Kalo Ryan Jombang gimana keadaan otaknya?

NO COMENT GITHU LOH.......................................................................................................................

.da ga yang lebih jelas ttg heteroseksual????
aquu btuh banget tentang itu,soalnya aq ngrasaseperti itu!!!!!!!!!!!!!!!!!

buat anggi putra ketemu yuk kita saring/diskusi aj tentang itu.........yang u maksud........mungkin w bisa menebak maksud tulisan u tentang itu........ bisa ngak?kalau bisa kamu tentuin deh hari apa jam berapa dan yang pasti kalau bisa ketemunya di warung Tenda TIM Taman Ismail Marzuki / Kampus IKJ tx u anton

penelitian seperti itu dilakukan dilakukan oleh researcher dari
spesifikasi keilmuan apa ya? apakah kedokteran psikologi(jika memang ada), ahli syaraf otak(atau apapun namanya yang berkaitan dengan analisis kerja otak..)

atau kolaborasi berbagai bidang keilmuan?

saya pikir riset spt diatas menarik karena selain melbatkan sains, aspek sosial juga dominan dibutuhkan. sy minim pengalaman riset namun tertarik dengan aspek pengolaborasian ilmu sains dan sosial dalam kasus ini.

buat anggi putra: elu yakin?

".da ga yang lebih jelas ttg heteroseksual????
aquu btuh banget tentang itu,soalnya aq ngrasaseperti itu!!!!!!!!!!!!!!!!!"

merasa seperti heteroseksual dan menjadi seorang heteroseksual adalah 2 hal yg berbeda. :)

ga komen dulu ah..........
tolong dong kirim artikel terbaru tantang gay ke e-maiku
terimakasih

Ahh, Otak gue biasa aja tuh....

Wah, Ryan Jombang bicara juga...hehehe...

wah! daku tidak percaya bahwa orang jadi hombreng atau tidak karena bawaan dari 'sono'. Yang ada adalah ketidakberesan cara berfikir orang itu yang akhirnya menjadi dia tampak seperti 'dari sononya' sudah begitu. Ini adalah bagaimana cara kita men set diri kita sendiri sehingga terekam oleh sel2 di otak kita dan menjadikan kita tampak 'seperti yang kita set'. Kupikir apa yang terjadi pada otak anak-anak disleksia hasil penelitian di bawah ini sama dengan apa yang terjadi pada otak para homoseksual. Coba baca petikan penelitian di bawah ini:

Reading problems, the most common of which is called dyslexia, affect nearly one out of every five children, boys and girls equally, and can continue into adulthood. In the first stage of scientific reading research, experts hypothesized that many reading problems, especially in figuring out the different sounds made by different letters (“decoding”), were caused by a problem in the brain and had more to do with sound than sight. Special imaging studies of the brain proved the hypothesis correct, joining other psychological studies in confirming that dyslexia -- although it can make a child feel dumb and be a problem in school -- does not reflect visual problems or lower intelligence.

(nah baca pertanyaannya):READING INSTRUCTION CAN ACTUALLY CHANGE THE BRAIN?
In the next stage of research, psychologists are testing whether certain kinds of reading instruction can actually change the brain. A 2005 study of 32 children -- 17 who were at low risk for reading problems and 16 who were at high risk -- confirmed that systematic instruction in reading can give children who might otherwise be at risk the ability to read as well as other children who are successful readers.

In that study, researchers including Panagiatos Simos, PhD, Andrew Papanicolaou, PhD, and Jack Fletcher, PhD, of the University of Texas Health Science Center at Houston, compared the brain activity patterns of kindergarteners with either good or poor pre-reading skills and followed them into first grade. Using magnetic source imaging (MSI), the researchers showed how different parts of the brain get active when people undertake certain tasks, such as reading. MSI can track events at the level of millionths of a second – the speed of a working brain.

