The Brain Dominance Theory, or the Lateralization of Brain Function, is one of the most controversial theories. The theory postulates that various approaches to learning and perceiving information vary according to the hemisphere of the brain. Most researchers have criticised the argument claiming that it is based on pop psychology as opposed to sound science. Individuals referred to as left-brain thinkers have presumed to possess advanced skills in maths and logic. On the other hand, people referred to as right brain thinkers are supposed to have great talent in creativity (Reynolds 2015). Given the popularity of the whole ideology of left brain versus right brain dominance, it is essential to seek information on the theory and experiment it on the classroom assignment to assist in improving skills in the learning process.
The theory also suggests that people often prefer one type of thinking. Meaning that if a person is left-brained, he will show a tendency of being logical, objective and analytic, while a person who is right-brained becomes more thoughtful, intuitive, and subjective. The theory explains the scenario in psychology by lateralization of brain function (Brandt & Dieterich 2015). The concept claims that the brain is divided into two hemispheres and each is responsible for several roles. The two sides transfer information between them via the corpus callosum. The hemisphere on the right side of the brain controls the muscles on the left side of the human body while the hemisphere on the left side controls the muscles on the right side of the body (Kushner, 2017). Therefore, it is possible that damages that occurred on the right side of the brain might have effects on the left side of the body.
The left hemisphere is usually referred to as analytical since it predominantly functions to recognise the section that make up a whole. Processing of the left hemisphere is very sequential and linear. It moves from one information to the next in neatly organized steps (Yunus, 2015). It can, therefore, be applied efficiently in the processing of verbal data, especially encoding and decoding speech. Therefore in classroom learning left hemisphere strategies can best assist in languages, numbers, reasoning, critical thinking, and logic.
On the other hand, the right brain specializes in synthesis. It functions to recognize patterns and develop similarities between separate parts. It processes information simultaneously and in parallel as opposed to linearly. It is therefore useful in handling spatial and visual information (Yunus, 2015). Its space for language is tiny since world plays a peripheral role in its entire functions. One can conclude that the left brain sees the components of a picture while the right brain sees the picture. Therefore, in school work, the right brain strategy can be beneficially applied to music, imagination, creativity, intuition, and recognition of emotions and color.
Understanding the concept of brain dominance is therefore very beneficial since it helps students understand their behavior, personality, creativity, and the ability to employ the appropriate mode of thinking when undertaking various tasks. The information from the study also helps one develop an understanding of how they learn and process information. Finally, it assists in identifying one's strengths and weaknesses in various area and then developing proper ways to learn and study. For example is a student realizes that he is facing difficulties in processing the verbal information it means that he is right-brained. He can, therefore, improve by writing down the information and coming up with better organizational skills.
Brandt, T., & Dieterich, M. (2015). Does the vestibular system determine the lateralization of brain functions?. Journal of neurology, 262(1), 214.
Kushner, H. I. (2017). On the Other Hand: Left Hand, Right Brain, Mental Disorder, and History. JHU Press.
Reynolds, S. (2015). Fire Up Your Writing Brain: How to Use Proven Neuroscience to Become a More Creative, Productive, and Successful Writer. " F+ W Media, Inc.".
Yunus, M. (2015). Challenges and Alternative of Creativity Development in Higher Education. Journal of Humanity, 3(2).
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