Genealogy of Religion / Cris Campbell

Cris Campbell holds advanced degrees in anthropology, philosophy, and law. This (WordPress) blog is his research database and idea playspace. (The most recent post seems to be in 2015, but there is plenty to explore)

 

Why “Hunter-Gatherers and Religion”?

Anyone who surveys the “religious” beliefs of hunter-gatherers (or foragers) will almost immediately discover that many of them do not have a word that translates as “religion” and do not understand the Western concept of “religion,” as explained to them by ethnographers and others.  Anyone who engages in such a survey will also soon discover that hunter-gatherers have a dazzling and sometimes bewildering array of beliefs related to the cosmos, creation, spirits, gods, and the supernatural.  Within a single group, these beliefs may be different and contradictory from individual to individual; the beliefs are often fluid and change considerably over time.  When comparing groups, the details — at least on the surface — seem to be so different that nothing general can be said about foragers on the one hand and their beliefs on the other hand.  Despite this variety, one can identify certain common themes, motifs and tropes that are characteristic of hunter-gatherer metaphysics.  These include:

  • A generalized belief in higher powers, which may be gods, spirits, or other forces; (I would modify this based on those who are visual thinkers and do not make abstract “things”)
  • A spiritualized reverence for nature and everything of nature; (what does ‘spiritualized’ entail? This is one of those Weasel Words that is never defined)
  • A cosmology oriented horizontally rather than vertically; “egalitarian”
  • A cyclic notion of time and perpetual renewal; and (or non-time, ie “living in the present”)
  • A belief array that includes animism, ritualism, totemism and shamanism. (these are all “western” inventions. The people supposedly practicing these “religions” may not see any difference or separation between these categorizations and behaviors of everyday life. There are atheist hunter-gatherers)

Because humans have been foragers for the vast majority of their time on earth, understanding the supernatural beliefs and practices of hunter-gatherers is essential to any genealogy of religion.  This Category will examine those beliefs as part of a larger effort to trace the history of religion.

How ironic! It is modern social humans who are trapped in a supernatural dimension created by “magic words”

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Personal thoughts on anxiety in ASD / Asperger Types

My quest is to “untangle” the bizarre mess that “researchers” have created around ASD / Asperger’s symptoms and the “co-morbidity” of anxiety.

How difficult a question is this?

Is anxiety a “big problem” for individuals diagnosed with Asperger’s? If yes, then is it commonly “debilitating” in that it prevents the person from engaging in successful employment, satisfying relationships, and “freedom” to engage the environment by participating in activities that are important to their “happiness”?

And yet, what I encounter are articles, papers, and studies that focus on the argument over whether or not anxiety is part of ASD Asperger’s, the diagnosis, or a co-morbid condition. Anxiety, for “experts” has taken on the “power” of the Gordian knot! Honestly? This is the typical “point” at which an Asperger “looses it” and wants to simply declare that neurotypicals are idiots… but, I’m on a mission to help myself and my co-Aspergerg types to survive in social reality. We’re not going to find logical reality-based “answers” in psychology or even in neuroscience…we are on our own. 

So let’s look at anxiety, another of those words whose meaning and utility have been destroyed by neurotypical addiction to “over-generalization” and fear of specificity!

Over the past few months, I have experienced an increase in “sudden onset” panic attacks: it’s not as if I can’t assign a probable cause. The facts of my existence (age, health, financial problems) are enough to fill up and overflow whatever limit of tolerance that I can summon up each day. Severe (and sometimes debilitating) anxiety has been integral to my existence since at least age 3, which is the time of my first “remembered” meltdown. I can honestly say, that if it were not for “anxiety” manifesting as sudden meltdowns, panic attacks, “background radiation” and other physical  reactions, (who cares what they are labeled?), my life would have been far easier, with much more of my time and energy being available to “invest” in activities of choice, rather than surviving the unpredictable disruptions that I’ve had to work around. The fact that I’ve had an interesting, rich and “novel” existence, is thanks to maximizing the stable intervals between anxiety, distress, and exhaustion – and avoiding alien neurotypical social expectations and toxic environments as much as possible.

Here is a simple formula that I have followed:

Life among NTs is HELL. I deserve to “reserve” as much time as possible for my intrinsically satisfying interests; for pursuit of knowledge, experiences and activities that enable me to become as “authentic” to “whoever and whatever I am” as possible.

This realization came long, long before diagnosis, and I had to accept that a distinct possibility was that there was no “authentic me” and if there was, it might be a scary discovery. But, ever-present Asperger curiosity and dogged persistence would accept no other journey. It is important to realize, that Asperger or not, this type of “classic quest” has been going on in human lives for thousands of years, and for the most part has been in defiance of social disapproval (often regarded as a serious threat) by societies world-wide, which impose on individuals the carefully constructed catalogue of roles and biographies handed down from “on high”.

The point is that the choice to “go my own way” was “asking for it” – IT being endless shit (and the accompanying anxiety) dumped on human beings existing on all levels of the Social Pyramid, but especially directed toward any group or individual who is judged to be “antisocial” or inferior. I have encountered conflicts large and small, and was exposed to “human behavior” in ways I couldn’t have imagined.

What I have confronted in “normdom” is the strange orientation of “experts” who ignore the contribution of environmental sources to hyperarousal, a physiological reaction to conditions in the environment. (Note: Fear, anxiety, and all the “emotion-words”  are merely the conscious verbal expression that infants and children ARE TAUGHT to utilize in social communication, and for social purposes) These words are not the physiological experience.

A feedback “loop” exists between the environment and the human sensory system.   The physiology of fear and anxiety is an ancient “alarm system” that promotes survival, but in the human behavior industry, anxiety has been “segregated” and  classified as a pathology – an utterly bizarre, irrational, and dangerous idea. The result is that “normal” human reactions and behavior, provided by millions of years of evolutionary processes, and which  PROTECT the individual, are now “forbidden” as “defects” in the organism itself. Social involvement and culpability are “denied” – responsibility for abuse of humans and animals by social activity is erased!

Social indoctrination: the use of media, advertising, marketing, political BS and constant “messaging” that presents “protective evolutionary alerts and reactions” (awareness of danger; physiological discomfort, stress and illness) are YOUR FAULT. You have a defective brain. It’s a lie.

Due to an entrenched system of social hierarchy (inequality), social humans continue to be determined to “wipe out” the human animal that evolved in nature, and replace it with a domesticated / manufactured / altered Homo sapiens that just like domesticated animals, will survive and reproduce in the most extreme and abusive conditions.

This “domestic” hypersocial human is today represented as the pinnacle of evolution.

Human predators (the 1 %  who occupy “power positions” at the top of the pyramid)merely want to ensure that the status quo is maintained, that is, the continued  exploitation of the  “observation” that domesticated humans will adapt to any abuse – and still serve the hierarchy. This “idea” also allows for the unconscionable torture and abuse of animals.

The “expert” assumption is that a normal, typical, socially desirable human, as defined by the “human behavior” priesthood, can endure any type and degree of torture, stress, abuse, both chronic or episodic, and come out of the experience UNCHANGED; undamaged and exploitable. Any variation from this behavioral prescription is proof of a person’s deviance, inferiority and weakness.

The most blatant example of this “attitude” is the epidemic of PTSD and suicide in soldiers returning from HELL in combat. Not that many wars ago, militaries literally “executed”  soldiers suffering from this “weakness, cowardice and treason” on the battlefield, or “exiled” them to asylums as subhuman and defective ‘mistakes”. Now we ship soldiers home who have suffered extreme trauma and “treat them” so badly, that suicide has become the only relief for many. Having the afflicted remove him or herself, rather than “murdering” them is considered to be compassionate progress.  

And my point is about relief: I concluded long ago that chronic and episodic “hyperarousal” must be treated immediately with whatever works; in my experience, that means medication. Despite limiting one’s “exposure” to toxic social environments, one cannot escape the damage done to human health and sanity.

Some relief can be had by employing activities and adjustments in thinking patterns, that often (usually by trial and error) can mitigate physical damage. But what we must remember is that anxiety, fear, distress and the “urge to flee” are healthy responses to horrible human environments. How many mass migrations of “refugees” are there at any time, with thousands, and even millions of people, seeking “new places” to live a life that is proper to a healthy human?

