Morton L L, Kershner J R
Brain Cogn. 1987 Jan;6(1):101-11. doi: 10.1016/0278-2626(87)90049-2.
Fourth grade children (N = 159) from eight classes who were free to select their seating location in the classroom were tested for spelling ability. On 100 word spelling lists, the children (males and females) seated on the right side of the classroom (facing the teacher) were superior to children on the left. Analysis of spelling errors for reliance on phonological processing in a subsample (N = 28) revealed that right sitters made more phonetically inaccurate misspellings, whereas, on the left, females, but not males, committed more phonetically accurate misspellings. The results support the view that hemispheric information processing is correlated with classroom seating location or preference, but casual inferences regarding the neuropsychological mechanisms underlying these findings are unwarranted pending clarification of several major theoretical issues.
对来自八个班级的四年级学生（N = 159）进行了拼写能力测试，这些学生可在教室里自由选择座位。在100个单词的拼写测试中，坐在教室右侧（面向教师）的学生（包括男生和女生）比坐在左侧的学生表现更优。对一个子样本（N = 28）中依赖语音处理的拼写错误进行分析后发现，坐在右侧的学生犯的语音不准确的拼写错误更多，而坐在左侧的学生中，女生犯的语音准确的拼写错误比男生更多。这些结果支持了这样一种观点，即半球信息处理与教室座位位置或偏好相关，但在几个主要理论问题得到澄清之前，对这些发现背后的神经心理学机制进行随意推断是没有根据的。
