This thread follows up:
Part 1
http://www.addforums.com/forums/showthread.php?t=18053
Part2
http://www.addforums.com/forums/showthread.php?t=18153

In one sentence, ADHD* (As it maps to CM+ in my models) can be described as a difference in the way abstractions are stored in the brain.
Abstractions must be stored in a context.

Simply put...if a bunny rabbit does not need it in order to survive... we store it differently than most people.

Scroll down to Part IV for predictions.




Part I: What is an abstraction?

Here is a lengthy definition: http://encyclopedia.laborlawtalk.com/abstraction

Abstraction: Something that cannot be "sensed" (seen, heard, felt...etc) or be placed in an experiential context (something you have felt or sensed). It is the opposite of a context.

Examples:
1. A sequence of unrelated things (lists...shopping list or vocabulary list, Spelling in English)
2. A sequence of unrelated events (linear time, calendar dates)
3. Prioritization (Following instructions in order, Simple planning and strategies)
4. Simple iconic representations (the representation not the icon itself)
5. Unquestioned societal assumptions
6. Measurement (judging distance and speed outside of context)
7. Categories (Not observable patterns but descriptive ones)
8. Spatial orientation (Left and right)


2. What is not an abstraction? (Stored in HM)
Complex observable patterns (used by ADD instead of abstract categories)
Abstract concepts that are used to describe or generate complex patterns.


There might be some disagreement on the nature of what an "abstraction" is...but this definition is close to the standard idea with a twist. The opposite of abstraction is commonly referred to as "concrete"...This model takes that one step further and describe concrete as observable on some level by the senses.



Part II: What is a context? (Stored in CM)

Here is a definition of context: http://encyclopedia.laborlawtalk.com/context

In this model it is the "experience" or knowledge that surrounds some "thing".

An abstract Apple is round and red

A contextual Apple has the feel in the hand...the taste and texture and where it was picked...it is linked to many contexts.

1. Contexts are linked to other contexts into a "super context" of an individual's total experience.

2. Contexts must be linked to an experience or a pattern of experiences.

3. Knowledge is stored as internally built and linked contexts. It must be connected with previous existing contexts.

4. Abstractions are stored as contexts (the experience where or how the abstraction was learned)

5. Language is learned as contexts (In most people it is then stored as abstraction)




Part III: Why does this make ADHD a "Difference" (How do "most people" store abstractions)


Most people can store abstractions in a very fast system that is hierarchical. It only needs the "initial context" to store the abstraction. The abstraction is then committed to hierarchy. The initial context can then be discarded (ie..forgotten).

It is almost like "learning to walk". Abstractions build out the reality of the individual. The primary abstractions that build this reality are social. Spatial orientation and linear time are also stored as abstractions.
ADHD does not do it this way.


In most people (this maps to "HM" in my models):
1. Time is "stored" as a linear "narrative" that becomes more abstract as time passes
2. Prioritization can be accomplished because of the "Linear narrative" ("First I do this...then I will do that...etc.)
3. Memorization of unrelated items in a list is quickly stored as an abstract sequence
4. Left and right distinctions are not problematic
5. Cultural assumptions are learned and can be quickly accessed at a sub-aware level. (He does this...and I do this)
6. The individual can define themselves and others in categories that are meaningful (I am a white male that is 38 and I belong to these groups... this is what I do) Learned social assumptions do not need to be questioned while foreign ones are compared and easily rejected

In ADHD:
1. Time is "stored" as a context of what is being experienced at the moment. In order to remember past events...the context of the event must be remembered

2. Prioritization is based on what is happening in the moment. Prioritization is "interrupt driven". Urgency rather than sequence drive priorities

3. Unrelated items cannot be linked in lists. Contexts must be built to remember a sequence; (dog, tree, cat, house must be remembered as "my dog ran into the tree when chased the neighbor's cat fluffy who ran into the house)

4. Left and right typically must be dealt with as a strategy (I have a freckle on my right hand)

5. Cultural assumptions must be questioned in order to be stored in context. (Why are they doing that?...oh I see....but it is not something I would do)

6. The individual has trouble defining themselves and others in categories and matching that to cultural assumptions. Foreign assumptions are often interesting. All assumptions can be held at "arms length" and examined.

