= — 3 Conners ccd and SeopeolSOLAT Tool “isan ty Hemisphere Functions SOLAI 2, PSVCHOLOGICALACTIVITIESRELATED HEMISPHERE FUNCTIONS EMifencefo Hemispheric Special idencefor HemispherieSpectalization Lesion Studies ‘Anatomical Evidence SplitBrain Research Reaction TimeandSodium Amytal Lateral EyeMovementand Tachistoscopic Studies Dichotie Listening Eleetrocncephalography RIGHTHEMISPHERE tinatage Sterns Becalldenietion Notor Dress Crea Tenageryind Creativity Muse Probie LEFTHEMISPHERE, Language Speech Learning Analytical Thinking. Emphriealstudy 3. HEMISPHERICTY ‘Advertisement Piay Protession Managerial Decision Stylesand Cerebral Dominance Readiig Disorder 4, CONSTRUCTIONOFSOLATTOOL, ‘Selection offtems i DimensionsofSOLAT Toot Reliability ofthe Toot ‘ofthe Tool 5, SOLATTOOL Description of SOLAT Answer Key. ‘The Concepts ofSOLAT Tool Administration, Scoring Procedures Norms _ ENHANCEMENT OFHEMISPHERICFUNCTIONS -RightHemisphere Functions Ca — MusicEducatén " 5-7 12-13 15-16. 17-21 22-26 27-30cere nscale THE HEMISPHERICITY Need and Scope of SOLAT Tool Most people are some what flexible in their use of styles and they try with varying degrees to adopt themselves to the stylistic demands according to situation. This is because mind plays a flexible role in accomplishing variety of tasks. It is therefore important for the parents and the teachers to understand the nature.of the student's mind and its functions in different styles of learning and thinking. Parents and teachers are able to perceive the children and their natural tendencies of how they think ‘act and learn in different ways and in different situations. For example, one child may welcome structure in learning while another may welcome new ways of doing things, and the rest may have fear for learning. ‘One child may perform tasks in an orderly and systematic pattern and another may perform tasks in an uunsystematic pattern. This is due to individual differences in their style of learning and thinking. In the academic institutions teaching processes are mismatched. Teaching and thinking style of the teacher and learning and thinking style of the students differ because learning differences are not tied up to the understanding and thinking ability of the students. Many educators are still perplexed about the styles of students in learning and thinking process, what effect these styles have on children’s performance in schools, and why attention should be given to children’s performance to assess their levels of ability. “Styles depend upon cerebral doniinance of an individual in retaining and processing different modes of information in his own style of learning and thinking”. Style indicate the kemisphericity fuxctions of the brain, and students learning strategy and information prosessing are besed on the preferences of the brain area. (Venkataraman 1990). Styles arc propensivies rather than abilities, Phioy are the ways of directing the intellect which an individual finds comfortable. The style of learuing and th are as important as levels of ability and we ignore to identify and develop students thinking styles at their earlier and appropriate stage. It is foremost important for the teachers to focus their attention on students favoured thinking styles before imparting the subject matter. If they fail to do so, the consequences may be serious, because the teachers may tend to confuse styles of students mind. Since the method of teaching adopted by teachers often reflects their personal thinking style, the studeats who have the same thinking styie of the teachers are only benefited and rewarded. Otherwise the students whose styles are different do not correspond with the teacher's styles are labeled as “Slow”, “Dull” or even “Stupid”. Ifmismatel. exists between the preferred styles of the teacher and that of students, such students are frequently seen to be uninterested in the content, feel bored and rejecf the learning activity. Since any subject can bs taught in any way that is compatible with any style, students will seek learning activities that are compatible with their own preferred styles. Both teachers and students tend to exploit their preferred styles, which may or may not match, Therefore, itis important for the teachers to know the students preferred styles, so that the teachers can capitalize the opportunities for students learning. Styles like abilities are not etched in stone at birth. They are in large part developed due to environmental condition and by way of nurturing children by their parents and teachers. Some individuals may have one preferred style at one stage and another preferred style at some other stage. Styles are not fixed, but changeable. We need to recognize the preferred styles of students and ourselves. The efforts to understand learning and thinking styles and to learn to use them flexibly requires the identification of an individual's preferred style of learning and thinking. Research tools are readily available to identify the individuals preferred style of learning and teachers must eventually come forward to understand and identify the styles of learning and thinking in students. This direct approach with the help of research tool will help to understand and assess the styles of students for developing intelligence and creativity in the fields of their preferred styles in academic areas. Thus the ‘Solat Tool’ is very important to assess. the preferred styles of students learning and thinkingHEMISPHERICITY spn nto it individual in retaining and processing modes, soni inane of an indian 1989). Researches conducted d ng At cera tobe specialized for primarily information inhis own style of learning an the last wo decades have shown that the human le verbal, analytical, abstract, temporal and digital operat Thesame investigations revealed thatthe ightcerebr ; a ech verbal holistic, concrete, creative, analogic and aesthetic function reed barring s Nemisphere appear well lateralised and established early in life CKinsbouras, | 975) and nak and ervention or insult, continue essentially unaltered through out the nonmel U St hich the Marsh, 1976). For identifying the hemisphere dominance, the ways inywih Ne OO ag study information is being processed by the individual are to be studied. Tools have anit of aq the “Style” of Learning and thinking and hence it would be possible to infer individual. a I hemisphere is t primarily one (BoE 1969, Gazzaniga, 1970, Omstei 1972) Themisphere is to be specialized for primarily No” sthetic functions. The specialized functions & HEMISPHERIC FUNCTIONS MODE RIGHTHEMISPHERE LEFTHEMISPHERE ones Kens _ RISES or speechsounds Analysis of voice-intonation Right space awareness AUDITORY Left space awareness 5 LANGUAGE Spatial orientation Spatial localization 7 Spatial words and nouns Naming of objects and spoken words. Tonal memory Verbal memory Tonal qualities Gesturing of hands Tonal patterns Motor aspects, phonics. Emotional aspects Expression of langus; Musical hearing and through speech. Melody verbal aspect of writing. inging (Pitch, rhythm Syntax