Gender: Female
Status: Single
Age: 99
Sign: Aquarius
City: Birmingham, London
State: Midlands
Country: UK
Signup Date: 9/24/2006
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30 May 09 Saturday
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http://www.youtube.com/watch?v=2Bjw4vgwhjw
An Amazing 9-year-old boy, with Asperger's, Ghena talks about Plato's Cave Allegory
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30 Mar 09 Monday
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http://www.youtube.com/watch?v=DkbXJjPhww0
Ghena is a 9 year old boy with Asperger's who created a superhero with autism who saves the bullied and accidently saves the Earth. Ghena wrote the book and created artwork and is looking for collaboration with other artistrs and animators to bring it to life through a top quality animation
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26 Jun 08 Thursday
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Current mood:  hopeful
Category: News and Politics
This is my 8th article published by Birmingham Post
(and the first one I got paid for. Which makes me a real journalist!! The first female journalist with Autism in UK, apparently) 05-23-2008
A dream - the Queen or bust
Post contributor Nadine Stavonina de Montagnac interviewed one of the few female artists to have made a sculpture of the Queen, a meeting that had a profound effect on her
Byline: Nadine Stavonina de Montagnac /Rozagy Edition: FIRST Section: News
They say, every child has a dream. They can be big, small, even unrealistic. But when we grow up many give up the "unlikely" in favour of what's 'reasonable'. Life takes over and we find ourselves barely managing to keep up, never mind, dream. Only a few keep on plugging away at making their BIG dreams become reality.
Those few go on to become stars in their field.
That's why, Frances Segelman - Britain's leading female sculptor enjoys working with stars: she feels their positive energy which resonates with her own.
Frances, impossibly glamorous and already successful as an artist having pioneered speedy two-hour clay creations of celebrity heads which earned her the title of "the sculptor to the stars", had a dream - to one day make a sculpture of the Queen.
Apparently, believing in your ability to achieve your goals is the secret to success. I had a dream once: to learn English, live in Britain and meet the Queen.
I knew about Frances Segelman from her appearance on a TV show some years ago where she was challenged to produce a life-like bust from clay live on the show.
She focuses intensely, going into 'the zone' resulting in accurate and instantly recognisable sculpture but also capturing something 'behind the eyes'. Frances believes that negative thoughts must be banned or it won't work.
Sculpture has the reputation of being a male-dominated field, perhaps because of the physical nature of the work. I was surprised when I've met Frances in person: her delicate small frame appeared at odds next to the strong, powerful and rather masculine works filling up her art studio in London. Clearly classical (even Romanesque) in their influence and highly accurate representations of so many familiar faces, large, substantial sculptures dominated the space and inspired owe.
Having been a fan of the Queen for so long, I was thrilled to interview the artist who had the opportunity to work so closely to the Lady who, to me, symbolises everything noble and decent Britain has to offer.
"The Queen is such a warm person. You can tell in the way her face moves even when she's still. It's the little things, the fleeting changes of expression that show it," - Frances said, having had three sittings with Her Majesty for the cast which will result in four sculptures.
In 1977, as a problematic six-year-old child with autism living in Eastern Europe, I met British people for the first time at an exhibition put on by the British Council. Smiling, long-haired men and women showed a film about the Queen's silver jubilee and gave me a gum: Wrigley Spearmint, a symbol of the West. Instantly, I was smitten, falling in love with everything British.
Later, when I was bullied horrendously at school, like many Autistic children, instead of fairytales I read English dictionary before going to sleep. As the girls ganged up on me, in my mind I just weathered it, thinking of the beautiful swans with British accents living far-far away. I soldiered on, throwing myself into writing or anything creative that could offer an 'escape'.
Feeling emotional from these memories I asked Frances Segelman what drives her to create and was shocked to hear "pain".
"There were some issues I had to deal with and it resulted in me taking up sculpture full time," she said.'
The drive to create was always burning inside her but like many women, it had to be put on hold while she was bringing up her children
"After having my second child, I'd bought some art supplies. I had this desire to sculpt since I was young - I've made a sculpture of my Father when I was 14 years old. It broke in the end because I didn't know anything about firing it and things like that", she laughed.
Her Father was a creative man who taught himself music, composed and played violin. But Frances inherited her artistic talent from her Mother who used to paint and sculpt in her youth before the 'reality' of family life took over. Her maternal great-grandfather used to carve intricate pieces out of any scrap wood he'd find lying around.
Frances Segelman's two sets of great-grandparents came to England from Russia and Austria in the 1900s fleeing pogroms.
Their dream was to give their children a better chance of survival - never could they have imagined that their great-granddaughter would have a chance to honour royalty in such a creative way.
"I'm at the top of the tree. It is very exciting but it won't last" said Frances. "Maybe, I'll slow down and do one or two big commissions a year and concentrate more on the teaching side."
Her other sculptures - large angular modern pieces - are named Angels. If the heavy, substantial classical sculptures Frances makes come from her pain, then those elegant but strong creations must come directly from her soul. She is a true artist who is driven to express her inner self through what she makes with her hands.
"I enjoy the process of creating", she said. "It's very exciting to make a sculpture because it's like creating life, they are like children. But once it's finished, I'm separated from it. I'm always excited to start working on a new piece. It's not about pain any more.'
I've met Frances wanting to know all about the Queen because meeting her was my dream for so long, something that I thought as a child would validate me in my own eyes.
Instead, I ended up finding out what my true dream is: to interview incredible, inspiring people like Frances.
I realised that dreams were like investments and the next day, even though I no longer needed it, my childhood wish finally "matured": I saw the Queen. People were congregating outside the Baden-Powell House at the Scouts' centre in South Kensington. A car appeared in the distance carrying what I thought was the most precious human being on earth - Queen Elizabeth.
She looked amazing but the earth did not move. Nothing changed because it had already happened the day before in Frances' 300-year-old cottage. I'd changed.
The first sculpture by Frances Segelman was unveiled at the Baden-Powel House. The silvery bronze of the bust beautifully complimented by its white marble support.
The other sculptures will go to Barnardo's charity, to Buckingham Palace next to the bust of Duke of Edinburgh and to Frances' private collection.
What is remarkable, is this is only a second sculpture of Her Majesty created by a female artist.
As the Queen went to leave, the crowd burst into a spontaneous, out of tune, multi-accented rendition of God save the Queen. Her Majesty turned, beaming smile on her face. At that moment I knew Frances was right: the Queen has a great personality!
I've dreamed of this moment for 31 years and it didn't disappoint because I also met someone else that day, I met me, the way I was meant to be: my own person free to change my dreams or make more dreams when I need to.
It doesn't matter where you come from, they say, only where you're going and what you bring within you when you get there.
ENDS
Word count: 1144 words
http://www.encyclopedia.com/doc/1G1-179295293.html
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23 Apr 08 Wednesday
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Current mood:  excited
Category: News and Politics
This is the email I received from the editor following the publication of my first article on Autism in Birmingham Post - the largest regional broadsheet paper in the UK.
Broadsheet means not a tabloid. Tabloids tend to make things up to sensationalise them to sell more papers. I should know - I've been a victim of a tabloid story that was completely made-up which is not surprising as Autism makes me too trusting. I complained though but it took a very long time to even get things clarified. It goes to show that nobody is safe: not even a trained journalist. So the only way 'to beat them - join them' certainly is true for me. I studied Media and Communication at the University of Central England a few years ago, before I even knew about my Asperger's and writing was always my passion. But having a slightly foreign accent when I speak made me very self-conscious and reluctant to work as a journlist full time.
So for someone such as myself who only learnt English at 19 (you'd think being Autistic and foreign-born, British journalism is not the first career that comes to mind, right? :-)) this is a BIG DEAL!!
I want to shout from the roof-tops: 'I'm published and published in my favourite language of all times - English!!! Isn't life full of surprises!?!
Anyway, here's what the editor says in an email dated April 4th 2008:
'Nadine/Rozagy, Can I say what an excellent piece of work your article is in today's Post. Thank you so much for giving my readers a great read and a genuine insight into the issues you are so concerned about. I would certainly like to meet up as we have suggested in the past, and perhaps think of other pieces you could do for us from time to time. I look forward to hearing from you. Regards, Marc Reeves'
(he's a great editor!)
I've been published by this very newspaper before (in 2002) but only as part of my University work placement and on the subject I didn't choose.
This time, in 2008 - I chose to write about what I really care about: Autism (and Asperger's). Because as Autistic Mother of an Autistic kid, this is kinda important to me.
I feel it's just the beginning! Hoping other Autistic people will write for the press more often and be more vocal in the Media in general, too as we need a voice (so our Autistic children do not feel 'alone').
Thank you for reading!
Roza (Nadine)
the link to my article: http://www.birminghampost.net/comment/birmingham-columnists/agenda/2008/04/04/learning-to-speak-the-language-of-asperger-s-65233-20720186/
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08 Feb 08 Friday
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Current mood:  hopeful
Category: Music
Donna Williams interviews me!!!
August 3rd, 2007 at 1:32am |
Here I interview artist and singer, RozaGy about a recent song to raise autism awarness. http://www.mediaeyeproductions.com/rozagy.html
DONNA Hi Roza, I met you at one of my UK lectures last year. You were quite memorable perhaps in part to a rather obvious eccentricity and the fact you came armed with wonderful original sparkly paintings to show me. Tell me about your ARTism and how it fits in with, or is independent of your AS?
ROZA: I started making art following a head injury in 2006 after falling in a supermarket. I developed epilepsy and began painting obsessively. I can't see well, even with strong glasses so I make art textured to feel my way around. I use acrylic paints then stitch on hundreds of beads. The process helps me to relax.
I did classical music since 5 and was a hyper-active child, jumping, spinning, screaming, climbing. I was bullied at school and to calm me I was taken to the costume-making department of the opera house while my dad rehearsed his operas. I'd touch all the different textured scraps of fabric, sequins and beads - it was a sensory heaven! Nobody taught me how to make art. I do what I do because I want to work with materials I love to touch. The process helps me with panic attacks. I do art to stay sane.
DONNA: Ah, as an autie who tends towards Rapid Cycling Bipolar, art is one of the few things keeps me relatively cohesive and in terms of social phobia, I feel socially engaged with art. Its an important way to reach out to the world if you're also naturally more reclusive and solitary.
You are also a singer-songwriter, how did your music start and how would you describe your style as a singer and as a writer?
ROZA: I've been doing music for years but I'm more of a singing composer. The subject matter of my songs is usually to do with frustration and rebellion. The lyrics and melody come in response to something happening in my life helping me express how I feel. Usually pretty defiant. I need both art and music to survive because depression and panic attacks are a real problem for me. And I need to have level head for my two children.
