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Doyletics - A New Science

Basic Theory of Doyletics
by Bobby Matherne
©2000 by 21st Century Education, Inc

Only gods are born miraculously full-grown from trees, mountains or the head of Zeus. --
C. A. Meier

Basic Hypotheses

The purpose of this document is to state the basic underlying assumptions of doyletics in the form of hypotheses and prepare the foundation for a science of doyletics. This is a work in progress and comments and questions are solicited from interested readers of this document. Respond to me, Bobby Matherne, by Clicking on this link: To Keep Up-to-date on Latest Changes, Subscribe to our Monthly Digest now. Not sure you want to subscribe now, but would like to read it first? No problem -- we've accommodated you by placing a recent Digest on-line. Click Here.

Hypothesis 1: The address of a memory in the brain is given by the following address components: (memory, time).

Background: It has been understood for some time that the human brain stores memories associatively. What that means is that the content of the memory itself is used as the address of the memory. That accounts for the first element of the two part memory address, memory. The second part is the time of the memory. This time may be specified either by chronological year, e.g., 2000 AD, or by the age of the person who's doing the remembering. Thus, for me, either 2000 AD or 60 years old would be an equivalent. It's possible to specify a memory by the exact date such as July 20, 1969 when man first set foot on the moon.

Hypothesis 2: Childhood memories consist of one component: (doylic memories or doyles)

Background: Doyles are stored in the amygdaline structure of the limbic region of the brain. As soon as the amygdaline structures in the limbic region of the brain reach functionality, about 2 months after conception, they begin to store novel physical body states (1). Whenever a physical body state occurs the amygdala stores the settings of the physical body state and the trigger stimuli. Later when presented with the same stimuli the physical body state is re-created. The process of storing of novel physical body states in the amygdala continues until the human being reaches the age of about Five-years-old, which is called the Memory Transition Age in Hypothesis 3.

Hypothesis 3: Memory Transition Age - At the age of five, humans switch from using doylic memory to using cognitive memory.

Background: This process of transiting from one type of memory to another was first noted and the age of five years old was first identified by Sigmund Freud in his book A General Introduction to Psychoanalysis, page 210:

"You are all familiar from actual experience with the peculiar amnesia of childhood to which we are subject. I mean that the first years of life, up to the age of five, six, or eight, have not left the same traces in memory as our later experiences. . . . In my opinion, this has not aroused sufficient surprise. At two years old the child can speak well and soon shows his capacity for adapting himself to complicated mental situations, and, moreover, says things which he himself has forgotten when they are repeated to him years later."

The determination of the Memory Transition Age at five was done by Doyle Henderson in the 1970's. During his twenty years of experience tracing memories Doyle and his co-workers discovered empirically that if the trace was stopped without going before five-years-old, the doyle was not removed permanently and would return under future triggering of the operational stimuli. This is documented in his book Amazing New Truths About Your Emotions. My subsequent study of the evolution of the brain indicated that the brain mass doubles between birth and three-years-old. See digram below from Figure 4 on page 22 of Childhood and Human Evolution.

Figure 5 on page 22 of  'Childhood and Human Evolution', Photo by & Copyright 2006 by Bobby Matherne
This grow culminates in the beginning of cognitive memory capability at three, but the complete transition from dolyic memory to cognitive memory occurs two years later. During this period of two years, a massive interconnection of neurons occurs in the neocortex which creates the onset of cognitive memory capability. See Figure 1 for a diagram of how I envision the progression. Figure 4 on page 22 of  'Childhood and Human Evolution', Photo by & Copyright 2006 by Bobby MatherneAt right is a set of three photos of a brain at 4 months, 6 months, and adult. The main visible difference is that the outer folds of the neocortex are added with age. The storage of cognitive memories in the neocortex gradually replaces the storage of doyles in the amygdaline structures of the limbic region, until by age of five years old there are effectively no more doyles stored in the limbic region. Thereafter any trigger stimuli will trigger a doyle, but no novel doyles will be stored ever again. [This statement of the exclusion of doylic storage after five is intended for the normal adult, but further research will be needed to determine whether for exigent circumstances such as being hit by a lightning bolt that novel doyles may be stored.]

Hypothesis 4: Adult memories consist of two components: (cognitive memories, doyles)

Background: A cognitive memory is a memory that is stored in the form of visual, auditory, olfactory, and gustatory signals. By definition, in doyletics, a cognitive memory has no kinesthetic, or proprioceptive, or autonomic nervous system regulatory components, complex combinations of these three components are commonly referred to as "feelings" or "emotions". Doylic memories, or doyles contain only the kinesthetic, and proprioceptive, and autonomic nervous system regulatory components of memory. For example, an intense fear may create facial grimaces [kinesthetic - muscular tension], a feeling of imbalance [proprioceptive], and increased respiration and heart rate [autonomic nervous system regulation]. Feelings or emotions are combinations, possibly complex, of doyles. In summary, novel doyles are stored before five years old along with the triggering stimuli; no novel doyles are stored after five, but after five, stored doyles are re-created upon receipt of the original triggering stimuli. See definition of triggering stimuli below.