Part IV: Predictions (based on the comparisons above)

Storing *new* things in context is much more time consuming than storing them as abstractions and is an aware level process. We tend to store the things that are either easily compared to our pre-existing contexts (very fast, even faster than HM) or must build a new understanding (slow).


1. What looks like "short term memory" problems. ADHD does not have a linear "narrative" ("I got up at 6:00 and ate eggs and toast for breakfast...went to work where we...")

2. Prioritization is not possible until an item has an urgent context around it. All things being equal without prioritization: something enjoyable takes priority over something boring. Do not consider not spending until money is a problem. (one of the "impulsive definitions)

3. Difficulty learning in situations where rote memorization is primary (Memorizing the multiplication tables vs. understanding multiplication) (Learning information without being provided visualization or interaction) Spelling... mixing words up in sentences.

4. Dyslexia, Getting lost easily in environments that have many similarities (suburbs, buildings, mazes...etc..)

-----Internal Reference: http://www.addforums.com/forums/showthread.php?t=15275 (Early attempt to describe IR)

5. Difficulty fitting in. Socially inappropriate: body movements, facial expressions, hand gestures, information sharing, methods of getting "gratification". (these things often define impulsivity...all humans are impulsive. ADDers are just not socially correct in their impulses)

6. "Lack of" or "trouble with": age attachment, status marking, gender role patterning, group membership, relationships (often based on unquestioned shared assumptions) This leads to closest relationships with opposite gender, foreigners, different aged people)


You can see why ADDers have difficulties....What are the upsides?

1. Perspectives that are connected not to the "here and now" but are connected to patterns seen in understandings (wisdom, excellent theory building, tempered judgement based on context). Memories are fresh even with distance in time when they are pulled through context (calendar dates do not work for this :) )

2. Excellent "triage" capabilities in emergencies.

3. Flexible learning capabilities throughout life. Contexts can be built far after there has been "fossilization" in most people's brains. Learning the workings behind the concepts. Being able to build new understandings based on complex patterns found in the "workings". Atomization of concepts and recombination into a new concept. Creativity. Excellent language learning in immersion situations.

4. Finding novel routes with many new discoveries on the way

5. Strong sense of self and emergent purpose through life. Since culture is not heavily processed...questioning is. Clear views and philosophical capabilities are developed.

6. Ability to have fun or be playful throughout life. "Cognitive clay", the ability to heal on one's own terms not those of the culture, Reality building is done through self not culture. Acceptance (or being drawn to) people who are different.


Other benefits...Since context is based on senses and feelings...sensual experiences and compassion often dominate the lives of ADDers. By not having to be "extreme" to get sensual needs met, there is often a greater ability to respect other people and not treat them like "objects of desire" or ego :)



*Part V: What different types may be "diagnosed" as ADHD (as it maps to CM+)?

Asperger's (IR+ in my models) is common...these others are quite rare:

Cerebral NPD (ER+CM in my models)
People with short term memory issues or temporal lobe issues
Bipolar (HM to CM+ switch in my models )
Amphetamine Addicts looking to get pills

Part VI Some requests

I hate to ask this but...I must.

When you respond, please keep your posts simple, short and "bullet pointed". Please do not discuss the "validity" of the terminology but ask questions that kindly ask for clarification. Please compare these ideas with your own. I will not respond to "attacks".

Thanks!

Looks great!

I have a few comments:



Abstraction: Something that cannot be "sensed" (seen, heard, felt...etc) or be placed in an experiential context (something you have felt or sensed). It is the opposite of a context.

