“Reflection is a compassionate state of mind. Attunement requires presence but is a process of focused attention and clear perception.” Danile J. Siegel

AttunementGamma Brain- shows waves have the highest frequency among all brain waves. They are associated with high levels of thought and focus. They can have different effects depending on their levels in your brain:
• If your brain produces high levels of gamma waves, you tend to be happier and more receptive. You may also have a higher intelligence quotient or IQ and better concentration.
• If your brain produces low levels of gamma waves, you may develop learning and memory problems. You may experience lower concentration, attention span, and mental ability. Lower levels of gamma waves can even lead to learning disabilities and mental disorders.

Cellular aging- “Cells are continuously dying in our body due to infections, cell turnover, developmental processes, and other extrinsic stress…”: In these chromosomes…most present in neurodiversity; we are needing to examine cell health (avoid cytotoxicity) such as: Gene 17 (cell gene- lNF1 provided by HGNC also ACTL6A).

Neuroplasticity- is the capacity of nerve cells to biologically adapt to circumstances, to change their connections and behavior in response to new information, sensory stimulation, development, damage, or dysfunction. Mindsight, a skill we can all develop to break free from mental patterns that get in the way of living our lives to the fullest; A practical definition of the mind—distilled from a dozen scientific
fields: PONS & The RAS promotes a healthy flow between your mind, brain, and relationships in a specific way such as Attunement=Resilience, Attitude, and Attention! [Retrieved from https://sway.office.com/aNi0wBl3lQU5P8zs?ref=Link&loc=mysways].

Specific Leaning Disability (SLD)– “An estimated 80 percent of those with learning disorders have reading disorder in particular (commonly referred to as dyslexia). One-third of people with learning disabilities are estimated to also have attention-deficit hyperactivity disorder (ADHD).” [Retrieved from https://www.psychiatry.org/patients-families/specific-learning-disorder.]

Borderline Personality Disorder (BPD)– What is also interesting is that ‘child maltreatment and efficiency of the conflict attention (Alerting, Orienting, and Executive Function Networks) and their interactions of the networks along with their independently predicted scores on the (BPD) precursors composite. Maltreated children had higher mean scores on the BPD precursors composite, and children
classified as having high levels of these precursors were more prevalent in the maltreatment group.’ Development and PsychopathologyVolume 17, Issue 4, December 2005, pp. 1071 – 1089 DOI: https://doi.org/10.1017/S0954579405050509.

Deficient emotional self-regulation (DESR)– is a relatively new term used to describe the problem of impulsive emotion coupled with emotional self-regulation difficulties — issues long associated with attention deficit hyperactivity disorder (ADHD or ADD). DESR may be new to the ADHD lexicon, however I argue that it is a core and commonly overlooked component of the disorder — and one that can help predict a patient’s impairments, and even improve diagnostic and treatment practices.1

“Reflection requires an attunement to the self that is supportive and kind, not a judgmental stance of interrogation and derogation.” Danile J. Siegel

Remember Meaning/Motivation Methods- (RAS-see also 11 below/ARAS- Thymus, Pons, RAS (HPA & ACC)/GUT), Engagement with the learning task- In mice, a specific type of brain cell called a PV neuron improves the ability to distinguish a target sound from background noise (i.e., the cocktail party problem) (Kamal Sen, Boston University). The feeling of ownership over one’s body while experiencing an event strengthens the memory representation of that event in the hippocampus, a brain region involved in learning and memory (Heather Iriye, Karolinska Institute, Sweden). In humans and monkeys, imagining an object’s movement activates motion-sensitive areas of the brain, suggesting that both species can simulate versions of the world in similar ways (David Sheinberg, Brown University).

Transcranial magnetic stimulation- A novel technique involving non-invasive (TMS- informed by real-time scalp EEG recordings enhanced human visual perception by modulating communication between frontal and visual brain regions
(Nitzan Censor, Tel-Aviv University, Israel).

Note: These studies give a better understanding of the neural basis of perceptual phenomena will help clarify both ordinary experiences — such as the ability to pick a single voice out of a noisy background — and disorders in which perception is altered — such as attention-deficit/hyperactivity disorder, autism, schizophrenia, and Alzheimer’s disease. Today’s new findings show [Retrieved from Neuroscience News Science Magazine – Research Articles – Psychology Neurology Brains AI].

