GEOMETRIC BEHAVIORISM
Is there a mathematical explanation for all human behavior? When this happens, that happens, and if our reactions to similar stress creating events are consistent, but different for someone who is not us, there has to be biological factors that create the differences. Consistent factors and differences can be mapped and compared, and because of the consistency, a mathematical explanation may be possible.
The diagram below illustrates a universal relationship between all human behavior.
The diagram below illustrates a universal relationship between all human behavior.
M / E = me/us
With (M) being motion/distance and (E) being the level of emotions /stress we experience during motion and (me/us) being patterned individual and cultural responses to stress or change.
Contained within the human biological systems are natural instinctive responses to both controlled and unexpected environmental changes. The effectiveness of the responses is reflected in the levels of “tension” or chemically triggered reactions humans experience when change or threat happens.
Fight or flight.
With (M) being motion/distance and (E) being the level of emotions /stress we experience during motion and (me/us) being patterned individual and cultural responses to stress or change.
Contained within the human biological systems are natural instinctive responses to both controlled and unexpected environmental changes. The effectiveness of the responses is reflected in the levels of “tension” or chemically triggered reactions humans experience when change or threat happens.
Fight or flight.
Our reactions to stress either prompts a lessening of tension or stress (σ), an increase in stress or no change. The patterns of responses are mathematical in how they present themselves to our brain. The responses either increase (+), decrease (-), prompts no change (0) and unregulated or not acted upon often create panic (1). These responses could be classified with consistent, but different 01, 10, 00 or 11 identifiers. Each triangle in the above diagram represents different patterns of 01, 10, 00 or 11 responses.
Each triangle also represents a different degree of stability relative to gravity, with higher levels of stress(σ) mirroring a lower level of stability.
Mathematically stress (σ) is a measure of the internal forces in a body between its constituent particles, as they resist separation, compression or sliding in response to externally applied forces. Or for the purposes of this work: any moment-to-moment physical change prompted by an external force. Gravity is an external force.
We are born with a number of instinctive fears, two of which are the fear of falling and the fear of separation. Could both fears have originated in our need to accurately orientate ourselves to gravity before we could map our relationship to objects in space?
The inability to do either effectively could lead to our feeling lost and result in a person experiencing high levels of stress during motion.
Could the need to deal with stress/fear, as defined mathematically, be what triggered the need for life forms to develop ways of managing change or the stress connected to change and the resultant stability, or consistency of response’s allowed organized development. The cells that stayed together and adapted ways of dealing with stress together survived…those that didn’t, didn’t.
Each behavior triangle represents a group that has developed its own unique way of dealing with stress.
The actions demonstrated by the Weeble Wobbles in the following video mirror the struggle a child deals with while searching for a stable place from which to start exploring the world.
The “We”eble Woobles in the above video have been “genetically” altered. The differences have created similar, but different patterns of motion, as each searches for its natural resting place relative to gravity. For the “We”eble Wobbles, it’s not a random search, but physics and the natural interactions of an object in motion within parameters created by the existence of gravity.
In humans, the discovery process is self-guided in that we have developed a system for monitoring where we are in space relative to gravity. We measure the degree of sway, or deviation from center, using the fluids in our inner ear and if unstable or not centered, we experience strong fear/prompts that encourage us to change what we’re doing. The system yells ”stop” and if continue you’ll become even more stressed or uneasy. The automatic biological induced signals remind us that we need to center ourselves before proceeding. A caution or stress event is a warning signal triggered by instability or change.
The stress events or chemical changes in the brain are reminders that if this (-/10) continues something bad (11) will happen.
Using this neurologically based if this/then that process, we discover what works best for us.
M / E = me
BEHAVIORAL SPECTRUM
Everything is connected.
What follows is an outline of an unproven idea about how the human brain and body self-organizes its relationship to the universe. The ideas are based on a number of simple, but verifiable assumptions.
Assumption:
If we have good balancing skill’s we experience few minor stress events during motion. If we have poor balancing skills, we experience more frequent and intense stress events during motion. How we think about and remember what we experienced will be different and our memories, good or bad, will reflect the level of stress we experienced. The process helps us establish our own “best practices” for how to best meet our physical and emotional needs.
Rocks and Marbles video
The movements related to change seen in the Rocks and Marble video mirror those we observed in a class of 8 children at a local school. Six had been diagnosed with autism, 2 had been diagnosed as severe ADHD.
When given a new task, one group responded with instant and constant motion, the other stood still and just watched, then slowly and very tentatively moved.
The balancing skills for the two groups were different from group to group, but the same within each group. One group had excellent balancing skills. The other had poor balancing skills
The same patterns were present in our learn to ski program where we were teaching adults new tasks in a strange environment. We observed a pattern of differences in learning styles that seemed to be directly linked to a person’s ability to balance or stabilize their relationship to gravity.
