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Audre, you are
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That
means you are able to draw on the strengths of both the right and left
hemispheres of your brain, depending upon a given situation. When you need to explain a complicated process to
someone, or plan a detailed vacation, the left hemisphere of your
brain, which is responsible for your ability to solve problems
logically, might kick in. But if you were critiquing an art opening or
coming up with an original way to file papers, the right side of your
brain, which is responsible for noticing subtle details in things,
might take over. While many people have clearly dominant left- or
right-brained tendencies, you are able to draw on skills from both
hemispheres of your brain. This rare combination makes you a very
creative and flexible thinker. The down side to being balanced-brained is that you
may sometimes feel paralyzed by indecision when the two hemispheres of
your brain are competing to solve a problem in their own unique ways. You have a balanced brain able to draw on the
strengths of both the right and left hemispheres depending on context.
Typically, people with balanced right and left hemispheres are very
comfortable with switching between local and global perspectives that
is, paying attention to both small details and larger issues when the
circumstance indicates. That means they can identify elements that make
up an image or situation and also attend to the larger, more holistic
pattern or unified whole that those details comprise. You are able to capitalize on the left hemisphere's
skills in verbal communication as well on the right hemisphere's focus
on patterns and association making. This rare combination makes you a
very creative and flexible thinker. Depending on the situation, you may rely on one
hemisphere or the other. Some situations may lend themselves to using
your right brain's creativity and flexibility while other situations
may call for a more structured approach as dictated by your left brain.
That's how your brain processes information. And while
your dominant brain hemisphere certainly contributes to the way you
process information, there is also a style of learning,
unrelated to your dominant hemisphere, that determines the ways in
which you are best able to pick up information. When you're learning
something new, your dominant brain hemisphere will want to take over.
But there are times when the information being presented is not well
suited to your dominant hemisphere's abilities. That's why, in addition to your hemispheric dominance,
you also have a style of learning that is dominant for you. Whether you
know it or not, you are naturally predisposed to learning things
visually, aurally, or through a combination of the two. Your test results show that you are an auditory learner.
Other
balanced-brained people who are auditory learners are pop singer
Madonna, classical composer Wolfgang Amadeus Mozart, and comedian and
actor Robin Williams. But before delving deeper into how you learn, you
should get the basics of your brain's physiology. Your brain is made up of many different parts and is
responsible for many different functions of your body. Because of this,
it has adapted to be a very specialized organ. There are parts that
control what you taste, what you feel, how you learn, how you think,
and how you reason. All of this is so no one part gets overtaxed or
worn out, and also so you can perform more than one task at a time.
Your brain stem controls your
reflexes and involuntary functions
such as breathing, heart rate, blood
pressure, and digestion. Your
cerebellum helps coordinate
movement. Your hypothalamus
controls body temperature and feeds
behaviors like eating, drinking,
aggression, and physical pleasure.
Your cerebrum, or cerebral
cortex, translates information
transmitted from all of your sensing
organs. It helps start motor
functions, it controls emotions, and
it is the center for all thinking,
reasoning, learning, and memory. In
short, it analyzes all information you
feed to it.
The cerebral cortex is divided into
two hemispheres. The left hemisphere
is responsible for speech, controls
the right side of your body, and
serves as your logic and reasoning
center. The right hemisphere governs
your creativity and your athleticism
among other things. In the past,
people oversimplified this
relationship.
People used to say if you were
logical, you were definitely
left-brained, and if you were
creative, you were definitely
right-brained. This is no longer the
case. New research indicates that
there's more flexibility when it comes
to our gray matter. And if you know
where your strengths and weaknesses
lie, you can train your brain to
become more organized, creative, or
better able to process all sorts of
information. Here's some general
information on the differences between
the left and right hemispheres.
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Left hemisphere
There's more to your left
hemisphere than analytical
strength. Your left hemisphere
is involved in linear analytical
processes, including processing
word meanings and symbols,
interpreting facts, and much of
your language production and
reception.
When you look at a photograph or
a painting, your left hemisphere
is the one that orients on the
logical, linear, and literal
action in the picture, such as
the storyline or the characters
in the picture, as opposed to
the more abstract or conceptual
elements. Furthermore, when you
hear a word, it is the left side
that decodes that word's
meaning, as opposed to something
that word might remind you of.
Overall, the left hemisphere is
heavily involved in more
reductionistic processes, such
as breaking a picture into its
constituent parts, as opposed to
seeing it as a single and
unified whole.
