Brain Lateralization: Getting a Hand on Learning and How The Brain Works
__________
A Science Paper
Presented to
Salt Lake Valley Science & Engineering Fair
__________
By
Katy Schramm, Abbielee Gardner, Silvana Martinez
Academy for Math, Engineering & Science
5715 South 1300 East
Salt Lake City, Utah 84121
1
Table of Contents
Page
I. ABSTRACT………………………………………………………………...3
II. INTRODUCTION…………………………………………………………4
III. EXPERIMENT……………………………………………………….……6
IV. DISCUSSION OF DATA………………………………………………….10
V. CONCLUSION…………………………………………………………….14
VI. FUTURE……………………………………………………………………15
VII. APPENDICES……………………………………………………………...16
VIII. ACKNOWLEDGMENTS……………………………………….. ……….31
IX. REFERENCES…………………………………………………….……….31
Research involving non-human vertebrates or human subjects was conducted under the
supervision of an experienced teacher or researcher and followed state and federal
regulatory guidance applicable to the human and ethical conduct of such research
2
Abstract
Brain Lateralization: Getting a Hand on Learning and How the Brain Works
Katy Schramm, Abbielee Gardner and Silvana Martinez
Academy for Math, Engineering & Science (AMES), Salt Lake City, Utah
Mentor, Tanya Vickers, AMES
In this study, possible connections between cognitive abilities and hemispheric
dominance were tested. Two questions were considered:
o Can tests be created and used to classify individuals as “left” or “right” brain
dominant?
o Do math, reading and visual learning abilities differ according to which side
of the brain dominates?
It was hypothesized that the mathematical, reading and visual reasoning skills of students
differ according to the dominant cerebral hemisphere.
Two experiments were performed, one at the Academy for Math, Engineering & Science
(AMES), the other at Westminster College. Forty-one subjects, ages 15 to 18,
participated in the AMES study. Twenty-nine subjects, ages 18 and older participated in
the Westminster study. Test results were compared to a Right Brain Dominance
questionnaire (RBD), which was used to scale preference for the right hemisphere.
Regression analysis and Pearson Correlation tests were used to compare tests results and
RBD scores. Testing materials were modified and improved to pursue testing on college
age subjects, which were considered more reliable. For these data, there were no
correlations between math, reading and optical illusion test scores compared to RBD
scores. A tangram activity was added to enhance visual testing. These data support a
correlation between visual abilities and RBD scores. RBD scores tended to increase in
subjects with faster Tangram completion scores (P<0.05). Data also showed an increase
in RBD scores when subject’s data were grouped by the number of tangrams solved (0, 1,
2, 3+) (P<0.01).
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Introduction
Research indicates learning occurs, either through visual-spatial or auditorysequential pathways. In the mid 1800’s, Paul Broca identified a defined area in the left
hemisphere of the brain as a region specialized for speech. On maps of the cerebral
cortex, this region is now referred to as “Broca’s” area (Holder, Dr. M.K., 2005).
Individuals that favor this region of the brain tend to present as auditory-sequential
learners. Auditory-sequential learners are good listeners, learn well in a step-by-step
process, tend to process information quickly and are usually able to express themselves
verbally.
Carl Wernike later added that the left-brain is primarily concerned with language
comprehension. Other articles indicate that math abilities are also predominantly
localized in the left-brain. Paul Broca theorized that connections exist between right and
left hemispheres of the brain. These connections were later recognized in a region now
referred to as the “corpus callosum.”
In contrast, the right hemisphere dominates in visual-spatial learners. Visualspatial learners are excellent observers, tend to think in images instead of words and
sometimes have word retrieval problems. Right-brained people process information by
using synthesis; by contrast, left-brained people process information using analysis.
John Hughlings Jackson was the first to consider that a one-sided view of mental
functions in the brain was wrong. In 1865, he wrote, “It then should be proven by wider
experience that the faculty of expression resides in one hemisphere, there is no absurdity
in raising the question as to whether perception, its corresponding opposite, may be
4
seated in the other.” (Springer & Deutsch, 1998) Not until the 1930’s were more data
collected showing specialized roles for the right hemisphere.
