I encourage people to learn all they can about brain function and to apply the knowledge they gain to their own lives on a daily basis. Because it is often easier to start from something than from nothing, I have prepared these practical application summaries related to traditional school subjects and learning.
My goal is to stimulate thinking and observation, trigger increased awareness at an individual level, jumpstart applications for every day living, and provide options for behaviors. Although I have relied heavily on brain function research, a plethora of studies, and discussions with brain researchers and other experts, the summaries represent my own brain’s opinion.
Remember that conclusions from research studies are presented in the form of generalizations that apply to nearly 70% of the population (first standard deviation on either side of the mean). There are always exceptions based on individuality. No two brains are ever identical in structure, function, or perception, not even those of identical twins. If some of your personal characteristics or typical behaviors don’t match a specific generalization, it doesn’t invalidate the research findings. It does exemplify individual uniqueness.
A plethora of models have shown up on the scene in an attempt to positively impact whole brain learning. Some models address learner responses (e.g., McCarthy 4-MAT 1990, Meyers-Briggs 1995); others deal more with how learning is processed (e.g., Gregorc/Butler 1979, Ned Herrmann 1988). While models can offer useful frameworks, the most important thing to remember is simply to provide as many different learning opportunities for the student as possible and consistently offer choices.
Refer to Articles on this website for examples of selected models.
Almost anyone can choose a job/career and then learn the key tasks that are required. For example, most human beings can learn to exhibit caring behaviors and people skills although it will be easier for some than others. The degree of success achieved lies in how much energy it takes to learn the key tasks and sustain repetition on a daily basis. Individuals with differing preferences tend to approach similar careers from differing perspectives, with differing emphasis, and with differing degrees of accomplishment and success based on what their brain does easily.
Confucius said,
Choose a job you love and you’ll never work a day in your life. When evaluating employment options, begin by identifying the key tasks that the job or career requires. Understand the type of activities that energize you, and proactively select the job/career that will give you the best fit possible based on your own innate giftedness. If you are having difficulty evaluating a work opportunity, look for a job or an organization that allows you to contribute based on your own innate giftedness even if some of the tasks and activities use skills from nonpreferred portions of the brain and/or don’t match your formal education.
Following is a brief summary.
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Left Frontal Lobe
An individual with this lead tends to:
- Excel when difficult decisions need to be made that involve resource allocation, money, and structure; when priorities need to be understood and identified.
- Be gifted at setting goals and discovering ways to achieve them.
- Prefer to delegate operational implementation, routine maintenance or follow-up, and the tracking of details to others.
Search for work that allows you to:
- Direct
- Prioritize steps that need to be taken
- Monitor (research) outcomes
- Redirect
Contribution: functional analysis and evaluation
Key: a data-based project or program and the ability to make decisions and set/achieve goals |
Right Frontal Lobe
An individual with this lead tends to:
- Excel when something is beginning, getting started for the first time, or when it’s being turned around or reinvented. Once the project is working as envisioned, it needs to be passed to others to maintain. Otherwise, in a push to improve, reinvent, or change it, the project can be ruined.
- Be gifted at anticipating and making changes
Search for work that allows you to:
- Begin or start a project or program, even if it involves temporary work (e.g., a political campaign, a time-limited campaign)
- Restart or turn around a project / program
- Brainstorm (research) solutions to problems
Contribution: envisioning and enthusiasm
Key: a short-term project or program and the ability to be somewhat independent and innovative |
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Left Posterior Lobes
An individual with this lead tends to:
- Excel when something concrete needs to be dependably sustained, whether the something involves service or production.
- Follow routines / maintain projects as long as there is an understanding of why it’s important to do so.
Search for work that allows you to:
- Maintain
- Continue the process, maintain the status quo
- Follow through on routines
- Be protected from constant interruptions
Contribution: dependability and service production
Key: a long-term project or program and the ability to produce dependably |
Right Posterior Lobes
An individual with this lead tends to:
- Excel at building connections, harmony, good will, and peaceful foundations and can do this in a wide variety of settings.
- Like to encourage others, help to build consensus and compliance (if the “why” is understood).
