Tag Archives: neural connectivity

Autism

Autism Fear

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Understanding Fear in Autism: A Neurological Deep Dive

Introduction

Fear is a universal emotion, but for autistic individuals, fear can manifest in particularly intense and complex ways. The unique wiring of the autistic brain creates an environment where fear is more persistent and far-reaching than it may be for neurotypical individuals. This blog explores how the autistic brain processes fear, why it may acquire fear more rapidly and severely, and how these neurological differences impact day-to-day life. By understanding the root causes of these differences, we can develop better support systems and environments for autistic individuals.

The Role of Irregular Neural Connectivity

Autistic individuals often experience the world as unpredictable and overwhelming, which contributes to an intensified fear response. One of the key neurological traits of autism is irregular neural connectivity. Research shows that in autistic brains, there is over-connectivity in local areas (leading to an overload of information) and under-connectivity across larger regions (impairing integration of complex information)​(Columbia Irving Med Ctr)​(The Journal of Neuroscience).

This means that rather than filtering out unnecessary stimuli, the autistic brain processes a vast array of sensory inputs simultaneously, making it difficult to focus on what’s relevant. When faced with new or unfamiliar situations, the brain struggles to determine what is threatening and what is benign. As a result, the world can feel unpredictable, leading to persistent fear, which can manifest as anxiety, agitation, or even physical symptoms like stomachaches​(NeuroLaunch.com).

Unpruned Synapses and Sensory Overload

One of the more striking neurological differences in autism is the presence of excess synapses due to reduced synaptic pruning during early brain development​(

Columbia Irving Med Ctr). Synaptic pruning is a process that typically eliminates unnecessary neural connections, making brain function more efficient. In autistic individuals, this process is less effective, resulting in a surplus of connections that overload the brain with information.

This sensory overload creates an environment where fear responses are amplified. The autistic brain is constantly bombarded with more sensory input than it can efficiently process, making it difficult to distinguish between real and perceived threats. This constant flow of information heightens the fear response and contributes to a state of hypervigilance.

Theory of Mind and the Impact of Uncertainty

Another key factor in how autistic individuals experience fear is the impaired development of theory of mind (ToM), which is the ability to understand the thoughts and intentions of others. Neurotypical individuals often rely on social cues and the intentions of others to gauge safety in their environment. For example, reassurance from a friend can help calm fears.

In contrast, autistic individuals often struggle with theory of mind, making it difficult to rely on social cues for reassurance. Words of comfort may feel insincere or unreliable because the autistic brain doesn’t process others’ intentions in the same way. As a result, fear and uncertainty are more likely to persist, even in situations where others feel safe and calm​(NeuroLaunch.com).

This lack of trust in social cues adds an additional layer of vulnerability to the autistic fear response. When faced with unknown situations, the autistic brain is left without the ability to rely on external social reassurance, deepening the sense of threat and danger.

Routine and Consistency: The Lifeline to Reducing Fear

Given the neurological factors at play, it’s easy to see why routine and consistency are essential for autistic individuals. Predictable environments reduce the number of unknowns the brain has to process, allowing for a sense of safety. When routines are established, the autistic brain can rely on familiar patterns, reducing the cognitive load of scanning for potential threats​(The Journal of Neuroscience)​(NeuroLaunch.com).

Without consistency, however, fear can become a dominant emotional state. The autistic brain, already prone to overload and uncertainty, feels vulnerable when faced with changes in routine. New or unexpected stimuli add to the growing list of potential threats that the brain is processing, leading to fear-based behaviors such as avoidance, meltdowns, or shutdowns.

Evolutionary Perspective: Autistic Brains as Survival Specialists

From an evolutionary standpoint, these traits may have provided autistic individuals with unique survival advantages in early human societies. Heightened sensory sensitivity, vigilance, and attention to detail would have been invaluable in environments where detecting subtle changes or threats was crucial for survival.

While modern society has shifted away from these direct survival needs, the traits associated with autism may have once served an important purpose in early human groups. Autistic individuals might have been more likely to spot danger before others, contributing to the safety and survival of their communities. Their ability to notice details and resist conformity could have helped prevent groupthink or poor decisions in critical moments​(Neuroscience News)​(NeuroLaunch.com).

