HELP! I’m in Matric and I am not sure how to study
Lindsay Hopwood
When it comes to study methods is there one method that works for everyone or is there a
method unique to each individual and we have to figure that out for ourselves? In the light of
some of the controversy surrounding brain dominance theory, does knowledge of brain
dominance help or hinder learning? The answer to the first question is YES and NO! The
answer to the second question is: it can do either. To better understand how best to study,
we need to first look at where this all happens - your brain.
Your Brain
Even in the second century AD anatomical studies done by Galen showed that the brain is
the control center for movement, sensation and intelligence (Schatz, n.d.). To get an idea of
the size of this amazing organ hold your two fists together. It weighed about 350-400g at
birth and in the average adult it weighs 1300-1400g. It is composed of a 100 billion nerve
cells called neurons. (Cherry, n.d.). The wrinkled outer surface is called the cerebrum or
cerebral cortex and makes up 85% of the brain. This is what we refer to as our grey matter.
It is divided into two halves or hemispheres and each hemisphere is divided into 4 lobes
(Mastin, 2010).
View of the Right Hemisphere of Brain
Two is Better Than One
The two hemispheres may look like mirror images of each other and one may think each half
functions the same way. Scientific and medical research has shown that each hemisphere
has specialised areas that are not present in the other. The earliest work in this area was in
1861 when there was debate about whether intelligence was related to the size of the brain
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or whether the critical factor was the development of individual parts of the brain. Pierre Paul
Broca, a French neurosurgeon, was the first to show anatomically that certain brain functions
are localized to a particular area of the brain. He discovered that the part of the brain
responsible for speech production, now called Broca’s area, is situated in the left frontal
lobe. This he found in studies of the brain of aphasic patients who had lost the ability to
speak because of lesions to the brain in that area. (Whole Brain Creativity, 2007)
In the 1960’s neurosurgeon Roger Sperry, his student Michael Gazzinga and Joseph
Bogden, performed the first “split brain operation” in epileptic patients. He received the Nobel
Prize for Physiology for this work in 1981 (Whole Brain Creativity, 2007). The two
hemispheres are connected by a thick white matter structure called the corpus callosum.
While the surgery was successful for the patient, this and similar research confirmed that the
two hemispheres have areas of specialisation and that they function relatively independently
of each other (Jones, 2003). Thus, your brain is like two computers sitting side by side, each
with a different operating system! The left side is detailed, verbal, factual, analytical,
sequential and objective. The right brain is holistic, visual, innovative, intuitive, random and
subjective. The function of the corpus callosum is to integrate the functioning of the two
halves so that they operate as one system (Bailey, n.d.).
Vertical Section of the Brain Showing the Corpus Callosum
So Why Are We All So Different?
In 1952 Paul Maclean, a physician and neuroscientist, put forward his Triune Brain Model for
brain function. He identified three “layers”:
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Reptilian brain (survival brain) responsible primarily for functions necessary for
survival
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Limbic system (emotional brain) responsible primarily for emotions, values and
motivation.
Neocortex (thinking brain) where cognitive thought occurs. This is the part of the
brain that is divided into the two hemispheres
In 1981 Ned Herman combined this triune brain theory with the theory of lateralization and
devised the theory of brain dominance. When information is received by the senses, such as
the eyes and ears, the senses most involved in learning, the information will be relayed to
one hemisphere slightly earlier than the other (Brain Dominance, 2012). As the two
hemispheres have different ways of dealing with this sensory input because of the
differences in specialisation, we will all process the same information slightly differently. The
path the information takes through the “layers” of the brain also differs for different
individuals and this accounts for our individuality when it comes to information processing
and learning. (De Jager, 2009).
http://mybrainnotes.com/evolution-brain-maclean.html
Diagram Depicting Paul Maclean’s Triune Brain.
Melodie De Jager and Marlise Basson, building on the work of Paul Dennison and Carla
Hannaford, have devised the Mind Dynamix® Profile to help determine our personal
information processing style. This instrument shows where the sensory information we
receive goes first and for longer:
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To the bottom (emotional brain) or top (thinking brain)?
To the left (logical) hemisphere or the (right) creative hemisphere?