In 1998, Springer and Deutsch published a book that showed the first large-scale
effort to study the effects of brain damage. It involved over 200 patients and more than
40 different tests. It was found that damage to the left hemisphere results in poor
performance on the tests that emphasize verbal ability. Although this finding was not too
surprising, it was also learned that patients with damage to the right hemisphere
consistently do more poorly on non-verbal tests involving the manipulation of
geometrical figures, puzzles and other tasks involving form, distance and space
relationship (Springer & Deutsch, 1998).
Hand preference can reveal clues to individual’s dominant hemisphere. Most
people that are considered to be right-handed favor their left-brains. In contrast, right
brain dominance tends to produce “lefties.” However, there are individuals in the
population where one side of the brain is not favored over the other. In these individuals,
learning disorders, such as dyslexia, are more prevalent. The lack of a dominant cerebral
hemisphere and the potential for related learning disabilities is not tied to diminished
intelligence. In fact, Albert Einstein, and Leonardo Da Vinci were both lefties and
thought to be dyslexic (LMCL, 2006).
This research explored possible connections between cognitive abilities and
hemispheric dominance. The following questions were considered:
Question
o Can tests be created and used to classify individuals as “left” or “right” brain
dominant?
5
o Do math, reading and visual learning abilities differ according to which side
of the brain dominates?
Hypothesis:
If left-handed individuals are better visually and spatially than right-handed people
(as dictated by hemisphere dominance), then left-handed individuals should perform
better on visual tests. If right-handed individuals are said to be better at language and
math, then they will perform better on math and reading tests. However, hand preference
alone is not a strong measure of hemispheric dominance. Many individuals are influenced
in their decision to write with their left or right hand--some children were forced to write
with their right hand. Thus, more sophisticated tests, which evaluate a variety of
tendencies for right- or left-brain dominance, are required to better understand and
categorize individuals as visual or logical learners.
Experiments
AMES Experiment:
Forty-one subjects from 15 to 18 years old participated in this study.
Experimentation was conducted at the Academy for Math, Engineering & Science.
Participation was voluntary. Verbal consent was obtained and witnessed by an AMES
teacher for all subjects’ ability to withdraw from this study at any time. All students gave
verbal consent.
The tests remained confidential. Index cards, numbered 1-40, were used to
identify subjects. The student researchers shuffled the cards and handed them out face
down so only the subject knew their number. Subjects were asked to put this number on
every piece of paper they received during testing. Following the completion of a test,
6
subjects placed the tests into a box face down. When experimentation ended, tests were
sorted according to the identification number, and all tests belonging to a single subject
(single number) were grouped. Test data was recorded by hand (into a laboratory
notebook) and then results were entered into an Excel Spreadsheet.
Subjects completed short math, reading, and artistic/visual tests in a classroom
setting, under the supervision of the classroom teacher. Cognitive test results were
compared to a questionnaire and basic physical tests, which were used to determine what
hand a person uses the most.
Before experimentation, three teachers were tested who have great abilities in the
three sections: math, language, and art. The teachers were Mr. David Kessinger (Art),
Mr. John Strang (Math), and Mrs. Crystal Hansen (language). In order to standardize and
evaluate the testing materials, each teacher completed the test related to their area of
expertise. Results obtained from testing teachers were used to set questions and the time
allowed for testing student subjects. Thus, during experimentation, there was only enough
time for those subjects that excel in a given area (math, language, art) to finish the test.
The mathematics test consisted of pre-algebra, algebra, and geometry questions
(Appendix 1). The questions for this test came from the UBSCT test of 2002 (Utah State
Office of Education). The math test consisted of twenty-six multiple-choice problems.
Mr. Strang, the AMES math teacher, completed this test in six minutes and 15 seconds.
Testing time for student subjects was set at six and a half minutes.
The reading test consisted of thirteen questions based on two easy-to-read
passages (Appendix 2). The questions and passages came from the UBSCT reading test
of 2002 (Utah State Office of Education). Mrs. Hansen, the language arts teacher,
7
required seven minutes to complete the test. Subjects were given seven and a half
minutes.
The Visual test consisted of a series of pictures presented in a timed Power Point
presentation (Appendix 3). Students were instructed to write down everything they saw in
each picture. Images were a variety of optical illusions; some black and white and others
color. Subjects were told that the images were optical illusions before the test was
performed. Mr. Kessinger, the AMES art teacher, completed the test in 3-minutes.
Student subjects were limited to 3 minutes to complete the test.