The Impact of Endless Possibilities: Fear in Everyday Life

One of the most difficult aspects of fear in autism is the brain’s tendency to imagine endless potential scenarios, often focusing on worst-case outcomes. Because of irregular neural connectivity and heightened sensory processing, the autistic brain struggles to narrow down possibilities to a manageable set. Each scenario feels equally real, adding to the sense of unpredictability and fear.

The fear of the unknown—whether it’s a change in routine or a new environment—can feel all-consuming. Without a clear sense of which threats are real and which are imagined, the brain remains on high alert. This is why autistic individuals often resist change or new experiences; it’s not just a preference, but a protective mechanism to reduce the overwhelming sense of fear caused by too many unknowns.

Conclusion: The Reality of Autistic Fear

For autistic individuals, fear is not a fleeting emotion but a deeply rooted neurological response driven by irregular neural connectivity, sensory overload, and impaired social processing. The autistic brain is wired to process information differently, often leading to heightened and prolonged fear in situations that neurotypicals might find manageable.

However, by creating environments that emphasize routine, consistency, and predictability, we can help reduce the overwhelming fear response that so many autistic individuals experience. Understanding these neurological differences is the first step toward providing better support and accommodations that foster a sense of safety, allowing autistic individuals to thrive.

References

  1. Belmonte, M. K., & Baron-Cohen, S. (2004). Autism: Reduced connectivity between cortical areas?. Brain, 127(1), 1811-1813. Retrieved from: Journal of Neuroscience​(The Journal of Neuroscience)
  2. Tang, G., Gudsnuk, K., Kuo, S. H., Cotrina, M. L., Rosoklija, G., Sosunov, A., … & Sulzer, D. (2014). Loss of mTOR-dependent macroautophagy causes autistic-like synaptic pruning deficits. Neuron, 83(5), 1131-1143. Retrieved from: Columbia University Irving Medical Center​(Columbia Irving Med Ctr)
  3. Neurons With Too Many Synapses: A Hallmark of Specific Forms of Autism. (2021). Neuroscience News. Retrieved from: Neuroscience News​(Neuroscience News)
  4. Autism and Fear Response: Understanding Connections. (2023). Neurolaunch. Retrieved from: Neurolaunch​(NeuroLaunch.com)
Autism

Autistic Toddler Regression

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Cognitive Trade-Off in Autism: A Necessary Adaptation

In children with Autism Spectrum Disorder (ASD), a phenomenon often referred to as “regression” can be observed, typically between the ages of 15 to 30 months. During this period, some children may lose previously acquired skills, particularly in language and social interactions. However, this “regression” should not be viewed as a simple loss of skills but rather as a cognitive trade-off necessary for the brain’s adaptation and development.

Brain Development from 9 to 24 Months

During the first two years of life, a child’s brain undergoes significant changes:

  1. 9 to 12 Months:
    • Motor Skills: Development of crawling, standing, and initial steps. Fine motor skills improve, allowing for better object manipulation.
    • Cognitive Skills: Object permanence is understood. Imitation and early problem-solving skills begin to emerge.
    • Social and Emotional Skills: Strengthening of attachment bonds, increased interaction with caregivers, and early social communication attempts.
  2. 12 to 18 Months:
    • Motor Skills: Walking becomes more stable. Fine motor skills continue to develop, enabling tasks like stacking blocks or scribbling.
    • Cognitive Skills: Rapid vocabulary growth, though not uniform across all children. Increased exploration and curiosity.
    • Social Skills: More complex interactions with caregivers and peers. Early signs of empathy and understanding of social norms.
  3. 18 to 24 Months:
    • Motor Skills: Running, climbing, and improved coordination. Fine motor skills include drawing shapes and using utensils.
    • Cognitive Skills: Further language development, though some children may show variability. Improved memory and recognition skills.
    • Social Skills: More sophisticated play, including pretend play. Increased independence and assertion of preferences.

