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Brain Regions ~Equipping Effective Conversations with Those Supporting Your Child’s Unique Needs
Note: This research is intended for a basic understanding of our general findings and may or may not apply to your child.
Abstract thinking helps us understand ideas that we can’t touch or see. Different parts of our brain work together to help us form and use these abstract ideas. For our children when some of these brain areas work differently, it can affect how they solve problems, make decisions, and understand complex ideas. Several brain regions are involved in abstract thinking We have highlighted just a few in this chapter to consider. A more comprehensive list can be found on our website. See the QR Code at the end of the chapter.
Developing a basic understanding can help you better advocate for your child’s needs when talking with doctors, therapists, teachers, or social workers.
Prefrontal Cortex (The Master Translator)
Consider this area as your child’s “connection maker” between concrete and abstract ideas.
Your child may see the individual pieces but can’t put the puzzle together.
Its Role:
Transforms concrete experiences into abstract understanding which gives us the ability to apply one idea to a different area.
Symptoms to Discuss with Professionals:
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- ASD: Research shows differences in neural activation patterns during abstract reasoning tasks, particularly in prefrontal and temporal regions.
- ADHD: Shows differences in information processing speed and cognitive flexibility.
- FASD: Demonstrates specific challenges in integrating and connecting related concepts.
- Trauma: Shows altered patterns of neural activation during complex cognitive tasks.
Research shows distinct patterns of prefrontal cortex development and function across different neurodevelopmental profiles.
Parieto-Temporal Cortex (Pattern Recognition Center)
This critical brain region* is where sensory information from various modalities
(e.g., sight, sound, touch) is integrated and processed. It plays a significant role in pattern recognition by analyzing spatial and temporal patterns.
Your child might recognize each example, but can’t see or understand the bigger picture of how things connect.
Its Role:
Helps your teen recognize patterns and make broader connections.
Symptoms to Discuss with Professionals:
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- ASD: May miss social patterns that help build abstract understanding.
- ADHD: Could struggle to maintain focus long enough to see patterns.
- FASD: Often needs more repetition to recognize patterns.
- Trauma: Might show inconsistent pattern recognition abilities.
| Four main areas of Parieto-Temporal Cortex |
|---|
| Multisensory Integration which combines sensory inputs to form coherent patterns. For example, recognizing a face involves integrating visual features like eyes, nose, and mouth. |
| Language Processing—particularly in the left hemisphere, this area is involved in decoding written and spoken language, recognizing phonetic patterns, and comprehending grammar. |
| The parietal lobe contributes to understanding spatial relationships and recognizing patterns in the environment, such as the layout of objects or paths. |
| The temporal lobe stores memory patterns, which the parietal-temporal cortex accesses to recognize familiar objects, sounds, or experiences. |
Core Language Network {CLN} (The Abstract Translator Center)
| Primary Regions & Processing Streams |
|---|
|
Primary Regions
Processing Streams
|
These are like your child’s “meaning makers” and/or a “learning library.”
Some children might make sense of multiple words separately but not comprehend them together in a sentence. These areas process figurative language and abstract concepts and connect them to past experiences, which then construct new abstract concepts. However, each experience stays separate instead of building understanding on each other.
The research indicates that difficulties in processing figurative language affect how our children across different characteristics integrate experiences and form abstract concepts, ultimately impacting their understanding of complex social and emotional experiences.
Symptoms to Discuss with Professionals:
If your child struggles with solving math problems—where they can work with numbers concretely (e.g., counting objects) but have difficulty grasping abstract concepts like “greater than” or “less than”—you can ask targeted questions such as:
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- “How can we help our child transition from concrete understanding to abstract thinking? For example, if they can count five blocks but struggle to understand that five is greater than three, what strategies can bridge that gap?”
- “What strategies have worked with other children who process information similarly?”
- “How can we modify abstract concepts to match my child’s current processing level?”
- “Could you explain how this approach addresses my child’s specific processing challenges?”
- “What signs of progress should we look for, and how can we measure them?”
Left Hemisphere (General) (The Logic Center)
Research shows the left hemisphere plays a significant role in logical analysis and sequential processing. This can affect how children process and organize information in a step-by-step manner.
Your child may understand individual steps but may struggle with how to sequence them into abstract concepts.
Its Role:
It processes logical thinking and language-based reasoning.
Symptoms to Discuss with Professionals:
-
- ASD: May show atypical processing patterns, particularly in language-based abstract tasks.
- ADHD: Could struggle with organizing sequential steps in abstract reasoning.
- FASD: Often needs explicit steps broken down into concrete components.
- Trauma: Might show inconsistent activation during complex reasoning tasks.
Associative Areas of the Cerebral Cortex (The Integration Network)
Think of this as your child’s “concept combining center,” or talented orchestra conductor, coordinating different sections to create a beautiful symphony of understanding. The associative areas act like this conductor, bringing together memories, sensations, and experiences. When these areas process information differently, it’s like some orchestra sections playing at their own tempo—the music is still there, just in a unique arrangement. Understanding this helps us appreciate how our children integrate information in their own special way.
The information for your child can sometimes stay in separate boxes instead of connecting naturally.
Its Role:
Combines different types of information to form an abstract understanding
Symptoms to Discuss with Professionals:
-
- ASD: May show differences in how information is integrated across brain regions.
- ADHD: Could struggle to maintain multiple pieces of information simultaneously.
- FASD: Often needs support in connecting different types of information together.
- Trauma: Might show disrupted integration patterns under stress.
Temporal-Parietal Junction (TPJ) (The Perspective Processor)
Consider the TPJ region as your child’s “social spotlight.” Just like a theater spotlight that helps actors understand their role in relation to others on stage. When this spotlight works differently, your child may see social situations from their own unique angle, processing others’ perspectives in distinctive ways.
Understanding social and hypothetical situations can be challenging for our kids.
Its Role:
Crucial for abstract social understanding and perspective-taking.
Symptoms to Discuss with Professionals:
-
- ASD: Often shows reduced activation during social perspective-taking tasks.
- ADHD: May struggle with maintaining attention to subtle social cues.
- FASD: Often has difficulty with abstract social concepts.
- Trauma: Might show altered processing of social information.
Conversation Tips When Discussing These Areas with Professionals:
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- “How can we break down abstract concepts into clear, sequential steps that build on each other?” For example, if my child struggles to understand the concept of fairness, could we start with turn-taking in a game before introducing more complex ideas like equity?
- “What strategies can help my child connect different pieces of information in meaningful ways?” If my child understands individual emotions but struggles to see how they influence social interactions, how can we help them link cause and effect in conversations?
- “How can we support my child’s understanding of abstract social concepts in practical ways?” For instance, if they have trouble recognizing personal space, could we use visual markers or role-playing to reinforce appropriate distances in different settings?