The relationship between cerebral lateralization and cognitive ability: Suggested criteria for empirical tests

Cognition and the corpus callosum: Verbal fluency, visuospatial ability, and language lateralization related to midsagittal surface areas of callosal subregions.

“…Other background analyses failed to support hypothesized relationships between individual differences in language lateralization and individual differences in verbal fluency and visuospatial ability (Levy, 1969; Lewis & Harris, 1988). In general, prior studies have also failed to support these relationships.…”

“…In addition, one cognitive factor, Language Lateralization, is hypothesized to influence the other two cognitive factors (Verbal Fluency and Visuospatial Ability). (By allowing us to incorporate hypothesized relationships between language lateralization and verbal and visuospatial abilities [Levy, 1969; Lewis & Harris, 1988] into our model, EQS allowed us to test the possibility not only that the corpus callosum relates to cognition but also that relationships observed between the callosum and cognitive abilities might be mediated by language lateralization.) Finally, the residuals of the two cognitive ability factors (Verbal Fluency and Visuospatial Ability) are allowed to correlate, as are the callosal variable and the callosal factor (splenial area and Anterior Callosum).…”

“…In general, prior studies have also failed to support these relationships. However, it has been suggested that these failures may have occurred because experiments were not designed explicitly to test the hypotheses, which resulted in a lack of experimental power (Lewis & Harris, 1988). This criticism applies to the present study.…”

Cognition and the corpus callosum: Verbal fluency, visuospatial ability, and language lateralization related to midsagittal surface areas of callosal subregions.

“…Other background analyses failed to support hypothesized relationships between individual differences in language lateralization and individual differences in verbal fluency and visuospatial ability (Levy, 1969; Lewis & Harris, 1988). In general, prior studies have also failed to support these relationships.…”

“…In addition, one cognitive factor, Language Lateralization, is hypothesized to influence the other two cognitive factors (Verbal Fluency and Visuospatial Ability). (By allowing us to incorporate hypothesized relationships between language lateralization and verbal and visuospatial abilities [Levy, 1969; Lewis & Harris, 1988] into our model, EQS allowed us to test the possibility not only that the corpus callosum relates to cognition but also that relationships observed between the callosum and cognitive abilities might be mediated by language lateralization.) Finally, the residuals of the two cognitive ability factors (Verbal Fluency and Visuospatial Ability) are allowed to correlate, as are the callosal variable and the callosal factor (splenial area and Anterior Callosum).…”

“…In general, prior studies have also failed to support these relationships. However, it has been suggested that these failures may have occurred because experiments were not designed explicitly to test the hypotheses, which resulted in a lack of experimental power (Lewis & Harris, 1988). This criticism applies to the present study.…”

Improvisation facilitates divergent thinking and creativity: Realizing a benefit of primary school arts education.

“…In the improvisation dance condition participants completed a series of dance improvisation exercises, for 10 min, each of which asked the participants to use a specified part of their body to explore as many spontaneous ways of moving as possible that differed from their usual way of moving. The method again followed that of Lewis (2012, p. 116). Children danced to the same three pop songs as in the control condition.…”

“…This involved copying the dancer in a number of different movements, which resulted in learning a simple routine. This was based upon a task previously used with adults (Lewis, 2012; p. 116), although movements thought inappropriate for children were excluded. Participants danced to three recent pop songs.…”

Cognition and the corpus callosum: Verbal fluency, visuospatial ability, and language lateralization related to midsagittal surface areas of callosal subregions.

“…Other background analyses failed to support hypothesized relationships between individual differences in language lateralization and individual differences in verbal fluency and visuospatial ability (Levy, 1969; Lewis & Harris, 1988). In general, prior studies have also failed to support these relationships.…”

“…In addition, one cognitive factor, Language Lateralization, is hypothesized to influence the other two cognitive factors (Verbal Fluency and Visuospatial Ability). (By allowing us to incorporate hypothesized relationships between language lateralization and verbal and visuospatial abilities [Levy, 1969; Lewis & Harris, 1988] into our model, EQS allowed us to test the possibility not only that the corpus callosum relates to cognition but also that relationships observed between the callosum and cognitive abilities might be mediated by language lateralization.) Finally, the residuals of the two cognitive ability factors (Verbal Fluency and Visuospatial Ability) are allowed to correlate, as are the callosal variable and the callosal factor (splenial area and Anterior Callosum).…”

“…In general, prior studies have also failed to support these relationships. However, it has been suggested that these failures may have occurred because experiments were not designed explicitly to test the hypotheses, which resulted in a lack of experimental power (Lewis & Harris, 1988). This criticism applies to the present study.…”

Improvisation facilitates divergent thinking and creativity: Realizing a benefit of primary school arts education.

“…In the improvisation dance condition participants completed a series of dance improvisation exercises, for 10 min, each of which asked the participants to use a specified part of their body to explore as many spontaneous ways of moving as possible that differed from their usual way of moving. The method again followed that of Lewis (2012, p. 116). Children danced to the same three pop songs as in the control condition.…”

“…This involved copying the dancer in a number of different movements, which resulted in learning a simple routine. This was based upon a task previously used with adults (Lewis, 2012; p. 116), although movements thought inappropriate for children were excluded. Participants danced to three recent pop songs.…”

Cognition and the corpus callosum: Verbal fluency, visuospatial ability, and language lateralization related to midsagittal surface areas of callosal subregions.

“…Other background analyses failed to support hypothesized relationships between individual differences in language lateralization and individual differences in verbal fluency and visuospatial ability (Levy, 1969; Lewis & Harris, 1988). In general, prior studies have also failed to support these relationships.…”

“…In addition, one cognitive factor, Language Lateralization, is hypothesized to influence the other two cognitive factors (Verbal Fluency and Visuospatial Ability). (By allowing us to incorporate hypothesized relationships between language lateralization and verbal and visuospatial abilities [Levy, 1969; Lewis & Harris, 1988] into our model, EQS allowed us to test the possibility not only that the corpus callosum relates to cognition but also that relationships observed between the callosum and cognitive abilities might be mediated by language lateralization.) Finally, the residuals of the two cognitive ability factors (Verbal Fluency and Visuospatial Ability) are allowed to correlate, as are the callosal variable and the callosal factor (splenial area and Anterior Callosum).…”

“…In general, prior studies have also failed to support these relationships. However, it has been suggested that these failures may have occurred because experiments were not designed explicitly to test the hypotheses, which resulted in a lack of experimental power (Lewis & Harris, 1988). This criticism applies to the present study.…”

Improvisation facilitates divergent thinking and creativity: Realizing a benefit of primary school arts education.

“…In the improvisation dance condition participants completed a series of dance improvisation exercises, for 10 min, each of which asked the participants to use a specified part of their body to explore as many spontaneous ways of moving as possible that differed from their usual way of moving. The method again followed that of Lewis (2012, p. 116). Children danced to the same three pop songs as in the control condition.…”

“…This involved copying the dancer in a number of different movements, which resulted in learning a simple routine. This was based upon a task previously used with adults (Lewis, 2012; p. 116), although movements thought inappropriate for children were excluded. Participants danced to three recent pop songs.…”