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Right hemisphere
Similarly, the right hemisphere
is not just the seat of
intuition. Perhaps it is more
intuitively oriented than the
left, but in most cases it also
identifies patterns and performs
spatial analyses. This
hemisphere tends to process
information in non-linear ways,
looking at the whole instead of
all the parts that make it up.
When you look at a photograph or
painting and notice the overall
pattern or abstract contour of
the image, it is your right
hemisphere that is being
activated. As another example,
the right side looks at a spiral
and sees a unified spiral
pattern. Whereas the left side
of your brain would see the
series of lines making up the
spiral and would interpret it in
a holistic manner.
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Learning styles
We are all different, and that
applies to how we learn information,
as well. Research has found that the
two major categories of learners,
are those who learn best in visual
ways and those who work better in
auditory ways. Your learning style
is determined primarily by your
brain whether it relies more on
your eyes or your ears to comprehend
new data. Those who respond better
to what they see are visual
learners. Those who respond better
to what they hear are auditory
learners. Those who are equally as
good at interpreting data that they
see and hear are known as balanced
learners. Balanced learners will
recognize aspects of what they're
good at in both the visual and
auditory learning style
descriptions.
Of course, everyone relies on their
eyes at some times and their ears at
others. But when faced with new
information, the majority of people
fall back on their dominant learning
style. And as more is being studied
about learning styles, some
sub styles are being identified, such
as kinesthetic, the learning style
that relies on learning by doing.
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Visual
Visual learners focus on
information their eyes pick up
when trying to learn new
information. They learn best
when they rely on visual
patterns because they prefer to
see what they are learning
more than hear what they are
learning. They respond well to
symbols, written words, images,
diagrams, and photos. For this
reason, they probably like to
have a pen and paper around to
take notes, to doodle in a
meeting, or to try to synthesize
other data. Drawings and
pictorial representations often
support the information they are
receiving aurally and ultimately
are what might anchor their
knowledge to a given subject.
Even if visual learners have
printed material in front of
them, they still might wish to
take additional notes, to add
marks to the paper in order to
feel they are learning what they
need to.
It's likely that visual learners
prefer to write a phone number
down and try to memorize the
numbers on a page or the pattern
they create when dialing instead
of listening to the number and
repeating it. They remember by
writing things down and
communicate well in this mode.
Visual learners are often better
at getting their points across
through the written, more than
the spoken word. This isn't to
say they don't ever rely on
their ears instead of their
eyes. Of course there are
numerous instances, which call
for them to do so. All this
really means is that they're
predisposed to learning through
their sight.
About 65% of people are visual
learners.
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Auditory
Auditory learners tend to focus
on auditory stimuli things
that they hear when learning
new information. They probably
get a lot out of lectures and
are able to process speeches
quickly and accurately. In fact,
readings might not make as much
sense to them until they've
heard a supporting lecture to
emphasize the written word and
they're more likely to listen to
a lecture first and then take
notes once they've processed the
information.
Auditory learners probably
prefer to speak someone's phone
number out loud to memorize it
than bother with writing it on a
piece of paper they're going to
lose anyway. They remember
things by repeating them and
probably prefer hearing
instructions instead of wading
through a written set of rules
and directions. Auditory
learners are better at making
their points through talking
rather than writing. This isn't
to say they don't ever rely on
their eyes instead of their
ears. Of course there are
numerous instances, which call
for them to do so. All this
really means is that they're
predisposed to learning through
hearing. This in part is what
makes most auditory learners
strong communicators, adept at
socializing and communicating in
face-to-face situations.
About 30% of people are auditory
learners.
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Kinesthetic
Kinesthetic learners tend to
make choices based on touch and
movement through space. They
tend to learn best by imitation
and practice. While kinesthetic
is acknowledged as a viable type
of learning, it has yet to be
examined as extensively as
auditory and visual learning.
That said, it is an important
style for you to understand as
it is certain to gain more
recognition beyond the
educational community in years
to come.
Most of us are predominantly
kinesthetic learners as fairly
young children. We then develop
into visual or auditory learners
as our nervous systems develop
and grow over the course of our
life spans. It is thought that
kinesthetic learners make up
around 5% of the adult
population. We do not delve
further into the kinesthetic
type in this test, but stay
tuned for the Tickle Learning
Style test, coming soon!
About 5% of people are
kinesthetic learners.