After testing, subjects were asked to complete a questionnaire designed to reveal
hand preference (appendix 4). Subjects were then escorted to a location other than the
classroom, so other students could not see what was happening. Once they were away
from other classmates, a simple physical test was performed to further evaluate hand
preference (appendix 5). For this test, materials such as a lightweight backpack, small
reading book, tennis ball, Skittles and M&M’s were used. The last question on the test
rewarded them with a treat of their choice between M&M’s and Skittles.
Westminster Experiment:
Twenty-nine subjects, 18 and older, participated in this study. Experimentation
was conducted at Westminster College. Participation was voluntary. Verbal consent was
obtained and witnessed by the professor and/or Mrs. Tanya Vickers. All subjects had the
ability to withdraw from this study at any time. All subjects gave verbal consent.
The researchers created a packet for this study, which consisted of math, reading
and visual/spatial tests (Cognitive tests, appendices 6-11). The math and reading tests
were modified to target the ability of college students. Questions from the American
8
College Test (ACT), a standard collegiate entrance test, were chosen. In order to define
testing procedures, pilot tests were performed on teachers from AMES High School. The
teachers were selected based on their knowledge and proficiency in the three testing
areas.
The math test was piloted on Mr. John Strang, a math teacher (appendix 6). He
completed the test in five minutes. The math test was taken from a practice ACT test.
Based on the pilot, test subjects were allowed five minutes to complete ten problems. No
calculators were allowed on this test to eliminate unfair advantages.
The reading test was piloted on Ms. Laurie Hadden, a language arts teacher, who
completed the test in seven minutes (appendix 7). Based on these results, research
subjects were given seven minutes to complete ten multiple-choice questions for one
passage. The reading test was taken from an ACT practice test (Kaplan, 2006)
The visual test consisted of eleven optical illusion images (appendix 8).
Subjects were asked to write down what they saw in each individual image. Subjects
were given a time limit to view the images. Time was given according to the pilot test
conducted on Mr. David Kessinger, a fine arts teacher. Because of data collected on
AMES subjects, further research led to more difficult images for the Westminster visual
test.
In the tangram test subjects were given seven geometric shapes to complete a
larger image (appendix 9). There were a total of four images to complete, which were
shown by PowerPoint presentation. Subjects were to use all seven shapes to make the
image. Subjects were to raise their hand when they had created the image and were told
how long they took. Due to time constraints, Subjects were given two minutes to
9
complete one image. The time limit was derived from piloting the test on peers and time
constraints. Subjects that completed the tangram would have a score for that tangram of
less than 120 seconds.
Results from the cognitive tests were plotted against Right Brain Dominance
questionnaire scores (appendix 10). The questionnaire was taken from Dr. Linda Kreger
Silverman’s book Upside-Down Brilliance: The Visual-Spatial Learner. It consisted of
23 questions that could show if the subjects are visual-spatial learners. The questions
were based off of tendencies Dr. Silverman found through her research. For example,
one question asked “When reading a story, does the story remain in words or in
pictures?” If in pictures, the subject would be considered a visual-spatial learner.
After completing cognitive tests, subjects were escorted to a different area where
a physical test was performed to evaluate hand preference (appendix 11). For this test,
subjects were asked to complete several timed activities such as pick out four skittles
with a spoon and put them in a bowl using both right and left hand and write a sentence
with both their right and left hand. Three other questions were asked: winking, clasping
hands and folding arms.
Discussion of Data
AMES Experiment
Standardized tests, which are taken by all Utah public high school students, were
selected for this study. The AMES counselor and principal reviewed these materials. By
using testing materials that are educational, and required in Utah schools, parental
consent was not required. Identifying handedness preferences and determining how to
qualify results presented a unique challenge. Various tests and questionnaires are readily
10
available online. However, clear definitions of scores that reveal right-hand or left-hand
dominance was not readily available. Investigators created and found various questions
(Appendix 4, 5) that were tested on friends and family to determine how to arrive at a
method for scoring hand preference. For example, one such problem was encountered
when someone was asked to pick up a book. Do right-handed individuals typically do this
with their right hand or is there really no preference? Thus questions were tested and retested to establish how a right- or left-hand individual would likely respond.
