Right Brain Dominance Research Articles

The Analysis on the Students Brain Dominance and Learning Style Toward Their Reading Proficiency

Although based on the theory and research there is a strong correlation between left brain dominance students to their reading proficiency but the researchers were not to know are those was also having any correlation with their learning style? Then, the researcher was to intensely answer the following; 1. Was there a relationship between students’ learning preferences and reading proficiency and their left-brain dominance? 2. Was there a relationship between a student’s proficiency in reading and their right-brain dominance and learning style? The tools used a questionnaire to know the students brain dominance and learning style was administered to 111 of 3rd university students of Veteran Bangun Nusantara University, Sukoharjo, Indonesia. The students reading proficiency score were documented from the reading 2 teacher. The researcher analyzed the relationship among these variables with simple linear regression (SLR) and multiple linear regression (MLR) through SPSS 16 and interpreting the result. The word findings here become key was a correlation among students left brain dominance, visual learning style and reading proficiency of 24.2%. There was a slightly correlation among left brain dominance, auditory learning style and reading proficiency with 12.1%. There was a slight correlation among left brain dominance, kinesthetic learning style and reading proficiency with 0.2%. There was no correlation among right brain dominance, visual learning style and reading proficiency with 0%. There was only a slight correlation among brain dominance, auditory learning style toward reading proficiency with 2.4%. There was correlation among the right brain, kinesthetic and reading proficiency with 75 %

How a Sensational Event Influences Sponsorship Effects: Applying Neuromarketing

PURPOSE Neuromarketing measures and analyzes the unconscious response of consumer brain waves to marketing stimuli in real time. This study examined how a sensational scene (accident) in a sport game influences the sponsorship effects through electroencephalography (EEG) analysis. METHODS The current study uses an experimental method. First, as an experimental stimulus, a video of F1 racing edited in a total of 9 min and 39 s was used, and an accident scene was inserted in the middle of the video. A total of 46 people participated in the experiment, and all participants watched the F1 video, including the accident scene. Participants' brain waves were observed in two prefrontal and two occipital lobes. The relationship between scene sensation and sponsorship effect was analyzed based on alpha waves and the sponsor brand recall measured by questionnaires. RESULTS First, the accident scene of the race caused the power of alpha wave to be abruptly reduced (i.e., alpha blocking). Second, the difference between the alpha power level of the group that recalled the sponsor brand and that of the group that did not recall was statistically insignificant; hence, the hypothesis was rejected. Third, the right-brain dominance (negative emotion) in the accident scene of the race was statistically insignificant; therefore, the hypothesis was rejected. Finally, the group that recalled the sponsor brand showed a left-brain dominance (positive emotion), which was statistically significant. CONCLUSIONS This study confirmed the marketing communication and neuromarketing theories on the sponsorship effects created by stimulation, attention, and memory in a sport sponsorship setting, observing alpha blocking phenomena in a sensational scene (accidents). In addition, it was revealed that the group that watched the same accident scene relatively positively and exited remembered the sponsor brand better than the group that did not watch it. The result implied that sport fan’s personal trait (e.g., sensation seeking) to sensation in sponsorship activities affects the sponsorship effect. The results also emphasized the importance of selecting target customers of sports fans in sponsorship to maximize sponsorship effects.

LEARNING STYLE (BRAIN DOMINANCE) ON STEM STUDENT ACHIEVEMENT

This research was a quantitative research design in this study, the researcher limited discussion by stating the following research problem: "Is there any relationship between learning style on STEM students Achievement?". "Does the learning style affect their achievement?". This study aimed to find out the most dominance used by students in learning STEM and to find out whether or not an effect between right-brain and left-brain on STEM learning. The result of this study can help teachers' methods in teaching-learning. The subject of this study was the STEM students of university level. The sample of this research was 45 students. The data were collected using interview STEM education, questionnaire 5-Likert scale, and test. The data were analyzed using an independent t-test through SPSS 22.0 version. The result of this research showed that the finding effect between right-brain and left-brain dominance on learning achievement is positive result means that there is a difference between right-brain and left-brain dominance on their achievement. The level sig. (2 tailed) was greater than the level of significance (.00 < 0.05), then H0 was rejected H1 was accepted. It can be said that all students of the STEM Education Department use left-brain dominance in the learning process. Meaning that the students who use right-brain dominance have good scores and students who lowest score also use right-brain dominance but it is not suitable for them. These findings imply that students who learn analytical with left-brain dominance will be good in achievement than those who learn with the other brain dominance. The researcher suggested applying the brain dominance provided to overcome their difficulties. However, this research was expected to be developed by future researchers who had the same interest.