To the (expressive) front or the (receptive) back of that hemisphere?
(De Jager, 2009).
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How Do I Determine My Dominance Profile?
There are several online tests to show whether you are left or right brain dominant. A test
comprising twenty questions suitable for teenagers can be found at:
http://homeworktips.about.com/library/brainquiz/bl_leftrightbrain_quiz.htm
These questionnaires are not accurate as they may reflect your functional dominance, the
pathways that you have developed over time, rather than the ones that you were born with.
A better and more informative method is to find a Mind Moves® Instructor who can assess
your Mind Dynamix Profile using biofeedback and determine your genetically dominant
pathway. You can look for a Mind Moves Instructor at www.mindmoves.co.za .
How Does My Mind Dynamix Profile Help Me Learn?
We are all whole brained individuals with greater capacity than we realise. This knowledge of
brain dominance helps us understand our individual differences and preferences and to aid
us to develop this potential. At birth we are hard-wired with a particular dominance profile but
our environment, our experiences and culture all play a part in the way we ultimately
function, the way we receive and process information and the resultant action. Life-long
learning is about developing our non-dominant parts so that we mature into fully integrated
individuals, who use all dimensions well and at the appropriate time so beware of labelling
yourself as left or right brained as this is limiting. In other words, knowledge of brain
dominance can hinder learning if you allow it to put you in a box and think that is all you will
ever be. It can help if you use it to gain insight into your weaknesses and strengths and
capitalise on your strengths while working to develop and grow in the weaker areas. See if
you can identify your profile from this table (De Jager, 2009):
TABLE SHOWING CHARCATERISTICS OF THE SIX DIMENSIONS OF THE BRAIN
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TOP BRAIN
Cognitive/rational
Acts on thinking
Objective
LEFT BRAIN
Logical
Word/language oriented
Convergent
Linear processing
Sequential
Analytical
Rational/reasoning
Objective
Detailed-focus on ‘WHAT’
Past-oriented
FRONT BRAIN
Expressive
Inter-personal
Out-put oriented/proactive
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BOTTOM BRAIN
Limbic/emotional
Acts on intuition
Subjective
RIGHT BRAIN
Creative
Picture-oriented
Divergent
Multi-processing
Simultaneous
Synthesis
Emotional
Subjective
Big picture-focus on ‘HOW’
Future oriented
BACK BRAIN
Receptive
Intra-personal
Observant/reactive
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Whole Brain Learning Is The Best Way To Learn
Here are some tips for learning and studying. Those that pertain more to the top/left/front of
the brain are written in blue while those that pertain to the bottom/right/back of the brain are
written in red. From this list you will be able to recognise those areas where you flow easily
and those areas that need development. By working to your strengths while working on
those development areas you can work smarter not harder and develop your own personal
learning style:
1. Know WHY you are studying. Set clear goals for each subject and find relevance to
your life to create the necessary motivation.
2. WHERE to Study - it is a good idea to have a designated study area and to have all
of your study materials at hand. Avoid areas where people, pictures and noise can
distract you. Music with vocals can divide your concentration, so instrumental music
is more acceptable.
3. WHEN to study - analyse your schedule and as a Grade 12 student you need to find
3 hours a day at least 5 days a week to devote to homework and study. Schedule in
your favourite TV programmes and time for exercise so that you refresh your brain.
Use these as “rewards” for completing a study section.
4. WHAT to study - use a calendar to plan which day you will study each subject. Know
which section of the subject you will study each day such that you have a clear goal
for the study session. Plan ahead so that you are sure that you will cover all sections
of each subject by the start of the exams. Alternate content subjects like Geography
and Business Studies with subjects like Maths and Science so you don’t get bored.
(De Jager, 2009)
5. HOW to study - One way is to use this adaptation of the SQ4R study method when
studying (SQ4R Study Method. 2012):
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Survey or scan the chapter or book before reading to get an overview or
general idea of the content. Look at titles, headings and sub-headings, the
introduction and summaries, charts, graphs etc.
Question. Try and anticipate possible examination questions e.g. by turning
headings into questions. Ask “what, where, when, who, why and how”.