We conducted an informal survey by asking skiers about off mountain behavior. It seemed that individuals with good to excellent balance were travelers and adventurers, moved often and have no problem changing jobs. People with poor balancing skills tended to be researchers and administrators, rarely changed where they lived and often held the same job for years. One group appeared to be “doers”, the other “thinkers”.
The behaviors exhibited by both groups mirrored the 01 and 10 tendencies on the list above. It seemed their individual movement patterns and behavior might be linked to their ability to balance.
These observations were the basis for this project.
Question: Does our ability to balance help define our relationship to the universe?
Assumptions:
The level of stress we experience during motion has a direct impact on how we remember events.
Increasing or decreasing levels of stress motivates change.
Increasing or decreasing levels of stress are indicators of effective or ineffective movements.
The level of stress directly influences how we think about and organize our cognitive responses about events.
We hope to test these assumptions by organizing studies that compare a person’s stability (balance or degree of sway) relative to gravity and how they react to stress producing events.
We also hope to test the ideas by developing therapies that focus on using motion-based stress events in a way that helps an individual who has become lost to reconnect with their preferred way of handling stress.
The therapies we are suggesting could help a person recalibrate or reestablish confidence in their ability to map a positive interactive relationship with the world. If the therapies based on the assumptions stated here help individuals dealing with PTSD and depression, we will assume that the theories may have some merit.
We started the testing process with nervous skiers, then came the struggling autistic kids at Spectrum Academy in Salt Lake City and are now working with a large number of homeless individuals in the area.
The smile that happens when someone reconnects with what works for them makes this a fun project.
In humans, the discovery process is self-guided in that we have developed a system for monitoring where we are in space relative to gravity. We measure the degree of sway, or deviation from center, using the fluids in our inner ear and if unstable or not centered, we experience strong fear/prompts that encourage us to change what we’re doing. The system yells ”stop” and if continue you’ll become even more stressed or uneasy. The automatic biological induced signals remind us that we need to center ourselves before proceeding. A caution or stress event is a warning signal triggered by instability or change.
The stress events or chemical changes in the brain are reminders that if this (-/10) continues something bad (11) will happen.
Using this neurologically based if this/then that process, we discover what works best for us.
M / E = me
BEHAVIORAL SPECTRUM
Everything is connected.
What follows is an outline of an unproven idea about how the human brain and body self-organizes its relationship to the universe. The ideas are based on a number of simple, but verifiable assumptions.
Assumption:
If we have good balancing skill’s we experience few minor stress events during motion. If we have poor balancing skills, we experience more frequent and intense stress events during motion. How we think about and remember what we experienced will be different and our memories, good or bad, will reflect the level of stress we experienced. The process helps us establish our own “best practices” for how to best meet our physical and emotional needs.
Rocks and Marbles video
The movements related to change seen in the Rocks and Marble video mirror those we observed in a class of 8 children at a local school. Six had been diagnosed with autism, 2 had been diagnosed as severe ADHD.
When given a new task, one group responded with instant and constant motion, the other stood still and just watched, then slowly and very tentatively moved.
The balancing skills for the two groups were different from group to group, but the same within each group. One group had excellent balancing skills. The other had poor balancing skills
The same patterns were present in our learn to ski program where we were teaching adults new tasks in a strange environment. We observed a pattern of differences in learning styles that seemed to be directly linked to a person’s ability to balance or stabilize their relationship to gravity.
We conducted an informal survey by asking skiers about off mountain behavior. It seemed that individuals with good to excellent balance were travelers and adventurers, moved often and have no problem changing jobs. People with poor balancing skills tended to be researchers and administrators, rarely changed where they lived and often held the same job for years. One group appeared to be “doers”, the other “thinkers”.
The behaviors exhibited by both groups mirrored the 01 and 10 tendencies on the list above. It seemed their individual movement patterns and behavior might be linked to their ability to balance.
These observations were the basis for this project.
Question: Does our ability to balance help define our relationship to the universe?
Assumptions:
The level of stress we experience during motion has a direct impact on how we remember events.
Increasing or decreasing levels of stress motivates change.
Increasing or decreasing levels of stress are indicators of effective or ineffective movements.
The level of stress directly influences how we think about and organize our cognitive responses about events.
We hope to test these assumptions by organizing studies that compare a person’s stability (balance or degree of sway) relative to gravity and how they react to stress producing events.
We also hope to test the ideas by developing therapies that focus on using motion-based stress events in a way that helps an individual who has become lost to reconnect with their preferred way of handling stress.
The therapies we are suggesting could help a person recalibrate or reestablish confidence in their ability to map a positive interactive relationship with the world. If the therapies based on the assumptions stated here help individuals dealing with PTSD and depression, we will assume that the theories may have some merit.
We started the testing process with nervous skiers, then came the struggling autistic kids at Spectrum Academy in Salt Lake City and are now working with a large number of homeless individuals in the area.
The smile that happens when someone reconnects with what works for them makes this a fun project.