Ventral Tegmental Area (VTA)– The pons controls our breath known as ‘life’. God gave us the ‘life’, so we can be the breath of God, leading a pure and blameless life. The pons just doesn’t serve to help the different lobes communicate, but also is of God. The pons area also contains the trapezoid body (RAS) where you are able to vocalize sounds. This allows us to sing, praise and speak, and share His word- Hallelujah and Gregorian Chants and Turning Hatred/Grief into Joy: Ut Queant Laxis HERE. Note: from the (2016) study…higherfrequency.

LFP oscillation (CFC)- is enhanced in the human brain during high attentional demand, and has been linked to cognitive tasks not only in cortical brain regions, but also in deep limbic structures, such as the amygdala, hippocampus, and nucleus accumbens. SEE hippocampus and olfactory sense below (Retrieved from https://www.jneurosci.org/content/36/49; (Szczepanski et al.,
2014); Structure and Function of the Brain | Boundless Psychology, https://courses.lumenlearning.com).

Note: The neurodivergent thinking is not real linear-actually considered non-linear, as well, not being 1-3D but somewhere between. Through equanimity (delight calm) and the right tools (google: visual graphic organizers) it can become linear, but not in the sense most are used to. The neurodivergent are completely different paths and none being the same. So ask yourself, having choas in the mind a good or bad thing even though the body, mind, spirit may suffer for the neurodiverse? Is suffering good or bad? How many have a neurodivergences? Likewise, the neurodivergent have inattentional daydreaming—–a pleasant visionary usually wishful creation of the imagination through inspiration of some kind.

“There are no accidents. If we go deeper, we find something beautiful.” Jonathan Cahn

ADHD
• There is a difference in the attentional processing level between that of an ADHD student and a
typical student.
• There is a difference in the attentional processing level between that of an ADHD student and APD student.

Note: In previous studies, children with Attention-Deficit Hyperactivity Disorder (ADHD) have been found to have more difficulties with processing speed, working memory, and attentional tasks. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6093610/.

ASC
• There is a difference in the attentional processing level between that of an ADHD student and an autistic student. (just 1E not 2E).

Note1: “Confusion is present as to possible diagnostic differences between Autism Spectrum Condition (ASC) and Nonverbal learning disabilities (NLD) and the relation of these disorders to attentional difficulties” (Semrud-Clikeman, Walkowiak, Wilkinson, & Christopher, 2010).

Note2: There was also a significant verbal-performance IQ split in this group related to difficulty in social functioning. This study extends the findings from previous studies and extends these findings to differences between AS and NLD groups. “These findings demonstrate that JOLs predict not only recollection, but also automatic influences of memory” (Undorf, Böhm, & Cüpper, 2016).

Dyslexia
• There is a difference in the attentional processing level between that of an ADHD student and
an attentional dyslexic student.
• There is a difference in attentional processing level of an ADHD student and Attentional Dyslexic before and after treatment.

Note1: Those with ADHD suffer more from Auditory Processing than those with dyslexia, [Retrieved from
https://www.additudemag.com/adhd-dyslexia-connection/]

Note2: The problem for people with BPD is that the disorder distorts both the messages they hear and those they try to express. BPD expert and author, Randi Kreger, likens it to “having ‘aural dyslexia,’ in which they hear words and sentences backwards, inside out, sideways, and devoid of context.”
[Retrieved from https://www.helpguide.org/articles/mental-disorders/helping-someone-withborderline-personality-disorder.htm.]

Neurodiversity in Auditory, Visual & Vestibular
• There is a difference in the attentional processing level between that of an APD student and VPD.

VPD
• There is a difference in the in attentional processing level of students with visual and auditory
processing disorder.
• There is a difference in attentional processing level in those with dyslexia and dysgraphia.

Environment
• There is a difference of students’ toxicity and maternal toxicity levels on their students’ attentional processing level
• There is a difference in attentional processing BPD and attentional levels.
• There is a difference in attentional processing and sensory processing.

