copyright, ed young, phd 1 lesson 7 the differential role of brain hemispheres in academic learning...

copyright, ed young, PhD

1

LESSON 7

THE DIFFERENTIAL ROLE OF BRAIN HEMISPHERES IN ACADEMIC LEARNING

UNDER CONSTRUCTION

Presented by

THE NATURAL SYSTEMS INSTITUTE


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Brain Functions, Cognitive-Intentional Processes, and

Psychological ExperienceHow Are Brain Functions and Processes Related to

Education, Training, and Treatment?


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LEFT HEMISPHEREHow Do the Regions of the Brain Function and Interact?

What Is the Hegemony or Organizing Principle Governing Interaction of Regions?

1. Is the brain is divided into specialized regions with unique functions?

2. Does energy or focal activity shift between regions depending upon the nature of the aspect of the task involved?

3. Is there a regnant, organizing principle that gives intelligent, coordinated operation between all regions simultaneously?

4. Can these regions, functions, and interactions be translated into categories of intentional processes?

5. There is regnant principle called the criteria for fulfillment that guides mental acts in this intelligent coordinated manner.


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I. Regions of the Left Hemisphere, Their Discreet Functions, and Their Interdependence for Intelligent, Integrated, Goal Oriented Action

PARIETAL PARIETAL LOBELOBEPARIETAL PARIETAL LOBELOBE

INTEG

RA

TION

INTUITION

BRAIN STEM-RETICULAR REGION: ALERTNESS

Locus Ceruleous

TEMPORAL LOBE

Prem

otor

Pr

emot

or

Orie

ntat

ion

Orie

ntat

ion

Prem

otor

Pr

emot

or

Orie

ntat

ion

Orie

ntat

ion Motor-

SensorySensory-

Motor

Auditory

Language, reading, speech

Motor control

of speech

Prefrontal;

inhibitory

control

& direction

of behavior;

higher

intelligence

Sensory analysis

OccipitalOccipitalLEFT HEMISPHERE

Infixing Criteria for Fulfillment and Plans. Guiding and Checking the Execution of Goals and Plans. The slate is wiped clean after the execution of each goal. The whole process related to the CFF, Goal, Strategy, and Adventuring is stored as Schemata and Schemes for future reference. The Slate is immediately re-occupied by another set of CFF, Goal, Strategy for Adventuring.

Every region is subordinated and sequenced to the regnant Criteria for Fulfillment

Every region is subordinated and sequenced to the regnant Criteria for Fulfillment


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LEFT HEMISPHEREWhat Are the Dynamics of This

Interaction Between Brain Regions and How Do They Relate to Reportable Experience?

1. Are there brain counterparts to our psychological experience?

2. Are there psychological counterparts to brain processes?

3. Can we isolate these relations between psychological experience and brain regional interactions?

4. What are some of the premier region-experience combinations?


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II. Experiences Under Dynamic Interaction, Transfer, and Communication Across Brain Regions in Left Hemisphere Under Conditions of Engagement and Orientation to Personal Criteria for Fulfillment, Followed by Disengagement and Shift to the Right Hemisphere


INTEG

RA

TIONINTUITION


Locus Ceruleous

TEMPORAL LOBE

PremotorPremotorPremotorPremotor

Motor-

SensorySensory-

Motor

Auditory


Motor control

of speech

Prefrontal;

inhibitory

control of

behavior;

higher

intelligence

Sensory analysis

OccipitalOccipital

FRONTAL LOBE

Left Hemisphere

Autochthonous action preempts initial perception, is not stimulus driven, and arises instead from imagination and stored goal schemata with high level criteria for fulfillment, but then resumes the typical intentional cycle.

When there is engagement and these processes are going smoothly, there is a sense of flow, effortlessness, lightness, and loss of sense of time.

When there is extended disengagement from the goal oriented processes due to defeat, hopelessness, or insurmountable barriers, there is a shift of focus to the right hemisphere which calls forth associations of low self esteem, worthlessness, dark depressing images, bodily aches and pains, time dragging or heavy, excessive or troubled sleep, loss of appetite, and loss of motivation.


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RIGHT HEMISPHEREIn Addition to Regional Dynamics,

Which We Have Restricted to the Left Hemisphere, Do the Regional Dynamics of the Right Hemisphere Differ? Is There a Dynamic Interaction Across Hemispheres Also?

1. When and why is there a shift of focus from one hemisphere to the other?

2. Does the right hemisphere operate on a different set of principles from the left?

3. What purpose could this lateralization of function serve?4. What are the experiences that parallel this lateral shift as

well as shifts across regions within the right hemisphere?5. Are right hemisphere events of a single type, or do they

vary with the differences in the nature of persons?


