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Arithmetic and laterality.

M Annett1, M Manning

  • 1Department of Psychology, University of Leicester, U.K.

Neuropsychologia
|January 1, 1990
PubMed
Summary
This summary is machine-generated.

Children

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Area of Science:

  • Child development
  • Neuroscience
  • Educational psychology

Background:

  • Hand preference and skill are complex traits.
  • The relationship between handedness, hand skill, and academic abilities like arithmetic is not fully understood.
  • Investigating these links can offer insights into cognitive development.

Purpose of the Study:

  • To examine the association between arithmetic ability, hand preference, and hand skill in schoolchildren.
  • To determine if non-right-handedness or specific hand skills correlate with higher arithmetic performance.

Main Methods:

  • A general population sample of 9-11-year-old schoolchildren was assessed.
  • Arithmetic ability was measured.
  • Hand preference and hand skill were evaluated across the left-to-right continuum.

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Main Results:

  • Non-right-handedness was most common in children with the highest arithmetic ability.
  • Hand skill declined linearly from left to right across sexes.
  • Strong right-handedness correlated with poor left-hand skill, not superior right-hand skill.
  • Arithmetic ability showed a positive association with left-hand skill.

Conclusions:

  • Arithmetic ability in children is linked to specific patterns of hand preference and skill.
  • Enhanced left-hand skill may be associated with better arithmetic performance.
  • These findings suggest a complex interplay between motor skills and cognitive functions in development.