Author Type

Graduate Student

Date of Award

1989

Document Type

Thesis

Publication Status

Version of Record

Submission Date

October 2026

Thesis/Dissertation Advisor [Chair]

Burrichter, Arthur W.

Abstract

The basis for this study has been to explore the developing relationship between the neurosciences and education. The methodology for this investigation was to collect the neuroscientific research literature on brain function. This study found that mapping of brain functions was determined by internal means (split-brain surgery, autopsy findings, blood flow experiments, barbiturate injections, and brain damage) as well as external means (electroencephalographic tests, visual fields observations, facial recognition, tactual perception, dichotic listening, and lateral eye movement). The hypotheses on the brain functions (brain growth periodization, triune brain theory, Piaget and hemispheric asymmetries, and sex differences of the brain) provided the theoretical foundation for interpreting the neuroscientific evidence. To further expand the knowledge base on how the brain actually works, research on neural networks, memory, emotion, and chemistry were also included as they contributed to the relationship between the neurosciences and education. The Your Style of Thinking and Learning Inventory (YSOLAT) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) were presented as well. The study then introduced the educational interpretations of that literature. Recommendations for further research studying the relationship was then included. Educational implications and applications conclude this study.

Extent

149 p.

Comments

College of Education|Thesis (Ed.D.)--Florida Atlantic University, 1989.|FAU Electronic Theses and Dissertations Collection|College of Education

Identifier

FADT12244

Format

pdf

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