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As a predominantly auditory learner,
you likely find aural stimuli much
more compelling and comprehensible
than visual stimuli. To varying
degrees, visual learners tend to
feel that if they can't hear it,
then they won't be able to properly
synthesize it. You might feel a
tenuous hold on information that is
not presented aurally. You might
even attempt to turn visual
information into a aural cue you can
use by speaking a reading out loud
or listening to yourself go over the
directions. These are the safeguards
you might subconsciously take to
trigger your memory on the subject
at hand.
The flip side is that you are likely
to feel quite confident when
information is presented to you
aurally. In fact, you are likely to
feel more capable of grasping
higher-level concepts that are
presented through verbal words or
sounds than simpler concepts that
are presented in written signs.
To varying degrees, auditory
learners tend to feel that if they
hear it, then it might as well have
not happened that's how shallowly
the information is going to be
processed if it is not presented in
sound. On the other hand, when
information is presented aurally,
you probably find yourself having no
problem remembering it. Provided you
can always control how information
is presented to you, this auditory
dominance is not a problem. However,
our lives are complex, varied, and
not entirely under our control.
Hence, it behooves us all to learn
to learn in different ways if we
hope to continue to achieve and
succeed.
Auditory learning is your strong
suit; view it as such, as opposed to
the only way in which you can learn.
Visual learning is not only another
option, but it is often a necessary
addition to one's cognitive
landscape. Very often, there will
simply not be adequate time or
opportunity to have information
recited to you, and instead you will
have to work off of written notes or
other visual cues. It is interesting
to note once again that visual
learners tend to be very good
writers, while auditory learners
tend to excel in spoken
communication. If you feel you would
like to broaden you auditory-based
abilities, perhaps you could
consider viewing the visual process
as an auditory one. When you are
reading something, try to hear the
words being spoken or even
consider reading them aloud to
yourself, if need be. If you can
transform visual processes into
auditory ones using similar,
creative methods, then you will be
able to transition your mind into a
visual modality, and thereby, vastly
broaden your horizons.
Let's take some time to
focus on the test you took.
By going through and
explaining the different
answer options, we can help
you understand more fully
how you think using examples
from the test. You can also
see common ways other people
think about the same problem
that differ from your own
thought processes.
Your final score is
generated using a set of
algorithms that take all of
the test questions into
account, assigning
appropriate values to your
responses depending on their
relevance to a given scale.
= your answer
1. To
you, which of the
following is most like:
4+6
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a. |
2+3
This response is
visually extremely
similar to the original
equation of "4+6." In
fact, the only
transformation is
mathematical, as this
equation is half of the
example equation, and
thus one would expect
someone with a visual as
opposed to an auditory
bias to choose this
option.
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b. |
4 - 6
This response is also
visually similar to the
example equation, with
the exception of
switching the "plus"
sign to a "minus." The
fact that this is a
visual transformation
implies that it should
be most appealing to
someone with a visual
learning style.
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| c. |
9 + 1
This response is
visually similar to the
example in that it is in
a numerical format and
the order of elements is
identical - that is, it
conforms to the "one
number plus another"
format. Furthermore,
what these two numbers
sum to is identical to
that in the example
equation. "4+6=10" can
be seen to have many
visual similarities to
"9+1=10," even if some
of the details are
different. Thus, one
would expect someone
with a visual learning
style to choose this
option.
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| d. |
Four plus Six
This equation can be
considered the spoken
equivalent of the
original equation, and
thus one who prefers it
would most likely
demonstrate an auditory
learning style.
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2. Which
of the following is most
like: PAG
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| a. |
FLAG
"FLAG" sounds like "PAG"
if read aloud. This is
the option an auditory
thinker would choose.
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b. |
PAZ
"PAZ" is visually very
similar to "PAG" and is
thus a visual choice.
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3. The
figure below is most
similar to:
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| a. |
In this option, the
focus of the image is
the contents of the
square, two white and
two black squares as
opposed to how they are
arranged in space. This
reductionistic approach,
breaking an object down
into its constituent
parts, is characteristic
of the left hemisphere
of the brain.
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b. |
Here, the focus is upon
the whole structure
that is, the box itself,
instead of what kinds of
patterns appear inside
the box as a whole. This
holistic characteristic
is an indication of
right brain thinking.
