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The handedness patterns of 226 deaf high-school and college students were compared to those of 210 college students with normal hearing. Both groups evidenced many more right-handed than left-handed members, as determined by responses to a hand preference questionnaire and performance on an activity test battery. There was, however, a significantly higher incidence of left-handedness among the deaf subjects than among the hearing. Moreover, the left-handed deaf students were found to be less likely to have deaf relatives, and to have been introduced to sign language later in their development than the deaf student population as a whole. These findings were interpreted as showing that age of acquisition of language was related to the development of handedness patterns, whereas auditory processing experience probably was not. 相似文献
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Vonnie C McLoyd 《Developmental Review》1982,2(1):1-30
Studies of children's sociodramatic play as a function of socioeconomic status report conflicting and marginal findings which militate against unqualified generalizations that economically disadvantaged children engage in less and poorer-quality sociodramatic play. Further, definitive conclusions on the basis of these studies are unwarranted because of flawed methodological procedures, confounding variables, and insufficient consideration of how verbal behavior, a critical component of sociodramatic play, is affected by situational variables. It is concluded that data from play intervention studies with low-income children and ethnographic studies of children from non-Western societies are virtually irrelevant to the issue of social class differences. The theoretical significance of social class differences in pretend play in general, and sociodramatic play in particular, even if found consistently, is unclear. In future research, priority should be given to both improved assessment of social class differences and clarification of how these differences relate to competences thought to be consequences of sociodramatic and pretend play. 相似文献
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Tom Trabasso 《Developmental Review》1984,4(1):72-76
Research on the underlying nature of reading disability, exemplified in the present papers, is essentially correlational. Differences in acoustic memory skills, partial cue utilization, or symbol-sound knowledge may be a result rather than a cause of reading skill differences. Suggestions are made on how to untangle the cause-effect problem through longitudinal investigation and careful analysis of some possible interactions between cognitive skills and reading ability. 相似文献
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