Consistency of Hand-Preference across the Early Years: Long-Term Relationship to Verbal Intelligence and Reading Achievement in Girls

Autor/inn/en	Wilbourn, Makeba Parramore; Gottfried, Allen W.; Kee, Daniel W.
Titel	Consistency of Hand-Preference across the Early Years: Long-Term Relationship to Verbal Intelligence and Reading Achievement in Girls
Quelle	In: Developmental Psychology, 47 (2011) 4, S.931-942 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0023834
Schlagwörter	Intelligence; Brain Hemisphere Functions; Handedness; Females; Reading Achievement; Specialization; Gender Differences; Verbal Ability; Correlation; Cognitive Development; Cognitive Processes; Measures (Individuals); Statistical Analysis; Preschool Children; Adolescents; Rating Scales; Prereading Experience; Early Experience; California; Wechsler Adult Intelligence Scale; Wechsler Intelligence Scale for Children; Woodcock Johnson Psycho Educational Battery + Suchen Sie Ihr Suchwort? Intelligenz; Klugheit; Linkshändigkeit; Weibliches Geschlecht; Leseleistung; Arbeitsteilige Spezialisierung; Geschlechterkonflikt; Mündliche Leistung; Korrelation; Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Messdaten; Statistische Analyse; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Rating-Skala; Frühbeginn; Kalifornien
Abstract	The relationship between consistency of hand preference, left hemispheric specialization, and cognitive functioning was examined in an ongoing longitudinal investigation. Children were classified as consistent or inconsistent in their hand preference across 5 assessments from ages 18 to 42 months. Findings demonstrated that (a) this early classification continued to reveal differences in cognitive functioning from 10 to 17 years but only for girls, (b) consistent girls' performances were continually higher relative to the inconsistent girls on measures of verbal intelligence and reading achievement, (c) differences between the female groups were specifically related to left-hemispheric language specialization, and (d) one factor influencing the consistent girls' development may be the amount of reading exposure received during infancy. (Contains 1 table and 6 footnotes.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10