Results of completion of 4 instruments (Myers-Briggs Type Inventory, Strong Interest Inventory, Hermann Brain Dominance Inventory, and Learning Styles Inventory) by 75 accounting, business administration, and public administration graduate students suggest that the Hermann (and to some extent the Strong) inventory has potential value for…

Twenty schizophrenics with flat affect, 19 right-brain-damaged patients, and 21 normal controls were compared on a task of facial emotional expression. Compared to controls, both patient groups were judged as less expressive and displaying more negative than positive emotion. Patients seemed to have difficulty with the expression of positive…

A review of some of the major works in neurolinguistics published during the last decade extrapolates many implications for second and foreign language theory and practice, covering such issues as hemispheric dominance, language processing, and bilingualism. (35 references) (CB)

Presents the Adaptive Resonance Theory (ART) model as a general framework for explaining common linguistic phenomena such as fossilization, categorical perception, vowel phonemicization, and linguistic rule formation. ART models are compared with cerebellar modes. (49 references) (GLR)

This study examined the effect of emotional content on the verbal pragmatic aspects of discourse production in right-brain-damaged (RBD), left-brain-damaged (LBD), and normal control adults. In the nonemotional conditions, LBDs were particularly impaired in pragmatics, whereas in the emotional condition, RBDs demonstrated pragmatic deficits.…

A study provided specially designed hemisphere-specific stimulation (HSS) and hemisphere-alluding stimulation to 21 children categorized as P-type dyslexics (showing accurate but slow and fragmented reading) and 19 children categorized as L-type dyslexics (fast but inaccurate readers). Participants made gains on all reading measures, regardless of…

Brain research explains why testing for surface knowledge (memorization) reveals relatively little about real, usable knowledge. Assessment must contribute to real-world experience, relate to real-world performance, can never be fully translated into representative symbols or numbers, and can induce both helplessness (interference with meaningful…

In discussing cognitive development in infants, the article focuses on how the infant brain is taught to learn, what the learning mechanisms are (events that happen at synaptic contacts between nerve cells that lead to learning and memory), what causes mental retardation, and what can be done to prevent or reverse mental retardation. (SM)

Although eliminating school violence is no easy task, understanding the biological basis of aggressive adolescent behavior and discussing it with colleagues is essential. Societal influences can trigger a predisposition for aggressive response in alienated, testosterone-elevated teens. Early-intervention programs that stress social and coping…

Argues that viewing learning from a biological basis is particularly fruitful for technology-and-science education. Demonstrates the potency of this new view of learning in making sense of the findings of empirical studies of technology-and-science learning, modeling technology-and-science education as a set of five natural and contiguous acts.…

Describes the operation and early findings of functional magnetic resonance imaging (fMRI) technology, which allows researchers to look at brain events rather than just structures. (WRM)

Recent research has revealed remarkable data about the intricacies of brain-based learning and the integration of this knowledge into the academic setting. Prudent educators can create a brain-friendly classroom by developing an emotionally and physically safe environment, using laughter and simple exercises to eliminate mental cobwebs, creating…

Explores what is meant by an understanding of technical material. Proposes five levels of understanding and focuses on descriptions of brain function and structure at the third level. (DDR)

Notes that children are "wired" to learn, and cites research indicating the importance of talking to an infant for his or her neuron and subsequent cognitive development. Suggests reading aloud, providing positive feedback, responding verbally to the child's actions, and increasing vocabulary. (HTH)

Examines the argument that accelerated learning occurs in the presence of music. Summarizes animal and human research findings relating music exposure to enhanced learning, the role of introversion/extroversion on learning environment preferences, state-specific learning, the use of music to enhance second-language learning, and the impact of…