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

• Ingenium
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• v.18 no.2
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• pp.21-24
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• 2011

• Communications of Mathematical Education
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• v.13 no.2
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• pp.701-715
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• 2002

창의성과 지능, 뇌 기능 분화의 관계와 수학 창의성과 지능과의 관계에 대해서는 많은 연구가 이루어지고 있으나 뇌 기능 분화와 수학 창의성, 수학 창의적 문제 해결력과의 관계를 규명은 미흡한 상태이고, Balka(1974)의 연구에서는 수학 창의성과 일반 창의성은 관계가 없다는 연구결과가 있다. 이러한 사실을 바탕으로 생각할 때 뇌 기능 분화와 창의성간의 상관관계의 연구에서 얻어진 결과가 수학 창의성과 관계가 있는지 살펴볼 필요가 있다. 본 연구에서 남녀에 따른 뇌기능 분화의 차이와 좌뇌, 우뇌와 전뇌의 수행 수준이 수학 창의적 문제해결력과는 어떠한 관계가 있는지 알아보기 위해 대구광역시 내에 있는 초등학교 5학년의 40명을 대상으로 뇌 기능 분화 검사, 창의성 검사를 실시하여 서로의 관계를 분석했다. 연구 결과 뇌의 기능 분화 발달은 좌뇌는 남자가 우뇌는 여자가 높았으나 통계적으로 의미가 없었고, 전뇌 집단이 수학 창의적 문제해결력이 가장 높았으므로 전뇌를 고루 발달시킬 수 있는 교수전략에 관한 연구들이 계속 되어져야 할 것이다.

• Proceedings of the Korea Society of Design Studies Conference
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• 2004.05a
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• pp.128-129
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• 2004

• Science of Emotion and Sensibility
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• v.8 no.1
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• pp.55-61
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• 2005

The purpose of the study was to examine any difference in academic achievement, self-concept and achievement motivation by the types of hemispheric dominance. 189 high school students participated in the study. They were taken three kinds of different psychological tests i.e., the brain hemispheric preference (dominance), the self-concept and the achievement motivation tests. Three types of hemispheric dominance were classified as the left hemispheric, the right hemispheric and whole brain dominances. The results showed that students with the right hemispheric dominance showed lower academic achievement and self concept than the other groups students. Those who had left hemisphere dominance showed higher achievement motivation than the right hemispheric students. These results could be interpreted that education in the high school in Korea mainly focuses left hemisphere related topics or subjects.

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

• Clinical and Experimental Pediatrics
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• v.50 no.9
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• pp.896-900
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• 2007

Purpose : The aim of this study was to investigate the speech problems in benign rolandic epilepsy (BRE) according to the seizure focus in EEG and semiology. Methods : Twenty three patients [right origin (13 patients) or left side (10 patients)] who met the BRE criteria by International League Against Epilepsy (ILAE) were prospectively enrolled. We excluded the patients who had abnormal MRI or showed both side spikes in EEG. Computerized Speech Lab was used to assess the speech characteristics of the patients. Results : The error pattern of laryngeal articulation in BRE was exclusively substitution of stop consonants, these errors showed more frequent in the left group (16.0% vs 25.5%). Voice onset time (VOT) of stop consonants and Total duration (TD) of word in both groups were prolonged than normal control group, especially in left group (P<0.05). The first formant of vowel /o/ and second formant of /e/ were significantly decreased in left group (P<0.05). The right group scored wider on pitch range ($192.9{\pm}54.0Hz$) and energy range in spontaneous speech ($14.2{\pm}6.4db$) than the left group ($233.3{\pm}12.5Hz$, $19.4{\pm}9.3db$, respectively, P>0.05). Duration of counting (5 to 9) in left group slower than right group ($8.6{\pm}1.7$ vs $7.9{\pm}1.8sec$). Conclusion : Our data suggested that interictal spikes and seizures in either centrotemporal sides, especially left side group, may induce speech problems. We recommend the logopedic and phoniatric evaluations of speech in BRE patients.

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

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.1
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• pp.67-86
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• 2013

The purpose of this study is to analyze selection of factors of Schoenfeld's problem solving behavior shown in problem solving process of mathematically gifted students based on brain preference of the students and to present suggestions related to hemispheric lateralization that should be considered in teaching such students. The conclusions based on the research questions are as follows. First, as for problem solving methods of the students in the Gifted Education Center based on brain preference, the students of left brain preference showed more characteristics of the left brain such as preferring general, logical decision, while the students of right brain preference showed more characteristics of the right brain such as preferring subjective, intuitive decision, indicating that there were differences based on brain preference. Second, in the factors of Schoenfeld's problem solving behavior, the students of left brain preference mainly showed factors including standardized procedures such as algorithm, logical and systematical process, and deliberation, while the students of right brain preference mainly showed factors including informal and intuitive knowledge, drawing for understanding problem situation, and overall examination of problem-solving process. Thus, the two types of students were different in selecting the factors of Schoenfeld's problem solving behavior based on the characteristics of their brain preference. Finally, based on the results showing that the factors of Schoenfeld's problem solving behavior were differently selected by brain preference, it may be suggested that teaching problem solving and feedback can be improved when presenting the factors of Schoenfeld's problem solving behavior selected more by students of left brain preference to students of right brain preference and vice versa.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.805-813
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• 2004

Our educational system clearly places much greater value on left hemisphere learning. Students who process information in other ways are at a serious disadvantage and may not be learning efficiently. Since mind mapping emphasizing visual and spatial language, it helps students to use the whole brain and promotes more effective comprehension. The purpose of this research was to determine the effects of the instruction using mind map on the science achievement of students. A pretest-posttest control group design was employed. Subjects were 153 male and female, first grade students in a middle school. A control group of 83 was instructed with a traditional teaching method, and an experimental group of 70 was instructed by using a mind mapping strategy. Two groups were treated for 50 hours during 17 weeks. Tolerance's 'Style Of Learning And Thinking(SOLAT)' was used to assess students' lateralization preferences. A 30-item multiple choice posttest was used to assess students' achievement. To analyze the data, we used an analysis of covariance(ANCOVA) and i-tests. It was found that 21.6% of students was left brain dominant, 31.4%, right brain dominant and 47.1 % was integrated style. There was no gender difference in hemispheric dominance. Significant differences existed between the test scores when they were taught by using a mind map. Mind mapping turned out to be a valuable learning technique for the right brain students, helping them to achieve the same level of subject mastery as left brain students. There was a significant difference between males and females in relation to mind map application. Female scored significantly higher than males.