THE MYSTERIOUS

MIND 9

Colored 3D computed
angiogram of the blood vessels
in the left hemisphere of a
27-year-old’s brain

A cad e m ic S K I L L S THINK AND DISCUSS

LISTENING Recognizing Appositives 1 How do humans show intelligence?

Highlighting Conclusions 2 Besides humans, what animals do you think
SPEAKING Expressing Causal Relationships are intelligent? Why?
Reduced Function Words 3 How good is your memory? Explain.
Critical Thinking Evaluating Conclusions

161
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 Frontal Lobe
Explore the Theme
Look at the images and read the text. Then discuss
these questions.

1.  What would be an advantage of having a fully

developed frontal lobe?
2.  Which parts do you think are probably the most
developed in a professional athlete’s brain? Why?
3.  Think of activities that you are able to do well.
Which areas of your brain do you think are the most
developed?

Reasoning • Speaking • Problem solving

The Temporal Lobe

Amazing
Mind
The brain consists of six major parts, Memory • Recognizing faces •
Generating emotions
each responsible for certain functions.
A comprehensive list of all the functions
would fill a book. However, to gain a
better understanding of this remarkable
Brain Stem
organ, it is useful to look at where some
essential functions are located. Keep in
mind, though, that the parts of your brain
don’t work in isolation. Rather, they work
together through an intricate network
of nerves to communicate to all parts of
your body.

Breathing • Heartbeat • Body temperature

162 UNIT 9
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 Parietal Lobe Occipital Lobe

Sensation • Reading • Body orientation Vision • Color perception • Light perception

Cerebellum

Balance • Coordination •
Fine muscle control

THE MYSTERIOUS MIND 163

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 A Vocabulary
MEANING FROM A 4.2 Read and listen to the information. Notice each word or phrase in blue and
CONTE X T think about its meaning.

WHAT DOES IT MEAN TO BE INTELLIGENT?

Traditionally, a person who could solve problems, made the surprising claim that there are at least
use logic, or think critically was considered smart. seven “intelligences,” namely logical, linguistic,
However, that understanding has changed over visual/spatial, musical, kinesthetic, interpersonal, and
time, thanks in part to the work of Professor Howard intrapersonal—in other words, there are “multiple
Gardner of Harvard University. In the 1980s, Gardner intelligences.” Which intelligences do you have?

VISUAL/SPATIAL
LOGICAL
LINGUISTIC • understands spatial
• approaches problems using
relationships
rules of math or logic • is skilled at verbal expression
• can easily visualize and move
• prefers to work with objective • has a large vocabulary
objects in the mind
facts rather than subjective • has a talent for languages
• works well with charts, graphs,
opinions
and visuals

MUSICAL
INTRAPERSONAL • is comfortable with sound,
• is highly analytical with his music, and rhythm
own feelings M U LT I P L E
• can memorize music, sing, or
• has a deep understanding INTELLIGENCES play instruments
of self • can distinguish between
tones

INTERPERSONAL KINESTHETIC
• has excellent intuition about • has control over body
others’ feelings movements
• is happy to be around other • is skilled with hands
people and vice versa • is often a good dancer

164 UNIT 9 LESSON A

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B . Complete each sentence with the correct word or phrase in blue from exercise A.
1. information is true from a scientific point of view.

2. “ ” is used to say that the reverse of a statement is also true.

3. “ ” describes things related to size, shape, area, and position.

4. If you are a(n) person, you think about things in a logical way.

5. “ ” is a word that introduces specific information or examples.

6. If you something, you form a picture of it in your mind.

7. Something that is is based on personal opinions and feelings.

8. Something that is has to do with words and language.

9. Our tells us something is true though we have no proof that it is.

10. is a thought process based on good judgment and common sense.

V O C A B U L A RY S k ill Suffixes –al, –tial, and –ical

The suffixes –al, –tial, and –ical are used to create adjectives from nouns.

• With many nouns, the suffix –al is added directly with no changes in spelling.
logic  logical  nutrition  nutritional  verb  verbal

• With some nouns, adding –al involves slight changes in spelling.

controversy  controversial  tribe  tribal  benefit  beneficial

• Nouns ending in –ce often take the suffix –tial in their adjective form.
confidence  confidential  reference  referential  space  spatial

• Some adjectives are formed by adding the suffix –ical with other spelling changes.
analysis  analytical  hypothesis  hypothetical  ecology  ecological

C . Complete each question with the correct form of the word in parentheses. Use the
suffix –al, –tial, or –ical. Use a dictionary as needed.