Proposition I: The address of adult memories can be represented in the following way. This is the result of applying Hypotheses 1 and 4:

Adult Memories = (cognitive memories, doyles, time)

Applications to Understanding Memory

When we try to remember an event we can think of the memory or of the time that it took place. (Hypothesis 1) If we lose our keys, for instance, we can try to remember the last time we had the keys in our hands and then move forward in time until we no longer have them in our possession. This is a process that my wife Del taught me many years ago. It illustrates how we use our memory components of (memory, time) as adults to deal with cognitive memories.

Until the advent of doyletics, there was no systematic way of dealing with the doylic component of our memories. Many processes have been used to evoke doylic memories in one form or another with occasional but haphazard success for the most part. These processes will be covered after we understand the basics of doyletics and how it works. But first some basic definitions:


Doyle - a physical body state consisting of some combination of any and all of the following: muscle tensions, proprioceptive sensations, an organized sequence of muscle movements, and the homoeostatic settings of internal organs as regulated by the autonomic nervous system. (3)

Doyletics - the science of the acquisition and transmission of doyles.

Triggering stimuli - a combination of real-time sensory inputs (occurring in the present) that trigger or evoke a doyle. (Doyles may be trigger stimuli as well, causing a cascade effect where one doyle leads to another doyle.)

Examples of Doyles:

Muscle tensions: frowns, spasms, cramps, muscle aches, grimaces, tenseness, tightness in the jaw, throat, chest, scalp or any other part of the body. Any of the list of possible muscle tensions can be unpleasant in certain situations. A constant frown can be undesirable - frowns place muscles into tension and smiles release the tension. Constant scalp tension can cause frequent headaches. Tightness in the jaw can cause multiple problems over time such as grinding of teeth. Tightness in the throat can lead to difficulty in swallowing pills or some disliked food. Food dislikes are the result of unpleasant muscle tensions attached to the taste and smell of foods. If the tense muscles are facial, the person will not even attempt to chew the food as their facial muscles won't permit them to do so. Tightness in the chest can cause chest pains. Overall tightness of muscles can constrict capillaries and lead to high blood pressure. Pouts, sulks, and moods are muscle tension doyles primarily.[Pleasant doyles: smiles, relaxation, comfort]

Proprioceptive Sensations: Unsteadiness, falling sensation, vertigo, dizziness, light-headed, motion-sickness. Fear of heights can come from a doyle of unsteadiness, falling sensation, or vertigo. Sea-sickness or motion sickness from a proprioceptive doyle that became attached to a series of internal organ settings that create headaches, upset stomach, dizziness, etc. Fear of flying generally stems from a falling sensation linked to idiosyncratic responses of muscle tensions and organ settings. Idiosyncratic means simply: connected to one's own pre-Memory Transition Age doylic storage - what you stored, you get back upon receipt of the proper stimulus.[Pleasant doyles:gliding, sliding, skating, dancing.]

Organized Sequence of Muscle Movements: Walking, dancing, talking, singing, breathing, eating, eye movements during seeing, head movements during hearing, grasping with fingers or toes, writing, playing a musical instrument, singing, whistling, kissing, hugging, athletic activities of all kinds are doyles. In addition: stuttering, yawning reflex [you yawn when you see someone else yawn], left- and right-handedness, idiosyncratic gestures, second language speech accents, head tilt, facial expressions, hand movements while talking, fidgeting, etc. Basically all habits acquired before five years old are stored as doyles, which is why very early learning and modeling by a child's parents is so very important to its future skills learning capability.

Homeostatic Settings of Internal Organs: Heartbeat rate, respiration rate, singing a note on pitch (4), kidney, liver, pancreas, stomach, and all other internal organs. These are all regulated by the autonomic nervous system. Hives, rashes, shingles, asthma, migraine headaches, bronchitis, ulcers, hypertension, agoraphobia and most other phobias trigger some change in the settings of one or more organs of the body. Phobic doyles are experienced as unpleasant and to be avoided as they lead to increased heart rate, sweating, heavy breathing, hyperventilation, etc, all of which make it difficult to function normally.

Analysis of Trigger Stimuli and Doyles:

Trigger stimuli are some combination of real-time sensory inputs. Real-time means simply that the stimuli are occurring now. In addition to real-time stimuli, trigger stimuli may come from physical body states that are being recapitulated from before five years old in real-time. These are what we call doyles (stored from before five, but being triggered by some stimuli now). Using the nomenclature suggested by Bandler and Grinder in their innovative books, Structure of Magic I & II, we may define a doyle as follows.

A = Auditory, Ae = Auditory input coming from external environment, and Ai = Auditory input coming from internal to one's head, basically from a cognitive memory stored in the neocortex.

V = Visual, Ve = Visual input coming from external environment, and Vi = Visual input coming from internal, i.e., cognitive memory.

O = Olfactory or smell - where Oe is an external smell in real-time, and Oi is a remembered cognitive memory of a smell.

G = Gustatory or taste - where Ge is an external taste in real-time, and Gi is a remembered cognitive memory of a taste.

