• Knowledge Management Research
• /
• v.7 no.2
• /
• pp.1-11
• /
• 2006

What is the role of right and left-brain in creative thinking? The current study is to address this question. Two empirical studies were performed to answer the question. First one is regarding the divergent thinking and right-brain connection. Second one is regrading the convergent thinking and left-brain connection. Empirical study showed that both of divergent and convergent thinking were asymmetrically related to creativity. Divergent thinking was connected to right-brain and convergent thinking was connected to left brain.

• 대한공업교육학회지
• /
• v.33 no.1
• /
• pp.23-43
• /
• 2008

The purpose of this study is to provide some necessary baseline data to the information prodigy related research through the study on the brain left/right tendency of information prodigies. Subjects were 298 gifted students(59 information, 79 mathematics, 80 science, 40 invention, 40 social science) and 114 general students summing up 412 in the schools of Daejeon metropolitan area. 'Brain Tendency Test' developed by Torrance and modified by Ko in Korean was used as a tool to measure the prodigies' brain tendencies. Data analysis has been done with the $x^2$ test of frequency with the alpha = .05. The results of this study are as follows. 1) The information gifted students have tendencies of utilizing right brain hemisphere at the most, both left/right brain(whole brain) utilization at the second, and left brain utilization at the last. 2) There was statistically no difference between information prodigies and general students in the left/right brain tendency. 3) There was statistically mild evidence to support the notion that there are some differences in the brain tendency between the group of information prodigies and the group of other area of the prodigies. The degree of inclination to utilize the whole brain hemisphere for the prodigies of the other area was the highest compare to other left/right brain utilization while the information prodigies tend to utilize the right brain hemisphere at the most. 4) The female information prodigies have tendencies of utilizing while brain area at the most, right brain utilization at the second, and left brain utilization at the last contrary to the brain utilization tendencies in the male information prodigies which are the same as the brain utilization tendencies of the information prodigies. However there was no difference in brain tendencies statistically between the two groups since the female subjects were too small.

• Physical Therapy Rehabilitation Science
• /
• v.7 no.3
• /
• pp.114-118
• /
• 2018

Objective: The left and right sides of the brain has different roles. This study investigated the differences in cognitive driving ability between stroke survivors with damage to the left brain and right brain. Therefore, the purpose of this study was to compare the driving cognitive ability of left and right hemispheric drivers following stroke. Design: Cross-sectional study. Methods: The Stroke Drivers' Screening Assessment (SDSA) from the UK was translated to the Korean Stroke Drivers' Screening Assessment (K-SDSA) to meet the specific traffic environments of Korea. The SDSA is composed of 4 tasks :1) a dot cancellation task that measures concentration and visuospatial abilities necessary for driving, 2) a directional matrix task to measure spatio-temporal executive function required for driving, 3) a compass matrix task to measure accurate direction determination ability required for driving, and 4) recognition of traffic signs and reasoning ability to understanding traffic situation. The SDSA assessment time is about 30 minutes. The K-SDSA was used to compare the cognitive driving abilities between 15 stroke survivors with left and 15 stroke survivors with right brain damage. Results: There were significant differences between the persons with stroke patients with left brain lesions (right hemiplegia) compared to the persons with stroke with right brain lesions (left hemiplegia) (p<0.05). It was found that the cognitive driving ability of those with right brain damage was lower than that of the group of left brain damage. Conclusions: This research investigated the driving cognitive ability of persons with stroke. The therapists can use this information as basis for the driving test and training purposes. It could also be used as a basis to understanding if the cognitive ability of not only stroke survivors but also those with brain damage is adequate to actually drive.

• Journal of the Korean earth science society
• /
• v.31 no.2
• /
• pp.172-184
• /
• 2010

This study is to investigate the problem solving styles according to the left /right brain preference among earth science gifted students. We took the R/LCT and the test of BPI to investigate the brain preference of earth science gifted students (N=16), and took S-CPST to investigate the problem solving styles on them. In the R/LCT, the earth science gifted students were classified into 3 groups (8 left-brain preference students, 7 right-brain preference students, 1 middle-brain preference student). In the BPI, 8 students had the appearance of left-brain preference, whereas 8 students had the appearance of right-brain preference. According to the result of S-CPST, first the left brain preference students tended to resolve a problem into simple components, then they put together each simple component. They prefer to solve a problem using numbers and mathematical signs logically, but they were afraid of giving trouble to describe own idea with pictures. Whereas the right brain preference students solved a problem with 3 steps. First, they saw an overall form of problem. Second, they tried to analyze each simple component of it, and then, made up all in one. Also, the right brain preference students observed the intuitive pattern of problem first, and then suggested the various problem solving methods later, and they took a solving plan using a picture in detail. In sum, earth science gifted students are unequal in problem solving styles according to the left/right brain preference. Thus, a teaching-learning method needs to be developed based on left/right brain preference for more effective gifted education.

• Knowledge Management Research
• /
• v.6 no.1
• /
• pp.85-103
• /
• 2005

The purpose of this study was to identify the relationship between fixation and brain preference. Based on the hemisphere asymmetric theory and fixation, two hypotheses were articulated. They were: 1) Right-brain preference is negatively related to divergent fixation. 2) Left-brain preference is negatively related to convergent fixation. A self-reporting scale for measuring the brain preference with 42 items were developed for the study based on functional characteritics of left and right hemisphere. Samples were collected from 579 college students in K University. Regression analysis showed that right-brain preference was negatively associated with divergent fixation. In the relationship between left-brain preference and convergent fixation, mixed results were produced. Research implication were discussed at the end of the study.

