Sunday, September 1, 2019

Impact on Learning of Lateralization of Brain Essay

Brain asymmetry refers to the unequal involvement of both hemispheres of the brain in different mental functions. In their general anatomy, the two hemispheres are very similar but there are a number of finer features that distinguish them from each other (Annett, 1985 ). The link between these structural differences and functional differences remains poorly understood. The asymmetry of brain function has been demonstrated both by studying the effects of brain damage on accidental faculties cognitive, but also more recently through the techniques of brain imaging showing asymmetric activations following mental operations, performed which is recorded as evidence of brain activity (Vallortigara & Bisazza, 1999). Despite significant progress on this issue, there are still many points of discussion. The link between these asymmetries and hemispheric dominance is still under scientific investigation, and the mechanisms neuro-developmental factors that lead to these asymmetries are under s tudy. This paper evaluates the impact of brain lateralization on human learning. There are significant ways in which the left hand side of the brain is different from the right hand side. The left temporal cortex neurons have developed the capacity to discriminate and identify sounds and syllables of words emitted by the human voice (Beaton, 2004). While the right temporal cortex neurons are sensitive to musical characteristics of the voice. The hemispheres, right and left, have differentiated to process information in its entirety. Other integrative functions are assigned to each different hemisphere. The left hemisphere is more involved in understanding spoken language but also in logical reasoning and in the motor control of the right side of the body (Capacchione, 2001). While the right hemisphere is more involved in music perception, emotional perception, and visual-spatial control, creativity lies in the motor control of the left side of the body. However, the development of these functions is dependent on many trainings and activities of each person (Morris, Left Brain, Right Brain, Whole Brain?, 2005). Although dedicated to certain functions by programming dependent on genetic information, the brain areas may change depending on their capacity and plasticity of living. The brain is an organ unique to each of us. Left Brain −It is said to be analytic, logical, mathematical, sequential −It works preferably from the detail −It is the seat of language preferred, but not exclusively The study of aphasia (language impairment associated with localized brain damage) showed that a lesion localized does not always match the same pathologies. Thus, about a quarter of a configuration have left hemispheric opposed to the language. Note too that lateralization is not yet established in children, the brain is still malleable until about age 9 to 11 years, some say until adolescence, which would be consistent with the process of myelination (Pinel & Dehaene, 2010). Other exceptions may also be mentioned: the illiterate (in fact, learning to write left to reinforce the dominance for language), the bilingual and multilingual (right cerebral hemisphere of right-handers can play a role in acquiring a second language, especially when learning takes place in adulthood). Finally, there is variability in symptomatology depending on the structure of language speaker’s brains (all languages are not treated the same way) (Capacchione, 2001). Right Brain −It is called analog, empirical and intuitive. −It works rather on the whole, the trial and error, and the deduction. −It is the seat of prime image processing and nonverbal communication −The analytical intelligence It is exact in nature and is fully expressed in detail, in abstraction, and in indexing. This is the basis of science, which allows identifying that 1 +1 = 2. In theory, it cannot be faulted, and can reach all levels of complexity by adding. It is tempting to liken it to mathematics, but it is also the basis of language. Its biggest flaw is that it does not support gaps in processing. The impact of brain lateralization on human learning is, thus, highly significant. Neurological and psychomotor development is a biological process to monitor a child. At the heart of this development, brain lateralization is a concern for most parents. When the child tends to acquire a right-sided dominance, parents are relieved (Coon & Mitterer, Psychology: A Journey, 2010). Otherwise, they are more or less worried about the normal development of their child and its adaptability in a world organized for the convenience of the right-handed individuals. The lateralization process is effective at the age of six or seven years. However, you can tell if your child will be left handed or right from as early as 3 years. Before three years, it is almost impossible to tell if ones child is left or right handed, as the child uses both his hands to seize or to imitate the gestures and movements of adults. However, its laterality begins to define itself through three years. Seeing you eat, it will spontaneously take a spoon and try to imitate the parents guiding hand (Coon & Mitterer, Introduction to Psychology: Gateways to Mind and Behavior, 2010). When I saw you kick a ball, try to copy it using his