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4. Which
of the following images
do you find most
appealing:
|
| a. |
|
| b. |
|
| c. |
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d. |
Research has found that
the different treatments
of the letter A
interfere with
processing in the two
hemispheres in different
ways. Specifically,
option A does not
interfere with the left
hemisphere whatsoever,
whereas something more
like option D has been
found to significantly
interfere with left
hemisphere processing.
Thus, A is strongly a
left hemisphere
choice; B is a
somewhat left hemisphere
choice; C is a
somewhat right
hemisphere option;
and D is strongly
right hemisphere.
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5. DOG
and CAT are related to
each other in the same
way as:
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a. |
WOOF and MEOW
Choosing the sounds made
by the animals uses
auditory cues to make
decisions over and above
visual cues.
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| b. |
CAT and MOUSE
This option involves
seeing that Dog is to
Cat as Cat is to Mouse,
and involves visually
laying out the system of
relationships in one's
head. This, its visual
transitivity, and the
fact that one of the
words from the original
relationship is
maintained in this
option, makes it a
visual response.
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7. The
figure I find most
appealing is:
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| a. |
|
| b. |
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c. |
Research has
demonstrated that
gradients such as these
activate your brain
hemispheres differently.
Simpler gradients, such
as the one in option A,
offer a singular set of
sequential details to
attend to. That is, one
would follow the simple
train of events as going
from black, to white,
and then back to black.
This sort of gradient is
much easier to see as a
single series or train
of events, which implies
left hemispheric
preference.
More complex gradients,
such as that found in
option C, however, are
easier to process as a
whole. That is, one may
simply see it as a
series of 4 gradients,
instead of following the
train of events from
black, to white, and
then to black
repetitively four times
over. This greater
tendency to be taken as
one simultaneous whole
implies greater right
hemispheric preference.
Logically, then, one who
chooses gradient B is
deciding to use both
hemispheres equally.
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8. Which
of the choices is most
similar to the following
image:
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a. |
In order to choose this
option, one must decide
that the important
detail of the example
was the fact that it is
a specific color word.
Thus, the fundamental
cue guiding someone's
decision would be the
meaning of the words,
which is a left
hemisphere function.
Furthermore, the
individual who chooses
this option is focused
upon visual stimuli in
that both "Green" and
"Blue" are names of
colors, and are thus
visual objects in and of
themselves.
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| b. |
This option is also left
brain because of the
fact that it focuses
upon the meaning of
"Blue" namely, that it
is specifically a color
word. Furthermore, this
option takes "Blue" back
to its conceptual and
verbal category of
"Color," and does not
focus upon the visual
fact of colors
themselves. This focus
upon the non-visual
elements indicates that
it is an auditory
option.
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| c. |
This option sounds like
the example, but has no
actual semantic
similarity blew has
nothing to do with blue.
This focus upon sound
and association, without
paying attention to
meaning, is
characteristic of an
auditory and right brain
individual.
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| d. |
In order to pick this
option, one must be
focusing upon the visual
cue offered in the
original example that
is, that the text was
written in green.
Furthermore, this choice
ignores the verbal
element in the original
example, that the word
literally says "blue."
That implies that it is
a right brained choice.
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9. AIR
and PLANE are related in
the same way as:
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|
a. |
WATER and BOAT
This choice focuses upon
the relationships
between the distinct
words that is, planes
move through air just as
boats move through
water. This is a left
brain way of approaching
the problem.
Furthermore, in order to
see the relationships, a
certain degree of visual
orientation is required
so as to see the words
transformed into their
respective objects
that is, to see a plane
in the air, or a boat in
water.
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| b. |
HEIR and PLAIN
This option simply
associates over AIR and
PLANE, coming up with
words that are
semantically unrelated,
but which sound similar.
Ignoring the meanings of
the words is a typically
right brained approach,
and focusing on how the
words sound is obviously
an auditory approach.
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| c. |
FINGER and NAIL
In order to choose this
option, one must decide
that AIR and PLANE
primarily function
together, as AIRPLANE.
Thus, FINGER can combine
with NAIL to make
FINGERNAIL. This process
is a left brain one in
that one must logically
decide that the primary
relationship between the
example words is that
they form a compound
word. Similarly, it is
auditory in that such a
discovery involves
sounding out the words
next to one another, as
opposed to visualizing
anything relating to the
words.
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| d. |
CLOUD and SKY
This option is a right
brained one because it
involves simply
associating over the
words AIR and PLANE and
deriving other things
relating to the same
content family. Such a
focus upon the holistic
field in which the
example objects exist is
characteristic of the
right hemisphere.
