

By: Dr. Eduardo A. Morató, Jr.

“The human brain is an enchanted loom where millions of flashing

shuttles weave a dissolving pattern, always a meaningful pattern,
though never an abiding one, a shifting harmony of sub patterns. It
is as if the Milky Way entered upon some cosmic dance.”
- Sir Charles Sherrington

“In each human brain, there are an estimated one million, million
(1,000,000,000,000) brain cells. Each brain cell (neuron) contains
a vast electrochemical complex and powerful micro data
processing and transmitting system that, despite its complexity,
would fit on the head of a pin.”
- Tony Buzan

Our brains are like sponges which receive a gazillion bits of information. Some
effort is required to transform these data stimuli into patterns of thinking. The more we
repeat patterns of thinking, however, the less our brains resist them, and the easier it is for
us to remember and favor them. More likely than not, these are the patterns we would
prefer to use for the rest of our lives.

Some brains may be more absorptive than others but it does not mean that less
absorptive brains cannot learn. It may just take longer. Perhaps, the right neural
pathways have not yet been explored by the learner who may have different preferences,
or dispositions if you will, on how to learn. Some brains may prefer certain ways of
learning over others because it is more fun and easier for them to learn that way.

The great learner is one who develops many neural pathways or ways of learning.
The superbrain is one which connects and interconnects all of life’s learnings. In his
book, “The Forming of Natural and Artificial Intelligence,” Professor Peter Kouzmich
Anokhin concluded his sixty years of research with these words, “We can show that each
of the ten billion neurons in the human brain has a possibility of connections of one with
twenty eight thoughts after it. If a single neuron has this quality of potential, we can
hardly imagine what the whole brain can do. What it means is that the total number of
possible combinations/permutations in the brain, if written out, would be 1 followed by
10.5 kilometers of thoughts! No human yet exists who can use the potential of his brain.”

“I HAVE TWO BRAINS, THE LEFT AND THE RIGHT”

In the late 1960s, Nobel laureate Dr. Roger Sperry, with the help of his students
Michael Gazzaniga and Jerre Levy, announced the findings of their research on the most
evolved area of the brain, the cerebral cortex. Epileptic patients with life-threatening
seizures were subjected to an operation in which the connections between the left and

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right brains were cut. As a result, the two hemispheres of the brain were isolated from
each other. The left brain controlled the right part of the body while the right brain
controlled the left. Since the two hands of the split brain patients were controlled by the
opposite sides of their brains, the functionality of the left and the right hemispheres of the
brain could be studied. (See Figure 1)

Figure 1

Numerous experiments revealed that the two halves of the brain thought in
different ways. The right hemisphere seemed to think in images, visual patterns and
shapes and favored spatial thinking, rhythm, imagination, daydreaming, color, dimension
and wholeness. The left hemisphere appeared to prefer a different set of mental skills that
had to do with words, numbers, logical, sequential ordering, analysis, classifying and
arranging.

Research undertaken by other scientists have confirmed the conclusions of Sperry

but they observed that, while each hemisphere is dominant in a particular set of mental
skills, both sides of the brain are skilled in all areas of thinking. The left and right brain
faculties are actually contained throughout the cortex. An impaired left or right brain can
activate the mental faculties that have been rendered less dominant in one side of the
brain.

What the subsequent researches suggest is that learners can try to practice the
different mental faculties of the left and right hemispheres because there is no such thing
as just a right brained or left brained person.

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 The educator should, therefore, endeavor to activate all the mental skills that the
right and left brain hemispheres manifest. The more neural pathways in the brain are
built, the greater the learning for the student. The more the right and the left hemispheres
are connected to one another, the more the learner learns. Educators should remember
that students merely retain a small fraction of the learning that they only read, merely a
fraction of what they only hear, just a fraction of what they see. However, if a learner
reads, hears, sees and experiences a lesson, the greater are the chances of learning and
retaining that learning for a long period of time.

