scholarly journals SPATIAL ABILITY, 3D MODELING AND STYLES OF THINKING IN RELATION TO BRAIN HEMISPHERE DOMINANCE

2013 ◽  
Vol 54 (1) ◽  
pp. 91-98
Author(s):  
Andrej Šafhalter ◽  
Srečko Glodež ◽  
Karin Bakračevič Vukman
Keyword(s):  
Secondary School ◽  
Spatial Ability ◽  
Left Hemisphere ◽  
3D Modeling ◽  
Right Hemisphere ◽  
Hemispheric Dominance ◽  
Lower Secondary School ◽  
School Students ◽  
Brain Hemisphere ◽  
The Right

The progress of neuroscience and the understanding of children's styles of thinking are opening up new teaching styles that take into account differences in individual cognitive perception. Students can be classified into three distinctive perceptive types, according to the pronounced activity of one cerebral hemisphere in their thinking and information processing: left-hemisphere, right-hemisphere, and integrative type that does not exhibit a considerable dominance of one particular hemisphere. The purpose of the research was to establish differences in the 3D modeling encouraged progression of spatial ability between the left-hemisphere, right-hemisphere and integrative types of students. Computerized 3D modeling employed during technical extra-curricular activity in lower secondary school (grades 6 to 9) may affect the spatial ability of students, which according to other studies, appears to be predominantly connected with the right brain hemisphere. Research was conducted among a variety of lower secondary school students across Slovenia aged 11 – 15 years. Data on spatial ability and its development was collected using a hybrid spatial intelligence test conducted on two separate occasions, while assessment of the learning perception type of students – depending on hemispheric dominance – was obtained using a self-evaluation questionnaire. The 3D modeling of technical objects and objects drawn in orthographic or isometric projection was done with the software Trimble SketchUp. Key words: cognitive development, 3D modeling, hemispheric dominance, spatial ability.

Language Hemispheric Dominance in Patients with Congenital Lesions of Eloquent Brain

Neurosurgery ◽  
2000 ◽  
Vol 47 (3) ◽  
pp. 562-570 ◽  
Author(s):  
Eric M. Vikingstad ◽  
Yue Cao ◽  
Ajith J. Thomas ◽  
Alex F. Johnson ◽  
Ghaus M. Malik ◽  
...  
Keyword(s):  
Early Development ◽  
Left Hemisphere ◽  
Right Hemisphere ◽  
Normal Subjects ◽  
Hemispheric Dominance ◽  
Similar Process ◽  
Stroke Patients ◽  
Congenital Lesions ◽  
Language Representation ◽  
The Right

ABSTRACT OBJECTIVE In 90% of normal subjects, the left hemisphere is dominant for language function. We investigated whether congenital lesions of the left perisylvian regions altered cortical language representation in right-handed individuals. METHODS Using functional magnetic resonance imaging, we studied language hemispheric dominance in five right-handed adult patients with congenitally acquired arteriovenous malformations (AVMs) originating from left hemispheric cortical language regions. The AVMs had not caused neurological symptoms during early development, but patients presented as adults with migraine, seizure, or minor hemorrhage. Results obtained from the AVM patients were contrasted to those from right-handed brain-injured stroke patients recovering from aphasia and to those from right-handed normal subjects. RESULTS During silent picture naming and verb generation tasks, cortical language networks lateralized primarily to the right hemisphere in the AVM group, compared with the left hemisphere in the normal group. This right hemisphere-shifted language network in the AVM group exceeded the shifts toward right hemispheric dominance found in the stroke group. CONCLUSION Patients with AVMs affecting the left perisylvian regions recruited the right hemisphere into language processing networks during early development, presumably in response to congenitally aberrant circulation. This early right hemisphere recruitment in the AVM patients exceeded the similar process in the brains of stroke patients whose left cortical language networks were damaged in adulthood. Our data provide evidence of effective plasticity in the developing human brain compared with the mature brain response to injury. Knowledge of cortical language representation should assist presurgical planning in patients with developmental anomalies affecting apparently language-dominant brain regions.