information and lyries) Creative language Language processing and ‘compreheasion, VISUAL, Left visual field Right viswal fietd Left eye movers Right eye movers Spatial task (Draw 4, figure and recognising Naming of faces Location of points in two dimensional space and Haptic perception. . Parts of space and Depth perception labels seen objects spatial orientation. and notes deta Retention of visual patterns and loca Drawing visual such as geometric designs and graphs, model building (from plan or picture). IMODE. RIGHTHEMISPHERE, MOTOR Spatial movements, Memory of simultaneity Finding way in space and ereative Movement. ‘THINKING Ability to process many ' modes of representation ‘within a single cognitive task Creative Deductive and Imagery Holste/Gestaten Ditfase Remembering and recognition af faces Able to overcome most difficult, logical and systematic problems Able to design thought ‘experiments Concrete and Directionality Retent Patterns Analogic « Dreaming ~ a of visual Iconic presentation of information such 2s graphic displays Giagrams, flow charts Poor or no acquisition of new habit patterns AFFECTIVE Body image Intuitive Emotional body image crying Tonal expression Laughing Ayvareness of personal disabilities and recognition ‘SEXUAL Feminine Passive Mysterious ive aspects esthetic function i 4 LEFT HEMISPHERE. Verbal expression Verbal memory Movements through memory and action words (Verbs) spoken words. jonal linear mind Analytic thinking, Inductive Convergent Analysis thinking Abstract ‘Temporat Remembering znd recognition of words Ability to enalyce the common aspects of task and relationship ‘among task. Gestures of Movemncnt of hands, in speech words Digital operations ‘and computations Day dream, drugging meditation fantasy, hypnosis Body concept Intellectual Passive Masculine Aggressive ‘Temporal interestPSYCHOLOGICAL ACTIVITIES RELATED TO HEMISPHERIC FUNCTIONS INTRODUCTION Before launching on an investigation, it is most essential for a studies made earlier which are pertinent to the topic on hand. The literature is said to be a wise investment. Proper understantling of the problem and the Procedure of Tinea ame athe Pre-requisite for any successful investigation. Such an understanding will be possible only ‘when the investigator gets himself familiarised with the related literature. searcher to make a survey of the fe spent in the study of related tn ihe light of the earlier researches the problem can be viewed indifferent perspectives. tt would also enable the investigator.to choose the right techniques to be adopted in the ve {iss an attempt is made to review the researches and findings based on Hemispheri hemisphere functions. HEMISPHERIC SPECIALIZATION 1 gts been found out that the two cerebral hemispheres in man wpeeate in somewhat separate information processing systems, each with its preferred mode of information processing and ins leaiced capacity, in some what separate from the processing capacity of the other hemisphere: Researches and speculations about cerebral hemispheres and cerebral dominance extend back to Treg Soyears (Dax, 1836) and is still topic of considerable interest. Innovative researches fem the ne 1960 onwards have made considerable advances in understanding and explaining the funetions! asym- Sealy corte human brain and it has supported Hypocrites contention: “the human brains, as in the eave ofall other animals, is double” (Bogen, 1969), ich are intimately related to tempt to stay the spread of - Roger Sperry (1975) of the California Institute of Technology and Joseph Dogen (ores ethe Ross Loss Medical group and heit associates (Bogen, Fisher, and Bogen, 1968; Geezany sonpi Gazzanign and Sperry; 1967; Sperry, 1968;Galin, 1974; Duke, 1968; Galinand Ornstels, 197g Sonriemed what John Hughlings Jackson asserted in 1878 that our brain consists of two diineting tae Rumen beats Zmmetsical units, the rightand left hemispheres. These studies on the functioning of the human brain, together with the new findings indicate that the two hemispheres of the ccrctret conve Inamanne differen eects information differently. Each cerebral hemisphere is capable of functioning ing manner different fom the other. The brain also specializes within each hemisphere ee well ce oon the hemispheres. EVIDENCE FOR HEMISPHERIC SPECIALIZATION A review of representative studies made by Rubenzer (1978), conducted primarily within the last (6n Years, suggests that the investigative techniques employed can be classified inte theee major peewerigs: Medical intrusive, Medical non-intrusive and Non-Medical non-intrusive, Studies have cg been classified into various categories on the basis of the techniques followed (Wheatley, Frankland, Mitchell, and Kraft, 1978). :Hin I ns, func _ Lesion Studies _ swith well ied gear tent tudes OF More Such St hemis jnere lesions resulted On the basis of extensive cl dimterenget inthe tenvand the Fight MEAD ind rigepeech and reasoning seilly. Zangwill, 1957; Lur wage Miner 1971: Oe80 srraries of tesion studies: ia toss of spatial ability, whereas rent emis Bogen (19692, 19690) end Bogen #nd Bs Ben Anatomical Evidence or the nemisehe i - thas been found that when the relative shaP' mining phere speech. examined, defi differences become cle8T ft hemi convine- Wade. Clark and Hamon (1975) found anato! ron and Palle esing and 1d Witelsor inguistit Gesehwind (1974), Geschwindand Levitsky (1969 00 et nemisPhere inline ing evidence to support specialization of the hemispherer the right hemisphere in spatial processi"&- Split Brain Research jonofeeredral tization of , reat unt of ter rain structure O° . Thc ingenios cr ated Ra nor alteration ro convil mnetioning. Such studies have involved die mt 1 eg plit-Brain function. Methods within tl ve iva ge, bu 20 Commis Phe brain sive therapy (ECT). hemispherectomy, Lobectomy and 10! aH jo halves 20 Levys Fesearch” (Gazzaniga, 1967) involves the serving of the ae a i researc Gos callsum. This technigue was U8e6 % eli oe ores cd Sperry, 1972) with patients Whose Miegically as treatment for epilepsy. Remarks racic vcrsons, With the communication channels between the ra er dependently functioning hemispheres. TES ae aweaas ofeach hemisphere. Bogen (1977) 0m the basis 0 2) There is an abundance of evidence (of het half of the cerebrum (if it is @ pt Corresponding conclusions cannot be ‘supported by remo Saltet the cerebrum rather than either the ight fous) that one= ns of a mind. ack or front is the most obvi the functio ving, the top, bottoms half or the left half. misphereetor here) can subserve i : i individual with (wo b) The Split-brain phenomena (in many different species) show 1! individual Hemispheres can at times have two minds, 1's S277 ‘conclusion cannot be supported by pers of the cerebrum horizontally, coronally OF diagonally. €) Th theory that two hemispheres, do support Sie minds most of the-time, is not Proven Itis Tiuestion that how often and when two hemisphrs Hao ty support two minds, and HOW 2 aves ividual remains integrated when the cerebral ‘commisures are cut. Reaction Time and