“I HAVE THREE BRAINS: REPTILIAN, LIMBIC AND NEOCORTEX”

Dr. Paul MacLean, former director of the Laboratory of the Brain and Behavior
(US Institute of Mental Health), looked at the evolutionary development of the brain and
posited his “triune brain theory.” As animals evolved, layers of the brain also evolved. In
humans, Dr. MacLean claimed, the three layers of the brain developed: the reptilian brain
(R-complex), the limbic brain and the neocortex. For MacLean, while all three layers of
the brain interact constantly, they have separate functions. (See Figure 2)

Figure 2

The reptilian brain is composed of the brain stem and the cerebellum. Its primary
job is to maintain bodily functions and trigger the instinct to fight or to flee. The
cerebellum is in charge of movement, while the brain stem controls digestion,
reproduction, circulation, breathing and the need to stay alive. Since the reptilian brain is
designed for physical survival, this is what links humans to all animals. It perpetuates the

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species, establishes social dominance in groups and sets territorial boundaries. The
reptilian brain governs the hard-wired patterns of human behavior.

The second brain to evolve is the limbic system, primarily concerned with
emotions. The limbic brain includes the amygdala (which attaches events to emotions)
and the hippocampus (which converts information to long term memory and memory
recall). The amygdala arouses emotions such as anger, compassion, fear and pity and
tempers the repetitive, ritualistic and instinctive habits of reptiles. The hippocampus aids
the brain in selecting what memories to store, most probably by affixing emotional
content to them.

In the animal kingdom, the limbic system is highly developed among mammals,
which need to take care of their young over a long period of time. Elephants,
chimpanzees and humans are known to care of even their very weak offsprings. Social
bonding is also very strong among mammals. They are present in other species as well,
but not to a high emotional state. It is necessary for mammals, which bear only one or
several offsprings, to act in this manner. Fish and insects can lay millions of eggs,
obviating the need for emotional bonding.

The neocortex, or the cerebral cortex, accounts for over 80% of the brain. It is
responsible for verbal, mathematical and logical thinking, as well as the cognitive and
problem solving functions. It allows humans to do long range planning and forecasting,
to discern relationships and patterns of meaning, to create personal metaphors or models
of understanding, and to process emotions in a “sensible” manner. The neocortex is
highly developed in human beings, hence our dominance in this planet. The neocortex
allows us to think and reflect about ourselves, hypothesize on new possibilities, concoct
new paradigms, and continuously improve upon ourselves in a geometric pattern.

MacLean’s triune brain theory suggests that educators (and managers in the work
setting) can tap into the instinctive, emotional and intellectual faculties of learners.

The basic need to survive makes human beings naturally competitive for food, for
mates, for territory, for shelter and for a higher ranking in the pecking order of
dominance. Games, contests and performance scoring systems evoke the “fight or flee”
or “reptilian” instincts from learners.

However, the environment should not be so competitive as to scare most of the

learners to flee. In order to reduce the number of “fleeing learners,” the educator should
rely on the limbic system for emotional and social bonding among learners. Teams can
be formed to approximate equal chances for the competitors. Team identification
strengthens the “fighting spirit” and allows members of the team to teach, tutor, and
mentor one another. This has value in itself. However, but higher order thinking is
required to push the teams to achieve their best.

The neocortex plays an excellent role in goal setting, strategizing, implementing

and achieving results.

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 In the world of business or public governance, MacLean’s theory applies
perfectly. The reptilian brain is superactivated because corporations fight to thrive and to
survive. Fleeing is, oftentimes, not an option. Institutional morale, organizational
cohesion, and culture building are essential to raise levels of energy, dedication and
commitment. The corporation or institution then becomes a community. It becomes the
second family. Hence, the limbic brain also becomes superactivated. Finally, the
neocortex is driven full speed ahead as corporations, countries and development agencies
strive to be the best, the most competitive, the cheapest, the sturdiest, the cleanest, the
biggest, and all the other superlatives they want to become.

“I HAVE FOUR BRAINS: LEFT CEREBRAL, LEFT LIMBIC,

RIGHT LIMBIC, RIGHT CEREBRAL

Dr. Ned Hermann adds his theory on brain dominance to the growing discourse
on the functioning of this thinking organ. He combined the theories of Dr. Roger Sperry
and Dr. Paul McLean to postulate that the brain specialized functionally into four distinct
quadrants. People manifest their brain preferences in the subjects that they enjoy most in
school and in the careers that they pursue. Oftentimes, they overdevelop a preferred
brain function over their lifetime.

