Zung B J
Percept Mot Skills. 1986 Feb;62(1):227-34. doi: 10.2466/pms.1986.62.1.227.
The scores of 49 right-handed girls in early kindergarten on a battery of finger localization tests were compared with their end-of-year achievement scores on the Metropolitan Readiness Tests. Examination of the correlations between performance with each hand and test measures of achievement favored a substantive role for each cerebral hemisphere in early acquisition. Strength of prediction was comparable for tasks with and without a naming requirement (numerical coding of fingers) and was independent of children's verbal-receptive ability on the Peabody Picture Vocabulary Test. Apparently, differential hemispheric efficiency presumed to underlie left-right differences in finger localization is not closely related to level of academic skills in girls of kindergarten age.
对49名幼儿园小班的右利手女孩在一系列手指定位测试中的得分，与她们在《大都会准备度测试》中的年终成绩得分进行了比较。对每只手的表现与学业成绩测试指标之间的相关性进行考察后发现，在早期学习过程中，每个大脑半球都发挥着重要作用。对于有和没有命名要求（手指的数字编码）的任务，预测能力相当，且与孩子们在《皮博迪图片词汇测试》中的言语接受能力无关。显然，被认为是手指定位左右差异基础的半球效率差异，与幼儿园年龄女孩的学业技能水平没有密切关系。
