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)
2
Q
what were broca’s findings?
A
some language functions reside on the left side of the brain
3
Q
who conducted a study on epilepsy
A
Dr. Roger Sperry
4
Q
what did Dr. Roger Sperry get
A
1981 Nobel Prize for Physiology and Medicine
5
Q
what were Dr. Sperry’s findings?
A
the brain has two hemispheres (left and right)
6
Q
the hemisphere of the brain that performs tasks that were intuitive, creative, and synthesizing
A
left hemisphere
7
Q
the hemisphere that was more adept with analytical, logical, reasoning, and critical thinking
A
right hemisphere
8
Q
Dr. Sperry’s theory was known as the
A
Split-Brain Theory (Split Brain Experiments)
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)
10
Q
creator of split-brain theory
A
Dr. Roger Sperry
11
Q
a neuroscientist that came up with a theory that identified three distinct parts of the brain
A
Dr. Paul Maclean
12
Q
a theory that identified three distinct parts of the brain
A
The Triune Brain Theory
13
Q
the three distinct parts of the brain according to the triune brain theory
A
neocortex, limbic system, reptilian complex
14
Q
creator of The Triune Brain Theory
A
Dr. Paul Maclean
15
Q
part that is responsible for intellectual tasks such as language, planning, abstraction, and perception (triune brain theory)
A
neocortex
16
Q
the neocortex is also known as the
A
rational brain
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
18
Q
the limbic system is also known as the
A
intermediate brain
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
20
Q
the reptilian complex is known as the
A
primitive brain
21
Q
an engineer at General Electric who was tasked to determine why some individuals were more creative than others
A
Ned Herrmann
22
Q
after drawing from the studies of Sperry, Herrmann came up with his own theory called
A
Brain Dominance Theory
23
Q
creator of brain dominance theory
A
Ned Herrmann
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
25
Herrmann is regarded as the
father of brain dominance technology
26
how many quadrants are there according to herrmann
four quadrants
27
what are the quadrants in the brain dominance theory
upper left - cerebral mode; lower left - limbic mode; lower right - limbic mode; upper right - limbic system
28
keyword for upper left (A) quadrant - cerebral mode
analytical
29
keyword for lower left (B) quadrant - limbic mode
organized
30
keyword for lower right (C) quadrant - limbic mode
interpersonal
31
keyword for lower right (D) quadrant - limbic system
imaginative
32
quadrant A and B in the brain dominance theory are known as the
left side of the brain
33
quadrant C and D in the brain dominance theory are known as the
right side of the brain
34
HBDI stands for
herrmann brain dominance instrument
35
a 120-question survey instrument that measured the preference strengths of the four quadrants.
herrmann brain dominance instrument
36
quadrant A is for
analytical thinking
37
quadrant B is for
sequential thinking
38
quadrant C is for
interpersonal thinking
39
quadrant D is for
imaginative thinking
40
are very much into logical thinking
quadrant A learners
41
They enjoy analyzing information and understand better when presented with numbers and quantities
quadrant A learners
42
they are also good at theorizing or concluding based on facts and information that support their theories.
quadrant A learners
43
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.
quadrant A learners
44
they will find it difficult to express their inner thoughts and emotions, and may struggle with unclear or undefined concepts or ideas.
quadrant A learners
45
easily grasp things in sequence, enjoy organizing ideas and things, assess situations and information, and apply what they have learned into practice.
quadrant B learners
46
learners will always demand for clear instructions or directions, and would rather apply what they have learned in practical situations rather than just theories.
quadrant B learners
47
quadrant B learners are also known as
sequential learners
48
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.
quadrant B learners
49
quadrant A and B learners are often characterized as
practical, reality-based, and down-to-earth persons
50
are very sociable learners who enjoy learning with a group with whom they share ideas and projects.
quadrant C learners
51
They are very focused and involved when trying to learn some- thing.
quadrant C learners
52
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.
quadrant C learners
53
They get bored with data and intellectual discussions without activities and participation. They are also emotional and would share their emotions with a group.
quadrant C learners
54
Personal feedback is therefore important to them.
quadrant C learners
55
are the curious ones who enjoy dis- covering, experimenting, and exploring activities.
quadrant D learners
56
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
quadrant D learners
57
enjoys games and surprises, is a visual learner, and needs different varieties of approaches to learning.
quadrant D learners
58
quadrant D learners have
difficulty meeting deadlines and rigid environments
59
quadrant C and D learners are often characterized as
fun, flexible, and open-minded persons
60
a british psychology author and consultant who also developed the technique in creating such map, popularized the use of the phrase "mind map"
tony buzan
61
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.