During the experiment with AMES students several problems occurred. Most of
the problems were because the subjects did not take this experiment seriously. Some
subjects would circle the answers randomly or answer with unrelated answers. On the
reading section, many subjects finished earlier than expected based on pilot tests on the
materials. The maturity and willingness of high school students to take this experiment
seriously represents one of the most serious issues that were encountered. Although no
correlation was identified, investigators were unable to support or refute the current
hypothesis due to problems encountered with many of the research subjects.
In an attempt to correct problems with many of the student research subjects,
several standards were established and used to drop obviously faulty data. Data for a
subject--unknown identity--were dropped when there was no subject number recorded on
one or more of the tests or questions had no answer or more than one answer. This, in
turn, reduced the number of participating subjects.
Data was entered into Excel spreadsheets for graphing and analysis. Math,
reading, and visual scores were lined up with an individual’s gender and hand preference.
For both the questionnaire and the physical test, the right hand answers were totaled to
11
provide a handedness score. This method reflects the right hand (left brain) dominance
score, which was then compared to results for the three cognitive tests: math, reading and
visual. In order to determine if math, reading and visual scores were correlated with
handedness (and suggested hemisphere dominance) data was graphed and analyzed using
regression analysis. In all three experiments (math, reading, and visual tests), the “best fit
line” was nearly flat. In all cases, r2 values revealed no correlating trends. All values fell
well below r2 =0.95, a value that would have indicated a strong relationship with
handedness. In order to consider potential differences in gender for these tests, data for
female (20) and male (21) subjects were separated and plotted using regression analysis
(Figures 4-9).
Westminster Experiment
During the experiment with Westminster subjects, several problems occurred.
One problem was with the reading test. The line numbers representing which line to look
at were incorrect, which made it difficult for the subjects to refer back to the article. Also
concerning the math test, because the study was conducted at a college, subjects varied in
math levels. Some subjects were currently enrolled in math courses, whereas others had
not taken math in several years. As a result, a wide range of math scores were obtained..
Finally, on the RBD questionnaire, number 15 was dropped because it was worded
incorrectly and there was noticeable confusion.
A flaw in the physical test was also identified during experimentation and
analysis. On one question, subjects were asked to thread a needle and could use both
hands. Researchers noticed that subjects could perform this task with relatively equal
success, thus this question was dropped from the analysis.
12
One test that proved most helpful was the “tangram puzzle” test. It was
conducted very efficiently and subjects enjoyed it. Furthermore, the data that were
collected and analyzed appear to support our hypothesis. Individuals with higher RBD
scores tended to have more success solving tangrams, which is likely related to the visual
spatial abilities of these subjects.
Data from this experiment was entered into Excel. All of the cognitive tests
(math, reading, visual/spatial tests) were plotted against the Right Brain Dominance
Score. For the math, reading and optical illusion tests, difficulty was assessed by
evaluating the distribution of scores for each specific test (figure 2, 3). On the math test,
scores were skewed slightly to the left, suggesting that many subjects had a harder time
with this test. The reading test produced a relatively normal distribution. Finally, the
optical illusion test produced relatively high scores. As a result, this test was not
sufficient to test visual/ spatial skills. Regarding the higher proficiency for the optical
illusion test, it was revealed that many of the Westminster subjects had prior experience
with these images, perhaps tied to the fact the majority of these students were psychology
majors.
Linear regression and Pearson Correlation tests were used to determine
significance values for cognitive tests (math, reading optical illusions) compared to RBD
scores. Math, Reading, and Optical Illusion tests all had a small r2 value. Data showed no
“significant” correlation or pattern of distribution. In the Tangram test, data and analysis
revealed significant trends. RBD scores were reported for subjects with the fastest rate for
solving tangrams (p< .05). Also, the more tangrams that were solved the higher resultant
RBD score (p< .01).
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Conclusion
AMES Experiment
After data were analyzed, no strong correlation between handedness and
academic abilities was revealed. Data from reading, math and visual testing was not
correlated to RBD test scores. The result for these tests were inconclusive, the hypothesis
can neither be supported nor refuted. The scientists believe that the data collected was not
the best that it could have been if the experiment was done in a better environment. It is
also possible that the tests used in this study are not adequate; however, the primary flaw
with the current study came from problems encountered with the high school research
subjects.