K = Kinesthetic where Ke is an external sensory input arriving at the body in real-time, and Ki is a re-created sensory input.

D = Doyle, which is a Ke when one is five years old or younger, and a Ki thereafter. Thus D = Ke < 5 which we call the original event of the doyle. The doyle is stored and thereafter re-created as a Ki after five years old.

D = Ke < 5 (1)

Using the above nomenclature, we can now define real-time sensory inputs and trigger stimuli with some precision.

Sensory Input: <S> = < Ae, Ve, Oe, Ge, Ke > (2)

A triggering input <T> may be either a doyle, a real-time sensory input, or both. That is signified in the following two equations:

<T> = <D> or <S> = < Ae, Ve, Oe, Ge, Ke> (3)

Since a triggering input creates a doyle and the doyle can be component of a triggering input, a single triggering input may lead to a cascade of doyles. An example of a cascading doyle will be given later.

<D1, S> <D2, S> <D3, S> ... <Dn, S> (4)

Let a doyle created (before five) be called D o for original event. At the time of the original event, let the sensory input be designated by So which by (2) above is

<So> = < A e, V e, O e, G e, K e > (5)

Since by (1)

D = Ke < 5

And by definition, the original event occurs before five years old, then, substituting D for K e into (5), we get:

<So> = < A e, V e, O e, G e, D > (6)

Due to the limitation of the information processing capabilities of the root brain, only the doyle, the K e portion of the Sensory Input of the original event, was stored in the amygdala for later recall. The remaining portions of the Sensory Input were stored as the triggering stimuli. Thus the Triggering Stimuli T o of the original event may be represented as:

T o = < A e, V e, O e, Ge >

The triggering stimulus T o is not accessible as a cognitive or cognitive memory because it resides in the amygdala, is stored alonside the doyle. The triggering stimulus was first stored during the original event before five years old and it is used after five years old primarily for pattern recognition of real-time Sensory Inputs as they arrive at the amygdala. (2)

A doyle trace, described elsewhere, is a systematic process for making the cognitive portions of the original event, that is, the non-doylic portions of the original as represented by the triggering stimulus,< /SPAN>T o, available for later recall as a cognitive event. What we postulate happens during a doyle trace is:

A person with a continuous doyle present goes back in time to before the time of the original event. When the event time is crossed over, the triggering stimulus is transferred to the neocortex where it is stored as a cognitive or conceptual memory. Once that cognitive memory is created in the higher brain for the first time, the physical body states stored in the root brain are never re-created.

The reason why the doyle is never re-created is because any future occurrences of the triggering stimuli, T o , will fetch the newly stored cognitive memory. For this reason, people doing a doyle trace may easily retrieve the original event by immediately on completion of the cessation of the doyle asking, "What's a plausible thing that I might have been doing at that age?" The age will be available as the bracket of time between the two time marks, e.g., if the doyle was present at age three and gone at age two, one would ask, "What's a plausible thing that I might have been doing at age two?"

Another way of looking at this process is that the amygdala's job is to feed up the only information it has (doyles) about everything that happened to you as a child under five, until you have accessed it in such a way as to create a cognitive memory of the event. From then on its job is done, and the higher brain functions of the neocortex, that did not exist at the time of the original, may now take over.

During maturation it is not uncommon for one to recover some of the details of what happened to one before five and to create a cognitive memory in the place of a doylic memory. Evidence for the process occurring naturally comes from many areas, but the easiest one to note is the gradual disappearance of food dislikes with age. Food dislikes are doyles, and it is easy to prove that to someone who has a food dislike because a short five trace can remove the life-long dislike of a food. Yet, it's a common experience for some or all food dislikes to disappear with age.

During any therapy process unconscious doyle traces may occur and to the extent that they do, the therapy will likely be defined as successful and the results will be permanent. If the process did not provide a trace equivalent process that went back before the storage of the original event's doyle, the therapy will have only removed one or more contexts for the doyle and not the original doyle. For example, if a doyle of intense muscle tension associated with being yelled at gets later associated with a food taste such as sauerkraut, one will not like sauerkraut. If the association of the doyle with the taste of sauerkraut occurred at age fifteen, it will be possible for one to remove that one context of the doyle with the taste of sauerkraut without removing the doyle itself. In Doyle Henderson's terminology, one has removed a combining event, not a doyle. Removing the doyle itself will remove all occurrences of the doyle in all contexts.

Thus is the power of a doyle trace: it's as if the doyle stored before five is the root of a tree, lying underground until one reaches five years old. Then contexts arise to which the doyle gets attached, certain Sensory Inputs, and each time this occurs, a leaf is added to the doyle's tree. By age thirty that tree may have hundreds or thousands of leaves. Doing therapy to remove leaves may takes years and sometimes does. Doing a doyle trace cuts the tree down at the root in minutes.

Doing a doyle trace is like removing rocks from the driveway across the front of your house – it makes every trip through the driveway more pleasant and eliminates the danger of the wheels of the car sending the loose rocks spinning into the air and doing damage. Plus the trace removes the same rocks from all the streets, roads, highways, and interstates you travel on from then on.

