Ned Hermann improved his model of Brain Dominance in 1979. His Whole Brain Model (Herman, 1995) combines Roger Sperry's left/right brain theory and Paul MacLean's triune model (rational brain, intermediate brain and primitive brain) to produce a quadrant model of the brain. The quadrants are: Left Cerebral (upper left), Left Limbic (lower left), Right Limbic (lower right), Right Cerebral (upper right), as with the other brain models, each area has functions connected it to produce a model of thinking and learning. Practitioners of HBDT use the following labels each quadrant for persons whose strongest preference is in that quadrant:
Left Cerebral: Theorists, Left Limbic: Organizers, Right Limbic: Humanitarians, Right Cerebral: Innovators As Myers-Briggs Type Indicator (MBTI) enthusiasts might speculate, there is a correlation between MBTI preference and HBDI preference. These two models focus on characterizing learners. There has been much further work in characterizing the Cognitive Styles of different learners, such as the work of Furnham (1995) and Ramsden (1992) on Whole/Analytic organization and processing of information, and Verbal/Imagery representation of information. However, there is some debate about whether Cognitive Style should be considered part of Learning Style: “LS are more in terms of processes than outcomes” (Duff, 2003, pp.5). Sadler-Smith (2001) also brings out in their discussion that Cognitive Style and LS are independent.
This is similar to Dunn, Dunn and Price (1979) who identified the factors that influence learners in terms of five types of stimuli: Environmental, Emotional, Sociological, Physiological, and Psychological. For each, they identified specific elements: “Environmental" includes: d...
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...ers, and this mismatch might well be contributing significantly to their poor learning behaviors. There is extensive literature to show that instructional strategies that support multiple learning styles enhance learning not only for ADHD students but all other students as well. Contrary to popular perception, using learning styles does not mean customizing instruction to each individual learner’s preferences, but instead providing opportunities to use multiple styles, including those they are less comfortable with. In addition to this, ADHD students need contextual support in the classroom, and this should be part of their intervention design. There is need for further research into devising instructional strategies that can take advantage of the large body of material on learning styles and learning processes, and understanding their value for ADHD students.
The purpose of the Myers-Biggs Type Indicator personality type is to make the philosophy of psychological indicators defined by C.G Jung comprehensible and beneficial to people. On the other hand, several people realize that every individual prefers diverse learning styles and methods, which is the common way of learning. According to Howard Gardner, to lengthen the learning ability of people, more cognizance needs to be given to different learning style that people will prefer to receive data. There are different types of personality indicator and learning styles, but based on this assignment, I am going to describe two personality types and three learning styles.
Yet still, many people believe that your personality affects which hemisphere you are more dominant in. “It may be that personality types have nothing to do with one hemisphere being more active, stronger, or more connected,” says Nielson. A new nonfiction book written by Stephen M. Kosslyn and G. Wayne Miller portrays the left/right brain theory should be instead referred to as the top brain, bottom brain theory. The book, however not being yet scientifically proven, gives reasons for us to be curious (Lombrozo). Even though all of these theories have been clearly declared a myth, researchers still believe all people should know the terminology left-brain, right-brain and what it refers to, but there are no patterns found that shows people are more dominant with one or the other hemisphere.
Cognitive styles or “thinking styles” refer to how an individual perceive, gather, process and recall information. These styles illustrate a person's way of thinking, remembering or problem solving. It significantly portraits contrasts in people think, see and recollect data. The focus of cognitive psychologists is on the mental processes that affect behavior whereas the purpose of the Myers-Briggs Type Indicator is to make the theories of C. G. Jung related to personality psychological types understandable and useful in people's lives. The main purpose of this theory is that variation in human behavior is consistent. Jung combines these different orientations into four basic perceptual
ADHD is an increasing diagnosis among American students. General education teachers now balance a wide variety of instructional and behavioral needs, as elucidated in IEPs and 504s, while at the same time trying to ensure that all students are successful in achieving academic success as dictated by state standards and expectations. This can be a daunting task and teachers need to be armed with the most effective and most efficient strategies for helping all students achieve their goals.