Emotions & Sleep
“There is research on…
longitudinal and reciprocal relations among behavioral sleep problems and emotional and attentional self-regulation in a population sample of 4,109 children participating in Growing Up in Australia by “The Longitudinal Study of Australian Children (LSAC)–Infant Cohort” (Williams, Berthelsen, Walker, & Nicholson, 2015). Brain networks of attention arise in infancy and are related to individual differences, including pathology during childhood. Methods of training attention may improve performance and ameliorate pathology. [Retrieved from https://pubmed.ncbi.nlm.nih.gov/27552068/].

Note1: (See Image Brain Stem & CNS damage, regulates sleep) They found sleep problems have a persistent negative effect on emotional regulation, which in turn contributes to ongoing sleep problems and poorer attentional regulation in children over time. Findings suggest that sleep behaviors are a key target for interventions that aim to improve children’s self-regulatory capacities.

Note2: Another study examined the visuo-spatial mechanism which is responsible for omissions and a perceptual integration process for substitution errors. They measured the performance of six patients with both ‘neglect and neglect dyslexia’, analyzing their reading errors as a function of letter spacing. In visual processing as well as decision-making, a separate study (2021), examined brain activity monitoring using EEG in the study showed synchronized activity over the centro-parietal regions of the brain involved in decision-making steadily increased in all of the children during the task until they made a decision. However, this happened more gradually in the children with dyslexia. [Retrieved from
https://www.sciencedaily.com, https://lnkd.in/dCz6AqiX;
https://pubmed.ncbi.nlm.nih.gov/20812140//].

Self-directed neuroplasticity- including attunement and atonement, then, is the ability for the brain to change itself depending on how you direct your thoughts and attention. The THYMUS is the “self-directed” piece refers to your ability to intentionally shape your brain by using it in a specific way such as Autonomy & Attunement= Adaptability (3 A’s)! Meaning, the “whole person”, becoming willing to adapt to Him and allowing Him into All consequence made by our own will and choices. Because this trust will let us know our own truths that basically-We Are Free from the old covet, Sin Laws and Can Come to realize the new covet, Spiritual Laws (water, blood, and Spirit has atoned for us through His resurrection). After about three years into researching the emotions of anger and shame in learning apathy and needing resilience, motivation and focus. [Retrieved from https://sway.office.com/aNi0wBl3lQU5P8zs?ref=Link&loc=mysways].

RESOURCES

https://sway.office.com/aNi0wBl3lQU5P8zs?ref=Link&loc=mysways
https://www.ncbi.nlm.nih.gov/gene/?term=borderline+personality+disorder+homo+sapiens
https://www.ncbi.nlm.nih.gov/gene/?term=borderline+personality+disorder+homo+sapiens].
https://healthmatters.nyp.org/understanding-difference-bipolarborderline-personality-disorder/; https://healthmatters.nyp.org/understanding-difference-bipolarborderline-personality-disorder/?fbclid=IwAR0wDlXw9oH6Dr2Ezviw4U5bIFjOACgugstR4KN93cAOPBBbOmKMuNCxno].

nature #neurodiversity #photooftheday #instagood #neuroscience #beautiful #nurture #picoftheday

brain #instagram#help #art #dyslexia #neurodiversity #architecture #landsc#complexity #change

education #like #asc #follow #bhfyp #happy #life #beauty #neuropedagogy #mountains #instadaily

Reference
Atkins, A. S., Berman, M. G., Reuter-Lorenz, P. A., Lewis, R. L., & Jonides, J. (2011). Resolving semantic
and proactive interference in memory over the short-term. Memory & Cognition, 39(5), 806–817.
doi:10.3758/s13421-011-0072-5
Campoy, G. (2012). Evidence for decay in verbal short-term memory: A commentary on Berman, Jonides,
and Lewis (2009). Journal of Experimental Psychology: Learning, Memory, and Cognition, 38(4), 1129–