DONNA: I care for people and to me children are just people, small people. But I struggle to tell what time of day it is, sometimes which day it is. I've mastered running a bath two years ago (see my article on Expert Bath Runner) but I'm still working on the fire part of 'fire and flood' so cooking is still a challenge. Can't see kids in all that, and as a solitary I'd have locked myself in the cupboard with headphones on, I'm sure. So hats off to you with two children. I couldn't do it. You have a single just being released. What was the inspiration behind it and who does it benefit?
ROZA: The song Open Every Door was written by a Sri-Lankan superstar Nimal Mendis to raise awareness of Autism and highlight the need for better services for people on the Autistic spectrum. The CD was presented to a British Prime Minister in spring 2007 by the leader of Autism Awareness campaign Ivan Corea who's done a lot to bring Autism into public eye. I was working on the idea of opening the first British Art & Music centre for Autism and asked Nimal to perform at the opening. He's heard my music, liked my voice and asked if I wanted to record my version of Open Every Door as a symbolic call for action to support people on the Autistic spectrum. The situation for adults with ASD in the UK is dire with no support available at all. I wanted to help bring about change of perception of Autism. The profits from this song will go to Autism research centre in Cambridge headed by the wonderful Professor Simon Baron-Cohen because the work they do is groundbreaking, humane and in the interests of people with ASD. The rest will go to support Autism awareness campaign and maybe to organise a concert.
DONNA: Yes, I really like your voice. Your accent adds an enigma to the track. I think the track is very about motherhood. I have two albums and my tracks are more from the autistic experience rather than from a mother's one watching her autistic child. but I did write a song, 'Days Become Weeks' which was about a mother and her adult son with autism.
Old stereotypes about autism and AS have become replaced by new, just as tedious, ones. What are your views on the stereotypes and the culture versus cure debate?
ROZA: I don't personally think Autism is a disease. I certainly "don't suffer" from it but rather I suffered as a result of prejudice by people who sensed my vulnerability. And when I get stressed out, I rock, talk to myself and avert my eyes which is often misperceived as being crazy or untrustworthy and results in further discrimination and hostility. I believe Autistic people should receive the help if they need it while being encouraged to develop what they are good at without being unnecessarily stressed by the people "in power".
DONNA: I think autism is a fruit salad and in that fruit salad some people have severe health issues - gut, immune, metabolic disorders, severe, even life threatening mood disorders, crippling levels of anxiety disorders resulting in severe self injury. And some of this is in the most autism-friendly environments and families. So we've got to get a grip that its a wide spectrum and that whilst an autism 'fruit salad' is not a 'disease' or 'disorder' for some people, its components certainly are for others. There's no denying that Ulcerative Colitis, Coeliac, primary immune deficiency or inherited SEVERE degrees of Rapid Cycling Bipolar, OCD or Tourette's or crippling Catatonia for example are in the disease/disorder camp and when those occur untreated in someone's autism fruit salad, these are an integral part of the severity of what gets labeled their autism. We can't just draw a smiley face on stuff like that and call it cultural. But, sure, this stuff isn't in ALL autism fruit salads, but it is in a significant percentage - perhaps as high as 30% of people at the autistic end of the spectrum. People with AS have sometimes claimed that if they didn't have AS they wouldn't be them. But parts of AS are personality traits, behavioural quirks, learning and processing differences and others can be more clearly health issues. I don't believe any of us are just big walking bunches of conditions. We also have our own sets of personality traits, our upbringing, our race and ethnicity, our life experiences. What parts of Roza did AS not create?
ROZA: I agree with you about AS being both psychological and neurological based. But I'm not an expert so I don't know which is which in me. Autism to me means having an ability to concentrate on doing what I love doing and having the tenacity to achieve goals and never ever giving up! But it could just as well have been hereditary, i.e. observing my Father at work (he was obsessed with music). Also, I've been through hell in life because of my naiveté and compulsiveness. But this same naiveté had brought me to England at the age of 19, driven to succeed, with only basic knowledge of English and no social skills. That same naiveté that I believe is why I survived because sometimes the bad stuff just went by without affecting me. I don't know what is AS and what skills I acquired just to survive. Probably, it's a bit of both.
DONNA: I do think there's a hereditary component for many people but this doesn't rule out that for others its both hereditary AND environmental and for others far more environmental.
Some people with AS wear their diagnosis as a badge of honour, others as a badge of shame. Whilst the labels can be important to funding, do you think on a cultural, social and psychological level we'd all be a lot healthier if we just saw ourselves as part of general social diversity without getting too precious about the labels?
ROZA: I always wanted to belong, somewhere, anywhere but never could. Since my AS diagnosis, I find myself meeting others with AS and I feel I finally could belong. In this respect, "label" of Autism helps me with my identity. Also, I tend to want to help the "underdog" whenever I can because I identify with them. No two people with Autism are alike, anyway. But it probably helps to identify with a group of people that share something, especially for Autistic teenagers. It was the loneliest time for me and with high depression rates that would be important and reassuring for some others, I'm sure.
DONNA: I understand the relief of finding others like oneself. I think we have to accept this of non-autistic people too… that they also crave having a friend or sibling they feel more 'akin' to. But there's also great things in being open hearted about the anthropological adventure of bonding with someone autie-friendly who is not autie-spectrum. And I've met some autie spectrum people who are harsh, militant, reactive and separatist, or put down the uniqueness of diverse minds in the non-autistic population. This doesn't do it for me. How can one preach acceptance of diversity, then essentially disrespect or minimise that in others?
You are a mother who has AS. With stereotypes linking AS to lacking empathy, even psychopathy, how do you feel AS helps or hinders you as a parent?
ROZA: My mother tried to kiss and cuddle us all the time even though we hated being touched and often escaped. She'd tell us how wonderful and talented we were and what a great future we had even though to others we must've seemed like a pair of screaming, uncontrollable "brats" with all the mood swings and unexpected tantrums. I don't know how she coped! My Grandma however believed in physical punishment "for your own good" and had a heavy hand. So having tasted both styles of parenting, I knew exactly how each one felt and chose my Mother's. I have found parenting my children easy because I recognise a lot of myself in my son and understand. And I think when you feel the almost animal love for your offspring so deeply the parenting skills just come from within. It's probably because I know for a fact that I was loved and respected as a child by my parents that I can experience this unconditional love for my own children. It has nothing to do with AS.
DONNA: I can't bear the clingy, fuss-fuss, pursuit thing. It'd up the tempo of my natural feral nature. Eek, there's got to be boundaries or whose life is whose? Some forms of 'love' tread too close to co-dependency or emotional incest (ie 'smother love') for a solitary like me, but wow, I have a wide personal space, wider than most people. As for learning to love from being loved, I had a combination, I was detested, feared, rejected, harmed, but also valued, entertained, loved. Sometimes a parent can both love and hate a child too, they are wrestling with their own demons, and who knows who will win. That makes a kid ambivalent because you can't work out which identity to take - the survivor or the child. I actually think I'm pretty rounded by the diversity of feelings and experiences in growing up. I also think some personalities simply befriend caring, kindness, empathy, intimacy and involvement better than others. I think I've done well to love people as much as I do, but I sure do ensure the boundaries are clear and personal space is sacred.
Society is so afraid of people on the spectrum, stereotypes leading people to see them as dangerous or a pitiful burden on families and society. Who are some of the most inspiring people on the spectrum and why?
ROZA: Steven Spielberg of course comes to mind because he's so immensely talented and he has an official diagnosis of AS. Also, I think Pharel Williams is great – I love his music. And you, Donna. Because you are all cool! You all defy the stereotype of what Autism is (which I'm finding is all wrong, anyway). But apart from you three there isn't really anyone inspiring with AS who comes to mind. The problem lies with the fact that many people in the public eye who are talented and successful don't openly declare their AS, possibly for fear of stigmatisation. But unless we have more role models on the Autistic spectrum being seen to lead normal productive lives, the society will not easily give up their idea of what they THINK Autism is and continue to prejudge based on the "label". We need more positive role models!
DONNA: I have met so many wonderful inspiring people on the spectrum and many of the most inspiring had small achievements which were mammoth given the challenges they had. So if someone meaning deaf comes to type or speak, or if someone meaning blind achieves supported independence or someone with severe mood, anxiety or compulsive disorders finds that supplements, diet or medication help them manage enough to learn any new skills or functions, those folks inspire me, move me, they are my heroes.
We used to have the Refrigerator Mother myth in which cold mothers were blamed for causing their child's autism. It's now widely known this doesn't cause autism but do you think SOME mothers fail to bond with a child with autism and why?
ROZA: I can't answer for other Mothers as I don't have enough data. I was born Autistic but wasn't diagnosed until 35 so nobody had told me why I've had so many problems and that I "couldn't go to University, get married and have children". I just did it. However, since my diagnosis I was put on "at risk" register for "possible emotional abuse" and falsely accused by Social Services of teaching my children with Autism. The day my children were first placed on child protection, I was so scared and angry, I painted the first painting in my "DON'T Demonise Autism!" series. Because I felt Demonised over my diagnosis. My Genies – the female Demons - only look "different" to society but they are as normal as any other mothers who love their children. We were put through hell because of the ignorance and it took almost a year for me to be fully cleared. It wasn't the Autism that caused my problems but people's reaction to the word "Autism" in my file that made them distrust and even abuse me. Why is it ok to Demonise Autism? To really understand what Autism is and the difficulties it creates for Autistic people we need more research.
DONNA: I don't know about that. We have a gazillion first person accounts now explaining plenty about what autism is to those who can type and speak. I don't think that throwing research bucks at that will do much more than all those advocates are already helping do. If money needs to go somewhere how about respite care, decent residential services, great day care programs, self employment programs, mentors… the list goes on. Then we could consider the even harder situation of those with autism in 3rd world countries who often don't even have books, never get public speakers or can't afford them and have no government services at all for their kids - not even crap ones. Maybe we could think about that too. I certainly feel its part of why I do so much public writing, because I have people in some of these places for whom this is one of their scarce FREE services (speaking of which http://www.auties.org is there for all of us). Saying that, research can help us to get the numbers on how many people have which parts of an autism fruit salad (I wrote of that fruit salad in Autism; An Inside Out Approach and in The Jumbled Jigsaw) and that should help society work out better how to fund programs and which ones to fund.
All the best with the release of the single. I understand people can download it for 49 pence and that the proceeds go to a cause which supports adults on the spectrum.
ROZA: Proceeds go to Autism research about how best help both adults and children on the spectrum and to help raise awareness of Autism through organising positive events like concerts and art exhibitions of people on the Autism spectrum.
DONNA: I think autism arts is pretty important. Arts is about food for the soul. And for many people on the spectrum it has given them a voice.
I've heard the song and I think it's wonderful and I hope to hear you perform it across the UK if not beyond. Where can people listen to it?