mind map
62
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
mind maps
63
useful during brainstorming sessions, making decisions, organizing information, simplifying complex ideas, note-taking, and even for personal use
mind maps
64
five essential characteristics of mind mapping
center image; main branches; branches; twigs; nodal structure
65
represents the main idea, subject, or focus
center image
66
radiate from the central image
main branches
67
comprises of a key image or word drawn or printed on its line
branches
68
represent the lesser topics
twigs
69
the branches in mind maps form a
connected nodal structure
70
steps in creating basic mind maps
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
tips to use mind maps effectively
use single words/phrases; print words; use color to separate different ideas; use symbols & images; use cross-linkages
72
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.
use single words/phrases
73
Joined up or indistinct writing is more difficult to read.
print words
74
this will help you to separate ideas where necessary. It also helps you to visualize the mind map for recall.
use color to separate different ideas
75
can help to show the organization of the subject
color
76
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.)
use symbols or images
77
Information in one part of a mind map may relate to another part. Here, you can draw lines to show the ______________.
use cross-linkages
78
This helps you to see how one part of the subject affects another.
cross-linkages
79
center of the nervous system. It centralized the control of
all organ systems.
human brain
80
he concluded that
the brain is responsible for mental functioning
thomas willis
81
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.
cerebrum
82
four lobes of cerebrum
parietal, frontal, occipital, temporal LOBE
83
helps people understand
what they see and feel.
parietal lobe
84
determines personality
and emotions.
frontal lobe
85
function for visual
processes
occipital lobe
86
responsible for hearing
and word recognition.
temporal lobe
87
this region controls voluntary movement
cerebellum
88
It is located just
below the rear part of the cerebrum and right behind the brain stem.
cerebellum
89
It is
highly organized brain structure, coordinates movements and stores the
memory of automatic movements.
cerebellum
90
It involved in mental rehearsal of motor
tasks and improved your performance and skills.
cerebellum
91
are the basic functional units of the nervous system. They are comprised
of a nerve.
neurons
92
contains the nucleus that manufactures molecules that neurons need to
survive and function.
cell body
93
responsible for receiving signals from the dendrites and transmitting
them to other neurons in the brain or in other organs.
axon
94
responsible for receiving messages from other nerve cells, which
looks like branches at the end of nerve cells.
dendrite
95
Neurons are formed through a process called
neurogenesis
96
The signal jumps from
the end of the dendrite on one cell across the space to the dendrite of another cells
is called
synapses
97
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
neurotransmitteres
98
examples of neurotransmitters
dopamine and endorphins
99
neurotransmitter for attention, memory and cognition
dopamine
100
neutransmitter for endorphins
to fight stress and pains
101
connects the spinal cord and the brain
brain stem
102
It controls functions that
keep people alive such as breathing, heart rate, blood pressure and food
digestion.
brain stem
103
what is in the brain stem
reticular activating system and limbic system
104
located in brain stem, responsible for your brain’s
alertness.
reticular activating system
105
- 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.
limbic system
106
involved in many cognitive activities, including memory.
thalamus
107
it moderates different body functions which include sleep,
feelings, body temperature, food intake by controlling the release of some
hormones.
hypothalamus
108
it consolidates learning and converts information to the
long-term storage regions.
hippocampus
109
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.
amygdala
110
is connected to the right side of the body
left hemisphere
111
analytical thought
left hemisphere
112
detailed oriented perception
left hemisphere
113
ordered sequencing
left hemisphere
114
rational thought
left hemisphere
115
verbal
left hemisphere
116
cautious
left hemisphere
117
planning
left hemisphere
118
math/science
left hemisphere
119
logic
left hemisphere
120
right field vision
left hemisphere
121
process positive such as joy
left hemisphere
122
being on time
left hemisphere
123
being thoughtful
left hemisphere
124
is connected to the left side of the body
right hemisphere
125
intuitive thought/spatial
right hemisphere
126
holistic perception
right hemisphere
127
random sequencing
right hemisphere
128
emotional thought
right hemisphere
129
adventurous
right hemisphere
130
non-verbal
right hemisphere
131
creative writing/art
right hemisphere
132
impulse
right hemisphere
133
imagination
right hemisphere
134
left field vision
right hemisphere
135
handling negative emotion
right hemisphere
136
A good times
right hemisphere
137
being active
right hemisphere
138
it involves manipulating mental representation and prevents us from
making a mistake`
thinking
139
requires logic and coherence as we try to analyze, synthesize,
evaluate, and interpret information rather than simply apply technical abilities.
critical thinking
140
- 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
metarecognition
141
the production of effective novelty through the operation
of our mental processes.
creative thinking
142
your reaction to any stimulus and comes from your limbic system
emotion
143
refers to person’s appraisal
of the situation.
congitive component
144
is the body’s reaction to
feeling or emotions.
physical component
145
is the action tendency to
deal with certain
emotions. such as
evading a frightening
situation or leaving
unfinished tasks because
of boredom.
behavioral component
146
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
macroexpressions
147
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.
microexpressions
