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The document looks at left/right brain research as it relates to learning styles and teaching styles, particularly in special education. An initial section on brain basics covers the history of brain research, methods of investigation, cerebral dominance, divisions of labor of the bifunctional brain, language and related functions, bilingualism, learning styles, traditional education and the single brain, and emotions and the brain. A second section considers the need to integrate both convergent left-hemisphere modes in learning experiences. Another section examines determinants of neurologically based learning styles including the impact of age, sex, and handedness on left or right brain learning style preference. The effects of relaxation and diet upon brain functioning is the topic of the fourth section. The fifth section discusses findings relative to the study of learning disabilities, mental health, and creativity. Methods for educational assessment of learning styles are reviewed, such as the Structure of Intellect Learning Abilities Test and the Wechsler Intelligence Scale for Children-Revised. Steps toward dealing with the whole child in the educational system should incorporate consideration of teachers' verbal and nonverbally expressed attitudes, relaxation strategies, general strategies which more fully involve the brain in learning, and curricular strategies which promote integrated processing of information. Following a summary and a list of implications for education are appendixes which contain 35 activities to stimulate integrated/right brain processes and a brief report on the deprivation of estimates for national prevalence of right brain children. (SW)

Includes bibliographical references (p. 253-254) and index

Includes bibliographical references (p. 253-254) and index

Using current right brain/left brain research, this paper develops a model that explains acting's underlying quality--the actor is both himself and the character. Part 1 presents (1) the background of the right brain/left brain theory, (2) studies showing that propositional communication is a left hemisphere function while affective communication is a right hemisphere function, and (3) a discussion of the model based on primary neuropsychological studies. Part 2 explores whether the model is compatible to acting theory by matching it to three established theorists (Grotowski, Stanislavski, and Brecht), and suggests that because it is compatible with their theories and useful in understanding their differences, it gains credibility. Part 3 assesses the model's usefulness in dealing with actors, particularly in teaching, by looking at the very different approaches of two important teachers of acting (Viola Spolin and Kristen Linklater), and illustrates how the model is useful for understanding both teachers and illuminating their differences. Part 4, the summary, suggests directions to take and questions to explore. Notes and a bibliography are appended. (EL)

Using current right brain/left brain research, this paper develops a model that explains acting's underlying quality--the actor is both himself and the character. Part 1 presents (1) the background of the right brain/left brain theory, (2) studies showing that propositional communication is a left hemisphere function while affective communication is a right hemisphere function, and (3) a discussion of the model based on primary neuropsychological studies. Part 2 explores whether the model is compatible to acting theory by matching it to three established theorists (Grotowski, Stanislavski, and Brecht), and suggests that because it is compatible with their theories and useful in understanding their differences, it gains credibility. Part 3 assesses the model's usefulness in dealing with actors, particularly in teaching, by looking at the very different approaches of two important teachers of acting (Viola Spolin and Kristen Linklater), and illustrates how the model is useful for understanding both teachers and illuminating their differences. Part 4, the summary, suggests directions to take and questions to explore. Notes and a bibliography are appended. (EL)

This article is from Brain Sciences , volume 2 . Abstract The unconscious effects of an emotional stimulus have been highlighted by a vast amount of research, whereover it remains questionable whether it is possible to assign a specific function to cortical brain oscillations in the unconscious perception of facial expressions of emotions. Alpha band variation was monitored within the right- and left-cortical side when subjects consciously (supraliminal stimulation) or unconsciously (subliminal stimulation) processed facial patterns. Twenty subjects looked at six facial expressions of emotions (anger, fear, surprise, disgust, happiness, sadness, and neutral) under two different conditions: supraliminal (200 ms) vs. subliminal (30 ms) stimulation (140 target-mask pairs for each condition). The results showed that conscious/unconscious processing and the significance of the stimulus can modulate the alpha power. Moreover, it was found that there was an increased right frontal activity for negative emotions vs. an increased left response for positive emotion. The significance of facial expressions was adduced to elucidate cortical different responses to emotional types.