 

 

 

Attractive qualities of a person with Asperger’s syndrome / LOL

Romantic Relationships for Young Adults with Asperger’s Syndrome and High-Functioning Autism

Tony Attwood, Clinical Psychologist and Senior Consultant
Minds & Hearts Brisbane, Australia

For what it’s worth: This is the famous “autism expert” who failed to diagnose his own son, who is Asperger. 

Excerpt: Attractive qualities…

Men with Asperger’s syndrome have many qualities that can be attractive to a prospective partner. 6 When conducting relationship counselling with one or both partners having the characteristics or diagnosis of Asperger’s syndrome, I often ask the typical partner, ‘What were the qualities that made your partner attractive when you first met him/her?’ Many women describe their first impressions of their partner with Asperger’s syndrome as being someone who is kind, attentive, and socially or emotionally immature. The term “silent, handsome stranger” can be used to describe someone who seems relatively quiet and good looking. Physical characteristics and attentiveness can be important, especially if the woman has doubts regarding her own self-esteem and physical attractiveness. The man’s lack of social and conversational skills can lead to his being perceived as the “silent stranger” whose social naivety and immaturity can be transformed by a partner who is a natural expert on empathy, socializing, and conversation. (Beware the insecure woman who seeks to change you; the mothering may turn into smothering and then, rage.)

I have noted that many of the partners of men, and sometimes of women, with Asperger’s syndrome have been at the other end of the social and empathy continuum. They are intuitive experts in Theory of Mind, namely understanding and empathizing with someone else’s perspective. (Why do I doubt this? If he / she is so empathetic, why can’t this “magic person” understand the Asperger “interior experience”?) They are naturally gifted in the ability to understand the world as experienced by the person with Asperger’s syndrome, much more so than a person of average Theory of Mind abilities. (This is ridiculous…)

Wow! Disaster! From my experience, this “magical empath” may honestly “believe” that he or she understands the Asperger way of being, and can change them into a “suitable for social life” partner (or possession). This widespread NT delusion dooms so many interactions between AS and NT. When the “Magical Empath” inevitably discovers that he / she CANNOT CHANGE THE ASPERGER, rage and outlandish attacks will follow. 

They (magic empath) are understanding and sympathetic, (the last thing I want is sympathy) and they provide guidance for their partner in social situations. Indeed, these are the characteristics that an adult with Asperger’s syndrome recognizes that he or she needs and would find desirable in a partner. (My opinion? This is absolutely not what I find attractive. Who needs or wants a “zoo keeper”? How insulting! A spouse who serves as a “guide dog”!) He or she will actively seek a partner with intuitive social knowledge who can be a social interpreter, is naturally nurturing, is socially able, and is maternal. (OMG! We’re perpetual children who need “nannies” – ) However, while a socially insightful and empathic partner may understand the perspective of the person with Asperger’s syndrome, the person with Asperger’s syndrome has considerable difficulty understanding the perspective of his or her typical partner. (It’s our problem;  after all, we’re defective) 

This is BS. The deeper my understanding of the Asperger way of being has become, the clearer the “rift” between NT and AS perception of reality, and therefore experience, is revealed. The inability of the NT to comprehend the degree of “differentness” that actually exists between neotenic social humans and AS individuals, all but precludes understanding of “who we are”. In terms of sensory experience, sensory processing and perception and what we “do with” our brains, my assessment is that Asperger types are, in the practical sense, a different species.

As long as NTs regard us as “broken” versions of themselves, there can be little rapprochement.

The attractiveness of a person with Asperger’s syndrome in a prospective relationship can be enhanced by intellectual ability, career prospects, and degree of attentiveness during courtship. (The Labrador retriever appeal) Sometimes, however, this attentiveness could be perceived by others as almost obsessive, and the words and actions appear to have been learned from watching Hollywood romantic movies. The person can be admired for speaking his mind, even if the comments may be perceived as offensive by others, due to his strong sense of social justice and clear moral beliefs. The fact that he may not be “macho” or wish to spend time with other men at sporting events or drinking alcohol also can be appealing for some women. The person with Asperger’s syndrome can be a late developer in terms of relationship experiences, which also can be an attractive feature. There may be no previous relationship “baggage.” I also have had many women describe to me how their partner with Asperger’s syndrome resembled their father. (My father was Asperger, and although, or likely because, we were great friends, and I knew him well, I would NEVER choose a partner like him) Having a parent with the signs of Asperger’s syndrome may have contributed to their choice of partner as an adult.

Oh please, do tell us! LOL

What are the characteristics that men find attractive in a woman with Asperger’s syndrome? The attributes can be similar to the characteristics women find appealing in a man with Asperger’s syndrome, especially the degree of attentiveness. (Our “male brains” of course – we’re both inadequate copies of males, and perverse females.) The woman’s social immaturity may be appealing to those men who have natural paternal and compassionate qualities. (The zoo keeper, guide dog, nanny again) There can be an appreciation of her physical attractiveness and admiration for her talents and abilities. Unfortunately, women (and sometimes men) with Asperger’s syndrome are not very good at making character judgments or identifying relationship predators. Women with Asperger’s syndrome often have low self-esteem, which can affect their choice of partner in a relationship. They can be the victim of various forms of abuse. As one woman with Asperger’s explained to me, ‘I set my expectations very low and as a result gravitated toward abusive people.’

So, this is what is “attractive” about AS women: Male predators find us to be “easy targets” because we’re desperate idiots. Thanks a lot!

For more insulting nonsense: https://iancommunity.org/cs/articles/relationships

A Plea for Visual Thinking / Rudolf Arnheim

http://g-e-s-t-a-l-t.org/MEDIA/PDF/A-Plea-for-Visual-Thinking.pdf

A Plea for Visual Thinking

see also an interview with RA:  http://www.cabinetmagazine.org/issues/2/rudolfarnheim.php

Rudolf Arnheim Reviewed work(s): Source: Critical Inquiry, Vol. 6, No. 3 (Spring, 1980), pp. 489-497 Published by: The University of Chicago Press Stable URL: http://www.jstor.org/stable/1343105 . Accessed: 31/01/2013 13:04

Perception and thinking are treated by textbooks of psychology in separate chapters. The senses are said to gather information about the outer world; thinking is said to process that information. Thinking emerges from this approach as the “higher,” more respectable function, to which consequently education assigns most of the school hours and most of the credit. The exercise of the senses is a mere recreation, relegated to spare time.

It is left to the playful practice of the arts and music and is readily dispensed with when a tight budget calls for economy. The habit of separating the intuitive from the abstractive functions, as they were called in the Middle Ages, goes far back in our tradition. Descartes, in the sixth Meditation, defined man as “a thing that thinks,” to which reasoning came naturally (it obviously doesn’t!); whereas imagining, the activity of the senses, required a special effort and was in no way necessary to the human nature or essence. (The arts and technology are vital to human health and happiness -)

Note: We see the “elevation” of these narrow ideas about “a hierarchy of thinking” (that damn pyramid obsession again) in the denigration of ASD / Asperger abilities: (formal, old-fashioned use of language if language is present; echoing or copying (parroting) of language with an extensive “memorized” vocabulary, but without a “clue” to the “deeper meaning”  of language; an indictment of ASD / AS individuals as robots that are utterly lacking in imagination or creativity; as enthralled by boring subject matter (to social types) and above all, the failure to accomplish what has recently been elevated to the “highest level of cognition attainable, socio-emotional language, exemplified by: Have a nice day!

For “verbally deficient” autistics, this means an immediate judgement of low intelligence.  

So far, we have a very clear historical explanation as to why “visual-sensory thinking” got trashed, demoted and eventually designated as a “developmental disability” by American psychologists. This vital and creative cognitive process has vanished from the “acceptable human social repertoire” of “brain activity” in puritanical” American culture.  