Rightly understood, a doyle trace is not a therapy process, however, it is a memory process. A process that one does alone when one encounters some physical body state that one doesn't like. The reason one doesn't like it is that it's a memory of an unpleasant circumstance that the amygdala is feeding up constantly as if it were hoping that one day you will convert it to a cognitive memory so that it's job is done.

It is a memory process that does not remove emotions or feelings, but rather only certain unwanted components of emotions or feelings, i.e., doyles. Doyles may be considered as the substrate of emotions or feelings. Complex emotions such as grief may be composed of many different doyles triggered by many different stimuli in a cascaded fashion. Removal of such complex doyles may require assistance for some, but the doyle trace process will work for removing even such complex emotions if one works assiduously at it.

Genetics and Doyletics - Sharing the Pie

The pie that I'm referring to is the one that I created to show my hypothesis that about half the things currently ascribed to genetics will eventually be ascribed to doyletics. The woman who had an allergic reaction to iceberg lettuce and whose mother also had the same reaction is not much different from my experience of disliking sauerkraut and my father disliking sauerkraut.

I explained to my wife, Del, at dinner one night that I'd pretty much reconstructed how I came to detest sauerkraut. Mom cooked it once, and Dad yelled at her. My gut tensed up to defend myself. A tensing up that actually mimicked the tension in my Dad's gut when he yelled. How I know that to be true is that shortly after I did the trace in the very beginning to remove the tone that Del didn't like, I was able to eat both liver and sauerkraut in short order, a couple of weeks. I heard Mom the other week saying that she had only cooked sauerkraut for Dad once and he didn't like it. [I can guess how exactly he reacted since Mom didn't say, and frankly may not remember even if I ask her.] The tenseness I used to defend myself, which is the same tenseness I used to yell at Del in the tone she hated, got attached to the taste of the sauerkraut I'd just then put into my mouth and ever after that I was unable to eat and enjoy the food, up until I did the trace to erase the tone and lowered the intensity setting on the tension in my stomach. Without the tension, the taste of sauerkraut no longer triggered anything unpleasant in my body and I was able to eat and enjoy it right off.

This is a good example of how one goes about recovering the full cognitive memory of an original event. Note the likelihood that the tension was already stored as a doyle at the time of the sauerkraut incident. So doyles already stored can be stored with new triggers before five years old.

In addition I suspect that attitudes, especially strongly held ones such as bigotry, race hatred, dislike of foreigners, are doylic in origin. Rudolf Steiner wrote in the book Education as a Force for Social Good:

[page 188] Children are brought up by the parents with all of their own prejudices. They are colored by all that parents carry in their attitudes and souls.

I hypothesize that attitudes and prejudices like food dislikes are doylic in origin and they are transmitted from caregiver to child just as any other doyle may be. How is it possible that child can learn basic emotional patterns and even race hatred from parents? From the same Steiner book:

[page 195] Children have a tendency to imitate whatever anyone does, including facial expressions, ways of holding things, and degrees of dexterity. . . . Whatever is ensouled by the parents and other in the child's surroundings floods into that growing human being. Children completely adjust to and become like their surroundings, because the principle of imitation is the controlling factor in human nature until the change of teeth. [Note: seven-years-old, two years past the Memory Transition Age.]

The whole process of "emotion sharing" is a key element in the acquisition and transmission of familial and culturally acquired doyles. In her book "Autism" Dr. Francesca Happé details research by others that gives us insight into how the lack of normal doyle storage [in autistics] leads to defects in emotion-sharing in autistic children. If no doyles are stored before the Memory Transition Age of 5-years-old, the child will lead a relatively emotional barren life compared to other children with normal emotion-sharing capability.

[page 64] Rogers & Pennington (1991) have also suggested that earlier social-cognitive deficits may be primary in autism and result in mentalizing deficits as well as emotion recognition problems. They suggest that infants with autism may have deficits in imitation and emotion sharing which affect the child's ability to "organize social information by depriving the baby of primary sources of social data -- mother-baby imitations and amodal perception of emotion via the mother's bodily expression". As development continues, it is hypothesized, these core-deficits disrupt the autistic infant's ability to share affect with care-givers, which in turn affects the social representations the infant builds up, and his/her ability to develop a theory of mind.

In my review of "Autism" I explain how autism is perhaps due to expanded mentalizing capabilities rather than "mentalizing deficits" as the authors of the above passage suggest. The additional capability, I hypothesize, is an expanded cognitive memory capacity that allows these special babies and children to begin forming cognitive memories precociously, perhaps as early as birth or before birth. They store these imitated behaviors as cognitive memories instead of physical body states (doyles), and these imitated behaviors can cover the entire spectrum of speech, fine motor skills, emotions and many other aspects of growing up. It is the later absence of these automatic behaviors that leads to the inaccurate conclusion that autistic children have a cognitive deficit, up until now.

