Biology 202

The notion of human perception is a hot-button issue for me in this course and in my waking life. I am not a philosopher, so I lack the existential vocabulary. I am not a biologist, so there goes any solid physical explanation. I am, however, an English major and I could talk your ear off in metaphor, waxing Romantic about how we elevated sentient beings are different from monkeys and rats and pigs but that’s not the point of this course. The point, at least for this paper, was to set out on my futile expedition to glean meaning from scientific articles using words I hardly know how to pronounce, even with my two requisite years of high school biology. Mission accomplished. I have ended up so far from where I started, I feel like a hobbit on the way to Mordor. So you want to talk perception? It ain’t me, babe. I found my way through a monsoon of articles and journals, asking originally asking “does the creative brain operate in a chemically altered state?”

                                                         Born Gay? 

            In recent years, homosexuality has become more openly prevalent and accepted. From my own personal experiences I have come to realize that homosexuals are not just people a person reads about in the newspaper, but they are bosses, professors, friends, and family members. I have grown to respect them as individuals and not to see their homosexuality as the main characteristic of their identity but just another piece of who they are. However, given the increased number of homosexuals in my everyday life, I cannot help but wonder what makes these respected, successful individuals different from everyone else? How did they come to be attracted to the same sex? Were they born this way? 

We would all like to believe we have control over our own bodies. We can talk, and walk, and think and daydream. But what happens when our bodies start doing things we have no control over? In times of stress and extreme emotions, some part of our brain takes over and interferes with our body’s natural functions. Why don’t we have control over our body in these circumstances? We control our brain don’t we? Even if we agree that there is a particular part of the brain that is causing these external reactions to internal stimuli (the I box), where is it and what determines the response?

My dad’s favorite food is fish. On his nights to cook, he whips up his usual salmon dinner. As a kid, I didn’t like salmon but my dad insisted fish was brain food and would make me smarter. Naturally, I didn’t believe him but I ate my dinner in case the fish might help me on my next test. Now, I’ve decided to research my dad’s theory and it so happens that he was right. The oil in fish contains omega-3 fatty acids, abbreviated as n-3 fatty acids, have numerous health benefits; some of which include cardiovascular disease prevention. The n-3 fatty acids reduce high blood pressure, increase lipoprotein or “good cholesterol” amounts, and lower the risk of heart disease (4). However, my dad was referring to neurological properties; therefore, I will focus on the positive effects of omega-3 fatty acids in mood disorders and memory.

When I had my wisdom teeth removed my doctor told me to go home, rest and take a pill called codeine if I experienced any great pain.  I gladly followed his orders.  Had my doctor told me to go immediately to the gym and run on the treadmill until I felt better I would have looked at him like he was crazy and I doubt that I would have obeyed his commands.  While the two treatments for pain –codeine and exercise –seem to be opposites, recent neurobiological research suggests that a doctor would not be unjustified prescribing a hearty dose of physical activity to a patient suffering from pain.

Each of us has encountered a “loud” shirt or “warm” colors, however, for most individuals these terms are metaphors and not actual physical experiences. Those living with the neurological condition synesthesia, in fact, do encounter this blending of senses on a regular basis. Senses like hearing and vision, or touch and taste become combined in the synesthete’s brain rather than remaining separate as in the majority of the population. The study of synesthesia dates as far back as 1880 with the work of Francis Galton in the journal Nature. However, due to the stigma that synesthesia is the product of the imagination, memories from childhood, or drug experiences, little interest was expressed in the subject until recently.1 The condition is very subjective in nature, causing most of the data obtained to be qualitative rather than quantitative. This fact makes it difficult to have any conclusive physical evidence about synesthesia. Scientists do not have a clear answer as to what causes synesthesia or even as to what is occurring within the brain of a synesthete. Although many theories have been purposed, the many complexities of this fascinating condition are likely to keep researchers puzzled for years to come.

I like the idea that Eden expresses in an earlier thread, How much of “me” is my choice?” It reminded me of something I read about child development. There are many theories on child mental development. Of these theories there is one theory by a man named Lev Semenovich Vygotsky. His theory illustrates development as being largely influenced and shaped by the culture and society that a child is living within or exposed to. Vygotsky views development as a process of inevitable acculturation.

The first few years in child development are precultural, but at 2 years of age, a child will begin to learn semiotic tools it will need to develop. At 2 years a child will begin to grasp language and symbolic thinking. With these tools a child will develop higher consciousness and take in the world through the onslaught that is verbal society. This means that a child’s exposure to language will cause acculturation and the child will assign meaning to words and concepts as they are used and viewed within the society he is living in. These concepts become concrete ideas and allow the child to build upon that foundation with other things that he experiences. No matter what the activity, when children observe the world about them, they will learn and develop values that will later determine his thoughts and actions. Such values are learned unconsciously and can be as little as the usage of the word “cup” and the actions associated with the word cup: “we share cups, we clean up after ourselves when we spill, we must be careful not to break cups.” This type of development allows younger minds to be guided by more knowledgeable individuals.