• Proceedings of the Korean Society for Emotion and Sensibility Conference
• /
• 2009.05a
• /
• pp.109-112
• /
• 2009

The purpose of this study was to examine the differences in the brain activation evoked by music arranged in major and minor key used with an identical motion film during the fMRI testing. A part of the audio-visual combinations composed by Iwamiya and Sano were used for the study stimuli. This audio- visual clip was originally developed by combining a small motion segment of the animation "The Snowman" and music arranged in both major and minor key from the original jazz music "Avalon" rewritten in a classical style. Twenty-seven Japanese male graduate and undergraduate students participated in the study. Brain regions more activated by the major key than the minor key when presented with the identical motion film were the left cerebellum, the right fusiform gyrus, the right superior occipital, the left superior orbito frontal, the right pallidum, the left precuneus, and the bilateral thalamus. On the other hand, brain regions more activated by the minor key than the major key when presented with the identical motion film were the right medial frontal, the left inferior orbito frontal, the bilateral superior parietal, the left postcentral, and the right precuneus. The study showed a difference in brain regions activated between the two different stimulus (i.e., major key and minor key) controlling for the visual aspect of the experiment. These findings imply that our brain systematically generates differently in the way it processes music written in major and minor key(Supported by the User Science Institute of Kyushu University, Japan and the Korea Science and Engineering Foundation).

• Journal of Digital Contents Society
• /
• v.18 no.2
• /
• pp.239-247
• /
• 2017

In the past, delivering knowledge mainly, education focused on the development of left brain. However, as the importance of right brain is widely accepted, various approaches on education in creativity have been tried. With the advance in the research on the brain, it has been known that the left brain and the right brain are closely linked to work effectively while they are specialized to some functionalities differently. We developed an educational content exploiting Chinese characters to facilitate the balanced development of both brain. Making categorizations from Yin-yang and five elements of the universe, it consists of four stages. The first stage is to stimulate the brain with visual scandal. The second one, third one, and the fourth one are to develop the right brain, left brain, and both brain respectively. Through expert interview, the potential of the developed content as an efficacious method for brain development was verified.

• Journal of Gifted/Talented Education
• /
• v.21 no.1
• /
• pp.175-191
• /
• 2011

This study is to investigate the creative thinking style and it's leaning that normal students and scientifically gifted students use mainly at processing information. Right Brain vs Left Brain Creativity Test(R/LCT) and Brain Preference Indicator(BPI) is taken to investigate the creative thinking style of normal students(N=144) and scientifically gifted students(N=97). In the R/LCT, the normal students responded that they prefer to use right-brain thinking rather than left-brain thinking. But the scientifically gifted students prefer to left-brain thinking. The normal students showed most preference for Holistic Processing of right side brain and they did most avoiding for Verbal Processing of left side brain. The scientifically gifted students showed most preference for Logical Processing of left side brain. And they did most avoiding for Random Processing of right side brain. There was a meaningful difference between left side brain preference group and right side brain preference group on Sequential, Symbolic, Logical, Verbal, Random, Intuitive, Fantasy-oriented Processing of normal Students. But the scientifically gifted students showed a meaningful difference in right side brain processing mainly. In other word, all the scientifically gifted students took an lean processing in Logical, Symbolic, Linear Processing, etc. In sum, the scientifically gifted students are unequal in at processing information against the normal students. So it is required more appropriate teaching-learning method based on the creative thinking style and it's leaning for effective gifted education.

• Korean Journal of Veterinary Research
• /
• v.8 no.2
• /
• pp.84-91
• /
• 1968

The arteries in and under the brain of the fowl were invesitigated. Arteries of the brain were injected with neoplen latex into the arteria carotis communis. Those were fixed in 10--- formalin. After fixation, those brain were carefully removed from the cranial cavity doing not wound the arteries of the brain. The results of observation on the arterial supply under the brain surface were essentially the same as those obtained by Hofmann Shiina and Mjyata, Kaku, and Kithoh. The nomenclature of the arteries used by other authers were written in the discussion. In this observation, several conclusions were obtained. 1. In the arteries under the brain of the fowl, their front anastomoses forming the circle of Willis under the brain surface of the mammalia were not seen in all brain. 2. It is very difficult to indicate so called A. cerebri anterior as only one artery ramus. 3. Artery distribution of the two-third in the fissura longitudinal cerebri surface originate from on1y one side in the left or right A. cerebri posterior, and origins of the right side were man number than left. 4. The origin of the A. basilaris originate from only one side R. posterior, therefore their origin were more left than right. 5. There is Rami arteries that branch from A. ethmoidalis to Chiasma opticum in all cases.

• Korean Journal of Human Ecology
• /
• v.19 no.4
• /
• pp.601-612
• /
• 2010

It is widely known that language functions in our brains are lateralized to the left hemisphere and spatial recognition functions are lateralized to the right hemisphere. It is also known that handedness is closely related to the lateralization of brain functions. However, at what point in the brain‘s development the lateralization of brain functions takesplace is still disputed. This study sought to find differences in linguistic and spatial abilities between left-handed and right-handed children, and provide objective data on the relationship between the handedness and the brain lateralization. 19 left-handed children and 20 right-handed children aged 5 were chosen through questionnaire for this study and the K-WPPSI simple intelligence test was used to check the homogeneity of two groups. The results showed that the differences inlinguistic and spatial ability between left and right-handed children were not statistically significant.