The Concept of Cognitive Trade-Off

The term “regression” suggests a loss of previously acquired skills. However, it is more accurate to describe this as a cognitive trade-off. Here’s how it works:

  1. Resource Allocation:
    • The brain has a finite amount of resources (neural energy, attention, etc.) to allocate toward various developmental tasks.
    • During periods of intense growth, such as the development of motor skills or sensory processing, the brain may prioritize these areas over others, such as language.
  2. Sensory Overload and Filtering:
    • Children with autism often experience the world differently, with sensory information being overwhelming and unfiltered.
    • To manage this influx of information, the brain may divert resources to developing coping mechanisms, such as sensory processing strategies, at the expense of language skills.
  3. Neural Pruning and Connectivity:
    • Neural pruning is a natural process where the brain eliminates excess neurons and synapses to increase efficiency.
    • This process is critical in focusing on the most important skills for survival and adaptation at a given developmental stage.

Cognitive Trade-Off in Action

During the so-called regression period:

  • Language Skills: Children may appear to lose language skills as their brain focuses on other critical areas.
  • Motor Skills and Sensory Processing: These may develop more rapidly as the brain works on filtering and managing sensory input.
  • Social Skills: Interactions may change as the child prioritizes understanding and navigating their environment.

Conclusion

Understanding “regression” as a cognitive trade-off rather than a loss can shift our perspective on autism. It highlights the brain’s adaptability and prioritization in response to the unique needs of a developing child with autism. By acknowledging this, caregivers and professionals can better support children’s development, focusing on creating environments that minimize sensory overload and encourage balanced growth across all areas.

Social Cognition

Theory of Mind and Autism

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Reading the Minds Eye

Theory of Mind (ToM) is a cognitive ability that allows individuals to understand and infer the mental states, beliefs, desires, and intentions of others. In autism spectrum disorder (ASD), challenges with ToM are prominent and can significantly affect various aspects of life, including development, education, work, home life, and relationships.

Understanding Theory of Mind in Autism

Brain Regions Implicated in ToM and Autism

  1. Medial Prefrontal Cortex (mPFC): Understanding others’ intentions and beliefs. In ASD, reduced activity in this region can impair the ability to infer others’ mental states.
  2. Temporoparietal Junction (TPJ): Plays a crucial role in perspective-taking and distinguishing self from others. Alterations in this region can lead to difficulties in understanding that others have different perspectives and intentions.
  3. Superior Temporal Sulcus (STS): Associated with interpreting human behaviour and intentions through biological motion. Atypical functioning here can affect the interpretation of social cues in individuals with autism.
  4. Amygdala: Involved in emotional processing and social behaviour. Differences in amygdala activation can influence how individuals with ASD perceive and respond to social and emotional stimuli.

How These Brain Regions Become Affected

The exact mechanisms are not entirely understood, but potential factors include genetic variations, atypical brain development, and neural connectivity differences. These factors can alter brain functioning and structure, impacting ToM abilities.

Impact of ToM Deficits on Daily Life

Development

  • Early Childhood: Delays in joint attention, pretend play, and understanding emotions can be early signs of ToM challenges in children with ASD.
  • Language Development: Difficulties with pragmatic language use, such as understanding figurative language, sarcasm, or jokes, often stem from ToM deficits.

School

  • Learning: Challenges in understanding teachers’ and peers’ perspectives can affect group learning and social interactions.
  • Social Integration: Impaired ToM can result in difficulty making friends, participating in group activities, or responding appropriately to social cues.

Work

  • Team Collaboration: ToM deficits can make working in teams challenging, as well as understanding colleagues’ viewpoints or navigating workplace politics.
  • Customer Interaction: Understanding client or customer needs and perspectives may be complicated, affecting service delivery.

Home and Relationships

  • Family Dynamics: Misinterpreting family members’ emotions or intentions can lead to misunderstandings and conflicts.
  • Romantic Relationships: Challenges in interpreting partners’ feelings, desires, or intentions can strain relationships.