1136. doi:10.1037/a0026934
      Daini, R., Albonico, A., Malaspina, M., Martelli, M., Primativo, S., & Arduino, L. S. (2013). Dissociation in
      Optokinetic stimulation sensitivity between omission and substitution reading errors in neglect dyslexia.
      Frontiers in Human Neuroscience, 7, . doi:10.3389/fnhum.2013.00581
      Deacon, S. H. (2011). Sounds, letters and meanings: The independent influences of phonological,
      morphological and orthographic skills on early word reading accuracy. Journal of Research in Reading.
      doi:10.1111/j.1467-9817.2011.01496.x
      Duff, F. J., Hulme, C., Grainger, K., Hardwick, S. J., Miles, J. N. V., & Snowling, M. J. (2014). Reading and
      language intervention for children at risk of dyslexia: A randomised controlled trial. Journal of Child
      Psychology and Psychiatry, 55(11), 1234–1243. doi:10.1111/jcpp.12257
      Egan, J., & Tainturier, M.-J. (2011). Inflectional spelling deficits in developmental dyslexia. Cortex, 47(10),
      1179–1196. doi:10.1016/j.cortex.2011.05.013
      Ghanem, R. A., & Kearns, D. M. (2014). Orthographic, Phonological, and morphological skills and
      children’s word reading in arabic: A literature review. Reading Research Quarterly. doi:10.1002/rrq.84
      Glascher, J., Adolphs, R., Damasio, H., Bechara, A., Rudrauf, D., Calamia, M., … Tranel, D. (2012). Lesion
      mapping of cognitive control and value-based decision making in the prefrontal cortex. Proceedings of
      the National Academy of Sciences, 109(36), 14681–14686. doi:10.1073/pnas.1206608109
      Hargreaves, D. J., & Aksentijevic, A. (2011). Music, IQ, and the executive function. British Journal of
      Psychology, 102(3), 306–308. doi:10.1111/j.2044-8295.2011.02029.x
      Hovik, K. T., Plessen, K. J., Cavanna, A. E., Skogli, E. W., Andersen, P. N., & Øie, M. (2015). Cognition,
      emotion and behavior in children with Tourette’s syndrome and children with ADHD-Combined
      Subtype—A Two-Year follow-up study. PLOS ONE, 10(12), e0144874. doi:10.1371/journal.pone.0144874
      Ishihara, K., Doi, Y., & Uchiyama, M. (2014). The reliability and validity of the Japanese version of the
      children’s ChronoType questionnaire (CCTQ) in preschool children. Chronobiology International, 31(9),
      947–953. doi:10.3109/07420528.2014.933841
      Kearns, K. (2011). Semantics, Second edition (Palgrave modern linguistics) (2nd ed.). New York: Palgrave
      Macmillan.
      Kim, S. H., Lee, J. S., Lim, B. C., Kim, K. J., Hwang, Y. S., Park, J. D., … Chae, J.-H. (2014). A female carrier of
      ornithine carbamoyltransferase deficiency masquerading as attention deficit-hyperactivity disorder.
      Brain and Development, 36(8), 734–737. doi:10.1016/j.braindev.2013.09.009
      Kyeong, S., Park, S., Cheon, K.-A., Kim, J.-J., Song, D.-H., & Kim, E. (2015). A new approach to investigate
      the association between brain functional Connectivity and disease characteristics of attentiondeficit/Hyperactivity disorder: Topological Neuroimaging data analysis. PLOS ONE, 10(9), e0137296.
      doi:10.1371/journal.pone.0137296
      Martelli, M., Arduino, L. S., & Daini, R. (2011). Two different mechanisms for omission and substitution
      errors in neglect dyslexia. Neurocase, 17(2), 122–132. doi:10.1080/13554794.2010.498382
      Melby-Lervåg, M., & Lervåg, A. (2011). Cross-linguistic transfer of oral language, decoding, phonological
      awareness and reading comprehension: A meta-analysis of the correlational evidence. Journal of
      Research in Reading, 34(1), 114–135. doi:10.1111/j.1467-9817.2010.01477.x
      Melby-Lervåg, M., & Lervåg, A. (2012). Oral language skills moderate Nonword repetition skills in
      children with dyslexia: A Meta-Analysis of the role of Nonword repetition skills in dyslexia. Scientific
      Studies of Reading, 16(1), 1–34. doi:10.1080/10888438.2010.537715
      Mesut, G. (2015). Opinions of instructors about reading skills of Syrian students learning Turkish.