The passive ability to receive images of sensory things, said Descartes, would be useless if there did not exist in the mind a further and higher active faculty capable of shaping these images and of correcting the errors that derive from sensory experience. (Exactly backwards to how thinking works) A century later Leibniz spoke of two levels of clear cognition.’ Reasoning was cognition of the higher degree: it was distinct, that is, it could analyze things into their components. Sensory experience, on the other hand, was cognition of the lower order: it also could be clear but it was confused, in the original Latin sense of the term; that is, all elements fused and mingled together in an indivisible whole. Thus artists, who rely on this inferior faculty (as do many top inventors and scientists), are good judges of works of art but when asked what is wrong with a particular piece that displeases them can only reply that it lacks nescio quid, a certain “I don’t know what.” (Intuitively, you “get it” or you don’t)

Yes, the Descartes – thing is nonsense. Just because a man is a genius is one field, doesn’t mean that he is an expert on everything; but NTs love authority and will believe without question what “great men” say. Our present predicament of relying on a “false pyramid of thinking” based on “dumb” (not reasonable) value judgements from (European white male) heroes of the past, has devastated the power of thinking “outside the box of verbal abstraction and generalities” in entire societies.

In our own time, language has been designated as the place of refuge from the problems incurred in direct perceptual experience; this in spite of the fact that language, although a powerful help to our thinking, does not offer in and by itself an arena in which thinking can take place. Thus the very title of a recent collection of articles by Jerome S. Bruner suggests that in order to arrive at knowledge the human mind must go “beyond the information given” by direct sensory experience. Bruner adopts the belief that the cognitive development of a child passes through three stages. The child explores the world first through action, then through imagery, and finally through language. 

The implication is, unfortunately, that with the arrival at a next level the earlier one falls by the wayside.

This is obviously untrue: adults retain modes of “thinking” from childhood stages. Magical thinking is the default mode of thinking for neotenic social typicals. Magic  “fills in” the gaps left by inferior sensory data and perception, supplying “fantastical” explanations for phenomena. Reasoning, critical analysis, and effective understanding of “how the universe works” (math-science) may be native to a few individuals, but must be taught and cultivated in the majority of children. This is a taboo in highly religious American culture. Reality-based thinking has been abandoned, even demonized, in American education – and for several generations – in favor of socially-promoted emotional narcissism that contributes to a very distorted social reality and description of “being human.” That is, a supernatural orientation is the result of developmental stagnation, and furnishes the status quo in religious, psychological and social engineering regimes. Neoteny is a fact of life for the modern social human. 

Thus when the child learns to go beyond a particular constellation directly given to his eyes, the ability to restructure the situation in a more suitable way is not credited by Bruner to the maturing of perceptual capacity but to the switch toward a new processing medium, namely, language. Thus language is praised as the indispensable instrument for essential refinements of the mind, toward which in fact, language is little more than a reflector.

To claim that “cognition” suddenly appeared out of nowhere, only with the “arrival of human verbal language” is idiotic and unbelievably arrogant! 550 million years of “arms race” evolution, but “sensory thinking” is inferior…

We are told by psychologists that “autistic” children are defective (low intelligence) due to two outrageous prejudices:

1. Lack of verbal language use, and/or failure to use language as prescribed (social scripts) is automatically a “sign” of defective development. (This overturns and discards 550 millions of years of evolution)

2. Superior sensory perception and processing, which are autistic strengths, are denigrated as ‘low-level’ cognition.

Since experts insist that perception offers nothing better than the fairly mechanical recording of the stimuli arriving at the sensory receptors, it is useful to respond with a few examples which show that perception transcends constantly and routinely the mere mechanical recording of sensory raw material. (I am limiting myself in the following to visual perception.) At a fairly simple level, the psychologist Roger N. Shepard and his coworkers have shown that visual imagination can rotate the spatial position of a given object when a different view is needed to solve a problem, for example, in order to identify the object with, or distinguish it from, a similar one. (I have noted previously that this type of “test” is a very limited and rule-based conception of what visual thinking can and does accomplish) This is worth knowing. But reports by artists and scientists indicate that visual imagination is capable of much more spectacular exploits. Indeed, the imagination of the average person demands our respect.

Let me use an example cited in an article by Lewis E. Walkup. The solution of the puzzle should be attempted without the help of an illustration. Imagine a large cube made up of twenty-seven smaller cubes, that is, three layers of nine cubes each. Imagine further that the entire outer surface of the large cube is painted red and ask yourself how many of the smaller cubes will be red on three sides, two sides, one side, or no side at all.

SEE Skipped TEXT

Far from abandoning our image, we discovered it to be a beautiful, composition, in which each element was defined by its place in the whole. Did we need language to perform this operation? Not at all; although language could help us to codify our results. Did we need intelligence, inventiveness, creative discovery? Yes, some. In a modest way, the operation we performed is of the stuff that good science and good art are made of.

Was it seeing or was it thinking that solved the problem? Obviously, the distinction is absurd.

In order to see we had to think; and we had nothing to think about if we were not looking. But our claim goes farther. We assert not only that perceptual problems can be solved by perceptual operations but that productive thinking solves any kind of problem in the perceptual realm because there exists no other arena in which true thinking can take place. Therefore it is now necessary to show, at least sketchily, how one goes about solving a highly “abstract” problem. For the sake of an example, let me ask the old question of whether free will is compatible with determinism. Instead of looking up the answer in Saint Augustine or Spinoza, I watch what happens when I begin to think. In what medium does the thinking take place? Images start to form. Motivational forces, in order to become manipulable, take the shape of arrows. These arrows line up in a sequence, each pushing the next-a deterministic chain that does not seem to leave room for any freedom (fig. la). Next I ask What is freedom? and I see a sheaf of vectors issuing from a base (fig. lb). Each arrow is free, within the limits of the constellation, to move in any direction it pleases and to reach as far as it can and will. But there is something incomplete about this image of freedom. It operates in empty space, and there is no sense to freedom without the context of the world to which it applies. My next image adds an external system of a world minding its own business and thereby frustrating the arrows that issue from my freedom-seeking creature (fig. ic). I must ask: Are the two systems incompatible in principle? In my … GO TO: 

http://g-e-s-t-a-l-t.org/MEDIA/PDF/A-Plea-for-Visual-Thinking.pdf

 

Why do Neurotypicals have children? / Total Insanity

Since it’s Memorial Day, I thought I’d check out Asperger’s and Military participation: confusing, boring, highly subjective… but I came across a discussion about sending an Asperger to military school because he doesn’t turn in his homework…. edited to protect identity. 

Here we go!

My wife just brought up the idea of sending our 12 year old son who has Asperger’s to a military academy.

His grades could be better; his reading and comprehension scores are at college level but we have a strange situation. 50% of his English assignments have not been turned in so far this year. My wife and I check to make sure he’s done the homework, but he  does not turn it in. We have told him that routine is going to be a fact of life, so get used to it. We’ve told him to always put his homework in the same place in his backpack. That way he will always know where it is, and can turn it in.

Okay! As an Asperger, I see “problems” brewing from the get go: This kid is 12. He’s smart. He resents being treated like a ROBOT; telling him that he will live have to live out his life as a ROBOT is a disaster! His NT parents / therapist think he’s “dumb” – that is, he can’t remember to hand in homework. Really? Who is being dumb in this scenario? 

For some reason, everything we try, or his therapist and social skills teacher try, dies a flaming death within a week. His classwork is not the problem. He read his American history textbook in two days and he has not needed to read it since then. His test scores are excellent but his class participation grade is below average (as expected) but the problem is homework. He either does not do it or he does it, but doesn’t turn it in – which is 1/3 off his grade! If he were still in elementary school, I would probably be turning in his assignments for him, but a 12 year old in the 6th grade needs to step up and be responsible.

Wow! Describe how intelligent the boy is, but then, instead of being happy about that, focus on “obedience to routine.” Push, shove, manipulate; create a power struggle over a “trivial behavior”. Let him know that conformity to routine rules is what you value, not his abilities. This is exactly what not to do with an intelligent child…especially an Asperger type. Insistence on blind social obedience will simply drive him resist, and he will ponder why it is you are so unappreciative toward him.  

His therapist recently sat down with my son and laid out a strict schedule for completing homework and chores, as well as making time for personal hygiene and play. It looked like a military schedule and so my wife asked, via email, what the therapist thought of a military school about an hour’s drive from home.

The therapist said there would be benefits and there would be challenges. The shock of changing his living situation would be a major detractor. But the rigid schedule and not having a thousand distractions within arm’s reach could really help him focus. You also have to think of the “bully” mentality that seems to thrive in these places, and my son is a target of bullying at school. 