Social Interactions

  • Empathy: Difficulty empathizing with others’ feelings or understanding their emotional states can affect social bonds.
  • Conflict Resolution: ToM challenges can make it hard to resolve disputes, as understanding others’ perspectives is crucial for finding common ground.

Conclusion

ToM deficits significantly impact individuals with autism, influencing their social understanding and interactions across various life domains. By recognizing these challenges and providing targeted support, it’s possible to improve the quality of life and social integration for individuals with ASD, helping them navigate a world built on intricate social networks.

Videos

The Spectrum 10k – Autism, Empathy & The Theory Of Mind w/ Professor Simon Baron-Cohen

Do autistic people feel empathy? How is autism different to psychopathy? Can you improve cognitive empathy? All my links: https://linktr.ee/thomashenleyuk Timestamps: 00:00 Intro Music 00:41 Interview Professor Simon Baron-Cohen releases the Spectrum 10k on the Thoughty Auti Podcast – The largest study EVER in the UK!

The Spectrum 10k Autism, Empathy, and the Theory of Mind Simon Baron-Cohen

Autism and the Two Kinds of Empathy | Robert Wright & Simon Baron-Cohen

Subscribe to The Nonzero Newsletter at https://nonzero.substack.com 0:00 The (fuzzy) distinction between cognitive and emotional empathy 7:01 Simon’s work on autism and empathy 15:59 Should we really view autism as a spectrum? 26:17 Are powerful people bad at cognitive empathy? 40:19 Hitler, tribalism, and the societal dynamics of empathy 53:58 Can cognitive empathy save the world?

Autism and The Two Kinds of Empathy Robert Wright and Simon Baron-Cohen

Books to Read.

The Science of Evil: On Empathy and the Origins of Cruelty

Amazon.com: The Science of Evil: On Empathy and the Origins of Cruelty (Audible Audio Edition): Simon Baron-Cohen, Jonathan Cowley, Tantor Audio: Audible Books & Originals

Systems Thinking

Understanding Autism

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Understanding Autism: Bridging Cognitive Connections

Exploring the ‘Why’: Autism and the Quest for Cognitive Clarity

The persistent questioning of “why” by autistic individuals is intimately linked to the unique neurodevelopmental characteristics of their brains, specifically regarding connectivity issues. Autism is associated with atypical neural connectivity, meaning how neurons communicate across different brain regions varies from non-autistic individuals. This variation can lead to challenges in intuitively integrating complex social, emotional, and sensory information, necessitating a more analytical approach to understanding the world.

The Role of “Why” in Completing Neural Circuits

Asking “why” and receiving a clear, detailed answer helps autistic individuals bridge gaps in their intuitive understanding of social and physical systems. This process is akin to completing a circuit in the brain, allowing for a fuller understanding of a situation or concept that was previously ambiguous or anxiety-inducing. By filling in the missing links between cause and effect, autistic individuals can reduce the anxiety associated with the unknown, providing a sense of cognitive closure.

Systemizing as a Coping Mechanism

The trait of systemizing—breaking down systems into understandable parts and comprehending their cause-and-effect relationships—is a strength often found in autistic individuals. This approach mirrors their need to understand the processes that neurotypical individuals might grasp intuitively explicitly. For example, while a neurotypical person might know that turning a key starts a car’s engine, an autistic individual benefits from knowing the sequence of mechanical events triggered by this action. Understanding the intricate steps between the critical turn and the engine’s start diminishes anxiety by demystifying the process, making the world more predictable and manageable.

The Importance of Explicit Explanation

Given the challenges with neural connectivity, explaining the steps involved in everyday tasks can significantly aid autistic individuals in building their understanding of various systems, including social interactions. Repeating these explanations helps form and strengthen neural connections that might not develop as naturally or as quickly as in non-autistic brains. This process of repetition and reinforcement is not indicative of intellectual disability but rather a different pathway to learning and understanding the world.

Patience, Repetition, and Positive Reinforcement

For autistic individuals and those in their support networks, patience and positive reinforcement are crucial. The repetition required to establish these neural connections should be approached with kindness and understanding, avoiding negative associations that hinder learning and acceptance. Autistic individuals are encouraged to practice patience with their unique learning processes, recognizing the effort and time it takes to “fabricate” these mental “parts” or connections.