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Brief Overview of major right brain/left brain differences

Brief Overview of major right brain/left brain differences

Recent findings on the communicative functions of the left versus the right hemisphere of the brain may suggest that there is a distinction between the intentional use of symbols for the sending of specific messages or propositions (language, signing, pantomime) and spontaneous expressive behaviors that signal their meaning through a natural relationship with that which is signified. Recent research into the functions of the left and right cerebral hemispheres and the patterns of communicative deficit in patients suffering from brain damage suggests that the hemispheres play different roles in these communicative processes. The left hemisphere is particularly involved in the symbolic communication process, while the right hemisphere plays a special role in spontaneous communication. Damage to the left hemisphere in right handed people is associated with deficits in language expression and comprehension--the aphasias. Nonverbal communication is relatively intact in aphasic patients, however. While it is likely that the two hemispheres are both associated with either spontaneous or symbolic processes, it should be emphasized that the two systems are highly interactive, and serve to modify one another. One cannot be fully understood without the other. (HTH)

Recent findings on the communicative functions of the left versus the right hemisphere of the brain may suggest that there is a distinction between the intentional use of symbols for the sending of specific messages or propositions (language, signing, pantomime) and spontaneous expressive behaviors that signal their meaning through a natural relationship with that which is signified. Recent research into the functions of the left and right cerebral hemispheres and the patterns of communicative deficit in patients suffering from brain damage suggests that the hemispheres play different roles in these communicative processes. The left hemisphere is particularly involved in the symbolic communication process, while the right hemisphere plays a special role in spontaneous communication. Damage to the left hemisphere in right handed people is associated with deficits in language expression and comprehension--the aphasias. Nonverbal communication is relatively intact in aphasic patients, however. While it is likely that the two hemispheres are both associated with either spontaneous or symbolic processes, it should be emphasized that the two systems are highly interactive, and serve to modify one another. One cannot be fully understood without the other. (HTH)

We talk left brain/right brain with Councillor/Therapist Maree Haworth and look at how to break the circuit when our brain is obsessing about things

207 p. : 28 cm

207 p. : 28 cm

207 p. : 28 cm

207 p. : 28 cm

This 27-item bibliography represents the variety of articles added to the ERIC database from 1983 through 1988 on left-brain/right-brain research, theory, and application as it relates to classroom incorporation. Included are conflicting opinions as to the usefulness of left-brain/right-brain studies and their application in the learning environment. However, most of the articles in the database describe learning activities which incorporate the research and support applications in the classroom. Many of the articles propose ways for people to become more whole-brained. (RAE)

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These tapes are extremely rare. Obviously I can't buy them cause... let's face it. I'm broke. If you wanna pick them up and rip them, go nuts. I just uploaded these images to show you proof that these exist.

These tapes are extremely rare. Obviously I can't buy them cause... let's face it. I'm broke. If you wanna pick them up and rip them, go nuts. I just uploaded these images to show you proof that these exist.

Is the Left Brain the psychoanalytic EGO? Is this a NEW PARADIGM? ~ Work with Me 1-on-1 | https://uberboyo.com/coaching/ Get the BOYO BOOKLIST Emailed to you | https://mailchi.mp/4a01d0f87486/join-the-boyos PREMIUM Podcast (Patreon Replacement) | https://uberboyo.com/join/ My Music | https://podlink.to/uberboyomusic Instagram | https://www.instagram.com/uberboyo/

Left Brain, Right Brain: Human nature and political values Matthew Taylor will explore how brain and behaviour research is increasingly being incorporated into political and policy debate. Respondent: Tim Harford Chair: Jenni Russell

Left Brain, Right Brain: Human nature and political values Matthew Taylor will explore how brain and behaviour research is increasingly being incorporated into political and policy debate. Respondent: Tim Harford Chair: Jenni Russell