Sodium Amytal other alert. Studies using With sodium amytal, a single hemisphere can be mnesthesized, leaving the ‘ch (Branch, Milner, and this technique provide a strong evidence for left hemisphere ‘control of spec a vecven’ 1964, Bogan and Gordon, 1971, Wada and Ramsussen- 1960).Lateral Eye Movements and Tachistoscopic Studies ‘One of the methods that has been proposed as a means of observing hemispheric asymmetry in normal persons makes uve of lateral eye movements (LEM) Baken, 1971, Gur, 1975; Schwartz, Davidson aor trses, 1975). Lateral eye movements refers to the shifts in gaze tothe right or left that occur whe people engage in reflective thinking. During ongoing cognitive activity, Shifts to the let sre presumed re reflect right hemisphere dominance, and shifts to the right, reflect left hemisphere predominance. Suudies using the tachistoscopic technique have confirmed the specialization of the cerebral hemisphere; the right hemisphere being functional while processing spat ial tasks and the left hemisphere Marth linguistic asks (Hines, 1975, Kimura, 1967, Levy, Trefarthen and Sperry, 1972, Marel, Katz and Smith, 1974, Yeni-Homshian, Isenberg, Goldberg 1975). Dichotic Listening Dichotic listening tasks refer to application of different stimuli (e.g, two different verbal message) toboth ears simultaneously to determine which hemisphere more effectively processes verbsl messaBes- Forexample, sounds presented tothe left ear are processed by the righthemisphere (Geldard, 1972), Such dichers Hetching stuvies Rave consistently found a right ear advantage for. linguistic stimuli and Ieflesr fora lingufstie ein’ (Geffner and Hachber, 1971, Ingram, 1975, Kinvera, 1967, Knoxend Kimara: Soh Sheahaciiacand Sizeder- Kennedy, 1967; Springer and Gazzaniga, 1957). For exemple, rox and Kimura (970) found a leftea: advantage for verbal sounds ina sample of five to eight year old. Krashen (1975), provides a thorough review of dichotic listening research. Electroencephalography -Themethod of essessing hemispheric involvement which is currently receiving the mostattention seBlecrnereephalogrerty (EEG) analysis (Brown, 1977, Green, 1970, Oresten, 1978). Although thisis aa scereic nee teckralogy in the study of hemispheric specialization, there is much work being done in aera net nevcieand Gul, 1974,Galia and Elis, 1975, Dilling, Wheatley and Mitchell, 1979) suing he ears tohe band power from each hemisphere, Butler and Glass (1974) found the left (bvtnotthe right) hemisphere was ative in mental arithmetic. Gatin and Omstein (1972, 1973), Doyle, Ornstein and Galin (1974), and Galinand Ellis (1975) used EEG techniques to isolate hemisphere activity for logical and spatial tasks. Their findings match the pattern of specialization presented earlier. On the basis of his results, Orsteita concluded that echnicet randing was processed primarily in the left hemisphere, since the EEG pattern indicated involvement of that hemisphere during the technical reading mask. Reading of interesting prase involved both (ght and left hemispheres.i dy is called the ming n side of u oh 1 hemisphere, WN cree ee al ener ante x verbalise WA rch has indicated sot the right hemisphere has te eros ro the view that THE right hemisphere vysiolog in left hemisphere- right het F the bo agrel ect of the bi smisphere has: eludes that fe jevelopmental 257 he devel(crowell eta, 1973) and the 1972, Galin, 1974). The ‘ognitive tasks presentation dberg and Cost0( complex £Gol fh informational ¢ re mal 1 hemisphe ‘The studies of capacity to deal wit indicate that the balance between tw i Fighttemisphere as greater apy while the left he here is supesior in 125 I jn adults (0! es ar co one found in 3 in, 1972. Gall a 3} ‘modes of informatio single wie fixation UPO™ cere is not totally silent. heres before the age OF LANGUAGE ge if the diserimina- Researches reviewed by Ruber raicate thatthe right hemisphs nach are equally shared between the hemisp! tn fact language function is some wh five, Studies also indicate that the right mr ere is eapable of processing [2050 tions are uncomplicate’ eye from a negetive statement). azn (1978) it ral component of Langu 10 be the function mary expressive mode ofthe right hemisphere speculate Peco samples, 1975); however in general verbally 2 ear and dependent upon the left hemisphere 979) prove that complimentary non-verbal functions are adn teftchanded people. Itcoordinated the Voluntary d (eg 4 posit age, appears t intonation, an integt Lanker, 1975). The prit communicative Findings by Halstead, (1947) carried out by the right hemisphere which i sof the left side of the body. 1yand Moscoriteh (1 is domi VISUAL PATTERNS sual pater: has been found by several investigators to be Predomina on, The retention ofviseal patterns, such as geometric designs ieee a a \e right hemisp! iere (Hines, Sutker, Sats gently fciintes both the comprehension and the retention of formation, and that i ie Iya function ofthe right hemisphere (Kohler, 1947, Koffka, 1970, Taylor, 976). The interpretation of complex vi predominantly the right hemisphere functi FACIAL IDENTIFICATION Inseveral studi i utter sues femal end tiniest foond ur atherighi | se ere faanemcme e the right hemisphere superior innler (1966) and Warci vi The periority for face pro 7 arrington and James (1 aspects or components of face face processing. Attention has b (1976) prove it i processing for which the ri n has begun towards identifyi ‘instance, that right hemispher sing for which the right hemisphere iss identifying those etal, 1978, Young and Bi re superiority is greater for upright than in superior. It is now known for REIS werted faces (Yin, 1970, L _ W. Young 1984), perceptual and memor , Leehey " ry components (Ha; yMOTOR ‘Awareness of body position, Spatial orientation, and the perception of fine and gross motor activities all come within the realm of the right hemisphere (Brandwein and Ornstein, 1977); Haptic or tactile perception contended by Kimura (1973) is also a right hemisphere function. DREAMS thas been noticed that dreaming isa lateralized function specific to the right hemi: 1976; Broughton, 1975; Galin, 1974). This has been claimedsto be supported by various data. The hypothesis of right hemisphere participation in dreaming implies that the degree of hemispheric lateral- ization may contribute to individual differences in dream recall and content. Cohen (1979) pre individual difference in cognitive style reflecting right-left dominance may be related to dream charac- teristics. Austin (1971) reported that divergent thinkers were more likely to report dreams when awakened from REM sleep than convergent thinkers. These types of cognitive styles are consistent with the assumed specialization of the right and left hemisphere. Wesley, Clark, and Monroe (1978) were able to differentiate between dream reports of subjects having high or low creativity. High creativity, associated with right hemisphere functioning, was correlated with more fluent dreams in terms of number of words and content elements. On a more popular level, it