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INTEG

RA

TIONINTUITION


Locus Cereleous

TEMPORAL LOBE


Motor-

SensorySensory-

Motor

Auditory


Motor control

of speech

Prefrontal;

inhibitory

control of

behavior;

higher

intelligence

Sensory analysis

OccipitalOccipital

FEELING, EMOTION

NIGHTMARES

IMAGINATION

Non goal oriented. Repository of feeling-imbued images from the past and current fantasies. Images range from blissful to traumatizing terror. Also repository for reactions to crises. Can be the location for solving difficult problems intuitively.

Under stress, fatigue, extended disengagement from goals, or periods of extreme change and uncertainty, this region can produce visual and/or auditory hallucinations, delusions, and illusions, and can produce disorientation to place and/or time.

Periods often thought of as pathological depression, centered in this region, are, with some people, actually generated by unconscious ‘mulling’ leading to inspiration followed by extended periods of incubation and finally insight leading to transfer to the left hemisphere for production of creative or inventive productions and in rare instances, with highly intelligent or knowledgeable people, works of genius.

I. Right Hemisphere As the Anarchistic Haven, or Haunt Retreat,From the Goal Oriented, Integrated, System of Regions of the Left Hemisphere


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Brain, Personality, Education, Training, and Treatment


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II. Relating Functional Areas of the Brain With Training and Therapy Techniques to Integrate for Results in Life

• Therapy addresses disturbing past, un-masteredtraumas, and deflating, destructiveincomplete tasks, all of which can expressthemselves in nightmares. Therapy canprovoke recapturing of sources of nightmares for abreaction, resolving, and transforming traumas into growth experiences.


INTEG

RA

TION

FEELING & EMOTIONFEELING & EMOTION

INTUITIONIMAGINATION


DAY DREAMING, FANTASY,

IMAGINING, ENVISIONING

Training addresses learning how to switch functions or hemispheres so as to utilize intuitions, imagination, feelings, and transforming fantasizing into envisioning for life enhancing creativity.

Locus Cereleous

RIGHT HEMISPHERE

TEMPORAL LOBE


Motor-

SensorySensory-

Motor

Auditory


Motor control

of speech

Prefrontal;

inhibitory

control of

behavior;

higher

intelligence

DREAMS & NIGHTMARES SWITCHED ON BY LOCUS CERELEOUS EVERY 90 MINUTES.

Sensory analysis


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Altering of Ego States, Mood States, and Mental Functions When There Are Shifts Across Brain Regions and Between Hemispheres


TEMPORAL LOBE

Motor-

SensorySensory-

Motor

Prem

otor

Pr

emot

or

Orie

ntat

ion

Orie

ntat

ion

Prem

otor

Pr

emot

or

Orie

ntat

ion

Orie

ntat

ion

OccipitalOccipital

Auditory


Sensory analysis

Motor control

of speech



Locus Cereleous

TEMPORAL LOBE

Motor-

SensorySensory-

Motor

Prefrontal;

inhibitory

control

& direction

of behavior;

higher

intelligenc

e

Prem

otor

Pr

emot

or

Orie

ntat

ion

Orie

ntat

ion

Prem

otor

Pr

emot

or

Orie

ntat

ion

Orie

ntat

ion

OccipitalOccipital

Auditory


Sensory analysis

Motor control

of speech

Left Hemisphere

Right Hemisphere

The Conditions, Factors, and Dynamics Involved in Shift Back and Forth Between Left Hemisphere and Right Hemisphere With Their Characteristic Changes in Moods, Ego States, and Functions..

Parental conditional love pushes toward a shift to perfectionism, conformity, unusually high goals and high risk and a shift of focus to the Left Hemisphere

Parental over-solicitousness promotes shift to Right Hemisphere

On flipping from high to low, there comes a focus on dark past images, negative body senses, and hopeless, debilitating feelings.

The hour glass of self esteem, sense of ability, and orientation to goals flip flops over time. The higher the flip goes, the lower the flop goes.

LEFTHigh self esteem & unlimited

ability

RIGHTLow self

esteem & limited ability

THIS FLIP FLOPPING INVOLVES SHIFTS IN EGO FEELING, SELF-CONCEPT,AND SELF PERCEPTION AS THERE IS A SHIFT BACK AND FORTH FROM ONE HEMISPHERE TO THE OTHER.

