Hemispheric Processing and Cognitive Styles in Learning-disabled and Normal Children

Guyer, B. LaRue; Friedman, Morton P.

doi:10.1111/j.1467-8624.1975.tb03366.x

Cited by 15 publications

(10 citation statements)

References 32 publications

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“…Overall, the fact that the majority of studies failed to observe significant differences and that the few studies with significant findings yielded inconsistent results suggests that the significant effects obtained in children with crossed laterality are likely to be unreliable. This conclusion is consistent with the results of similar studies that were excluded from this review because they failed to provide an operative definition of crossed laterality or because they treated crossed and mixed laterality indistinctly (e.g., [ 16 , 56 , 57 , 59 , 60 , 85 ], but see [ 13 ]). Similarly, these results are also consistent with previous non-systematic reviews done in the field of laterality [ 86 , 87 ].…”

Section: Discussionsupporting

confidence: 84%

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

2017

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Over the last century, sporadic research has suggested that people whose hand, eye, foot, or ear dominances are not consistently right- or left-sided are at special risk of suffering academic difficulties. This phenomenon is known as crossed laterality. Although the bulk of this research dates from 1960’s and 1970’s, crossed laterality is becoming increasingly popular in the area of school education, driving the creation of several interventions aimed at restoring or consolidating lateral dominance. However, the available evidence is fragmentary. To determine the impact of crossed laterality on academic achievement and intelligence, we conducted a systematic review and meta-analysis of articles published since 1900. The inclusion criteria for the review required that studies used one or more lateral preference tasks for at least two specific parts of the body; they included a valid measure of crossed laterality; they measured the impact of crossed laterality on academic achievement or intelligence; and they included participants between 3 and 17 years old. The final sample included 26 articles that covered a total population of 3578 children aged 5 to 12. Taken collectively, the results of these studies do not support the claim that there is a reliable association between crossed laterality and either academic achievement or intelligence. Along with this, we detected important shortcomings in the literature, such as considerable heterogeneity among the variables used to measure laterality and among the tasks utilized to measure the outcomes. The educational implications of these results are discussed.

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Section: Discussionsupporting

confidence: 84%

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

2017

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“…The typical paradigm has been to dichotomize subjects on the basis of a general standardized reading comprehension test and compare groups on a traditional test of short-term memory such as digit span or word span. The research has at best found very weak relationships between span and reading comprehension (Farnham-Diggory & Gregg, 1975;Guyer & Friedman, 1975;Hunt, Frost, & Lunneborg, 1973;Perfetti & Goldman, 1976;Rizzo, 1939). Studies that have compared scanning rates in short-term memory using the S. Sternberg (1969) memory-scanning task have also found no relationship between speed of scanning and reading Comprehension (Chiang & Atkinson, 1976).…”

Section: Integration Processes and Their Time Coursementioning

confidence: 99%

Individual differences in integrating information between and within sentences.

Daneman¹,

Carpenter²

1983

Journal of Experimental Psychology: Learning, Memory, and Cogni

452

341

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Individual differences in working memory capacity affect the probability of resolving apparent inconsistencies as in There is a sewer near our home who makes terrific suits. Resolution was less likely for readers with small working memories, as assessed by the reading span test that taxes both processing and storage functions of working memory. The theory proposes that readers with small spans devote so many resources to reading processes that they have less capacity for retaining earlier verbatim wording in working memory. Readers with small spans had particular difficulty recovering from inconsistencies when a sentence boundary intervened, as in There is a sewer near our home. He makes terrific suits. This suggests that end-of-sentence processes taxed the poor reader more. Reading times were used to model the time course of integration. Detection and recovery increased processing time. Furthermore, detection was apparent on the first inconsistent word, suggesting that readers attempt to integrate a word immediately and do not buffer several words before processing them semantically. This article examines individual differences found a bat that was very large and brown and was flying in how readers integrate successive words into ba <* ^ f °rth '" the "to"* room -Now he dkta ' t need their current representation of a text. It focuses to ta 9fraid any longet on the role of working memory in integration Most readers initially interpret the ambiguous and how it interacts with the characteristics wor( j b at & "baseball bat" because this is the of the text being read. The integration pro-interpretation that was primed by the precedcesses were studied by embedding inconsis-j ng sentence. However, "baseball bat" is intencies in simple "garden path" passages such compatible with the subsequent phrase flying as the following:back and forth in the gloomy room, and the There was a strange noise emanating from the dark house, resolution requires a reinterpretation of bat to Bob had to venture in to find what was there. He was mean "a kind of animal." Such inconsistencies terrified; rumor had it that the house was haunted. He ma y be detected as soon as the reader attempts would feel more secure with a stick to defend himself and t mteg rate the new information, say flying, so he went and looked among his baseball equipment. He , . , T . " , ' ..£ which is semantically anomalous given the _.~ ~ r~~;7T. representation of the earlier text. To recoverThe research was supported in part by Natural Sciences .

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“…A more accurate conceptualization of modality might be based upon the notion of attribute processing capability. Thus, the two groups of learning disabled children in this study might have differed in their ability to deal with "temporal" as opposed to "spatial" attributes (Guyer & Friedman, 1975). A careful examination of the ITPA subtests used here suggests this might be a reasonable possibility.…”

Section: Discussionmentioning

confidence: 92%

Effects of visual and auditory distractors on learning disabled and normal children's recognition memory performance.

Patton¹,

Offenbach²

1978

Journal of Educational Psychology

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This research investigated whether distractibility in learning disabled children could be predicted on the basis of diagnosed visual and auditory learning deficits. Twenty-six children in Grades 2, 3, and 4 were classified as having visual or auditory reading disorders. They and 17 normally achieving children performed visual and auditory recognition memory tasks, with visual or auditory distractors presented on 80% of the trials. Analysis of error frequencies revealed that with distractors, children in the two learning disabled groups made more errors and did not improve over trials as much as the normal control children. However, the predicted interaction between learning disability modality and task or distractor modality did not obtain. Rather, all three subject groups made more errors when task and distractor were in the same modality.

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Hemispheric Processing and Cognitive Styles in Learning-disabled and Normal Children

Cited by 15 publications

References 32 publications

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

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

Individual differences in integrating information between and within sentences.

Effects of visual and auditory distractors on learning disabled and normal children's recognition memory performance.

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