How stupid! It’s unbelievable: This is typical of people who think that shoving their child’s nose into a plate of food that he or she fervently dislikes, will “prove” that “the parent is the boss!” Is anyone concerned about him being bullied (not only by kids, but his parents and therapist / teacher!) Could it be that “the homework thing” is his way of reacting to the lack of attention by adults to the “real” problems – including their uncaring behavior? 

There are a number of other pros and cons to this discussion. No girls at the school  could go either way. A lack of human contact would probably be good with him but bad for his social skills in the long run. The money that we would have to pay is a major concern for us; we could not afford for him to fail. 

But my very simple question to the chat room is this: in your opinion, how would someone with Asperger’s fare in a military academy?

Aye, yai, yai! Why do NTs have children?

The following is the father’s response to various suggestions by “chat” participants… his initial “concern” is that some respondents are calling him a bad parent, even though that’s not the case.

Please don’t think we haven’t tried. We have…. over and over with anything we can think of. And it’s not actually not the homework thing, (then why 4 paragraphs that claim that it is?) but the lying and half truths that upset and disappoint me. Until 2 years ago, he did not know how to lie. Now, the lies are almost automatic. And there are the endless excuses. He sometimes tries to blame me or my wife, as if our constant reminders somehow made him not do his homework. (What happened two years ago?)

One day last week, I went into his room to ask if he’d done his homework, and he said yes. I asked him to show it to me. (I get daily emails from his teachers with all assignments and he knows this; however, I don’t always check his work. I always figured that his knowing that I know would be enough to keep him in line.) He actually spent a half hour emptying  his book bag. pretending to looking for homework that he hadn’t done. It was  pathological! I finally said, I can’t prove you didn’t do your homework, but you still have to turn it in tomorrow… So get working! He had a total Asperger’s meltdown. He thought it was going to be game night, and I ruined it by making him do his homework. 20 minutes later, he was yelling that it wasn’t fair. I finally told him that he was right… it wasn’t fair that the whole house had to listen to him yell for 20 minutes and it wasn’t fair that I had to sit outside his door reading a book instead of enjoying time with my family. (Apparently, this boy isn’t family; probably long ago he became labeled as the outsider-disobedient-problem child. Now the father is his “prison guard”)  He told me I was making fun of him…. I told him he was a spoiled brat and behaving like an asshole.

Well! Pretty revealing…if your “tactics” fail over and over again, model “being an asshole” for your child: it’s effective “social training.” 

This is not an isolated incident. He knows I’m going to check on him at least one night per week, but that is not enough motivation for him. I hate having to sit up until midnight to make sure he finishes. His therapist says that making my son stay up until midnight is a predictable consequence; that he will learn from having consequences.  My question is, why am I having to also suffer his consequences? (Because you are his parent. He doesn’t exist in isolation; this is a two-way street, and as the ADULT, you must take responsibility for creating the situation.)

OMG! Such an irrational mess! 

We don’t want to send him to military school, but where else to will he get the structure and discipline to live up to his full abilities? He is not an only child. We try to give him as much one on one time as possible (as remote and narcissistic antagonists), but right now we have him and his brother, age 2, plus 3 foster children, ages 5, 8, and 13, and the 13 year old is pregnant, so we have doctor visits to do. (A concerned citizen might ask, “Are these people qualified to be foster parents?” And, “How much are they being paid per foster child, per month?” That is, is there a profitable exchange for “taking in foster children” vs. “kicking out” your own child? 

Could this picture be any more clear?

No one made these people stretch their family size from TWO to FIVE children. The oldest “birth child” is 12 and an Asperger. He’s been abandoned in favor of 3 “strangers”. He’s expected to “shut up and obey” and to not expect any parental kindness or affection. 

Let’s see “who” is not taking responsibility for the consequences of his actions. It’s not the 12 year old.

I am more than willing to give my son the time he needs, but I cannot give him time I don’t have. As it is, I only get about 2 hours of “me” time at night, but that’s because I don’t go to bed until 1 or 2 a.m. I make breakfast at 5:30 a,m. My wife says I’m burning the candle at both ends; I think that’s why she mentioned military school as a solution to our issue with the 12 year old.

Again, it’s not really the homework thing, it’s the lying and deceit. He loves to correct my incorrect English, and he hates it when I catch his mistakes and quote his words back to him verbatim. It’s a skill he taught me. I have even recorded conversations on my phone when he’s upset, then replay them for him later so he can hear where he went wrong. He misses social cues, so I’m trying to help him by doing that. He gets mad and says I’m making fun of himif I wanted to do that, I’d play the recording back for the whole family to hear. 

He had a meltdown at a store a few months ago… had a kicking and screaming tantrum in public. I pulled out my phone and turned on the camera and got a 4 minute video which showed him taking off his shoes and throwing them at me. The store manager had called the police because he thought I’d hit my son. Luckily I replayed the video that showed it was the boy’s fault, or who knows what would have happened. One of the officers took him aside and warned him that he could be arrested for assault since he threw his shoes at me. They asked me if I wanted to press charges, and sorry, but I had to think about it. In the end, we just left without any groceries and he got a “timeout” when we got home. I wanted to take away his shoes for a day since he threw them at me, but the school would not allow him to attend barefoot. (Now there is a “logical” response. Gee whiz! NTs are so f&^%*d up.) The punishment for us was that we had to eat mac & cheese for dinner. He likes mac & cheese, so it was okay for him. (This was before we took in 3 foster children, so he didn’t have that as an excuse) Sorry for going on so long. I just want everyone on chat to know that sending him away to military school would be a last ditch effort.

Of course; if you are a social typical parent, bullying, abandonment, total lack of empathy and idiotic punishments are the complete “repertoire” for “dealing with” children you don’t like or want.   


What Will You Get “Paid” Monthly per child for Foster Parenting? 

  • Alabama: $490
  • Alaska: $720
  • Arizona: $828
  • Arkansas; $480
  • California: $657
  • Colorado: $475
  • Connecticut: $835
  • Delaware: $580
  • D.C.: $880
  • Florida: $484
  • Georgia: $479
  • Hawaii: $590
  • Idaho: $382
  • Illinois: $424
  • Indiana: Each county sets an individual scale; there is no statewide rate. Foster parents can negotiate with their county director.
  • Iowa: $585
  • Kansas: $640
  • Kentucky: $618
  • Louisiana: $620
  • Maine: $598
  • Maryland: $760
  • Massachusetts: $595
  • Michigan: $474
  • Minnesota: $640
  • Mississippi: $418
  • Missouri: $321
  • Montana: $485
  • Nebraska: $345
  • Nevada: $620
  • New Hampshire: $483
  • New Jersey: $518
  • New Mexico: $495
  • New York: Each of 58 local districts is allowed to set its own rates. The state only determines the maximum amounts it will reimburse to the local districts; there is no minimum. Maximum state aid rates for Metro/Upstate are $560 (average).
  • North Carolina: $432
  • North Dakota: $390
  • Ohio: Each county sets its own minimum and maximum per diem (day) rates, which range from $10.00 to $118.00 per day.
  • Oklahoma; $540
  • Oregon: $415
  • Pennsylvania: Varies for all areas.
  • Rhode Island: $510
  • South Carolina: $420
  • South Dakota: $489
  • Tennessee: $660
  • Texas: $690
  • Utah: $495
  • Vermont: $610
  • Virginia: $430
  • Washington: $470
  • West Virginia: $505

Exciting Paper / Enhanced Perception (Autism)

Royal Society Publishing
Note: I think this “pattern-structure perception” applies also to Asperger individuals who are visual sensory thinkers, but proficient in verbal language. That is, it’s not an “either or” situation in actual brains. (This “either or” insistence is NT projection of their black and white, oppositional, competitive obsession). Specific brains can and do process and sensory info and utilize verbal language; these are not “matter-antimatter” interactions as NTs imagine.  

Enhanced perception in savant syndrome: patterns, structure and creativity

Laurent Mottron, Michelle Dawson, Isabelle Soulières / .