Testing #finger #speed. #Science #time #reaction #simultaneously left and right #brain and #hand #thumb #loop-MUZEHwl5Dhj.mp4 Testing finger speed Science time reaction simultaneously left and right brain and hand thumb loop MUZEHwl5Dhj mp4 finger speed Science time reaction simultaneously brain hand thumb loop

Knock on wood. Careless Whisper. Prometheus and Trickery. Truth and Falsehood. Bodega Bro. Baby Jessica. Talkin' bout brains. Soy left brain, Chad right brain. Links: The Master and His EmissaryMAPSOC.ORGSumo's SubstackThe Saint Nicholas ProjectDonate HERE!Follow us on Twitter: Sumo / SmokestackLinkswww.MAPSOC.orgFollow Sumo on TwitterAlternate Current RadioSupport the Show!Subscribe to the Podcast on GumroadSubscribe to the Podcast on PatreonBuy Us a Tibetan Herbal TeaSumo's SubstacksHoly is He Who WrestlesModern Pulp

Knock on wood. Careless Whisper. Prometheus and Trickery. Truth and Falsehood. Bodega Bro. Baby Jessica. Talkin' bout brains. Soy left brain, Chad right brain. Links: The Master and His EmissaryMAPSOC.ORGSumo's SubstackThe Saint Nicholas ProjectDonate HERE!Follow us on Twitter: Sumo / SmokestackLinkswww.MAPSOC.orgFollow Sumo on TwitterAlternate Current RadioSupport the Show!Subscribe to the Podcast on GumroadSubscribe to the Podcast on PatreonBuy Us a Tibetan Herbal TeaSumo's SubstacksHoly is He Who WrestlesModern Pulp

In this early RSA Animate Matthew Taylor explores how brain and behaviour research is increasingly being incorporated into political and policy debate. Watch the full lecture here: http://www.thersa.org/events/video/archive/matthew-taylor---left-brain,-right-brain-human-nature-and-political-values The RSA is a 258 year-old charity devoted to creating social progress and spreading world-changing ideas. For more information about our research, RSA Animates, free events programme and 27,000 strong fellowship. Find out more about the RSA at http://www.thersa.org Join the RSA on Facebook at http://www.facebook.com/thersaorg ------ This audio has been edited from the original event by Abi Stephenson.

The left side of the brain has been said to process speech along with logical, rational, convergent, objective, and sequential tasks. The right side of the brain is thought to process nonverbal, spatial, musical, and analogical information. This paper discusses the research on brain hemisphericity from the perspectives of traditional and wholetheme constructivism. Hemisphericity refers to the relative dominance of the left or right cerebral hemisphere in an individual's functioning, irrespective of the cognitive nature of the task, and is thought to be reflected in the individual's cognitive style. One of the controversies that surrounds brain hemispheric dominance is the origin or cause of the phenomena. While some scientists contend that cerebral dominance is genetic in origin, others argue that it is the result of cultural and educational practices. A biofunctional theory allows for the roles of genes and culture. It is argued that cultural and educational biases for verbal and analytical abilities resulted in the traditional piecemeal approaches that break the content of new information into parts and offer it in a sequential style. This has resulted in consistent use of the left hemisphere, and consequently in cerebral dominance. (Contains 1 table and 47 references.) (Author/SLD)

Perhaps the most dramatic failure in postsecondary education has been in the teaching of mathematical skills. The different functions of the right and left hemispheres of the brain require different approaches to education. Due to their emphasis on language and verbal processing, schools have failed to give adequate stimulation to the right side of the brain and thus tend to discriminate against right brain (RB) dominant students. Many students show a preferred RB (intuitive) thinking style and consequently have struggled in school because their thinking style did not conform to typical left brain (LB) or logic-based instruction and testing. LB dominant students were generally successful in algebra, while RB students tended to succeed in classes involving trigonometry, conics, vectors, and complex numbers. Findings of one study show that in a beginning calculus course, 70% of unsuccessful students were LB, even though there was no significant difference in successful LB versus RB students. Although there has been research which casts doubt upon the validity of the LB/RB distinction, it is clear that students approach problem solving from either an intuitive or logical point of view, and educators must accommodate both learning styles. Instructors must teach students the difference between LB and RB styles of thinking. They should show how different thinking styles could have led to negative classroom experiences which in turn could be at least partly responsible for a difficulty in learning math. A list of 25 references is included. (MAB)

