• Journal of the Korean School Mathematics Society
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• v.13 no.3
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• pp.443-458
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• 2010

This study is about how differ math anxiety according to the features of brain preference. In order to solve questions, BPI test and math anxiety test were done to high school students in the second grade. The test sheets were analyzed by ANOVA and MANOVA using SPSS 14.0. The result was found out that math anxiety was high in the order of left-brain preferences, both-brain preferences, and right-brain preferences. High level of math anxiety among students with right-brain preferences seem to be influenced by the right brain which prefers emotional features. Therefore, students need to stimulate their left brain by writing and reading something a lot when they solve math questions. Also, teachers can lessen math anxiety of students by give them opportunities to solve step-by-step questions, using various visual teaching materials promoting students' reasoning ability which can help them solve questions in a systematic and analytic way.

• English Language & Literature Teaching
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• no.5
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• pp.103-122
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• 1999

In this paper, I will argue that in teaching L2, it is important to take a holistic teaching method considering various learning styles of the learners and the nature of L2 learning. Under the situation that most of the school education is centered on the left brain activity, learners with the right brain preference tend to get only to the lower proficiency than they really can. To prove this, I conducted a experiment on two classes of high school students. I decided the hemispheric preference of each students using HMI (hemispheric mode indicator) Then I compared the hemispheric preferences of students with their scores in English tests. The students with right hemispheric preference show significantly lower scores than the ones with left preference. It is implied that the current English education should adapted to address various learning and cognitive styles and whole-brain L2 teaching method should replace the left-centered instruction in the learning environment.

• Korean Journal of Child Studies
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• v.36 no.6
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• pp.85-100
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• 2015

This study divided elementary school 6th graders of into a higher academic achievement group (n=19) and a lower academic achievement group (n=19) in order to examine the tendency of left and right hemisphere preferences, characteristics and relationships of learning ability factors by means of EEG. For this purpose, brain waves in performing higher cognitive tasks for 5 min. were measured with a two-channel (Fp1, Fp2) EEG measurement system and hemisphere preference was measured by means of a questionnaire. Our results were as follows. First, hemisphere preference indicated that the higher group showed a left hemisphere tendency and the lower group indicated a right hemisphere tendency. Second, the first learning ability test found that the higher group performed its task rapidly with higher levels of concentration and cognitive strength and lower loading and the lower group conducted its task more slowly with lower levels of concentration and cognitive strength and higher loading. The second test showed that the higher group performed its task rapidly with lower levels of concentration.

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

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

• Horticultural Science & Technology
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• v.34 no.3
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• pp.472-487
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• 2016

This study aimed to determine the effects of floral fragrances on human brain waves and moods. A total of 44 subjects participated in this experiment. Group 1 consisted of 11 male and 14 female college students with a mean age of 24.5 years (${\pm}2.23$) and Group 2 consisted of 10 males and 9 females with a mean age of 54.3 years (${\pm}2.98$). Subjects were exposed to floral fragrances of Rosa hybrida, 'Hera' (hereafter referred to as "rose"), Cymbidium faberi (hereafter referred to as "orchid"), or odorless control flowers (hereafter referred to as "control"). Experiments took place in three rooms (rose, orchid, and control). Electroencephalographs (EEGs) were recorded during exposure to the odors and the data were processed using quantitative electroencephalographic (QEEG) techniques. The changing EEG patterns were analyzed by brain mapping and compressed spectral arrays, and the subjects' preferences (hedonic evaluations) were quantified with an A1 index. Increased activation of absolute alpha waves was verified on six of the eight EEG channels, with the right frontal and left occipital lobes exhibiting no changes and the left parietal region showing the greatest activation. According to the QEEG measurements in the electrode sites over the frontal, temporal, parietal, and occipital lobes, the strongest absolute alpha waves were induced in the parietal lobes, followed by the temporal lobes, with the other lobes showing no significant changes. On brain maps, the orchid fragrance induced greater absolute alpha and absolute mid-beta activities compared with the rose and control fragrances, and the rose fragrance induced high absolute mid-beta activation. To identify emotional responses to floral fragrances, the subjects were requested to fill in a questionnaire and the resulting odor-related emotional descriptors were analyzed using semantic differential and factor analysis. Principal component analysis identified "elegant" as the first principal component describing the floral fragrance, followed by "refreshing" and "aromatic." The subjects gave orchid higher scores for "elegant" and "refreshing," while finding rose more "aromatic." Differences in hedonic evaluation revealed by the A1 index appeared in the 65-115 sec range of scent exposure time. The subjects with ages of around 50 years showed olfactory preferences throughout the entire experimental time of 160 sec, most markedly in the later time segment (115-165 sec), showing an increasing preference with increasing exposure time. We conclude that rose fragrance can improve concentration by creating an aromatic environment conducive to a concentrated and calm state of mind, and orchid fragrance can make people feel pampered and relaxed by creating an elegant and refreshing environment.