ROZA: You're very kind Donna. Thank you. The direct link to Open Every Door single is here: http://www.mediaeyeproductions.com/rozagy.html Hope to sing it with you one day Donna and I hope the song will do some good for Autism awareness. Thank you for interviewing me.
DONNA:
You're welcome and I hope you go list it on http://www.auties.org
… Donna Williams *)
http://www.donnawilliams.net
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10 Jun 07 Sunday
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Current mood:  contemplative
Category: Life
..>
| Book to help issues on Asperger's and bullying |
http://www.freep.com/apps/pbcs.dll/article?AID=/20070610/CFP10/706100446
Triumph of discovery
West Bloomfield man turns his struggle with Asperger's into a book to help others
June 10, 2007
BY ALEX P. KELLOGG
FREE PRESS STAFF WRITER
Nick Dubin never could figure out why he couldn't do some of the simplest things very well -- like tell if someone was joking or follow a conversation that jumped around from topic to topic.
Then, in 2004, after years of searching for answers, the 30-year-old West Bloomfield resident and PhD candidate in psychology was diagnosed with Asperger's syndrome.
This form of autism isn't as easy to detect as more significant manifestations of the condition, which can lead to delayed speech development and a hypersensitivity to overstimulation. Those who suffer from it often have trouble socializing or communicating with others.
For Dubin, the triumph of discovery led to other milestones. "Asperger Syndrome and Bullying: Strategies and Solutions," a book Dubin wrote, was published this week by Jessica Kingsley Publishers, a large, London-based publisher that specializes in books on autism.
Dubin caught the company's attention after producing a DVD with his dad, Larry, a law professor at University of Detroit Mercy, about the condition. It's one of three the pair has produced.
Dubin's book focuses on his experience with Asperger's and how parents, educators and health experts can help those with it live more fulfilling lives. It became available online late last month at Amazon.com and elsewhere, a few weeks before it hit bookstores such as Borders.
It's a significant accomplishment for Dubin, a guy who found himself often bullied as a kid and lost in class, tripping up on stuff that should have been a breeze, but wasn't because multitasking is pretty difficult for those with Asperger's.
"It completely drove me crazy," says Dubin of his condition. At times, he felt he was completely isolated, and got angry at himself because of it, he says. "I felt at a loss. I didn't know why I was like this."
Dubin grew up in Birmingham and often stops by his parents' home, which is just around the corner from Derby Middle School. It was at Derby, he says, that he suffered particularly tough times.
His book mixes an analysis and summary of the latest research on Asperger's with anecdotes about his childhood experiences at Derby and elsewhere, and the constant vexations he faced growing up.
In the first chapter, Dubin tells of how in the fifth grade two kids he knew left him handcuffed to a swing at nearby Poppleton Park. They taunted him until his father peered outside the Dubins' nearby home and intervened. The ruse: They were playing cops and robbers. Those with Asperger's often have an especially tough time knowing when someone is not telling the truth.
The bullying didn't just come from other kids either, he says. Dubin writes about working in high school as a tennis instructor at a posh country club in Bloomfield Hills, where his boss once locked him in a bathroom. He shares how an art teacher in elementary school would hold his work up to the class as an example of what not to do. He even talks about how difficult it was for his parents to accept that their only son had autism.
"It wasn't so much that we didn't want to believe it," says his mother, Kitty, a playwright and professor at Oakland University. "We were sort of resistant. I had heard of Asperger's, but I hadn't read a lot about it really. I knew it was associated with autism, and I guess I associated autism with people who didn't have much emotional affects."
By contrast, her son is very affectionate and can be outgoing, she says.
Becoming the best tennis player at Seaholm High, where he graduated in 1996, and earning all-state athletic honors made life easier as a teenager, says Dubin.
It wasn't until college, though, that Dubin received definitive answers.
Dubin failed to pass the student-teaching portion of a master's degree he got several years ago, because the classroom environment he taught in was just too chaotic for him to keep up with. It made the degree, intended for those who want to teach, essentially useless.
After entering a PhD program in psychology, he learned more about Asperger's and eventually got a diagnosis that confirmed his suspicions.
"It's very empowering knowing that what I went through in the past wasn't in vain, and maybe even there was a reason I went through some of it," says Dubin, who now regularly speaks before nonprofit groups that specialize in treating autism, as well as teacher's associations and similar groups. He hopes to finish his PhD from Michigan School of Professional Psychology in Farmington Hills in 2009.
"In a very short period of time, he's really carved a niche for himself," says Katie Kramer, a classmate and close friend of Dubin, who has seen him speak and has helped comb over draft chapters of the book before it was published.
"I know a lot of people with Asperger's know who Nick is and really look up to him," says Kramer, who worked with a doctor whose expertise was autism.
Dubin has made a bit of money from speaking, and producing the educational DVDs with his dad, too, which is great for a poor grad student.
"I'm not J.K. Rowling or anything, but I have made a bit of pocket change," he said. "Yeah, that's great."
Contact ALEX P. KELLOGG at 248-351-3693 or akellogg@freepress.com
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30 May 07 Wednesday
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Current mood:  contemplative
Existential Depression in Gifted Individuals James T. Webb, Ph.D.
Existential Depression in Gifted Individuals James T. Webb, Ph.D. Supporting Emotional Needs of Gifted
Dr. Webb is co-author of the book Misdiagnosis and Dual Diagnoses of Gifted Children and Adults: ADHD, Bipolar, OCD, Asperger's, Depression, and Other Disorders
It has been my experience that gifted and talented persons are more likely to experience a type of depression referred to as existential depression. Although an episode of existential depression may be precipitated in anyone by a major loss or the threat of a loss which highlights the transient nature of life, persons of higher intellectual ability are more prone to experience existential depression spontaneously. Sometimes this existential depression is tied into the positive disintegration experience referred to by Dabrowski (1996).
Existential depression is a depression that arises when an individual confronts certain basic issues of existence. Yalom (1980) describes four such issues (or "ultimate concerns")--death, freedom, isolation and meaninglessness. Death is an inevitable occurrence. Freedom, in an existential sense, refers to the absence of external structure. That is, humans do not enter a world which is inherently structured. We must give the world a structure which we ourselves create. Isolation recognizes that no matter how close we become to another person, a gap always remains, and we are nonetheless alone. Meaninglessness stems from the first three. If we must die, if we construct our own world, and if each of us is ultimately alone, then what meaning does life have?
Why should such existential concerns occur disproportionately among gifted persons? Partially, it is because substantial thought and reflection must occur to even consider such notions, rather than simply focusing on superficial day-to-day aspects of life. Other more specific characteristics of gifted children are important predisposers as well.
Because gifted children are able to consider the possibilities of how things might be, they tend to be idealists. However, they are simultaneously able to see that the world is falling short of how it might be. Because they are intense, gifted children feel keenly the disappointment and frustration which occurs when ideals are not reached. Similarly, these youngsters quickly spot the inconsistencies, arbitrariness and absurdities in society and in the behaviors of those around them. Traditions are questioned or challenged. For example, why do we put such tight sex-role or age-role restrictions on people? Why do people engage in hypocritical behaviors in which they say one thing and then do another? Why do people say things they really do not mean at all? Why are so many people so unthinking and uncaring in their dealings with others? How much difference in the world can one person's life make?
When gifted children try to share these concerns with others, they are usually met with reactions ranging from puzzlement to hostility. They discover that others, particularly of their age, clearly do not share these concerns, but instead are focused on more concrete issues and on fitting in with others' expectations. Often by even first grade, these youngsters, particularly the more highly gifted ones, feel isolated from their peers and perhaps from their families as they find that others are not prepared to discuss such weighty concerns.
When their intensity is combined with multi-potentiality, these youngsters become particularly frustrated with the existential limitations of space and time. There simply aren't enough hours in the day to develop all of the talents that many of these children have. Making choices among the possibilities is indeed arbitrary; there is no "ultimately right" choice. Even choosing a vocation can be difficult if one is trying to make a career decision between essentially equal passion, talents and potential in violin, neurology, theoretical mathematics and international relations.
The reaction of gifted youngsters (again with intensity) to these frustrations is often one of anger. But they quickly discover that their anger is futile, for it is really directed at "fate" or at other matters which they are not able to control. Anger that is powerless evolves quickly into depression.
In such depression, gifted children typically try to find some sense of meaning, some anchor point which they can grasp to pull themselves out of the mire of "unfairness." Often, though, the more they try to pull themselves out, the more they become acutely aware that their life is finite and brief, that they are alone and are only one very small organism in a quite large world, and that there is a frightening freedom regarding how one chooses to live one's life. It is at this point that they question life's meaning and ask, "Is this all there is to life? Is there not ultimate meaning? Does life only have meaning if I give it meaning? I am a small, insignificant organism who is alone in an absurd, arbitrary and capricious world where my life can have little impact, and then I die. Is this all there is?"
Such concerns are not too surprising in thoughtful adults who are going through mid-life crises. However, it is a matter of great concern when these existential questions are foremost in the mind of a twelve or fifteen year old. Such existential depressions deserve careful attention, since they can be precursors to suicide.
How can we help our bright youngsters cope with these questions? We cannot do much about the finiteness of our existence. However, we can help youngsters learn to feel that they are understood and not so alone and that there are ways to manage their freedom and their sense of isolation.
The isolation is helped to a degree by simply communicating to the youngster that someone else understands the issues that he/she is grappling with. Even though your experience is not exactly the same as mine, I feel far less alone if I know that you have had experiences that are reasonably similar. This is why relationships are so extremely important in the long-term adjustment of gifted children (Webb, Meckstroth and Tolan, 1982).
A particular way of breaking through the sense of isolation is through touch. In the same way that infants need to be held and touched, so do persons who are experiencing existential aloneness. Touch seems to be a fundamental and instinctual aspect of existence, as evidenced by mother-infant bonding or "failure to thrive" syndrome. Often, I have "prescribed" daily hugs for a youngster suffering existential depression and have advised parents of reluctant teenagers to say, "I know that you may not want a hug, but I need a hug." A hug, a touch on the arm, playful jostling, or even a "high five" can be very important to such a youngster, because it establishes at least some physical connection.
The issues and choices involved in managing one's freedom are more intellectual, as opposed to the reassuring aspects of touch as a sensory solution to an emotional crisis. Gifted children who feel overwhelmed by the myriad choices of an unstructured world can find a great deal of comfort in studying and exploring alternate ways in which other people have structured their lives. Through reading about people who have chosen specific paths to greatness and fulfillment, these youngsters can begin to use bibliotherapy as a method of understanding that choices are merely forks in the road of life, each of which can lead them to their own sense of fulfillment and accomplishment (Halsted, 1994). We all need to build our own personal philosophy of beliefs and values which will form meaningful frameworks for our lives.