Reading. Read once to get an overview of what you are studying. While
reading, take note of emphasised words and look for the answers to the
questions. Reread the work and highlight key information and keywords. (only
20-35% of the work should be highlighted). Reread difficult passages.
Summarise the key information in linear form. Highlight the keywords in your
summary.
Reword. Make your mind map with the keywords from the summary. Get an
understanding of the new facts in the light of what you already know. Take
careful note of the terms and concepts and try and express them in your own
words. The better you understand the work and how the new information links
with what you already know about the subject, the better your mind map and
the better you will remember the work. Use colour and pictures as much as
you can.
Recite. Talk yourself through the work to see if you can answer the questions
that you posed at the Q stage above. “Teach” your mind map to a friend. The
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best way to learn is to teach it as this is when you identify the gaps in your
understanding.
Review. Memorise the mind map and review it often. Repetition builds
memory.
In Conclusion
Our brains have specialised areas for particular functions which we all use to varying
degrees and in different ways to achieve the same end-survival, learning and growing. We
each have a dominant brain profile and we can develop those areas that we don’t naturally
use to become all we were created to be. To be able to fully comprehend new concepts or to
learn new skills, the whole brain needs to be involved.
Life experience, our school system and our culture can lead us to believe that we are less
capable than we truly are. Our school system generally favours left-brained thinking but that
does not mean that “right-brained” thinkers are always at a disadvantage. It just means that
they have to put in extra effort with the “logical” subjects, just as their “left-brained” friends
have to work harder with the “creative” subjects. But the effort for both learners will be worth
it as all subjects have a creative and a logical aspect when taken to a more advanced level.
Thus, finding your dominance profile can guide you to develop and use your brain optimally
for success at school, university, your career and your relationships.
REFERENCE LIST
De Jager, M. 2009. Mind Moves - removing barriers to learning. Welgemoed: Metz Press.
Brain. Available from National Geographic [online]:
http://science.nationalgeographic.com/science/health-and-human-body/human-body/brainarticle/ [Accessed 17 February, 2013].
Bailey, R. n. d. Corpus Callosum: [online] Available from:
http://biology.about.com/od/anatomy/p/corpus-callosum.htm [Accessed 20 February,2013].
Brain facts and figures. [online]. Available from:
http://faculty.washington.edu/chudler/facts.html [Accessed 16 February, 2013]
Brain Dominance. [online]. Available from: http://www.m1creativity.co.uk/braindominance.htm. [Accessed 16 February, 2013].
Cherry, K. n.d. How Big is the Brain? [online]. Available from:
http://psychology.about.com/od/biopsychology/f/how-big-is-the-brain.htm [Accessed 15 April,
2013].
Dronkers, N. F. et al. 2007. Paul Broca's Historic Cases: high resolution MR imaging of the
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from: http://brain.oxfordjournals.org/content/130/5/1432.abstract [Accessed 20 February,
2013]
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Ehret, G. n.d. Hemisphere Dominanceof Brain Function. [online]. Available from:
http://cnl.salk.edu/~terry/oxford-23/Chapters/Ehret/ehret.doc. [Accessed 16 February, 2013]
Jones, L. (2003). The Brain and Personality/Learning Styles. [online]. Available from:
http://www.cyberphysics.co.uk/MBTI/brain.htm [Accessed 20 February, 2013].
Koch, S. 2013. Brain Evolution—The Triune Brain Theory [online]. Available from:
http://mybrainnotes.com/evolution-brain-maclean.html. [Accessed 20 February, 2013]
Mastin, L. 2010. Parts of the Brain. [online]. Available from: http://www.humanmemory.net/brain_parts.html [Accessed 15 April, 2013].
Schatz, P. n.d. The History of Neuropsychology. [online]. Available from:
http://schatz.sju.edu/neuro/nphistory/nphistory.html [Accessed 16 February, 2013] I’m in
SQ4R Study Method. 2012. [online]. Available from: www.seben.za.net/study-skills-atips/sq4r-study-method. [Accessed 22 February, 2013].
Whole Brain Creativity. n.d. [online]. Available from:
www.wholebraincreativity.ca/research.htm [Accessed on February, 2013]
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