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101PERDEV > Lesson 5: The Power of the Mind - The Whole Brain Theory > Flashcards

Lesson 5: The Power of the Mind - The Whole Brain Theory Flashcards

1
Q

who conducted a study on language and left-brain specialization

A

Paul Broca (1861)

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2
Q

what were broca’s findings?

A

some language functions reside on the left side of the brain

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3
Q

who conducted a study on epilepsy

A

Dr. Roger Sperry

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4
Q

what did Dr. Roger Sperry get

A

1981 Nobel Prize for Physiology and Medicine

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5
Q

what were Dr. Sperry’s findings?

A

the brain has two hemispheres (left and right)

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6
Q

the hemisphere of the brain that performs tasks that were intuitive, creative, and synthesizing

A

left hemisphere

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7
Q

the hemisphere that was more adept with analytical, logical, reasoning, and critical thinking

A

right hemisphere

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8
Q

Dr. Sperry’s theory was known as the

A

Split-Brain Theory (Split Brain Experiments)

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9
Q

a theory that explained that the brain has two hemispheres that perform tasks differently from each other

A

Split-Brain Theory (Split Brain Experiments)

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10
Q

creator of split-brain theory

A

Dr. Roger Sperry

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11
Q

a neuroscientist that came up with a theory that identified three distinct parts of the brain

A

Dr. Paul Maclean

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12
Q

a theory that identified three distinct parts of the brain

A

The Triune Brain Theory

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13
Q

the three distinct parts of the brain according to the triune brain theory

A

neocortex, limbic system, reptilian complex

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14
Q

creator of The Triune Brain Theory

A

Dr. Paul Maclean

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15
Q

part that is responsible for intellectual tasks such as language, planning, abstraction, and perception (triune brain theory)

A

neocortex

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16
Q

the neocortex is also known as the

A

rational brain

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17
Q

part that is responsible for the motivation and emotion involved in feeding, reproductive behavior, and parental behavior (triune brain theory)

A

limbic system

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18
Q

the limbic system is also known as the

A

intermediate brain

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19
Q

part that controls the self-preservation and aggressive behavior of humans similar to the survival instincts of animals (triune brain theory)

A

reptilian complex

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20
Q

the reptilian complex is known as the

A

primitive brain

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21
Q

an engineer at General Electric who was tasked to determine why some individuals were more creative than others

A

Ned Herrmann

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22
Q

after drawing from the studies of Sperry, Herrmann came up with his own theory called

A

Brain Dominance Theory

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23
Q

creator of brain dominance theory

A

Ned Herrmann

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24
Q

a theory derived from observations and tests that the human body, although symmetrical and paired in almost all aspects, do not necessarily function equally

A

brain dominance theory

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25
Q

Herrmann is regarded as the

A

father of brain dominance technology

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26
Q

how many quadrants are there according to herrmann

A

four quadrants

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27
Q

what are the quadrants in the brain dominance theory

A

upper left - cerebral mode; lower left - limbic mode; lower right - limbic mode; upper right - limbic system

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28
Q

keyword for upper left (A) quadrant - cerebral mode

A

analytical

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29
Q

keyword for lower left (B) quadrant - limbic mode

A

organized

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30
Q

keyword for lower right (C) quadrant - limbic mode

A

interpersonal

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31
Q

keyword for lower right (D) quadrant - limbic system

A

imaginative

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32
Q

quadrant A and B in the brain dominance theory are known as the

A

left side of the brain

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33
Q

quadrant C and D in the brain dominance theory are known as the

A

right side of the brain

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34
Q

HBDI stands for

A

herrmann brain dominance instrument

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35
Q

a 120-question survey instrument that measured the preference strengths of the four quadrants.

A

herrmann brain dominance instrument

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36
Q

quadrant A is for

A

analytical thinking

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37
Q

quadrant B is for

A

sequential thinking

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38
Q

quadrant C is for

A

interpersonal thinking

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39
Q

quadrant D is for

A

imaginative thinking

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40
Q

are very much into logical thinking

A

quadrant A learners

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41
Q

They enjoy analyzing information and understand better when presented with numbers and quantities

A

quadrant A learners

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42
Q

they are also good at theorizing or concluding based on facts and information that support their theories.

A

quadrant A learners

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43
Q

expect exact information that are straight to the point, and they would also want to be fed with lots of theories, numbers, data, logical expla- nations, and results of research studies.

A

quadrant A learners

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44
Q

they will find it difficult to express their inner thoughts and emotions, and may struggle with unclear or undefined concepts or ideas.

A

quadrant A learners

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45
Q

easily grasp things in sequence, enjoy organizing ideas and things, assess situations and information, and apply what they have learned into practice.

A

quadrant B learners

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46
Q

learners will always demand for clear instructions or directions, and would rather apply what they have learned in practical situations rather than just theories.