Understanding Autism with Respect

Treating the quest for understanding with respect and providing clear, explicit information can significantly ease the cognitive and emotional load for autistic individuals. Like providing a cane to a blind person to navigate physical spaces, clear explanations act as a tool to navigate cognitive and social realms. This supportive approach fosters independence, reduces anxiety, and builds a foundation for more confident and self-assured interaction with the world.

Exploring Together: Nurturing Curiosity and Learning in Autistic Children

Encouraging curiosity and a quest for knowledge can be particularly impactful for autistic children, who often have a natural inclination towards understanding the world in a systemic and detailed way. Engaging with your child in exploratory and educational activities can foster a lifelong love for learning and discovery. Here’s how to embrace this journey of exploration and make it a rewarding experience for you and your child.

Encouraging Exploration and Curiosity

  1. Become Investigators Together: Use your child’s questions as a starting point to explore topics of interest. Whether it’s how plants grow, why the sky is blue, or how computers work, turn each question into a mini research project.
  2. Utilize Libraries and Online Resources: Libraries are treasure troves of information. Introduce your child to the library early on, showing them how to look up books on subjects they’re curious about. For online exploration, websites like Khan Academy, National Geographic Kids, and PBS Kids offer free educational content that’s engaging and informative.
  3. Watch Documentaries: There’s a documentary on nearly every topic imaginable. Platforms like YouTube and various educational TV channels offer documentaries that can spark interest and provide in-depth answers to many “why” questions.
  4. Visit Museums and Educational Centers: Museums, science centres, and botanical gardens offer hands-on learning experiences that can be incredibly stimulating. Many of these places offer free days or discounted tickets for children.
  5. Crafts and DIY Projects: Engage in crafts or DIY projects with a learning element—like building a simple circuit, assembling a model, or cooking together. These activities teach processes and systems and offer a tangible reward.
  6. Dismantle and Rebuild: Collect old mechanical items from thrift stores (like clocks, computers, or small appliances) and take them apart to see how they work inside. This hands-on approach can demystify technology and mechanical systems.
  7. Create a Sensory Board: Make a board with knobs, switches, textures, and lights. This can be a fascinating project for tactile exploration and understanding of cause and effect.
  8. Nature Projects: Planting seeds and watching them grow into plants can teach patience, care, and the cycle of life. Keeping a pet, like a lizard, can also introduce responsibility and the steps of care.

Fostering Communication Through Learning

  1. Make Communication a Learning Experience: Talk to your child about things you know, turning everyday moments into learning opportunities. Emphasize that communication allows us to ask questions, share discoveries, and learn more.
  2. Simplify Communication: Start with essential communication—simple phrases like “please” and “thank you,” “yes” and “no.” The complexity of language can evolve as their comfort with communication grows.
  3. Incorporate Social Rewards: In games and group activities, show how communication is essential for cooperation and achieving goals. Highlight the social rewards of effective communication, such as making friends, sharing interests, and working together.
  4. Encourage Expressing Feelings: Teach your child simple ways to express their feelings and needs. Understanding and verbalizing emotions can be a significant step in social development.

Conclusion

Exploring the world with your autistic child, inviting them into the wonders of discovery, and learning together can enrich their understanding and foster a positive approach to challenges. Being an interactive parent encourages academic learning and social and emotional growth, providing a foundation for long-lasting positive effects on their development. Engaging with your child in these ways shows them that the world is full of questions waiting to be answered, and together, you can find those answers.

