This research paper was for my first class of my first semester for an online learning course (COLL100). The topic had to be related to learning, be about 5-7 pages, and follow the APA style for citing and format. My topic was about the left brain, right brain learning styles.
Hemisphericity and Learning
Hemispheric dominance is the concept that a person uses more of one hemisphere, or side, of the brain to handle its various cognitive needs. It is also commonly referred to as hemisphericity. This idea extends comes from the knowledge that both hemispheres of a person's brain handle different areas of function, not just with thought processes but also physical activity. Hemisphericity pertains not only to the cognitive processes but also to other areas of behaviors and attitudes. It can affect a person’s work and educational experiences by how they learn ideas, information and apply it in real life. The differences started with just basic verbal-nonverbal distinctions but it has progressed into more and more abstract ideas and further away from what research originally suggested (Springer & Deutsch, 1998).
There are multiple questionnaire style tests that are used to determine a person’s dominant hemisphere. These can be found in many places and developed by many people. These tests range from quick and easy, with a few simple questions to longer versions with more questions and more involvement in deciding answers. The thing that most of the tests have in common are that the questions have answers that are either left-brained, right-brained, or a blend of both and then scored with points that either lean towards left or right. One such questionnaire, developed by E.P. Torrance and colleagues, is the ‘Your Style of Learning and Thinking,’ also referred to as SOLAT. Another test, slightly different in style, is the’ Herrmann Brain Dominance Instrument’, developed by Ned Herrmann. Herrmann’s test is divided not into three parts, but into four. These tests are not considered by many experts to actually prove the existence of hemisphericity, as the true process of the brain cannot be fairly evaluated in a questionnaire, and that although advances in neuroscience may be leading to the ability to decide hemispheric dominance through other physical test, science just isn’t quite there yet (Springer & Deutsch, 1998).
What science has proven and where the idea of hemisphericity has came from are the multitudes of studies that have been done on the human brain and its hemispheres. The idea got its start as early as the late 1800s when Dr. Paul Broca’s research showed that the left side of the brain was essential for language, much more than the same section on the right side. The left side specializes in sounds and syntax of language and the right is more dedicated to the emotional side of language (Zimmer, 2009). Scientific research has proven that different areas of the brain control different functions, and that certain functions seem to mainly concentrate in one hemisphere or the other. The brain is composed of, in the most basic sense, two hemispheres with a bundle of nerves connecting them, called the corpus callosum. The corpus callosum is the way that the majority of information is passed from one side of the brain to the other, although it can also act as a barricade to prevent information from crossing to the other hemisphere if that is the efficient way to process it. The two sides of the brain interact, share information, and coordinate the activities that are happening. The activities are usually handled by the side of the brain that is best suited. Processing seems to be based on two things: difficulty of task and practice with the task. If a task is new, the brain seems to tackle the new problem with both sides. But once a task has been learned and practiced more often, it becomes concentrated on side because the brain is comfortable with it and does not need to dedicate as effort to complete (Hellige, 1993).
The left brain is considered the logical side of the brain. The usual characteristics, starting with the most widely believed and then going down to the least researched, more subjective are: verbal; sequential, temporal, digital; logical, analytic; rational; Western thought (Springer & Deutsch, 1998). The left side of the brain is known to be the logical side of the brain that processes information in a linear and sequential fashion. It seeks to use logic to reach conclusions and gathers information in pieces and then makes them into a whole. The left brain is based in reality and because of this likes to be organized and precise (Hopper, 2006).
The left brain dominant student’s learning style is usually more auditory and visual, preferring to learn by listening to lectures and reading information (Conner, 2004). They tend to be better at math, linguistics and sciences. They tend to be list-makers, planners, and goal-setters. If they have a deadline, they strive to make it (Hopper, 2006). They read and follow direction carefully and interpret the information they hear well. They also often prefer to work alone, or if necessary in a group project, to be the leader (Fleming, 2011).
Generally, left brain learners have an easier time learning in the usual ways that teachers prefer because of how they absorb information. Most academic classes cater to the methods of teaching that a left brain student prefers, so they may feel more comfortable in their academic pursuits. They remember dates and processes well and understand the concepts of grammar and linguistics. They may feel uncomfortable with classes that require more creativity will often avoid these (Fleming, 2011).
The right brain is considered the more unrealistic, creative side of the brain. The usual characteristics, starting with the most widely believed and then going down to the least researched are: nonverbal, visuospatial; simultaneous, spatial, analogical; gestalt, synthetic; intuitive; Eastern thought (Springer & Deutsch, 1998). The right brained student may seem to be lost in their world, daydream, and indecisive. They may tend to have a hard time remembering due dates, keeping their notes safe, staying on task and may seem to have a hard time following verbal or written directions (Fleming, 2011). Unlike the left brain, the right brain sees the big picture and then breaks it down into parts. If not given the whole, or a summary, the right brained student may have difficulty learning the concept. Often the right brained student will act on instinct with tests instead of logic (Hopper, 2006).