Westminster Experiment
As with the AMES experiment test results for math, reading and visual tests did
correlate with RBD scores. However, data collected from tangram tests suggested that
RBD scores could be linked to ability in the tangram tests, which would support our
hypothesis. It is possible that, with further testing, tangrams could be of value in
determining the visual learning abilities of students.
Physical data were inconclusive. These types of tests presented various
challenges as individual’s interpreted directions and tackled tasks in different ways.
In conclusion, the tangram tests provided the only data supporting the hypothesis
—existing research that right-brained people are more visual than left-brained people.
Current testing approaches could neither support nor refute characterizations about right
and left-brain abilities with the exception of tangram tests. Reflecting on the original
questions and purposes for these experiments, further experimentation would be required
14
to identify define student-learning styles and abilities based on right or left brain
dominance. The tangram tests could be a useful tool for evaluating visual-spatial abilities.
Further testing would be required to refine these tests and develop ways in which students
can improve the way they study.
Future
Before continuing on this project, modifications would be necessary.

One of the main problems, at both AMES and Westminster is that there were very
few left-handed people. This problem was anticipated as lefties represent only 10% of
the population. Our initial goal of testing left and right-handed subjects was very
difficult and would require a different strategy for finding suitable subjects.

A problem that occurred only at Westminster was there were more female than male
subjects. Out of 29 subjects, only eight of them were males.

Further experimentation with tangrams would be important to determine if in fact
these puzzles would be useful in defining visual-spatial abilities for the purpose of
improving learning outcomes for students.

A math test based on logic and not skill would be necessary to eliminate problems
associated with practice and retention of school taught math concepts.

Incorporating a test that shows interactions between the left and right sides of the
brain would be interesting to compare with the Right Brain Dominance scores. One
possibility is a well-known test that shows a word for a given color with the font in a
different color.
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APPENDICES
Ames Appendices:
Appendix 1
UBSCT derived math problems to access math skills
1. If a cookie recipe calls for 1 1/2 cups of sugar, how much sugar will Jon need to make half a recipe?
A. 1/2 cup
B. 3/4 cup
C. 1 cup
D. 1 1/4 cups
2. A telephone company charges $13 per month for telephone service plus $0.09 per minute for all long-distance calls. If c is the
total charge in dollars for the month and m is the number of minutes of long-distance calls made, which equation is correct?
A. c = 13 + 0.09m
B. c = 13 + 9m
C. c = 9 + 0.13m
D. c = 9 + 13m
3. What is the value of the expression x2 + 4x + 3 when x = 3?
A. 16
B. 18
C. 21
D. 24
4. Which list shows the integers ordered from least to greatest?
A. –2, –3, 1, 3
B. 1, 3, –2, –3
C. –3, –2, 1, 3
D. 1, –2, –3, 3
5. Which expression is equivalent to 2{(x+2)/(x+2)}
A. 2(x + 2)
B. -1
C. 1
D. 2
6. A geometry class had 30 students. Six students moved to a different class. What percentage of the geometry students changed
classes?
A. 6%
B. 15%
C. 20%
D. 25%
7. If x/2 = 3, what is x?
A. 1/2
B. 3/2
C. 3
D. 6
Use the table below to answer question 8.
Hot Dogs Prepared
Costs
1
$15.50
2
$16.00
3
$16.50
4
$17.00
8. Arnold has a hot dog stand. This table shows a linear relationship between the cost of his supplies and the number of hot dogs
prepared. Based on the table, what would be the cost of preparing 7 hot dogs?
A. $17.50
B. $18.50
C. $29.50
D. $33.50
16
Appendix 2
UBSCT derived reading and questions to assess comprehension.
“Flying Insect Killer”
Directions For Use: It is a violation of federal law to use this product in a manner inconsistent with its labeling. Shake before using.
Point spray nozzle away from face and press button, holding container as upright as possible.
To Kill Flying Insects: FLIES, MOSQUITOES, SMALL FLYING MOTHS, and GNATS:
With BUG BUSTER there is no need to spray directly at flying insects—the mist in the air will kill them. Close all doors and windows.
Spray BUG BUSTER up into the air with a sweeping motion, keeping about 3 feet from interior walls, fabrics, and furniture, until room
is filled with mist. Keep room closed for 15 minutes.
WASPS: Spray directly at wasps that enter building.