Journey Through Knowledge

Free Online Resources For Kids

  • Sesame Street offers a variety of educational videos and games focused on letters, animal sounds, rhymes, and more, perfect for younger children​ (Verywell Family)​.
  • Starfall provides interactive games and activities for children in pre-K through grade 3, focusing on math, reading, and writing​ (Starfall)​.
  • Khan Academy Kids is a free, award-winning program offering educational activities for children ages two to eight, covering subjects like literacy, math, and social-emotional skills​ (Khan Academy)​.
  • The Exploratorium offers free educational activities and exhibits online for arts, sciences, and math, making learning fun and interactive​ (From ABCs to ACTs)​.
  • PBS Kids features educational shows with sing-a-long songs, sorting and counting games, and more​ (Verywell Family)​.
  • Duolingo can help children learn a second language through simple, bite-sized lessons​ (Busy Mom Smart Mom)​.
  • Mr. Nussbaum provides a wide variety of interactive educational games for kids in K-8th grade across various subjects​ (From ABCs to ACTs)​.

Organizations that provide Tech Devices

  • WonderBaby.org outlines various ways to obtain a free iPad for children with special needs, including through insurance companies, school districts, and grants from organizations like Little Bear Gives, Different Needz Foundation, and First Hand Foundation. They emphasize the importance of presenting a clear case for the need for an iPad as a communication or educational tool​ (WonderBaby)​.
  • The Autism Spectrum Disorder Foundation’s iPad For Kids Program offers iPads to help nonverbal autistic children with communication and learning, demonstrating the revolutionary impact such devices can have on breaking communication barriers​ (Autism Spectrum Disorder Foundation)​.
  • Navigate Life Texas provides a comprehensive overview of assistive and adaptive technology available for children with disabilities, including high-tech options like iPad apps. They emphasize how such devices can aid in daily life, from communication to organization​ (Navigate Life Texas)​.
  • In the UK, the Digital Lifeline Fund was established to offer free tablets to low-income groups with learning disabilities. This initiative aims to mitigate digital exclusion and support individuals’ mental health and well-being during the pandemic​ (Tech Monitor)​.
  • Meriah Nichols’ website also lists free resources and assistance for children with disabilities, highlighting the broader support landscape for families seeking technological aids​ (Meriah Nichols)​.

Brain Basics

Synaptic Pruning in ADHD

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Atypical Synaptic Pruning in ADHD: Understanding its Impact and Theories

Attention-Deficit/Hyperactivity Disorder (ADHD) affects a significant portion of the population, with implications that span childhood into adulthood. While the exact causes of ADHD remain multifaceted and not fully understood, emerging evidence points to atypical synaptic pruning as a potential underlying factor. Synaptic pruning, essential for developing efficient neural networks by eliminating lesser-used synapses, might occur differently in individuals with ADHD. This altered pruning process can lead to various neural connectivity issues, impacting executive functions such as attention, planning, and impulse control. Theories suggest that overactive pruning may lead to reduced neural connectivity. In contrast, delayed pruning could result in an abundance of weaker connections, affecting the ability to regulate behavior and focus attention. Moreover, genetic factors may influence the pruning process, further complicating the relationship between synaptic pruning and ADHD. Understanding these mechanisms is crucial for developing targeted interventions and supports for individuals with ADHD, enhancing their quality of life and ability to navigate daily challenges.

Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by symptoms of inattention, hyperactivity, and impulsivity that are inconsistent with the developmental level of the individual. While the exact causes of ADHD remain complex and multifactorial, emerging research suggests that atypical synaptic pruning during brain development may play a role in the manifestation of ADHD symptoms.

Atypical Synaptic Pruning in ADHD

Synaptic pruning is a natural process of brain development where excess neurons and synaptic connections are eliminated to increase the efficiency of neuronal transmissions. In typically developing brains, this process helps to streamline neural networks, enhancing cognitive and functional efficiency. However, in individuals with ADHD, this process may occur atypically, leading to differences in brain structure and function that can affect behavior and cognition.

  1. Delayed or Reduced Pruning: Some studies have suggested that individuals with ADHD may experience delayed or reduced synaptic pruning. This can result in an overabundance of synaptic connections, potentially contributing to the brain’s difficulty in efficiently processing information, leading to symptoms of inattention and distractibility.
  2. Impact on Brain Regions: Atypical pruning in ADHD may particularly affect brain areas involved in executive functions, attention, and impulse control, such as the prefrontal cortex. This could lead to the underdevelopment of networks crucial for task planning, focus, and self-regulation.