It is such existential issues that lead many of our gifted individuals to bury themselves so intensively in "causes" (whether these causes are academics, political or social causes, or cults). Unfortunately, these existential issues can also prompt periods of depression, often mixed with desperate, thrashing attempts to "belong." Helping these individuals to recognize the basic existential issues may help, but only if done in a kind and accepting way. In addition, these youngsters will need to understand that existential issues are not ones that can be dealt with only once, but rather ones that will need frequent revisiting and reconsideration.
In essence, then, we can help many persons with existential depressions if we can get them to realize that they are not so alone and if we can encourage them to adopt the message of hope written by the African-American poet, Langston Hughes:
Dreams
Hold fast to dreams, For if dreams die, Life is a broken-winged bird That cannot fly.
Hold fast to dreams. For if dreams go, Life is a barren field Covered with snow.
- Langston Hughes
References
Dabrowski, K. (1966). The Theory of Positive Disintegration. International Journal of Psychiatry, 2(2), 229-244.
Halsted, J. (1994). Some of My Best Friends Are Books: Guiding Gifted Readers from Pre-School through High School. Scottsdale, AZ: Great Potential Press, Inc. (Formerly Ohio Psychology Press).
Webb, J. T., Meckstroth, E. A. and Tolan, S. S. (1982). Guiding the Gifted Child: A Practical Source for Parents and Teachers. Scottsdale, AZ: Great Potential Press, Inc. (formerly Ohio Psychology Press).
Yalom, I. D. (1980). Existential Psychotherapy. New York: Basic Books.
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29 May 07 Tuesday
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Current mood:  creative
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Interview with Movie Producer and Actor Joey Travolta Posted on Wednesday, April 26 @ 11:03:17 EDT by |
Joey Travolta is a successful actor, director, and producer who started the critically acclaimed acting school, Actors for Autism. Most recently, Travolta served as the producer of the film Normal People Scare Me, a documentary about how autistic people see the rest of the world directed by Taylor Cross. Cross, a 17-year-old film maker, is autistic. The film features autistic people talking of their feelings about the NT world.
This week's piece, conducted by Alex Plank of WrongPlanet.net, is an interview with Joey Travolta about Mr. Travolta's work with autistic actors, people who have an interest in acting, Travolta's work with Actor's for Autism, and how Travolta got involved with "Normal People Scare Me." One of the individuals in the film is Wrong Planet's own Amy Gravino, who has written several pieces including a review and a story about the launch party for the film. Those pieces, which are part of our ongoing coverage of "Normal People Scare Me," will appear in the coming weeks on Wrong Planet.
Be sure to check out the premiere of Normal People Scare me on Thursday, April 27th at 6:30pm – Jewish Community Center, NY - J.C.C. Manhattan.
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Joey Travolta and WrongPlanet member Amy Gravino at John Schneider's house. The hand holding crackers belongs to director Taylor Cross
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WrongPlanet.net: So, what's your connection to Autism?
Joey Travolta: Well my connection to Autism is I am mentoring a 17 year old who, when I started was a 15 year old boy who has Autism, made a short film about Autism and they had approached me about... I have a digital film and acting workshop for kids about doing classes for special needs, predominantly kids on the Autism spectrum and so we started doing classes and at that same time I was sort of mentoring him on a short film called Normal People Scare Me and that's how I got involved with it. I was a former special Ed teacher and that's how they got to me when they wrote an article that I was sponsoring this film festival and Taylor Cross who is the director of the film... he wanted to enter a film and I volunteered my equipment and I guess that's how it all got started.
WP: That's great. So, you met Taylor Cross when he was 15. He's 16 right now?
JT: He's 17
WP: And his film is premiering on the 7th?
JT: Yeah, it's starting up in April, there's going to be some premiers around the country. I know there's one in New York, and there's several around the country and, you know it's not totally finished we still have to mix the sound and do some things but for all intents and purposes for national Autism awareness month we're trying to do some screenings.
WP: So Taylor Cross was in your acting group?
JT: No, he – they came to me about; one, the film, and two, doing, you know, classes, he's in the acting group now. This was before he was in the acting group. He actually just started taking the acting classes in the last year.
WP: How do you think Autism facilitates a career in acting?
JT: Well, it's not that it facilitates a career in it, I think it fills a lot of voids and I deal with people in this spectrum, because a lot of the social skills, the interacting with people and knowing what the proper social skills, whether they're right or wrong – who knows? Which is kind of the point of Normal People Scare Me because, you know, who is right? But anyway, to fit in this world it kind of gives you a safe place to express yourself and build confidence and get used to collaborating with other people, and then it also teaches that gray area, especially through improv, you know, how to think spontaneously, where a lot of time with young people in this spectrum it's very black and white, their processing and the gray areas or the areas that they don't get, and through acting you learn those, through film making you learn those because it isn't black and white, it's very subjective and it promotes thought and provokes a collaborating which I think is huge.
WP: Right. I have a friend and he has Asperger's and he's in a Shakespeare acting group at UCLA, and one thing that I noticed about him is that he seems to be much more outgoing during the period of time that he's acting, like after the performances, he thinks that that's kind of something that it does to--
JT: Well yeah because you're playing a character, your playing someone outside yourself, but still you're playing a character and it's a process that you have to go through, you know the work that you do to play a character, you know I think it's a great tool for communication skills.
WP: I also act and when people ask me why I'm good at acting I tell them I've had to act my whole life just to fit into the social 'norms' of society you know? And that's kinda how I felt.
JT: Well, you know, we all kinda have to do that. Like when you're a salesman you have to be able to sell yourself, when you're a politician you have to be able to sell yourself, you have to be able to convey your thoughts as a teacher, as, you know almost any walk of life that you go into you have communication skills. So to feel confident, to be able to present yourself or your product or the thing that you do, you know, those are the skills that help you with acting and film making.
WP: Right. I think there are some people in Hollywood, I mean even mainstream actors like Dan Aykroyd who have Asperger's Syndrome, do you think that in any way Asperger's Syndrome kinda gives someone a distinction that wouldn't be there otherwise that kind of gets them noticed, and do you think that the fact that these kids have to act to fit in with their friends even more than most people who it comes naturally, I mean to some extent, people without Asperger's still have to act but, I mean there is a lot more, I think, adapting in the role of someone with Asperger's Syndrome especially someone with a very high level of intelligence like Dan Ackroyd, what do you think?
JT: Well, I've worked with him before and he's very bright. Yeah, in dealing with actors as a director or producer, I would say a great deal of the actors are on the spectrum, you know, and they looked to acting because nothing else excites them, nothing else, you know. they don't want to play a team sports, they don't want to do other things but there's something about acting that is very attractive, you know, and it's just - it fills so many voids for people, but as far as people in the spectrum in this business I think there's quite a few.
WP: When you worked with Dan Ackroyd on 'Susan's Plan' in 1998 did you know that he had Asperger's at that point?
JT: No, I still didn't know, this is the first I've heard of it.
WP: Okay, he --
JT: I mean, does he talk about it?
WP: Yes, there's an interview on NPR in which he talks about how he had Tourrettes and Asperger's when he was a kid and now he still has the traits of Asperger's but...
JT: Yeah, no I didn't know that but I should call, I should let him know what I am doing.
WP: Right, my friend is trying to do an interview for the site since [NPR and Ackroyd] did have that interview.
WP: What was it like to grow up in a show business family because I know that your brother is an actor and I think your parents were somehow involved.
JT: It was great, it was great growing up in a show biz family, you know you just, it was what my family did, so I was in it and around it, I didn't choose to go back down that path until later because I promised my father I would get a degree and I ended up with a special Ed degree which I did use my acting, my whole philosophy of teaching if kids would listen to me for five hours, if you can make your lesson plan entertaining and perform it then you have something, you will keep their attention and they can be educated at the same so I didn't really teach, I performed.
WP:
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Taylor Cross, director of Normal People Scare Me with actress Amy Gravino | ..> Right, I think that's a really a good difference because those are the kinds of teachers who kids remember and you know --
JT: Well yeah, you remember those, the ones that are out there, that make it fun, because there's no reason that education can't be fun.
WP: What lead you to pursue a degree in special education and you were saying that it was your father or --
JT: You know what – I promised my father I'd go to school and then when I got there, when we were exploring different things, I went to Patterson State College in New Jersey and I had to declare a major and I was kind of leaning to education and I was always was kind of a protector of the special needs kids when I was in high school, even a couple of my friends today are probably somewhere more in special needs classes so it seemed like a natural for me--
WP: Right
JT: --and I really enjoy it but I got too involved and I kind of got burnt out on it early, but, I'm glad that I'm back involved because I get to do the things that I love, which is make films and then pass on my knowledge to kids.
WP: Right, I watched a video in which someone did a report on Taylor Cross and the video that you guys were doing, and I noticed that they were showing something to a group of people and that he won two awards about something and it seems to be that was the video so that's --
JT: Ah, yeah that... you probably saw the documentary that was "California Connected" and I presented the award to him – that was my daughters film festival and that's how it all got started at Chaminade High School in the West Valley, that was the festival that it got entered into, and I got a couple articles written about it and we got an award from Clay Aiken and the film was honored by the quarterback Doug Flutie, he's got a foundation, and so it's just one of those things that you kind of strike a nerve.
WP: I know that there is one event being held at John Schneider's house and I know he has a son with Asperger's, so do you other ever talk to other actors who have family members with Autism?
JT: Yeah, I mean a lot of them are on our board of directors here, so yeah, we do share, but they're all on our board for Actors for Autism
WP: Okay, so John Schneider is --
JT: Yeah, he's on our board. Where did you go to go? Normal People on IMDB?
WP: Well I actually interviewed someone who had taken part in the documentary ... her name was... Amy ...
JT:Was it one of the people we interviewed?
WP: Yeah, it was one of the people you interviewed. So, what was the name of the person who was trying to find the people to interview?
JT: Well, Taylor's mom Kerri Bowers, they were setting up the interviews, but I think Amy, I think, because we did a couple people back East and maybe that's who you spoke with.
WP: I talked to someone who was from New York who's going to the event on the 6th, and she is a guest of Taylor Cross's mom.
JT: Okay, well she must have been one of the people that was interviewed, there were so many, we had hours and hours of interviews.
WP: I know that people with... a lot of the entertainment business seem to be focused on who you know and what connections you have and people with Autism obviously have trouble with networking at the extent that their social skills in person, like person to person interaction are kind of inhibited, what kind of advice do you have with the more introverted or just socially awkward people with Asperger's or Autism who want to find a way to start doing acting as a professional career.
JT: Well, I think most the important thing is to take classes and get used to being on stage or being in front of a camera because that's how you get better and see if it's for you, because it's not an easy business, it's a very tough business, but, if it's something that you love, and you're passionate about it, and you have it in you, you'll find a place somewhere, but it's a tough business. But most of the people don't get in it for the money and the fame, they get in it because they like the work. There's something about performing. My advice is to take class and try to get on as many auditions as possible – the business has changed so much, but if you can get in a play in school, any kind of theater group you can get into, get into it.