To Kill Crawling Insects:
FLEAS: Spray floor, floor coverings, and sleeping quarters of pets. Repeat spraying as often as necessary. ROACHES, SILVERFISH,
CRICKETS: Spray hiding places such as baseboards and floorboards, moist places, openings around sinks, drains and pipes, behind
bookcases, cabinets, and other storage areas, hitting as many insects as possible. Repeat as necessary.
ANTS: Spray trails, hills, around window frames, and openings around pipes and baseboards where ants crawl, hitting as many as
possible. Repeat as necessary. SPIDERS, CENTIPEDES, SOW BUGS: Spray webs and places where these pests crawl. Hit as many as
possible. Repeat as necessary.
STORAGE AND DISPOSAL STATEMENT
STORAGE: Store in an area inaccessible to children and away from heat or open flame.
DISPOSAL: This container may be recycled in the few but growing number of communities where aerosol can recycling is available.
Before offering for recycling, empty the can by using the product according to the label. (DO NOT PUNCTURE!) If recycling is not
available, do not reuse empty container. Wrap the container and discard in the trash.
PRECAUTIONARY STATEMENTS: HAZARDS TO HUMANS AND DOMESTIC ANIMALS
CAUTION: Harmful if absorbed through the skin. Keep out of the reach of children. Avoid contact with skin, eyes, and clothing. Do not
remain in enclosed areas after use. Ventilate enclosed areas before returning. Avoid contamination of food. Remove plants, pets, and
birds before using. Cover and turn off fish aquariums. Wash hands thoroughly with soap and water after handling.
STATEMENT OF PRACTICAL TREATMENT: If on skin, remove with soap and water. If irritation persists, seek medical attention.
ENVIRONMENTAL HAZARDS: Do not apply directly to water. This pesticide is toxic to fish.
9. According to the directions, “It is a violation of federal law to use this product in a manner inconsistent with its labeling.” Which
action would be inconsistent with the labeling?
A. Spraying at fleas that are on pets
B. Spraying at spiders in their webs
C. Spraying at roaches and silverfish
D. Spraying at wasps that are indoors
10. According to the directions, what is the correct way to use Bug Buster against flying insects?
A. Spray all flat surfaces in the room.
B. Spray into the air until a mist fills the room.
C. Spray areas where flying insects are hiding.
D. Spray areas where flying insects are seen.
11. According to the directions, what should a person do before recycling the Bug Buster container?
A. Wrap the container in plastic.
B. Rinse out the inside of the container.
C. Use the empty container to store another pesticide.
D. Empty the container by using it as directed on the label.
12. What does the word ventilate mean in this sentence from paragraph 5? “Ventilate enclosed areas before returning.”
A. Admit air into
B. Block access to
C. Wash thoroughly
D. Inspect carefully
13. Which statement is the best conclusion based on the information presented in paragraph 5?
A. Children who know how to read can safely use this product.
B. People who have children or pets should not use this product.
C. This product is more harmful to domestic animals than it is to wildlife.
D. This product contains ingredients that can be harmful to most forms of life.
17
Appendix 3 AMES Visual Test
D. This product contains ingredients tha
18
Appendix 4
AMES General Questionnaire
1.
What hand do you write with? ________________
2.
How old are you? _________
3.
Circle one: Male
4.
On a scale from 1(not well) to 10 (very good), how would you rate yourself in:
Math: ___________
Reading: ____________
Artistic ability: __________
5.
Fold your arms. Which forearm is uppermost?
6.
Tilt your head to one shoulder. Which shoulder does it touch?
7.
Wink at an imagery friend in front of you. Which eye do you wink with?
8.
Imagine that the middle of your back is itching, which hand do you scratch with?
Female
9. In the past has their ever been an accident where you have had to change what hand you used? If so what hand did you write with
what hand do you use now.
Appendix 5
AMES Handedness Physical test
1.
Please go pick up that backpack
2.
Catch this ball
3.
Pick this book up with one hand
4.
Eat this.
19
Westminster Appendices
Appendix 6
Sample Westminster Math test
1. What is the slope of any line parallel to the line 7x + 9y = 6?
A)–7
B) –7 / 9
C) 7 / 6
D) 6
E) 7
2 )If f(x) = x² + x + 5 and g(x) = √x , then what is the value of g(4) ?
f(1)
A) 2/7
B) 25/7
C) 2 /25
D) 2
E) 4
3) What is the value of the expression g ∙ (g + 1)² for g = 2 ?
