Chapter 7 THE POWER OF THE MIND: THE WHOLE BRAIN THEORY What is the Whole Brain Theory?
In 1861, Paul Broca conducted a study on the language and left-right brain specialization on a patient who had problems with language. After several tests, Broca theorized that some language functions reside on the left side of the brain. Dr. Roger Sperry conducted a study for epilepsy, which gave him the 1981 Nobel Prize for Physiology or Medicine. Sperry explained that the brain has two hemispheres that perform tasks differently from each other. He discovered that the left hemisphere of the brain was performing tasks that were intuitive, creative, and synthesizing; while the ri ght hemisphere of the brain was more adept with analytical, logical, reasoning, and critical cri tical thinking. Dr. Perry’s theory was known as the “Split“Split -Brain Theory.” (The Split Brain Experiments) Neuroscientist by the name of Dr. Paul MacLean identified three distinct p arts of the brain, namely: neocortex, limbic system , and reptilian complex, r eferred eferred to as “The Triune Brain Theory.” Dr. MacLean, the neocortex or rational brain is responsible for intellectual tasks such as language, planning, abstraction, and perception, while the limbic system or the intermediate brain is responsible for the motivation and emotion involved in feeding, reproductive behavior, and parental behavior. Finally, there is the primitive brain or the reptilian complex, which controls the self-preservation and aggressive behavior of humans similar to the survival instincts of animals. Ned Herrmann came up with his own theory called the “Brain “ Brain Dominance Theory.” Theory. ” People normally have a more dominant part of their body, like a more dominant leg, eye, or arm, which a person often prefers to use. Herrmann extended this dominance theory to the brain which he concluded to having not just two parts but four, the upper l eft and right hemispheres, and the lower left and right limbic halves. They are all connected to each other. Herrmann is regarded as the “Father of Brain Dominance Technology.” Herrmann’s Four Dominant Quadrants
Herrmann labeled the four quadrants of the brain as: 1. 2. 3. 4.
Upper Left (A) Cerebral Mode – Mode – key key word for thIs quadrant is ANALYTICAL Lower Left (B) Limbic Mode – Mode – key key word for this quadrant is ORGANIZED Lower Right (C) Limbic Mode – Mode – key key word for this quadrant is INTERPERSONAL Upper Right (D) Limbic System – System – key key word for this quadrant is IMAGINATIVE
Portion A and B are known as the left side brain thinking and portions C and D are known as the right side brain thinking. Based on this model, Herrmann developed Herrmann Brain Dominance Instrument (HBDI), a 120-question survey instrument that measured the preference strengths of the four quadrants. This is very useful in identifying occupational profil es (Herrmann Internation al). Real life application of this is in solving problems and taking a different approach to finding solutions through more creative problem solving. QUADRANT
KEY WORDS
A Analytical Thinking
Logical factual, critical, technical, quantitative, abstract, impersonal
B Sequential Thinking
Conservative, structured, organized, detailed, planned
C Interpersonal Thinking
Emotional, spiritual, feeling, sensory, kinesthetic
PREFERRED ACTIVITIES Collecting data, listening to informational lectures, reading textbooks, judging ideas based on facts, criteria, and logical reasoning Following directions, repetitive detailed homework problems, time management and schedules, planning and organizing Listening to and sharing ideas, looking for personal
RESPONDS WELL TO Technical or financial information, theories, charts and graphs, formal approach, data heavy content Agendas, goals and objectives, simple graphs and presentations, stickler for time, step-by-step procedures before concluding Creative and free flowing activities, experiential
VULNERABILITIES Too focused, may miss synergistic opportunities, favors individual vs. group work, tends to place facts over people, problems with delegating Reluctant to changes, tends to miss the big picture, does not appreciate innovative ideas, avoids dynamic situations
Dislike for routine and structured activities, tendency to
TYPICAL OCCUPATIONS CEO of technical organizations, stock market broker, chemist, computer programmer, finance manager
Technical manager, operations manager, bookkeeper, drill sergeant, supervisory nurse, construction engineer Marketing, sales, real estate, elementary school
meaning, sensory input teamwork, winwin situations
D Imaginative Thinking
Visual, holistic, Looking at the big intuitive, innovative, picture, taking conceptual initiative, simulations (“what if questions”), visual aids, appreciate beauty of a problem, brainstorming, visionary
activities like music and art, people-centered activities and discussions Fun activities, humor, future oriented activities, experimentation, thought provoking and challenging situations, visuals
be impulsive and emotional. Often misses out on details
teacher, social worker, counselor, secretary
Can be impractical, tend to overlook details, may tend to procrastinate especially if they do not like what they are doing like repetitive tasks, difficulty in prioritizing
Artist, entertainer, musician, entrepreneur, strategic planner, creative writer, film director
Whole Brain Theory in Learning
