Brain Types
Brain Typing is a system developed by Jonathan P. Niednagel that applies elements from neuroscience, physiology, and psychology to estimate athletic ability. It is based on the psychological typology of Carl Jung and the later work of Katharine Cook Briggs and Isabel Briggs Myers. Currently, no controlled experiments have been done to assess the effectiveness of Brain Typing (though there are anecdotal reports of both successes and failures, along with a pilot study on blood samples conducted in conjunction with Divyen H. Patel of Genome Explorations), and as a result the American Psychological Association considers Brain Typing a pseudoscience.
What separates Brain Typing from Jungian typology (and its offshoots such as the Myers-Briggs Type Indicator and Socionics) is its emphasis on motor skills. Each of the sixteen Brain Types is said to specialize in certain regions of the brain responsible for varying degrees of mental and motor skills. Niednagel believes the types are inherited, possessing a genetic basis. The Brain Types web site and books also explain how it differs from the Myers-Briggs Type Indicator in that it believes the ENTP/FCIR type is by far the most common of the sixteen types, whereas some other types presumed as common in Myers-Briggs, such as the ISTJ/BEIL, are actually only about 3% of the populace according to their estimates.
Read more about Brain Types: History, Brain Types and Motor Skills, Commercialization and Criticism
Famous quotes containing the words brain and/or types:
“So immense are the claims on a mother, physical claims on her bodily and brain vigor, and moral claims on her heart and thoughts, that she cannot ... meet them all and find any large margin beyond for other cares and work. She serves the community in the very best and highest way it is possible to do, by giving birth to healthy children, whose physical strength has not been defrauded, and to whose moral and mental nature she can give the whole of her thoughts.”
—Frances Power Cobbe (1822–1904)
“The wider the range of possibilities we offer children, the more intense will be their motivations and the richer their experiences. We must widen the range of topics and goals, the types of situations we offer and their degree of structure, the kinds and combinations of resources and materials, and the possible interactions with things, peers, and adults.”
—Loris Malaguzzi (1920–1994)