A) 10
B) 12
C) 18
D) 20
E) 36
4) If 3 3/5 = x + 2 2/3, then x = ?
A. 4/5
B. 14/15
C. 1 1/2
D. 1 6/15
E. 6 4/15
5) A system of linear equations shown below.
3y = -2x + 8
3y = 2x + 8
Which of the following describes the graph of this system of linear equations in
the standard (x,y) coordinate plane?
A) Two distinct intersection lines
B) Two parallel lines with positive slope
C) A single line with positive slope
D) A single line with negative slope
20
Appendix 7
Sample Reading test from Westminster
Tragedy was the invention of the Greeks. In their Golden Age, the fifth century before
Christ, they produced the world’s greatest dramatists, new forms of tragedy and comedy
that have been models ever since, and a theatre that every age goes back to for rediscovery
of some basic principles…
Since it derived from primitive religious rites, with masks and ceremonial costumes, and
made use of music, dance, and poetry, the Greek drama was at the opposite pole from the
modern realistic stage. In fact, probably no other theatre in history has made fuller use of
the intensities of art. The masks, made of painted linen, wood, and plaster, brought down
from primitive days the atmosphere of gods, heroes, and demons. Our nineteenth- and
twentieth-century grandfathers thought masks must have been very artificial. Today,
however, we appreciate their exciting intensity and can see that in a large theatre they were
indispensable. If they allowed no fleeting change of expression during a single episode in
turn more tense expression than any human face could. When Oedipus comes back with
bleeding eyes, the new mask could be more terrible than any facial makeup the audience
could endure, yet in its sculpted intensity more beautiful than a real face.
1. Combined with the passage’s additional information, the fact that some of Greek
orchestras were sixty to ninety feet across suggests that:
A. few spectators were able to see the stage.
B. no one performer could dominate a performance.
C. choruses and masks helped overcome the distance between actors and audience.
D. Greek tragedies lacked the emotional force of modern theatrical productions.
2. Which of the following claims expresses the writer’s opinion and not a fact?
A. The Greek odes contained Dionysion word and movements
B. Greek theater has made greater use of the intensities of art than has any other theater
in history
C. Many modern playwrights are trying to find an equivalent to the Greek chorus.
D. The chorus was an essential part of Greek tragedy.
3. The description of the chorus’s enactment of Phaedra’s offstage suicide (lines 60-65)
shows that, in contrast to modern theater, ancient Greek theatre was:
A. more violent.
B. more concerned with satisfying an audience.
C. more apt to be historically accurate.
D. less concerned with a realistic portrayal of events.
21
Appendix 8
Westminster Visual Pictures
22
Appendix 9
Tangram Shapes
23
Appendix 10
Westminster Questionnaire
There is no time limit for the tests. Circle the selection that best describes you. If needed, ask
scientists for examples.
1) When reading a story, does the story remain in words or in pictures?
Words
Pictures
2) Do you remember what you see and forget what you hear?
Yes
No
3) Do you have troubles:
a. Getting to work on time?
b. Finishing activities in a timely manner?
c. Taking timed tests?
Yes
Yes
Yes
No
No
No
4) Do you prefer step-by-step learning or learning as a whole?
Step-by-Step
Whole
5) Do you often have the “Aha!” moments or do you learn better by trial and error?
Aha moments
Trial and error
6) When learning, do you tend to progress sequentially from easy to difficult material or
do you learn complex concepts easier than simple concepts?
Sequentially (easy hard)
complex concepts (hard easy)
7) Are you better at analysis or synthesis?
Analysis
Synthesis
8) Better at details than the big picture?
Ex: Do you miss the forest for the trees (details) or do you see the forest and miss the
trees (big picture)?
Details
Big Picture
9) Would you rather read a map or have someone tell you directions and different
landmarks?
Read a map
Listen to directions
24
Appendix 10
Questionnaire
10) When reading a story, does the story remain in words or in pictures?
Words
Pictures
11) Do you remember what you see and forget what you hear?
Yes
No
12) Do you have troubles:
a. Getting to work on time?
b. Finishing activities in a timely manner?
c. Taking timed tests?
Yes
Yes
Yes
No
No
No
13) Do you prefer step-by-step learning or learning as a whole?