      Educational Research and Reviews, 10(10), 1424–1433. doi:10.5897/err2015.2211
      Pan, J., Song, S., Su, M., McBride, C., Liu, H., Zhang, Y., … Shu, H. (2015). On the relationship between
      phonological awareness, morphological awareness and Chinese literacy skills: Evidence from an 8-year
      longitudinal study. Developmental Science. doi:10.1111/desc.12356
      Park, S., Kim, B.-N., Kim, J.-W., Jung, Y.-K., Lee, J., Shin, M.-S., …Korea, R. of (2014). Behavioral and brain
      functions. Behavioral and Brain Functions, 10(1), 1. doi:10.1186/1744-9081-10-43
      Park, B., Kim, M., Seo, J., Lee, J., & Park, H. (2015). Connectivity analysis and feature classification in
      attention deficit Hyperactivity disorder sub-types: A task functional magnetic resonance imaging study.
      Brain Topography, 29(3), 429–439. doi:10.1007/s10548-015-0463-1
      Park, H., Leal, F., Abellanoza, C., & Schaeffer, J. D. (2014). The formation of source memory under
      distraction. Behavioral and Brain Functions, 10(1), 40. doi:10.1186/1744-9081-10-40
      Primativo, S., Arduino, L. S., De Luca, M., Daini, R., & Martelli, M. (2013). Neglect dyslexia: A matter of
      “good looking.”Neuropsychologia, 51(11), 2109–2119. doi:10.1016/j.neuropsychologia.2013.07.002
      Record, M. (2015). Implications of graphic organizers in an age of social media. New Directions for
      Teaching and Learning, 2015(144), 73–86. doi:10.1002/tl.20164
      Semrud-Clikeman, M., Walkowiak, J., Wilkinson, A., & Christopher, G. (2010). Neuropsychological
      differences among children with Asperger syndrome, nonverbal learning disabilities, attention deficit
      disorder, and controls. Developmental Neuropsychology, 35(5), 582–600.
      doi:10.1080/87565641.2010.494747
      Shin, H.-J., & Lee, E.-J. (2015). Phonological characteristics of Late-Talkers through Phonological wholeword analysis. Communication Sciences & Disorders, 20(2), 157–165. doi:10.12963/csd.15232
      Surkan, P. J., Kennedy, C. E., Hurley, K. M., & Black, M. M. (2011). Maternal depression and early
      childhood growth in developing countries: Systematic review and meta-analysis. Bulletin of the World
      Health Organization, 89(8), 608–615E. doi:10.2471/blt.11.088187
      Unal, G. A., Kenar, A. N. I., Herken, H., & Kiroglu, Y. (2015). Association of adult attention deficit
      hyperactivity disorder subtypes and response to methylphenidate HCL treatment: A magnetic resonance
      spectroscopy study. Neuroscience Letters, 604, 188–192. doi:10.1016/j.neulet.2015.08.006
      Undorf, M., Böhm, S., & Cüpper, L. (2016). Do judgments of learning predict automatic influences of
      memory? Journal of Experimental Psychology: Learning, Memory, and Cognition, 42(6), 882–896.
      doi:10.1037/xlm0000207
      Williams, K. E., Berthelsen, D., Walker, S., & Nicholson, J. M. (2015). A developmental cascade model of
      behavioral sleep problems and emotional and Attentional self-regulation across early childhood.
      Behavioral Sleep Medicine. doi:10.1080/15402002.2015.1065410
      Semrud-Clikeman, M., Walkowiak, J., Wilkinson, A., & Christopher, G. (2010). Neuropsychological
      differences among children with Asperger syndrome, nonverbal learning disabilities, attention deficit
      disorder, and controls. Developmental Neuropsychology, 35(5), 582–600.
      doi:10.1080/87565641.2010.494747
      Undorf, M., Böhm, S., & Cüpper, L. (2016). Do judgments of learning predict automatic influences of
      memory? Journal of Experimental Psychology: Learning, Memory, and Cognition, 42(6), 882–896.
      doi:10.1037/xlm0000207
      Williams, K. E., Berthelsen, D., Walker, S., & Nicholson, J. M. (2015). A developmental cascade model of
      behavioral sleep problems and emotional and Attentional self-regulation across early childhood.
      Behavioral Sleep Medicine. doi:10.1080/15402002.2015.1065410