How does the Whole Brain Theory enhance the learning process? It has been observed that brain dominance leads to thinking preferences that influence and improve learning styles. Quadrant A learners are very much into logical thinking, enjoy analyzing information and understand better when presented with numbers and quantities. Quadrant A learners expect exact information that are straight to the point, and they would also want to be fed with lots of theories, numbers, data, logical explanations and results of research studies. They will find it difficult to express their inner thoughts and emotions. Quadrant B learners easily grasp things in sequence, enjoy organizing ideas and things, assess situations and information, and apply what they have learned into practice. They will always demand for clear instructions or directions, and would rather apply what they have learned in practical situations rather than just theories. They may find it difficult to understand concepts without any examples to show how these are applied. Their big challenges are in taking risks and doing things that are not clearly defined to them. A & B learners are often characterized as practical, reality-based, and down-to-earth persons. Quadrant C learners are very sociable learners who enjoy learning with group with whom they share ideas and projects. They are very focused and involved when trying to learn something. They also tend to reflect on what they have understood and acquired in terms of knowledge, and most of the time use their bodies and movement while learning. The C learner is also emotional and would share their emotions with a group. Personal feedback is therefore important to them. Quadrant D learners are the curious ones who enjoy discovering, experimenting, and exploring activities. They are strong thinkers when it comes to conceptualizing and putting all the seemingly unrelated parts and connecting these parts together, synthesizing, and in creating new ideas and concepts. The D learners enjoy games and surprises, are a visual learner, and needs different varieties of approaches to learning. D learners will have difficulty meeting deadlines and rigid environments. C and D learners are often characterized as fun, flexible, and open-minded persons. Quadrant A Learner Analyzes data Down-to-earth Critical Logical thinker Understands money Works with numbers
Quadrant D Learner Vivid imagination Explores Curious Experiments Flexible Conceptualizes Uses visual to learn Risk-taker
Quadrant B Learner Get things done Submits on time Creates procedures Plans and organizes Neat and organized Reliable in getting things done
Quadrant C Learner Tactile Sensitive Emotional Sociable Expressive Shares knowledge Uses physical movements
Mind Mapping
Organizing information and concepts through the use of maps or diagrams has been a practice among thinkers as early as the third century. According to Dictionary.com: “A mind map is a diagram used to represent ideas or information branching from a central key word or idea and used as an aid in study, organization, problem solving, decision-making, and writing.” Mind maps are useful visual tools that help in linking together concepts and information in such a way that the interconnection and interrelation of these are clearly laid out and easily accessible to help in problems solving and for reference and review. Mind maps are useful during brainstorming sessions, making decisions, organizing information, simplifying complex ideas, notetaking, and even for personal use. Five essential characteristics of mind mapping:
1. 2. 3. 4. 5.
The center image represents the main idea, subject, or focus. The main branches radiate from the central image. The branches comprise a key image or word drawn or printed on its line. Twigs represent the lesser topics. The branches form a connected nodal structure.
Using Mind Maps Effectively
Use Single Words or Simple Phrases – in mind maps, single, strong words, and short meaningful phrases can convey the same meaning more potently. Print Words – joined up or indistinct writing is mor e difficult to read. Use Color to Separate Different Ideas – color can help to show the organization of the subject. Use Symbols and Images – pictures can help you to remember information. Use Cross-Linkages – information in one part of a mind map may relate to another part.
Summarization of this Chapter 1. Neuroscientists and psychologists proposed several theories about the brain and its functions. Sperry expounded the “Spit-Brain Theory.” He stated that the brain has two hemispheres, the left and the right hemispheres. Sperry further proposed that the left brain hemisphere is where analytical and r ational thinking resides, while the right brain hemisphere represents the creative and synthesizing part. 2. Ned Herrmann theorized that the brain has four parts, after putti ng together Sperry’s “Split-Brain Theory” and MacLean’s “Triune Brain Theory.” 3. Herrmann’s theory was the four brain quadrants represent the dominant characteristics of a person’s thinking. He labeled each quadrant as A for the logical, rational, and analytically dominant person; B for the organizationally and sequentially dominant thinking person; C for emotionally inclined and kinesthetically dominant thinking person; and D for the instinctive, creative, and synthesizing dominant thinking person. 4. Brain dominance leads to thinking preferences that influence and determine the learning styles of a person. 5. Understanding the brain-dominant characteristic of an individual helps others to accept and acknowledge the differences between the way people think and learn. 6. Mind mapping is a technique or tool that organizes and put into contextual relationships various information, concepts, and ideas. This is often used effectively in brainstorming, planning, presenting, and even in personal life.