A

quadrant B learners

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47
Q

quadrant B learners are also known as

A

sequential learners

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48
Q

They may find it difficult to understand concepts without any examples to show how these are applied. Their big challenges are in taking risks and doing things that are not clearly defined to them.

A

quadrant B learners

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49
Q

quadrant A and B learners are often characterized as

A

practical, reality-based, and down-to-earth persons

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50
Q

are very sociable learners who enjoy learning with a group with whom they share ideas and projects.

A

quadrant C learners

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51
Q

They are very focused and involved when trying to learn some- thing.

A

quadrant C learners

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52
Q

They also tend to reflect on what they have understood and acquired in terms of knowledge, and most of the time use their bodies and movement while learning.

A

quadrant C learners

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53
Q

They get bored with data and intellectual discussions without activities and participation. They are also emotional and would share their emotions with a group.

A

quadrant C learners

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54
Q

Personal feedback is therefore important to them.

A

quadrant C learners

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55
Q

are the curious ones who enjoy dis- covering, experimenting, and exploring activities.

A

quadrant D learners

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56
Q

they are strong thinkers when it comes to conceptualizing and putting all the seemingly unrelated parts and connecting these parts together, synthesizing, and in creating new ideas and concepts

A

quadrant D learners

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57
Q

enjoys games and surprises, is a visual learner, and needs different varieties of approaches to learning.

A

quadrant D learners

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58
Q

quadrant D learners have

A

difficulty meeting deadlines and rigid environments

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59
Q

quadrant C and D learners are often characterized as

A

fun, flexible, and open-minded persons

60
Q

a british psychology author and consultant who also developed the technique in creating such map, popularized the use of the phrase “mind map”

A

tony buzan

61
Q

diagram used to represent ideas or information branching from a central key word or idea and used as an aid in study, organization, problem solving, decision-making, and writing.

A

mind map

62
Q

useful visual tools that help in linking together concepts and information in such a way that the inter- connection and interrelation of these are clearly laid out and easily accessible to help in problem solving and for reference and review

A

mind maps

63
Q

useful during brainstorming sessions, making decisions, organizing information, simplifying complex ideas, note-taking, and even for personal use

A

mind maps

64
Q

five essential characteristics of mind mapping

A

center image; main branches; branches; twigs; nodal structure

65
Q

represents the main idea, subject, or focus

A

center image

66
Q

radiate from the central image

A

main branches

67
Q

comprises of a key image or word drawn or printed on its line

A

branches

68
Q

represent the lesser topics

A

twigs

69
Q

the branches in mind maps form a

A

connected nodal structure

70
Q

steps in creating basic mind maps

A

title in the center of page; draw lines and label major subjects; draw additional lines; draw lines for individual facts/ideas; as you come across new information, link it to my mind map appropriately

71
Q

tips to use mind maps effectively

A

use single words/phrases; print words; use color to separate different ideas; use symbols & images; use cross-linkages

72
Q

Many words in normal writing are padding, as they ensure that facts are conveyed in the correct context, and in a format that is pleasant to read. In mind maps, single, strong words, and short meaningful phrases can convey the same meaning more potently. Excess words just clutter the mind map.

A

use single words/phrases

73
Q

Joined up or indistinct writing is more difficult to read.

A

print words

74
Q

this will help you to separate ideas where necessary. It also helps you to visualize the mind map for recall.

A

use color to separate different ideas

75
Q

can help to show the organization of the subject

A

color

76
Q

Pictures can help you to remember information more effectively than words, so if a symbol or picture means something to you, use it. (You can use photo libraries like iStockPhoto to source images inexpensively.)

A

use symbols or images

77
Q

Information in one part of a mind map may relate to another part. Here, you can draw lines to show the ______________.

A

use cross-linkages

78
Q

This helps you to see how one part of the subject affects another.

A

cross-linkages

79
Q

center of the nervous system. It centralized the control of
all organ systems.

A

human brain

80
Q

he concluded that
the brain is responsible for mental functioning

A

thomas willis

81
Q

the largest of the three brain sections for about 85 % of the brain’s
weight and has four lobes. It is responsible for most thinking and learning.
Functions for sensing, integrating and action.

A

cerebrum

82
Q

four lobes of cerebrum

A

parietal, frontal, occipital, temporal LOBE

83
Q

helps people understand
what they see and feel.

A

parietal lobe

84
Q

determines personality
and emotions.

A

frontal lobe

85
Q

function for visual
processes

A

occipital lobe

86
Q

responsible for hearing
and word recognition.

A

temporal lobe

87
Q

this region controls voluntary movement

A

cerebellum

88
Q

It is located just
below the rear part of the cerebrum and right behind the brain stem.

A

cerebellum

89
Q

It is
highly organized brain structure, coordinates movements and stores the
memory of automatic movements.

