Casey M B, Pezaris E, Nuttall R L
Boston College, Chestnut Hill, MA 02167.
Neuropsychologia. 1992 Jan;30(1):35-45. doi: 10.1016/0028-3932(92)90012-b.
In accordance with major theories of handedness and brain organization, differential predictors for math achievement were found as a function of sex and handedness subgroups among eighth graders. Although there was no difference in absolute levels of performance as a function of either sex or handedness, predictive structures did differ. Regression analyses showed that spatial ability predicts math achievement for: (1) girls with anomalous dominance (non-right-handers and right-handers with non-right-handed relatives), and (2) all boys (independent of handedness group). In contrast, for the standard dominance girls who are right-handed with all right-handed relatives (considered strongly left-hemisphere dominant for language), spatial ability did not predict for math achievement. These findings occurred, even when scholastic aptitude and verbal achievement factors were controlled. It was concluded that further studies of sex differences in math achievement should consider subgroup differences within the sexes, based on handedness patterns.
根据关于用手习惯和大脑组织的主要理论，在八年级学生中，发现了数学成绩的差异预测因素，这些因素因性别和用手习惯亚组而异。尽管无论性别还是用手习惯，绝对成绩水平都没有差异，但预测结构确实不同。回归分析表明，空间能力可预测以下人群的数学成绩：（1）优势异常的女孩（非右利手者以及有非右利手亲属的右利手者），以及（2）所有男孩（与用手习惯组无关）。相比之下，对于所有亲属均为右利手的右利手标准优势女孩（被认为在语言方面强烈左半球占优势），空间能力并不能预测其数学成绩。即使控制了学业能力和语言成绩因素，这些结果依然出现。研究得出结论，数学成绩性别差异的进一步研究应基于用手习惯模式，考虑性别内部的亚组差异。
