Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Differences in language performance in variations of lateralization.

D Natsopoulos1, M Koutselini, G Kiosseoglou

  • 1Department of Education, Psychology Unit, University of Cyprus, 1678 Nicosia, Cyprus. ednats@ucy.ac.cy

Brain and Language
|July 5, 2002
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Underlying presuppositions in solving two-term series problems.

International journal of psychology : Journal international de psychologie·2015
Same author

Controlled shifting of attention in schizophrenia and bipolar disorder through a dichotic listening paradigm.

Comprehensive psychiatry·2014
Same author

Space deficits in Parkinson's disease patients: quantitative or qualitative differences from normal controls?

Behavioural neurology·2014
Same author

Phonological fluency strategy of switching differentiates relapsing-remitting and secondary progressive multiple sclerosis patients.

ISRN neurology·2013
Same author

Adaptation of Addenbrooke's Cognitive Examination-Revised for the Greek population.

European journal of neurology·2010
Same author

Correlations between the Functional-Cognitive Assessment Scale and the Alzheimer's Disease Assessment Scale when administered to patients with dementia residing in long-term care.

American journal of Alzheimer's disease and other dementias·2006

Language proficiency in children was examined based on hand preference and skill. Low language skills combined with poor hand skills were linked to extreme handedness, suggesting developmental factors may influence this association.

Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Cognitive Science

Background:

  • Handedness, encompassing both preference and skill, is a complex trait with varying degrees of lateralization.
  • Language proficiency is a critical developmental milestone in primary-school-aged children.
  • Previous research has explored potential links between handedness and cognitive abilities, including language.

Purpose of the Study:

  • To investigate the relationship between language proficiency and variations in handedness (preference and skill) in primary-school children.
  • To determine if specific patterns of lateralization are associated with language performance.
  • To explore potential etiological factors for observed associations.

Main Methods:

  • A study involving 489 primary-school-aged children classified by extreme and mild left/right-hand preference and skill.

Related Experiment Videos

  • Utilized a test battery of seven measures to assess language proficiency and handedness.
  • Employed Analysis of Variance (ANOVA) and Principal Component Analysis (PCA) for data analysis.

    • Main Results:

    • No significant association was found between language proficiency and general variations in hand preference or skill lateralization.
    • Low language performers with poor hand skills were disproportionately represented in extreme left-handed and combined extreme handedness groups.
    • The theory of balanced polymorphism did not fully explain the findings.

    Conclusions:

    • Language proficiency is not directly correlated with the degree of hand preference or skill lateralization.
    • A significant overrepresentation of poor hand skills among low language performers in extreme handedness groups suggests potential developmental influences.
    • Factors such as delayed maturation, growth delay, or developmental instability may contribute to the observed patterns of lateralization and language proficiency.