complex product of the human mind. They are also interested in how language develops in children, how it changes over time, and how it is used in human society. Furthermore, Neuroscientist Suzana Herculano-Houzel has pointed out that our brains are different because of the number of neurons packed into our skulls — it’s less about the size of our brains. The density of that packing, and the ensuing neuronal connections this density allows for, gives rise to our ability to acquire language from birth and use it till death. She assumes that the main function of the brain is to regulate our bodies as we move through life. That means that at every given moment, our brains assess our hunger, threat levels, etc. to figure out how much energy we need to get through the day. Thinking and cognitive perception are secondary products of how our brain responds predicatively to our environment. If the grammatical system is a resource that the brain uses depending on context, then our emotions and identity can also affect how we use grammar. This is precisely what we have found. 


In addition, these Brodmanns [see Ras and Pons above] have been widely redefined, discussed, debated, and refined exhaustively based on cytoarchitecture, cortical functions, and brain plasticity. Brodmann areas of the cerebral cortex are based on the types of neurons and connections that typically found each region. For Dyslexia this includes the left hemisphere language zones of their brain, (ie anatomic regions called Superior Temporal Gyrus, Angular Gyrus and Supramarginal gyrus, Broca’s region). There are 52 Brodmann regions, covering the primary somatosensory cortex, primary motor cortex, somatosensory association cortex, premotor and supplementary motor cortex, dorsolateral/anterior prefrontal cortex, anterior prefrontal cortex, and primary visual and audio cortexes, plus additional areas. BA18 of Brodmann (human) refers to a subdivision of the cytoarchitecturally defined occipital region of cerebral cortex. In the human it is located in parts of the cuneus, the lingual gyrus and the middle occipital gyrus of the occipital lobe. Brodmann area 22 is cytoarchitecturally located in the posterior superior temporal gyrus of the brain. In the left cerebral hemisphere, it is one portion of Wernicke’s area. The prefrontal cortex contains Brodmann areas is thought to be involved in psychological functions such as executive tasks, attention, and memory.


This Research Topic, since they are the most rostral, and might be involved in more elementary computations as compared to, say, BA46, which is clearly involved in working memory. Also, Brodmann area 10 (BA10, frontopolar prefrontal cortex, rostrolateral prefrontal cortex, or anterior prefrontal cortex, the area is “described as “one of the least well-understood regions of the human brain”.[2] Ronel (2018) conducted a similar analysis for ADHD, in terms of 4 types of selection/inhibition (lateral BA 8 – motor selection/inhibition; lateral BA 9emotion selection/inhibition; lateral BA 10memory selection/inhibition; lateral BA 11 – sensory selection/inhibition). Present research suggests that it is involved in strategic processes in memory recall and various executive functions. During human evolution, the functions in this area resulted in its expansion relative to the rest of the brain.”

“Just as we live our life out of memory, thinking and dwelling in the past as a way of creating the future in the present by using the same idea to create a new variation, our body is regenerated and sustained out of the same memory. The mind forms an astral image as a hologram that imprints the etheric body with the information of that image.”


[Retrieved from [3]; and from; and from HERE;;].

Published by Tricia Cook, MEd., Online Dyslexia and Behavioral Interventionist, RSP, AA O-G Tutor & Montessorian

Dyslexia Screenings & Emotional Intensive Intervention - Staff Training - Online Courses- Consultancy- Tutoring-Reliance and Family Coaching I have a unique approach in helping individuals achieve their full potential. With over two and a half decades of experience, I have a passion for learning new techniques and being at the forefront of groundbreaking advancements in education. As a graduate of the renowned Auburn University, I have earned both her BA in ECE and Masters Degree in Secondary with Reading Specialist certification from the University of Alabama. I have experience at the Montessori School in Birmingham which has provided me with valuable insights into the best practices of teaching young minds. I have also developed training programs for teachers, providing essential support to students with neurodiverse needs such as dyslexia, ADHD, and autism spectrum. I have focus on developing a "whole child" pedagogy that caters to all modes of learning, I continually work with Dr. Joseph Nwoye on teaching and learning including DEI. I have helped develop programs and training with SDIG ( in promoting the intersectionality of the complexities and complicated issues of diversity. I have credentials as a reading specialist with a speech pathology background expanded greatly while owning Cook's Independent Tutoring, Coaching, Consulting, LLC. I currently pursuing a Neurodiversity Family Coaching certification in the framework of the CReW Coaching Institute. Again, I have a commitment to being at the forefront of groundbreaking advancements in education. As an enthusiastic learner and educator, I am confident that I have the necessary skills to support others in achieving their goals ( For more information, contact Tricia Cook, Cook's Independent, Tutoring, Coaching and Consulting, LLC. (;

Leave a Reply