Hermann maintains that the two halves of the brain are not used in the same way
and with the same frequency by people. Each of the cerebral hemispheres has one-half of
the limbic system lodged into it. Since the limbic system is the control center that
regulates basic bodily functions, chemical balances, heart rate, blood pressure, hormones
and emotions, it plays a crucial part in learning. From this discovery, Hermann divided
the brain into four, with each quadrant exhibiting a distinct learning preference. He
designed his own Hermann Brain Dominance Instrument (HBDI). He drew a
metaphorical model of the four-quadrant brain of thinking preferences. This model is
depicted in the illustration below. (See Figure 3) The left side of the model is occupied
by the left brain. On the top left quadrant is the Left Cerebral brain preference. On the
lower left quadrant is the Left Limbic brain preference. On the lower right quadrant is
the Right Limbic brain preference, while the upper right quadrant is the Right Cerebral
brain preference. In the order presented (from upper left going counterclockwise to upper
right) the quadrants are labeled simply as A, B, C, D.

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 Figure 3

The HBDI developed by Hermann yielded a brain dominance profile. (This is

shown in Figure 4) The four quadrants of the brain are arranged like a bullseye target.
The circle closest the center is marked by the score of 3. The next circle is marked by 2,
followed by 1 and, finally 1+. The more a person prefers to use a quadrant of the brain,
the more that he or she moves out to the outer circles, indicating stronger and stronger
brain dominance.

Figure 4

Logical Visual
Factual Holistic
Critical Intuitive
Technical Innovative
Analytical Conceptual
Quantitative Imaginative
Conservative Interpersonal
Structure Kinesthetic
Sequential Emotional
Organized Spiritual
Detailed Sensory
Planned Feeling

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1. Quadrant A

The Left Cerebral or Quadrant A prefers to think in a factual, analytical,

quantitative, technical, logical, rational and critical manner. People who prefer Quadrant
A want to dissect data, assess risks, solve problems, and work on financial, quantitative
or technical issues. They want to engage in debates that capitalize on superior reasoning.

The Quadrant A person is an achiever and is performance driven. He tends to be

a thinker and academic in approach. He prefers school subjects like algebra, science,
mathematics, finance and banking. Hence, Quadrant A people end up as lawyers, finance
managers, engineers, scientists, doctors and systems analysts.

2. Quadrant B

Quadrant B people prefer to think in highly organized, sequential, planned,

programmed, structured, detailed, disciplined, orderly, consistent and predictable manner.
They are good in administering things, implementing clearly articulated plans and
programs, promulgating policies, systems and procedures and ensuring that people
comply. They excel in safeguarding properties and monitoring assets, maintaining
detailed records and making progress reports. They tend to be conservative and
bureaucratic. They are status quo keepers but they are reliable, dependable and persistent
in their work. Quadrant B people prefer school subjects like accounting, computer
programming, history, administration and planning. Hence, they are comfortable with
repetitive, routine and sequential work. They are great bureaucrats, accountants,
administrators, budget officers, planners, computer programmers and personnel
managers. They are good at keeping schedules, enforcing rules and regulations, and
ensuring compliance from others.

3. Quadrant C

Quadrant C thinkers are concerned with interpersonal relations and hook their
thinking to their emotional context. Hence, they are highly sensory and appreciate
symbolic messages. They are also aware of body sensations and tend to be kinesthetic.
They are aware of the feelings of others, and put a premium on values. They are
effective communicators. They appreciate music since it feeds the soul. Quadrant C
people prefer school subjects such as social sciences, psychology, music, dance, physical
education, and communications. They join extra curricular activities such as the glee
club, social outreach groups, the acting guild and varsity leagues. Quadrant C dominants
make good social workers, teachers, nurses, entertainers, communicators, counselors,
missionaries, salesmen and public relations agents. Quadrant C people are concerned
about the team, the family, the club and the society. They are genuinely concerned about
people, causes and, also, having fun. They are constantly reaching out to others.

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4. Quadrant D

Quadrant D thinking is creative and intuitive, imaginative and innovative,

conceptual and spatial, holistic and intuitive, flexible and open. Quadrant D people see
possibilities. They dream, envision futures, and strategize. They are entrepreneurial and
encourage, even advocate, change. They can see the whole, and synthesize the many
parts to form a cohesive, synergistic picture. They think in total systems and integrate
multiple expressions in life to form new insights into things and how they work. They
are quite independent-minded and create their own worlds. Quadrant D people prefer
school subjects such as entrepreneurship, the arts (painting, sculpture), design, literature
(poetry and drama), architecture, geometry and philosophy. Hence, Quadrant D types are
constantly trying to recreate the world around them. They plunge into new endeavors,
revel in change and celebrate the diversity of life.