Full paper: http://rstb.royalsocietypublishing.org/content/364/1522/1385.long

5. Savant creativity: a different relationship to structure

Savant performance cannot be reduced to uniquely efficient rote memory skills (see Miller 1999, for a review), and encompasses not only the ability for strict recall, requiring pattern completion, but also the ability to produce creative, new material within the constraints of a previously integrated structure, i.e. the process of pattern generation. This creative, flexible, albeit structure-guided, aspect of savant productions has been clearly described (e.g. Pring 2008). It is analogous to what Miller (1999, p. 33) reported on error analyses in musical memory: ‘savants were more likely to impose structure in their renditions of musical fragments when it was absent in the original, producing renditions that, if anything, were less ‘literal’ than those of the comparison participants’. Pattern generation is also intrinsic to the account provided by Waterhouse (1988).

The question of how to produce creative results using perceptual mechanisms, including those considered low-level in non-autistics, is at the very centre of the debate on the relationship between the nature of the human factor referred to as intelligence and the specific cognitive and physiological mechanisms of savant syndrome (maths or memory, O’Connor & Hermelin 1984; rules or regularities, Hermelin & O’Connor 1986; implicit or explicit, O’Connor 1989; rhyme or reason, Nettlebeck 1999). It also echoes the questions raised by recent evidence of major discrepancies in the measurement of autistic intelligence according to the instruments used (Dawson et al. 2007).

A combination of multiple pattern completions at various scales could explain how a perceptual mechanism, apparently unable to produce novelty and abstraction in non-autistics, contributes in a unique way to autistic creativity. The atypically independent cognitive processes characteristic of autism allow for the parallel, non-strategic integration of patterns across multiple levels and scales, without information being lost owing to the automatic hierarchies governing information processing and limiting the role of perception in non-autistics. (Remember; in visual perception and memory the image is the content; therefore it is dense with detail and connections – “patterns”. NTs “fill-in” the gaps in their perception with “magical / supernatural” explanations for phenomena)

An interest in internal structure may also explain a specific, and new, interest for domains never before encountered. For example, a savant artist newly presented with the structure of visual tones learned this technique more rapidly and proficiently than typical students (Pring et al. 1997). In addition, the initial choice of domain of so-called restricted interest demonstrates the versatility of the autistic brain, in the sense that it represents spontaneous orientation towards, and mastering of, a new domain without external prompts or instruction. How many such domains are chosen would then depend on the free availability of the kinds, amounts and arrangements of information which define the structure of the domain, according to aspects of information that autistics process well. Generalization also occurs under these circumstances, for example, to materials that share with the initial material similar formal properties, i.e. those that allow ‘veridical mapping’ with the existing ability. In Pring & Hermelin (2002), a savant calendar calculator with absolute pitch displayed initial facility with basic number–letter associations, and was able to quickly learn new associations and provide novel manipulations of these letter–number correspondences.

The apparently ‘restricted’ aspects of restricted interests are at least partly related to pattern detection, in that there are positive emotions in the presence of material presenting a high level of internal structure, and a seeking out of material related in form and structure to what has already been encountered and memorized. Limitation of generalization may also be explained by the constraints inherent in the role of similarity in pattern detection, which would prevent an extension of isomorphisms to classes of elements that are excessively dissimilar to those composing the initial form. In any case, there is no reason why autistic perceptual experts would be any less firm, diligent or enthusiastic in their specific preferences for materials and domains than their non-autistic expert counterparts. However, it must also be acknowledged that the information autistics require in order to choose and generalize any given interest is likely to be atypical in many respects (in that this may not be the information that non-autistics would require), and may not be freely or at all available. In addition, the atypical ways in which autistics and savants learn well have attracted little interest and are as yet poorly studied and understood, such that we remain ignorant as to the best ways in which to teach these individuals (Dawson et al. 2008). Therefore, a failure to provide autistics or savants with the kinds of information and opportunities from which they can learn well must also be considered as explaining apparent limitations in the interests and abilities of savant and non-savant autistics (see also Heaton 2009).

6. Structure, emotion and expertise

While reliable information about the earliest development or manifestations of savant abilities in an individual is very sparse, biographies of some savants suggest a sequence starting with uninstructed, sometimes apparently passive, but intent and attentive (e.g. Horwitz et al. 1965; Selfe 1977; Sacks 1995) orientation to and study of their materials of interest. In keeping with our proposal about how savants perceive and integrate patterns, materials that spontaneously attract interest may be at any scale or level within a structure, including those that appear unsuitable for the individual’s apparent developmental level. For example, Paul, a 4-year-old autistic boy (with a presumed mental age of 17 months), who was found to have outstanding literacy, exceeding that of typical 9-year olds, intently studied newspapers starting before his second birthday (Atkin & Lorch 2006). It should not be surprising that in savants, the consistent or reliable availability of structured or formatted information and materials can influence the extent of the resulting ability. For example, the types of words easily memorized by NM, proper names, in addition to being redundant in Quebec, share a highly similar structural presentation in the context where NM learned them, including phone books, obituaries and grave markers (Mottron et al. 1996, 1998). However, a fuller account of why there is the initial attraction to and preference for materials with a high degree of intrinsic organization, and for specific kinds of such structured materials in any particular individual, is necessary.

Positive emotions are reported in connection with the performance of savant abilities (e.g. Selfe 1977; Sloboda et al. 1985; Miller 1989). Therefore, it is possible that a chance encounter with structured material gives birth to an autistic special interest, which then serves as the emotional anchor of the codes involved in savant abilities, associated with both positive emotions and a growing behavioural orientation towards similar patterns (Mercier et al. 2000). Brain structures involved in the processing of emotional content can be activated during attention to objects of special interest in autistics (Grelotti et al. 2005). So-called repetitive play in autism, associated with positive emotions, consists of grouping objects or information encompassing, as in the codes described above, series of similar or equivalent attributes. In addition, in our clinical experience, we observe that repetitive autistic movements are often associated with positive emotions.

One possibility worth further investigation would be that patterns in structured materials, in themselves, may trigger positive emotions in autism and that arbitrary alterations to these patterns may produce negative emotions (Yes! Stop f—ing with our interests!)—a cognitive account of the insistence on sameness with which autistics have been characterized from the outset (Kanner 1943). Individuals who excel in detecting, integrating and completing patterns at multiple levels and scales, as we propose is the case with savants, would have a commensurate sensitivity to anomalies within the full array of perceived similarities and regularities (e.g. O’Connell 1974). In Hermelin & O’Connor (1990), an autistic savant (with apparently very limited language skills) known for his numerical abilities, including factorization, but who had never been asked to identify prime numbers, instantly expressed—without words—his perfect understanding of this concept when first presented with a prime number. The superior ability of autistics to detect anomalies—departures from pattern or similarity—has accordingly been reported (e.g. Plaisted et al. 1998; Baron-Cohen 2005).

Overexposure to material highly loaded with internal structure plausibly favours implicit learning and storage of information units based on their perceptual similarity, and more generally, of expertise effects. Savants benefit from expertise effects to the same extent as non-autistic experts (Miller 1999). Among expertise effects is the recognition of units at a more specific level compared with non-experts and the suppression of negative interference effects among members of the same category. Reduced interference has been demonstrated between lists of proper names in a savant memorizer (Mottron et al. 1998). Another expertise effect is the ‘frequency effect’, the relative ease with which memorization and manipulation of units, to which an individual has been massively exposed, can be accomplished (Segui et al. 1982). For example, Heavey et al. (1999) found that calendar calculators recalled more calendar-related items than controls matched for age, verbal IQ and diagnosis, but exhibited unremarkable short- or long-term recall of more general material unrelated to calendars. These two aspects of expertise would favour the emergence and the stabilization of macrounits (e.g. written code in a specific language, or set of pitches arranged by harmonic rules), which are perceptually the spatio-temporal conjunctions of recognizable patterns related by isomorphisms. Conversely, pattern detection may be unremarkable or even diminished in the case of arbitrarily presented unfamiliar material (Frith 1970).

Identifying savant syndrome as aptitude, material availability and expertise, combined with an autistic brain characterized by EPF, is also informative on the relationship between savant syndrome and peaks of ability in non-savant autistics. Perceptual peaks are largely measured using materials with which the participant has not been trained, whereas savant syndrome encompasses the effects of a life spent pursuing the processing of specific information and materials. We therefore forward the possibility that the range and extent of autistic abilities may be revealed only following access to specific kinds, quantities and arrangements of information. However, we do not expect savant abilities to differ from non-savant autistic peaks of ability in their basic mechanisms. According to this understanding of differences between savant and non-savant autistics, the fact that not all autistics are savants is no more surprising than the fact that not all non-autistics are experts.