“ On at least one North Carolina Campus, the University of North Carolina at Chapel Hill, the number of LD and ADHD students seeking eligibility for accommodations has almost doubled since 2002 and has grown eightfold since the 1980s. What’s more, the rate of growth is still accelerating.” (Vickers, 2010). The need for accommodations for LD and ADHD college students remains controversial due to the diagnoses being perceived by some as not legitimate. Today, the academic challenges faced by college students with LD and ADHD are improving due to support provided by coaching and positive phycology approach (Costello & Stone, 2012). Even though the two disabilities are categorized in different groups they share methods that can be integrated such as having counselors, peer tutors, and other services that will meet the student’s individual needs and future achievement. Colleges are looking for ways to better attend the rapidly growing population of students who have learning disabilities and Attention Deficit Hyperactivity Disorder and figuring out the best ways to facilitate their student’s success. With technology advancing everyday, college students have to know how to use a variety of advanced learning technologies to advance in their education. Students who are struggling with LD and ADHD can stumble across obstacles to equal access to these devices and successful learning in this new technological society.
Education is the key to success and life. When children start school, that school is like their job which they have to attend and accomplish work. After all most teachers want their students to have a good education and understand the curriculum. However, not all the kids are the same. Humans are all unique with different processing techniques. Some even have special needs like children with ADHD. This makes it hard for the kids to pay attention to the teacher and focus on doing their work. These kids are smart but just need different techniques to help them learn. There can be a variety of ways depending on the child and his/her reactions, since they also experience different moods and stubbornness. It is crucial that these kids don’t get brushed off and not given the help they need. These students are the future, and their ability to learn and have a good education starts from when they first start going to school. Teachers should be aware of the condition of ADHD so they can help their students succeed. There are different techniques that can be used to teach ADHD kids but it is also important to know how this disease affects the child and their learning ability.
This book covers a multitude of areas addressing ADD and ADHD, including but not limited to managing the classroom, accommodating instructional needs, and student-regulated strategies.
...rrio Minton, C. A., & Myers, J. E. (2008). Cognitive style and theoretical orientation: Factors
Honey, P. & Mumford, A. (2006). The Learning Style Questionnaire 80-item Version. London: Pearson Assessment.
Lateralisation of brain function refers that a particular mental procedures are predominantly specified in either the left or right sides of the brain. These mental roles are being delivered through the left or right hemispheres, although it’s never both. Both hemispheres are engaged in several cognitive functions like verbal language and mental state. Nonetheless, it is more common that language is located at the left hemisphere, whereas emotions function at the right side of the brain. To broadly examine more about localization and lateralization of brain function, a number of case studies was led. The split-brain study executed by Roger Sperry and Michael Gazzaniga in 1964 conducted to a superior
Attention Deficit Hyperactivity (ADHD) is a neurobiological condition which exposes developmentally unsuitable levels of inattention, and/or hyperactivity, and/or impulsivity (Leroux & Levitt-Periman, 2000). ADHD is thought to be caused by a dysfunction in the frontal lobes of the brain. Two percent to six percent of today’s learners are affected by ADHD, while three times as many boys as girls are affected with ADHD (Humphrey, 2009). It is important as educators that we know the signs of the ADHD learner as well as strategies to use to maximize their learning.
There are two prominent symptoms in ADHD, a lack of concentration and a tendency to be impulsive, which are crucial to be addressed due to the fact that they can disturb the learning process. In contrast to normal students, students with ADHD have underdeveloped frontal brains, which lack of development results in slower brain activity (Cole, 2008, para. 3). Therefore, students diagnosed with ADHD generally have difficulty concentrating, which can negatively impact their performance at school. In addition, ADHD students have a propensity to show challenging behaviors, such as hyperactivity and restlessness, which often impede their learning ability (Shih, Wang, & Wang, 2014,...
Morris, R. (2006). An Examination into the theory of brain, lateralization, learning styles, and the implications for education. Left Brain, Right Brain, Whole Brain? Retrieved from, http://singsurf.org/brain/rightbrain.html
Olson, M. H. & Hergenhahn, B. R. (2013). An introduction to theories of learning. Upper Saddle River, NJ: Pearson.
To distinguish a student by their learning style, there must first be a review of the student’s abilities and the factors affecting their learning. When reviewing these factors there will be a sense of when the students responses are more consistent and help a teacher figure out when a student learns the best and how they learn as an individual. There are six different things that could affect the learning of a student: brain processing, senses, physical needs, environment, social needs, and emotional attitudes (Creative learning,1997).