Examples:
1. A sequence of unrelated things (lists...shopping list or vocabulary list, Spelling in English)
2. A sequence of unrelated events (linear time, calendar dates)
3. Prioritization (Following instructions in order, Simple planning and strategies)
4. Simple iconic representations (the representation not the icon itself)
5. Unquestioned societal assumptions
6. Measurement (judging distance and speed outside of context)
7. Categories (Not observable patterns but descriptive ones)
8. Spatial orientation (Left and right)



Some of these aren't always stored as abstractions, if what I think you mean by abstraction is correct. Sequence can be emulated spatially (as opposed to actually thinking sequentially). Spelling is a good example. Often times, our spelling does have a sensory context (spelling a word by retrieving exactly how it was percieved on the page of a book). Of course, it is technically spatial, not sequential in that instance (and one single chunk, for that matter).

As far as spatial orientation, it seems like many things could be meant by this. Left/right, east/west, over/under, front/back, etc, are all problems for me because 1) my mind does not map words to directions, and 2), the words themselves do not imply a specific context and therefore are ambiguous. You could also be speaking of the visual perception problem in dyslexia.


2. Prioritization is based on what is happening in the moment. Prioritization is "interrupt driven". Urgency rather than sequence drive priorities


Nice choice of words. I tend to think of interrupt driven in the computer sense, relating to ADD. When we're interrupted, we stop thinking about what we were doing and start attending to something else. Much like a computer, in which one presses a key on the keyboard, the CPU starts executing executing different code because a signal for IRQ 1 was generated.


5. Cultural assumptions must be questioned in order to be stored in context. (Why are they doing that?...oh I see....but it is not something I would do)


Not just cultural assumptions, but many things. We don't see the world as a set of loosly connected factual tokens.

Some of these aren't always stored as abstractions, if what I think you mean by abstraction is correct. Sequence can be emulated spatially (as opposed to actually thinking sequentially). Spelling is a good example. Often times, our spelling does have a sensory context (spelling a word by retrieving exactly how it was percieved on the page of a book). Of course, it is technically spatial, not sequential in that instance (and one single chunk, for that matter).



ADDendum: Not that there was anything wrong with the examples given. It should be made clear that the internal implementation of a skill may be different, even if the final output is the same.

Some of these aren't always stored as abstractions, if what I think you mean by abstraction is correct. Sequence can be emulated spatially (as opposed to actually thinking sequentially). Spelling is a good example. Often times, our spelling does have a sensory context (spelling a word by retrieving exactly how it was perceived on the page of a book). Of course, it is technically spatial, not sequential in that instance (and one single chunk, for that matter).
Thanks for the comments! They are very helpful in pulling this together.

In spelling, words are built with:
The phonetic "values" of the letters in a sequence of sounds. Heavily sense based...less abstract.
A gestalt of the whole word (as it has been seen on the page of a book). Does that spelling look right?


Due to several events (the largest change was the "great vowel shift") and origins of English (Celtic, Germanic, Latinate) spelling in English is very problematic. In order to spell...there is a need to store rote sequences of letters in many cases.

ADDers can do this through context but it is slower to retrieve them. I am an avid writer but I still need to do spell checks. If I do not write for several weeks...it gets worse.

In simple phonetic languages such as Spanish or languages such as Japanese that have syllabaries, it would be predicted that spelling would not be as much of an issue as mirror writing. Spelling can be a problem for everyone but it is much more difficult for ADDers (especially those who have not built context through writing often.)

I am fully dyslexic so I have learned to spell by building contexts...I also have studied linguistics and am fond of etymologies.

The division between spatial and sequential is artificial. They are both abstractions :) It is the nature of the relationship between objects that is abstract.



As far as spatial orientation, it seems like many things could be meant by this. Left/right, east/west, over/under, front/back, etc, are all problems for me because 1) my mind does not map words to directions, and 2), the words themselves do not imply a specific context and therefore are ambiguous. You could also be speaking of the visual perception problem in dyslexia.
Actually... language is a red herring in the case of ADHD (CM+). It is that your mind does not understand relationships of objects that are not observed in the same context or can be linked trough contexts.

If I live in an area my whole life and I am CM+...I can say that "Jone's Pharmacy is three blocks before the general store" because I have observed all the relationships and can walk down that street in my mind.

If I live in an area that is new and I have not been to all of the stores down a street...it is hard for me to remember that Joe's pharmacy is before the general store.