has often been claimed that quoted anecdotes about dreamsas inspiration for poems novels or scientific discoveries support the alleged relationship between dreaming, creativity, and right hemisphere fuactioning (Wesley et al. 1978). CREATIVITY lini I studies does not enableone to conclude about the specific location of creat inthe right or the left hemisphere. However, the findings have made it clear that creativity will not occur without the full participation of ¢ well developed right hemisphere. The left hemisphere also Provides variety of elements, for instence, information which is indispensable for crestivity. There is a Eeneral agreemcat it creativity researches also that information is a basal factor in creative thinking. The rolz of the right hemisphere in problem solving, creative thinking and analogies has been reasonably well documented by Krueger, 1976; Bogen, 1969, Wallach and Kogan, 1965; Torrance, 1978, and Reynolds, 1978. : ‘The results of the Sperry, (1968), Hamard (1973), Omstein (1973), Kingsbourne, (1973), Galin (1974), Languis, (1977), Torrance (1978); Wittrock (1978); conclude that the right he: intuitive, imagi phere may be more ve, insightful; has a rudimentary verbal conceptual scheme, aesthetic experiences; produces visual imagery, sees things ina broader perspective, uses the information from the left hemisphere to elaborate, to form new combinations, to attribute new meanings to it. IMAGERY AND CREATIVITY In 1969, Richardson reported only two studies on the creative correlates of imagination; perceptual isolation, visual imagery and creativity (Kubzanski, 1961) and the other on the facilitative «ffects of left side dominance (LSD) on the creative problem - solving process (Harman, McKim, Moger, Fadiman, and Stolaroff, 1966). Since then, many studies investigating creativity under conditions of imagination and imagery have been published. These studies are instances of investigations of various imagery conditions and creativity, among which are: eye movement, hemisphericity and creativity (Ilanard, 1972); hyphosis, creativity and the imagination (Bowers and Bowers, 1970, Sheehan, 1972), creativity, hyphogogic imagery and relaxation (Green and Green, 1977) aesthetic activities imagery arousal, and creativity (Lindauer, rd and Lindauer, 1973) unusual visual perspectives and creativity (Torrance, 1972); Mu: ity and original imagery (Torrance and Khatens, 1966); 101973); Metaphor 1971, 1 rrance '¢deaf and hearing children To ‘Khatens and ee ae, 1979), imagery ina.cross. las acter 19739 - tritades and origint 7 Sasa sonality trait, Khatens, 1975 bs Sch pildren Johnson. 1 caeaeere He analogy and may per ofbind anda ages. e0 0 toa ED) Khaten Ze 19 ind problem sol ated ohnston and Hpatena and Zetenyi™ SE ition and Pro eae these re Ciraal setting (Kate Ty gery, IANEUAEC, CO ogy an ees 1981) sored crea lopment variables Forisha, 1978. 170 of those who ex? devel id be added that fe bation, effec inc patens, 197820, 1982)- ive thinking, yus imaging (¢- creative imaging of “ifterential time nd “partish, 1981); state university include retriey™ and a sity rieval i rf ity levels a jissertations at the Mis: agery! creativity level Part Doctoral dissertations ne effects of MEIOTY ie on original imagery ( words, pictures, (Cook, Hion an mee sae 1980), the effects of preparation SN 91), Typeset producing ray (O98 awards in her acclaimed ing, writes Betty ht saformation processing, writes Betty leaps of its In the right-hemisphere ade ont HE BRAIN", “We use intltionandt have ger“ What's ro Dea G e ‘oral into place without figuring ae fare the kinds of hunches, moments when eve eee ing the right brain, an wd i intuitive burst, wsi9g , the ero} isan ate nin made quickly and often w S jes and autonome is 7 elieve, used right-brain mental believe, wermethods inthis W2Y- wh, we now believe, sind his working meth: i opl Indeed, history overflows with examples of peoP! . : Pit ordsorthe language, as they are written o spoken, donot seem 1 PIN Co signs and more OF aoe the soveicenities which serve as elements in (My) thought ate Seo te viewers fous cleer images which can be Voluntarily reproduced and combined. “Einsteit. 010 i that he had tossee" three - dimensional images in his mind before he could write ea) ; E “incubation periods”. sthur Koestler refers to such moments as “incul od ‘he pr ‘onal methods have been exhausted,” he writes, “thoughts run around in circles.” Rather tl 1e wrestling with the problem, he suggests putting i aside fora time. This allows the right mind to “incubate” the information: And ifan insight or answer is to be found, it usually comes during a quiet moment - walking, sewing, dreaming. s another method of boosting our creative quotient done by 2 famous artist, the left such as the nose or the eyes, and Inhis book the “Artof creation”, “When all hopeful attemapts in solving the problem by tra than coi In his drawing book, Edwards suggest According to him if we are trying to copy a line from the drawing hemisphere dominates this task by recognizing various facial features, then “telling” youto reproduce them in a literal fashion. For all but the naturally artistic, the result is the, kind of basic drawing you usually see hanging on a kindergarten wall. Now consider what happens when ‘we turn the picture upside down. Instead of an identifiable picture, it is confronted by a mishmash of meaningless shapes and lines not the kind of information a logical left side can handle - what happens? It shuts down, says Edwards and turn the object (picture) over to the more flexible right brain. Instead of worrying about reproducing, nose or eye, the right side simply copies the lines and curves as it sees them. Final result when the paper is turned right side-up, an amazingly good reproduction of the original line drawing. MUSIC Jaynes (1976) stressed the importance of music and musical instruction in stimulati i 5 ) al inst stimulating the ri hemisphere, After citing anumber of authorities and facts in support of the special rela ship of music to the right hemisphere and hypothesizing (after experiments on neonates) that “the brain is organised a to obey musical stimolation inthe right hemisphere”. He concluded thatthe research findings int out the great signific ies in child’ i i i ray Feat significance of ullabies i child's development, perhaps influencing the child's ateross A he AN y2 1° ‘According to James, ~ itis the difference between speech and song where we begin to pick up practical educational hints.” Speech, as has long been known, is a function primarily of the left hemisphere. But song is primarily a function of the right. He says that the song is in our right hemisphere and the cognitive topic is in our left. Pointing out that, “lateralization of music can be seen in the very young”, he describes an experiment with an infant showing that the right hemisphere area is activated upon hearing music. According to his experiment, the children who were crying stop doing so at the sound of mesic, butthe smiled and looked straight ahead, turning