NTs fill-in the gaps in their perception of the environment with magical beliefs; magical thinking is a developmental stage in young children.  

What psychologists say: Stage by Stage, age 3 – 4

  • Threes and fours often use magical thinking to explain causes of events.
  • Preschoolers sometimes assign their own thinking as a reason for occurrences that are actually out of their control.
  • Three- and 4-year-olds believe, with their powers of magical thinking, that they can change reality into anything they wish.

ASD / AS Intelligence Revisited / Guess what? We’re intelligent. DUH!

PLoS One. 2011; 6(9): e25372.
Published online 2011 Sep 28. doi:  10.1371/journal.pone.0025372
PMID: 21991394

The Level and Nature of Autistic Intelligence II: What about Asperger Syndrome?

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3182210/

Isabelle Soulières, 1 , 2 , * Michelle Dawson, 1 Morton Ann Gernsbacher, 3 and Laurent Mottron  / Efthimios M. C. Skoulakis, Editor

Introduction

Individuals on the autistic spectrum are currently identified according to overt atypicalities in socio-communicative interactions, focused interests and repetitive behaviors [1]. More fundamentally, individuals on the autistic spectrum are characterized by atypical information processing across domains (social, non-social, language) and modalities (auditory, visual), raising the question of how best to assess and understand these individuals’ intellectual abilities. Early descriptions [2], [3] and quantifications (e.g. [4]) of their intelligence emphasized the distinctive unevenness of their abilities. While their unusual profile of performance on popular intelligence test batteries remains a durable empirical finding [5], it is eclipsed by a wide range of speculative deficit-based interpretations. (based on socio-cultural arrogance) Findings of strong performance on specific tests have been regarded as aberrant islets of ability arising from an array of speculated deficits (e.g., “weak central coherence”; [6]) and as incompatible with genuine human intelligence.

For example, Hobson ([7], p. 211) concluded that regardless of strong measured abilities in some areas, autistics lack “both the grounding and the mental flexibility for intelligent thought.

Thus, there is a long-standing assumption that a vast majority of autistic individuals are intellectually impaired. In recent years, this assumption has been challenged by investigations that exploit two divergent approaches —represented by Wechsler scales of intelligence and Raven’s Progressive Matrices— to measuring human intelligence [8]. Wechsler scales estimate IQ through batteries of ten or more different subtests, each of which involves different specific oral instructions and tests different specific skills. The subtests are chosen to produce scores that, for the typical population, are correlated and combine to reflect a general underlying ability. Advantages of this approach include the availability of subtest profiles of specific skill strengths and weaknesses, index scores combining related subtests, and dichotomized Performance versus Verbal IQ scores (PIQ vs. VIQ), as well as a Full-Scale IQ (FSIQ) score. However, the range of specific skills assayed by Wechsler scales is limited (e.g., reading abilities are not included), and atypical individuals who lack specific skills (e.g., typical speech processing or speech production) or experiences (e.g., typical range of interests) may produce scores that do not reflect those individuals’ general intelligence.

In contrast, Raven’s Progressive Matrices (RPM) is a single self-paced test that minimizes spoken instruction and obviates speech production or typicality of experiences [9]. The format is a matrix of geometric designs in which the final missing piece must be selected from among an array of displayed choices. Sixty items are divided into five sets that increase progressively in difficulty and complexity, from simple figural to complex analytic items. RPM is regarded both as the most complex and general single test of intelligence [10], [11] and as the best marker for fluid intelligence, which in turn encompasses reasoning and novel problem-solving abilities [8], [12]. RPM tests flexible co-ordination of attentional control, working memory, rule inference and integration, high-level abstraction, and goal-hierarchy management [13], . These abilities, as well as fluid intelligence itself, have been proposed as areas of deficit in autistic persons, particularly when demands increase in complexity [16], [17], [18], [19].

Against these assumptions, we reported that autistic children and adults, with Wechsler FSIQ ranging from 40 to 125, score an average 30 percentile points higher on RPM than on Wechsler scales, while typical individuals do not display this discrepancy, as shown in Figure 1 [20]. RPM item difficulty, as reflected in per-item error rate, was highly correlated between the autistic and non-autistic children (r = .96). An RPM advantage for autistic individuals has been reported in diverse samples. Bolte et al. [21] tested autistic, other atypical (non-autism diagnoses), and typical participants who varied widely in their age and the version of Wechsler and RPM they were administered; autistics with Wechsler FSIQ under 85 were unique in having a relative advantage on RPM. Charman et al. [22] reported significantly higher RPM than Wechsler scores (FSIQ and PIQ) for a large population-based sample of school-aged autistic spectrum children. In Morsanyi and Holyoak [23], autistic children, who were matched with non-autistic controls on two Wechsler subtests (Block Design and Vocabulary), displayed a numeric, though not significant, advantage within the first set of Raven’s Advanced Progressive Matrices items.

The nature of autistic intelligence was also investigated in an fMRI study [24]. Autistics and non-autistics matched on Wechsler FSIQ were equally accurate in solving the 60 RPM items presented in random order, but autistics performed dramatically faster than their controls. This advantage, which was not found in a simple perceptual control task, ranged from 23% for easier RPM items to 42% for complex analytic RPM items.

Autistics’ RPM task performance was associated with greater recruitment of extrastriate areas and lesser recruitment of lateral prefrontal and medial posterior parietal cortex, illustrating their hallmark enhanced perception [25].

One replicated manifestation of autistics’ enhanced perception is superior performance on the Wechsler Block Design subtest, suggesting a visuospatial peak of ability [26]. Even when autistics’ scores on all other Wechsler subtests fall below their RPM scores, their Block Design and RPM scores lie at an equivalent level [20].

Thus, enhanced occipital activity, superior behavioral performance on RPM, and visuospatial peaks co-occur in individuals whose specific diagnosis is autism, suggesting an increased and more autonomous role of perception in autistic reasoning and intelligence [24].

But what about individuals whose specific diagnosis is Asperger syndrome? In Dawson et al.’s previous investigations of autistics’ RPM performance, Asperger individuals were excluded. Asperger syndrome is a relatively low-prevalence [27] autistic spectrum diagnosis characterized by intelligence scores within the normal range (non-Asperger autistics may have IQs in any range). Two main distinctions between the specific diagnosis of autism and Asperger syndrome are relevant to the question of intelligence in the autistic spectrum. First, while their verbal and nonverbal communication is not necessarily typical across development, Asperger individuals do not, by diagnostic definition, exhibit characteristic autistic delays and anomalies in spoken language. While both autistic and Asperger individuals produce an uneven profile on Wechsler subtests, Asperger individuals’ main strengths, in contrast with those of autistics (see [20]), are usually seen in verbal subtests (count me in)  (as illustrated in Figure 2; see also [28]). Although RPM is often deemed a “nonverbal” test of intelligence, in practice typical individuals often rely on verbal abilities to perform most RPM items. (NOTE: I have commented on this in another post, regarding the pre-test tutoring available to students, during which the “rules of the game” are explained. Is this “cheating” in that “fluid intelligence” and not learned procedures, are supposedly being measured?)  

Second, at a group level, Asperger individuals do not display the autistic visuospatial peak in Wechsler scales; rather, their Block Design subtest performance tends to be unremarkably equivalent to their FSIQ (see Figure 2 and also [32]). The question of whether Asperger individuals display the autistic advantage on RPM over Wechsler is thus accompanied by the possibility that the Asperger subgroup represents an avenue for further investigating the nature of this discrepancy. (I am quite baffled at times by my “native” Asperger experience, which is overwhelmingly visual-sensory, but that verbal language is a “go to tool” for translating that experience into “acceptable” form. Very practical! Why does this “arrangement” seem to occur in Asperger’s?)