Educational Inclusiveness: Addressing Society’s Failure to Accommodate Left-Handedness

Although left-handers are approximately 10% of any indiscriminate general population, they are remarkably over-represented globally in positions of leadership, administration and governance. This has been explained as being due to their right-brain dominance which appears to have made it easier for left-handers to be more elastic in cognitive activities, allowing them to easily cope with challenges, perceive the bigger idea and be self-sustaining. Cross-sectional studies also show meaningfully enhanced left-hander incidences among top athletes exclusively in interactive sports and boxing occasioned by the surprise effect. Despite this, left-handers experience difficulties using everyday tools. Pre-school left-handers experience hitches primarily in writing left-to-right, expressing and responding to spatial discernments, which has contributed to them being the majority in remedial classes. Mismatches in the teaching/learning environment causes older children to fail to complete timed tasks which negatively affects their academic achievements. In sports, left-handers benefit more from long and intense training because of using training manuals meant for right-handers. The adjustments left-handers have to make in school and at the workplace in order to function comfortably usually causes hand, back, neck and shoulder pains which not only decreases their effectiveness but also compromises their physical and emotional wellbeing. An amalgamation of all these has made left-handedness appear as an obstruction to daily life generally and specifically in school. This review paper that sought to establish that the society’s failure to accommodate left-handedness needs addressing, recommended creating societal left-handedness awareness programs, paradigm shifting in initial and continuing teacher training programs and classroom pedagogical approaches, establishment of inclusive teaching/learning resources, and the provision of evenhanded daily use tools by manufacturers at no extra cost.

Who Makes the Most Productive Executive?

This article compares two attitudes upper-level managers can demonstrate when they assume a new position. It uses Marissa Mayer of Yahoo! and Pat Carrigan of General Motors as examples. The first attitude is “Letting you know that I am in charge.” The second is “You need to help me figure things out.” The article relates these styles to left-brain and right-brain dominance and traces the historical shift from the first of these to the second in the workplace.

Learning styles and learning strategies of left-handed EFL students

As some studies on brain lateralization (e.g. Knecht et al., 2000) have lent support to the hypothesis that left handed people may reflect a right-brain dominance, and as differences in dominance could have implications about cognitive functioning, the present study aims at investigating whether this difference is reflected in the learning-style and, therefore, learning-strategy differences between left-handed and right-handed EFL students. To do this, three questionnaires, Torrance's (1987) Right/Left Brain Dominance Test; Oxford's(1990) Strategy Inventory for Language Learning, and VAK Learning Styles Indicator, were adopted and administered among a sample of 100 EFL students (50 left-handers and 50 right-handers). The data collected were then analyzed by SPSS Package to find the patterns of difference and the significance of the differences between left and right-handers on the areas of concern by the computation of cross-tab frequencies with Chi-Square and Independent Samples T-test respectively. Although the results of the data analysis showed no significant difference in brain dominance between right-handersand left-handers, the differences between the groups on certain aspects of learning styles as well as learning strategies were found to be statistically significant suggesting a rather different cognitive processing in left-handed learners than right-handed counterparts and bringing to light the need for the educators, teachers, and syllabus designers to give the issue due attention.

Grammatical sensitivity: a correlational-explanatory study on brain dominance and Efl training to improve gains

This article provides a report on a finished piece of research. The study is divided into two stages. Firstly, the brain dominance and grammatical sensitivity of Pedagogy and Medical students in a Chilean university were measured. The correlation of both variables shows that Medical students are better at grammatical sensitivity than Pedagogy students and that left-brain dominance involves higher levels of grammatical sensitivity than right-brain dominance. The instruments used in this stage were: 1) a grammatical sensitivity pre-test (used to assess the students’ levels in this variable), 2) a brain dominance instrument (used to determine the cerebral preferences of the students) and 3) an abstract reasoning test (which measures a person’s ability to identify non numerical or verbal patterns). In the second stage, Pedagogy students underwent a five-session training aimed at improving their grammatical sensitivity. After the training was over, we administered a grammatical sensitivity post- test whose results were compared with the ones in the pre-test; the purpose was to determine if the training could improve the students’ performance in this variable. It was concluded that the training was successful since their grammatical sensitivity improved in 20%. In addition, most students with high attendance to the training (over 80%) improved their grammatical sensitivity after attending it.