away from the Mother's gaze... This finding has immense significance for the possibility thatthe brain is organised at birth to obey stimulation in what corresponds to wernickes area on the right hemisphere. i PROBLEMS ‘According to west, MIT Prof. Weizenbaum (1978), the right hemisphere appears to have been able toovercome the most difficult logical and systematic problems which we would conjecture, relaxing the right standards of thought of the left hemisphere. The right hemisphere was perhaps able to design thought experiments which the left hemisphere could not, because of its rigidity. The right hemisphere is thus able to lft upon solutions which could then, of course, be recast into strictly logical terms by the left hemispher hemisphere proces dumord (1945), and He 1c is also hypothesized to be prevalent according to the (1966), when esthetic judgement is required in task It is evident that the right cerebral hemisphere makes an important contribution to human performance. It isthe neural basis of our ability to take in fragmentary sensory information and fom it Constructs collerent outside world, a sort of cognitive spatial map within which we plan our actions 2ort ed 3 ‘eel fr Ag oF nts fa ye do oo oi gifferent from the other. For many yea, ing in manner di “ 1s! gh i‘ iste f functioning in 8 man ised, the so called “dominant, det hemisphere is eapable of Mi which speech was,lord arr rimarily responsible for attention was focused on the left hemisphere it WINE misphe i sponsible “leading” of “major* hemi . Inwas hypothesize rs distinguished men from the rest leading” of “inaor™ hemisphere, wns OT etions which let) hemisphere, asevidenced the processing of language and pli her iden ofthe animal Kingdom. thas been found to bea he right hemisphere in by neonatal studies (Geschwind, 1972). It is com most aidulls, as indicated by EEG analysis" Be tomically larger! ed to be mor e active than 6) arene eae aaa « the twp hemisphere hay? SP! i orbs Utiotogieal aiid Split Jirain researches show that.the (Mp. ental iOg symbol jarently specializes in sear g: Languis, 1977)- m 4 sphere a jentary Functions. The lft hemisphere appar ON TE, convergent production and logic functioning. LANGUAGE jor THe 2 Slee Se eens anscins avalqrtned igen ant, BT WU mado sia W Dont TH eae is i Hat anguagi "The einpirital evidelce im support of the left hemisphere Inve! ma eof sided lesions that, substantial. Loss of speéch caused by brain damage'oceurs more frequently.°0% , csthetized, from right-sides lesions (Russel and Espir, 1981). When the left hemisphere ee Mies ‘not occur (Wada loss of speech results, but when the right hemisphere is anesthetized, this genersVY"O NA cars a and Rusmussen, 1960). When competing, simultaneous verbal material is prestrhe™ 1 the left reliable right-ear advantage is found, presumably as a result of better right) jaye discussed differences. Dewaele (1978), keen and Wagner (1979) and Robey and oe . decision support systems and their need to compliment “natural” decision st" managers with a right-brain orientation might delegate the necessary lOBIC#"” Oe stem tohelD Computer. Alternatively, a left-brain manager mightneed avery differenttyPe O°COMN designers tO formulate problems more intuitively. Awareness of preferred styles can guide YT Tsing the Sonsider flexible options, although there are obvious practical limitations to the i system to its user (Huber, 1983), anagers. In this WaY et br duties to 8 ore wnat oe further implication for management is the suggestion that managers should become Ce jwholebrained” in their approach to problems (Taggart and Robey, 1981). This argument looes Pe’ dominance notion toward the balanced use of bath cerebral hemispheres. Since Managers BAN biclogical equipment to apply both intuition and analysis to their decisions, all that is necessary understanding its importance and activating potentially. plies novel approaches to manag ‘raining and development (Hermann 1981; Taggart etal; 191 READING DISORDER sion Many factors have been offered for explaining the reading disorder dyslexia, vision, head injuries, inner-ear disorders and even laziness. But now researchers stud: a dystextic people have discovered a pattern of cellular and structural abnormalities in reading disorder is actually caused by abnormal prenatal development of the brain. Many of the recent findings about the brain and dyslexia are coming from work by the Harvard Medical school department of Neurology at Beth Isreal Hospital in Boston, where a brain bank was established in 1982 by the Orton Dyslexia Society, an advocacy group. The new research has focused on the interplay between the two hemispheres of the brain. Comparisons of brains from dyslexics and non dyslexics supports the theory that reading difficulties result from abnormal organisation of functions. Studies by Galaburda at Beth Isreal Hospital in Boston another neuroscientists have shown that in brains of dyslexics, the language areas in the right hemisphere also contained a greater than normal number of brain cells. Researchers theorised that a more developed right hemisphere would be able to rival the left hemisphericity for control of the language function, creating tension within the brain and distorting the reading process. ” Pe |: tCONSTRUCTION OF THE SOLAT TOOL SELECTION OF ITEMS For construction of SOLAT tool, the investigator has gone through the hemispheric functions connected with education. After reviewing the related literature and consulting medical books, psychology books and journals, the functions of right he: were listed, After listing the hemispheric functions, character the items were prepared based on these lists. ‘The hemisphere functioning in two differen ‘Neuro-Psychology, Anatomy, and Educ sphere and left hemisphere ies of creative students, ies and acti ‘ areas such as learning style and thinking style was considered for identification of dominance and items and concepts were written subjected to jury's opinion, consisting of twenty professors and ten doctors who were working, in the field of psychology, 'n. On the basis of the jury's opinion some items were deleted. Some were modified and finally 50 items in Learning Style and Thinking Style were retained, Specialized Information Processing Preferences Associated with Hemisphericity RIGHTHEMISPHERE, > reading for main ideas 1 Searching for hidden possibilities, tncertaites Fecalling pictures and images thinking of images, pictures, faving sudden insights : 1 playfland loose in experimenting Reooking, research) <1 writing Retion ~' Being Sbsentninded sometings : 2 Watching and then tying to-do it . 