Personal Development: The Whole Brain Theory

1. The Power of the Mind:
The Whole Brain Theory
Prepared by: Joy O. Dela Peña

2. Most Essential Learning Competencies
• Discuss that understanding the different parts of the
brain, processes, and functions may help in
improving thoughts, behavior, and feelings
• Explore ways on how to improve brain functions for
personal development
• Develop personal plan to enhance brain functions

3. Topic: The Whole Brain Theory

5. LESSON 1: DIFFERENT PARTS OF THE
BRAIN AND ITS FUNCTIONS

6. The Whole Brain Theory
• Paul Broca, French
anthropologist and
pathologist
• In 1861, while conducting a
study and tests on a patient
with language problems,
Paul Broca theorized that
some language functions
reside on the left
hemisphere of the brain.

7. The Whole Brain Theory
• Dr. Roger Sperry, who
was awarded the 1981
Nobel Prize for
Physiology or Medicine,
explained that the brain
has two hemispheres
that work differently
from each other.

8. The Whole Brain Theory
• His studies demonstrated
that the left side of the
brain is normally dominant
for analytical and verbal
tasks, while the right
hemisphere assumes
dominance in spatial tasks,
music, and certain other
areas.

9. Dr. Roger Sperry’s Split-Brain Theory
• Brain theory research made tremendous strides during
the 1950’s when Roger Sperry at the California Institute
of Technology was able to sever the corpus callosum,
the nerve fibers between the two cerebral hemispheres,
and study each of the hemispheres in isolation. His split-
brain theory research, for which he received the Nobel
Prize in 1981, established that the two hemispheres of
the brain process information differently. Individuals do
not learn with only one hemisphere, but there may be a
preference for one or the other processing strategies.
• (https://web.cortland.edu/andersmd/learning/Brain%20Theory.htm)

10. The Whole Brain Theory
• Another neuroscientist, Dr.
Paul MacLean, identified
three distinct parts of the
brain namely: neocortex,
limbic system and reptilian
complex. The neocortex or
rational brain is responsible
for language, planning,
abstraction, and perception.

11. The Whole Brain Theory
• The limbic system or intermediate
brain is responsible for motivation
and emotion in feeding,
reproductive behavior, and parental
behavior. The reptilian complex or
primitive brain controls self-
preservation and survival instincts.
Dr. MacLean referred to his theory
as the, The Triune Brain Theory.

13. The Whole Brain Theory
• After drawing from the
studies of Dr. Sperry,
Ned Herrmann, an
engineer at General
Electric, came up with
Brain Dominance
Theory.

14. The Whole Brain Theory
• Herrmann explained that although the
human body is symmetrical and paired
in almost all aspects, we normally have
a more dominant part of our bodies. It
could be a stronger right arm and a
weaker left arm for a righthanded
person or a stronger left arm and a
weaker right arm for a left-handed
person. However; the weaker parts
support the stronger parts.

15. The Whole Brain Theory
• He further concluded that the brain
not only has two parts but four,
namely: left cerebral hemisphere, left
limbic system, right limbic system and
right cerebral hemisphere. Hermann
is known as the Father of Brain
Dominance Technology.

18. Hermann’s Four Dominant Quadrants
Ned Herrmann labelled the four quadrants of the brain
as:
1. Upper Left (A)
Cerebral Mode Key
Word: ANALYTICAL
4. Upper Right (D)
Cerebral Mode Key
Word:
IMAGINATIVE
2. Lower Left (B)
Limbic Mode Key
Word: ORGANIZED
3. Lower Right (C)
Limbic Mode Key
Word:
INTERPERSONAL

19. • The whole brain model emphasizes the fact that
there really are four quadrants of the brain where
dominance exists. The Herrmann Brain Dominance
Instrument (HBDI) was based on this model. The
HBDI is a 120- question survey instrument that
measures the preference strengths in each quadrant.

20. Whole Brain Theory in Learning
• How does the whole brain theory affect learning?
Brain dominance leads to preferences in thinking
styles. This impacts what a person pays attention to
and how he learns best. Each quadrant has preferred
learning and thinking activities as shown in the table.

21. Preferred Learning and Thinking Activities in the
Four Quadrants
QUADRANT PREFERANCES
A Quantifying, Analyzing, Theorizing, Logical processing, collecting data,
Problem solving, Judging ideas based on facts, and Using statistical
and scientific data
B Sequencing, organizing schedules, Evaluating, Practicing and
implementing, Collecting data, Planning, Time management
C Internalizing, listening to and sharing ideas, Moving, Being involved or
personal interaction, Teaching and expressing ideas
D Exploring, Discovering, Conceptualizing, Synthesizing, looking at the
big picture, Causing change, Brainstorming

22. • A person has varying degrees of dominance in these
quadrants. He is typically more dominant in one of
the four areas. But based on research, an individual
often uses at least two of the quadrants. Thus,
Herrmann advocated for whole brain thinking or
using the four thinking styles. This means enhancing
the weaker styles through regular practice and usage
while using the stronger styles.

23. • An individual has both primary and secondary
preferences for quadrants. These preferences are the
ones he is comfortable with and accesses when
necessary. There are also preferences that he has
difficulty accessing or avoids using it.

25. BRAIN FUNCTIONS

28. LESSON 2: IMPROVING BRAIN
FUNCTIONS

29. • Concussions, contusions, and even head banging can lead
to the loss of large quantities of neurons. Amphetamine
abuse, antipsychotics, benzodiazepine abuse, cigarettes
and tobacco products, cocaine, ecstasy, inhalants,
and methamphetamines can all negatively impact the
brain and cause the death of its cells. It’s not always the
substances that cause this, though. It’s what these
substance do the body overall.
(https://www.absoluteadvocacy.org/drug-education-kills-brain-
cells/#:~:text=Amphetamine%20abuse%2C%20antipsychotics%2C%20benzodiazepine%
20abuse,substance%20do%20the%20body%20overall.)

30. Some Ways in Improving Mental Health
Exercise
Get some
sunlight
Build Strong
Connection
Meditate Sleep well Eat well
Quit
smoking
Think
positive

31. THE POWER OF THE MIND

32. Basic Elements of Personal Development Plan
Goal Setting Serves as a guide or “blueprint” towards your expected
result.
Identify your needs - it is essential to identify your target as to what aspect you
are going to enhance. What skills do you want to develop? It
is important to make sure that the skills you are targeting
are clearly linked to your purpose.
Time Frame - this is the expected time that you are going to implement
your actions (month, day, year, and specific time)

33. Basic Elements of Personal Development Plan
Actions these are the executions of your goal or your tasks to
achieve your goals. What series of actions are you going to
do to solve your problems/needs?
Resources it can be your budget in doing the activity, the persons
involved, the materials you are going to use, etc.
Desired outcome these are probably your results after the implementation of
your actions.

34. Basic Elements of Personal Development Plan
Assessment - test your work if the goals/objectives are met.
Feedback these are the comments/suggestions towards your actions
for better result.

35. Any Questions?

36. “Biology gives you a brain. Life turns it into a
mind.”
― Jeffrey Eugenides,