Neural correlates of the right-brain dominance for spatial processes

Neural correlates of the right-brain dominance for spatial processes

Agents with left and right dominant hemispheres and quantum statistics

We present a multiagent model illustrating the emergence of two different quantum statistics, Bose-Einstein and Fermi-Dirac, in a friendly population of individuals with the right-brain dominance and in a competitive population of individuals with the left-brain hemisphere dominance, correspondingly. Doing so, we adduce the arguments that Lefebvre's "algebra of conscience" can be used in a natural way to describe decision-making strategies of agents simulating people with different brain dominance. One can suggest that the emergence of the two principal statistical distributions is able to illustrate different types of society organization and also to be used in order to simulate market phenomena and psychic disorders, when a switching of hemisphere dominance is involved.

The Relationship of Creativity Measures to School Achievement and to Preferred Learning and Thinking Style in a Sample of Korean High School Students

Two major purposes of this study were to ascertain for a sample of 193 11th-grade Korean high school students (92 males and 101 females) the extent to which performance in selected measures of creativity involving both verbal and visual tasks was related to (a) school achievement as revealed by a quantitative indicator (percentage score) and (b) the expressed preference for a given learning and thinking style as revealed in a standardized measure (Style of Learning and Thinking by Torrance) intended to portray left-brain, right-brain, or an integrated left-brain right-brain function. A secondary purpose was to identify possible gender differences of Korean students in the variables under study. The following conclusions became evident. First, measures of creativity translated from the Torrance Tests of Creative Thinking show little, if any, relationship to school performance. Second, Korean high school females may be expected to exhibit higher average levels of performance on creativity tests than will their male counterparts. Third, irrespective of gender, but especially in the instance of females, those students classified as showing a learning and thinking style preference hypothesized to be associated with right-brain dominance are likely to earn higher scores on creativity measures than will those students classified as displaying a learning and thinking style preference hypothesized to correspond to either a left-brain dominance or an integrated-brain dominance.

Hand differences and reported intensity of nociceptive stimuli.

The hypothesis tested in the present study was that subjects would report higher intensity of heat-pain sensation for the left hand than for the right given right-brain dominance for negative emotion and tactual sensitivity. Low, medium, and high temperatures (42 degrees, 45 degrees, and 48 degrees, respectively) were presented to 20 healthy subjects' left and right forearms, wrists, and backs of hands. Using a modified magnitude-estimation scale, subjects rated the intensity of "heat-discomfort" that they felt following each 5-sec. stimulus presentation. Mean magnitude estimations for the left- and right-hand responses to high, medium, and low heat were analyzed using a 2 x 3 totally within-subjects analysis of variance. No significant differences between the right and left hands were observed for intensity of pain perception.

Cognitive Processes During Self-Paced Motor Performance: An Electroencephalographic Profile of Skilled Marksmen

In the initial phase of the study (Study 1) electrocortical arousal (EEG alpha activity) was assessed at four standardized sites (T3, T4, 01, and 02) from male and female (N = 17) international-caliber marksmen during rifle shooting performance. The task consisted of the execution of 40 shots at a conventional indoor target from the standing position. During each shot preparation, a significant increase in left temporal and occipital alpha activity was demonstrated, while the right hemispheric activity remained constant. Hemispheric laterality ratios (T4:T3) evidenced a significant shift toward right-brain dominance as the time to trigger pull approached. In the second phase of the study (Study 2) male and female (N = 15) marksmen performed the same shooting task and, additionally, the resultant EEG performance patterns were contrasted to those observed during the mental processing of sterotyped left-brain and right-brain mental tasks. Observed EEG patterns, that is, temporal ratios, during shooting replicated the results of Study 1, and furthermore, indicated that the laterality indices derived during shooting exhibited a more pronounced shift to right-brain processing than did those derived during right-brain mental task performance. The EEG data obtained during the comparative mental task states were used to interpret the shooting performance EEG findings in terms of the implications from bilateral or split-brain cognitive process theory.