Visual Spatual Learner :: essays research papers

Her next clue was something she noticed when she was demonstrating drawing to a class, and trying to give a oral explanation of the methods she was using. She undercoat that she often would "simply stop talking right in the middle of a sentence. I would hear my voice stop and I would think close to getting back to the sentence, but finding the words again would seem like a terrible chore -- and I didnt really want to anyhow. notwithstanding pulling myself back at last, I would resume talking -- and then find that I had lost contact with the drawing, which suddenly seemed confusing and difficult. Thus I picked up a new bit of information I could either talk or draw, but I couldnt do both at once."***A part of the answer is that, from childhood onward, we have learned to see things in terms of words we name things, and we know facts about them. The dominant left verbal hemisphere doesnt want too much information about things it perceives -- just enough to recognize and 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 incoming information, it seems that one of its functions is to screen out a large proportion of incoming 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 work out at something for a long time, perceiving lots of details, registering as much information as possible -- ideally, everything....Symptoms of Dyslexia Dyslexic people atomic number 18 visual, multi-dimensional thinkers. We are intuitive and passing creative, and excel at hands-on learning. It is sometimes hard for us to understand earn, numbers, symbols, and written words because we think in pictures but learning to adapt this isolated talent can lead to success, particularly in creative and inventive fields. Reading      Fluctuating memory 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 accompanied 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.