Payne D A, Goolsby C E, Evans K A, Barton R M
University of Georgia.
Percept Mot Skills. 1990 Oct;71(2):545-6. doi: 10.2466/pms.1990.71.2.545.
Right and left cerebral hemisphere and limbic scores derived from the Herrmann Brain Dominance Profile, Scholastic Aptitude Test Verbal and Mathematics scores, and High School Grade Point Average were correlated with grades in college developmental courses in reading, English, and mathematics for 146 students. Pearson correlations ranged from -.27 to .42. Multiple correlations with seven predictors ranged from .45 to .55, and from .14 to .37 for the profile scores alone. Discriminant analyses yielded hit-rates (predictive of classification of success and failure/actual classification) of 69%/72% in Reading, 76%/75% in English, and 66%/71% in Mathematics.
对146名学生而言，从赫尔曼大脑优势剖面图得出的左右脑半球和边缘系统分数、学术能力评估测试的语言和数学分数以及高中平均绩点，与大学阅读、英语和数学发展课程的成绩相关。皮尔逊相关系数范围为-0.27至0.42。与七个预测变量的多重相关系数范围为0.45至0.55，仅剖面图分数的相关系数范围为0.14至0.37。判别分析得出，阅读课程的命中率（预测成功与失败的分类/实际分类）为69%/72%，英语课程为76%/75%，数学课程为66%/71%。
