Intuition is Synchronized Emotional Resonance of Limbic System in Response to Changes in Environment.

One of the first most recognizable complex intellectual tasks in human behavior is sensing and recognition of expression of emotions. In early years most mammals are quickly learning how to communicate trough expression of own emotions by reacting to any change in internal or external environments. For successful adaptation recognition of emotions expressed by other members of social environment is essential and it is a perpetual engine of learning. It is a first step in development of intuition. Child without pathological deviations will constantly learn from the experiences and will be trying to find the ways to evoke emotional expression from others. This is a most important point in cognitive development, because in this period of life the boundaries for cognitive modality are setting. According to Physioepistemological model, there are three cognitive modalities that define emotional and behavioral response depending on one of five personality traits. The most rudimental one – the survival mode, is characterized by the expression of mostly simple emotions (such as fear or love) and behavior is based on intuition (immediate response). The search mode is a mixed modality, which might include moderate complexity of emotions and expression of behavior is based on practical and analytic intellects. The thriving mode substantially more complex dimensionally and can include opposite directions in mood and biases formation. During this modality emotions are very complex (such as guilt or empathy) and behavior is based on creative intellect. Based on this model, cognitive modality is multidimensional (defined by personality trait in mood formation) and multidirectional (defined by learning ability in internal bias formation). Consequently, setting boundaries for self-motivation in future is essential for adaptive reactions and development of higher level of intellectual abilities.
Cognitive recognition of emotions in the social environment associated and synchronized with cognitive sensation for other environmental changes (such as temperature, touch, or loud sounds, for example) and synchronization of such events with change of own emotions, produces instant intellectual response known as an intuition. Because this phenomenon is based strictly on unconsciously and consciously produced sensations, it is rely on emphatic accuracy of the perceiver.

What You Should Know About Cognitive Modification

First, it is not a therapy per se. While it does completely modify the wiring in the brain, it is not a medicine. It is not even therapeutically advised or delivered session. It is a solely self-motivation. Physiologically (according to Physioepistemological model), associated neuronal networks interconnected in presence of self-directed motivators (drivers), which essentially are the neuromodulators presented in the site of the activation in particular moment of the process. Those drivers/motivators are responsible for mood and internal bias formation. While mood is a result of associated emotions (simple and complex), biases are cognitive attachments related to attention and internal thought interpretation. It is worth to mention that biases are the basis for creative nature of the imagination and from some perspective could be considered as imagination itself.
All sort of techniques related to cognitive modification are inevitably related to the modification or adjustment in creative portion of intellectual process. Because it is strictly self-induced and strictly self-controlled process, it could not be considered as an intervention.
Second, and most important, is a process of learning. Any behavioral/cognitive modification is a learning process. If we start recognize education as an intervention, very soon we end up it the point where specific education will be prescribed by certified specialists. It is extremely dangerous and totally unacceptable from any perspective, while we already have instituted the complex system of educational advisers and all kind of oversees, who de-facto decide for our children what level and kind of education they can get.
Final point is that as we progress in obtaining knowledge in neuroscience, public policies should be adjusted. It should not be only financial side of it, but more ethical and empirical implications and consequences taken in consideration. We curtail our abilities to progress by solely relying on governmental body to decide and establish educational standards. While some standardization might be necessary in practical drilling, pedagogical, theoretical and methodological skills are subjects of artistic nature, which could be irreparably damaged by unnecessarily over-regulation.





Metamorphosis of Dynamic Mental States in Multiple Dimensions and Directions

A Greek philosopher Heraclitus (500 BC) once said, “No man ever steps in the same river twice, for it’s not the same river and he’s not the same man.” Dynamic development of self-organizing systems, humans, is highly plastic, lifelong, affected by multiple interacting forces, and multidimensional with multiple directions. After we recognized the fact that our development goes through multiple stages, we started recognizing that those stages can be different if some environmental factors are changed. Our physical body changes from the day one to the last day and alone with physical changes we go through mental changes, which can be less or more noticeable. We noticed that sometimes children can mature physically faster or their cognitive development can be slightly different from previous generation. We are starting noticing that in previous generations’ creativity and emotional sensitivity was not age related, but as social environment changes, age might become more leading factor. At same time we noticed that such small change in social environment as attachment to certain religious traditions can change creative potential for a few generations, which can lead to stagnation or rapid development of whole human civilization and become a reason for change of the climate on the whole planet… Heraclitus’ point was that strife and change are natural conditions of the universe. Integrative Physioepistemological model allows observe change in one dimension and follow changes in other dimensions, while those changes could be multidirectional.
Multiple studies have provided evidence of physiological brain’s states that directly correlate with mental states. Complex adaptive system, such as human civilization, delivers challenge of discovering and observation of whole complexity, because we are naturally inclining to simplify our explanation of complex events. The view on mental state in conjuncture with multiple dimensions entirely changes way we perceive the environment. Perceptive changes in the environment activate polygene, which can invoke the adaptive processes not only in individual, but in whole community. All together, it is related to change in mental state, which could be called metamorphosis of neuronal networks in the brain and qualitative change in robust communications and associations between them. Despite of the whimsy idea that metamorphosis of any mental state disconnected from physiological conditions of the brain, it is very challenging to provide enough evidence otherwise, because the finite time periods within similar systems could be different and dependence of outcome on multidimensional factors create illusion of systematic disintegration. Such change entirely changes way we perceiving the environment and invoking the adaptive processes to such changes. Environmental changes produce physiological stress, which involves two-way communication between the brain and all bodily systems, such as cardiovascular, immune, and other systems via neural and endocrine mechanisms. The physiological changes in brain structures such as hippocampus, amygdale, and prefrontal cortex include stress-induced structural remodeling, which alters behavioral and physiological responses. Such remodeling is a basis for metamorphosis of mental states. Release of different neuromediators and neuromodulators (such as glucocorticoids for example) can have effects on many systems and processes – from change in brain structure and transformation of mood to gastrointestinal activity and food intake control. We just started realizing that events in early life affect how the brain responds to environmental changes throughout adult life and influence the aging process trough all lifespan. Complex morphology of the brain and its’ interaction with environment produces constant metamorphosis of mental states in multiple dimensions and it could propagate in multiple directions simultaneously.