WITH EVENTUAL FRUSTRATION, FAILURE, AND FATIGUE, THERE COMES DISENGAGEMENT WHICH RESULTS IN THE FLIP -FLOP FROM LEFT TO RIGHT AND FROM HIGH TO LOW.

AS THE HOUR GLASS FLIP-FLOPS FROM LOW TO HIGH, THE PERSONRE-ENGAGESRE-ENGAGES IN GOAL ORIENTED BEHAVIOR. THE LOWER THE LOW, THE HIGHER THE HIGH AND VICE VERSA. VERY LOW SWITCHES TO VERY HIGH. HIGH GAIN-HIGH RISK STRATEGIES RELEASE ADRENALINE AND A SURGE OF COURAGE, LOSS OF SENSE OF TIME PASSING, POWER, EUPHORIA, ADVENTURESOMENESS, INVINCIBILITY, AND INEXHAUSTIBLE ENERGY.

AS THE HOUR GLASS FLIP-FLOPS FROM LOW TO HIGH, THE PERSONRE-ENGAGESRE-ENGAGES IN GOAL ORIENTED BEHAVIOR. THE LOWER THE LOW, THE HIGHER THE HIGH AND VICE VERSA. VERY LOW SWITCHES TO VERY HIGH. HIGH GAIN-HIGH RISK STRATEGIES RELEASE ADRENALINE AND A SURGE OF COURAGE, LOSS OF SENSE OF TIME PASSING, POWER, EUPHORIA, ADVENTURESOMENESS, INVINCIBILITY, AND INEXHAUSTIBLE ENERGY.


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I. Sequential Intentional Processes

EXTERNAL ENVIRONMENTAL CONTEXT

SETTINGS AND CONSTRAINTS

SITUATIONS

ACCOMMODATION

PERCEPTION, RECEPTION, AND

RETRIEVAL

INTERNAL REPRESENTATION OF ENVIRONMENTAL CONTEXT,

SCHEMATA FOR SOCIAL ‘SETS’

MEMORY PATTERNS FOR PRIOR SCHEMATA AND

PRIOR SCHEMES

ASSIMILATION ACCOMMODATION

LEVELS OF MENTAL

ASSESSMENTINDIVIDUATION STATES OF

INCORPORATION ENVISIONING DECIDING ADVENTURING

CRITERIA FOR FULFILLMENT

CRITERIA FOR FULFILLMENT

FORESHADOWING

REVISINGREVISINGMASTERINGTRANSCENDENCE

ENVISIONING

REVISING

REENGAGEMENT

DISENGAGEMENT


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BRAIN

FRONTAL LOBE

Left Hemisphere

Perception reception retrieval

Internal representation of world: Schemata

Envisioning

Incorporation StatesIncorporation States

Criteria for fulfillment

Perception reception retrieval

Deciding

Deciding-

Disengage

Mirror

Reen

gage

Memory patterns

for schemes

Adventuring

Reengage

Levels of assessment

Internal representation of world: Schemata

individuationindividuation

Disengage

Mirror

-

Disengage

Mirror

II. Sequential Intentional Processes in Relation to Brain RegionsRe

enga

ge


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I. Relating Functional Areas of the Brain With Training and Therapy Techniques to Integrate for Results in Life: LEFT HEMISPHERE

TEMPORAL LOBE

PARIETAL

LOBEOccipi tal

lobe

FRONTAL LOBEFRONTAL LOBE

PREMOTOR

ORIENTATION

MOTOR

MOTOR

SENSORY

SENSORY

MOTOR

MOTOR

SENSORY

SENSORY

HEARING

SENSORY ANALYSIS

LANGUAGE; SPEECH; READING

VISUAL

MOTOR CONTROL

MOTOR CONTROL

OF SPEECHOF SPEECHMOTOR CONTROL

MOTOR CONTROL

OF SPEECHOF SPEECH

IN

TE

GR

AT

IO

N

EMOTIONALBEHAVIOR

PREFRONTAL: INHIBITION, CONTROL, INTELLIGENT DIRECTION

INFIXING CRITERIA FOR INFIXING CRITERIA FOR FULFILLMENT AND FULFILLMENT AND PLANS. GUIDING AND PLANS. GUIDING AND CHECKING EXECUTION CHECKING EXECUTION OF GOALS AND PLANS.OF GOALS AND PLANS.


Relating envisioning, planning, execution, and feedback processes to assessing and evaluating through Relating envisioning, planning, execution, and feedback processes to assessing and evaluating through abstract verbal reasoning and controlling communication interaction with the external social world.abstract verbal reasoning and controlling communication interaction with the external social world.Relating envisioning, planning, execution, and feedback processes to assessing and evaluating through Relating envisioning, planning, execution, and feedback processes to assessing and evaluating through abstract verbal reasoning and controlling communication interaction with the external social world.abstract verbal reasoning and controlling communication interaction with the external social world.