Step-by-Step
Whole
14) Do you often have the “Aha!” moments or do you learn better by trial and error?
Aha moments
Trial and error
15) When learning, do you tend to progress sequentially from easy to difficult material or
do you learn complex concepts easier than simple concepts?
Sequentially (easy hard)
complex concepts (hard easy)
16) Are you better at analysis or synthesis?
Analysis
Synthesis
17) Better at details than the big picture?
Ex: Do you miss the forest for the trees (details) or do you see the forest and miss the
trees (big picture)?
Details
Big Picture
18) Would you rather read a map or have someone tell you directions and different
landmarks?
Read a map
Listen to directions
25
Appendix 11
Westminster Physical
1) Copy this sentence in your normal writing pace and Please Print: “Getting a hand on
learning and how your brain works.”
Right Hand:
_______________________________________________________________________
_______________________________________________________________________
Left Hand:
_______________________________________________________________________
_______________________________________________________________________
2) Pick out 4 green M&M’s and put them into the container.
Right hand: _____________________
Left Hand: _____________________
3) Thread a needle
Right hand: __________________
Left hand: ___________________
4) Interlock your fingers. Which thumb is uppermost?
5) Fold your arms. Which arm is uppermost?
6) Wink. Which eye stayed open?
26
Figure 1
Westminster Data
Reading vs. Questionnaire
Questionnaire score
14
12
10
8
6
4
2
0
0
2
4
6
8
10
Reading Score
R2 = 0.0296
R = 0.1720
Figure 2
# of people that recieved that
score
Difficulty of Reading Test
12
10
8
6
4
2
0
1
2
3
4
5
6
Scores
27
7
8
9
10
Figure 3
# of people who received
that score
Difficulty of Math test
9
8
7
6
5
4
3
2
1
0
1
2
3
4
5
6
7
8
9
10
Scores
Figure 4
Math vs. Questionnaire
Questinnaire Score
14
12
10
8
6
4
2
0
0
2
4
6
Math Scores
R2 = 0.0037
R = 0.0608
28
8
10
Figure 5
Visual vs. Questionnaire
Questionnaire Score
14
12
10
8
6
4
2
0
0
5
10
15
20
visual score
R2 = 0.033
R = 0.1816
Figure 6
Tangram Times vs. Questionnaire
Questionnaire Score
14
12
10
8
6
4
2
0
200
250
300
350
400
450
Tangram (seconds)
P = < 0.5
R2 = 0.1675
29
R = 0.4092
500
Figure 7
Tangrams
Average Questionnaire
score
12
10
8
6
4
2
0
1
2
3
4
5
# of tangrams solved
P < .01
7
6
5
4
3
2
1
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
# of people that received
that score
Difficulty of Visual
Visual Scores
30
Acknowledgements
We would like to acknowledge and give thanks to Mrs. Tanya Vickers (mentor)
for mentoring us through the Science Fair and giving insight to possible problems. We
would like to thank the following for editing, using their time, guidance and support: Dr.
Al Church, Ms. Tamara Aho, Mr. Jesse Stearn, Mr. John Strang, Mr. David Kessinger,
Professor Tim Fowles, Professor Jason M. Watson, and all of our subjects.
References
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http://bpm.slis.indiana.edu/scholarship/hibbard.shtml
Holder, Dr. M.K. (2005). What does Handedness have to do with Brain Lateralization.
Retrieved September 28, 2006 from http://www.indiana.edu/~primate/brain.html
Levinson Medical Center for Learning Disabilities. (2006). Famous people with dyslexia:
Dyslexic? You're not alone... Retrieved January 8, 2007, from,
http://www.dyslexiaonline.com/famous/famous.htm
Optical Illusions(2003). Optical Illusions. Retrieved October 21,2006 from
http://allopticalillusions.com
Silverman, Linda Kreger Ph.D.(2002). Upside-Down Brilliance: The Visual-Spatial
Learner. Denver: DeLeon.
Springer, Sally P., & Deutsch, Georg (1998). Left brain, right brain: perspectives on
cognitive neuroscience. New York: Freeman.
Strange Cosmos (2005).Optical Illusions- Puzzles- Strange Items. Retrieved October 21,
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Competency Test. Retrieved November 29. 2006, from,
http://www.usoe.k12.ut.us/eval/Info_UBSCT.asp
31