Visual Spatual Learner :: essays research papers

Her next clue was something she notice when she was demonstrating drawing to a class, and trying to give a verbal comment of the methods she was using. She found that she often would "simply stop talking right in the middle of a sentence. I would hear my voice stop and I would think about getting back to the sentence, just finding the lyric poem again would seem like a terrible chore -- and I didnt really want to anyhow. tho pulling myself back at last, I would resume talking -- and then find that I had lost hint with the drawing, which suddenly seemed confusing and difficult. Thus I picked up a raw bit of information I could either talk or draw, but I couldnt do both at once."***A part of the behave is that, from childhood onward, we have learned to see things in terms of nomenclature we name things, and we know facts about them. The dominant left verbal cerebral hemisphere doesnt want too much information about things it perceives -- just abundant to recognize an d to categorize. The left brain, in this sense, learns to take a quick fount and says, "Right, thats a chair ...." Because the brain is overloaded most of the time with entranceway information, it seems that one of its functions is to screen out a large proportion of inflowing perceptions. This is a necessary process to enable us to focus our thinking and one that works very well for us most of the time. But drawing requires that you look at something for a long time, perceiving lots of details, registering as much information as possible -- ideally, everything....Symptoms of Dyslexia Dyslexic people are visual, multi-dimensional thinkers. We are intuitive and highly creative, and excel at hands-on learning. It is sometimes hard for us to understand letters, numbers, symbols, and written words because we think in pictures but learning to adapt this hidden talent can film to success, particularly in creative and inventive fields. Reading     Fluctua ting repositing problems with letters, words or numbers -- including sequences such as the alphabet.      Skipping over or scrambling letters, words and sentences.      Reading is a slow, tiring process often go with with head tilting or finger pointing.      Reversal of similar letters (such as "b" and "d"), words (such as "saw" and "was") and numbers (such as "6" and "9").      Letters and words blur, move, double, scramble or are omitted or added.