1 Wopembgring facts prcked up from things foing on : 2 Balog improvising in hobby playing hunches 1 gkniging things to show relationships expressing feelings through poetry, song, dance, art. remembering sounds, tones inventing things, procedures drawing own images and ide . listening to music while reading or studying 1g from demonstrations igexperimentaly by doing anning realistical planning rea ly Say and metaph using analogy and metaphor Summarizing material studied Femembering faces interpreting body language approximating, estimating saying/doing humorous things ihesizing ideas improvisin drawing, model building assuming 2 iying down and thinking 18 LEFTHEMISPHERE, ~ reading for specific det 1 Searching for what we can be sure of, established truths = recalling words, namesdates. = generating word thoughts 2 thinking logically © . = making predictions systematically 2. dealing with one thing ata time : building a line or reasoning to a conclusion 2 systematic and controlled in = witing non-fletion remembering only things specifically Bice a importance, ete) remembering verbal materials improving tings, procedures copying, filling in details ting things quiet while reading or studying fearning from verbal descriptions learning through logical reasoning day dreaming instruction knowing exactly what to do responding positively to logical appeals learning through examination learning algebra using plain language outlining things studied ‘remembering names depending upon what people say measuring with precision Saying doing wel reasoned things analyzing ideas using the correct thing describing things verbally sitting erect and thinking,A s hemispheri 5 i ences phericity, ation process ne Peces for iaeft hemisphere Tunctions me fo arman all 100 stacements Were statements £0 perationalisation of i operations the structs" made. PILOTSTUDY dto ‘The tool was so refined consisting of 100 tems f0F tne 50 preferences. It i then a a A the students of private and government sebools © hundred higher S26 stent nee purpose of ths pilot study was eimvare eomprehensiDiit yeidated and difficult sem Purosdified into easy language of UN reg and thus te too! WAS finalised. “gTRUCTURE OFSOLAT TOOL” . ‘The no. of items in each dimensions eLearning and THINKIN styles are given DEI LEARNINGSTYLES : ‘VERBAL, 5 2 CONTENTPREFERENCE 5 io CLASS PREFERENCE 5 a LEARNING PREFERENCE 5 f od INTEREST 5 ‘THINKINGSTYLE L LOGICALFRACTIONAL 5 7 2 DIVERGENTICONVERGENT 5 4 3. CREATIVE Be 4 4 . PROBLEMSOLVING 5 S 5 IMAGINATION . ———DIMENSIONS OF SOLAT TOOL ig and thinking are ‘The number of items that the each dimension measures in two styles, of lea the following: ° 1 LEARNING STYLES 1. Verbal 110 $ items 2. Content preference {6 to 10 items 3. Class preference 1110 15 items 4, Learning preference 1610.20 items 5. Interest 201025 items 1 to 25 items measure learning style I THINKINGSTYLE 1, Logical/Fractional 2610 30 items 2, Divergent/Convergent 311035 items 3. Creativity 3610.40 items 4, Problem solving 411045 items 5. Imagination 460 50 items 26 to $0 items measures thinking style. —— RELIABILITY OF THE TOOL . “The reliability of the tool was measured by test-retest method, One month after the first test, re- test was conducted to 300 students of 150 boys and 150 girls. The reliability coefficient of correlation for the right hemisphere function was found to be 89. For the left hemisphere function the coefficient of correlation was found to be .65. The coefficient of correlation for the integrated score was .71. These coefficients suggest that the SOLAT possesses reliability toa significant level. VALIDITY - CONTENT VALIDITY EVIDENCE ‘A compilation of findings was made from an extensive survey of literature on specialised cerebral functions of the hemisphere (Venkataraman 1989). The items were constructed by attempting to translatc research findings on hemisphericity into a multiple choice format, without representing particularly right hemisphere functioning or left hemisphere functioning, __ The original inventory consisted of 62 items, and out of them 12 items were deleted on the basis of pilot study (Small group study) and opinion from the experts. The items were finally selected for inclusion based on the sustained experts opinion, from professors and doctors connected in the field of Psychology, and Neurosurgery respectively. 20ALIDITY EVIDENCE ity study was conducted by the author. The SOLAT was tested with 50 ff academic disciplines. As part of the course, each student took several tests ided to construct validity evidence. Creative problem solving and creative here functions. Considerable evidence suggests that the ere functions and judgement, evaluation and CONSTRUCT V! construct ¥ The ini ts from a variety of Of creativity which provi fhiaking call for both left and right-hemispt Tsence of creative behaviour calls for right-hemisph elaboration require left-hemisphere functions. stude CONCURRENT VALIDITY ‘ ‘The solat too! was constructed and validated with the hel i - Ip of standardised SOLAT tool con- {ructed by Paul Torrance, To find out the validity ofthe tool, both the SOLAT tools, (i.e. Tool prepared wy erence and oo prepared bythe investigator) were admin {ered to 300 subjects. The correlation tween the two test scores was .842 for the right hemi 7 arta heen '2 for the right hemisphere part; .621 for the left hemisphere part and ‘The correlation coefficients reveal that 7 al that the SOLAT tool possesses reasonable level of concurrentsaw DESCRIPTION OF SOLAT 4 SO amaeazaeiore . DVAM TAMERS py agen al : “4 chitren fom eighth cea ga of leaning and thinking (SOLAT) TOOL was Intended for school accumulated tescarch Hadas cit ¢ptb eollege students,and'consisted of 100 items based upon Enchitem provided the oak 2neetning the specialized fnctions ofthe Yeft and right hemispheres. cerebral Remap geesPondent with thre choices - one representing a specialised function of the left the third ischeching of beeen ebresentng parallel specialised function ofthe right Hemisphere and Temes checking o cut items representing the integration ight and left hemisphere functions. shou thet on piel blag three specific styles of thinking and/or learning best described Ema priya Insgrsene? ANSWER KEY tit on dye steriassng) ei citt nea sips Solat has a built-in scoring key whlch makes scoring easy, Count the number Of firétitem of serials ‘sR’ (Right) and the number of second item of serials as ‘L” (Left). If both the ifemis ae thecked count itas ‘I, There is no need to count ifthe it Teast 2 Inthe too, the first tem indicates right hemisphere, the second item indica checking of both, the stems indicate integrated hemisphere! dlevesintlucnrs enna Iessese dite tes left hemisphere and concepts selected ‘the area-and these Preferences accepted as applicabid Yor the study areAisted in bhe‘table given below: SAINTIMSH TALL SAgHRIMSHTHOIA stororggs Inno §OLAT CONCEPTS toll Lo TOLLEARNING STYLES *1 Bai csp aboygrabeentomnspRHERE 224 loco! bus comin: WiLERTHEMISPHEREos £26 aes CONCEPT: VERBAL id 1. Understanding miovements of acon... Understanding Verbal explanations 2 Filagwilotending Sed ONT aa SHIRBS quiet while reading or - studying earn best by, instfuecion viii wee visual Learn best of instruction,whith aises: verbal nad hee best sie eS stiri teobuegsbnt 4, thes rpm pore pelt oe et esto aad a hi eee RR rout Ruste, dance Expression ofiféelings andl inp SoPARISAIO) PURASTESMEBHEN Tne “nS ibouctanguagestortpenmindednetskion’ Ne eoe22u9, ch bok ocboug oda op eoaht 2 10 NCEPT: CONTENT PREFERENCE CONT 6. Interest Hardsciences (vocational interest soft sciences oolioan} ering) gnidnidsvired 3 7. Open ended lesweid ysb 01 224.1 Structured lessonsctgeavq ot rod) tp 8, Likes to learn throughimainitless/Basic [ites to farn trough Selalli ghd speditic GONCEPIS Hii ni Hosorqge Indigo. samsinag A9E eo uitas a ee 9, Writing/ikes etna tts 2'202 aN ae HERHEASH mamoabut ee 10, Learning through exploration” StLeataing through Examine’ lurgsi4 0aRUGHTHEMISPHERE, CEPT: perimentally 11, Get larity while Tearing XPT Trg 1S Cearning everything by SY" 13, Likes concrete learning - 14: Stow sequisition of habits 15, Not well rou ded play-fullness CEPT: LEARNING PI EFERENC! 