For their careers, Quadrant D people become visual artists, scientists (who
explore new theories rather than apply old ones), entrepreneurs, designers, creative
writers, corporate strategists, societal visionaries and inventors. Quadrant D dominants
dislike the shackles of rigidity and disciplined procedures. They are iconoclasts and
relish the idea of destroying old paradigms to make way for new ones.

“I HAVE EIGHT BRAINS” OR THE EIGHT MULTIPLE INTELLIGENCES”

Dr. Howard Gardner, Hobbs Professor of Cognition and Education at the Harvard
Graduate School of Education, postulated the Theory of Multiple Intelligences in 1983.
He defined intelligence as “the ability to solve problems or to create products that are
valued within one or more cultural settings.” He claims that “intelligences are not things
that can be seen or counted. Instead they are potentials – presumably, neural ones – that
will or will not be activated depending upon the values of a particular culture, the
opportunities available in that culture, and the personal decisions made by individuals
and/or their families, school teachers, and others.” Gardner used eight criteria in
determining the multiple intelligences. These were:

1. The potential of isolation by brain damage

2. An evolutionary history and evolutionary plausibility
3. An identifiable core operation or set of operations
4. Susceptibility to encoding in a symbolic system
5. A distinct developmental history, along with a definable set of expert “end-state”
performances
6. The existence of idiot savants, prodigies, and other exceptional people
7. Support from experimental psychological tests
8. Support from psychometric findings

Gardner does not claim that these are the definitive criteria of intelligence.
Moreover, he acknowledges the presence of “intelligences” not fitting the eight criteria.

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Some cannot be notated in symbols or measured, given our current understanding of
them, such as spiritual intelligence.

In Gardner’s own words, these are his definitions of the eight intelligences. (He
originally postulated seven in his first work, Frames of Mind: The Theory of Multiple
Intelligences. However, he added an eighth intelligence in his 1999 work, Intelligence
Reframed.)

1. Linguistic Intelligence involves sensitivity to spoken and written language, the

ability to learn language, and the capacity to use language to accomplish certain
jobs. Lawyers, speakers, writers, poets are among the people with high linguistic
intelligence.

2. Logical-mathematical Intelligence involves the capacity to analyze problems

logically, carry out mathematical operations, and investigate issues scientifically.
Mathematicians, logicians, and scientists exploit logical-mathematical
intelligence.

3. Musical Intelligence entails skills in the performance, composition and

appreciation of musical patterns.

4. Bodily-Kinesthetic Intelligence entails the potential of using one’s whole body or

parts of the body (like the hand or the mouth) to solve problems or fashion
products. Obviously, dancers, actors, and athletes exhibit bodily kinesthetic
intelligence. Hence, this form of intelligence is also important for craftspersons,
surgeons, bench-top scientists, mechanics, and very other technically oriented
professionals.

5. Spatial Intelligence features the potential to recognize and manipulate the

patterns of wide spaces (those used, for instance, by navigators and pilots) as well
as the patterns of more confined areas (such as those of importance to sculptors,
surgeons, chess players, graphic artists, or architects). The wide ranging ways in
which spatial intelligence is developed in different culture clearly show how a
biophysical pattern can be harnessed by domains that have evolved for a variety
of purposes.

6. Interpersonal Intelligence denotes a person’s capacity to understand the interests,

instincts and desire of other people and, consequently, to work effectively with
others. Salespeople, teachers, counselors, religious leaders, political leaders, and
actors all need acute interpersonal intelligence

7. Intrapersonal Intelligence involves the capacity to understand oneself, to have an

effective working model of oneself, including one’s own desires, fears, and
capacities – and to use such information effectively in regulating one’s own life.

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 8. The Naturalist Intelligence refers to the ability to recognize and classify plants,
minerals and animals, including rocks and grass and all variety of flora and
fauna. The ability to recognize cultural artifacts, like cars or sneakers, may also
depend on the naturalist intelligence. In cultures without formal science, the
naturalist is the person most skilled in applying the accepted “folk taxonomies”;
in cultures with a scientific orientation, the naturalist is a biologist or an
environmentalist, with an extensive knowledge of the living and inanimate world.

Gardner advises that “it’s very important that a teacher takes individual
differences among kids very seriously….The bottom line is a deep interest in children
and how their minds are different from one another. The teacher’s job is to help students
use their minds well.”

