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GIFTED EDUCATION

Right Brain/ Left Brain?

Intiution versus logic, visual-spatial reasoning versus verbal reasoning, the arts versus sciences

are all dichotomies that reflect differences in how we view styles of reasoning and learning. The

idea of right-brain versus left-brain thinking, in broad terms at least, somewhat based on actual

brain functioning. That is, the left side of the brain, on the whole for most people, is more

concerned with verbal and sequential functioning, and the right brain, on the whole for most

people, with nonverbal and holistic functioning. This is by no means the sharp dichotomoy it

may be at first appear to be because different aspects of tasks are handled by different parts of

the brain works as an integrated unit.

Gifted children who show nonverbal, or right-brain preference in style are holistic. They are

good synthesizers of information: that is, they are good at looking at separate pieces of material

and then jumping instantly to the whole underlying concept. They envision the solution first,

then set out to prove it. They are more intuitive, holistic and nonlinear in thinking.

Gifted children who are more verbal and left brain in preference love facts and learning how

facts relate to each other. They are sequential, logical and analytical. They go step by step in

building up an argument to a conclusion. These are children who make classsifying systems for

themselves after they have accumulated information. They also love seeing where each new

piece of information fits and how it verifies or defeats their particular hypothesis, using both

methods of logical deduction and statics.

Most gifted children are more balanced thinkers, able to use both visual-holistic or auditory-

sequential methods, though they may have a preference for one or the other. Nevertheless, they

can adapt to the other style without too much effort. Thus, they build a big picture, but think

about whether the facts make sense. They are good at logic and intuition, seeing the whole

picture but also having strong sequential skills.

Studies of verbally and mathematically talented youth, those who did exceptionally well when

taking the SATs (Scholastic Aptitude Tests) before age 13 (Benbow and Minor 1990), suggested

differences in cognitive styles. Mathematically precocious students scored higher than verbally

precocious students on spatial ability, nonverbal reasoning, speed, memory, and mechanical

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ability, while verbally precocious students scored higher on verbal reasoning, general

information, and written expression.

Benbow and Minor also found that the presence of exceptionally high verbal ability increased the

likelihood of high mathematical ability: that is, most of the verbally precocious students alsoscored high on mathematics(over 500) on the SATs. The reverse was not true. Mathematically

precocious students did not, in general, score high verbally.( They scored over 700 M but less

than 430 V on the SATs.) This suggests that verbally gifted students tend to be more even in

cognitive development, and to have learning preferences that more fully utilize cognitive styles

of both right-brain and left-brain thinking, while mathematically gifted students tend to be more

one-sided, and more spatially, rather than verbally, talented.