In dyslexia...it is not visual perception as mush as spatial comprehension. I am very dyslexic and the letters do not swim on the page...they swim in my head. As I got older it does not happen because I am such an avid reader...but it happens every so often. My vision does not alter.

There are most likely several different kinds of dyslexia. What CM+ has is different :)






Nice choice of words. I tend to think of interrupt driven in the computer sense, relating to ADD. When we're interrupted, we stop thinking about what we were doing and start attending to something else. Much like a computer, in which one presses a key on the keyboard, the CPU starts executing executing different code because a signal for IRQ 1 was generated.

And the semaphore is triggered by either urgency, immediacy or interest. Two tasks of similar urgency and interest tend to be prioritized by immediacy. That is one reason interruptions cause problems. If I am working on something...I need to create an artificial sense of urgency. "I can not eat lunch until I get this done" to prevent things that are more interesting or more immediate from taking priority. If all things that come in are urgent...it is odd...I am 10 times more efficient/multitasking than non-ADD people around me. Hyper focus in most people is used to be social...in ADHD it is used to observe, learn and troubleshoot.

This is one area that the stimulants can help a bit... (Until you get used to the stims :) ) They also help with linear narrative...although I do not usually "think" in language...I can set a narrative a bit better.




Not just cultural assumptions, but many things. We don't see the world as a set of loosely connected factual tokens.Absolutely...everything must be connected and held in a context. For ADD facts=observation=experience=context. Facts presented outside the scope of experience must be tied into experiential patterns.


Everyone has CM...so everyone does this but in most people it gets store in HM as simple abstractions with far less context.

"Jone's Pharmacy is three blocks before the general store"


The following are also valid:
"Jone's Pharmacy is three blocks after the general store"
"Jone's Pharmacy is three blocks to the right of the general store"
"Jone's Pharmacy is three blocks to the left of the general store"

I now know that we aren't speaking of the same thing. My internal visual (concrete) representation is generally correct for a given reference point. The output token needs to respective of this reference point, which is often the problem.


In dyslexia...it is not visual perception as mush as spatial comprehension. I am very dyslexic and the letters do not swim on the page...they swim in my head. As I got older it does not happen because I am such an avid reader...but it happens every so often. My vision does not alter.

There are most likely several different kinds of dyslexia. What CM+ has is different :)


Not all that related to such, but have you seen the following:
http://www.addforums.com/forums/showthread.php?t=2156

(concrete) representation is generally correct for a given reference point. The output token needs to respective of this reference point, which is often the problem.
The gestalt (context) is correct for an experienced reference point but there needs to be a pattern that holds the two contexts together. Most people can do this with a sequential abstraction.

Abstractions:
3 blocks down
Left of
Right of
before
After

Contexts:
Next to
Near by
on top of
under


Abstractions do not involve "Observing objects in the same experiential context"

From most abstract to least:

1. Abstraction
Joe is tall. John is taller. If this observation is made outside of seeing Joe and John standing next to each other (never seen them together)...it is an abstraction (many people can do this within a few pecentage points...I think the standard is 30%)

2. Categorization
Joe is one of the people that fits into the "tall catagory". John is one of the people that fits into the "short category".
Joe is taller than John.

3. Context based on observable pattern (Context linking)
Joe is *very* tall compared to most people and John is *very* short compared to most people.
Joe is taller than John.

4. Context of the observer
Joe is *very* tall compared to me. John is *very* short compared to me. Joe must be taller than John. (Note...the differences need to be very obvious for this to work for an ADDer)

5. Context through heard or read knowledge.
I read in the school sports page that Joe is a 6'9" Center on the Miskatonic University Basketball team and John is a point guard at 6'4". (gotta love wikipedia...I know nothing about sports!)
Joe is taller than John

6. Experiential context
When Joe and John stand next to each other...it is clear that Joe is taller than John.

In ADHD
Unless the difference between Joe and John is fairly extreme or there is a need to know the difference...it most likely will not be an observation that a CM+ ADDer will make unless they have 5 and 6. (3 and 4 if the difference is very obvious) If a judgement is made...it is most likely accurate and stable over time.