1. Which of your (education) experiences has been most useful to you?

2. Do you have a (math) mind?

3. Which of your teachers has been the most (influence) in your life?

4. Do you prefer books that are (history) or ones that are

(biography)?

5. What is one (practice) strategy you use when preparing for a test?

D . Work with a partner. Take turns asking and answering the questions from exercise C. PERSONALIZING

THE MYSTERIOUS MIND 165

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 A Listening A Podcast on the Brain and Intelligence

Before Listening

PRIOR KNOWLEDGE A . Work in a small group. Look at the photo. What do you know about the two sides of
the brain? Discuss with your group and write down your ideas.

WHILE LISTENING

LISTENING FOR B . 4.3 1.18 Listen to the podcast. Does the speaker make these points? Check (ü)
MAIN IDEAS Yes or No. Yes No
1. Experiments have shown differences in the two halves of the brain.   
2. The experiments of early brain researchers were not   
scientific.
3. People have drawn incorrect conclusions about the brain   
in the past.
4. Right-brained and left-brained personalities are scientific facts.   
5. Modern brain science has cleared up some confusion about   
the brain.

N OT E - TA K I N G S K I L L Highlighting Conclusions
The details of scientific experiments are not usually as important as the conclusions.
When you take notes, highlight or underline the conclusions so that they stand out.
Later, it will be simple to review these key pieces of information. Here are some
expressions to listen for.
. . . it can be concluded that . . .
. . . we came to/reached/arrived at/drew the conclusion that . . .
It is clear that . . .

166 UNIT 9 LESSON A

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C 4.4 1.19 Listen to the main portion of the podcast. Complete the notes with no N O T E TA K I N G
more than two words in each blank, and underline the conclusions.

1861, France, P. P. Broca

Examined brain damage that affected
1
Discovered damage was on left side of brain
Seemed obvious that problms = result of L-brain damage
2
1960s, California, R. Sperry
Expermnts on patients whose R&L-brains were surgically
3
Exper. #1: Patients saw words on R of screen easily, but didn’t see on L
Concl. L-brain is dominant in
4
Exper. #2: Patients arrange shapes & patterns on objects to match cards
Easy w/their hand, diffclt w/their
5
hand
6
Concl: spatial abilities are in the
7
Psychology & Education
L-brain has language, & lang. is brain’s most imp. capability
Concl: L-brain is the
8
Educational ideas: brain-balancing activities
  Sit up straight and do problems (to help L-brain)
9
  Lie down and draw (to help R-brain)
10
Modern Brain Science
Electrical actvty exists in halves of brain during all thinking
11
Clear that the of brain always work together
12

AFTER LISTENING

C r itical T hinkin g  Evaluating Conclusions

Different conclusions can be drawn using the same information. To judge if a

conclusion is reasonable, check whether it is objective, analytical, and based on
available facts. Poor or unreasonable conclusions are based on assumptions that are
not sufficiently supported, that attempt to fit information to expectations or desires,
or that are from a subjective point of view.

D . Work in a small group. Look back at the conclusions you underlined in exercise C. CRITICAL THINKING:
Discuss why they seem reasonable or unreasonable. E V A L U AT I N G
CONCLUSIONS

THE MYSTERIOUS MIND 167

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 A Speaking
S P E A K I N G S K I L L Expressing Causal Relationships
Many verb phrases express causal, or cause and effect, relationships.
• Cause before Effect
Damage to the left brain can result in speech problems.
• Cause after Effect
Speech problems can be a result of damage to the left brain.

Here are some verb phrases for talking about causal relationships:
Cause before Effect Cause after Effect
. . . causes . . . . . . is caused by . . .
. . . results in . . . . . . is a result of . . .
. . . leads to . . . . . . is due to . . .
. . . is responsible for . . . . . . results from . . .
. . . produces . . . . . . is produced by . . .

A 4.5 Listen to three excerpts from the podcast about the brain. Match the
statements about cause and effect. Underline the cause in each statement.

1. It seemed obvious that the speech problems

2. Unfortunately, the fascinating scientific discoveries of Broca, Sperry, and others

3. The influence of the right-brain/left-brain model on those in the education field

a. led to some less-than-scientific conclusions about the brain in the fields of psychology
and education.
b. was responsible for the idea that “brain-balancing” activities could strengthen the less
dominant side of the brain.
c. were a direct result of the damage.

E XPRESSING C AUSAL B . Work in a small group. Discuss possible causes and effects for each of these topics
R E L AT I O N S H I P S related to psychology, and write them in the chart.
> A self-confident personality is usually a result of having successful or positive experiences.
I think it can lead to more leadership opportunities.