Furthermore, this option
involves things that one
must see as being all
together, and thus it
involves visual
thinking.
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10. The
relationship between 3
and 9 is the same as
that between:
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|
a. |
1 and 7
In order to choose this
option one must see that
the similarity between
this choice and the
example above is that
the amount of space
between both number
pairs is identical.
Thus, it requires
spatial thinking, on the
one hand, which is
characteristic of the
right hemisphere, and a
visual orientation, on
the other, since one
must see the amount of
space between the number
pairs in order to view
this similarity.
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| b. |
2 and 10
This option involves a
left brained process in
that one must use linear
logic to see that 3 and
9 equal 12, as do 2 and
10. Furthermore, in
order to see this one
must simply say to
oneself that "3 plus 9
equals 12, and 2 plus 10
equals 12;" thus, it is
an auditory option.
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| c. |
2 and 4
In order to choose this
option, one must see
that 22
equals 4, just as 32
equals 9. The linear
logic required to make
this connection is a
left hemispheric
process. Furthermore,
the easiest way to view
that math is by
literally seeing the
superscripted 2 (the
"squared" sign) above
the 2 and the 3; thus,
it is an option that
should attract visual
learners.
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| d. |
Thirty and ninety
The similarity between
this option and the
original pair of numbers
is based on both the
fact that the words
sound similar to the
numbers. However, there
is no mathematical
similarity, especially
considering the fact
that the numbers in this
choice are written as
words and not as their
numerical equivalents.
Choosing not based on
any mathematical rule,
in conjunction with how
the words themselves
sound, is characteristic
of a right brained,
auditory individual.
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| 11. |
The drawing below
can also be represented
as:
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|
a. |
This choice focuses upon
the content of the
example figure, as
opposed to its outer
structure. As the left
hemisphere is more
heavily involved in such
reductionistic
processes, those that
break down a whole into
its constituent parts
make this a left brained
choice.
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| b. |
This option focuses upon
the square structure of
the example figure and
allows the content to be
more fluid. Its focus
upon the entire field as
a whole makes it a right
brained choice.
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12.
Which of the following
best describes your
personality?
|
| a. |
A, B, C, D, E...
This is a very linear
and verbally-oriented
sequence, and thus would
be preferentially chosen
by your left brain.
|
|
b. |
This option implies more
of a "big picture"
mentality on the part of
the person taking the
test and even implies a
certain attention to
spatial relationships.
Such a focus upon entire
holistic fields is
characteristic of
someone's right brain
|
| 13. |
What is this a
picture of:
|
|
a. |
Flying
"Flying" is what is
going on in the picture
in a broad sense,
independent of any of
the details of the
image. This holistic and
pattern-based approach
is typically a right
brain one.
|
| b. |
A bird
Deciding that the
picture is one of a bird
involves reducing the
image down to its
constituent elements,
and then choosing which
element is the main
focus. This
reductionistic approach
is typically a left
brain one.
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14.
Which word pair is most
like
CONTROLLED-UNCONTROLLED:
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|
a. |
RESTRICTED-UNRESTRICTED
The words in this choice
mean something similar
to what the example
words mean, and are
varied, relative to one
another, in a way that
is identical to the
example word pair, as
well. Logical,
meaning-based selections
indicate your left
brain.
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| b. |
UNCONTROLLED-CONTROLLED
This option has the same
words as in the example
pair, but rearranged.
Thus, the focus is on
the arrangement of the
words in space, relative
to one another, and not
on the meaning of the
words. Taking a
pattern-based approach
and focusing upon
spatial cues indicates a
decision based on your
right brain.
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15. The
figure I like the most
is:
|
| a. |
The boundary in this
image implies that one
is seeing the whole
picture. This kind of
focus is characteristic
of the right hemisphere.
|
|
b. |
The unboundedness of
this image makes it a
jumble of individual
details with no thread
linking them together
into a greater whole. A
preference for
processing elements as
parts, rather than as a
whole, is characteristic
of the left hemisphere.
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16.
Seeing the letters I and
M together makes me most
think of:
|
|
a. |
U and R
If one sounds out the
letters "I" and "M," one
ends up with the
sentence, "I am."
Similarly, one can sound
out "U" and "R" to
achieve "You are."
