Marlin L. Languis

A Topographic study of differences in the P300 between introverts and extraverts

SummaryThis paper presents results of a study to establish a link between neurocognitive psychophysiological and psychological type data through the investigation of differences in topographic auditory event-related potential (AERP) (P300) patterns in strongly introverted (n=17) and strongly extraverted (n=16) high school males as identified by the Myers Briggs Type Indicator. Group data files were created for the auditory event related potential task and converted to ASCII form. Amplitude values were evaluated at each scalp site. Kruskal Wallis one way analysis of variance was performed to evaluate group differences. In processing of infrequent, target stimuli, the amplitude of the P300 waveform for introverts was higher than for extraverts. When processing for non-target stimuli was subtracted from target stimuli, statistical differences were found over nine central, parietal, and occipital sites. The findings support and extend theories of biologically-based and bio-psycho-social typology.

Hemispheric asymmetries during six- to eight- year-olds performance of piagetian conservation and reading tasks☆

Abstract To investigate childrens hemispheric processing, their EEGs were recorded and alpha asymmetries were computed for each task or subtask. Piagetian conservation and reading tasks shifted from greater right-hemispheric processing during encoding of information to greater left-hemispheric processing during retrieval and verbal/logical expression of the information, which suggests interhemispheric processing within these tasks. Conserving responses and high reading scores were related to greater interhemispheric or bilateral processing during information retrieval. It is suggested that Piagetian Conservation tasks are behavioral measurements of interhemispheric integration and that progression through Piagetian stages may parallel cortical myelin development.

Physiological Uniqueness: A New Perspective on the Learning Disabled/Gifted Child.

Previous studies have established that the LD/G population has educational needs that cross over between gifted education and special education. This study reinforces those findings and furthers understanding of the physiological basis of the LD/G condition through the use of brain imaging and vision testing for hyperacuity and contrast sensitivity. Results from these latter techniques suggest that the interaction of high ability and learning disability results in brain and vision patterns unique to the LD/G group.

Using Knowledge of the Brain in Educational Practice

To learn about fetal brain development is to experience the incredible beauty of the brain unfolding into a mindful person well before birth; to learn about lifelong brain development is to ponder the brains capacity for increasing synaptic connections throughout life; to learn about the power of mind/body connections is to consider the awesome possibilities of unlocking human potential at every point along our journey through life.

HEMISPHERIC CORRELATES OF THE ROD-AND-FRAME TEST

38 right-handed children in sixth grade (17 boys and 21 girls) were administered the WISC Block Design to reflect activity of the right hemisphere of the brain and two versions (verbal and nonverbal) of the Rod-and-frame Test, a measure of field dependence/independence. The Pearson product-moment correlations showed a significant negative correlation between the traditional verbal administration of the Rod-and-frame Test and the WISC Block Design only for the 17 boys. The nonverbal procedure used to administer the Rod-and-frame Test showed a significant negative correlation with the WISC Block Design for both boys and girls. These results were interpreted to reflect a right hemisphere processing for the nonverbal Rod-and-frame Test and a possible sex bias in the traditional verbal administration of the Rod-and-frame Test which might inhibit girls performance.

Cognitive Science and Teacher Education.

as to approach them systematically. Cognitive neuroscience has uncovered the neural, developmental, and organizational bases of the differences and has demonstrated that they can be measured and studied in an organized way. A beginning has been made in education to apply this information to learning style assessment, grouping, instruction and curriculum, cognitive strategies of students, and evaluation. Applying brain behavior relationships to education is not a simple or clear-cut procedure, however; it requires a holistic, informal diagnostic approach in the home, classroom, and workplace. Because the teacher is the most important variable in influencing educational outcomes, we propose that the application of cognitive neuroscience to educational practice must emphasize preservice and inservice education of classroom

Sex Differences in Neuropsychological Function

Contemporary concern for providing equality of opportunity for both women and men is not only appropriate, it is long overdue. Stereotyped and biased conceptions of the cognitive capacities of women restrict the access of females to many areas of personal, career, and professional development. Sex stereotyping also limits the range of opportunity for males in some areas, although these restrictions are not often emphasized. In the final analysis, both women and men profit from a wide range of opportunity.

Tip on books

Beggs, David W., III; and Buffie, Edward G., editors. Independent Study: Bold New Venture. Bloomington, Indiana: Indiana University Press, 1965. XVII + 236 pp.

Age and Sex Differences in Measures of Brain Lateralization.

5.95 Hatch, Winslow R.; and Richards, Alice L. Approach to Independent Study. Number 13 (OE‐50041) New Dimensions in Higher Education. U.S. Department of Health, Education and Welfare, 1965, v + 73 pp.

The effects of the use of activities of sapa on the oral communication skills of disadvantaged kindergarten children

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