Search for work that allows you to:
- Read nonverbals
- Provide feedback
- Offer encouragement
- Provide nurturing
Contribution: connecting and encouraging
Key: the ability to experience harmony among people and in the environment |
Many parents and teachers ask, “How can I figure out the child’s innate brain-energy advantage?” That can be a challenge in adulthood. How much more so during childhood when the brain still has a long way to go in terms of development!
Give the child a variety of learning opportunities and observe:
- How does the child approaches each task or activity?
- What type of comments does the child make?
- How tired or energized does the child appear to be after completing a specific task or activity?
- What tasks or activities does the child procrastinate?
- Toward what tasks or activities does the child gravitate?
- During which tasks or activities does the child appear to lose all track of time and/or hates to have to stop?
- What tasks or activities does the child frequently want to do?
You can also observe the behaviors the child exhibits in classroom settings and then compare them with some of the commonly observed behaviors that children tend to exhibit based on innate brain lead.
Refer to tables that follow.
| Behaviors that may be observed in children with a frontal preference (e.g., frontal left or frontal right): |
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Left Frontal Lobe
- Are usually quite precise
- Need to reason in order to learn
- Are seen as leaders, are articulate, and may even intimidate the teacher
- Are viewed as bright, and appear to know more than the other students
- May see school as a game that must be won in order to be successful (may underachieve, just doing enough to get by)
- Often easily master subjects such as arithmetic, algebra, calculus, statistics, auto mechanics, electronics, engineering, public speaking, and research science
- Prefer tests with multiple-choice questions but can handle essay questions or verbal presentations
- Are talented in goal setting / achievement, strategy development, precision, and inductive/deductive reasoning
- Are limited in ease of speaking foreign languages, spiritual experiences, nurturing, dressing (color, fabric, and style harmony)
- Tend to ask how does this work or function questions
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Right Frontal Lobe
- Are often seen as the geniuses although may not perform up to the expectations of others
- May have oodles of incomplete projects
- Usually have difficulty in writing/spelling
- May have trouble with self-care as in brushing the teeth, tying shoelaces
- May be considered dyslexic due to a reduced ability to perform BL functions
- May exhibit symptoms of stress when required to conform to rules/regulations
- Need to be able to move in order to learn
- May view school as a barely-tolerable situation and are at high risk for dropping out
- Often excel at subjects such as chemistry, physics, geometry, trigonometry, philosophy, creative writing including poetry/essays, as well as artistic creativity (if introverted) or entrepreneurial activities (if extroverted)
- Can handle essay questions (especially if can be prepared on a computer rather than in longhand), lines of poetry, a musical composition, or an art project
- Are talented in exploring the unknown, finding new solutions (inventions), visioning, mimicry, and inspiration
- Are limited in routine self-care, detailed procedures, sequenced details (spelling), and accuracy in addition
- Tend to ask if and what if questions
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To Validate an Energy Advantage in the Left Frontal Lobe
- Allow them to create debating games and participate
- Say things such as, “It’s helpful to have a strong logical argument for what you want to accomplish”
- Understand they want to make decisions (whenever possible, allow them to participate in setting the rules; provide opportunities for making decisions from a selection of previously established options)
- Positively reinforce their attempts at critical analysis and for asking how does this work or function questions
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To Validate an Energy Advantage in the Right Frontal Lobe
- Create an affirmative atmosphere for daydreaming and imagining (remind them that some of the world’s most creative individuals are daydreamers)
- Understand that to them rules represent an unnecessary evil; set and enforce a minimum number of rules and explain why they are necessary; be willing to adjust rules/regulations
- Encourage exploration, variety, spontaneity, and individuality
- Affirm them for asking if and what if questions
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| Behaviors that may be observed in children with a preference for using the posterior lobes (e.g., left posterior lobes or right posterior lobes): |
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Left Posterior Lobes
- Are usually quite well-behaved
- Are likely to do whatever the teacher expects
- Don’t know the environment and don’t see the big picture easily
- Often exhibit anxiety when change is required