WP: Right, I actually saw that you did West side Story at one point, my first time on stage was playing baby John on West side Story, that was in high school and that's what got me interested interested in the whole thing of just pretending to be someone you're not, but doing it in front of other people and really --
JT: And also out here there is a group called 'Media Access' and it caters to people with disabilities, when there's a role for somebody that has Autism or Asperger's they'll submit you and things like that.
WP: Do you know who Gloria Castenada is?
JT: Yeah, I hosted their awards last year.
WP: Oh that's great. Because I registered with them at one point and I'm trying to get my friend --
JT: Do you live in California?
WP: I live in Washington D.C. I actually live in Charlottesville, I've only been to California once, but, I just registered while I was there.
JT: Okay, well you know they're a good group of people there. They try to look for people for work.
WP: Have you seen Mozart and the Whale?
JT: No I didn't, but my friends produced that up in Washington.
WP: You know it's about a guy named Jerry Newport --
JT: Yes.
WP: I interviewed him and he had some family [in show business]. He said that the key in terms of getting into [show business] is to always be accommodating of things because there are a lot of different people and all of them could do the same thing.
JT: Oh yeah! You need... like when I cast movies I'll get like five hundred to a thousand submissions for one role, and there are probably a hundred and fifty that could play the role just as good as anybody else, but it's just how someone strikes you that day, you just don't know.
WP: So, it's more of like an instinct, you can see something in someone that's -
JT: Yeah. Sometimes I'll cast somebody and not even read them, just like a look, or I get a feel from them right away like, yeah they can do this.
WP: That's interesting. Yeah, that's what a lot of people have told me.
WP: ... you first came into [contact with] people with Autism when you were a special Education teacher?
JT: No, it was, like I told you, two years ago or two and a half years ago they approached me when they saw that I was a former special Ed teacher and that's how it all got started again, because I hadn't been involved, other than special Olympics over the past twenty years, once in a while I get involved with special Olympics but I hadn't been involved with the field, and know it's become fifty percent of my life now.
WP: You didn't start this group but you work for this group, Actors for Autism?
JT: We started that group.
WP: With Asia Wolf, is that correct?
JT: Yes.
<P style="MARGIN-BOTTOM: 0.17in">WP: Could you give a summary [of Actors for Autism]?
JT: Well, basically, it's to scholarship kids into our programs, they can't afford it, into our camps, we do film making camps in the summer, so we just started this non-profit too, to further the education in the film and acting field.
WP: That's good. I really appreciate that you have been able to give me the insights that you have on this because it's really great to see that there are people out there like you, like fighting for the rights, and not just the rights, but fighting for the welfare of people who have a harder time, in terms of working with, in acting and just helping them out with the social skills and I really appreciate that.
JT: Well thank you.
WP: Do you have any information on the camps?
JT: Yeah, in the summer we run these two week, ten-minute-short-film camps, where we take them through the whole process of making a film and then we make a film, together, it's like a two, two and a half day shoot, and with a professionally written, professionally shot, and then along side the pros, the kids make the short film. They are in it, they help produce it, they help direct it, and we do it over a two week period. We're doing one in Michigan, one at Oakland University, they got a grant to do one so we're going in to run it for them. We're doing one in San Francisco and San Jose, and then we work three here during the summer, and then we're very close to starting a practical film workshop where it will be a six month program where we'll make a real movie that will be the lesson plan, and during that period they'll work in it, around it, and go through every step of making a feature length film.
WP: All right. Thank you, I really appreciate this.
JT: No problem!
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17 Apr 07 Tuesday
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Category: Life
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| TEMPLE GRANDIN demystifies Autistic thought-process |
http://www.autism.org/temple/social.html
Social Problems: Understanding Emotions and Developing Talents
by Temple Grandin, Ph.D.
Assistant Professor
Colorado State University Fort Collins, Colorado 80523, USA
(February, 1999)
I did not know that eye movements had meaning until I read Mind Blindness by Simon Baron-Cohen. I had no idea that people communicated feelings with their eyes. I also did not know that people get all kinds of little emotional signals which transmit feelings. My understanding of this became clearer after I read Descartes' Error by Antonio Damasio. From the book I learned that, in most people, information in memory is seamlessly linked with emotion. I have emotions which can be very strong when I am experiencing them, but information stored in memory can be scanned at will without emotion. It is like surfing the Internet of web pages in my mind.
Social relationships have been learned solely by intellect and use of my visualization skills. All my thoughts are in pictures, like videotapes in my imagination. When I encounter a new social situation I can scan my data banks for a similar situation that I can use as a model to guide me in the new situation. My data banks in social skills are also filled with news articles about diplomatic relationships between different countries and an archive of previous experiences. I use these scenarios to guide me in different situations. I then run videotapes in my imagination of all the possible ways to predict how the other person might act. It is all done using my visual mind. I have great difficulty with new social situations if I cannot recall a similar situation to use as a guide.
It is easy for me to pass a simple 'theory of mind' test because I visualize what the other person would be seeing. For example, if John sees Sally put a candy in a jar and then Sally eats the candy when John leaves the room and replaces it with a pen, I know that John expects to find a candy because he did not see the candy replaced by the pen. I have difficulty with more complex 'theory of mind' problems which involve two or three people doing several different things. I do not have sufficient short-term memory to remember the sequence of events. My problem is due to a poor short-term working memory. Difficulties with short-term working memory should not be confused with a lack of understanding of 'theory of mind.' I can solve more complex 'theory of mind' tests if I am allowed to write down the sequence of events. Over time, I have built up a tremendous library of memories of my past experiences, TV, movies, and newspapers to spare me the social embarrassments caused by my autism; and I use these to guide the decision process in a totally logical way. I have learned from experience that certain behaviors make people mad. Earlier in my life, my logical decisions were often wrong because they were based on insufficient data. Today they are much better, because my memory contains more information. Using my visualization ability, I observe myself from a distance. I call this my little scientist in the corner, as if I'm a little bird watching my own behavior from up high. This idea has also been reported by other people with autism. Dr. Asperger noted that autistic children observe themselves constantly. They see themselves as an object of interest.
According to Antonio Damasio, people who suddenly lose emotions because of strokes often make disastrous financial and social decisions. These patients have completely normal thoughts, and they respond normally when asked about hypothetical social situations. But their performance plummets when they have to make rapid decisions without emotional cues. It must be like suddenly becoming autistic. I can handle situations where stroke patients may fail because I never relied on emotional cues in the first place. At age 51, I have a vast data bank; but it has taken me years to build up my library of experiences and learn how to behave in an appropriate manner. I did not know until very recently that most people rely heavily on emotional cues.
After many years I have learned - by rote - how to act in different situations. I can speed-search my CD-ROM memory of videotapes and make a decision quickly. It is like surfing the Internet in my mind. Doing this visually may be easier than doing it with verbal thinking. I try to avoid situations where I can get into trouble. As a child, I found picking up social cues impossible. When my parents were thinking about getting divorced, my sister felt tension; but I felt nothing because the signs were subtle. My parents never had big fights in front of us. The signs of emotional friction were stressful to my sister, but I didn't even see them. Since my parents were not showing obvious, overt anger toward each other; I just did not comprehend the tension.
Social interaction is further complicated by the physiological problems of attention shifting. Since people with autism require much more time than others to shift their attention between auditory and visual stimuli, they find it more difficult to follow rapidly changing, complex social interactions. These problems may be part of the reason why Jack, a man with autism, said, "If I relate to people too much, I become nervous and uncomfortable." Learning social skills can be greatly helped with videotapes. I gradually learned to improve my public speaking by watching tapes and by becoming aware of easily quantifiable cues, such as rustling papers that indicate boredom. It is a slow process of continuous improvement. There are no sudden breakthroughs.
Figuring out how to interact socially was much more difficult than solving an engineering problem. I found it relatively easy to program my visual memory with the knowledge of cattle-dipping vats or corral designs. Recently, I attended a lecture where a social scientist said that humans do not think like computers. That night at a dinner party I told this scientist and her friends that my thought patterns resemble computing and that I am able to explain my thought processes step by step. I was kind of shocked when she told me that she is unable to describe how her thoughts and emotions are joined. She said that when she thinks about something, the factual information and the emotions are combined into a seamless whole. I finally understood why so many people allow emotions to distort the facts. My mind can always separate the two. Even when I am very upset, I keep reviewing the facts over and over until I can come to a logical conclusion.
Over the years, I have learned to be more tactful and diplomatic. In my freelance livestock equipment design business, I have learned never to go over the head of the person who hired me unless I have his or her permission. From past experiences I have learned to avoid situations in which I could be exploited and to stroke egos that may feel threatened. To master diplomacy, I read about business dealings and international negotiations in the Wall Street Journal and other publications. I then used them as models.
I know that things are missing in my life, but I have an exciting career that occupies my every waking hour. Keeping myself busy keeps my mind off what I may be missing. Sometimes parents and professionals worry too much about the social life of an adult with autism. I make social contacts via my work. If a person develops her talents, she will have contacts with people who share her interests.
Develop Talents I cannot emphasize enough the importance of developing a talent area such as drafting, commercial art, custom cabinetwork, fixing cars or computer programming. These things will provide an intellectually satisfying career. My life would not be worth living if I did not have intellectually satisfying work. My career is my life. Sometimes professionals working with people with autism become so concerned about the person's social life that developing intellectually satisfying employment skills is neglected.
When high functioning autistic or Asperger's children reach 8th or 9th grade, they need mentor teachers to teach them skills such as computer programming. I had a wonderful high school science teacher who taught me to use the scientific research library. Computers are a great field because being weird is okay. A good programmer is recognized for his/her skills. I know several very successful autistic computer programmers.
To make up for social deficits autistic people need to make themselves so good that they are recognized for brilliant work. People respect talent. They need mentors who are computer programmers, artists, draftsmen, etc. to teach them career skills. I often get asked "How does one find mentors?" You never know where a mentor may be found. He or she may be standing in the checkout line at the supermarket. I found one of my first meat industry mentors when I met the wife of his insurance agent at a party. She struck up a conversation with me because she saw my hand embroidered western shirt. I had spent hours embroidering a steer head on the shirt. Post a notice on the bulletin board at the local college in the computer science department. If you see a person with a computer company name badge, approach him or her and show the person work that the person with autism has done.
Since people with autism and Asperger's are inept socially, they have to sell their work instead of their personality. I showed my portfolio of pictures and blueprints to prospective customers. I never went to the personnel office. I went straight to the engineers and asked to do design jobs.