Topics Causes Effects

1. A self-confident personality
2. Computer game addiction
3. A positive outlook on life
4. Stress in the workplace
5. Strong social connections

168 UNIT 9 LESSON A

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 A baby listens to music
with headphones.

C . Look at this list of popular ideas related to psychology and the mind. Do you think they CRITICAL THINKING:
are probably true or probably false, or are you unsure? Mark T for Probably True, F for E V A L U AT I N G
Probably False, and U for Unsure.
1. Playing classical music to babies increases their level T   F   U
of intelligence.
2. Human beings normally use only 10 percent of their brain. T   F   U
3. People with opposite personalities find each other attractive. T   F   U
4. When the moon is full, there is an increase in crime and T   F   U
crazy behavior.
5. Repeating new words is the most effective way to learn them. T   F   U
6. If you let yourself occasionally show a little anger, you will avoid T   F   U
getting very angry.

D . Work in a small group. Compare and discuss your answers from exercise C.

E . Now read the explanations below and check your answers from exercise C. With your
group, discuss any facts that surprise you.

1. Two recent studies determined that playing classical music to babies produces no
clear measurable effect on their intelligence.
2. Although the entire brain isn’t used all the time, modern brain imaging techniques
have shown that all parts of the brain are regularly active and no part is left unused.
3. Research has shown that people are more often attracted to people with whom they
share various similarities.
4. Physics tells us that the pull of the moon has almost no effect on our brains, and
studies show that there is no more crime during full moons than at other times.
5. Research has shown that effective vocabulary learning is the result of encountering
new vocabulary in various meaningful ways, and not the result of simple repetition.
6. Recent scientific studies show that people who allow themselves to show their anger
actually become angrier, which leads to negative consequences.

THE MYSTERIOUS MIND 169

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CRITICAL THINKING: F . Work with a partner. Read about four psychological experiments. Then discuss the
A nalyzing question below each.

1. Participants are shown a short video of six people passing basketballs back and forth.
Three of the people are wearing white, and three are wearing black. The participants
are asked to count the number of passes between the people wearing white. At
one point during the video, a person dressed in a gorilla costume walks through the
people passing basketballs.
Question: How do you think the participants reacted?
2. In a subway station in Washington, D.C., world-famous violinist Joshua Bell played
his 3.5 million-dollar violin during rush hour for people walking by. He had recently
played in Boston at $100 a ticket, but in the station he put his open violin case in front
of him to collect donations.
Question: What do you think happened?
3. In a 150-seat movie theater, all the seats except two in the middle are taken by people
who look like members of a motorcycle gang. They are, in fact, paid actors. A real
couple walks into the theater. The experiment is repeated with several couples.
Question: What do you think most couples did?
4. Three groups of people were given simple word problems. Group 1 had words like
polite, patient, and courtesy. Group 2 had words like bother, disturb, and bold. A third
group had random words. They were then told to go talk with the experimenter, but
they found him deep in conversation with someone.
Question: How do you think the behavior of the people in the groups differed?

CRITICAL THINKING: G 4.6 Now listen to the results of the experiments and take notes. What conclusion
CONCLUDING can you make about human psychology based on each experiment? Discuss your
ideas with the class.

LESSON TASK Discussing Learning Styles

A . Psychology tells us that different people prefer to learn in different ways. Look at
these seven learning styles. Which styles do you prefer? Check (ü) Y for Yes, N for No,
or NS for Not Sure.

Learning Description Preferred

Style
visual prefer to take in information by seeing it Y N NS
audio receive information best through sound Y N NS
verbal focus best on words—written, spoken, or recorded Y N NS
physical eager to get the body in action when learning Y N NS
logical like numbers, rules, logic, and solving problems Y N NS
social prefer group work and interacting with others Y N NS
solitary focused and productive in individual activities Y N NS

170 UNIT 9 LESSON A

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B . Work in a small group. Compare your learning style preferences from exercise A. S tudents creating
a robotic arm

E v e ryday L an g uag e  Making Recommendations

I (would) recommend (that) . . . It would be a good idea to . . .
I think (that) . . . … would/could/might be a good idea.
Why don’t you/we . . . ? I suggest (that) …

C . Work in a group. For each group member, discuss ideas for studying effectively. CRITICAL THINKING:
Consider their preferred learning styles from exercise A. Use expressions for making SYNTHESIZING
recommendations. Take notes in the chart on the suggestions made for you.

A: Since Sung-min is a visual learner, I think studying grammar charts would be a good idea.
B: Yes, and for vocabulary, flash cards with pictures might be good.

Subject Area Study Suggestions

Grammar

Vocabulary Building

Listening and/or
Speaking

Reading and/or Writing

THE MYSTERIOUS MIND 171

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