It is widely accepted that the human brain consists of two hemispheres, each one specializing in specific functions and services, utilizing its own sensors and information processors. It appears that each hemisphere prefers to deal with certain activities and cerebral functions, performing the best it can. This test aims at measuring your “laterality”, that is, the degree to which a hemisphere is developed in relation to the other, your preferences, but most importantly, the way your brain learns.
b) Learning styles:
Evidently, man learns and gains knowledge or skill through action, study, schooling, experience, education, training, and generally, by processing data and information selected by his basic senses (sight, smell, taste, touch, and hearing). A learning difficulty, regardless of its cause or nature, does not indicate subnormal intelligence, but rather a learning environment which is not suitable for the person under investigation. This means that the person must be compensated for with special tutoring and a learning environment that is in congruence with his personality traits. The purpose of this test is to discover how a person learns best, that is, modes under which the person gains maximum knowledge or skill. These modes are: a) Auditory, utilising the sound, b) Visual, utilising vision, c) Linguistic, utilising the written word, d) Kinaesthetic, utilising movement, touching, e) Interpersonal, utilising interpersonal relationships, and f) Intrapersonal, showing a preference to study alone and to think independently.
c) Learning abilities:
The academic (learning) environment is often the setting where the learning disabilities of a person first become apparent. We usually notice problems in one or more of the following basic areas: Mathematics, Language, Cognitive development, Short and long term memory, Attention, Concentration, Organization, and Fine motor skills, where a difficulty is otherwise known as dyspraxia or kinaesthetic problem. Generally speaking, a person with learning difficulties faces problems in a) identifying, b) collecting, c) organising, d) manipulating, and e) acting on verbal or non-verbal information.
This test is based on state of the art theory for testing cognitive abilities using spatial and diagrammatic reasoning, beyond the Cattell-Horn-Carroll theory of cognitive abilities and the Wechsler scales, which evolve around the traditional approach that includes language and mathematical abilities. The test identifies those realms of thought where the subject appears to have learning difficulties, problems in assimilating new information beyond previous experience and reasoning. Assessing the ability to quickly understand and assimilate new information we can predict how responsive to education and training the person will be. The test is independent of attainment and can be used to provide an indication of intellectual potential.