The relation between brain-learning physiology and conceptualization methods in the design process of architecture students.

This article investigates the relationship between brain dominance, based on Ned Herrmann's brain physiology model, and preferred conceptualization methods in the architectural design process among Iranian architecture students. It identifies four main conceptual design methods—analogical, typological, pragmatic, and theoretical—and correlates these with four brain quadrant dominances: A (left-cerebral), B (left-limbic), C (right-limbic), and D (right-cerebral). The study, involving over 350 students, found that A quadrant dominant students prefer pragmatic and theoretical methods; B quadrant dominant students favor typological methods; C quadrant dominant students lean toward theoretical methods; and D quadrant dominant students prefer analogical and theoretical methods. The findings suggest that architectural educators should tailor teaching approaches to students' brain dominance and learning styles to enhance conceptualization skills in design education.