Education and the Hemispheres Revisited (fwd)

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Mon Jan 8 18:48:26 EST 1996


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>Reply-To: CHARTER <CHARTER at SJUVM.STJOHNS.EDU>
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>From:	Bob Zenhausern <DRZ at SJUVM.STJOHNS.EDU>
>Subject:      Re: Education and the Hemispheres Revisited (fwd)
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>In-Reply-To:  Message of Sun, 7 Jan 1996 13:21:50 -0500 from
>              <logan at PHYSICS.UTORONTO.CA>
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>
>Robert Logan asked for information on the Direct Access Reading Technique
>that I alluded to in my prior message.  Send mail to listserv at sjuvm.stjohns.edu
>with the command: get unpaper disabled
>
>This is a 50 page expert paper I did for the UN that outlines the theory,
>research and practice for DART.  I can send a copy of the latest reseearch
>confirmation study if you want more information.
>
>With respect to the Dunn and Dunn model, I know there is a dimension called
>Variety, related to the preference to do many things in many ways at the
>same time.  I have not been able to find a study in the Learning Styles
>Dec, 1995 bibliography on the sjuvm gopher and will speak to Rita Dunn
>when the semester starts.  She is just getting interested in the nets and
>may like the dimension.  She is tightly focused on one thing at a time
>and may have difficulty with multitasking.
>
>Robert liked the way I considered both left and right functions, but I
>have not really explained my conception of right and left.  It may not
>be the same as the traditional Robert seems to espouse.
>
>Should both sides of the brain be developed?  Of course, we do not have any
>choice.  But what does that mean?  How do the two hemispheres actually differ?
>They differ much more in terms of process than they do in product.  Both
>hemisperes do the same thing, but they do it in different ways.  For some
>tasks, either left or right processing strategy works equally well; while
>other tasks are done more efficiently with a right or with a left hemisphere
>strategy.  Compare a rhyme task with one of spatial relations.
>
>The obvious educational plan is to teach the more efficient strategy
>to the student independently of whether it is right or left hemisphere.
>The problem of individual differences makes the obvious a disaster, however.
>Some people do not learn well with a particular strategy and its use results
>in failure.  To insist on that particular strategy encourages failure and
>discourages the student.  Check the UN Paper for the study investigating
>memory strategies and hemispheric style for research verification.
>
>I prefer a different apporoach from Robert when I consider math, science,
>and writing and their relationship to the hemispheres.  Previously, I stated
>that the two hemispheres of the brain can do the same things.  Actually,
>there is one exception to this: only the left hemisphere of the brain
>can translate conscious experience into the spoken word -- the left hemisphere
>speech center.  This has confused the issue because Speech was generalized
>to Language.  Language is a function of the whole brain.  Speech is a function
>of Language that happens to reside in the Left Hemisphere.  Think of the last
>time you had a "tip of the tonguge".  All the information was available, but
>it was not reaching the Speech Center.  There is anecdote in aboundance that
>Scientists have made discoveries using right hemisphere strategies; topology
>trigonomety, geometry are all heavily right hemisphere oriented; is poetry
>right or left hemisphere?
>
>An individual who functions well with both right and left strategies we call
>a genius; an individual with superior left hemisphere strategies goes to
>Harvard; an individual with superior right hemisphere strategies is called
>LD and goes to Vocational School.
>
>Robert speaks about the advantages of print because it forces decoding.  I
>am not clear on the nature of this advantage, but if it is important,
>should we discourage speed reading?
>
>Of more concern, however, is this decoding advantage turns into
>a major disadvantage for those students who do not have the requisite
>decoding skills.  This is precisely what happens to children we call
>reading disabled.  They cannot learn to read by decoding.  Rather than teach
>them to read another way, we give them practice in decoding.   It is
>like giving lessons in seeing to the blind rather than teaching them braille.
>
>Robert has compared Print and TV on theoretical grounds, but I would like
>to deal with them on empirical grounds.   Recently the WISC or Stanford-Binet
>revised its norms upward because kids were scoring too high because of
>watching TV.  Are you reminded of some protection agency raising the
>maximal allowable level of pollutant as the level rose in the atmosphere?
>In any case TV does not seem to be having a negative impact; in fact just
>the opposite.  I think this is precisely because it does NOT educate but
>provides the opportunity for children to learn.  The Nets also
>provide the opportunity to learn and Education must shift it emphasis from
>the Sage on the Stage to the Guide by the Side.
>
>Bob Zenhausern, Ph.D.        Internet: drz at sjuvm.stjohns.edu
>Psychology Department        Unibase: drz at rdz.stjohns.edu
>SB 15 Marillac               Phone:  718-990-6447
>Jamaica, NY 11439            Fax:    718-990-6705

      
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       Prof. Mariela Szirko,
       <postmaster at neubio.sld.ar> 
                            
       Centro de Investig. Neurobiologicas, Ministry of
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