Early Stages of Brain Development
“An account of brain development in the early years of childhood is only complete if we first examine the origins of this process during the prenatal months. Brain development is a protracted process that begins about 2 weeks after conception and continues into young adulthood 20 years later. Brain development that occurs during the prenatal months is largely under genetic control, although clearly the environment can play a role; for example, it is well known that the lack of nutrition (e.g., folic acid) and the presence of toxins (e.g., alcohol) can both deleteriously influence the developing brain. In contrast, much of brain development that occurs postnatally is experience-dependent and defined by gene– environment interactions.” [i]
Connections and connectivity as central to emergence are reviewed by Danielle S. Bassett and Michael S. Gazzaniga (2011) Understanding complexity in the human brain. Trends Cogn Sci. 2011 May ; 15(5): 200–209. doi:10.1016/j.tics.2011.03.006 read PDF HERE (they provide a helpful glossary)
LOOK in on NEUROPLASTICITY — as in changes in brain when learning.
MORE THAN SYNAPSES and AXONS:
Of course there’s a deep BIAS to find connections between phenomena, creating a narrative that may be easier to store in memory but also can provide predictive templates. (In our search for enhanced coherence we also seek corroboration which can lead to bias such as “the confirmation bias.”)
AND, we tend to think about physical connections: the threads holding parts of a mobile together. BUT they are not always physical. At least not in the direct way we think: in RESONANCE. things are connected by usually imperceptible vibrations or waves that may be mechanical, acoustic, electromagnetic, and even quantum wave functions. Our first thoughts are usually of sympathetic resonance in acoustics: the force that makes drone strings vibrate as in a sitar or zither). In all cases, resonance seems evoked by some sort of quality that connects the sender and receiver.
IN THE BRAIN, “Short-lived, high-frequency oscillations in the brain called ripples have been implicated as substrates for memory formation.” New research has demostrated “ripple oscillations occur before successful memory retrieval” in humans. Find out more HERE (Science, this issue p. 975; see also p. 927). (copied from A&O page on CONNECTIONS)
[i]Adrienne L. Tierney and Charles A. Nelson (2009) Brain Development and the Role of Experience in the Early Years.Zero Three. 2009 November 1; 30(2): 9–13. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3722610/pdf/nihms-227033.pdf
Adrienne L. Tierney, MSc, EdM, is a doctoral student in human development at the Harvard Graduate School of Education. She has a background in neuroscience and is currently involved in the Mind, Brain, and Education program. Her dissertation research is on brain development in children with autism.
Charles A. Nelson III, PhD, is a professor of pediatrics and neuroscience at Harvard Medical School and the Richard David Scott Chair in Pediatric Developmental Medicine Research at Children’s Hospital Boston. A developmental cognitive neuroscientist, Nelson’s interests lie broadly with how experience influences brain development, with a particular interest in the processing of faces and facial expressions. He has conducted research on typically developing infants and children and children who have experienced early biological and psychosocial adversity
[i] Adrienne L. Tierney, MSc, EdM, is a doctoral student in human development at the Harvard Graduate School of Education. She has a background in neuroscience and is currently involved in the Mind, Brain, and Education program. Her dissertation research is on brain development in children with autism.
Charles A. Nelson III, PhD, is a professor of pediatrics and neuroscience at Harvard Medical School and the Richard David Scott Chair in Pediatric Developmental Medicine Research at Children’s Hospital Boston. A developmental cognitive neuroscientist, Nelson’s interests lie broadly with how experience influences brain development, with a particular interest in the processing of faces and facial expressions. He has conducted research on typically developing infants and children and children who have experienced early biological and psychosocial adversity