In the next passage from Happé's fine survey book on autism the authors she cites discuss "emotional contagion." In contrast with the authors I do not believe that autistic children have a defect in their innate ability to imitate, but rather that they create cognitive memories of the activities and thus never store them as automatic physical body states (i.e., doyles) to be recapitulated later in life as speech, feelings, and emotions.

[page 64] The rôle of normal infant imitation in social development is also discussed by Meltzoff & Gopnik (1993). They suggest that mutual imitation is effectively a "tutorial in early common-sense psychology". The ability of new born babies to imitate a seen facial expression leads the authors to postulate an innate supramodal (i.e. modality independent) body schema, allowing matching of seen (visual) information with felt (proprioceptive) information. The authors speculate that imitation may in fact be the origins of "emotional contagion" -- that by assuming the same facial expression as those around him, the infant may come to experience the same emotions. In the case of autism, Meltzoff & Gopnik suggest that this innate system of imitation, which they claim allows the baby to identify the adult as "something like me", is defective. This lack of the "initial starting-state", in their words, would limit the evidence available to the child for the construction of a respresentational theory of mind. This hypothese raises many interseting questions: Are autistic children impaired in basic emotional contagion? Will there be other groups who, for differnt reasons (e.g. blindness, paralysis, parental neglect), also have limits placed on their ability to engage in mutual imitation, and hence in the evidence they gather for understanding minds? Would Meltzoff & Gopnik predict a social impairment, qualitatively similar to autism, in these groups alos? Preliminary evidence about the development of pretend play, at least, seem to go against such an idea; for example, comprehension of pretence develops normally (if with a delay) in many blind children (Robers & Pulchalski 1984).

This passage raises three points that I wish to address. First is their insightful statement that "by assuming the same facial expression as those around him, the infant may come to experience the same emotions." Righly understood, according to the tenets of doyletics, the emotion and the facial expression that goes with it are identical. It might be better to talk about food dislikes to explain why this is so. "I don't like the taste of liver!" is what someone usually says, for example, when they express a food dislike. What they really don't like is the horrible grimace that comes on their face when they see, smell, or taste liver. I know from personal experience about hating liver. I did until I was almost 57-years-old. Then I did a trace and found that I could eat liver. After eating various kinds I found that I loved paté, fois gras, and could eat rice dressing with chicken livers in it for the first time. Ask people about the foods they intensely dislike and pay careful attention to the expression on their faces. How could they ever eat the foods they dislike with such grotesque contortions of their facial muscles? Their jaw wouldn't even move until their face relaxed, which is exactly what a doyle trace will make possible for them. Similarly what we know by the nominalization "emotion" is the various configurations of muscle groups [among other things] that provide the substrate of what we know by the name "emotion". Remove the underlying substrate of doyles, and the emotion, whatever it is, will change for the better. The person will feel freer for the very good reason that they have removed some restriction in their muscles and can move freely from now on.

Secondly, the people with "blindness, paralysis, and parental neglect" would not necessarily be subject to social impairments. In non-autistic children, being blind will result in a lack of emotional response to visual-only components of their enviroment because they cannot experience the visual data, but sounds and touch will produce a full emotional life in blind children, even those blind from birth. Are there any autistic blind people who were blind from birth? That's a good question to ask. It seems unlikely to me that there would be any at all since the storage of visual cognitive memories is such an integral part of what leads to their socializing deficiencies. Similarly for paralytics, they would have no way of storing doyles involving muscle groups that are paralyzed, but as long as any portion of their body is mobile, if only the trunk and internal organs, they will experience doyles and thus have a near normal emotional development without social impairments. Parental neglect, if it occurs before the Memory Transition Age of 5-years-old, can impoverish the emotional ecology of the children [in severe cases where the child is locked up and abandoned in a small room]. In effect this is what happens to feral children, the so-called "wild boys", that are raised by wolves, etc. They have few emotions associated with normal human socialization.

Lastly, the function of pretend play. Autistic children, since they are exempt from "emotional contagion" or "emotion sharing," have less interest than other children in group play activities. The autistic child sees the "fun" the other children are having, but stores it as a cognitive memory instead of a doyle or feeling state. This makes the autistic child unable to comprehend why the other children must play together to have fun. The activities of children we call "pretend play" are those activities which are visible externally. The 3-year-old boy who moves his toy car around on the floor is pretending to be a racer driver. With increased cognitive memory capability, the same 3-year-old boy may visualize the same toy car in his toy box as moving around on a race track. The same kind of "pretend play", but that of the autistic boy is not visible from the outside by observers. Also the first boy shows excitement, and the autistic boy has no doyles of excitement, having never acquired those doyles and stored them except as cognitive memories.

Miscellaneous Topics

Stress-induced Modulation of the Immune System

The pursuit of this topic was inspired by a quote from page 242 of Passion & Reason by Richard and Bernice Lazarus:

Although our understanding of the immune system and how it works is far more sophisticated today than it was years ago, many mysteries remain. We need not examine the details of this system to understand that the most obvious way emotion might contribute to infectious illness is by its effects on the immune process.[See Note 6] Some of the hormones secreted in the presence of stress emotions impair or weaken the immune process by reducing the available number of disease-fighting components, such as lymphocytes (white cells), thereby leaving us more vulnerable to infection. Others probably restore or strengthen the immune process, but we are less sure about this.