Our goal was to investigate whether the autistic advantage on RPM is also characteristic of Asperger syndrome and, further, whether RPM performance reveals a fundamental property of intelligence across the autistic spectrum. If the mechanism underlying autistics’ advantage on RPM is limited to visuospatial peaks or to language difficulties disproportionately hampering Wechsler performance, then the advantage should not be found in Asperger individuals. Indeed, as predicted by Bolte et al. [21], Asperger individuals should perform even better on Wechsler scales than on RPM. If instead the underlying mechanism is more general and versatile, then Asperger individuals should demonstrate at least some advantage on RPM. Preliminary findings have suggested this to be the case. In one recent study, Asperger children (age 6–12) obtained significantly higher raw scores on RPM than did typical children matched on age and Wechsler performance [33].

For all the “poo-bah” and graphs, go to original paper (and related papers):  https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3182210/

Discussion

Asperger individuals differ from autistics in their early speech development, in having Wechsler scores in the normal range, and in being less likely to be characterized by visuospatial peaks. In this study, Asperger individuals presented with some significant advantages, and no disadvantages, on RPM compared to Wechsler FSIQ, PIQ, and VIQ. Asperger adults demonstrated a significant advantage, relative to their controls, in their RPM scores over their Wechsler FSIQ and PIQ scores, while for Asperger children this advantage was found for their PIQ scores. For both Asperger adults and children and strikingly similar to autistics in a previous study [20], their best Wechsler performances were similar in level to, and therefore plausibly representative of, their general intelligence as measured by RPM.

We have proposed that autistics’ cognitive processes function in an atypically independent way, leading to “parallel, non-strategic integration of patterns across multiple levels and scales” [36] and to versatility in cognitive processing [26].

Such “independent thinking” suggests ways in which apparently specific or isolated abilities can co-exist with atypical but flexible, creative, and complex achievements. Across a wide range of tasks, including or perhaps

especially in complex tasks, autistics do not experience to the same extent the typical loss or distortion of information that characterizes non-autistics’ mandatory hierarchies of processing

Therefore, autistics can maintain more veridical representations (e.g. representations closer to the actual information present in the environment) when performing high level, complex tasks. The current results suggest that such a mechanism is also present in Asperger syndrome and therefore represents a commonality across the autistic spectrum. Given the opportunity, different subgroups of autistics may advantageously apply more independent thinking to different available aspects of information: verbal information, by persons whose specific diagnosis is Asperger’s, and perceptual information, by persons whose specific diagnosis is autism.

One could alternatively suggest that the construct measured by RPM is relative and thus would reflect processes other than intelligence in autistic spectrum individuals. However, a very high item difficulty correlation is observed between autistic individuals and typical controls, as well as between Asperger individuals and typical controls. As previously noted [20], these high correlations indicate that RPM is measuring the same construct in autistics and non-autistics, a finding now extended to Asperger syndrome.

Therefore, dismissing these RPM findings as not reflecting genuine human intelligence in autistic and Asperger individuals would have the same effect for non-autistic individuals.

The discrepancies here revealed between alternative measures of intelligence in a subgroup of individuals underline the ambiguous non-monolithic definition of intelligence. Undoubtedly, autistics’ intelligence is atypical and may not be as easily assessed and revealed with standard instruments. But given the essential and unique role that RPM has long held in defining general and fluid intelligence (e.g., [37]),

we again suggest that both the level and nature of autistic intelligence have been underestimated.

Thus, while there has been a long tradition of pursuing speculated autistic deficits, it is important to consider the possibility of strength-based mechanisms as underlying autistics’ atypical but genuine intelligence.

Gangs of great white sharks / Researchers Dumbfounded

I fell for one of those “cute and clever” (gag me with a spoon) gotcha! articles on pop-media: In my “not quite awake” Saturday morning state, I fantasized that Asperger behavior resembles that of the Great Whites….

Yes, great white sharks are typically solitary creatures, so researchers were a bit surprised to realize just how many of them travel to the same spot halfway between Hawaii and Mexico’s Baja California. And yes, it’s true that the strange behavioral patterns the sharks exhibit once they get there – diving 1,000 feet toward the ocean floor and back up again, as often as every 10 minutes, for example, have never been previously recorded in any study of great white shark migration. 

We do know that they can swim up to 25 miles per hour. We do know that they are nearly impossible to hold captive and will either refuse food, kill other sharks in the tank, or bash themselves against the glass of the aquarium until they die or are released. (Shark meltdown?) And we know that at this moment, hundreds of them are circling the depths of the Pacific Ocean, diving for some unknown goal that’s incredibly important to them. That’s fine. They’re fine. This is all probably going to turn out fine.

Dear “Nervous Neurotypicals”: Asperger types aren’t at all like great white sharks: we live on land. Amongst you. Next door to you. We might be your brother, sister or cute grandkid. We’re not like sharks at all. Are we?

Also popular:

“Jaws” is back. The 1,326-pound great white shark named Hilton has been spotted off the coast of Georgia this week — and he’s not alone. Miss Costa, a 1,668-pound great white, is close by. Both of the 12-foot great whites are currently being tracked by OCEARCH, a non-profit organization that researches great white sharks and other apex predators. The sharks were fitted with tags that ping to transmit their location as soon as their fins break the surface.

Although we look nothing like the great white, the similarities of “NT” ideas about the species are creepily familiar if you are AS. 

Asperger’s are visual / sensory thinkers….we notice patterns right away…

And we are social, when we’re hungry… 

The truth? While sharks kill fewer than 20 people a year, their own numbers suffer greatly at human hands. Between 20 and 100 million sharks die each year due to fishing activity, (yeah, you can call it that, but “our cousins” die due to stupid neurotypical superstition… sound familiar?) according to data from the Florida Museum of Natural History’s International Shark Attack File.

The Psych Industry, Pop-Science and abstract thinking

How is the concept of abstract thinking used in “the helping, caring, fixing” industry, which claims to understand and describe THINKING as a human behavior?

Quotes from psych and other sources: (Very far removed from any “coherent” definition: ridiculous, actually.)

Abstract Thinking

“Abstract thinking describes thoughts that are symbolic and conceptual and not concrete or specific. Concrete thinking focuses on the present or here and now specificity (facts and specific objects exist temporarily, but thankfully for NTs, they vanish in a nanosecond) while abstract thinking is based on concepts, principles, and relationships between ideas and objects.”

“For example, a statement derived from concrete thinking would be “There are 3 dogs.” An abstract perspective could be thinking about numbers, different types of dogs, how some animals are pets, or how wolves and dogs are related. Young children are essentially just concrete thinkers – abstract thinking develops with age.” (Or doesn’t)

How about this gem”? 

1. Concrete thinking does not have any depth. It just refers to thinking in the periphery. On the other hand, abstract thinking goes under the surface.
2. Concrete thinking is just regarding the facts. On the other hand abstract thinking goes down below the facts.
3. Abstract thinking may be referred to the figurative description whereas the concrete thinker does not think so.
4. Unlike the concrete thinking, abstract thinking involves some mental process. (Unlike concrete thinking, which originates in the spleen)
5. A person with concrete thinking does not think beyond the facts. They do not have the ability to think beyond a certain limit. (The supernatural delusion that there is a magic “space” behind, above, outside reality, which contains, a priori, all the nonsense that the NT brain is capable of generating) 
6. When compared to concrete thinking, abstract thinking is about understanding the multiple meanings.
7. While abstract thinking is based on ideas, concrete thinking is based on what the person sees as well as the facts.

Following is by an Asperger. Note that concrete vs. abstract doesn’t enter the picture; accurate use of language (and self-knowledge) is stressed, and also visual processing. 

I feel that the whole empathy thing is an example of the danger of NT language. The concept is that autistics do not intuitively know what NTs are thinking and feeling and do not automatically share those thoughts and feelings with NTs. Same thing happens in the opposite direction. But NT language has turned this concept of empathy into the word “empathy” which has become {equivalent to} or more like {made an umbrella for} the word “compassion” and the phrase “caring about people” and the phrase “ability to love”, all of which words or phrases describe different concepts, but all the different concepts subsumed under this one word “empathy”, such that the simple concept of lacking empathy has come to mean also lacking compassion, caring about people, being able to love people. But in reality, each concept is like a different big giant chemical structure, but all these structures are being given the same verbal label by NTs, who see the world in lower resolution than autistics do and therefore habitually apply low-resolution verbal labels to cover all manner of distinct structures, or concepts.

