Van Duyne H J, D'Alonzo B J, Scanlan D
Percept Mot Skills. 1976 Aug;43(1):31-9. doi: 10.2466/pms.1976.43.1.31.
Tow experiments were performed. The first was to determine the effects of varying the amount of information in verbal instructions presented monaurally on differences between ears and sex in 5-yr.-old boys and girls. Verbal instructions were given for the performance of a visual-motor task. The results indicated that the amount of verbal information affects ear-asymmetry in girls and not boys. The second experiment was performed to determine the effects of varying the amount of verbal information in verbal instructions presented monaurally on differences between ears, sexes, and reading ability of 6-yr.-old boys and girls. The findings indicated that above average readers performed better than below average readers. Ear-asymmetry was observed across sex and reading abilities for sentences containing 7 and 8 stimulus attributes. No ear-asymmetry was observed in sentences containg 9 stimulus attributes. The results appear to support the progressive lateralization hypothesis which states that ear-asymmetry is dependent on task conditions. The results also support sex differences in the development of brain lateralization.
进行了两项实验。第一项实验是确定单耳呈现的言语指令中信息含量的变化对5岁男孩和女孩双耳差异及性别差异的影响。针对一项视觉运动任务给出了言语指令。结果表明，言语信息的量会影响女孩而非男孩的耳不对称性。第二项实验是确定单耳呈现的言语指令中言语信息含量的变化对6岁男孩和女孩双耳差异、性别差异及阅读能力的影响。研究结果表明，阅读能力高于平均水平的儿童比低于平均水平的儿童表现更好。对于包含7个和8个刺激属性的句子，观察到了跨性别和阅读能力的耳不对称性。在包含9个刺激属性的句子中未观察到耳不对称性。这些结果似乎支持了渐进性侧化假说，该假说认为耳不对称性取决于任务条件。这些结果也支持了大脑侧化发展中的性别差异。
