Brain Development: We Build What We Use

Brain Development: We Build What We Use

C.A. Childress, Psy.D. (2011)

The brain develops based on the principle of “we build what we use.”  That’s all you need to know for this part, but I’ll continue just for those who want more background.

This is called “use-dependent” or “experience-dependent” neuro-development.  A major figure in neuro-developmental research, Donald Hebb, coined the phrase “neurons that fire together, wire together” to describe the use-dependent development of the brain. 

This “build what we use” process (i.e., use-dependent development of neural systems) is also called “canalization” of brain networks – drawn from the word “canal” like a channel.  Think of a dirt hillside during a rain.  The first raindrop can go any direction down the hill, but when it does it takes a little dirt with it.  Subsequent raindrops can also take a variety of paths down the hill, but they tend to take the paths, the channels, the canals, that are being formed as each raindrop takes a little more dirt away with it.  Slowly, deeper channels, or canals, develop on the hillside.  Brain networks work the same way (“canalization”).   We build what we use.

Every time we use a brain cell or an associated set of brain cells (i.e., such as a larger network or system), structural and chemical changes take place within the used brain cells (a process called “long-term potentiation”) that make the used network pathways more sensitive to activating. 

Pathways are also made stronger through use as the used brain cells (called neurons) grow more connections along the used pathway (this growth process in connections is called “synaptogenesis;” – synapses are the connection points between brain cells and genesis refers to growth – synaptogenesis; the growth of synapses).

Neural pathways also gradually becomes more efficient as a result of the cell’s stimulation through the increased growth rate of a fatty covering, called myelin, along the parts of the brain cells (called axons) that transmit the signal down the cell.  

When we use a brain network or a brain system it becomes stronger, more sensitive to activation, and faster and more efficient.  We build what we use.

This is the first key conceptual shift.  Within a behaviorist paradigm, punishment and reward are used as social control mechanisms to coerce the child to emit the desired outward behavior (called “compliance” in the research literature).  Within a developmentally supportive parenting paradigm, the issue is to “scaffold” or support the use-dependent growth of the desired brain systems and networks that are responsible for healthy emotional-social-psychological development.  Our goal is to achieve more than merely an obedient child.  The goal is to achieve a cooperative child; a child who is self-motivated; a child who is pleasant to be around; a child who is actively and easily communicative; a child who is kind and compassionate yet who can also be appropriately self-assertive; a child who possesses a moral-ethical core and who is motivated by factors such as what’s right and wrong; and a child who is happy, who laughs easily and often, and who grows into a mature, responsible, and successful adult. 

None of these goals are relevant to modifying the behavior of a lab rat.  Our goal is to raise an emotionally, socially, and psychologically healthy child who will grow into a mature and responsible adult, with a good job, and who has a secure, supportive, and affection-filled family.

Our goal is more than merely obtaining an obedient child; our goal is to achieve a cooperative child.  And we now know enough about the neuro-development of brain systems during childhood to be able to achieve this goal of a cooperative, self-motivated, mature, and successful child.  It’s not about behavior.  It’s about communication and relationship features.

We build what we use.  We want to “scaffold” the use-dependent development of the brain networks that will result in a cooperative, happy, and successful child. So the next question becomes, what networks do we want to use?  What are the brain networks responsible for achieving a happy and cooperative child versus an angry, sad, defiant, anxious, un-motivated, rude, hyperactive, intrusive, impulsive, argumentative, uncooperative, disobedient, disrespectful child? 

I’ll tell you, but I first need to explain how the brain works.  I need to explain the 2 Relationship Systems, the nature and functioning of protest behavior, the role of our motivating intentions, and the nature and functioning of the emotional system relative to communication and relationship systems.  Each piece will make sense, and you’ll find each piece of value.  And when its all put together, everything will make complete sense and you’ll understand exactly what to do.

So lets begin,

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