seems to have no function. Then there are the cases of remarkable performance where the human brain seems to be
virtually absent, as in the cases where an encephalitic infant develops into an adult with apparently normal capacity.
Part of the human brain maintains the body functions, as is evident when brain stem injury occurs above the nerves to
the heart and other organs. Life stops. But these parts of the brain are older, at the base of the brain, and do not involve
the larger and newer sections of the brain to any degree. Humans are also aware that they can live quite well with only
specimen who could survive the loss of one. Thus dual eyes, dual ears, dual kidneys, dual lungs, dual limbs, dual testes
and ovaries, and dual brains. While whole, they both function, and thus both halves of the brain are hard at work as
cooperative team members, communicating via the connective mass between them.
Humans are puzzled at the amount of gray matter that seemingly has no function. If a human can survive losing half a
brain, and an encephalitic can function with a minimal brain, then is not there excess brain capacity? This assumption
is based on the
jokes, remember to brush their teeth - apparently normal. However, as most consider it to be amazing that these
individuals are not in a coma, they seldom move past astonishment to check for full capacity. A woman with only one
ovary still ovulates every month, as each ovary has more than enough eggs, menopause occurring due to timing out
rather than exhaustion. A single lung or kidney maintains the body under normal circumstances, but under duress a
lack of capacity manifests. Just so, where diminished brain size allows the individual to learn and learn well those
routines called upon regularly, when asked to stretch the lack of capacity shows up.
Each complex concept is built from many mental building blocks, and each of these building blocks likewise is
composed of many parts. Children piece these building blocks together, bit by bit, piece by piece, and eventually get to
the point where they can structure abstract concepts. The concept of gravity is grasped in school because the babe
dropped food bits from its high chair in fascination as they plopped and bounced on the floor, and the toddler watched
birds fighting gravity with their beating wings but found that flailing arms did not create a lift, and the child built
towers and arches with building blocks and found the arch must support the weight above or else. All these concepts
built into an
Diminished brain capacity allows the afflicted person to laugh when others laugh as laughter is contagious, especially
when one wishes to belong. Do not small children laugh along while not understanding the joke? Diminished capacity
does not allow one to
structures have not been lost, but time stops for them where new abstractions must be constructed. Too many washed
out bridges, so the destination is never reached. Abstract concepts, intuition, long range planning, adaptability -
http://www.zetatalk2.com/science/s47.htm[2/5/2012 11:54:10 AM]
ZetaTalk: EQ
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Intelligence tests have been increasingly broadened into areas with little relationship to intellect. Intellect is
abstract a concept from many concrete memories, the ability to arrive at a logical conclusion, the ability to consider
the future and plan, and the overall capacity to do much of this at the same time. Thought is
tone, the ability to draw or quote by repeating what one has just seen or heard, or the capacity to be socially pleasant
and observant. Where such abilities frequently further the individual and are even taken to be signs of intelligence, this
is due more to what society expects of its members than intellectual performance. Is the little girl who is quick to
mock her mother's curtsy and phrases bright or just a copy-cat? The latter.
True deep intelligence is seldom recognized for what it is by those of lesser intelligence. The bright child seems
distracted, may forget to tie his shoes, makes mistakes when doing simple tasks, and wanders off to be by himself and
alone with his thoughts. The dull child may have nothing better to do than be a copy- cat, and as this earns him
applause, does it often. This does not mean that the bright child has less of an Emotional Quotient, an EQ as it is
called, it simply means they have better things to do. Given a situation that truly tests the ability of an individual to
empathize and discern the correct emotional appeal to make to others, the bright child will routinely do as well if not
better than the individual of average intelligence.
http://www.zetatalk2.com/science/s46.htm[2/5/2012 11:54:11 AM]
ZetaTalk: Telekinesis