Examples in Daily Life

  • Inattention: An individual with ADHD might find focusing on a single task or conversation challenging due to the brain’s inefficient filtering of relevant versus irrelevant stimuli. This might manifest as difficulty completing homework, frequent loss of personal items, or missing important details in instructions.
  • Hyperactivity and Impulsivity: The excess synaptic connections might also contribute to a constant need for movement or action, leading to fidgeting, interrupting others during conversations, or acting without considering the consequences.
  • Executive Function Difficulties: Atypical synaptic pruning could impact the brain’s executive functioning, making it hard to organize tasks, prioritize work, keep track of time, and follow multi-step instructions. This can affect academic performance, workplace productivity, and daily life management.

Studies and Research Links

While the concept of atypical synaptic pruning in ADHD is supported by emerging research, it is important to consult specific studies for detailed insights:

  1. Shaw P, Eckstrand K, Sharp W, Blumenthal J, Lerch JP, Greenstein D, Clasen L, Evans A, Giedd J, Rapoport JL. “Attention-deficit/hyperactivity disorder is characterized by a delay in cortical maturation.” Proceedings of the National Academy of Sciences, 2007. This study provides evidence of delayed cortical maturation in individuals with ADHD, which may relate to atypical synaptic pruning processes.
  2. Sowell ER, Thompson PM, Welcome SE, Henkenius AL, Toga AW, Peterson BS. “Cortical abnormalities in children and adolescents with attention-deficit hyperactivity disorder.” The Lancet, 2003. This research explores cortical abnormalities that could be indicative of differences in synaptic pruning in the ADHD brain.
Brain Basics

The Intricate World of Neurons

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Neurons called the brain and nervous system building blocks, are specialized cells that transmit information throughout the body. Their unique structure and ability to communicate with each other through electrical and chemical signals enable the vast array of human behaviors, thoughts, and emotions.

Structure and Function: A typical neuron comprises a cell body (soma), dendrites, and an axon. The cell body contains the nucleus and cytoplasm, essential for the neuron’s metabolic activities. Dendrites extend from the cell body like branches, receiving signals from other neurons. The axon is a long, thin projection that transmits these signals away from the cell body to other neurons, muscles, or glands.

How Neurons Develop: Neuronal development is a complex process that includes neurogenesis (the birth of neurons), differentiation (where neurons acquire their specific functions), and synaptogenesis (the formation of synapses). This process is guided by both genetic programming and environmental factors, allowing the nervous system to adapt to its surroundings. During development, neurons extend axons to reach their target cells and establish synaptic connections, a process involving guidance cues and signalling molecules.

Mirror Neurons: A fascinating subset of neurons, known as mirror neurons, was first discovered in the early 1990s. These neurons fire when an individual acts and when they observe the same action performed by another. Mirror neurons play a crucial role in understanding others’ actions, intentions, and emotions, contributing to developing empathy, social learning, and language acquisition.

Neural Communication: Neurons communicate at synapses, where one neuron’s axon terminal meets another’s dendrite. This communication is achieved by releasing neurotransmitters, chemical messengers that cross the synaptic gap and bind to receptors on the receiving neuron. This process converts the electrical signal into a chemical signal and back into an electrical signal in the receiving neuron, allowing the message to continue.

Neuroplasticity: One of the most remarkable aspects of neurons is their plasticity—their ability to change in response to experience or injury. Neuroplasticity manifests in several ways, including forming new connections, strengthening or weakening existing connections, and creating new neurons in some brain regions, even into adulthood. This adaptability is essential for learning, memory, and recovery from brain injuries.

In conclusion, neurons are not just the functional units of the brain and nervous system; they are dynamic entities that play a crucial role in every aspect of human thought, behavior, and emotion. The study of neurons, including specialized types like mirror neurons, continues to unravel the mysteries of the brain, offering insights into the fundamental processes that make us who we are.

Videos

Imaging reveals patterns in neuron firing

Description: In the brain, cortical neurons fire in response to stimuli from the body, and thalamic neurons provide feedback that regulates the cortical neurons’ firing―and thus helps keep the brain functioning smoothly. To find out more about the interplay between these two types of neurons, researchers in the Brain Mechanisms for Behavior Unit grew them in a dish from embryonic neurons.