Freelance work is really great. It avoids many social problems. I can go in and design the project and then get out before I get in social problems. There have been several sad stories where an autistic draftsman or technician has been promoted to a management position. It was a disaster which ended up with the person being fired or quitting. Employers need to recognize the person's limitations. An excellent draftsman, commercial artist, technician or computer programmer may lose their career when promoted to management. They should be rewarded with more pay or a new computer instead of a management job.
Sins of the System I developed this rule system to guide social interactions and my behavior.
Really Bad Things - examples: murder, arson, stealing, lying in court under oath, injuring or hitting other people. All cultures have prohibitions against really bad things because an orderly civilized society cannot function if people are robbing and killing each other.
Courtesy Rules - Examples: not cutting in on a line at the movie theater or airport, table manners, saying 'thank you' and keeping oneself clean. These things are important because they make the other people around you more comfortable. I don't like it when somebody else has sloppy table manners so I try to have decent table manners. It annoys me if somebody cuts in front of me in a line so I do not do this to other people.
Illegal But Not Bad - examples: slight speeding on the freeway and illegal parking. However, parking in a handicapped zone would be worse because it would violate the courtesy rules.
Sins of the Systems (SOS) - examples: smoking pot and being thrown in jail for ten years and sexual misbehavior. SOS's are things where the penalty is so severe that it defies all logic. Sometimes the penalty for sexual misbehavior is worse than killing somebody. Rules governing sexual behavior are so emotionally based that I do not dare discuss the subject for fear of committing an SOS. An SOS in one society may be acceptable behavior in another; whereas rules 1, 2, 3 tend be more uniform between different cultures.
I have learned never to do a sin of the system. This is one of the reasons I chose celibacy. It avoids a lot of problems. People with autism have to learn that certain behavior will not be tolerated period. You will be fired no matter how good your work is if you commit an SOS at work. People with autism and Asperger's need to learn that if they want to keep a job they must not commit an SOS at work. The social knowledge required is just too complex. Attempting to date at work is too hazardous to one's job. If they want to date they should do it outside of work. The most successful marriages that people with autism have involved partners with shared work interests.
Conclusion I put a great deal of emphasis on employment because I see so many very intelligent people with autism and Asperger's syndrome without satisfying jobs. A satisfying profession made life have meaning for me. I am what I do and think instead of what I feel.
Last year the library at my university was flooded and almost a million books drowned. I cried and cried about this. I grieved for the drowned books. It upsets me so much because the thoughts were dying. Nobody would ever read these books again. However, it turned out that the books could be saved by freeze drying; but at the time I did not know that this was possible. To me, knowledge is something very precious, and the destruction of knowledge is really terrible. Using my intellect to do work that is useful and make the world a better place is very important to me. Knowledge is more important to me than emotion. | ..>
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13 Apr 07 Friday
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Category: Life
Synesthesia
From Wikipedia, the free encyclopedia
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Synesthesia (also spelled synæsthesia or synaesthesia, plural synesthesiae or synaesthesiae)—from the Ancient Greek s?? (syn), meaning "with," and a?s??s?? (aisthesis), meaning "sensation"'—is a neurological condition in which two or more bodily senses are coupled. In one common form of synesthesia, known as grapheme ? color synesthesia, letters or numbers are perceived as inherently colored, while in ordinal linguistic personification, numbers, days of the week and months of the year evoke personalities. In spatial-sequence, or number form synesthesia, numbers, months of the year, and/or days of the week elicit precise locations in space (for example, 1980 may be "farther away" than 1990), or may have a three-dimensional view of a year as a map (clockwise or counterclockwise).
While cross-sensory metaphors (e.g., "loud shirt", "bitter wind" or "prickly laugh") are sometimes described as "synesthetic", true neurological synesthesia is involuntary. It is estimated that synesthesia may be as prevalant as 1 in 23 persons across its range of variants (Simner et al. 2006). It runs strongly in families, possibly inherited as an X-linked dominant trait. Synesthesia is also sometimes reported by individuals under the influence of psychedelic drugs, after a stroke, or as a consequence of blindness or deafness. Synesthesia that arises from such non-genetic events is referred to as adventitious synesthesia to distinguish it from the more common congenital forms of synesthesia. Adventitious synesthesia involving drugs or stroke (but not blindness or deafness) apparently only involves sensory linkings such as sound ? vision or touch ? hearing; there are few if any reported cases involving culture-based, learned sets such as graphemes, lexemes, days of the week, or months of the year.
Although synesthesia was the topic of intensive scientific investigation in the late 1800s and early 1900s, it was largely abandoned in the mid-20th century, and has only recently been rediscovered by modern researchers. Psychological research has demonstrated that synesthetic experiences can have measurable behavioral consequences, while functional neuroimaging studies have identified differences in patterns of brain activation (for a review see Hubbard & Ramachandran 2005).
Many people with synesthesia use their experiences to aid in their creative process, and many non-synesthetes have attempted to create works of art that may capture what it is like to experience synesthesia. Psychologists and neuroscientists study synesthesia not only for its inherent interest, but also for the insights it may give into cognitive and perceptual processes that occur in everyone, synesthete and non-synesthete alike.
Definitional criteria
Although referred to as a "neurological condition", synesthesia is not listed in either the DSM-IV or the ICD classifications, since synesthesia does not, in general, interfere with normal daily functioning. Indeed most synesthetes report that their experiences are neutral, or even pleasant (Day 2005). Rather, like color blindness or perfect pitch, synesthesia is a difference in perceptual experience and is referred to as a neurological condition to reflect the brain basis of this perceptual difference. To date, no research has demonstrated a consistent association between synesthetic experience and other neurological or psychiatric conditions, although this is an active area of research (see below for associated cognitive traits).
It was once assumed that synaesthetic experiences were entirely different from synaesthete to synaesthete, but recent research has shown that there are underlying similarities that can be observed when large numbers of synaesthetes are examined together. For example, sound-colour synaesthetes, as a group, tend to see lighter colours for higher sounds (Ward et al, 2006) and grapheme-colour synaesthetes, as a group, share significant preferences for the colour of each letter (e.g., A tends to be red; O tends to be white or black; S tends to be yellow etc., Simner et al., 2005; Rich et al., 2005; Day, 2005). Nonetheless, there are a great number of types of synesthesia, and within each type, individuals can report differing triggers for their sensations, and differing intensities of experiences. This variety means that defining synesthesia in an individual is difficult, and indeed, the majority of synesthetes are not aware that their experiences have a name. However, despite the differences between individuals, there are a few common elements that define a true synesthetic experience.
Neurologist Richard Cytowic identifies the following diagnostic criteria of synesthesia ( Cytowic 2002, pp. 67-69; Cytowic 2003, pp. 76-77):
- Synesthesia is involuntary and automatic.
- Synesthetic images are spatially extended, meaning they often have a definite 'location'.
- Synesthetic percepts are consistent and generic (i.e. simple rather than imagistic).
- Synesthesia is highly memorable.
- Synesthesia is laden with affect.
- Synesthesia is not easily forgotten.
Experiences
Synesthetes often report that they were unaware their experiences were unusual until they realized other people did not have them, while others report feeling as if they had been keeping a secret their entire lives. The automatic and ineffable nature of a synesthetic experience means that the pairing may not seem out of the ordinary. This involuntary and consistent nature helps define synesthesia as a real experience. Most synesthetes report that their experiences are pleasant or neutral although, in rare cases synesthetes report that their experiences can lead to a degree of sensory overload (Day 2005).
"One day," I said to my father, "I realized that to make an 'R' all I had to do was first write a 'P' and then draw a line down from its loop. And I was so surprised that I could turn a yellow letter into an orange letter just by adding a line."
– Writer Patricia Lynne Duffy, recalling an early experience."[1]
Despite the commonalities which permit definition of the broad phenomenon of synesthesia, individual experiences vary in numerous ways. This variability was first noticed early on in synesthesia research (Flournoy 1893) but has only recently come to be re-appreciated by modern researchers. Some grapheme ? color synesthetes report that the colors seem to be "projected" out into the world, while most report that the colors are experienced in their "mind's eye" (Dixon, Smilek & Merikle 2004). Additionally, some grapheme ? color synesthetes report that they experience their colors strongly, and show perceptual enhancement on the perceptual tasks described below, while others (perhaps the majority) do not (Hubbard et al. 2005a), perhaps due to differences in the stage at which colors are evoked. Some synesthetes report that vowels are more strongly colored, while for others consonants are more strongly colored (Day 2005). The descriptions below give some examples of synesthetes' experiences, but do not exhaust their rich variety.
Various forms
Synesthesia can occur between nearly any two senses or perceptual modes. Given the large number of forms of synesthesia, researchers have adopted a convention of indicating the type of synesthesia by using the following notation x ? y, where x is the "inducer" or trigger experience, and y is the "concurrent" or additional experience. For example, perceiving letters and numbers (collectively called graphemes) as colored would be indicated as grapheme ? color synesthesia. Similarly, when synesthetes see colors and movement as a result of hearing musical tones, it would be indicated as tone ? (color, movement) synesthesia.
While nearly every possible combination of experiences is logically possible, several types are more common than others.
Grapheme ? color synesthesia
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How someone with synesthesia might perceive certain letters and numbers.
In one of the most common forms of synesthesia, grapheme ? color synesthesia, individual letters of the alphabet and numbers (collectively referred to as graphemes), are "shaded" or "tinged" with a color. While synesthetes do not, in general, report the same colors for all letters and numbers, studies of large numbers of synesthetes find that there are some commonalities across letters (e.g., A is likely to be red) ( Day 2005; Simner et al. 2005).
A grapheme ? color synesthete reports, "I often associate letters and numbers with colors. Every digit and every letter has a color associated with it in my head. Sometimes, when letters are written boldly on a piece of paper, they will briefly appear to be that color if I'm not focusing on it. Some examples: 'S' is red, 'H' is orange, 'C' is yellow, 'J' is yellow-green, 'G' is green, 'E' is blue, 'X' is purple, 'I' is pale yellow, '2' is tan, '1' is white. If I write SHCJGEX it registers as a rainbow when I read over it, as does ABCPDEF."[2]
Another reports a similar experience. "When people ask me about the sensation, they might ask, 'so when you look at a page of text, it's a rainbow of color?' It isn't exactly like that for me. When I read words, about five words around the exact one I'm reading are in color. It's also the only way I can spell. I remember in elementary school remembering how to spell the word 'priority' because the color scheme, in general, was darker than many other words. I would know that an 'e' was out of place in that word because e's were yellow and didn't fit."
Music ? color synesthesia
In music ? color synesthesia, individuals experience colors in response to tones or other aspects of musical stimuli (e.g., timbre or key). Like grapheme ? color synesthesia, there is rarely agreement amongst synesthetes that a given tone will be a certain color. However, consistent trends can be found, such that higher pitched notes are experienced as being more brightly colored (Ward, Huckstep & Tsakanikos 2006). The presence of similar patterns of pitch-brightness matching in non-synesthetic subjects suggests that this form of synesthesia shares mechanisms with non-synesthetes (Ward, Huckstep & Tsakanikos 2006).
