Psychology Articles on Hemisphericity and Neuroscience in Education

The first article discusses the Best Hand Test method for measuring hemisphericity distributions in a large group and its advantages and disadvantages. The second article examines the relevance of brain-based approaches for providing special education in terms of neuroscience and the dangers of misunderstanding and misapplication of neuroscience research in education. Both articles provide insights into the field of psychology.

Running head: PSYCHOLOGY
psychology

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Table of Contents
Article 1.......................................................................................................................................................2
Aim..........................................................................................................................................................2
Methodology...........................................................................................................................................2
Outcome..................................................................................................................................................2
Article 2.......................................................................................................................................................3
Aim..........................................................................................................................................................3
Methodology...........................................................................................................................................3
Outcome..................................................................................................................................................3
References...................................................................................................................................................5

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Article 1
Line bisection-based hemisphericity estimates of university students and professionals:
Evidence of sorting during higher education and career selection
Aim
This article aims at finding out that how the "Best Hand Test" method, one of the
six correlated methods accesses by hemisphericity, works and if it is really worth to use
this method for measuring hemisphericity distributions in a large group. The research also
aims at finding out the advantages and disadvantages of using this method with the help of
practical example of the students enrolled in lower division courses in Entering University.
Methodology
This research is highly based on the primary research methods. The author has used
the questionnaire method to find out the accuracy of the Best Hand Test method for which
unsorted entering students of a university were selected as the reference population.
Further, the results have been compared with the sophisticated and upper-level classes and
the group of professionals to find out the differences in the outcome by using the same
method. The author has also carried out a survey of a dozen exhibiting artists of the
Honolulu to analyses the stereotypes in context with hemisphericity. Thus there is no use
of theoretical implications in form of secondary research.
Outcome
The results of the research suggest that the Best Hand Test method can be used to
regulate brain hemisphericity supplies within populations. The use of these type of
biological method avoids the possible bias for cultural, language and education. The author
also has suggested that it would not be right to assign the hemisphericity on the basis of the
results of only Best Hand Test method. It shows that there are chances for the fluctuation
in outcomes when the study is carried out for a comparatively large number of students.
A weakness of this method has also been resulted by this research paper which
indicated that this method is not able to individually confirm the pen grasp and handedness
posture information provided by each participant. The findings of this study can be used to

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further research on this topic as to where the survey would be carried out on the basis of a
large number of students (Morten, 2003).
Article 2
Brain-(not) Based Education: Dangers of Misunderstanding and Misapplication of Neuroscience
Research.
Aim
This article aims at finding out the relevance of brain-based approaches for
providing special education in terms of neuroscience. It describes the ways in which
neuroscience support the traditional methods of teaching with the potential of applicability
of these methods in the classroom.
Based In this article, the author critics about for purported neuroscience-based
functions and practices named as right vs. left, brain-based instruction, educational
practices that emphases on early critical periods and teaching to an individual with
multiple intelligence. The article also aims to find out that whether neuroscience supports
traditional as well as instructional practices of education or not.
Methodology
This study is based on the secondary research methods in which author have used the
literature published related to neuroscience and teaching methods by different authors have been
examined to structure the conclusion of the study. For this purpose, a number of articles and
research paper have been analyzed and their accuracy of results have been examined by the
author. While describing all the four methods, the author has described advantages,
disadvantages for the same and at the end, a problem which is common in all the methods have
been described in a detailed manner. The language used in this article is quite easy for the person
who is well aware of the concept of neurology and but it is also not very hard to understand by
others as well.
Outcome
This article suggests that neuroscience can certainly help the special tutors in
understanding the brain mechanisms that may further be used to find out the differences and
similarities in the students. The same can also be used to find out the difficulties which are faced

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by the students in their learning practices. But the research also suggests that the actual problem
is not about the explanation of data to the tutors and neuroscientists, but it is with their level of
understanding with often results in misinterpretation and over the interpretation of data which
leads to the misinterpretation of data to the students also. The first methods are defined as
difficult to be understood by the teachers while the second method emphasis on the overall
development of a special child who takes time to learn and grow. The third method suggests
focussing on the environmental conditions and the nutritional methods that are being provided to
the special students. The fourth method suggests that a tutor is required to focus on the multiple
intelligences of a child instead of a single and similar quality in all. Thus all the methods have
their own importance in their own ways (Alferink & Farmer-Dougan, 2010).

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References
Alferink, L. A., & Farmer-Dougan, V. (2010). Brain-(not) based education: Dangers of
misunderstanding and misapplication of neuroscience
research. Exceptionality, 18(1), 42-52.
Morton, B. E. (2003). Line bisection-based hemisphericity estimates of university
students and professionals: Evidence of sorting during higher education and
career selection. Brain and Cognition, 52(3), 319-325.