The Brain
Introduction to the Neuroscience of Social Learning and Child Development
By Hugh Brent Solvason, Ph.D., M.D.
This section is intended to bring the discussion from the level of what we see and know about our children (phenotype) to what the brain is doing (endophenotype), and how the brain may dysfunction.
Our overall intent is to provide help and guidance for individuals to navigate social learning where the process has gone awry. We see the evidence of where it has gone awry (biting, screaming, ‘melt downs’ etc.), and become very aware over time that the usual communication (verbally explaining and instructing) is not having the expected result.
Where we may err, is in how we understand why this process is awry. In our thoughts we develop a model we then use to explain why the individual is struggling. How much do we trust our model of what is wrong? For the most part, when individuals have difficulty with out of control behavior at home, at work, at school and with peers, it can all seem confusing and insurmountable. It is hard not to see difficult behavior as both volitional, and sometimes mean spirited. We become so tangled in the forest, we can lose sight of the trees. Our feelings about what is happening as we try to confront the reality that whatever behavior isn’t working is not going to go away, colors how we think, and it is easy to become lost. Cause and effect become a confusing loop.
Every attempt to ‘step back’ and try another approach continues to be influenced by our emotional experience, and the interaction becomes filled with tension and anxiety for both people.
Introduction to the Neuroscience of Social Learning and Child Development
By Hugh Brent Solvason, Ph.D., M.D.
This section is intended to bring the discussion from the level of what we see and know about our children (phenotype) to what the brain is doing (endophenotype), and how the brain may dysfunction.
Our overall intent is to provide help and guidance for individuals to navigate social learning where the process has gone awry. We see the evidence of where it has gone awry (biting, screaming, ‘melt downs’ etc.), and become very aware over time that the usual communication (verbally explaining and instructing) is not having the expected result.
Where we may err, is in how we understand why this process is awry. In our thoughts we develop a model we then use to explain why the individual is struggling. How much do we trust our model of what is wrong? For the most part, when individuals have difficulty with out of control behavior at home, at work, at school and with peers, it can all seem confusing and insurmountable. It is hard not to see difficult behavior as both volitional, and sometimes mean spirited. We become so tangled in the forest, we can lose sight of the trees. Our feelings about what is happening as we try to confront the reality that whatever behavior isn’t working is not going to go away, colors how we think, and it is easy to become lost. Cause and effect become a confusing loop.
Every attempt to ‘step back’ and try another approach continues to be influenced by our emotional experience, and the interaction becomes filled with tension and anxiety for both people.
The Impact of Executive Function: Getting “IT” When it Counts
Social Context
Hugh Brent Solvason, Ph.D., M.D.
Cheryl Thompson, M.S. CCC/SLP
Lynn Houle, BS
Executive Function:
Although we generally describe executive function as some version of higher order thinking, such as flexible or analytic thinking, planning and organizing, these attributes give way to organizing thoughts, emotions, actions, and self monitoring. The capability of knowing when we’ve pushed or ventured too far intellectually, emotionally, or physically, is valuable for our physical and emotional well being.
We would generally view this as an internal process that observes and evaluates things we think about, know about, and observe.
However, the “higher order thinking”, that has the greatest impact on any individual’s life, is not what you might think. Higher order thinking, processing and analyzing is useless if you cannot make sense of, or participate with others in daily life. The ability to participate and navigate our complex social world is the key to happiness and well being.
Executive function is a key player in organizing our social experiences in many different situations and contexts; remembering them for later use. It allows for observation and comparison to previous experiences, assumptions and conclusions regarding what is currently happening and in anticipation of what might happen in the near or distant future. In addition, creating and implementing adjustments that avoid failure and very possibly increase success. Executive function can be extremely complex, change rapidly and evolve with an entirely different set of rules and possible outcomes. How those changes and increasingly complex experiences are processed and internalized, directly impacts our ability to grow and learn.