Color changes in response to pitch may involve more than just the hue of the color. Brightness (the amount of white in a color; as brightness is removed from red, for example, it fades into a brown and finally to black), saturation (the intensity of the color; firetruck red and sky blue are highly saturated, while grays, white, and black are unsaturated), and hue may all be affected to varying degrees (Campen & Froger 2003). Additionally, music ? color synesthetes, unlike grapheme ? color synesthetes, often report that the colors move, or stream into and out of their field of view.
Number form synesthesia
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A number form from one of Francis Galton's (1881b) subjects. Note the convolutions, and how the first 12 digits correspond to a clock face.
A number form is a mental map of numbers, which automatically and involuntarily appears whenever someone who experiences number-forms thinks of numbers. Number forms were first documented and named by Francis Galton in The Visions of Sane Persons (Galton 1881a). Later research has identified them as a type of synesthesia ( Seron, Pesenti & Noël 1992; Sagiv et al. 2006b). In particular, it has been suggested that number-forms are a result of "cross-activation" between regions of the parietal lobe that are involved in numerical cognition and spatial cognition ( Ramachandran & Hubbard 2001; Hubbard et al. 2005b). In addition to its interest as a form of synesthesia, researchers in numerical cognition have begun to explore this form of synesthesia for the insights that it may provide into the neural mechanisms of numerical-spatial associations present unconsciously in everyone.
Personification
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Ordinal-linguistic personification (OLP, or personification for short) is a form of synesthesia in which ordered sequences, such as ordinal numbers, days, months and letters are associated with personalities ( Simner & Holenstein 2007; Simner & Hubbard 2006). Although this form of synesthesia was documented as early as the 1890s ( Flournoy 1893; Calkins 1893) modern research has, until recently, paid little attention to this form.
"T's are generally crabbed, ungenerous creatures. U is a soulless sort of thing. 4 is honest, but… 3 I cannot trust… 9 is dark, a gentleman, tall and graceful, but politic under his suavity"
– Synesthetic subject report in Calkins 1893, p. 454
"I [is] a bit of a worrier at times, although easy-going; J [is] male; appearing jocular, but with strength of character; K [is] female; quiet, responsible..."
– Synesthetic subject MT report in Cytowic 2002, p. 298
For some people in addition to numbers and other ordinal sequences, objects are sometimes imbued with a sense of personality, sometimes referred to as a type of animism. This type of synesthesia is harder to distinguish from non-synesthetic associations. However, recent research has begun to show that this form of synesthesia co-varies with other forms of synesthesia, and is consistent and automatic, as required to be counted as a form of synesthesia (Simner & Holenstein 2007).
Lexical ? gustatory synesthesia
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In a rare form of synesthesia, lexical ? gustatory synesthesia, individual words and phonemes of spoken language evoke the sensations of taste in the mouth.
Whenever I hear, read, or articulate (inner speech) words or word sounds, I experience an immediate and involuntary taste sensation on my tongue. These very specific taste associations never change and have remained the same for as long as I can remember.
– James Wannerton[3]
Jamie Ward and Julia Simner have extensively studied this form of synesthesia, and have found that the synesthetic associations are constrained by early food experiences ( Ward & Simner 2003; Ward, Simner & Auyeung 2005). For example, James Wannerton has no synesthetic experiences of coffee or curry, even though he eats them regularly as an adult. Conversely, he tastes certain breakfast cereals and candies that are no longer sold.
Additionally, these early food experiences are often paired with tastes based on the phonemes in the name of the word (e.g., /I/, /n/ and /s/ trigger James Wannerton's taste of mince) although others have less obvious roots (e.g., /f/ triggers sherbet). To show that phonemes, rather than graphemes are the critical triggers of tastes, Ward and Simner showed that, for James Wannerton, the taste of egg is associated to the phoneme /k/, whether spelled with a c (e.g., accept), k (e.g., York), ck (e.g., chuck) or x (e.g., fax). Another source of tastes comes from semantic influences, so that food names tend to taste of the food they match, and the word blue tastes "inky".
[edit] Research history
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Although there were previous mentions of synesthesia, the phenomenon was first brought to the attention of the scientific community in the 1880s by Francis Galton ( Galton 1880a; Galton 1880b; Galton 1883). Following these initial observations, research into synesthesia proceeded briskly, with researchers from England, Germany, France and the United States all investigating the phenomenon. However, due to the difficulties in assessing and measuring subjective internal experiences, and the rise of behaviorism in psychology, which banished any mention of internal experiences, the study of synesthesia gradually waned during the 1930s.
In the 1980s, as the cognitive revolution had begun to make discussion of internal states and even the study of consciousness respectable again, scientists began to once again examine this fascinating phenomenon. Led in the United States by Larry Marks and Richard Cytowic, and in England by Simon Baron-Cohen and Jeffrey Gray, research into synesthesia began by exploring the reality, consistency and frequency of synesthetic experiences. In the late 1990s, researchers began to focus on grapheme ? color synesthesia, one of the most common ( Day 2005; Rich, Bradshaw & Mattingley 2005) and easily studied forms of synesthesia. In 2006, the journal Cortex published a special issue on synesthesia, composed of 26 articles. Synesthesia has been the topic of numerous scientific books, as well as novels and short films that include characters who experience some form of synesthesia.
During the 1990s, with the rise of the internet, synesthetes started to contact each other, and create many web pages relating to the condition (see External links below). These early internet and e-mail contacts have now grown into several international organizations for synesthetes, including the American Synesthesia Association, the UK Synaesthesia Association, the Belgian Synaesthesia Association, and the now defunct International Synaesthesia Association.
Prevalence and genetic basis
Estimates of the prevalence of synesthesia have varied widely (from 1 in 20 to 1 in 20,000). However, these studies all suffered from the methodological shortcoming of relying on self-selected samples. That is, the only people included in the studies were those who reported their experiences to the experimenter. Simner et al., (2006) conducted the first random population study, arriving at a prevalence of 1 in 23. Recent data suggests that grapheme ? color, and days of the week ? color variants are most common ( Day 2005; Simner et al. 2006).
Almost every study that has investigated the topic has suggested that synesthesia clusters within families, consistent with a genetic origin for the condition. The earliest references to the familial component of synesthesia date to the 1880s, when Francis Galton first described the condition in Nature. Since then, other studies have supported this conclusion. However, early studies ( Baron-Cohen et al. 1993; Baron-Cohen et al. 1996) which claimed a much higher prevalence in women than in men (up to 6:1) most likely suffered from a sampling bias due to the fact that women are more likely to self-disclose than men. More recent studies, using random samples find a sex ratio of 1.1:1 (Simner et al. 2006).
The observed patterns of inheritance have suggested an X-linked mode of inheritance, although research into the genetics of synesthesia is still preliminary. There are no documented instances of father-to-son transmission, while other forms of transmission (father-to-daughter, mother-to-son and mother-to-daughter) are quite common ( Baron-Cohen et al. 1996; Cytowic 2002; Ward & Simner 2005). Pairs of identical twins have been identified where only one member of the pair experiences synesthesia ( Smilek et al. 2002b; Smilek, Dixon & Merikle 2005) and it has been noted that synesthesia can skip generations within a family (Hubbard & Ramachandran 2003), consistent with models of incomplete penetrance. Additionally, Ward and Simner (2005) note that it is quite common for synesthetes within a family to experience different types of synesthesia, suggesting that the gene or genes involved in synesthesia do not lead to specific types of synesthesia. Rather developmental factors such as gene expression and environment must also play a role in determining which types of synesthesia an individual synesthete will experience.
Objective verification
Proof that someone is a synesthete is easy to come by, and hard to "fake." The simplest test involves test-retest reliability over long periods of time. Synesthetes consistently score higher on such tests than non-synesthetes (either with color names, color chips or even a color picker providing 16.7 million color choices). Synesthetes may score as high as 90% consistent over test-retest intervals of up to one year, while non-synesthetes will score 30-40% consistent over test-retest intervals of only one month, even if warned that they are going to be retested (e.g., Baron-Cohen et al. 1996).
More specialized tests include using modified versions of the Stroop effect. In the standard Stroop paradigm, it is harder to name the ink color of the word "red" when it is printed in blue ink than if it is presented in red ink. This demonstrates that reading is "automatic." Similarly, if a grapheme ? color synesthete is presented with the digit 4 that he or she experiences as red, but presented in blue ink, he or she is slower to identify the ink color. Not because the synesthete cannot see the blue ink, but rather that the same sort of "response conflict" that is responsible for the standard Stroop effect is also occurring between the color of the ink and the automatically induced color of the grapheme. Similar variants of the Stroop effect can be devised where, for example, a music ? color synesthete is asked to name a red color patch while listening to a tone that produces a blue sensation (Ward, Tsakanikos & Bray 2006), or where a musical key ? taste synesthete is asked to identify a bitter taste while hearing a musical interval that induces a sweet taste (Beeli, Esslen & Jäncke 2005).
Finally, studies of grapheme ? color synesthesia have demonstrated that synesthetic colors can improve performance on certain visual tasks, at least for some synesthetes. Inspired by tests for color blindness, Ramachandran and Hubbard (2001) presented synesthetes and non-synesthetes with displays composed of a number of 5s, with some 2s embedded among the 5s. These 2s could make up one of four shapes; square, diamond, rectangle or triangle. For a synesthete who sees 2s as red and 5s as green, their synesthetic colors help them to find the "embedded figure". Subsequent studies have explored these effects more carefully, and have found that 1) there is substantial variability among synesthetes ( Dixon, Smilek & Merikle 2004; Hubbard et al. 2005a) and 2) while synesthesia is evoked early in perceptual processing, it does not occur prior to attention (e.g., Edquist et al. 2006; Sagiv, Heer & Robertson 2006a).
Possible neural basis
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Theories of the neural basis of synesthesia start from the observation that there are dedicated regions of the brain that are specialized for certain functions. Based on this notion of specialized regions, some researchers have suggested that increased cross-talk between different regions specialized for different functions may account for different types of synesthesia. For example, since regions involved in the identification of letters and numbers lie adjacent to a region involved in color processing (V4), the additional experience of seeing colors when looking at graphemes might be due to "cross-activation" of V4 (Ramachandran & Hubbard 2001). This cross-activation may arise due to a failure of the normal developmental process of pruning.
Alternatively, synesthesia may arise though "disinhibited feedback" or a reduction in the amount of inhibition along feedback pathways (Grossenbacher & Lovelace 2001). Normally, the balance of excitation and inhibition are maintained. However, if normal feedback were not adequately inhibited, then signals coming from later multi-sensory stages of processing might influence earlier stages of processing, such that tones would activate visual cortical areas in synesthetes more than in non-synesthetes. In this case, it might explain why some users of psychedelic drugs such as LSD or mescaline report synesthetic experiences while under the influence of the drug.