A

cerebellum

90
Q

It involved in mental rehearsal of motor
tasks and improved your performance and skills.

A

cerebellum

91
Q

are the basic functional units of the nervous system. They are comprised
of a nerve.

A

neurons

92
Q

contains the nucleus that manufactures molecules that neurons need to
survive and function.

A

cell body

93
Q

responsible for receiving signals from the dendrites and transmitting
them to other neurons in the brain or in other organs.

A

axon

94
Q

responsible for receiving messages from other nerve cells, which
looks like branches at the end of nerve cells.

A

dendrite

95
Q

Neurons are formed through a process called

A

neurogenesis

96
Q

The signal jumps from
the end of the dendrite on one cell across the space to the dendrite of another cells
is called

A

synapses

97
Q

The signal jumps from
the end of the dendrite on one cell across the space to the dendrite of another cells
is called synapses with the help of this chemicals called

A

neurotransmitteres

98
Q

examples of neurotransmitters

A

dopamine and endorphins

99
Q

neurotransmitter for attention, memory and cognition

A

dopamine

100
Q

neutransmitter for endorphins

A

to fight stress and pains

101
Q

connects the spinal cord and the brain

A

brain stem

102
Q

It controls functions that
keep people alive such as breathing, heart rate, blood pressure and food
digestion.

A

brain stem

103
Q

what is in the brain stem

A

reticular activating system and limbic system

104
Q

located in brain stem, responsible for your brain’s
alertness.

A

reticular activating system

105
Q
  • located above the brain stem and below the cerebrum, composed of
    structures that have different functions such as generation of emotion and
    processing of emotional memories.
A

limbic system

106
Q

involved in many cognitive activities, including memory.

A

thalamus

107
Q

it moderates different body functions which include sleep,
feelings, body temperature, food intake by controlling the release of some
hormones.

A

hypothalamus

108
Q

it consolidates learning and converts information to the
long-term storage regions.

A

hippocampus

109
Q

take part in emotions especially fear and regulating your
interactions with your environment that can help you survive such as whether
you attack, escape, mate or eat, emotional element of memory is stored.

A

amygdala

110
Q

is connected to the right side of the body

A

left hemisphere

111
Q

analytical thought

A

left hemisphere

112
Q

detailed oriented perception

A

left hemisphere

113
Q

ordered sequencing

A

left hemisphere

114
Q

rational thought

A

left hemisphere

115
Q

verbal

A

left hemisphere

116
Q

cautious

A

left hemisphere

117
Q

planning

A

left hemisphere

118
Q

math/science

A

left hemisphere

119
Q

logic

A

left hemisphere

120
Q

right field vision

A

left hemisphere

121
Q

process positive such as joy

A

left hemisphere

122
Q

being on time

A

left hemisphere

123
Q

being thoughtful

A

left hemisphere

124
Q

is connected to the left side of the body

A

right hemisphere

125
Q

intuitive thought/spatial

A

right hemisphere

126
Q

holistic perception

A

right hemisphere

127
Q

random sequencing

A

right hemisphere

128
Q

emotional thought

A

right hemisphere

129
Q

adventurous

A

right hemisphere

130
Q

non-verbal

A

right hemisphere

131
Q

creative writing/art

A

right hemisphere

132
Q

impulse

A

right hemisphere

133
Q

imagination

A

right hemisphere

134
Q

left field vision

A

right hemisphere

135
Q

handling negative emotion

A

right hemisphere

136
Q

A good times

A

right hemisphere

137
Q

being active

A

right hemisphere

138
Q

it involves manipulating mental representation and prevents us from
making a mistake`

A

thinking

139
Q

requires logic and coherence as we try to analyze, synthesize,
evaluate, and interpret information rather than simply apply technical abilities.

A

critical thinking

140
Q
  • it refers to the awareness and knowledge about one’s own thought
    process and the ability to use the knowledge in managing one’s own thinking
    processes, such as problem solving and comprehension
A

metarecognition

141
Q

the production of effective novelty through the operation
of our mental processes.

A

creative thinking

142
Q

your reaction to any stimulus and comes from your limbic system

A

emotion

143
Q

refers to person’s appraisal
of the situation.

A

congitive component

144
Q

is the body’s reaction to
feeling or emotions.

A

physical component

145
Q

is the action tendency to
deal with certain
emotions. such as
evading a frightening
situation or leaving
unfinished tasks because
of boredom.

A

behavioral component

146
Q

typically last between 0.5 – 4 seconds
and involve the entire face. These are
emotions that we do not intend to hide
and occur whenever we are alone or
with family or close friends

A

macroexpressions

147
Q

are expressions that go on and off he face
in a fraction of a second, as fast as 1/30
seconds. Can happen so fast that one
cannot recognize or see them easily.

A

microexpressions

101PERDEV (10 decks)

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