Namaskar Ra jat ji.
Thank you for your appreciation and illustration. Now I am adding the development of brain science from an article(2004) by Dr Irina Polland from Australia:
"2. Western Dogma: Historical Perspective
Until fairly recently the prevailing dogma in neuroscience was that the brain contained all of its neurons at birth and their number remained unchanged by life's experiences. It was believed that the only changes that did occur over the course of one's life were alterations in synaptic (interneuronal) connections and accelerating cell death with aging. However, in the early 1990s, prominent neuroscientists began to discover that new neurons are being generated throughout one's entire lifespan (Eriksson et al, 1998; Van Praag et al, 1999) and, contrary to popular dogma, these newly differentiated neurons are associated with new learning and memory. Magnetic Resonance Imaging (MRI) studies have confirmed that, for example, the brain region which controls finger movement in the hand increases in size in string players engaged in specific 'fingering' exercises. Furthermore, those who start their training earlier in life and practice longer show more pronounced changes in the brain (Elbert et al, 1995). The term which describes this important discovery is 'neuroplasticity' and expresses the reality that the brain continually changes as a result of our experiences, whether through fresh interneuronal connections or through the generation of new neurons.
Thus modern neuroscience is establishing what already seems intuitive; that the environment constantly impacts on brain development and that the brain remains functionally plastic throughout life, adjusting its neurophysiologic/psychologic development to the prevailing conditions. As a rule, western medicine has considered the child's social development and cognitive development to be separate, but we now know that there is an inseparable interconnectedness to these processes. To optimize adaptive neurophysiological growth and maturation prenatally and during infancy, the brain develops chronologically much earlier and faster than any other part of the body (Bogin, 1999). Despite the brain's rapid overall development, it is also the last organ to mature anatomically, allowing the prefrontal area to continuously reflect the progressive mental and social landmarks of a child's life. For example, children raised in nurturing environments develop physiological responses important in the regulation of emotions, and vice versa. Since the prefrontal area remains very plastic shaping its circuitry to match the experiences and learning children undergo, the early years of life are windows of opportunity for mastering helpful planning skills and emotional awareness for adaptive living. Children equipped with good planning skills by the time they enter school at the age of five or six, are much less likely to suffer from developing aggression and anxiety disorders (Spring, 2000). Various lines of thought and research agree that insufficient emotional stimulation and/or an excess of negative stimulation in the early stages of life are likely to result in a higher risk of mental health troubles. Exposing children to an atmosphere of genuine love and compassion within family and school environments significantly increases overall health and wellbeing - essential if we are to look forward to a more humane and peaceful future. However, there is also hope for those not raised under ideal conditions because, as this review reveals, the human brain has the ability to be rewired in the regulation of common emotions such as happiness, anxiety, fear, sadness, depression and, therefore, spiritual wellbeing. "
regards