Functional neuroimaging studies using positron emission tomography (PET) and functional magnetic resonance imaging (fMRI) have demonstrated significant differences between the brains of synesthetes and non-synesthetes. Recent studies using fMRI have demonstrated that V4 is more active in both word ? color and grapheme ? color synesthetes ( Nunn et al. 2002; Hubbard et al. 2005a; Sperling et al. 2006). However, these neuroimaging studies do not have the spatial and temporal resolution necessary to distinguish between the pruning and disinhibited feedback theories.
Associated cognitive traits
Very little is known about the overall cognitive traits associated with synesthesia (or, indeed if there are any cognitive traits that are consistently associated with synesthesia). Some studies have suggested that synesthetes are unusually sensitive to external stimuli (see, e.g., Cytowic 2002). Other possible associated cognitive traits include left-right confusion, difficulties with math, and difficulties with writing (Cytowic 2002).
However, synesthetes may be more likely to participate in creative activities (Rich, Bradshaw & Mattingley 2005), and some studies have suggested a correlation between synesthesia and creativity ( Domino 1989; Dailey, Martindale & Borkum 1997). Other research has suggested that synesthesia may contribute to superior memory abilities ( Luria 1968; Smilek et al. 2002a). However, it is unclear whether this is a general feature of synesthesia or whether it is true of only a small minority. This is a major topic of current and future research.
Links with other areas of study
Researchers study synesthesia not only because it is inherently interesting, but also because they hope that studying synesthesia will offer new insights into other questions, such as how the brain combines information from different sensory modalities, referred to as crossmodal perception and multisensory integration.
This picture is used as a test to demonstrate that people may not attach sounds to shapes arbitrarily. Subjects are asked which shape might be called "Kiki" and which might be called "Bouba".
One example of this is the bouba/kiki effect. In a psychological experiment first designed by Wolfgang Köhler, people are asked to choose which of two shapes (pictured right) is named bouba and which is named kiki. 95% to 98% of people choose kiki for the orange angular shape and bouba for the purple rounded shape. With individuals on the island of Tenerife, Kohler showed a similar preference between shapes called "takete" and "maluma". Recent work by Daphne Maurer and colleagues has shown that even children as young as 2.5 (too young to read) show this effect (Maurer, Pathman & Mondloch 2006).
Ramachandran and Hubbard (2001) suggest that the kiki/bouba effect has implications for the evolution of language, because it suggests that the naming of objects is not completely arbitrary. The rounded shape may most commonly be named bouba because the mouth makes a more rounded shape to produce that sound while a more taut, angular mouth shape is needed to make the sound kiki. The sounds of a K are harder and more forceful than those of a B, as well. The presence of these "synesthesia-like mappings" suggest that this effect might be the neurological basis for sound symbolism, in which sounds are non-arbitrarily mapped to objects and events in the world.
Similarly, synesthesia researchers hope that, because of their unusual conscious experiences, the study of synesthesia will provide a window into better understanding consciousness and in particular on the neural correlates of consciousness, or what the brain mechanisms that allow us to be conscious might be. In particular, some researchers have argued that synesthesia is relevant to the philosophical problem of qualia (see, e.g., Gray et al. 2002; Gray et al. 1997; Ramachandran & Hubbard 2001), since synesthetes experience additional qualia evoked through non-typical routes.
Use in art
Vision by Carol Steen; Oil on Paper; 15 x 12-3/4 inches; 1996. A representation of a synesthetic vision the artist experienced during acupuncture treatment.
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The phrase synesthesia in art has historically referred to a wide variety of artistic experiments in order to synthesize different art disciplines (i.e. music and painting) as can be observed in the genres of visual music, abstract film, computer animation, symbolist poetry, multimedia and intermedial art (Berman 1999, Maur 1999, Gage 1994, 1999, Campen 1999). The usage of the term in the arts should, however, be differentiated from "genuine" synesthesia in scientific research. Scientific methods to assess synesthesia have only been developed in the last two decades. To assess synesthesia in artists before that time one has to interpret autobiographical and biographical sources (see also the List of people with synesthesia). In general, it has shown to be extremely difficult to categorize artists as synesthetes without scientific criteria or assessment.
Synesthetic art may refer to either art created by synesthetes or art created to convey the synesthetic experience. It is an attempt to understand the relation between the experiences of congenital synesthetes, the experiences of non-synesthetes, and an appreciation of such art by both synesthetes and non-synesthetes. These distinctions are not mutually exclusive, as, for example, art by a synesthete might also evoke synesthesia-like experiences in the viewer. However, it should not be assumed that all "synesthetic" art accurately reflects the synesthetic experience. This latter category is also sometimes referred to as artificial synesthesia.
Historically, synesthetic art consisted of a number of contrivances, such as color organs, musical painting and more recently, visual music, all of which have been intended to evoke cross-sensory fusions in the audience, although the inventors of such artifices were not necessarily synesthetes themselves, and may not even have been aware of synesthesia as such. Numerous modern synesthete artists, including Carol Steen, Marcia Smilack, and others have described in detail the manner in which they use their synesthesia in the creation of their artworks, demonstrating the complex interplay between their personal experiences and their artistic creations.
Literary depictions
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In addition to its role in art, synesthesia has often been used as a plot device or as a way of developing a particular character's internal states. In order to better understand the influence of synesthesia in popular culture, and how the condition is viewed by non-synesthetes, it is informative to examine books in which one of the main characters is portrayed as experiencing synesthesia. In addition to these fictional portrayals, the way in which synesthesia is presented in non-fiction books to non-specialist audiences is instructive. Author and synesthete, Patricia Lynne Duffy has described four ways in which synesthete characters have been used in modern fiction.
- Synesthesia as Romantic ideal: in which the synesthetic experience illustrates the Romantic ideal of transcending our experience of the world. Books in this category include The Gift by Vladimir Nabokov.
- Synesthesia as pathology: in which synesthesia is portrayed as pathological. Books in this category include The Whole World Over by Julia Glass.
- Synesthesia as Romantic pathology: in which synesthesia is portrayed as pathological, but also as providing an avenue into the Romantic ideal of transcending normal experience. Duffy selects Holly Payne's novel, The Sound of Blue as an example of this category.
- Synesthesia as health and balance for some individuals: in which synesthesia is portrayed as indicating psychological health and well being. In particular, Duffy selects two novels, Painting Ruby Tuesday by Jane Yardley and A Mango-Shaped Space by Wendy Mass to illustrate this usage of synesthesia as a plot or character device.
Note that not all of the depictions of synesthesia in the fictional works are accurate. Some are highly inaccurate and reflect more about the author's interpretation of synesthesia than about the phenomenon itself.
People with synesthesia
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There is a great deal of debate about whether or not synesthesia can be identified through historical sources. A small number of famous people have been labeled as synesthetes on the basis of at least two historical sources. This includes individuals of many different talents, such as artists, novelists, composers, musicians, and scientists.
Artists with synesthesia include the painter David Hockney, who perceives music synesthetically as colors, and who used these synesthetic colors when painting stage sets, but not in creating his other artworks. Also, Russian painter Wassily Kandinsky had the same type of synaesthesia (sound and colour). Perhaps the most famous synesthete author was Vladimir Nabokov, who had grapheme ? color synesthesia, one of the most common types, which he described at length in his autobiography, Speak Memory, and which he sometimes portrays in giving his characters synesthesia. Composers include Duke Ellington (timbre ? color), Franz Liszt (music ? color), Nikolai Rimsky-Korsakov, and Olivier Messiaen, who had a complex form of synesthesia in which chord structures produced synesthetic colors. Notable synesthete scientists include Nikola Tesla and Richard Feynman. Feynman describes in his autobiography, What Do You Care What Other People Think?, that he had the grapheme ? color type. Currently, one of the most popular synesthetes is perhaps hip-hop producer and musician Pharrell Williams (music ? color) and musician John Mayer. Other notable synesthetes include Justin Chancellor (music ? color), bassist for the prog-metal band Tool, and electronic musician Aphex Twin, who borrows inspiration from lucid dreams as well as synesthesia (music ? color). The classical pianist Hélène Grimaud has the condition also.
Some of the most frequently mentioned artists in connection with synesthesia probably were not synesthetes. Despite compositions such as Prometheus: The Poem of Fire and Mysterium, the Russian composer Alexander Scriabin was most likely not a synesthete. He was particularly interested in the psychological effects on the audience when they experienced sound and color simultaneously. His theory was that when the correct color was perceived with the correct sound, 'a powerful psychological resonator for the listener' would be created. On the score of Prometheus Scriabin wrote next to the instruments separate parts for the color organ (Galeyev 2001, Gleich 1963).
The French Romantic poets Arthur Rimbaud and Charles Baudelaire wrote poems which focused on synesthetic experience, but were evidently not synesthetes themselves. Baudelaire's Correspondances (1857) (full text available here) introduced the Romantic notion that the senses can and should intermingle. Kevin Dann (Dann 1998) argues that Baudelaire probably learned of synesthesia from reading medical textbooks that were available in his home. Rimbaud, following Baudelaire, wrote Voyelles (1871) (full text available here) which was perhaps more important than Correspondances in popularizing synesthesia, although he later admitted ""J'inventais la couleur des voyelles!" [I invented the colors of the vowels!].
Sean A. Day, a synesthete, and the President of the American Synesthesia Association, maintains a list of people with synesthesia, "pseudosynesthetes," and individuals who are most likely not synesthetic, but who used synesthesia in their art or music.
Further reading
- Baron-Cohen, S. and Harrison, J. (Eds., 1997). Synaesthesia: Classic and Contemporary Readings. Oxford: Blackwell Publishers. ISBN 0-631-19764-8.
- Cytowic, R. (2003). The Man Who Tasted Shapes. New York: Tarcher/Putman. ISBN 0-262-53255-7.
- Dann, K. (1998). Bright Colors Falsely Seen. Cambridge: Harvard University Press. ISBN 0-300-06619-8.
- Duffy, P. L. (2001). Blue Cats and Chartreuse Kittens: How Synesthetes Color their Worlds. New York: Henry Holt & Company. ISBN 0-7167-4088-5.
- Harrison, J. (2001). Synaesthesia: The Strangest Thing. Oxford: Oxford University Press. ISBN 0-19-263245-0.
- Robertson, L. and Sagiv, N. (Eds., 2005). Synesthesia: Perspectives from Cognitive Neuroscience. Oxford: Oxford University Press ISBN 0-19-516623-X.
- Daniel Tammet "Born on a Blue Day: A Memoir of Aspergers and an Extraordinary Mind " Hodder & Stoughton Ltd (13 Jul 2006) ISBN 978-0-34-089974-8
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