head. If your child performs these simple gestures with both hands and both feet, it is likely to become ambidextrous. The parental concern for children is mostly left structuring of a society organized for right-handed majority. Indeed, the world we live in is specially organized for the convenience of the latter (Coon & Mitterer, Psychology: A Journey, 2010). Low life expectancy, vulnerability to accidents and household accidents, popular prejudices around the left handed mainly because they are forced to adapt to a world of right-handedness. The effort that they are required to live in the societal structure is larger than right-handers. Despite this, the latest statistics continue to show that even in the third millennium; â€Å"lefties† are not an endangered species. The right hemisphere is dominant in people with left-sided brains. In other words, motor development and neurological development is from this hemisphere of the brain. Wanting to force a child to become left-handed is a mistake (Neveu, 2008). This may alter the process of natural development of his/her brain. Stop worrying and help them to develop in the direction of its natural handedness. Make sure your child is accomplished with relative ease useful activities such as writing or using a spoon. If your child is still confined in an ambidextrous trend for five years, it is necessary to consult a psychotherapist. The best-known example of the functional asymmetry is the dominance of the left hemisphere in speech production, which can be around 95% of right-handers and 70% shown by the left-handed. Studies of split-brain patients have shown that only in no stimulation of the right hemisphere processed verbal-expressive utterances were allowed (Osman, Mà ¼ller, & Syre, 2005). Moreover, there is the left hemisphere in word recognition and math operations are dominant. A dominance of the right hemisphere can be detected in areas such as spatial perception and face recognition. Prerequisite for the processing of information is the information recording. All our sense organs can be used as a receiving member. The incoming information is analyzed by comparison with existing knowledge. The perception process could also be called â€Å"hypothesis testing†. Not only prior experience influences human attention, but also the state of the brain. It is now known that learning in the state of a medium level of activation (slight shift towards the negative pole) is more efficient. A large influence on the perception and attention has emotions that are located as mentioned in the limbic system (Roth, 2005). For ongoing learning information recording is required. Thus, learning can be described as a permanent testing of hypotheses. This existing knowledge with newly incoming information is confirmed (assimilation), but above all to improve, expand and change (accommodation). This paper has evaluated the impact of brain lateralization on human learning. The link between these asymmetries and hemispheric dominance is found to be quite strong. Difference between the left-hand and the right-hand side of the brain is found to have impact on mathematical abilities, spatial judgment, logical evaluation and aesthetical development. Scientific evidence on the functioning of left and right hemisphere of the human brain has confirmed the hypothesis that learning differences are found between the two sides of the brain. The right hemisphere is dominant in people with left-handedness, which confirms motor development and neurological thinking is from this hemisphere of the brain. It is also concluded that learning differences are permanent as well, since a right-handed person cannot be forced to become left-handed. These learning differences are also found to be a source of parental concern whether their child is left-handed or right handed. Further research is needed to evaluate the societal impacts on these learning differences between the two sides of the human brain. References Annett, M. (1985 ). Left, right, hand and brain: the right shift theory. New Jersey: Lawrence Erlbaum Associates. Beaton, A. (2004). Dyslexia, Reading, and the Brain. New York: Psychology Press. Capacchione, L. (2001). The Power of Your Other Hand. Ohio: The Career Press. Coon, D., & Mitterer, J. (2010). Introduction to Psychology: Gateways to Mind and Behavior. California: Wadsworth Learning. Coon, D., & Mitterer, J. (2010). Psychology: A Journey. New York: Engage Learning. Morris, R. (2005). Left Brain, Right Brain, Whole Brain? Retrieved July 25, 2012, from : Neveu, P. (2008). The Production and Effects of Cytokines Depend on Brain Lateralization. NeuroImmune Biolog, 549-563. Osman, A., Mà ¼ller, K., & Syre, P. (2005). Paradoxical lateralization of brain potentials during imagined foot movements. Cognitive Brain Research, 24(3), 727-731. Pinel, P., & Dehaene, S. (2010). Beyond Hemispheric Dominance: Brain Regions Underlying the Joint Lateralization of Language and Arithmetic to the Left Hemisphere. Journal Of Cognitive Neuroscience, 22(1), 48-66. Roth, M. (2005). The Left Stuff: How the Left-Handed Have Survived and Thrived in a Right handed world. Ohio: Rowman Publishing. Vallortigara, G., & Bisazza, A. (1999). Possible evolutionary origins of cognitive brain lateralization. Brain Research Reviews, 30(2), 164-175.

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