Rather than measure intelligences, like psychometricians prefer, Gardner

introduced the “Spectrum Classroom” which provided children with all sorts of learning
materials that would encourage them to learn in their preferred ways. Gardner’s
approach adhered to the principle that, rather than assessing children, the children must
be provided an environment to assess themselves. Gardner “created an environment with
inviting resources and let the children demonstrate their spectra of intelligences in as
natural a fashion as possible.” Gardner claims this approach can be adapted to all ages of
learners.

For Gardner, the risk in making psychometric assessments is to label children (or
older learners) as “challenged” in a particular intelligence. Also, the psychometric
instruments themselves may not capture the “intelligence” by the way they are designed
and written.

There have been many misapplications of the Theory of Multiple Intelligences as

Gardner himself pointed out. The mere execution of a human faculty (moving, speaking,
writing) if not used to solve problems or create products, is not “intelligence.” Some
educators merely assign projects to students and allow them to use freely whatever
intelligences they prefer. This loosely conceptualized method of developing the
intelligence may be beneficial but it lacks depth in really developing the students’ full
potentials in the different intelligences. Moreover, the Theory of Multiple Intelligences
does not prescribe what subjects should be targeted. (e.g. Mathematics, Literature,
Physical Education, Arts, etc.). Neither does it prescribe how to teach any subject.
Rather, the role of the educator is to define a learning goal and then “recommend specific
practices, spell out a rationale, and hypothesize why these practices might indeed lead to
the desired goal. And, going one step further, the educator should then begin to lay out
criteria that would determine whether a practice, inspired by multiple intelligences, has
led to a desired effect.” In other words, human beings have their intelligences to tap into
in order to solve problems and create products. Which intelligence, or intelligences, they
want to access should be left to the individual learner. The job of the educator, or the
manager in the work setting, is to help deepen and broaden these multiple intelligences so
that they can be exploited to the fullest.

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 “I HAVE SIXTEEN PERSONALITY TYPES”

The famous psychologist Carl G. Jung postulated a theory on personality based on

his observation about the differences among normal people. Jung asserted that people
have inborn tendencies to use their minds differently. These tendencies lead to patterns
of behavior when they are dealing with external and internal stimuli. When people’s
minds are stimulated, they are either perceiving (or taking in as much information as
possible) or they are judging (or organizing the information in order to arrive at
conclusions).

When people are perceiving or taking in the information, they either rely on
sensation or intuition. Sensation (or sensing) means the sensory assimilation of facts
and figures and the details of the situation. Intuition means going beyond the details to
see the big picture of the situation, the overall scheme or design.

When people are judging or organizing information and making conclusions, they
either use their thinking side or their feeling side. Thinking is the rational, logical and
sequential process of organizing information and arriving at conclusions. Feeling is the
relational and personal process of organizing information and arriving at conclusions.

The basic mental process can be summarized as follows:

Sensation Thinking
or Sensing
Perceiving Judging

Intuition Feeling

Carl Jung further theorized that people rely on two sources of energy: (1) the
external world of people, experiences and activities; and (2) the internal world of ideas,
memories and emotions. Jung called these two sources as extraversion or acting in the
external world or introversion or reflecting in the inner world. Thus, Jung formulated
eight mental functions as follows.

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 Perceiving Judging

Sensing Intuition Thinking Feeling

1 Extraverted 2 5 Extraverted 6

or or

Perceiving Judging

Sensing Intuition Thinking Feeling

3 Introverted 4 7 Introverted 8

Everybody actually uses the eight mental functions according to Jung but they
prefer some over others, resulting in behavioral and personality patterns. These
differences in preferences lead to psychological types. These personality types are not
fixed and constant but flexible and dynamic patterns. Jung suggests that preferences for a
dominant function (most used mental process), an auxiliary function ( second most used)
a tertiary function (third most used), and an inferior function (fourth most used and least
preferred). Dr. Katharine Briggs and her daughter Dr. Isabel Briggs Myers further
developed Carl Jung’s theory and lined up the eight dominant functions against eight
auxiliary functions to produce sixteen personality types, which comprise the Myers-
Briggs Type Indicator (MBTI). This is shown below:

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 Dominant Function * Auxiliary Function MBTI
Introverted Sensing 3 With Extraverted Thinking ISTJ
Introverted Sensing 3 With Extraverted Feeling ISFJ
Extraverted Sensing 1 With Introverted Thinking ESTP
Extraverted Sensing 1 With Introverted Feeling ESFP
Introverted Intuition 4 With Extraverted Thinking INTJ
Introverted Intuition 4 With Extraverted Feeling INFJ
Extraverted Intuition 2 With Introverted Thinking ENTP
Extraverted Intuition 2 With Introverted Feeling ENFP
Introverted Thinking 7 With Extraverted Sensing ISTP
Introverted Thinking 7 With Extraverted Intuition INTP
Extraverted Thinking 5 With Introverted Sensing ESTJ
Extraverted Thinking 5 With Introverted Intuition ENTJ
Introverted Feeling 8 With Extraverted Sensing ISFP
Introverted Feeling 8 With Extraverted Intuition INFP
Extraverted Feeling 6 With Introverted Sensing ESFJ
Extraverted Feeling 6 With Introverted Intuition ENFJ

*The numbers correspond to the eight mental functions of Carl Jung in the previous
chart.

People’s preference dichotomies are shown and juxtaposed below. The

dichotomies represent the polarities in the way that people naturally prefer to do things.

Extraversion Introversion
More oriented towards the world Introverted people are more oriented
outside of the self, meaning other people, towards the inner world of the self. They
the external environment and the are usually reflective and introspective.
situational setting. Extraverted people They prefer depth to breadth. They want to
prefer to develop ideas by engaging in communicate in small groups or in writing.
discussions. They are usually overtly They take the initiative when it comes to
expressive and take the initiative in concerns that are personally important to
building relationships. them.

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 Thinking Feeling
People who prefer Thinking in People who prefer Feeling in their
their decision-making can distance decision-making put themselves and all the
themselves from the issue at hand and use other people involved in the forefront to
their analytical, logical and rational ensure that their values are upheld and their
processes to arrive at a balanced, fair and personal points of view are considered.
objective solution. They believe in using They are highly empathetic and
definite criteria and principles in making compassionate and are motivated by their
decisions. They believe in treating personal principles and the impact of their
everyone equally. decisions on people. They believe in
treating everyone as an individual.
.

Judging Perceiving
In dealing with the world around In dealing with the world around
them, people who are the Judging type them, people who are the Perceiving type
prefer a well-ordered, structured, planned, prefer open-ended, flexible and
programmed and controlled way of spontaneous, experiential and changeable
managing things in arriving at conclusions. conditions where they can use their
They want closure in their dealings. They resourcefulness, adaptability and
are highly systematic and methodical expansiveness. They are quite comfortable
people who do not want frequent changes with constant change and are energized by
and vacillations. They plan and execute what is new, what is possible and what is
well. appropriate for the moment.

In her Introduction to Types, A Guide to Understanding Your Results on the

Myers-Briggs Type Indicator, Isabela Briggs Myers provided a summary of
Characteristics Frequently Associated with Each Type in the Sixteen Personality Types.

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 Characteristics Frequently Associated with Each Type

 
   
   
   
   
   
   
   
   
   
   
   
   


   

   
   
   
   
   
   
   
   
   
   
   
   
 
   
   
   
   
   
   
   
   
   
   
   
   
   


 
   
   
   
   
   
   
   
   
   
   
   
   
   
  
Source: Introduction to Types, A Guide to Understanding Your Results on the Myers-Briggs Type Indicator, 1998

Whole Brain Thinking and Learning Page 15 of 16

References:

Adbrecht, Karl, Brain Power, 1987, Prentice Hall Press

Blakeslee, Thomas R., Right Brain: A New Understanding of the Unconscious Mind and
Its Creative Powers, 1980, Anchor Press/Publishing

Buzan, Tony, The Mindmap Book, 1995, BBC Books

Gardner, Howard, Intelligence Reformed: Multiple Intelligences for the 21st Century,
1999, Basic Books

Gardner, Howard, Multiple Intelligences: The Theory in Practice, 1993, Basic Books

Hermann, Ned, The Creative Brain (2nd ed). 1995, Kingsport: Quebecor Printing Group.

Myers, Isabela Briggs, Introduction to Types, A Guide to Understanding Your Results on

the Myers-Briggs Type Indicator, 1998, Australia Psychologists Press and
Consulting Psychologists Press Inc.

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