- Need time to learn, to incorporate new information into an existing body of knowledge, or to insert a new step into an already-mastered routine
- Tend to view school as the way life is and try to fit in
- Easily master subjects such as reading, spelling, writing (printing or cursive), bookkeeping, civics, history, and typing
- Prefer true-or-false test questions and like predictability in terms of examinations (can experience extreme stress if a surprise quiz is announced)
- Are gifted at detailed procedures, repetitive tasks, operating machines, routine self-care
- Are limited in drama, novelty, inspiration, and imaginative forecasting/trending
- Tend to ask how to do it right questions
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Right Posterior Lobes
- Are often seen as pleasers
- Have difficulty saying no
- Stay close to the teacher
- Enjoy giving gifts
- Need to talk, play, and work with others in order to learn
- See school as a chance to associate with friends, and view studying as incidental
- Enjoy drama, languages, interior decorating, home economics, counseling, and music
- Don’t like test questions of any kind (prefer practical questions and situations that allow them to exhibit, demonstrate, role-model, or act out/portray the answers in some way)
- Are talented in hosting, spiritual experiences, dressing, and connecting
- Are limited in logical or unpopular decision-making
- Have difficulty with hardball negotiations and/or when doing cost-benefit analysis
- If relationships aren’t rewarding at school, may be at risk for dropping out
- Tend to ask why questions (which another brain really cannot answer)
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To Validate an Energy Advantage in the Left Posterior Lobes
- Teach procedures sequentially, using at least three steps for each
- Develop, state, and enforce appropriate regulations (rules provide them with predictability and security)
- Discuss pros and cons of needed change
- Introduce the concept of change with a preface such as, “You and I are going to load a new procedure” or “You can add this step to the routine you are already using”
- Acknowledge the discomfort associated with change and help the child to adjust
- Affirm them for asking how to do it right questions
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To Validate an Energy Advantage in the Right Posterior Lobes
- Allow opportunities for them to help plan and give a party; to make and give a gift
- Provide time to talk about the rules and make sure they apply to everyone equally
- Support them in decision-making
- Make comments such as, “If you need help in making a choice, I’m here to help you”
- Provide playing time and costumes for dress-up and drama (or for) play-acting
- Afford plenty of touch affirmation
- Affirm them for helping others to feel included, comfortable, or at home
- Affirm them for asking questions (although why questions can be difficult to answer) and respond with information to the best of your ability. If you don’t “know,” avoid pretending you do. Instead, suggest that you and the child explore the question together
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Innate preference influences the type of examination style that individuals are most comfortable using. When examinations contain questions and testing methods that are matched with each of the four divisions of the cerebrum, each exam-taker would theoretically be able to excel at one style and, at the same time, get to practice the other three.
Examinations are often developed with the so-called “average” student in mind. Some students, often those who fall outside that average range, may give a “wrong answer” when they focus on an exception to the general rule, (an exception these students often can discover if one exists).
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Left Frontal Lobe
- Oral presentations
- Abstracting and summarizing
- Essay questions, investigative writing
- Prefers multiple choice questions
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Right Frontal Lobe
- Essay questions (prefer to use a computer)
- Submission of a project (e.g., art, writing)
- Composition questions (e.g., creative writing, music, poetry, novels, short stories)
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Left Posterior Lobes
- Matching questions
- True or false questions
- Precise memorization
- Needs predictability in exam schedule
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Right Posterior Lobes
- Uncomfortable with any type of exam
- Prefer practical questions (e.g., portray, demonstrate, role-model)
- Needs to engage in conversation around the examinations
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Different portions of the brain contribute to the use of language. A whole-brained use of language requires (no surprise) use of the whole brain. Individuals may exhibit a greater facility with specific aspects of language based on their own innate preferences.
In addition, individuals tend to use language differently based on their own brain lead. This is also true when they are speaking about others who have a different brain lead.
