“Jerison argues that we should think of brains as creating a species' version of reality. …As brains enlarged through evolutionary time, more channels of sensory information could be handled more completely, and their input integrated more thoroughly.”

This is Your Brain on Music (2006)
Context: During the first six months or so of life... the infant brain is unable to clearly distinguish the source of sensory inputs; vision, hearing, and touch meld into a unitary perceptual representation.... inputs from the various sensory receptors may connect to many different parts of the brain, pending pruning that will occur later in life. As Simon Baron-Cohen has described it, with all this sensory cross talk, the infant lives in a state of complete psychodelic splendor (without the aid of drugs).

On Human Nature (1978), Ch.4 Emergence

Source: Think Big (1996), p. 206

St. 48.
Modern Love http://www.ev90481.dial.pipex.com/Meredith/modern_love.htm (1862)

How the Self Controls Its Brain (1994)
Context: The more we discover scientifically about the brain the more clearly do we distinguish between the brain events and the mental phenomena and the more wonderful do the mental phenomena become. Promissory materialism is simply a superstition held by dogmatic materialists. It has all the features of a Messianic prophecy, with the promise of a future freed of all problems—a kind of Nirvana for our unfortunate successors.

The Mind Map Book, Buzan and Buzan (1991)

Source: 1980s, That Benediction is Where You Are (1985), p. 18
Context: From childhood we are trained to have problems. When we are sent to school, we have to learn how to write, how to read, and all the rest of it. How to write becomes a problem to the child. Please follow this carefully. Mathematics becomes a problem, history becomes a problem, as does chemistry. So the child is educated, from childhood, to live with problems — the problem of God, problem of a dozen things. So our brains are conditioned, trained, educated to live with problems. From childhood we have done this. What happens when a brain is educated in problems? It can never solve problems; it can only create more problems. When a brain that is trained to have problems, and to live with problems, solves one problem, in the very solution of that problem, it creates more problems. From childhood we are trained, educated to live with problems and, therefore, being centred in problems, we can never solve any problem completely. It is only the free brain that is not conditioned to problems that can solve problems. It is one of our constant burdens to have problems all the time. Therefore our brains are never quiet, free to observe, to look. So we are asking: Is it possible not to have a single problem but to face problems? But to understand those problems, and to totally resolve them, the brain must be free.

Source: The Dragons of Eden (1977), Chapter 2, “Genes and Brains” (p. 31)

In reference to the subject of Alien Abductions in an e-mail from Young to Feeney on Wed, January 1, 2003. [citation needed]