Essay on Individual Types of Learning Behavior

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Herman Brain Dominance (HBD): Ned Hermann improved his model of Brain Dominance in 1979. His Whole Brain Model (Herman, 1995) combines Roger Sperry's left/right brain theory and Paul MacLean's triune model (primitive, intermediate and rational brain) to produce a quadrant model based on the task- specific performance of the physical brain. Each quadrant is described to have an ideal style of learning and preferences for individual types of learning behavior. Quadrant A is logical-analytical, Quadrant B is sequential-organized, and Quadrant C is emotional and interpersonal, while Quadrant D is visual, holistic and innovative. Depending on the relative functioning of these quadrants, he classifies individuals as humanists, theorists,…show more content…
"Emotional" includes: structured planning, persistence, motivation, and responsibility. "Sociological" includes: pairs, peers, adults, self, group, and varied. "Physical" includes: perceptual strengths, mobility, intake, and time of day. "Psychological" includes: global/analytic, impulsive/reflective, and right- or left-brain dominance. The model states that for most individuals, four or five of the elements become extremely important when attempting to learn new or difficult information. To improve an individual’s learning, instructional design should cater to the specific elements that most impact their learning. Kolb’s Experiential Learning Model: One of the most popular and influential LS models is Kolb’s “experiential learning” model (Kolb, 1984). Kolb describes learning as a four step spiral process, consisting of concrete experiences (CE), reflective observations (RO), abstract conceptualizations (AC), and active experimentation (AE). Learners have concrete experiences. They reflect on these experiences from different perspectives. From these reflective observations they engage in abstract conceptualizations creating generalizations that integrate observation into sound theories. They use these generalizations for active experimentation resulting in other concrete experiences, which initiate the next spiral of learning. Kolb discusses the relationship of this model with the MBTI, and
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