Hence, this choice has
an auditory focus.
|
| b. |
O and M
The difference between
this option and the
example letters is the
letter "O," as opposed
to "I." The vowel
replacement makes this
option still visually
resemble the example
letters and so this
choice has a visual
focus.
|
| 17. |
The relationship
between and is
similar to the
relationship
between: |
|
| a. |
 |
and |
 |
The relationship between
the elements in this
option and the example
words is a direct and
logical one. The colors
of the elements are
identical. These colors
are kept distinct in
both cases, as well.
This focus on distinct
elements, as well as the
linearity of the
relationships, gives it
a left hemispheric
focus. Furthermore, the
focus upon a visual
element namely, the
color of the words, as
opposed to the meaning
or sound of the words
makes it a clear option
for a visual thinker.
|
| b. |
 |
and |
 |
This choice takes a left
hemispheric focus upon
the meaning of all of
the involved words.
Furthermore, the
transitivity of this
pair and the example
pair (i.e., LIKE is to
LOVE as LOVE is to
ADORE), combined with
the fact that this pair
ignores the color cues
in the original example,
makes it an auditory
option.
|
| c. |
This choice focuses upon
the color cues, and so
has a visual
orientation. It also
combines the yellow and
red elements into a
unified whole, which is
a right hemispheric
process.
|
|
d. |
 |
and |
 |
This choice specifically
does not use color cues,
working instead off of
possible associations
one might have with the
original example words.
Hence, its focus is a
right hemispheric and
auditory one.
|
19. The
sequence is
the same as:
|
|
a. |
This variation is
heavily rule-based the
pattern has been doubled
in a rigid, almost
automatic fashion. This
rigidness and linearity
is a left hemispheric
characteristic.
|
| b. |
This variation has the
same number of elements
as the original, but
they have all been
rearranged in space into
a different pattern.
Pattern-orientation and
spatial rotation are
right brain elements.
|
21.
Which of the following
is more clear:
|
| a. |
No smiling
This choice is the
linguistic way of
getting a message
across, and involves a
preference for both
verbal and sequential
thinking - both
characteristics of the
left hemisphere.
|
|
b. |
This choice, on the
other hand, is the more
purely visual and
immediate method of
getting that same
message across. This
image transmits the
entirety of the message
in one fell swoop. This
immediacy, combined with
the fact that it is
non-linguistic, implies
that one who chooses it
is significantly
engaging their right
hemisphere.
|
22. The
connection between the
words EVIL and DEVIL is
the same as the
connection between which
of the following word
pairs:
|
|
a. |
SCARY and MONSTER
"SCARY" and "MONSTER"
have similar
relationships as "EVIL"
and "DEVIL" that is,
"DEVILS" are "EVIL" just
as "MONSTERS" are
"SCARY" In addition,
monsters are scary,
devils are scary and
both can be evil. That
approach further makes
this a left brain
selection.
|
| b. |
EEL and FEEL
"EEL" and "FEEL" are
similar to "EVIL" and
"DEVIL" in that they
involve simply adding
one letter to the first
word to achieve the
second, thereby
suggesting an approach
to words as primarily
patterns of letters.
This pattern-based,
meaning-irrelevant
similarity is very
characteristic of the
right brain.
|
23.
Which of the following
is the closest
equivalent of the word
BLUE?
|
|
a. |
In order to choose
option A, one must view
the word "BLUE" as an
emotional word more than
a color word. Such a
decision demonstrates a
clear auditory bias,
focusing upon
specifically non-visual
elements.
|
| b. |
Choosing option B
indicates that one sees
"BLUE" primarily as a
color word. In fact, not
only is this choice
another color word
itself, but it is
printed in blue text,
thereby making it doubly
visually oriented.
|
24.
Presented with
BLUE-GRAY, your first
reaction is to think of:
|
| a. |
LIGHT BLUE
Blue-Gray could be
construed as a single
compound color, just
like the single color
Light Blue. However,
this option presents the
color in words, just as
it was presented in the
original example. This
focus upon the visual
similarities between the
example option and the
response implies a
visual learning style.
|
| b. |
GRAY-WHITE
Blue-Gray could be seen
as two different colors
stuck together by a
hyphen, just like
Gray-White. Furthermore,
this option, just like
the previous response,
involves leaving the
color words as words, as
opposed to resolving the
words to images, and
thus requires that one
see the visual
similarities between the
example option and this
response as of
fundamental importance.
