Read Online The New Drawing on the Right Side of the Brain by Betty Edwards - Free Book Online

brain, showing the corpus callosum and related commissures.
    A long-time focus of neuroscientific study has been the functions, unknown until fairly recently, of a thick nerve cable composed of millions of fibers that cross-connect the two cerebral hemispheres. This connecting cable, the corpus callosum, is shown in the diagrammatic drawing of half of a human brain, Figure 3-3. Because of its large size, tremendous number of nerve fibers, and strategic location as a connector of the two hemispheres, the corpus callosum gave all the appearances of being an important structure. Yet enigmatically, available evidence indicated that the corpus callosum could be completely severed without observable significant effect. Through a series of animal studies during the 1950s, conducted mainly at the California Institute of Technology by Roger W. Sperry and his students, Ronald Myers, Colwyn Trevarthen, and others, it was established that a main function of the corpus callosum was to provide communication between the two hemispheres and to allow transmission of memory and learning. Furthermore, it was determined that if the connecting cable was severed the two brain halves continued to function independently, thus explaining in part the apparent lack of effect on behavior and functioning.
    Then during the 1960s, extension of similar studies to human neurosurgical patients provided further information on the function of the corpus callosum and caused scientists to postulate a revised view of the relative capabilities of the halves of the human brain: that both hemispheres are involved in higher cognitive functioning, with each half of the brain specialized in complementary fashion for different modes of thinking, both highly complex.
    As journalist Maya Pines stated in her 1982 book, The Brain Changers, “All roads lead to Dr. Roger Sperry, a California Institute of Technology psychobiology professor who has the gift of making—or provoking—important discoveries.”
     
     
    “The main theme to emerge . . . is that there appear to be two modes of thinking, verbal and nonverbal, represented rather separately in left and right hemispheres, respectively, and that our educational system, as well as science in general, tends to neglect the nonverbal form of intellect. What it comes down to is that modern society discriminates against the right hemisphere.”
    —Roger W. Sperry
“Lateral Specialization
of Cerebral Function in
the Surgically Separated
Hemispheres,” 1973
    Because this changed perception of the brain has important implications for education in general and for learning to draw in particular, I’ll briefly describe some of the research often referred to as the “split-brain” studies. The research was mainly carried out at Cal Tech by Sperry and his students Michael Gazzaniga, Jerre Levy, Colwyn Trevarthen, Robert Nebes, and others.
    The investigation centered on a small group of individuals who came to be known as the commissurotomy, or “split-brain,” patients. They are persons who had been greatly disabled by epileptic seizures that involved both hemispheres. As a last-resort measure, after all other remedies had failed, the incapacitating spread of seizures between the two hemispheres was controlled by means of an operation, performed by Phillip Vogel and Joseph Bogen, that severed the corpus callosum and the related commissures, or cross-connections, thus isolating one hemisphere from the other. The operation yielded the hoped-for result: The patients’ seizures were controlled and they regained health. In spite of the radical nature of the surgery, the patients’ outward appearance, manner, and coordination were little affected; and to casual observation their ordinary daily behavior seemed little changed.
    The Cal Tech group subsequently worked with these patients in a series of ingenious and subtle tests that revealed the separated functions of the two hemispheres. The tests provided surprising new