Imagining, envisioning, and planning

Reaction and feedback to execution of plans

Execution of plans

Readiness to

Execute plans

Planning and guiding Execution of plans

LEFT HEMISPHERE

Brain Areas Require Sequential, Iterative Involvement in Education, Training and Therapy for Optimal Change to Take Place


Assessing reality, evaluating reality. Assessing reality, evaluating reality. Evaluating Envisioned and Actual Evaluating Envisioned and Actual Plans. Evaluating Performance of Plans. Evaluating Performance of Plans, Revising, Modifying, Plans, Revising, Modifying, Evaluating Outcome of Execution.Evaluating Outcome of Execution.

Assessing reality, evaluating reality. Assessing reality, evaluating reality. Evaluating Envisioned and Actual Evaluating Envisioned and Actual Plans. Evaluating Performance of Plans. Evaluating Performance of Plans, Revising, Modifying, Plans, Revising, Modifying, Evaluating Outcome of Execution.Evaluating Outcome of Execution.

Locus Cereleous BRAIN

STEM-

RETICULAR

REGION:

ALERTNESS


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II. Relating Functional Areas of the Brain With Training and Therapy Techniques to Integrate for Results in Life: LEFT HEMISPHERE

TEMPORAL LOBE

PARI

ETAL

LOBE

Occ

ipi t

al

lobe

FRONTAL LOBEFRONTAL LOBE

PREMOTOR

ORIENTATION

MOTOR

MOTOR

SENSORY

SENSORY

MOTOR

MOTOR

SENSORY

SENSORY

HEARING

SENSORY ANALYSIS

LANGUAGE; SPEECH; READING

VISUAL

MOTOR CONTROL

MOTOR CONTROL

OF SPEECHOF SPEECHMOTOR CONTROL

MOTOR CONTROL

OF SPEECHOF SPEECH

IN

TE

GR

AT

IO

N

EMOTIONALBEHAVIOR

PREFRONTAL: INHIBITION, CONTROL, INTELLIGENT DIRECTION



Imagining, envisioning, and

planning

Reaction and feedback to execution of plans

Execution of plansReadiness

to Execute

plans

Planning and guiding Execution of plans

LEFT HEMISPHERE



Assessing reality, evaluating Assessing reality, evaluating reality. Evaluating Envisioned reality. Evaluating Envisioned and Actual Plans. Evaluating and Actual Plans. Evaluating Performance of Plans, Revising, Performance of Plans, Revising, Modifying, Evaluating Outcome of Modifying, Evaluating Outcome of Execution.Execution.

Assessing reality, evaluating Assessing reality, evaluating reality. Evaluating Envisioned reality. Evaluating Envisioned and Actual Plans. Evaluating and Actual Plans. Evaluating Performance of Plans, Revising, Performance of Plans, Revising, Modifying, Evaluating Outcome of Modifying, Evaluating Outcome of Execution.Execution.

Level 2. Procedural

Knowledge.

Productive

knowledge and

cognitive and social

skill

Level 3. Creative,

goal oriented,

cognitive and social

skill and knowledge

Level 1.

Declarative

knowledge


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III. When Learning Takes Place Within Each Critical Region of the Brain, Retention, Production, and Creative Use Are All Much More Powerful.

The Fewer the Regions Involved, the Less Powerful the Learning.

BRAIN

FRONTAL LOBE

Left Hemisphere

HearingVision

IntegrationSpeech Production

Action

Planing

Perceiving

Acts and

EffectsLearning: Procedural-Learning: Procedural-ProductiveProductiveLearning: Procedural-Learning: Procedural-ProductiveProductive Learning: Declarative / Learning: Declarative /

ImaginationImaginationLearning: Declarative / Learning: Declarative / ImaginationImagination

Learning: Procedural-Learning: Procedural-ProductiveProductiveLearning: Procedural-Learning: Procedural-ProductiveProductive Learning: DeclarativeLearning: DeclarativeLearning: DeclarativeLearning: Declarative

Learning: Learning: Teleological-Teleological-CorrectiveCorrective

Learning: Learning: Teleological-Teleological-CorrectiveCorrective


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AN ELABORATED MODEL OF THE FACTORS AND DYNAMICS THAT MAINTAIN ADDICTIONS


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panic


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compulsion

copyright, ed young, phd 1 lesson 7 the differential role of brain hemispheres in academic learning...

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