In Neurotypical
Most people a social need to store these things in HM as abstractions (1 and 2). Tall is considered "good" (good is an abstraction) for a man in society and it is almost an imperative that it be thrown into abstraction by most people. This abstraction, however strongly held...is most often inaccurate and unstable over time. (Abstractions are vast over-simplifications)



Respective height is often ignored by ADDers. I did not realize how short people in Japan were until I stepped off of the Shinkansen in Osaka into a sea of black hair... all my Japanese friends were the same height as me in my mind.

You can see how much "processing power" is devoted to observing these things... It is the hyper focus of "the cultural" or "Neurotypical".

My processing time is spent trying to make sense of my world through context and pattern observation.

ADDers do not have collections or categories... just very complex pattern recognition that is contextual.

It is a tricky concept to communicate in words... but experience is vital to the care and feeding of the ADD brain...see why we get bored so easily?


Not all that related to such, but have you seen the following:
http://www.addforums.com/forums/showthread.php?t=2156 (http://www.addforums.com/forums/showthread.php?t=2156)
It is related. :) Words are contexts. It would follow that ADDers actually read that better than non-ADDers because the word itself is a gestalt.

I am pretty sure that language for all humans is "CM" based. As HM starts to grow through CM...the language learning capacity is diminished (as other learning capacities are) This does not seem to happen in ADHD. We are great language learners when we find ourselves in the right situation.

I have learned 3 languages to fluency after the age of 20. (they get lost when I am not using them...they come back quick though).

In one case I called to find out prices on tickets back to the states in the Thai language. When I arrived to buy the tickets... the woman had a shocked look on her face. She thought I was a native Thai speaker over the phone. Now I can barely order food in Thai :) The context has passed.

Most of my adult ADD friends have amazing language learning capabilities. (This fits into the evolutionary model as well)

I learned to read Thai so I am really clear on what it is like to learn how to read. We start by putting a word together by sounds of the letters...then it becomes a gestalt (context).

The models predict that with age ADDer's ease of learning should get better with age. More patterns and contexts to stick things into.

Sorry wandering in thought...I miss Thailand.... I want to be on the beach there and I am...in my mind's eye.

1. Abstraction
Joe is tall. John is taller. If this observation is made outside of seeing Joe and John standing next to each other (never seen them together)...it is an abstraction (many people can do this within a few pecentage points...I think the standard is 30%)


It would seem as if this would be a form of categorization, possibly with or without a word attached to each category. 3U short, 2U short, 1U short, typical, 1U tall, 2U tall, 3U tall?

On my way to work this morning, I was thinking about how there is a relationship between this and non-linear learning (not that such woudn't be a form of non-linear learning, but I am including abstract concepts as well). In classroom settings, material is often learned from a book, progressing the chapters in a sequential manner. Relationships between facts or concepts are not built because related facts or concepts are often not taught at the same time. We have to collect "facts" in our brains for extended periods of time in order to later assemble everything into a whole.

As far as NT's being attentive to details such as height, I can attest to that. My mother asked me not too long ago a question about dressing like other people my age and whether I paid any attention to the appearance of others. The answer should be obvious. (It's not like I dress what would be considered unusual, it just that I don't pay attention to trends and changes very much.)

This stuff about height is pretty funny to me. I'm fairly tall and have many friends who pretty much aren't. Thing is, I never think of them as "short friends." Generally I don't even REALLY notice the difference until I see a picture of me standing next to one of them. Then I go, "Oh! You ARE pretty short!" (-:

This stuff about height is pretty funny to me. I'm fairly tall and have many friends who pretty much aren't. Thing is, I never think of them as "short friends." Generally I don't even REALLY notice the difference until I see a picture of me standing next to one of them. Then I go, "Oh! You ARE pretty short!" (-:

Me too. I am 6'4" and I rarely pay attention to the height of people unless they are taller than me. An auto mechanic in my area is much taller than myself. It's a strange feeling.