[Note 6: See Jemmott, J. B., & Locke, S. E. (1984). Psycholosocial factors, immunological mediation, and human susceptibility to infectious diseases: How much do we know? Pyschological Bulletin, 95, 78-108, for a review.
Also Glaser, R., Kiecolt-Glaser, J. K., Bonneau, R. H., Malarkey, W., Kennedy, S., & Hughes, J. (1992). Stress-induced modulation of the immune response to recombinant hepatitis B. Vaccine. Psychosomatic Medicine, 54, 22-29, for an example of some technical research.]

As my friend, Ray Bagley, used to say, "What does this all mean?" It seems to me it may mean that, if the presence of stressors can suppress the immune system, the progression of a disease that one has had before is possible. In other words, if one got sick with a disease under the age of five, one is more likely to have that disease than any other when one is undergoing a period of stress, up until now, up until one does a doyle trace. Here a sketch of how it may work:

1) Presence of bacteria/virus causes minor presence of symptoms.

2) Body/brain recognizes symptoms and activates doyles associated with previous occurence of symptoms.

3) Doyles from previous illnesses appear and body undergoes stress from the presence of the doyles.

4) Immune system is suppressed due to the stress on the body.

5) Bacteria/virus grow rapidly due to lack of a strong immuno-suppressant response.

6) Illness/disease runs its normal course.

After one has done a successful doyle trace, say, a simple food dislike removal, and one recognizes the symptoms of a repetitive illness in its early stages, one can do a doyle trace when the symptoms next arise. In the subsequent post-trace absence of the stress caused by the non-active illness doyles, the body's immune system mounts a counter offensive, and only a mild bout, if any, of the illness ensues. The next time the bacteria/virus appears, one's immune system may completely foil the attempts of the bacteria/virus in its attempt at flourishing in one's body. In simple words, one doesn't get that illness from now on. My wife suffered every winter with a severe bout of bronchitis before doing a trace some three years ago, shortly after I wrote up the material above. She has had no severe bronchitis since doing the trace. After the trace she saw herself in an all white room. When she checked with her mother if she had bronchitis, her mother said that yes, she did, at age two, and they had to put her under a white oxygen tent for her to breathe.

Stopper Doyles

A stopper doyle is what I call a doyle that acts as an obstacle that prevents you from responding naturally to a situation in real-time. A negative doyle is simply a doyle I don't like, i. e., a bad doyle. Stopper doyles are more subtle -- you might not even be aware of their presence in your life. Many people I've worked with and done follow-up work have reported to me that after removing a doyle, they find themselves in situations where they respond spontaneously in ways they had always wished they could have done.

My daughter with her peers in the university cafeteria is a case in point. One of them said, "You sure were lucky to get a job as an art teacher right out of college."
She snapped back, "Lucky! They were lucky to get me! They got an experienced 33 yr old for the price of an inexperienced 22 yr old!" She reported to me that everyone had a good long laugh, and that she was surprised how quickly she responded. In social situations, a quick response is vital for comradery. Some doyle she had removed had been stopping her from responding so directly, up until now.
How does one find out if one has stopper doyles? Only after removing a bad doyle or two. Most people probably don't even notice the connection. My daughter didn't even though she shared several episodes with me that occurred to her after she removed a stopper doyle. It wasn't until I pointed out the stopper doyle that she noticed them. The name stopper doyle is useful because it points to a type of doyle that is very difficult to notice that it was removed -- for the very reason that the doyle prevented one from doing something, but until one does that something, one has no idea what that something is.

A Proposed Experiment to Confirm the Existence of a Memory Transition in Humans from Doylic Memory to cognitive Memory.

Background: A Scientific American video on PBS described experiments done using a skull cap with about 30 electrodes. Alan Alda put the cap on to demonstrate during his narration of the video. They put the cap on a Chinese man who learned English as 2nd language (EA2L) before age four and showed the results of his speaking Chinese on a 3D computer map of his skull. All energy was centered in the left hemisphere speech area.Then they had him speak English. Same left hemisphere area.

Next they repeated the same experiment with a Vietnamese boy who learned English as 2nd language about age ten. When he spoke Vietnamese the energy was centered in same left hemisphere place as previous subject, but when he spoke English the energy moved all over his brain!

Memory Transition Experiment:
Use the above equipment and run the same experiment on folks who learned EA2L at ages: 3, 4, 5, 6, 7, 8, 9, and 10. Plot the results and then we'll have a confirmation of the portion of your theory dealing with the memory transition that the most hard nosed scientist will have to accept. They won't accept all of doyletics's explanations of the phenomenom, but this will build the foundation for the future experiments to come.

All this can be done without having to destroy the neo-cortex of any animals. The way I came up with this idea was by doing a simple translation of the Joseph LeDoux experiments to humans: take kids aged 3, 4, 5, 6, 7, 8, 9, and 10 , destroy their neo-cortices and present them with buzzer and shocks, then only with the shocks. Plot results. Before 5, the kids will respond to the buzzer as if they'ed been shocked. After 5, they will have no response to the buzzer alone.

