Ear Laterality Performance of Children from Low and Middle Socioeconomic Levels on a Verbal Dichotic Listening Task

Geffner, Donna; Hochberg, Irving

doi:10.1016/s0010-9452(71)80016-3

Cited by 121 publications

(18 citation statements)

References 16 publications

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“…An additional manifestation of dominance, however, is that nondominant-hand speed/efficiency also improves and may ultimately equalize with dominant-hand speed/skill during this same time period, potentially reflecting connectivity between hemispheres, or different rates of cortical maturation. A similar asymmetric developmental pattern has been observed among dichotic listening tasks, in which a right-ear advantage emerges early in life, followed by rapid increase in right-ear proficiency, and finally by a rapid increase (but not equalization in) left-ear skill (Geffner & Hochberg, 1971). These data highlight relative left-side (i.e., right hemisphere) disadvantage in young, right-handed children and suggest that developmental models of cerebral maturation should also examine the rate of improvement of left-sided skill in relation to right-side skill as a manifestation of the ability of the dominant left hemisphere to transmit motor skill "programs" to the nondominant right hemisphere.…”

supporting

confidence: 65%

Left-Right Differences on Timed Motor Examination in Children

Roeder

Mahone

Larson

et al. 2008

Child Neuropsychology

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Age-related change in the difference between left-and right-side speed on motor examination may be an important indicator of maturation. Cortical maturation and myelination of the corpus callosum are considered to be related to increased bilateral skill and speed on timed motor tasks. We compared left minus right foot, hand, and finger speed differences using the Revised Physical and Neurological Assessment for Subtle Signs (PANESS; Denckla, 1985); examining 130 typically developing righthanded children (65 boys, 65 girls) ages 7−14. Timed tasks included right and left sets of 20 toe taps, 10 toe-heel alternation sequences, 20 hand pats, 10 hand pronate-supinate sets, 20 finger taps, and 5 sequences of each finger-to-thumb apposition. For each individual, six difference scores between left-and right-sided speeded performances of timed motor tasks were analyzed. Left-right differences decreased significantly with age on toe tapping, heel-toe alternations, hand pronation-supination, finger repetition, and finger sequencing. There were significant gender effects for heel-toe sequences (boys showing a greater left-right difference than girls), and a significant interaction between age and gender for hand pronation-supination, such that the magnitude of the left-right difference was similar for younger, compared with older girls, while the difference was significantly larger for younger, compared to older boys. Speed of performing right and left timed motor tasks equalizes with development; for some tasks, the equalization occurs earlier in girls than in boys. KeywordsMotor; PANESS; Laterality; Gender; Corpus callosumThe majority of studies examining motor development in children suggests that hand preference emerges for a variety of skills between ages 3 and 6 years. By Kindergarten, most typically developing children consistently demonstrate a clear hand preference, with approximately 90% showing right-hand preference for most activities (Best, 1988;Oeztuerk et al., 1999;. The remaining 10% of Kindergarten children show either left-or mixed-hand preference, or delayed manifestation of handedness, suggesting age-related changes that may continue throughout the school-age years. Hand preference implies that the preferred hand is more proficient than the nonpreferred hand in terms of coordination and speed. During the first five years of life, the preferred hand begins to emerge as superior to the nonpreferred hand in terms of speed and coordination. Typically developing toddlers demonstrate an increasingly lateralized hand preference for activities such as reaching, manipulation of toys, and drawing, with more children at age 2 years showing consistent hand preference than those at 9 and 13 months of age, particularly on crayon tasks (Cornwell, Harris, & Fitzgerald, 1991). After age 5 years, however, although hand preference persists, these lateral differences diminish; this is likely to be due (at least in part) to the rapid development and myelination of the corpus callosum that allows for more efficient co...

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supporting

confidence: 65%

Left-Right Differences on Timed Motor Examination in Children

Roeder

Mahone

Larson

et al. 2008

Child Neuropsychology

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“…In terms of total score proficiency, sex differences showed no clear trend; Geffner and Hochberg (1971) found no significant sex differences for right ear effect and only at four years a tendency for girls to obtain a higher right ear score than boys. Bryden (1970), reporting the percentage of righthanded subjects with right ear superiority, says that this 'adult pattern' emerges earlier in girls (grade 4 vs grade 6 for boys).…”

Section: Discussionmentioning

confidence: 67%

“…Bryden (1970), reviewing his own dichotic listening data and that of Kimura (1963), comments that the percentage of right-ear dominant subjects increases with age but the degree of right ear superiority decreases because the mean scores for the left ear make dramatic gains with age. Geffner and Hochberg (1971), in a dichotic listening study of ear laterality performance of children from four to seven years old, show a striking graph of the decline of right ear superiority; asymmetry is clearly greatest at four years, when the left ear report is so poor. Touwen and Prechtl(l970) comment that in this four to seven year age-range, balance on one foot and hopping performance are markedly asymmetrical in favor of the right, but that the asymmetry diminishes with age.…”

