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

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...

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Detalles Bibliográficos
Autores principales: Ferrero, Marta, West, Gillian, Vadillo, Miguel A.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Public Library of Science 2017
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5573212/
https://www.ncbi.nlm.nih.gov/pubmed/28846704
http://dx.doi.org/10.1371/journal.pone.0183618
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author Ferrero, Marta
West, Gillian
Vadillo, Miguel A.
author_facet Ferrero, Marta
West, Gillian
Vadillo, Miguel A.
author_sort Ferrero, Marta
collection PubMed
description 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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spelling pubmed-55732122017-09-09 Is crossed laterality associated with academic achievement and intelligence? A systematic review and meta-analysis Ferrero, Marta West, Gillian Vadillo, Miguel A. PLoS One Research Article 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. Public Library of Science 2017-08-28 /pmc/articles/PMC5573212/ /pubmed/28846704 http://dx.doi.org/10.1371/journal.pone.0183618 Text en © 2017 Ferrero et al http://creativecommons.org/licenses/by/4.0/ This is an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
spellingShingle Research Article
Ferrero, Marta
West, Gillian
Vadillo, Miguel A.
Is crossed laterality associated with academic achievement and intelligence? A systematic review and meta-analysis
title Is crossed laterality associated with academic achievement and intelligence? A systematic review and meta-analysis
title_full Is crossed laterality associated with academic achievement and intelligence? A systematic review and meta-analysis
title_fullStr Is crossed laterality associated with academic achievement and intelligence? A systematic review and meta-analysis
title_full_unstemmed Is crossed laterality associated with academic achievement and intelligence? A systematic review and meta-analysis
title_short Is crossed laterality associated with academic achievement and intelligence? A systematic review and meta-analysis
title_sort is crossed laterality associated with academic achievement and intelligence? a systematic review and meta-analysis
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5573212/
https://www.ncbi.nlm.nih.gov/pubmed/28846704
http://dx.doi.org/10.1371/journal.pone.0183618
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