This requirement implies
a visual learning style.
|
| c. |
This response involves
resolving the color
words in the original
example to their visual
equivalents. Hence, one
would have to hear
Blue-Gray, process the
words, and then
transform them into a
color-based and
non-linguistic form.
This willingness to
ignore the visual format
of the example implies
an auditory learning
style.
|
|
d. |
This response also
involves resolving the
color words in the
original example,
although in this case it
sees the original not as
two distinct colors but
as one compound color.
Furthermore, it requires
that one hear the
example and then
transform it into
another form - in this
case, a color-based and
non-linguistic form.
Once again, this
willingness to ignore
the visual format of the
example implies an
auditory learning style.
|
| 25. |
Which is the
opposite of the
following figure?
|
| a. |
This image has simply
taken the original image
and put black where
there was white, and
white where there was
black. Its fundamental
cue was the entire,
unified image that is,
it simply inverted the
color scheme without any
regard for the actual
structure of the objects
in the image. This
preference for
approaching things as a
whole, as opposed to
breaking them down into
their constituent
elements, is
characteristic of the
right hemisphere.
|
|
b. |
This image reverses the
original one based on
the geometric shapes
that compose the image.
That is, it specifically
does break the original
image down into its
constituent elements and
then rearranges them.
This focus upon the
details that comprise an
ostensibly greater whole
is characteristic of the
left hemisphere.
|
This test was created using
a variety of brain
lateralization research,
relying especially upon Dr.
Roger Sperry's pioneering
work in establishing the
hemispheric distinctions in
the brain, for which he won
a Nobel Prize in 1981. Dr.
Sperry discovered that the
right and left hemispheres
actually do have specialized
functions, and that both
hemispheres can even operate
somewhat independently.
In the early 1960s, Sperry
and colleagues conducted
many experiments on an
epileptic patient who had
had his corpus collosum, the
"bridge" between the left
and right hemispheres of the
brain, split so that the
connection between the
hemispheres was severed.
Eventually, his research
team discovered that this
patient could only perform
certain activities, such as
naming objects or putting
blocks together in a
prescribed way, when using
one side of his brain or
another. This research began
our understanding of the
hemispheric lateralization
of brain function.
Our test was also designed
using the work of Dr. Howard
Gardner of Harvard
University and his theory of
Multiple Intelligences, as
well as the Learning Style
Inventory of Jeffrey Barsch,
Ed.D. Dr. Gardner's theory
basically argues that there
is no one basic type of
intelligence, as most IQ
tests would have us believe,
but that, instead, there are
seven intelligences, each of
which is important in its
own way and each of which we
all have to varying degrees.
The Barsch Learning Style
Inventory, on the other
hand, agrees that there are
multiple types of
intelligence, but narrows
its focus to end up with the
visual, auditory and
kinesthetic modalities of
learning as its fundamental
types of intelligence.
Ausubel, D., (1968),
Educational Psychology: A
Cognitive View, Holt,
Reinhart and Winston, New
York.
Barsch, J., (1991),
Barsch Learning Style
Inventory, Academic
Therapy Publications.
Gardner, H., (1993),
Frames of Mind: The Theory
of Multiple Intelligences,
Basic Books.
Gawain, S., Creative
Visualization, (1982),
Bantam Books, New York.
Hellige, J., (1993),
Hemispheric Assymetry:
What's Right and What's Left,
Harvard University Press,
Cambridge, Massachusetts.
O'Connor, J., and Seymour,
J., (1995), Introducing
NLP: Psychological Skills
for Understanding and
Influencing People,
Thorsons, Hammersmith,
London.
Ornstein, R., (1997), The
Right Mind: Making Sense of
the hemispheres,
Harcourt Brace & Company,
San Diego, California.
Springer, S.P., and Deutsch,
G., (1998), Left brain,
Right brain: Perspective
from Cognitive Neuroscience,
W.H. Freeman and Company,
NewYork.
Sperry, R.W., (1982),
Science and Moral Priority:
Merging Mind, brain and
Human Values, Vol. 4 of
Convergence, (Series editor
Ruth Anshen), Columbia
University Press, New York.
Sperry, R.W., Gazzaniga,
M.S., and Bogen, J.E.,
(1969), Interhemispheric
Relationships: The
Neocortical Commissures;
Syndromes of Hmisphere
Disconnection, In
Handbook of Clinical
Neurology, P.J. Vinken and
G.W. Bruyn (Eds.),
North-Holland Publishing
Co., Amsterdam, Vol. 4, pp.
273-290.
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