Perhaps the most dramatic failure in postsecondary education has been in the teaching of mathematical skills. The different functions of the right and left hemispheres of the brain require different approaches to education. Due to their emphasis on language and verbal processing, schools have failed to give adequate stimulation to the right side of the brain and thus tend to discriminate against right brain (RB) dominant students. Many students show a preferred RB (intuitive) thinking style and consequently have struggled in school because their thinking style did not conform to typical left brain (LB) or logic-based instruction and testing. LB dominant students were generally successful in algebra, while RB students tended to succeed in classes involving trigonometry, conics, vectors, and complex numbers. Findings of one study show that in a beginning calculus course, 70% of unsuccessful students were LB, even though there was no significant difference in successful LB versus RB students. Although there has been research which casts doubt upon the validity of the LB/RB distinction, it is clear that students approach problem solving from either an intuitive or logical point of view, and educators must accommodate both learning styles. Instructors must teach students the difference between LB and RB styles of thinking. They should show how different thinking styles could have led to negative classroom experiences which in turn could be at least partly responsible for a difficulty in learning math. A list of 25 references is included. (MAB)

Perhaps the most dramatic failure in postsecondary education has been in the teaching of mathematical skills. The different functions of the right and left hemispheres of the brain require different approaches to education. Due to their emphasis on language and verbal processing, schools have failed to give adequate stimulation to the right side of the brain and thus tend to discriminate against right brain (RB) dominant students. Many students show a preferred RB (intuitive) thinking style and consequently have struggled in school because their thinking style did not conform to typical left brain (LB) or logic-based instruction and testing. LB dominant students were generally successful in algebra, while RB students tended to succeed in classes involving trigonometry, conics, vectors, and complex numbers. Findings of one study show that in a beginning calculus course, 70% of unsuccessful students were LB, even though there was no significant difference in successful LB versus RB students. Although there has been research which casts doubt upon the validity of the LB/RB distinction, it is clear that students approach problem solving from either an intuitive or logical point of view, and educators must accommodate both learning styles. Instructors must teach students the difference between LB and RB styles of thinking. They should show how different thinking styles could have led to negative classroom experiences which in turn could be at least partly responsible for a difficulty in learning math. A list of 25 references is included. (MAB)

Perhaps the most dramatic failure in postsecondary education has been in the teaching of mathematical skills. The different functions of the right and left hemispheres of the brain require different approaches to education. Due to their emphasis on language and verbal processing, schools have failed to give adequate stimulation to the right side of the brain and thus tend to discriminate against right brain (RB) dominant students. Many students show a preferred RB (intuitive) thinking style and consequently have struggled in school because their thinking style did not conform to typical left brain (LB) or logic-based instruction and testing. LB dominant students were generally successful in algebra, while RB students tended to succeed in classes involving trigonometry, conics, vectors, and complex numbers. Findings of one study show that in a beginning calculus course, 70% of unsuccessful students were LB, even though there was no significant difference in successful LB versus RB students. Although there has been research which casts doubt upon the validity of the LB/RB distinction, it is clear that students approach problem solving from either an intuitive or logical point of view, and educators must accommodate both learning styles. Instructors must teach students the difference between LB and RB styles of thinking. They should show how different thinking styles could have led to negative classroom experiences which in turn could be at least partly responsible for a difficulty in learning math. A list of 25 references is included. (MAB)

