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Claudia Elliott <[log in to unmask]> wrote: I have been studying neuropsychology of late, and it seems that the dopamine 'pathway' goes through two critical periods of development when the synapses are developing at a rapid rate. One of these is right after birth for a few months, and the other begins around the end of the second year and extends into the next year or two or three. At these times, the sympathetic nervous system is getting set .. involving the viscera, movement, and the endocrin system to the extent that they are affected by dopamine. Also at this time the regulation (first yr.) and inhibition (second yr.) of affects are being encoded in the same neurons, based on the infant-care-giver environment. Therefore, the individual's ability to regulate stimulation and self calming will be intricately intertwined with the development of the dopamine pathway--lateral tegmental, I believe. Also, the adrenergic pathway, responsible for regulating the parasympathetic nervous system, reacts to stress by releasing epinephren and norepinephren, which inhibit the flow of dopamine, and throw the body into the stress state--rapid heart rate, etc. Therefore, when the PD patient gets anxious, for example, it can precipitate a going 'off'. There is much to ponder herein. The forming of 'character' may be dependent partially upon the neurochemicals balance .. amounts of each in optimal loci, etc. .. that are present before and during birth .. as well as the bonding period which is deemed critical by most researchers. Cognition systems (all brain mechanisms and systems actually) are initiated and grow with maternal and fetal origins of all the neuro-chemicals. The variously labeled synaptic networks form and grow differently because the chance randomness of this complex of networks is influenced by the environ changes .. and the growth responses to changes. The learning (networks establishments and changing) is affected strongly very early by the genes from the sperm and egg. The male or female choice is chemical and directs the physical anatomy as well as the mental anatomy. The various psychological characteristics degree of expression is partly dependent upon how the developing brain responds to the stimuli. The stimuli include the moods or feelings of those the infant contacts. Babies generally mirror the feelings and mood of the most significant to them person in their environ. The eventual cognition that they influence - control - the environ when they cry escalates into much internalized (brain learned) mechanism/systems growth. The emotions and senses and reactions and responses to voluntary actions elicit responses from the growing consciousness as well as the persons in their enviroment. Optimal learning (establishment of all as unflawed mental apparati and networks) is not likely if amateur parenting is all that is provided. Worse is incompetent or actively repressive, negative 'parenting'. Neglect of teaching an infant that it is loved, lovable, and expected to love, learn, grow, respond appropriately and be a self with esteem, love, concern, accomplishments, skills, roles, et cetera will produce stresses that are negative. Stress is inevitable. Whether the stress and strain exceed the strength and elongation characteristics determine the response. The infant educated well becomes a child .. well able to grow psycho-physically into an adult. In forming the human, the individual itself is the major participant in it's own learning. Neglecting to achieve sufficient mental and or physical capability to take events in stride produces failure of some degree. Usually, we have many set-backs that are opportunities to learn better or more or more correct or more informed and learned responses. Living is a process that cognitive consciousness can enhance greatly. The potential of each individual is unrealized - not fully achieved. The potential of each is unique and increasing on the species abstract we perceive, but each living species individual dies eventually. Feeling is chemical in it's semantic source or site. The will to live longer semantically is a cognition perhaps only available in the human brain. The majority of the brain and body processes are not cognitively accessible. Evolution of so many species always has produced relatively short-lived individuals. Modern human individuals subsist longer on average. The congitive choice to die is made by some who then commit suicide. The ability to remain alive although not able to care for and obtain nourishments for oneself brings about the failure of many of our psychophysical subsystems without death .. because we care for one another. We know that individuals can do much even though exceedingly handicapped. We do not know that we are the only intelligent, cognitive beings, therefore we seek to know the reality .. and hope that we do not die psyche-cally when we die physically. The myths of the origin of the cosmos evolved by our predecessors provided positive stress to grow and prosper via establishment of beliefs and values .. bases of religion. Philosophy is seeking the meaning of our existence. Religion usually means the philosopher decided that chance events did not produce evolution .. it is attributed to a creator. The unknown afterlife is a stressor wielded by politicians of the religious type. A strong will to live overcomes most obstacles .. but eventually fails. The stress and strain exceed the capability of the brain to keep the necessary systems functioning. Our ability to live without pleasure-feeling chemicals and motor functions varies greatly. Stephen Hawking continues to live and contribute. Some are frightened into depression by the doctor pronouncing the name label of the disease syndrome of a particular mode of brain-body failure. If there is sufficient anxiety, the brain can lock up and the extremis overload of neurochemicals can cause death. Too much already, but maybe there is one pearl in this pile of words. Ron <[log in to unmask]> Ronald F. Vetter