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Lateral preference and processing style.

B A Rothlisberg1, R S Dean

  • 1Department of Educational Psychology, Ball State University, Muncie, IN 47306.

The International Journal of Neuroscience
|October 1, 1989
PubMed
Summary
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Mixed-handedness in children correlates with lower scores on cognitive and achievement scales of the Kaufman Assessment Battery for Children (K-ABC). This suggests a link between consistent lateral preference and academic performance.

Area of Science:

  • Developmental Psychology
  • Educational Psychology
  • Neuroscience

Background:

  • Lateral preference, the consistent use of one side of the body (e.g., right or left hand, eye, or foot), is a fundamental aspect of human development.
  • Understanding the relationship between lateral preference and cognitive development is crucial for identifying potential learning differences.
  • The Kaufman Assessment Battery for Children (K-ABC) is a widely used tool for assessing cognitive abilities and achievement in children.

Purpose of the Study:

  • To investigate the relationship between lateral preference and performance on cognitive and achievement scales of the Kaufman Assessment Battery for Children (K-ABC).
  • To determine if mixed-handedness or inconsistent lateral preference is associated with differences in cognitive processing and academic achievement in elementary school children.

Related Experiment Videos

Main Methods:

  • A sample of 44 typically developing elementary school children was assessed.
  • Lateral preference was measured using the Lateral Preference Schedule.
  • Children's performance was evaluated using the Simultaneous, Sequential, and Achievement Scales of the Kaufman Assessment Battery for Children (K-ABC).

Main Results:

  • A significant relationship was found between lateral preference and scores on all three K-ABC scales (Simultaneous, Sequential, Achievement).
  • Children exhibiting more mixed eye preference and general laterality tended to achieve lower scores across all K-ABC scales.
  • The negative correlation between mixed laterality and K-ABC scores was most pronounced for tasks directly related to classroom achievement.

Conclusions:

  • Inconsistent or mixed lateral preference in children may be associated with lower performance on cognitive tasks and academic achievement.
  • Consistent lateral preference appears to be positively related to cognitive processing and academic success as measured by the K-ABC.
  • Further research is warranted to explore the underlying mechanisms and implications of this relationship for educational interventions.