Perhaps the most dramatic failure in postsecondary education has been in the teaching of mathematical skills. The different functions of the right and left hemispheres of the brain require different approaches to education. Due to their emphasis on language and verbal processing, schools have failed to give adequate stimulation to the right side of the brain and thus tend to discriminate against right brain (RB) dominant students. Many students show a preferred RB (intuitive) thinking style and consequently have struggled in school because their thinking style did not conform to typical left brain (LB) or logic-based instruction and testing. LB dominant students were generally successful in algebra, while RB students tended to succeed in classes involving trigonometry, conics, vectors, and complex numbers. Findings of one study show that in a beginning calculus course, 70% of unsuccessful students were LB, even though there was no significant difference in successful LB versus RB students. Although there has been research which casts doubt upon the validity of the LB/RB distinction, it is clear that students approach problem solving from either an intuitive or logical point of view, and educators must accommodate both learning styles. Instructors must teach students the difference between LB and RB styles of thinking. They should show how different thinking styles could have led to negative classroom experiences which in turn could be at least partly responsible for a difficulty in learning math. A list of 25 references is included. (MAB)

This video is from my #UnderTheSkin episode with Dr. Iain McGilchrist, where we dicuss the relationship between the left brain & right brain and how our social systems are constructed. His new book 'The Matter With Things' is available for pre-order here: https://channelmcgilchrist.com/pre-order-book/ You can listen to the full conversation over on Luminary, available on Apple Podcasts at apple.co/russell #IainMcGilchrist #socialsystems #politics #brain #russellbrand Elites are taking over! Our only hope is to form our own. To learn more join my cartel here https://www.russellbrand.com/join and get weekly bulletins too incendiary for anything but your private inbox. *not a euphemism Listen to my Luminary Original podcast, Under The Skin, to hear from guests including Edward Snowden, Jonathan Haidt, Jordan Peterson, Naomi Klein, Kehinde Andrews, Adam Curtis and Vandana Shiva. Subscribe to Luminary at http://apple.co/russell My NEW weekly meditation podcast, Above the Noise, is available now only on Luminary. SEE ME LIVE! Check out my live events and buy tickets here https://www.russellbrand.com/live-dates/ My Audible Original, ‘Revelation', is out NOW! US: http://adbl.co/revelation UK: http://adbl.co/revelationuk AU: http://adbl.co/revelationau CA: http://adbl.co/revelationca For meditation and breath work, subscribe to my side-channel: https://www.youtube.com/c/AwakeningWithRussell Instagram: http://instagram.com/russellbrand/ Twitter: http://twitter.com/rustyrockets

An after-school fine arts program was developed at J. W. Sexton High School (Lansing, Michigan), based on the premise that participation in the fine arts, particularly by African Americans, would lead to higher grade point averages and a greater commitment to school life. A review of relevant literature revealed a number of reasons for low academic achievement in African American children, including low self-confidence and non-supportive school environment. Research on brain hemisphericity and learning theory, integration of fine arts to enhance whole brain learning, and motivation and engagement of students in school life also supported the Sexton High School program. The program was designed to give participants confidence to join clubs, take academic risks, and become part of band, orchestra, drama, forensics, etc. during the next semester or year. Total number of program participants was 68, of whom 54 were considered "at risk." During the study, 45 percent of participants increased their grade point average, 100 percent of participants joined a school club or sport, and school staff noted an improvement in the behavior of participants. Parents involved in the program reported positive changes in their children's home and school behavior. The findings suggested that students are unsuccessful at school not because they lack the mental ability to perform the tasks, but because they lack responsible behavior. Fine arts require higher order thinking skills, individual and group efforts, and an atmosphere of controlled freedom which teaches responsibility. In this particular high school, the program supported the theory that whole brain development is critical to learning theory and should assure the inclusion of fine arts in the school curriculum and extra-curricular activities. The program also supported the premise that students involved in student life make a greater commitment to their academic achievement, and hence have greater success in high school. (Contains 50 references.) (ND)

