Familial handedness and its relation to spatial ability following strategy instructions |
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Authors: | M. Beth Casey Mary M. Brabeck Larry H. Ludlow |
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Affiliation: | 1. Research Center for Psychophysiology and Education, School of Education, Faculty of Primary Education, National and Kapodistrian University of Athens, Athens, Greece;2. Cognition and Health Research Group, Department of Experimental Psychology, University of Oxford, Oxford, UK;3. Centre for Language Studies, Radboud University Nijmegen, Nijmegen, The Netherlands;1. Department of Neurological Surgery, University of Miami, Miami, Florida, USA;2. Department of Neurology, University of Miami, Miami, Florida, USA;1. Univ. Lille, CNRS, UMR 9193 - SCALab - Sciences Cognitives et Sciences Affectives, F-59000 Lille, France;2. Institut Universitaire de France (IUF), Paris, France;3. Laboratoire d''Étude des Mécanismes Cognitifs, Université de Lyon, Lyon, France |
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Abstract: | This study compared subjects from right-handed families with subjects from nonrighthanded families in their ability to solve a mental-rotation task when instructed to use one of two different spatial strategies. All subjects completed a pretest Vandenberg. Next, one of the following procedures was presented prior to administering the Vandenberg posttest: Group 1 was given mental-rotation instructions, Group 2 was given spatial-orientation instructions, and Group 3 (control group) was given no special directions. For familial right-handers, no condition effects were found. In contrast, familial nonright-handers benefited significantly from mental-rotation instructions when compared both to their own control group and to familial right-handed subjects given the same instructions. However, with orientation instructions, the familial nonright-handers showed significantly less posttest improventnt than their control group. These results suggests familial non-rright-handers may be stronger in ability to use one spatial strategy, transformation of mental images, and weaker on a second, reorientation in relation to left-right cues. The educational and research implications of these findings are discussed. |
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