Hemispheric Dominance, Handedness, Mirror Imaging, and Auditory Sequencing

1969 ◽  
Vol 36 (1) ◽  
pp. 27-36 ◽  
Author(s):  
Alex D. Bannatyne ◽  
Penny Wichiarajote
Keyword(s):  
Spatial Ability ◽  
Research Study ◽  
Right Hemisphere ◽  
Auditory Memory ◽  
The Other ◽  
Neurological Dysfunction ◽  
Hemispheric Dominance ◽  
Complex Phenomenon ◽  
Memory Functions ◽  
The Right

The results of this research study on 50 third grade children indicate that spatial ability and mirror imaging are right hemisphere activities, while some auditory memory functions are associated with the right temporal lobe. Two types of inefficient brains were very tentatively identified, one having a maturational lag and the other a minimal neurological dysfunction. Tests of learned and unlearned handedness indicated that laterality is a much more complex phenomenon than is traditionally assumed.

scholarly journals Hemispheric specializations affect interhemispheric speech sound integration during duplex perception

2019 ◽  
Author(s):  
Basil Christoph Preisig ◽  
Matthias J. Sjerps
Keyword(s):  
Left Hemisphere ◽  
Right Hemisphere ◽  
Response Times ◽  
Speech Sound ◽  
The Other ◽  
Hemispheric Dominance ◽  
Spectral Information ◽  
Speech Sounds ◽  
Spectral Processing ◽  
The Right

The present study investigated whether speech-related spectral information benefits from initially predominant right or left hemisphere processing. Normal hearing individuals categorized speech sounds composed of an ambiguous base (perceptually intermediate between /ga/ and /da/), presented to one ear, and a disambiguating low or high F3 chirp presented to the other ear. Shorter response times were found when the chirp was presented to the left than to the right ear (inducing initially right-hemisphere chirp processing), but no between-ear differences in strength of overall integration. The results are in line with the assumptions of a right hemispheric dominance for spectral processing.

scholarly journals Ascending and descending mechanisms of visual lateralization in pigeons

2008 ◽  
Vol 364 (1519) ◽  
pp. 955-963 ◽  
Author(s):  
Carlos-Eduardo Valencia-Alfonso ◽  
Josine Verhaal ◽  
Onur Güntürkün
Keyword(s):  
Left Hemisphere ◽  
Visual Information ◽  
Right Hemisphere ◽  
Hemispheric Dominance ◽  
Behavioural Pattern ◽  
The World ◽  
Widespread Phenomenon ◽  
The Right ◽  
The Brain ◽  
Present Experimental Evidence

Brain asymmetries are a widespread phenomenon among vertebrates and show a common behavioural pattern. The right hemisphere mediates more emotional and instinctive reactions, while the left hemisphere deals with elaborated experience-based behaviours. In order to achieve a lateralized behaviour, each hemisphere needs different information and therefore different representations of the world. However, how these representations are accomplished within the brain is still unknown. Based on the pigeon's visual system, we present experimental evidence that lateralized behaviour is the result of the interaction between the subtelencephalic ascending input directing more bilateral visual information towards the left hemisphere and the asymmetrically organized descending telencephalic influence on the tecto-tectal balance. Both the bilateral representation and the forebrain-modulated information processing might explain the left hemispheric dominance for complex learning and discrimination tasks.

Investigation of the Effect of Mode and Tempo on Emotional Responses to Music Using EEG Power Asymmetry

2013 ◽  
Vol 27 (3) ◽  
pp. 142-148 ◽  
Author(s):  
Konstantinos Trochidis ◽  
Emmanuel Bigand
Keyword(s):  
Left Hemisphere ◽  
Right Hemisphere ◽  
Emotional Responses ◽  
Interactive Effects ◽  
Eeg Activity ◽  
Musical Excerpt ◽  
Major Mode ◽  
Musical Modes ◽  
Slow Tempo ◽  
The Right

The combined interactions of mode and tempo on emotional responses to music were investigated using both self-reports and electroencephalogram (EEG) activity. A musical excerpt was performed in three different modes and tempi. Participants rated the emotional content of the resulting nine stimuli and their EEG activity was recorded. Musical modes influence the valence of emotion with major mode being evaluated happier and more serene, than minor and locrian modes. In EEG frontal activity, major mode was associated with an increased alpha activation in the left hemisphere compared to minor and locrian modes, which, in turn, induced increased activation in the right hemisphere. The tempo modulates the arousal value of emotion with faster tempi associated with stronger feeling of happiness and anger and this effect is associated in EEG with an increase of frontal activation in the left hemisphere. By contrast, slow tempo induced decreased frontal activation in the left hemisphere. Some interactive effects were found between mode and tempo: An increase of tempo modulated the emotion differently depending on the mode of the piece.