16. Divergent . 16 Qonctswate with several things simultaneously ive 19. Unsocial, mysterious 20, Greater tolerance and adjustment 21. Invent something new and imagit 22 Likes to solves complex problems 33. Artistic and Aesthetic interest 24. More specialise in males 25. Interested in funny things Convergent Concentrat Individuality Social No tolerance tendency t th one thing at 8 time ctive RE: Improve upon something, Tikes to solve simple problems ‘Temporal interest peck ised in females Not interested ‘THINKING STYLE ‘CONCEPT: LOGIC/FRACTIONAL RIGHTHEMISPHERE, 26. Holistic approach 27. Recall faces 38. Retention and Recalling shapes and figures 29. A good command over total memory and tonal 30. Organising capacity to show the analogical NCI RG 31. Deduetive learning 32. Independent thinking 33. Deep thinking while lying down 34. Easily find directions in strange surroundings 435. Likes to make guesses Fractional approach Recall names - Retention and Recalling and numerical “figures ‘Analysing speech and sounds qualities. Sequence of ideas analogical relationship ERGI Inductive learnin: Mentally receptive and responsive to what hear at f while sitting erect Easily find directions io familiar places Not interested in guesses CONCEPT: CREATIVE, 36. Creativethinking, 37. Likesto pre-plan 38. Intuitive 39, Judgements through feelings and experience 40. Playful approach in problem solving Intellectuality Likes to day dream Intellectuality Logical approach in judgements Business like approachRIGHTHEMISPHERE. LEFTHEMISPHERE ~ CEPT: PROBLEM SOLVING 41, Absent mindedness 42. Optimistic view 43, Absence of repression and suppression Passive mP 45, Stronger determination and ambition Never be absentminded Pessimistic v | Presence of repression nd suppression “Ageressive/short tempered General CONCEPT: IMAGINATION 46, Astrong memory and remembrance over images 47. Able to do though experiments and tactile perception ye and summat Remembering about languages and ictures pictures tional learning and analytical Lacks haptic or tactile perception Outline Analysis,ADMINISTRATION . st re syle of fearaing and thinking ton ees administered in # grou. It ean be admin graduation. be “The Solat Tool can also te recommended since they MY ‘check the items V2 panial or different meaning ‘of the items. Good testing condi orderedtobe quiet, es distractions 2° poss sr tat the decision-making process © ways to respond: “A Cheek the first statement if 2. Check the second statere 3. Check both statements, if both le ek abe «ah ae not epplcable 0 700" _ should examine their 4, Check neither statement The! Students should record their responses in the blank on the fest shea able noses hemisphere responses thoroughly to ear te ee ey have med emmarks We wi dominance correctly. . SCORING PROCEDURE To score your SOLAT Test: at ot i i cates right hemispheres Inthe tool, against serial numbers 1 t0 50, checking of the first items indicates ight aber (on) a second iter i ecsinst seri ae eckngorboth the iemsedeates tS whole brained. . b both boxes foram item, and write that number 1. First Count the number of items you check fem and write that number in box in box “W". 2, Second Count the number o o. 5, Third Count the number ofitems you checked only "R” aR. és items you checked only for an it orn item, and write that number in box jghest score in three categories idual scoring and comparioson is determined on the basis of the 1g or score is concerned. For in the next section of norms. ‘The hemisphericity dominance ‘of dominance, as far as a group testing with a reference population kindly rea NORMS ed to convert the raw scores obtained from the test to sten scores. However, commonly the test ‘users would like to know where an individual fare converted into sten scores. rome in relation toe defined population. For this purpose the rave are stent comes from "standard ten”, The sten score 16 iistributed over ten equal intervals of se jard seore points from 1 to 10, The use of sten scores hs tbeen found to be very satisfactory, Specially, with people inexperienced in statistical techniaues involved in psychological testing \ Inmany research applications the examiner will have no ne -Q -L‘Once the test administrator has decided to use the norm table, the use of norm table is quite Straightforward. For example, to convert raw score of Lb, find the raw score of Lh in the column L Score and read the corresponding sten score on the left or right hand column of 'Sten' scores. Do likewise for gther two raw scores also. Please note that the values within the table (ie., in the body of the table) are ‘raw scores” and the values on the left and right hand side columns are corresponding “sten scores". tothe si data is inbuil for compariso Package also SOLAT test Applications To use norm tables stens or norm but instead, from an areatr For test users who wish to the means an A normative grou ize and complexity involve n of t offe result Divi alised stens, standard de P data for various occupations is also available, but is not published here due the comparison and analysis of the same manually. This normative sten of 1-3 indicates low and extremely low scores. n the computer software program available for this scale, These special norms are meant he individual's profite with relation to specific job areas. The computer software fers a computerised narrative report, consistin of automated is. This report and computer software package is available thr sion of M/s PSY-COM SERVICES. terpretations of the ‘ough the Computer the test user must note that the sten scores derived from these tables are n- i.e., they do not result froma line ansformation ofthe raw score distribution, ‘ans formation of the raw scores designed to produce amore normal distribution. convert a group mean raw-score profile to s-sten (standard-deviation stens), leviations of the norm group are given at the bottom of the tables. ‘The sten of 4-7 indicates average score, sten 8-10 indicates high and extremely high sonst (HK) NORMS FOR CONVERTING RAW SCORE TO STEN SCORE STEN W Score LScore R Score STEN Raw Scores -/ 1 5 0 1 2 - 14 2 3 - 58 3 4 o4 12 > 4 5 39 13-17 5 aa 10-13, 18-21 6 7 1418 22.28 7 8 19:22 25-29 g 9 B27 3034 9 10, 28-50 35.50 38-50, 10. 