Whole Brain Model Essay -- Biology, Ned Hermann

Ned Hermann improved his archetype of Brain Dominance in 1979. His Whole Brain Model (Herman, 1995) combines Roger Sperrys leftfield/right brain theory and Paul MacLeans triune model (rational brain, liaise brain and primitive brain) to produce a quadrant model of the brain. The quadrants atomic number 18 left Cerebral (upper left), Left Limbic (lower left), counterbalance Limbic (lower right), Right Cerebral (upper right), as with the other brain models, all(prenominal) argona has functions attached it to produce a model of thinking and attainment. Practitioners of HBDT expend the following labels each quadrant for persons whose strongest penchant is in that quadrantLeft Cerebral Theorists, Left Limbic Organizers, Right Limbic Humanitarians, Right Cerebral Innovators As Myers-Briggs causa Indicator (MBTI) enthusiasts might speculate, there is a correlation between MBTI preference and HBDI preference. These two models focus on characterizing learners. There has been much further manoeuver in characterizing the Cognitive Styles of different learners, such as the work of Furnham (1995) and Ramsden (1992) on Whole/Analytic organization and processing of information, and Verbal/Imagery pattern of information. However, there is some debate about whether Cognitive Style should be considered part of Learning Style LS are more in basis of processes than outcomes (Duff, 2003, pp.5). Sadler-Smith (2001) also brings out in their discussion that Cognitive Style and LS are independent.This is similar to Dunn, Dunn and Price (1979) who identified the factors that influence learners in terms of five types of stimuli Environmental, Emotional, Sociological, Physiological, and Psychological. For each, they identified specific elements Environmental includes d... ...ers, and this mismatch might well be contributing signifi contributetly to their poor knowledge behaviors. There is extensive lit to show that wayal strategies that support multiple learning styles enhance learning not only for hyperkinetic syndrome students but all other students as well. Contrary to popular perception, using learning styles does not mean customizing instruction to each individual learners preferences, but instead providing opportunities to use multiple styles, including those they are less comfortable with. In addition to this, ADHD students need contextual support in the classroom, and this should be part of their preventative design. There is need for further research into devising instructional strategies that can take advantage of the large body of material on learning styles and learning processes, and understanding their value for ADHD students.