How Many Brains for How Many Minds? Hemisphericity and education

Abstract

The origins and current status of the concept of hemisphericity are discussed, with particular reference to research in education. The principal approaches adopted in hemisphericity: lateral eye movement research, electrophysiological measures, questionnaires and the use of cognitive test batteries, are evaluated and studies of direct validation reviewed. It is argued that hemisphericity, as a neuropsychological phenomenon, is scientifically invalid and of little relevance to education. While direct investigations of cognitive style within education are to be encouraged, the misleading reference to cerebral organisation should be abandoned as false and dangerous. The potential contribution of neuropsychology within education is discussed.