The learning style of the right brain is tactile and visual, using hands on activities and visual aids such as illustrations, charts, and graphs. They think in terms of what they have seen, sometimes even creating movies of past events in their head to aid with learning. Music and movement often help them with keeping their concentration. They also enjoy doing activities that allow them to just jump right in and use their hands and creativity (Conner, 2004).
It is thought that right brain learners are more likely to struggle with preferred ways of teaching because these methods don’t cater to the way they learn. They have a hard time concentrating on lectures that are presented without visual aids. In classes where their creativity is hindered, they may grow bored and have to struggle to stay focused. These students can help themselves by creating their charts, images and graphs when studying or listening to lectures. They can also try to be more organized, taking lots of notes, making outlines (Fleming, 2011).
The debate is whether it is better to be a left brain or a right brain learner. And the answer to that is that neither left brain nor right brain is better than the other, only different - different in their styles, processes and preferences. Both left and right brain dominant learners can learn the same things, only they may have to approach it in different ways to understand it the best. No one person is entirely right or left brain dominant. Some students even appear to not have a dominance preference and are equally left and right (Hopper, 2006).
As the idea of hemisphericity spreads, teachers are now trying to accommodate both sides of the brain in the learning process by using new techniques. The normal methods of teaching students generally cater to the left brain learner. These methods are lectures, notes, reading, etc… But the right brained learner needs more visual and creative elements such as activities, charts, maps, and graphs. And the teachers themselves may lean towards a preference in how they teach depending on their own dominant hemisphere and learning style (Holbrook, 2011). Preschool teachers are already familiar with teaching using techniques that cater towards the right brain. This is because, in most cases, the right side of the brain develops cognitive skills before the left side. That is why young children seem to learn better when taught with images, engaging voices, and music (Burns, 2011). To accommodate all students, teachers utilize all methods possible, using a mixture of both styles to help their students learn. While the learning environment may never be perfect for everyone, both the teacher and student can make it better for the student themselves.
Students can help themselves learn more efficiently by learning their style and what hemisphere they rely on. The right brain and the left brain process things in different ways and retain things differently. When a student knows how they learn best, they can use these techniques to adapt to learning material that may be presented in a way they aren’t the most comfortable with. And by knowing their weaknesses, students can work on improving them. Students should strive to exercise their weaker side so that when they are confronted with the unfamiliar or non-preferred, they can still manage to learn.
A person’s methods of learning may be affected by the dominant hemisphere in their brain. However, this shouldn’t affect their ability to learn. New teaching techniques are being used by teachers to help both styles of the students. And students can aid themselves by knowing their strengths and weaknesses in learning and utilizing this knowledge to exceed. The key is to develop both sides of the brain because everyone uses both sides of the brain in their daily activities and the ability of the brain to communicate easily between both halves makes it less difficult to learn. “The two sides of the brain may be a legacy inherited from our wormlike ancestors. But their delicate balance of symmetry specialization is now woven into the very essence of human nature,” (Zimmer, 2009, p.2).
References
Burns, M. (2011). Left vs. right: what your brain hemispheres are really up to. Retrieved from http://www.scilearn.com/blog/left-brain-right-brain-hemispheres.php
Conner, M. (2004). Learn more now: ten simple steps to learning better, smarter & faster. John Wiley & Sons, Inc, Hoboken, New Jersey.
Fleming, G. (2011) Left brain students. http://homeworktips.about.com/od/learningstyles/a/leftbrain.htm
Fleming, G. (2011) Right brain students. http://homeworktips.about.com/od/learningstyles/a/rightbrain.htm
Hellige, J. (1993). Hemispheric asymmetry: what’s right and what’s left. Cambridge, Massachusetts. Harvard University Press.
Holbrook,E. (2011). Left brain vs. right brain teaching techniques. http://www.funderstanding.com/content/right-brain-vs-left-brain-2#more-513
Hopper, C. (2006). Learning styles. http://frank.mtsu.edu/~studskl/hd/learn.html
Springer, S., Deutsch, G. (1998). Left brain, right brain: perspectives from cognitive neuroscience. New York, New York. W.H. Freeman and Company.
Zimmer, C. (2009, May). The big similarities & quirky differences between our left and right brains. DISCOVER Magazine. Retrieved from http://discovermagazine.com/2009/may/15-big-similarities-and-quirky-differences-between-our-left-and-right-brains/article_view?b_start:int=0&-C=
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