Imaging of Neurons Firing

Whole-brain Imaging of Neuronal Activity with Cellular Resolution

Video of dorsal and lateral projections of whole-brain, neuron-level functional activity in a zebrafish, reported by the genetically encoded calcium indicator GCaMP5G. HHMI Bulletin article: https://www.hhmi.org/bulletin/spring-2013/flashes-insight Nature: http://www.nature.com/nmeth/journal/v10/n5/full/nmeth.2434.html

Whole Brain Imaging of Neuronal Activity

Neurons under microscope

Uploaded by Mr.Duncan’s Social Studies Channel on 2019-02-11.

This is what brain cell conversations look like

Call them the neuron whisperers. Researchers are eavesdropping on conversations going on between brain cells in a dish. Rather than hearing the chatter, they watch neurons that have been genetically modified so that the electrical impulses moving along their branched tendrils cause sparkles of red light (see video).

Neuronal Uniqueness in Neurodivergent Brains

Neurodivergence encompasses a wide range of neurological differences, including autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), dyslexia, and others. Brain structure and function variations, including unique aspects of neuronal development, organization, and connectivity, characterize these conditions. While individual experiences and symptoms can vary widely, research has identified several neurobiological distinctions that contribute to the unique cognitive and sensory processing patterns observed in neurodivergent individuals.

Neuronal Development and Connectivity:

  • Increased Synaptic Density: Neurodivergent brains, particularly in autism, have been observed to exhibit increased synaptic density, meaning there are more connections between neurons. This can lead to a more prosperous, albeit more overwhelming, sensory experience and may contribute to the enhanced detail-focused processing seen in some autistic individuals.
  • Altered Neural Pathways: Differences in the development of neural pathways, including those related to social cognition, executive function, and sensory processing, have been documented. For example, in dyslexia, there is often altered connectivity in regions involved in reading and language processing. In ADHD, alterations in pathways associated with attention and executive functions are common.
  • Mirror Neuron System Variations: The mirror neuron system, implicated in understanding others’ actions and intentions, shows differences in neurodivergent individuals, particularly those with autism. This variation may contribute to challenges in social interaction and empathy experienced by some people on the autism spectrum.

Neuroplasticity and Compensation:

Neurodivergent brains often exhibit remarkable neuroplasticity, allowing individuals to develop unique strategies to navigate their environments and tasks. This adaptive capability can lead to exceptional abilities in certain areas, such as memory, art, computing, and pattern recognition.

Sensory Processing:

Neurodivergent individuals frequently experience atypical sensory processing, which may be related to differences in neuronal sensitivity and synaptic processing. This can result in hypersensitivities or hyposensitivities to sensory inputs like sound, light, and touch, profoundly affecting daily functioning and preferences.

Structural and Functional Differences:

It’s crucial to note that neurodivergence encompasses a broad spectrum of neurological variations, and the degree to which these characteristics manifest can vary greatly among individuals. Understanding these unique neuronal attributes in neurodivergent brains continues to evolve, underscoring the importance of personalized approaches in education, therapy, and support. This changing understanding also celebrates the diversity of human brains and the myriad ways they interpret and interact with the world.

  • Variability in Brain Volume and Structure: Research has identified variations in overall brain volume and the size and structure of specific brain regions in neurodivergent individuals. For instance, early rapid brain growth followed by a levelling off has been observed in some children with autism.
  • Differential Activation Patterns: Functional imaging studies have shown that neurodivergent individuals may use different brain regions compared to neurotypical individuals when performing the same tasks. These differences in brain activation patterns highlight the diverse ways the brain can accomplish cognitive and sensory processing.

Recognizing and understanding these differences not only enhances our appreciation of neurodivergence but also underscores the importance of tailored educational and therapeutic approaches. Ultimately, by embracing and supporting neurodivergent individuals, we foster a more inclusive and understanding society, celebrating the diversity of human brains and their unique interpretations of the world.