Papadatou-Pastou Marietta
Department of Primary Education, School of Education, National and Kapodistrian University of Athens, Athens, Greece.
Prog Brain Res. 2018;238:179-206. doi: 10.1016/bs.pbr.2018.06.008. Epub 2018 Jul 12.
The literature on the relationship between handedness and cognitive ability is riddled with studies using different conceptualizations of handedness (e.g., hand preference vs hand skill, direction vs degree, consistency vs inconsistency) and different conceptualizations of cognitive ability (intelligence vs distinct abilities), as well as different measurements thereof. Recently the literature was summarized by means of meta-analytic techniques. The findings show quite robustly that when handedness is assessed as hand preference and individuals are classified according to direction (i.e., as left-handers vs right-handers), no differences in cognitive ability emerge between handedness groups. However, other evidence points to the importance of assessing degree rather than direction of handedness and of employing hand skill rather than hand preference measures. A meta-analysis of such studies has not been possible to date, due to their scarcity. It is here suggested that degree of handedness and hand skill measures are employed in future studies exploring the possible relationship between handedness and cognitive ability so as to elaborate whether or not such a relationship exists and if so, what its characteristics are.
关于利手与认知能力之间关系的文献充斥着各种研究，这些研究使用了不同的利手概念（例如，手偏好与手技能、方向与程度、一致性与不一致性）和不同的认知能力概念（智力与不同能力），以及对它们的不同测量方法。最近，通过元分析技术对该文献进行了总结。研究结果非常有力地表明，当将利手评估为手偏好并根据方向对个体进行分类（即分为左利手和右利手）时，利手组之间在认知能力上没有差异。然而，其他证据指出了评估利手程度而非方向以及采用手技能而非手偏好测量方法的重要性。由于此类研究稀缺，迄今为止还无法对其进行元分析。本文建议在未来探索利手与认知能力之间可能关系的研究中采用利手程度和手技能测量方法，以便阐明这种关系是否存在，如果存在，其特征是什么。