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Left Frontal Lobe
- Spoken language in Broca’s Area
- Language structure (e.g., grammar, syntax)
- Literal meanings
- Focuses on a single and/or the precise meaning for a specific word
- Interested in the best choice of word(s)
- Laughter, portions of humor (e.g., wit)
- Uses language to direct
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Right Frontal Lobe
- Gestured language (e.g., tears, pointing, waving, body position)
- Prosody (irony, sarcasm)
- Context and related appropriateness, global view
- Focuses on metaphoric or symbolic meanings and/or multiple meanings
- A sense of humor (often off-the-wall, or bizarre)
- Uses language to inspire
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Left Posterior Lobes
- Written language
- Decoding of speech sounds in Wernicke’s Center
- Language form:
- Punctuation
- Spelling
- Sentences
- Labels for speech forms (e.g., noun, verb, adjective, adverb, preposition)
- Learning to speak native language(s)
- Uses language to report
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Right Posterior Lobes
- Emotional language
- Affective speech
- Sensitivity to the music and color of speech:
- Rhythm
- Rhyme
- Speed and volume
- Voice inflection (the music of speech)
- Reading nonverbal body language
- Learning to speak a non-native language after about age 9 or 10
- Uses language to connect
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Left Frontal Lobe
Tend to use words and phrases such as:
- Tools, hardware
- Get to the bottom line
- Give me the key points
- We need a critical analysis
- Let’s break it down to the basics
- State-of-the-art equipment
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Right Frontal Lobe
Tend to use words and phrases such as:
- Software
- Big picture
- Cutting-edge ideas
- Synergistic
- Innovative ideas
- We need a blockbuster
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Left Posterior Lobes
Tend to use words and phrases such as:
- Step-by-step
- That’s the way it’s always been done
- Play it safe
- Let’s go by the book
- We need law and order
- Routines are best
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Right Posterior Lobes
Tend to use words and phrases such as:
- Team work, team development
- Participatory
- Personal growth
- Family values
- We need to be interactive
- Human values, human resources
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Left Frontal Lobe
Examples of derogatory phrases used by others about them:
- What a nerd
- Such a cold fish
- Calculating SOB
- Money hungry or power hungry
- Uncaring and unemotional
- Only cares about the bottom line
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Right Frontal Lobe
Examples of derogatory phrases used by others about them:
- Undisciplined
- Too much off-the-wall humor
- Takes too many risks
- Unrealistic
- Air head or head is in the clouds
- Always daydreaming
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Left Posterior Lobes
Examples of derogatory phrases used by others about them:
- Unimaginative
- Stick in the mud
- Pencil pusher
- Can’t think on his/her own
- Always playing it safe
- Lives by the book
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Right Posterior Lobes
Examples of derogatory phrases used by others about them:
- Such a people pleaser
- Touchy-feely
- A soft touch or a push over
- Has diarrhea of the mouth
- What a bleeding heart
- A bit of a sap if you ask me
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There has often been an underlying assumption that students will all pretty much learn in a similar manner. This approach ignores the important issue of individual differences in personal cognitive style. There is no learning style or model that is right for everyone since each brain develops uniquely. And there certainly is no one-size-fits all. In one sense at least the human brain does not have a single favorite or learning style. It is capable of changing on a daily basis and even from hour to hour depending on what is going on in the learner’s life and in the current environment.
Each student will likely have a preferred learning style, however, defined as an individual’s consistent approach to organizing and processing information during thinking. Learning style does not appear to be related to intelligence and reflects qualitative rather than quantitative differences between individuals in their thinking processes. Forty-two experimental studies based on the Dunn and Dunn Learning Style Model conducted between 1980 and 1990 showed that students whose preferred learning styles are accommodated would be expected to achieve 75% of a standard deviation higher than students who have not had their learning styles accommodated.
Here are examples based on innate brain lead.
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Prioritizing Division
Tends to learn by:
- Acquiring facts
- Applying logical analysis to facts
- Thinking through ideas, debating
- Forming theories using the facts
- Building cases based on data
- Reasoning things through
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Envisioning Division
Tends to learn by:
- Using intuition (often knows the answer but cannot explain how it came up with the answer)
- Synthesizing content
- Creating new concepts
- Exploring possibilities
- Self-initiative
- Moving while thinking
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Maintaining Division
Tends to learn by:
- Acquiring skills through practice
- Organizing content
- Studying sequentially
- Applying information practically
- Repetitive structure
- Taking plenty of time to learn
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Harmonizing Division
Tends to learn by:
- Using music and movement
- Working and playing with others
- Conversing with others
- Sharing ideas
- Comparing personal experiences
- Return demonstrations
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Prioritizing Division
Tends to respond to:
- Formal lectures
- Data-based content
- Texts and bibliographies
- Analysis of cases won or lost
- Debate of facts
- Bulleted outlines of information
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Envisioning Division
Tends to respond to:
- Experimentation
- Spontaneity
- Innovation and individuality
- Humor and playfulness
- Discussions related to future cases
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Maintaining Division
Tends to respond to:
- Structure
- Sequential presentations
- How-to books
- Discussions of past cases
- Thorough planning
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Envisioning
Tends to respond to:
- Music and movement
- Group discussion
- Interacting with others
- Studying people-orientated cases
- Experiential opportunities
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Individuals tend to gravitate to somewhat predictable reading choices based on innate giftedness unless they were taught to make different choices, had a limited selection of books, or learned to avoid reading for a variety of reasons (e.g., have reading difficulties, shamed for ability or for subject matter).
