Q1.
The two cases of Brooke and Nico support Dr. Immordino-Yang’s hypothesis since the two assign meaning to language using prosody (vocal intonation). For instance, Immordino-Yang suggests that Nico does not match tone to emotion but instead has found ways to assign meanings to various tones that he hears in similar manner that a normal individual assigns value to a word or number. Immordino-Yang posits that Nico uses his left brain strategy to match tones with word meanings. On his part, Brooke lacks the left hemisphere links vocal tone to emotions and makes strong judgments using intonation and emotions based on his experience (Learner Organization, n.d). Imperatively, these cases prove that a person’s propensities and strengths shape their learning.
Q2.
These findings support the information in the textbook as they demonstrate that a learner’s strengths and propensities shape how they link the cognitive skills and their emotions. The cases show how individuals can leverage their emotional and cognitive strengths to learn essential language and interaction skills which they do not have or possess. The findings reveal that a learner can use a compensatory logic in assigning meanings to words, tones, pitches and vocal projections (Immordino-Yang, 2014). The findings also illustrate the active role that learners and the organizing role that brain development play in revealing neuropsychological strengths and weaknesses of learners.
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Q3.
These findings and other related ones are relevant for classroom usage as they allow teachers to formulate better interaction strategies for learners with cognitive and emotional weaknesses. The findings also demonstrate that a learner’s strengths shape their ability to learn and teachers have a responsibility to identify these strengths and nurtured them as they inform how they answer, do things and respond to their interactions. Brain functioning shapes learning but more importantly how learners respond to their abilities shapes their learning (Immordino-Yang, 2014). For instance, students raised in different culture and social environments have different approaches on how they deal with challenges even if they get similar educational settings.
References
Immordino-Yang, M. H. (2014) A Tale of Two Cases: Emotion and Prosody after
Hemispherectomy; Retrieve from https://www.researchgate.net/publication/252671715_A_Tale_of_Two_Cases_Emotion_and_Prosody_after_Hemispherectomy
Learner Organization (n.d) A Tale of Two Cases: Brooke and Nico; Retrieved from
https://www.learner.org/courses/neuroscience/common_includes/si_flowplayer.html?pid=2380
