Hand and Eye Preference and Their Association with Task Approach by Preschoolers

Abstract

Hand preference, eye preference, and the concordance of hand-eye preference were assessed in 99 healthy preschool-age children (46 boys: Mage= 55.4 mo., SD= 10.5 and 53 girls: Mage=53.6 mo., SD= 11.8). Children were also administered neuropsychological measures requiring attention and reaching to both sides of midline including the Peabody Picture Vocabulary Test, Third Edition, Multiple Boxes Test, Developmental Neuropsychological Assessment Visual Attention, and Imitating Hand Positions. All groups performed in the average range using standard administration and scoring of the neuropsychological tests, and no significant differences were found in performance between those with left- versus right-hand preference, left-versus right-eye preference, or concordant versus discordant hand/eye preference. In contrast, significant differences were noted in task approach to neuropsychological measures depending on hand preference. Rate of left-hand preference in this sample was consistent with that seen for adults; and rate of left-eye preference, and hand/eye concordance remained stable across age groups 3 to 6 years. While the presence of left-hand or -eye preference or discordance in the preschool years appears to be a benign characteristic in relation to standardized test performance, some aspects of test-taking efficiency may be affected.

Relationship between eye preference and binocular rivalry, and between eye‐hand preference and reading ability in children

“…The stability in eye preference tends to increase between 3 and 6 years, and at 6 years, 90% of children have developed some eye preference (Dellatolas, Curt, Dargent-Pare, & De Agostini, 1998;Ozturk et al, 1999). Consistency between hand and eye preferences was found in 68% of preschool-age children, stable across age groups 3-6 years (Mahone, Wodka, & Hiemenz, 2006). This proportion is similar to that found in adults (McManus et al, 1999;Porac & Coren, 1976).…”

“…Since these early studies, very little research has been devoted to confirm (or disconfirm) such relationship between reading ability and eye-hand pattern of preference. One recent study showed that crossed handeye preference seems to be ''a benign characteristic'' in relation to tasks requiring attention to both sides of the midline (Mahone et al, 2006). But it can still be heard, from some school teachers in France or in the UK (Beaton, personal communication) at least, that children with discordant eye-hand preference are at risk of difficulties in learning to read.…”

Is crossed laterality associated with academic achievement and intelligence? A systematic review and meta-analysis

“…Together with the outcomes described above, one of the studies included in this review [ 39 ] explored the association between crossed laterality and visual attention. The results showed no relationship between these variables.…”

Is crossed laterality associated with academic achievement and intelligence? A systematic review and meta-analysis

“…Other results. Together with the outcomes described above, one of the studies included in this review [39] explored the association between crossed laterality and visual attention. The results showed no relationship between these variables.…”