In general, introverts are more likely to be voracious readers. Extreme extroverts tend to read when they are interested in the subject matter, or are reading to obtain needed stimulation.
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Left Frontal Lobe
- Scientific books
- Research journals
- Crime reports
- Stories about war, heroes, or great leaders
- Stocks, bonds, investments
- Doctrine or theology (if affiliated with religion)
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Right Frontal Lobe
- Adventure, fantasy, or sci-fi books
- Crime fiction
- Poetry
- Art
- Philosophy
- Stocks and bonds
- Personal growth, how to be more successful
- Sacred writings for new ideas/future vision
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Left Posterior Lobes
- How-to books or procedure manuals
- Biographies
- Histories
- Stories about team sports or great team players
- Sacred writings to learn the rules and how to do it right (if affiliated with religion)
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Right Posterior Lobes
- Biographies
- Romances
- Animal stories
- Nonfiction nature books
- Books that tell stories about people and that evoke emotions and feelings
- Sacred writings for stories about people and to discover a spiritual connection
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From a brain function perspective the main purpose of education, formal and informal, is to develop skills throughout the brain. The study of differing subject matter can help. Think of the developed skills as internal brain software program that can then be utilized as necessary in a variety of ways in life. One of the laws of cybernetics says that the organism with the most options is likely to be most successful. Study is one way to develop more “options” that, in turn, can help you to be more successful.
Students sometimes lament, “I don’t know why I have to study ‘X’ subject. I know I’ll never use it again and it’s a big waste of my time!”
My response is, “Even if you don’t use that specific subject again per se, you may need to accomplish some task or activity in life that draws on skills you built when you studied that topic.”
The ease with which you breeze through or struggle with specific classes is impacted by your own unique brain and thinking process preference, along with the energy required. Some classes/subjects will be easier than others and require less energy expenditure. Key tasks required for mastering a specific subject are usually centered in one or two of the cerebral divisions, although all divisions work together at some level. Examples follow.
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Prioritizing Division
- Math (arithmetic, algebra, statistics, calculus)
- Auto mechanics, equipment repairs
- Electronics, electrical engineering
- Debate, public speaking
- Track and field
- Research, medicine
- Investigative reporting
- Aspects of artistic endeavors (line drawing, literal representations, aspects of sculpture and painting, portions of woodworking)
- Architectural plans
- CPA, MBA
- Law
- Aspects of computer programming
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Envisioning Division
- Math (geometry, trigonometry, some calculus)
- Chemistry, physics, biology, philosophy
- Architectural design, graphic design
- Artistic endeavors (painting, abstract representations, sculpture, photography)
- Creative writing, short stories, poetry, novels
- English literature
- Musical composition or arranging
- Choreography, creative dance, composition
- Marketing, public relations, sales
- Interior design
- Aspects of computer programming, brainstorming new programs or solutions to computer problems
- Some individual-sports activities
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Maintaining Division
- Reading, spelling
- Handwriting (print and cursive)
- Typing, data entry
- Team sports
- Bookkeeping
- Paralegal
- Civics, history
- Management, administration
- Aspects of computer programming
- Food services, dental hygiene
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Harmonizing Division
- Music, drama, dancing
- Foreign languages
- Public relations, marketing, sales
- Chaplaincy
- Human resources
- Home economics
- Therapy (PT, RT, OT, rehab, speech)
- Nursing Services
- Social work
- Counseling
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