In autistic language, this conflation would be harder to make, because instead of applying this generalized highly abstract verbal label “empathy”, autistics would just say, more explicitly and concretely, “I don’t know, automatically and instantly, what you are thinking and feeling, and I don’t share your thoughts and feelings, because the same stimuli generate different responses in me vs. you, so you’re going to have to explain your perspective for me to have a theoretical understanding of it (the catch here for NTs is that they may not be able to explain their behavior, thinking or “feelings” at all; may not understand their own “state of mind” because they have never thought it through! They have been “taught” all their lives that the “shallow social formulas” that they obey are the only possible and correct reactions.) … and I will explain mine to you afterwards, because guess what, I do want to know your perspective, because I do care about you and therefore want you to feel happy as much of the time as possible, and the first concept I talked about explicitly was what you call ’empathy’ and the second concept that I talked about explicitly was ‘caring about people’.”

From two psychology websites:

Jean Piaget uses the terms “concrete” and “formal” to describe the different types of learning. Concrete thinking involves facts and descriptions about everyday, tangible objects, while abstract (formal operational) thinking involves a mental process. 

Concrete idea Abstract idea
Dense things sink. It will sink if its density is greater than the density of the fluid.
You breathe in oxygen and breathe out carbon dioxide. Gas exchange takes place between the air in the alveoli and the blood.
Plants get water through their roots. Water diffuses through the cell membrane of the root hair cells.

Would someone please explain to me how the phrases in the “right column” “involve a mental process” (and where does concrete thinking take place, in the feet? In a cabinet? On the moon?) when these are only more detailed descriptions of concrete objects doing concrete things?

These are abstract formulas.

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Abstract thinking is the ability to think about objects, principles, and ideas that are not physically present. (Where are they?) It is related to symbolic thinking, which uses the substitution of a symbol for an object or idea. (A dove means peace)

A variety of everyday behaviors constitute abstract thinking. These include:

  • Using metaphors and analogies;
  • Understanding relationships between verbal and non-verbal ideas;
  • Spatial reasoning and mentally manipulating and rotating objects;
  • Complex reasoning, such as using critical thinking, the scientific method, and other approaches to reasoning through problems.

How Does Abstract Reasoning Develop?
Developmental psychologist Jean Piaget argued that children develop abstract reasoning skills as part of their last stage of development, known as the formal operational stage. This stage occurs between the ages of 11 and 16. (Really? Or is this over-generalization?) Yes… However, the beginnings of abstract reasoning may be present earlier, and gifted children frequently develop abstract reasoning at an earlier age. Some psychologists have argued that the development of abstract reasoning is not a natural developmental stage. Rather, it is the product of culture, experience, and teaching.

Children’s stories frequently operate on two levels of reasoning: abstract and concrete. The concrete story, for example, might tell of a princess who married Prince Charming, while the abstract version of the story tells of the importance of virtue and working hard. (Is this really abstract thinking, or delivery of a “hidden” socio-cultural message?) While young children are often incapable of complex abstract reasoning, they frequently recognize the underlying lessons of these stories, indicating some degree of abstract reasoning skills. (Abstract reasoning leads to “getting the social message…”)

Abstract Reasoning and Intelligence
Abstract reasoning is a component of most intelligence tests. Skills such as mental object rotation, mathematics, higher-level language usage, and the application of concepts to particulars all require abstract reasoning skills. Learning disabilities can inhibit the development of abstract reasoning skills. People with severe intellectual disabilities may never develop abstract reasoning skills, and may take abstract concepts such as metaphors and analogies literally.

WOW! Here we have the CONFLATION of “abstract reasoning” (undefined) with intelligence (also undefined), which is limited to a “grab bag of skills” – from the visual manipulation of objects (is visual-spatial mental activity the same as abstract thinking, or is it sensory thinking? ) to maths (much of which is follow-the-rules grunt-work) to “high level language usage” (language use based on social judgement as dictated by the Top o’ the Pyramid folks). 

From a teacher resource center:

WHAT ARE CONCRETE AND ABSTRACT THINKING?

Abstract thinking is a level of thinking (thinking is a pyramid built of a hierarchy of types of thinking) about things that is removed from the facts of the “here and now” (facts only exist in the present? Bizarre!), and from specific examples of the things or concepts being thought about. Abstract thinkers are able to reflect on events and ideas, and on attributes and relationships separate from the objects that have those attributes or share those relationships. Thus, for example, a concrete thinker can think about this particular dog; a more abstract thinker can think about dogs in general. A concrete thinker can think about this dog on this rug; a more abstract thinker can think about spatial relations, like “on” (and a concrete thinker can’t use a preposition such as “on”? This is bizarre.) 

See: https://en.oxforddictionaries.com/grammar/word-classes-or-parts-of-speech)

A concrete thinker can see that this ball is big; a more abstract thinker can think about size in general. A concrete thinker can count three cookies; a more abstract thinker can think about numbers. A concrete thinker can recognize that John likes Betty; a more abstract thinker can reflect on emotions, like affection. (So abstract thinking requires an activity called reflection? Definition?)

Another example of concrete thinking in young children is a two or three year old who thinks that as long as he stays out of his bedroom, it will not be bed time. In this case, the abstract concept of time (bedtime) is understood in terms of the more concrete concept of place (bedroom). The abstract idea of bedtime comes to mean the concrete idea of being in my bedroom.

Wow! I’ve noticed something very strange.  

In myriad examples of “supposed abstractions”, the mistake is made of confusing  “non-time dependent” abstractions, like the mass, density, volume formulas above, with the crazy notion that abstractions do not occur, and are not applicable, in the present, which tolerates the very temporary existence of “facts”. This is utterly “NT” bizarre; NTs fear facts. I suppose banishing them from the past and future makes facts less scary? Wait a second, and they will magically “go away”… 

Another example that applies to two or three year olds is the following. One of the favorite Dr. Seuss books is Green Eggs and Ham, which ends with the narrator changing his mind from rejecting green eggs and ham under any circumstances to trying them and actually liking them. At a concrete level of understanding, the story is about a stubborn person changing his mind. At a more abstract level of understanding, it is about people in general being capable of modifying their thoughts and desires even when they are convinced that they cannot or do not want to do so. This more abstract level of understanding can be appreciated by two and three year old children only if the higher level of meaning comes out of a discussion of the book with a more mature adult. At older ages and higher levels of thinking, this same process of more mature thinkers facilitating higher levels of abstraction in less mature thinkers characterizes the process of teaching abstract thinking. For example, this is how great philosophers, like Socrates and Plato, taught their pupils how to think abstractly.

WOW!

So abstract thinking is “a higher level of thinking” (there goes most of applied science and engineering; most skills; most technology; most human creativity – making art, music and performing dance, and innovation of any “concrete object” of value into the “trash bin” of low-level thinking).

It is suspicious that “abstract thinking” is represented as providing a higher level of meaning; in this context, higher level of meaning = “the social message of obedience” and abstract = hidden or deceptive.

Be a good girl or boy: Eat your eggs and ham, even if they are covered in green mold that will poison you.

I’ve given myself a headache, again…

 

 

 

 

 

 

Just what is the problem between Asperger types and Neurotypicals?

I’ve been posting for three years now on the bizarre insistence by neurotypicals  that the very existence of Asperger types is an affront to “their species.” I’ve also tried to convey how the myriad ridiculous, destructive and irrational things that NTs “believe and do” drive us equally batty. The details of this stupid situation are mind-boggling and confounding, but there is one simple difference in motivation that lies at the bottom of all this “blah, blah.”

Neurotypicals do whatever makes them feel good; they will “believe in” whatever cruel and idiotic nonsense gives them permission to do whatever makes them feel good.  

Of course, 7 billion people doing / believing whatever makes them feel good inevitably creates conflict. It also makes solving problems impossible; the “non-solution” is application of force and violence. The prime NT commandment is: “Destroy whoever doesn’t do or say what makes you feel good.

This makes us avoid NTs, because the need to eradicate any and all opposition makes them  dangerous.  

Asperger types are interested in how the universe  works, whether or not the “discovery” of how things work makes us feel good or not. Why? Because knowing how things work allows for making things better.

The result is that we contradict what NTs must be told (or else!), which is, “Yes, you’re right; the universe and everything in it exists to make you feel good. I am your slave.”