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The Left Brain Versus Right Brain and its impacts on learning

The human brain is a complicated organ, which controls all the activities of the body. Its complexity is as a result of direct consequence of the natural and biological evolution that plays a significant role in the morphological structure and divisions. According to Barbara (1982), the human brain is divided into two different parts; the left and right hemispheres, which execute separate functions but with twin working relationships. These two halves are connected together by the corpus collosum.

Zdenek (1983) inferred that the human brain is composed of specialized hemispheres that perform independent tasks. The left hemisphere of the brain is neuro-scientifically known to be highly logical and analytical, while the right hemisphere is known to be creative side of the brain. In order to understand how the brain works, it is relative to study how the brain functions, behaves and controls the patterns of the two hemispheres.

The right brain hemisphere

The right brain often described as the “creative side” of the brain, is rigorously involved in the eye coordinated activities, such as visualization and image recognition (Zdenek, 1983). The right brain tends to assign meaning to information in a holistic manner. This is different from the left brain, which views information in an individualistic manner. This part of the brain processes information in a random manner, based on intuition.

Right brained people tend to jump from one task to another. This is often observed in learning, where they randomly read through books and chapters in unsystematic and haphazard manner. Their comprehension is aided by drawings and diagrams. Zdenek (1983) asserted that the right hemisphere is involved in more “spatial” activities such the position of the body, shape of objects and position of objects in the space. The right side of the brain receives sensory information from the right side of the body and is involved in the control of muscles in the right hemisphere of the body.

The left brain hemisphere

The left brain differs from the right brain in functioning and information processing. People with left brain dominance tend to be highly logical and would always strive to ensure that accuracy prevails in their thinking and in information presentation. Jeffrey & Parson (1999) argued that the left part of the brain is a sequentially programmed part of the brain that endeavors to process deep and detailed information. The bit of information is selected in individualistic manner so as to facilitate comprehension.

This side of brain, as discussed by Springer & Deutsch (1989), is dominant in understanding and language use. This makes the left brain more advantageous in listening, communication, reading and writing. Because of the logicality in the processing of information, the left parts of the brain possess high analytical abilities. The left hemisphere controls the memory for speaking and accuracy. It controls the left part of the body muscles and functioning.

Jeffrey & Parson (1999) asserted that most people tend to have dominant side of the brain, which controls their information processing. However, this does imply that people tend to use only half of their brain. The analogy is used to establish the brain dominance in people in respect to their brain functioning and coordination of body activities such as learning.

The impact of the left brain versus right brain in learning

Learning is an activity that is coordinated by the brain. Learners have different brain dominance and this affects their learning patterns. Since most teaching techniques is dominated by left brain hemisphere, only the left brained students get full benefits. The right brained students tend to lag behind in the learning process. Springer & Deutsch (1989) inferred that left brained learners are good listeners and speakers. This enables them to process information in a sequential and logical manner. Most left brained learners would grasp information through listening and can supplement that information through reading individual bits of information. Their learning ability is, thus, higher if compared to right brained students.

Right brained learners tend to process information holistically and would rely on the visual nature of their memory to understand their learning process. These learners, according to their biological division, have low ability to listen and would, thus, take a lot of notes, accompanied by use of drawings and diagrams, so as to understand and retain their learning. Since their learning is coordinated by the eyes, right brained learners would learn by seeing broad pictures.

Shlain (1998) alluded that learning is a process that also entails class discussion and presentation, involving images and words. This often favors left brained learners. Since they are good listeners, left brained students would always find it easy to process their information and can, thus, speak quite eloquent and in detail during class discussion. However, right brained learners may not be able to process information not unless they have seen some of the words, formulas or pictures. This often happens because right brained learners tend to learn by visualization, a trait, which limits their memorization power and ability. Right brained students will want to have a physical touch or sight of an object and prefer hand-coordinated learning approach, aided by diagrams and drawings to understand process and communicate a given problem.

The learning styles of left brained students have known to be more successful. Springer & Deutsch (1989) inferred that left brained learners plan well for their studies and have good scheduling programs. These learners are able to submit in their homework and assignments in time. Right brained learners tend to approach their tasks in a rather unsystematic manner. Mostly, these learners tend to be unorganized in their task management. Because of this biological background, right brained learners may submit their assignments late as compared to left brained learners.

Therefore, the learning background of left and right brained learners impacts their ability to organize and process information that they learn. This implies that in a scenario, where a learning environment is dominated by right brained students, lecturers have to supplement their lectures by use of visual aids such as drawings, diagrams or use projectors to bring out the best in their learners (Shlain, 1998). Left brained learners are good at spelling and sentence construction. This should be used to help allow right brained learners to correct their spelling errors so as to present clear information.

The impacts of the brain divisions affect learners’ ability to comprehend their learning differently. Left brained learners may be dominant in logical and analytical learning, because of their sequential and detailed study but cannot always dominate all fields of learning. Right brained learners may be good at visual learning, which, so far, has proved to be commendable in teaching approaches (Zdenek, 1983). These learners may not always be dominant in all fields. It is, therefore, relative to note that learning process is coordinated by the two hemispheres of the brain and none can dominate the other.

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