9.10 17.19 19,99 9.23 8.43 6‘TIONS ACTIVATION OF HEMISPHERIC FUNC’ ted to activate and influence the L b ies can be inconso- i aching techniques and methodologies cam | vndetaken incons hemi phere nein of the brain. The teaching techniques in the schools cane saecessary restic= tance with the students style of learning ané thinking, This approach will em@w™ NT inge, tions on teaching and learning of the students and actualisation of the concep! i f i ing with the hemispheric preference 0 "Nis possible by eliminating the barrier to learning by working with the hemisphere al i joning of p ng opportunities for actuating the functioning of nomeing skill in both tone up ye adop! the learners as well as provi 7 This might help students to become more integrated learners with b Kil hemispheres. The teaching and learning procedures must be organised in such a way, that they and activate the hemispheric functions of the brain in students. RIGHT HEMISPHERIC FUNCTIONS The promising strategy to cultivate the right brain is to stimulate greater sensitivity through ie technique of actively guiding the child to a more differentiated perception and through increasing the Proportion of direct contact he has with the phenomena about which he is learning. The right hemisphere of the brain is characterised by numerous functions and no one particular technique of teaching will suffice to develop these functions."After several years of testing and evaluating, samples (1977) came to realisation that when one activates both mind functions equally three things characterized the learning ecology: |. Higher feelings of self confidence, self-esteem and compassion. 2. Wider exploration of traditional content subjects and skills. 3. Higher levels of Creative inventions in content and skills. These have to built through models of teaching which aim at developing brain potential. Téaching techniques should be adopted to teach pupils to synthesize as well as to analyze. It is a process which can be set going in every subjects. A combination of models, which share many features, is perhaps a useful approach to workout a system of teaching in this context. 1g or a means to obtain anewlevel Inquiry model, which assumes that inquiry is the pursuit of mea Inductive of relatedness between and among separate aspects of one’s consciousness (Suchman, 1966) teaching model (Rogers, 1951) or most importantly the syntectics model (Gordon, model(Torrance 1975) will have to be considered seriously to arrive at meaningful model for developi ions. Joyce and Wels" (!972) EXPRESSION Expression by the students is very much important and it should be developed. The most important {hing is that there should be daily practise by pupils in expressing immediately what they are taught and learnt, Expressing a thing as soon as itis learnt, the conception of it becomes sound. One great merit in the Russian Educational System is that the children draw what they learn from books, This helps in forming in their minds vivid images of things they learn, and in developing their skills in drawing and alse blending with studies. 27ROLE OF PLAYING lee rt and music, one of the principle ways which brin iS reality to the innervision tothe right to discriminate, Playing. In playing children gradually d ionshi in ly develop concepts of casual relationship, the 10 aoe (rake Judgements, to analyse and synthesize, to imagine and to formulate It givers in, Hence paces coy make believe, fantasy and creativity which develop the right hemisphere "ee games and sports can be added in the curricular and co-curricular activit MUSICEDUCATION Music educatioy z mn and singing are of considerable i Schools to stimulate the right hemisphere function tbortance in pre-schools and elementary Tehas been dis. i i the right hemi yueovered that imagery is the pre-cursor of creativity in both the arts and music, that *misphere activity is the is i hemisohen sphere ty is the precursor of imagery, and that the positive means of the tight tenlephere ‘Kimulation through art and music is equally as effective as other incubatory techniques for tye ett hemisphere function. Education is thus presented with the neW and powerful ool in its fort : Fi i ts aomake children creative, and artand music education has received a research rational of immense METAPHORS A remarkably effective way of stimulating right hemisphere thinking is, perhaps, the use of Metaphors (analogies and smiles). They provide awareness of the relationship between dissimilar objects and situations. Poets have probably understood the power of metaphors. Metaphors help us to shake off our blinkers and to perceive the familiar with a sense of awe and awful with a sense of fami GAMES . There isa need to devise emotionally vivid special games, story-making episodes, or construction of projectto establish in the child's mind, his right, not only have his own private ideas but also to express them in the public setting of a class room. This is an.index for effective teaching, which induces the right hemisphere functions of the brain. , Some of the procedures that can be undertaken in schools to activate the right hemisphere functions are as following: Films, charts, maps, diagrams, graphs, and cartoons etc. may be used in teaching, Based on.the pictures shown students can be asked to construct stories. Incomplete stories can be given to be completed as exercises. Learning by doing may be encouraged at all levels in schools and colleges. Students may be given ‘opportunity to work on simple projects and can be assisted in carrying them out to complete. Use of Metaphors and analogies in subjects can be made, and this will enhance analytical thinking. Role playing should form a technique in the teaching of history, language and also in science subjects. In the class room divergent questions may be asked, so that students can think and answer in difference ways. ' Problems of specific issues can be given to the students and they can be asked to solve the problems in different ways. Students can be encouraged to record their ideas and write stories, essays, plays, dialogues and stage talk. 28Abilities in sports, music and art should be reco; be encouraged to play with words gnised and cultivated in the schools. Children ma buildings using cubes and blocks. and interest can be created in preparing models, and construction e¢ ‘raining can be given in drawing visual pattems and geometric designs. ng can be given to the students in identifying the known figures of famou With the help of pictures, buildings and streets. is personalities, locations, Excursion and field trips can be arranged to encourage Pupil’s curiosity and sense observation, 5 LEFT HEMISPHERIC FUNCTIONS In the class room n lew concepts can be introduced ‘and importance can be gi in an analytical manner with verbal emphasis ven to the expression of the language, Students may be asked to abstract speeches heard in the radios, televisions, public meetings and symposium, iy sing and identifying different speech sounds and encouraged ng and examples for unknown activites or functions withour experimenting in Games based on verbal materials, numerical, hours,