Social Influences - a Psychological Phenomenon in the Choice of Further Course of Education and Career

2015 ◽  
Vol 5 (2) ◽  
pp. 32-53
Author(s):  
Petr Hlaďo
Keyword(s):  
Secondary School ◽  
Family Background ◽  
Social Influences ◽  
Compulsory Schooling ◽  
Lower Secondary School ◽  
Main Attention ◽  
School Students ◽  
Research Papers ◽  
Psychological Phenomenon ◽  
Research Findings

The aim of this overview study is to synthesize Czech, Slovak and foreign empirical findings on the choice of further course of education and career. Attention is focused specifically on social influences as a psychological phenomenon affecting this decision-making process in lower secondary school students at the end of compulsory schooling. The main attention is paid to the roles of parents and family, particularly the influence of family background and family processes. Another issue is the influence of peers, teachers and career counsellors on the choice of further course of education and career. The synthesis of research findings is based primarily on an analysis of research papers published in journals.

Dual Intentional Agency

2018 ◽  
Author(s):  
Elizabeth Schechter
Keyword(s):  
Left Hemisphere ◽  
Practical Reasoning ◽  
Right Hemisphere ◽  
Brain Surgery ◽  
Experimental Conditions ◽  
Split Brain ◽  
Intentional Agency ◽  
Intentional Agents ◽  
Experimental Findings ◽  
The Right

This chapter defends the 2-agents claim, according to which the two hemispheres of a split-brain subject are associated with distinct intentional agents. The empirical basis of this claim is that, while both hemispheres are the source or site of intentions, the capacity to integrate them in practical reasoning no longer operates interhemispherically after split-brain surgery. As a result, the right hemisphere-associated agent, R, and the left hemisphere-associated agent, L, enjoy intentional autonomy from each other. Although the positive case for the 2-agents claim is grounded mainly in experimental findings, the claim is not contradicted by what we know of split-brain subjects’ ordinary behavior, that is, the way they act outside of experimental conditions.

Identity in adolescence and emerging adulthood: relationships with emotional and educational factors

2013 ◽  
Vol 44 (3) ◽  
pp. 266-276 ◽  
Author(s):  
Konrad Piotrowski
Keyword(s):  
Identity Development ◽  
Secondary School ◽  
Secondary School Students ◽  
Identity Crisis ◽  
Upper Secondary School ◽  
Lower Secondary School ◽  
School Students ◽  
Identity Statuses ◽  
Upper Secondary ◽  
Shame And Guilt

Abstract In the processual approach to identity, the role of the interaction between subjective and contextual factors in the process of its development is emphasized. Based on the model of Luyckx et al. (2008) relationships between identity and educational context, as well as the tendency to experience shame and guilt were analyzed.. 821 people aged from 14-25 and belonging to six educational groups: (1) lower secondary school, (2) basic vocational school, (3) technical upper secondary school, (4) general upper secondary school, (5) post-secondary school (medical rescue, massage therapy, cosmetology, occupational therapy) and (6) university, took part in the research. Two questionnaires were used: The Dimensions of Identity Development Scale (DIDS), to allow the measurement of the five dimensions of identity postulated by Luyckx et al (2008) and The Personal Feelings Questionnaire-2 (PFQ-2, Harder, Zalma, 1990) to measure of the shame and guilt proneness. The results show that general upper secondary school students in terms of the dimensions of identity are closer to lower secondary school students rather than to their peers from technical and vocational schools. Among general upper secondary school students not only was a higher intensity of an identity crisis observed, but also a strong tendency to experience shame and guilt. Among lower secondary school students and general upper secondary school students, people with diffusion and moratorium as identity statuses prevailed, while in the remaining groups the achievement and foreclosure identity were observed more frequently. A general relationship was also observed, namely, a greater tendency to experience shame was associated with a higher intensity of an identity crisis.

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