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Roger Sperry

Roger Sperry. Brain Dominance Theory. By: Michelle Harris. "The great pleasure and feeling in my right brain is more than my left brain can find the words to tell you.". - Roger Sperry. Roger Wolcott Sperry. August 20, 1913 – April 17, 1994

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Roger Sperry

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  1. Roger Sperry Brain Dominance Theory By: Michelle Harris

  2. "The great pleasure and feeling in my right brain is more than my left brain can find the words to tell you." - Roger Sperry

  3. Roger Wolcott Sperry August 20, 1913 – April 17, 1994 Sperry grew up on a farm and had an early developed interest in nature. He attended Oberlin College on a full academic scholarship. He was also active in sports, being elected team captain of the university basketball team and earning varsity letters in baseball and track. He wrote a short paper for an introductory Psychology class called “On the Neural Basis of the Conditioned Response.” This paper had great implications on neurological pathways in conditioned learning. Voneida, 463

  4. What Did He Do? Roger Sperry determined that the human brain functions on two different sides in two different ways. Using a man whose corpus collosum had been severed, Sperry realized that each side of the brain was in control of different responses and could in fact function independently. (Though all humans use both sides of the brain to some degree.) pbs.org

  5. Through much experimentation, Sperry (with others including Michael Gazzaniga, David H. Hubel, and Torsten N. Wiesel) concluded that seemingly, the left side of the brain controls analytical thinking and verbal ability, while the right side of the brain is more conductive of creativity and visual thinking.

  6. In 1981, Roger Sperry won the Nobel Prize in Physiology or Medicine. The Prize was divided, half to Sperry "for his discoveries concerning the functional specialization of the cerebral hemispheres", the other half jointly to David H. Hubel and Torsten N. Wiesel "for their discoveries concerning information processing in the visual system". The Nobel Foundation

  7. Implications The study performed by Roubinek, Bell, and Cates shows no significant correlation between degree of brain dominance and intelligence quotients. However, schools have been criticized as teaching more effectively to left-brain students than to right-brain students. These students consistently score higher on achievement tests than do their right-brain counterparts. When gifted education programs use achievement tests as part of their identification process, are students being excluded because of their hemispheric brain preference? Roubinek, Bell, and Cates

  8. Brain HemispheresChildren -Both hemispheres are responsible for -All children in schools are processing information. required to process and use given information. -Each side of the brain processes -All children process information differently. information differently. -The left side of the brain is responsible -Many children process for lineal and sequential processing. information lineally or sequentially. -The right side of the brain is responsible -Many children see the big for the “big picture.” (Seeing globally.) picture rather than the details. Visser

  9. Why Does It Matter? The goal of gifted education is to identify students early and supply them with the support that they need. We know that there are creatively gifted children out there; that is why there are creativity tests like the Torrance. While humans are “whole brained,” and there are many humans who use both hemispheres equally, many people demonstrate a preference in how they process information. If we, in our teaching, are too focused on one side (possibly our own preferential hemispheric style), there is going to be too much exclusion to ignore.

  10. What Can We Do? In order to reach every child to our maximum potential, we as teachers need to be able to identify the preferences of our students. If we have students who are “right-brained,” we must be sure to include content, process, and product options that will lead these students to success. If we have students who are “left-brained,” we must be sure to guide their thinking through the processes already in place to create a successful learning structure for them. It is also important to get students out of their comfort level once in a while. Teaching children to think in a “whole-brained” manner is an important life lesson, particularly in gifted education.

  11. References The nobel prize in physiology or medicine (1981). In Sperry R. (Ed.), Roubinek, D. L., Bell, M. L., & Cates, L. A. (1987). Brain hemispheric preference of intellectually gifted children. Roeper Review, 10, 120-122. doi:10.1080/02783198709553100 Sperry, R. W. (1955). On the neural basis of the conditioned response. The British Journal of Animal Behaviour, 3(2), 41-44. doi:http://dx.doi.org/10.1016/S0950-5601(55)80011-1 Visser, D. R. (1996). That's using your brain! Training & Development, 50(9), 38. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=9609291746&site=ehost-live Voneida, T. J. (1997). Roger wolcottsperry. Biographical Memoirs of Fellows of the Royal Society, 43, 463. doi:http://www.jstor.org/discover/10.2307/770346?uid=3739656&uid=2&uid=4&uid=3739256&sid=21102717735377 http://www.pbs.org/wgbh/aso/databank/entries/bhsper.html

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