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
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 also
scored 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.