University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 3 4 2014 08 22 Comparison of A, B, C and D brain quadrants dominance in normal students and students with learning disabilities Comparison of A, B, C and D brain quadrants dominance in normal students and students with learning disabilities 59 79 189 93-3-4-4 FA د Sobhi Assistant Professor of Psychology, Uneversity of Mohaghegh Ardabili A Abolghasemi Professor of Psychology, Uneversity of Mohaghegh Ardabili H Dehghan Corresponding Author: M. A Students of Psychology, Uneversity of Mohaghegh Ardabili Journal Article 2013 07 07 The aim of the present study was the comparison of A, B, C and D brain quadrants dominance in normal students and students with learning disabilities. The study population included all Ardabil’s normal and learning disabled students, male and female, in the academic year 2012-2013. The sample of the current study included 40 learning disabled and 40 normal students; who were selected through multistage random sampling method. Raven's Progressive Matrices test, questionnaire, and Hermann brain dominance quadrant were used to collect data. Method was causal- comparative, and data were analyzed by multivariate analysis of variance (MANOVA). The results of this study indicate that the learning disabled and normal students are significantly different in all four quadrants of the brain. Learning disabled children were weaker than normal students in all four quadrants of the brain. This is documented in academic literature; learning is effective when the whole brain is involved in the learning process so that training activities should be tuned to take advantage of the capabilities of each of the four quadrants. The aim of the present study was the comparison of A, B, C and D brain quadrants dominance in normal students and students with learning disabilities. The study population included all Ardabil’s normal and learning disabled students, male and female, in the academic year 2012-2013. The sample of the current study included 40 learning disabled and 40 normal students; who were selected through multistage random sampling method. Raven's Progressive Matrices test, questionnaire, and Hermann brain dominance quadrant were used to collect data. Method was causal- comparative, and data were analyzed by multivariate analysis of variance (MANOVA). The results of this study indicate that the learning disabled and normal students are significantly different in all four quadrants of the brain. Learning disabled children were weaker than normal students in all four quadrants of the brain. This is documented in academic literature; learning is effective when the whole brain is involved in the learning process so that training activities should be tuned to take advantage of the capabilities of each of the four quadrants. https://jld.uma.ac.ir/article_189_6dd44521130a4c4ae3b3c2b83d824fed.pdf