This article is from Frontiers in Human Neuroscience , volume 8 . Abstract Peripersonal space, as opposed to extrapersonal space, is the space that contains reachable objects and in which multisensory and sensorimotor integration is enhanced. Thus, the perception of peripersonal space requires combining information on the spatial properties of the environment with information on the current capacity to act. In support of this, recent studies have provided converging evidences that perceiving objects in peripersonal space activates a neural network overlapping with that subtending voluntary motor action and motor imagery. Other studies have also underlined the dominant role of the right hemisphere (RH) in motor planning and of the left hemisphere (LH) in on-line motor guiding, respectively. In the present study, we investigated the effect of a right or left hemiplegia in the perception of peripersonal space. 16 hemiplegic patients with brain damage to the left (LH) or right (RH) hemisphere and eight matched healthy controls performed a color discrimination, a motor imagery and a reachability judgment task. Analyses of response times and accuracy revealed no variation among the three groups in the color discrimination task, suggesting the absence of any specific perceptual or decisional deficits in the patient groups. In contrast, the patient groups revealed longer response times in the motor imagery task when performed in reference to the hemiplegic arm (RH and LH) or to the healthy arm (RH). Moreover, RH group showed longer response times in the reachability judgment task, but only for stimuli located at the boundary of peripersonal space, which was furthermore significantly reduced in size. Considered together, these results confirm the crucial role of the motor system in motor imagery task and the perception of peripersonal space. They also revealed that RH damage has a more detrimental effect on reachability estimates, suggesting that motor planning processes contribute specifically to the perception of peripersonal space.

These are two brains that were scanned and that we plan on printing full scale for a science teacher.

I kept talking while sculpting a bust until I found myself concentrating on the details to such a degree, it inhibited my speech and then the piece ended.

God of War is a big game, lots of special case elements, high production values. Its lead designer was a Right Brain, random creative type who couldnt really speak Programmer. Its lead programmer was a Left Brain analytical type who likes things to be methodical, well thought out and hates special cases. Through a 3 year process of arguing, designing, building, programming, and much, much more arguing they managed to find a way to make a game. This session will cover how the code, engine and tools were structured to allow the creative people on the team to make the game we they wanted.

Right brain and left brain dominant people process information differently and need different techniques to learn how to become more creative. Various exercises can help students take advantage of both sides of their brains. Students must feel comfortable and unthreatened to reach maximal creativity, and a positive personal relationship with classmates and teacher should be fostered. Grading should be suspended for the first attempts, as students learn techniques and gain confidence. Students can be paired off, one blindfolded, and the other gently guiding the "blinded" student around to feel trees, cars, and other objects. Then students write about their experiences. Forced association exercises, in which students must write advertisements for a product by using something not usually associated with it, also are effective. For example, students were asked to write an ad for a dress shirt by using a gorilla in it, and numerous creative ads were elicited. Asking students to write mini-plots for ads (using selected characters, goals, obstacles and results from lists on the blackboard) is also a useful technique. Brainstorming techniques, such as asking students to come up with ideas for a restaurant serving nothing but fowl, should be taught, as should listing and guided imagery exercises. These and other exercises, all designed to help students explore different ways of developing ideas and visualizing creative approaches, prove useful in fostering creativity for both sides of the brain. (HB)

xvi, 141 pages : 24 cm

xvi, 141 pages : 24 cm

It is not uncommon for counselors to experience professional burnout due to a combination of circumstances including, among other things, unrealistic expectations, frustration, and a heavy workload. Society in general and schools in particular tend to emphasize accountability, measurable achievements, and quantitative results. This places a premium on systematic left brain thinking, but this pressure also contributes to counselor burnout. Through the use of fantasy into the future exercises, counselors can use their right brain imaginative and creative talents to enhance their self-esteem and to identify their values and goals. By synthesizing these right brain inputs with left brain logic and systematic planning, counselors can combat burnout and contribute to their own well-being and the successful treatment of their clients. (Excerpts from the script of a Future Projection Fantasy is provided as an example of a simple exercise that can be used as a model.) (Author/NB)