The images showed that children who became skilled readers by the end of first grade had, as early as kindergarten, effective brain-activation patterns for reading. Children who had a bumpier start with reading skills showed different patterns. However, 13 of the 16 children with reading difficulties responded to systematic reading instruction. After a year of teachers directly teaching them the “alphabetic principle” (how letters work together to make words), comprehension (the meaning of words), and fluency (accurately reading words aloud), the students with previous reading difficulties became average readers. What’s more, the MSI images showed that their brains started to bring critical areas – areas that they hadn’t used before -- into the reading process during the course of first grade. This study followed another MSI study from Papanicolaou’s lab that revealed that these areas of the brain did not function correctly in children who showed early signs of reading problems.

As a result, by the end of first grade, the brains of those children who began the grade with good reading skills, and the brains of those who’d been at risk for reading problems but got high- quality instruction, functioned in very similar ways. The brains of the few children who didn’t respond to instruction worked a lot like those of older children with significant reading problems

Benita Blachman, PhD, of Syracuse University, and her colleagues reported in 2004 that children in second- and third-grades with poor word-reading skills who got eight months of instruction in letter sounds and spelling while reading text (an experimental group), instead of regular remedial-reading programs (a control group), showed significantly greater gains in reading real words, non-words and passages, in reading rate and in spelling. When re-tested a year later, they had mostly held those gains.

A 2004 study of the same students by Sally Shaywitz, MD, and Bennett Shaywitz, MD, of Yale University gave more evidence that reading problems come from the abnormal processing of sounds. Previous studies by these researchers showed that when kids without reading problems tried to distinguish between similar spoken syllables, speech areas in the left brain worked much harder than matching areas in the right brain (whose function is still unknown). But when children with reading problems made the same attempt, those parts of the right brain actually worked harder, going into overdrive after a brief delay. In that study of Blachman’s students, the researchers also found that when students with dyslexia learned to read through the intervention, these critical left-hemisphere areas became active. That finding is helping psychologists and their medical colleagues to identify a central marker of the problem that makes it so hard for people with dyslexia to process similar but different sounds, whether spoken or written. This skill, called phonological processing, is fundamental to reading.



What the research means :
they found evidence that effective instruction NORMALIZED BRAIN FUNCTION.-----> CATAT NIH.

Reading research has made significant progress over the past 30 years, accelerating in the last few years as researchers who do intervention collaborate with brain-imaging researchers. Many studies over the last three decades have confirmed that reading has more to do with mentally “hearing” letter sounds and words than with seeing them, thus making it clear that children with reading problems are not lazy or unintelligent. Instead, they have specific brain-based differences in how they process information.

By using brain images to study reading, psychologists and their colleagues in medicine and education have found a biological explanation for the 2004 finding that research-based teaching can significantly improve how students with dyslexia read and spell. And in another 2004 study, they found evidence that effective instruction normalizes brain function.-----> CATAT NIH.

The 2005 study showed that children who might otherwise have trouble learning to read can be identified and taught before their reading problems are apparent. When taught, their brains will change in as little as a year. This news is encouraging: Most kids who are at risk for reading problems can still learn to read.

Nah mirip dengan kasus otak pada anak-anak yang kesulitan membaca itu, mungkin memang benar ada susunan otak yang beda antara orang normal dengan para hombreng, tetapi bukan berarti PERMANEN. JADI BISA DIPERBAIKI DAN DIBIKIN NORMAL.

to:tati
gw setuju pendapat loe............

gay????
wah...tambah satu lagi musim di indonesia...
musim GAY....
hhahhahahfh
peace..

@ tati, setuju bgt!
Bahkan ada penelitian dari dr. Mark Breedlove dari university of california,berkeley(googling aja) Tentang struktur otak yang bisa berubah karena pengaruh pengalaman seksual.
Jd semua itu tergantung bagaimana seseorang berperilaku.
Jadi bukan perbedaan struktur otak yg menyebabkan homoseksual,tp struktur otak dipengaruhi perilaku homoseksual..