Section: Discussionmentioning

confidence: 94%

Development of Speed in Repetitive and Successive Finger‐movements in Normal Children

Denckla

1973

Develop Med Child Neuro

243

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SUMMARY The rapidity of finger movements was tested in a group of 237 normal, right‐handed children aged between 5 and 8 years. The children were required to do 20 ‘tapping’ movements repetitively (index finger against thumb) and successively (each finger in turn against thumb) with each hand. Both types of movement were performed more rapidly with increasing age and repetitive movements were performed faster with the right hand. However, while the percentage of children performing repetitive taps faster with the right hand increased with age, the magnitude of right‐hand superiority decreased with age. Successive movements with both right and left hands were performed more rapidly by girls. These findings are compared with other reports of right vs left superiority in hearing and motor task performance and of other sex differences in cerebral maturation. RÉSUMÉ La rapidité des mouvements digitaux a été testée dans un groupe de 237 enfants normaux, droitiers âgés de 5 à 8 ans. On a demandé aux enfants de réaliser des mouvements de ‘frappe’ répétitifs (index contre pouce) et successifs (chaque doigt à son tour contre le pouce) pour chaque main. Les deux types de mouvements sont réalisés à des vitesses accrues lorsque l'âge augmente et les mouvements répétitifs sont réalisés plus rapidement avec la main droite. Cependant, quoique le pourcentage des enfants réalisant la frappe plus rapidement avec la main droite augmente avec l'âge, l'amplitude de la supériorité de la main droite décroit avec l'âge. Les mouvements successifs aussi bien avec la main droite qu'avec la main gauche sont réalisés plus rapidement par les filles. Ces découvertes sont comparées à d'autres travaux sur la supériorité droite‐gauche dans l'audition et la réalisation de tâches motorices ainsi qu'avec d'autres différences liées au sexe dans la maturation cérébrale. ZUSAMMENFASSUNG Bei einer Gruppe von 237 normalen, rechtshändigen Kindern im Alter zwischen fünf und acht Jahren wurde die Geschwindigkeit von Fingerbewegungen untersucht. Die Kinder mußten mit jeder Hand wiederholt den Zeigefinger gegen den Daumen und nacheinander jeden Finger gegen den Daumen tippen. Beide Bewegungsarten wurden mit zunehmendem Alter schneller ausgeführt, die repetitiven Bewegungen schneller mit der rechten Hand. Obwohl der Prozentstaz der Kinder, die die repetitiven Bewegungen besser mit der rechten Hand ausführten, zunahm, verminderte sich mit zunehmenden Alter das Überwiegen der Rechtshändigkeit. Die sukzessiven Bewegungen wurden von Mädchen mit beiden Händen schneller ausgeführt. Diese Befunde werden mit anderen Berichten über Rechts‐gegenüber Links‐Dominanz bei der Ausführung akustisch erteilter Aufgaben und anderer Geschlechtsunterschiede in der Hirnreifung verglichen. RESUMEN Se examinó la rapidez de movimientos digitales en un grupo de 237 niños normales dextrómanos de 5 a 8 años de edad. Se pidió a los niños que realizaran movimientos de golpeteo repetitivos (indice contra pulgar) y movimientos sucesivos (cada dedo sucesivamente contra al pulgar). Ambos tipos ...

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“…This right ear effect is interpreted as support for the hypothesis that the left hemisphere is normally dominant for language. Dichotic research conducted with normal children has revealed the presence of a right ear effect (left cerebral hemisphere dominance) for children even as young as 4 and 5 years (Berlin, Hughes, Lowe-Bell, & Berlin 1973, Geffner & Hochberg 1971, Kimura 1963). …”

Section: Uring the Last Decade Increased Interest Inmentioning

confidence: 99%

Hemispheric Language Dominance of Language-Disordered, Articulation-Disordered, and Normal Children

Pettit

Helms

1979

J Learn Disabil

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This study compared the hemispheric dominance for language of three groups of 6-to 9year-olds (10 language-disordered, 10 articulation-disordered, and 10 normal children). Two dichotic listening tests (digits and animal names) were administered. Statistical analysis revealed a left hemisphere dominance for the control and articulation-disordered groups but no significant hemisphere differences for the languagedisordered group. The results support the hypothesis that the language-disordered child has an unlateralized cerebral dominance for language, while the articulation-disordered child has normal left cerebral hemisphere dominance for language. Furthermore, there is some evidence to suggest that the language-disordered child does not process auditory stimuli in the lefthemisphere as efficiently as the articulation-disordered or normal child. These results also suggest the importance of developing strategies in the management of these disorders.

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Ear Laterality Performance of Children from Low and Middle Socioeconomic Levels on a Verbal Dichotic Listening Task

Cited by 121 publications

References 16 publications

Left-Right Differences on Timed Motor Examination in Children

Left-Right Differences on Timed Motor Examination in Children

Development of Speed in Repetitive and Successive Finger‐movements in Normal Children

Hemispheric Language Dominance of Language-Disordered, Articulation-Disordered, and Normal Children

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