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Various prenatal stimulation approaches over recent years have resulted in thousands of children with exceptional abilities that do not prove problematic-unlike enhancement lacking an in utero component. Nonetheless, at the inception of every major historical shift transitional measures are idiosyncratic, unsystematically deriving impetus from early success while not yet identifying a common theme in order to promote consistent achievement. This challenge is met through synthesis leading toward comprehensive application. Like a struck tuning fork creates specific visual patterns in certain media (quite different from its audible effect), so heartbeat affects neurogenesis with such seminal information-the binary organizer of higher being-that a vertebrate's entire cognitive and behavioral life is epigenetically structured from this most elementary yet wholly overwhelming event. Relative to initial production, what few brain cells reach postnatality owe their survival to an in utero growth factor exclusively dependent upon cardiac rhythm-gravidic as well as indigenous-beginning preconsciously. By providing a sonoral curriculum of simple but increasingly complex departures from the heartbeat progenitor, over durations sufficient to imprint, neuronal development should be significantly benefitted through greater cell count and/or function, hence improving ontogenetic potential- including empathetic elements. Criteria for such critical process are presented, along with projected implementation: technical means, clinical modality, and evaluative methodology.
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Brent Logan, Ph.D.
Prenatal and Infant Education Institute
Excerpted from Learning Before Birth: The Cardiac Curriculum, presented at the First Developmental Enrichment Conference of the Infant Stimulation Education Association, UCLA Center for the Health Sciences and Georgetown University, Costa Mesa, California, March 14, 1986.
Address reprint requests to Brent Logan, Ph.D., 2000 Lake Street, Snohomish, WA 98290.
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