It is not uncommon for counselors to experience professional burnout due to a combination of circumstances including, among other things, unrealistic expectations, frustration, and a heavy workload. Society in general and schools in particular tend to emphasize accountability, measurable achievements, and quantitative results. This places a premium on systematic left brain thinking, but this pressure also contributes to counselor burnout. Through the use of fantasy into the future exercises, counselors can use their right brain imaginative and creative talents to enhance their self-esteem and to identify their values and goals. By synthesizing these right brain inputs with left brain logic and systematic planning, counselors can combat burnout and contribute to their own well-being and the successful treatment of their clients. (Excerpts from the script of a Future Projection Fantasy is provided as an example of a simple exercise that can be used as a model.) (Author/NB)

Research supports the premise that various mathematical topics can be categorized as being performed better by the left or right brain hemisphere. This study examined the effect of left and right brain hemispheric lateralization exercises upon course grades in two sections of Analysis I (beginning calculus for mathematics/science majors) at a small liberal arts college for black women. In one section, 25 students were given two different types of logical-verbal left brain activities. In the other section, 30 students were given two different types of viseo-spatial right brain activities. Torrance's "Style of Learning and Thinking" was used to assess students' lateralization preferences. There was no significant difference in course grade means between the two treatment groups. However, left dominant subjects in the left brain treatment group scored higher on course grade than left dominant subjects in the right brain treatment group. Also, right dominant subjects in the right brain treatment scored higher than right dominant subjects in the left brain treatment group. Laterality differences in course grades, Scholastic Aptitude Test (SAT) scores, high school grade point average (GPA), and college GPA were also examined. Included are 27 references and examples of right brain and left brain activities. (DC)

138 p. ; 16 cm

One of the deepest and most debilitating schisms in the university classroom, as in life, is that between the left and right sides of the brain, reason and emotion, the head and the heart. More and more college English teachers have become aware of the value of addressing the whole brain, the whole person. Teachers set up goals and communicate expectations either directly or deceptively and students base their judgments not just on the words addressed to the left half of their brains, but also on their right-brain memories of the lived experience and emotional impact of their teachers' or parents' behavior. Reading journals' assignments and the creation of a student-centered classroom can encourage communication between both sides of the brain. Personal experience essays are examples of some of the best student writing, but some students are not comfortable with baring their souls. These students should be encouraged to focus on intellectual rather than emotional honesty--instructors are urged to applaud both kinds of writing. (CR)

THE FOLLOWING IS THE FULL TEXT OF THIS DOCUMENT: Simplified interpretations of brain function portraying rationality solely in the left hemisphere and creativity solely in the right are incorrect, but the two sides of the brain do differ in important ways. Researchers have discovered that: In the vast majority of right handers, speech is almost entirely confined to the left hemisphere. Right hemisphere processes add emotional and humorous overtones important for understanding the full meaning of oral and written communication. The two hemispheres differ in their perceptual roles but both sides are involved in the creation and appreciation of art and music. Both hemispheres are involved in thinking, logic, and reasoning. The right hemisphere seems to play a special role in emotion. If students are emotionally engaged, both sides of the brain will participate in the educational process regardless of subject matter. Resource Information Service (RIS) provides ASCD members access to research and sources of information on selected topics. The information is available through RIS-sponsored research syntheses, the RIS column in "Update," and the quarterly publication "Curriculum Update." (Author)

Image created with Midjourney that was altered with the Topaz Gigapixel AI plug-in, then the Exposure X6 plug-in (blow up), then numerous edits with built-in Photoshop tools, then the Photoshop Paintbrush, then the Luminar Neo plug-in (highlights, shadows, small detail, medium detail, large detail, highlight contrast, midtone contrast, shadow contrast, depth, and color contrast adjustments).

112 p. : 22 cm