Depression and Functional Dyspepsia (FD) are characterized by comorbidity, overlap depressed and nausea etc. and specially one-disease-one-drug-one-target with inefficacy. Parted accumulations of depression or FD’s pathogenesis mediated by α2-adrenoreceptor or ghrelin etc. are considerable but shared little. Antidepressant (A) or prokinetic (P) agents are many but few A&P. Hippocampus or thalamus-coupled depression or FD is countless but void comorbidity. Ancient Gan-Zhu-Shu-Xie(GZSX whose representative TCM is Chaihu-Shugan-San) clued us to discover simultaneous antidepressant from prokinetic Meranzin Hydrate (MH) via shared α2-adrenoreceptor in acutely Forced Swimming (FS) rat from homogeneous comparison.Here we via Chaihu-Shugan-San as tool study causalities from monism (FS, MH and ghrelin) to dualism (gut-brain disorder,A&P and shared regulation) and fuse above via 7.0 T fMRI-BOLD signal, compared with well-known mechanism of positivecontrol. Top 3 foci of BOLD following FS rat with depressed behavior and hypomotility (DB&H) are activities of Hippocampus-

Thalamus-Basal ganglia (HTB) circuit. A&P MH similar to CSS stimulated deactivation of 4.02-fold for hippocampus and 1.45-fold for thalamus than fluoxetine. Ghrelin antagonist [D-Lys3]-GHRP-6 synchronously inhibited above A&P and BOLD HTB foci. As expected, prokinetic mosapride only acted on thalamus and basal ganglia and nothing for hippocampus. Among HTB, hippocampus is as protagonist for depression and deputy for FD, thalamus is on the contrary, often basal ganglia is as projection to HT according to percentage of HTB each from search of PubMed. This functionally novel connection of HTB following acute stress, treatment and regulation highlights (anti) prokinetic unified theory.

Savant syndrome is an unusual condition. It is a phenomenon whereby individuals with challenging intellectual disabilities, including Autism Spectrum Disorder (ASD), may demonstrate some areas of talents which are in contrast with their overall low level of general functioning (Bennett & Heaton, 2017; Finocchiaro et al., 2015; Jeon, 2016). One in ten persons with ASD has savant abilities in varying degrees (Finocchiaro et al., 2015; Treffert, 2014). Today, many parents of individuals with ASD are focused on the individual’s deficits rather than on his or her strengths. Even when parents recognize and identify their child’s savant skill to be valuable, and wish to develop this talent, they face the challenge that there are insufficient programs committed to supporting the development and improvement of such savant skills. By understanding the association between parental perception and its influence on the support for the development of savant skills, the author hopes to promote awareness amongst parents of individuals with ASD about the importance of providing additional impetus for governmental and non-governmental organizations to endorse such awareness. In addition, the author hopes that these organizations will

develop and improve curriculums committed to the advancement of savant skills for individuals with ASD. Researchers used to consider savant skills as unimportant. However, the savant syndrome has become an area of research for scientists who are endeavoring to comprehend the intricacies of the human mind. The savant syndrome has been used to describe individuals who have intellectual disabilities and challenges, yet possess extraordinary abilities in reading, arithmetic, calendar calculations, art or music (Finocchiaro et al., 2015; Jeon, 2016). The findings to this study indicate that there may be a larger percentage of individuals with ASD who possess savant skills than established in previous literature. The study also suggests that developmental success of savant skills is highly reliant on parental perceptions and their corresponding support. The high frequency of savant skills amongst individuals with ASD determined in this study lends further support to the theory that there is a close connection between ASD and the occurrence of savant skills (Boso et al., 2010; Clark, 2001). Thus, this study has implications for the way parents and professionals engage with individuals with ASD. In most settings, parents and professionals tend to work on the deficits and shortfalls of individuals with ASD. An alternative approach is to work on the positive traits and strengths of individuals with ASD to enhance their interests and talents. This may involve substantial rethinking of practices concerning individuals with ASD.