Sinistrality Revisited: A Perceptual-Motor Approach

Flick, Grad L.

doi:10.1111/j.1467-8624.1966.tb04311.x

Cited by 5 publications

(5 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Mixed laterality as measured appears to be more common than generally supposed (35)(36)(37) percent in this study). The largest percentage of mixed laterals is right-handed left-eyed (87), as supported in other research studies (Harris, 1957;Koos, 1964;Flick, 1966;Ingram, 1975;Yen, 1975). It also suggests that clear lateral preference may not be established until the late elementary years, with about 8 percent of the subjects shifting preference in the three-year period.…”

Section: Discussionsupporting

confidence: 66%

“…The relationship between these perceptual motor functions and reading ability has been investigated by a number of researchers in the years following Orton's investigative work (Monroe, 1932;Zangwill, 1962;Koos, 1964;Flick, 1966;Silver and Hagin, 1967;Forness, 1970;Hunter and Johnson, 1971). A positive relationship was found between these perceptual motor functions and intellectual functioning.…”

Section: A Longitudinal Study Of Laterality Expression Andmentioning

confidence: 99%

See 1 more Smart Citation

A Longitudinal Study of Laterality Expression and Teacher Evaluation of Elementary School Children

Camp

1978

Home Economics Research Journal

View full text Add to dashboard Cite

A three‐year longitudinal study conducted to assess the incidence of mixed laterality in elementary school children showed 37 percent of the 82 subjects followed had mixed laterality, with a higher rate for black subjects (45 percent), although this was not found to be statistically significant. There was a shift in laterality expression in 8 percent of the subjects over three years. A Teacher Rating Scale designed to evaluate perceptual motor levels and academic achievement was developed. No statistically significant relationship was found between mixed laterality and the variables of sex, race, age, and grade. Teacher rating showed a lower mean score for black subjects than for white subjects; however, as most of the black subjects were enrolled in one of the three schools participating in the study, other factors may have accounted for the lower teacher rating.

show abstract

Section: Discussionsupporting

confidence: 66%

Section: A Longitudinal Study Of Laterality Expression Andmentioning

confidence: 99%

A Longitudinal Study of Laterality Expression and Teacher Evaluation of Elementary School Children

Camp

1978

Home Economics Research Journal

View full text Add to dashboard Cite

show abstract

“…Iteya and Gabbard (1996)) for example, found no differences in motor performance between groups of preschool children concordant versus discordant for hand-eye preference. In contrast, Flick (1966) reported that preschool children with left-eye preference (regardless of handedness) scored below those with right-eye preference on copying and maze tasks. It is thus unclear whether eye-hand discordance is a benign phenomenon or whether it is associated with neuropsychological impairment, especially related to reading (typically requiring left-to right-directed visual attention), and visuomotor integration.…”

mentioning

confidence: 84%

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

Mahone

Wodka

Hiemenz³

2006

Percept Mot Skills

View full text Add to dashboard Cite

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.

show abstract

“…Frequently, significant differences have been reported in special abdities such as the tendency of right-handed people to perform better on visuospatial tests than left-handed people (Lezak, 1995). Researches have indicated that left-handed people obtained lower scores than right-handers on perceptuomotor items (Miller, 1971), copying items (Flick, 1966), cube drawing in Wechsler's test (Eme, Stone, & Izral, 1978), and a drawn shapes test used at Kyoto University (Kashlhara, 1979). Two recent researches have reported that right-handed children were remarkably superior to left-handed children in visuomotor development (Vlachos, 1997) and their fine-and gross-motor composite performance (Gabbard, Hart, & Gentry, 1995).…”

mentioning

confidence: 99%

Gross and Fine Motor Skills of Left-Handed Preschool Children

et al. 2001

View full text Add to dashboard Cite

From a population of 765 preschool children 4-6 years old, 31 children (4.1%) were identified as left-handers. Using the two motor subscales A (gross motor) and D (fine motor) of the Griffiths Test No. II, these children were compared with 31 right-handers, matched for age, sex, and preschool attended. Right-handed children received higher quotients than left-handed on both Griffiths' subscales, with a significant difference only on Scale D. However, the differences between right- and left-handed children arose from the poorer performance of left-handed boys on fine motor tasks (Scale D). These differences could be responsible for learning difficulties that left-handed children face later at school. Such difficulties should be identified as early as possible to facilitate psychoeducational intervention in preschool programs.

show abstract

Sinistrality Revisited: A Perceptual-Motor Approach

Cited by 5 publications

References 13 publications

A Longitudinal Study of Laterality Expression and Teacher Evaluation of Elementary School Children

A Longitudinal Study of Laterality Expression and Teacher Evaluation of Elementary School Children

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

Gross and Fine Motor Skills of Left-Handed Preschool Children

Contact Info

Product

Resources

About