This thought-only experiment raises a very interesting question: Without a neo-cortex, will the 3 and 4 year olds ever have a memory transition when they become 5 and 6 years old? Since that's the age when the neo-cortex takes over with cognitive memory storage, will the amygdala continue storing doyles indefinitely in the absence of a cognitive memory capability? [This question may be capable of being resolved by research into neurological disorders which mimic loss of neo-cortex, etc.]

Operational Definitions:

[ These are my definitions based on lots of my study of the etiology of diseases, both psychosomatic diseases and those called real diseases]
disease - a lack of ease, an upset to the homeostasis of the body, which, if continued, results in doylic, hormonal, and then tissue problems (physical damage to body from the inside).
injury - when a lack of ease, an upset to the homoeostasis of the body, continues for a time, it results in physical damage to the body from the outside which we call an injury.


one of the fundamental features of a science is that a possibility exists for empirical falsification [from Prof. Darren Staloff in Lecture 16 of The Search for a Meaningful Past - audio tape] - that is, one must be able to test for and show empirically that the tenets of the science are not contradicted by experiments. Science is a paradigmatic discipline based on models of how things work. A shared conception of basic problems and how they may be solved.


due to arising of simultaneous and conflicting doyles in different sides of the body. [from page 28 of On Knowing.] from page 31: Doyles are the magnetic forces that power the creative act.

[page 30] At the outset I proposed that we define the creative act as effective surprise - the production of novelty. It is reasonable to suppose that we will someday devise a proper scientific theory capable of understanding and predicting such acts.

That is my task - as I noted in the margins on Mar 5, 1999.

[page 32] Given man's search for art forms, it must surely be no accident that there is no art of internal feeling or impulse.

Links to Other Documents Containing Information on Doyletics:

Emotion research starts to yield results! Article published by The National library of Norway [link added Dec 17, 2002]

The Origin of Doylic Memory in the Childhood of Humanity An Essay by Bobby Matherne

Seeing Red — A Study in Consciousness by Nicholas Humphrey

Bright Air, Brilliant Fire by Gerald M. Edelman

What Emotions Really Are by Paul Griffiths

Truth and Knowledge by Rudolf Steiner

Descartes' Error by Antonio R. Damasio

The Emotional Brain by Joseph LeDoux

Education as a Force for Social Good by Rudolf Steiner

The Remembered Present by Gerald M. Edelman

Passion & Reason -- Making Sense of Our Emotions by Richard S. and Bernice N. Lazarus

The Archangel Michael by Rudolf Steiner

The Kingdom of Childhood by Rudolf Steiner

The Trauma of Birth by Otto Rank

The Spiritual Guidance of the Individual and Humanity by Rudolf Steiner

Education and Modern Spiritual Life by Rudolf Steiner

PANACEA! A Review of Doyle Henderson's Pioneering Work in Doyletics

Emile Or On Education by Jean-Jacques Rousseau

Nobody Nowhere -- The Extraordinary Autobiography of an Autistic by Donna Williams

Autism by Francesca Happé

Fruits of Anthroposophy by Rudolf Steiner

Paradigms and Barriers by Howard Margulis

The Body in the Mind by Mark Johnson

The Strange, Familiar, and Forgotten: An Anatomy of Consciousness by Israel Rosenfield

~~~~~~~~~~~~~~~~~~~~~~~~ footnote 1 ~~~~~~~~~~~~~~~~~~~~~~~~~~~

1. In Associative Memory an item is stored according to its content. Therefore it is equally accurate to say "All physical body states are stored" as it is to say "Only novel physical body states are stored". A re-occurrence of a stored physical body will go to the same location as it was previously stored. Only novel ones will go to a different location. The net effect is that no change occurs in the amygdala when non-novel physical body states are stored again. Return to text above footnote (1)

~~~~~~~~~~~~~~~~~~~~~~~~ footnote 2 ~~~~~~~~~~~~~~~~~~~~~~~~~~~

2. There may be some notable exceptions to this rule of non-accessibility for certain persons with eidetic memory and early age recall before the age of five. Research is needed in this area to determine whether such people have advanced processing capability in their amygdaline/limbic structures. Such advanced capabilities may be the root of cause of the developmental problems collected under the rubric of autism. Return to text above footnote (2)

~~~~~~~~~~~~~~~~~~~~~~~~ footnote 3 ~~~~~~~~~~~~~~~~~~~~~~~~~~~

3. [Note: this was re-edited on May 25, 2001. It is originally from an email discussion with Doyle Henderson on Wed, 26 Mar 1997.] When we created the word "doyle" we reified it, made a thing of it, and the question arose about where it was stored, etc. Of course we know it refers to physical body states which are stored in the body, but where is the memory from which doyles are re-triggered stored? That led us to the amygdala/limbic system as a strong candidate.

To define a doyle is easy. Simply put doyles are "physical body states stored before one was five years old." But how do we get from doyles to the concept of doylic memory? Here's a quote from Asby's Introduction to Cybernetics, 1956 as it appears on page 95 of Münchhausen's Pigtail by Paul Watzlawick [ARJ, Vol I, 1995]:

[page 95] Suppose I am in a friend's house and, as a car goes past outside, his dog rushes to a corner of the room and cringes. To me the behavior is causeless and inexplicable. Then my friend says, 'He was run over by a car six months ago.' The behavior is now accounted for by reference to an event of six months ago.

Let's consider an operational of definition of "memory" by Ross Ashby: "Memory is a concept observers invoke to fill in the gap when part of a system is unobservable." If we include "physical body states" or "doyles" as observe-able's, a strange thing to do in the restrictive view of "to observe" as "to see," since physical body states are experienced but, strictly speaking, not seen or observed. It took a quantum leap of thought to make that jump and Doyle P. Henderson did exactly that.

With that background we can look at cognitive and doylic memory now.

cognitive memory is a concept humans invoke to fill in the gap when the visual part of a system is unobservable (in the sense of external seeing) now, but once was, and is now available as internal seeing.

Doylic memory is a concept humans invoke to fill in the gap when the causes of kinesthetic sensations (physical body states) of a system are unobservable (in the sense of there being no identified sensory stimuli from the external world now), but once were, and are now available as internal physical body states or doyles.

A doyle is thus: a pre-transition age (< 5 yrs) bodily experience called up in the present. Just like the dog running into the corner re-experiences something from "memory" which accounts for its behavior, so do we as humans experience something from our pre-five-year-old experience that accounts for our emotional behavior.

Thus doylic memory accounts for the otherwise unexplainable behaviors known as feelings and emotions of all kinds. Every one of them can be traced to determine exactly what happened, or perhaps converted into a cognitive memory without learning exactly what happened. In effect, the traced doylic memory is "erased" because there is no longer a gap between the observable and unobservable.

Quotes from Watzlawick from MP -- one from page 102 and one from page 103:

But the purpose of scientific investigation is not and cannot be the discovery of truth. Eternal truth has no place in science -- least of all on a subject as intangible and self-reflexive as the human mind. The only sensible criterion is the greater efficacy of one approach rather than of another.

If on the other hand, all these theories [Bobby Note: e. g., standard theories of emotions] were concepts "that the observer invokes to fill the gap when part of the system is unobservable" or -- more likely -- is observable but considered irrelevant to or inconsistent with the premises of a particular theory, then the theory itself is in need of revision.

So Watzlawick has made my job of communicating with you very much easier with Ashby's able help. Watzlawick was talking about theories of schizophrenia above, but the application to theories of the origins of emotions is quite clear to me. It shows that theories involving concepts are mere "dormitive principle" fallacies and ready for the dustbin, when a real theory comes along that actully "fills in the gap when part of the system is unobservable" by making it observable or, more accurately for your theory, by making it experience-able again in the now.

Note on "dormitive principle" quoted from page 98 of MP:

. . .the scientists had actually made the mistake which Moliere spoofed 250 years earlier in one of his comedies: He has a panel of learned doctors investigate the reason why opium makes people sleep. After careful consideration they arrive at the conclusion that this is so because opium contains a "dormitive principle".(DP) A word thus leads to a reification, i.e., is made into a thing (res) and -- to quote Ashby once more -- "one may then be templted to start looking for the thing: and one may discover the this 'thing' has some very curious properties." In other words the thing puts people to sleep.
Return to text above footnote (3)

~~~~~~~~~~~~~~~~~~~~~~~~ footnote 4 ~~~~~~~~~~~~~~~~~~~~~~~~~~~

4. Singing a note in perfect pitch or absolute pitch or recognizing a note when one hears it is a quality is valuable for musicians, although relatively few possess this ability. Relative pitch recognition is very common among musicians, but absolute pitch is not. We predict that a child who is exposed to perfect pitches and encouraged to repeat them will develop a life-long ability for perfect pitch or absolute pitch, but only if the child is exposed to this training before the Memory Transition Age or five years old.

Research is beginning to prove this prediction of the science of doyletics correct. Here's a quotation from Dec, 2003 WIRED article “The Key to Genius” about autistic savants and autistic research efforts.

[page 259] (Diana Deutsch is an expert in music cognition.)
Deutsch digitally compared recordings of native speakers of Chinese and Vietnamese saying the same phrases on different days. In Mandarin, ma can mean mother, horse, or hemp, with the rising or falling tones determining the meaning. The tones employed on different days were remarkably consistent, varying as little as a quarter of a semitone, the smallest interval of Western music.
“It looks as though there’s a critical period when every infant has the opportunity to learn absolute pitch, if they grow up in a culture where pitch is associated with meaning,” Deutsch explains. By starting music training early, every child might be able to preserve this inborn ability.
Return to text above footnote (4)

~~~~~~~~~~~~~~~~~~~~~~~~ end of footnotes ~~~~~~~~~~~~~~~~~~~~~~~~~~~


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