Fig 2 - available via license: Creative Commons Attribution 4.0 International
Content may be subject to copyright.
Forest plot of the effect sizes included in the meta-analysis. https://doi.org/10.1371/journal.pone.0183618.g002
Source publication
Over the last century, sporadic research has suggested that people whose hand, eye, foot, or ear dominances are not consistently right- or left-sided are at special risk of suffering academic difficulties. This phenomenon is known as crossed laterality. Although the bulk of this research dates from 1960’s and 1970’s, crossed laterality is becoming...
Similar publications
Over the last century, sporadic research has suggested that people whose hand, eye, foot, or ear dominances are not consistently right- or left-sided are at special risk of suffering academic difficulties. This phenomenon is known as crossed laterality. Although the bulk of this research dates from 1960’s and 1970’s, crossed laterality is becoming...
Citations
... However, a meta-analysis by Bourassa, MacManus & Bryden (1996) with 54,087 participants from 47 studies on hand-eye laterality did not find enough evidence to associate hand-eye laterality with learning and indicated the necessity of conducting more research in the field. In a more recent systematic review, Ferrero, West & Vadillo (2017) also found a lack of scientific evidence on the relationship between C-HELPs, academic achievement, and intelligence. ...
Background
Laterality effects on sports performance have been a field of interest for the sports sciences, especially in asymmetrical sports, which require the preferential use of one side of the body. Some sports in particular involve the visual system and ocular laterality, due to the need to clearly focus on a dynamic object (ball, opponent, projectile, etc. ). The relationship between manual and ocular laterality results in two perceptual-motor profiles, one where the dominant hand and eye are ipsilateral (uncrossed hand-eye laterality profile, UC-HELP), and the other where they are contralateral (crossed hand-eye laterality profile, C-HELP).
Methodology
A systematic review of the literature was carried out to determine the prevalence of hand-eye laterality profiles in the different sports modalities and their relationship with psychological factors and sports performance. Searches of PsycInfo, Medline, Scopus and grey literature identified 14 studies (2,759 participants) regarding hand-eye laterality in sports that met the eligibility criteria.
Results
Previous studies have estimated that between 10–30% of the general population exhibit a C-HELP, and 70–90% have an UC-HELP. The results of the reviewed studies indicate that in some sports the percentage of C-HELP is higher in regular and high-level athletes than in the normal population: golf (52.55%), soccer (53%), tennis (42%) and team sports (50.7%). In target sports (archery and shooting) athletes with an UC-HELP seem to have an advantage given the significant concentration of this profile in the highest performing populations (82.3%). In basketball, cricket and golf, the literature reviewed also reported biomechanical differences in the execution of some techniques between the two profiles. We did not find any study in our review that related hand-eye laterality with cognitive, tactical, or psychological aspects of athletes.
Conclusions
These results should be taken with great caution due to the potential bias linked to the methodologies used in the investigations, the heterogeneity in the assessment of hand-eye laterality, the few studies available on the subject and the indirect nature of many of the observed relationships between performance and laterality. For further investigation, we propose a standardized terminology and protocol of hand-eye laterality assessment in sports. The advancement in knowledge about hand-eye laterality profiles, along with the study of the relationship with psychological or tactical-sports patterns, can contribute to more effective development plans for athletes and can be a complement to talent detection.
... Their students found it hard to differentiate between some concepts and their hand, eye, foot, or ear dominance were not consistently right-or left-sided (crossed laterality). This crossed laterality was discovered around forty years ago and affects the organization of the upper functions in our system, this disorder affects language and mathematics learning, analytic, logical, understanding and concentration skills, time-space perception and balance, among others [23]. Thus, the goal of one activity is for the student to associate concepts and the other one is to improve the laterality issue. ...
Interaction is a fundamental part of using any computer system but it is still an issue for people with special needs. In order to improve this situation, this paper describes a new device-interaction model based on adaptation rules for user models. The aim is the adaptation at the interaction level, taking into account the interaction device features in order to improve the usability through the user experience in the education sector. In the evaluation process, several students from a special education center have participated. These students have either a physical or sensory disability or autism. The results are promising enough to consider that this model will be able to help students with disabilities to interact with a computer system which will inevitably provide tremendous benefits to their academic and personal development.
... To compare the prevalence of crossed laterality, study participants were grouped based on using the opposite sides of the body while performing different tasks with any combination of hand, eye, foot, or ear [14]. We considered three used definitions of crossed laterality. ...
The aim of this study was to assess the hypothesis that functional laterality features are associated with scoliosis incidence. The study included 59 patients with radiologically confirmed idiopathic scoliosis (mean age 13 years, 41 girls and 18 boys) and 55 controls (mean age 10.5 years, 38 girls and 17 boys). Side dominance was determined by the Lateral Preference Inventory. Direction, strength, and consistency of lateral dominance was obtained. Continuous data were compared by Student’s t-test or U Mann-Whitney test where appropriate. Categorical data were compared by chi-squared test and Fisher’s exact test. Groups were significantly different in terms of age (p < 0.001) and dependent variables: height (p < 0.001) and weight (p < 0.001). Lateralization analysis showed some trends, but the results obtained were not statistically significant. Statistical significance of lateralization direction are respectively: for hand (p = 0.364); leg (p = 0.277); eye (p = 0.804); ear (p = 0.938); number of right/left sided participants p = 0.492; p = 0.274; p = 0.387; p = 0.839, and right/mixed/left sided participants p = 0.930; p = 0.233; p = 0.691; p = 0.804. For laterality consistency depending on definition used, p = 0.105; p = 0.108; p = 0.380. The relationship between scoliosis and laterality is not a simple causal relationship and needs further investigation.
... Their students found it hard to differentiate between some concepts and their hand, eye, foot, or ear dominance were not consistently right-or left-sided (crossed laterality). This crossed laterality was discovered around forty years ago and affects the organization of the upper functions in our system, this disorder affects language and mathematics learning, analytic, logical, understanding and concentration skills, time-space perception and balance, among others [23]. Thus, the goal of one activity is for the student to associate concepts and the other one is to improve the laterality issue. ...
Interaction is a fundamental part of using any computer system but it is still an issue for people with special needs. In order to improve this situation, this paper describes a new device-interaction model based on adaptation rules for user models. The aim is the adaptation at the interaction level, taking into account the interaction device features in order to improve the usability through the user experience in the education sector. In the evaluation process, several students from a special education center have participated. These students have either a physical or sensory disability or autism. The results are promising enough to consider that this model will be able to help students with disabilities to interact with a computer system which will inevitably provide tremendous benefits to their academic and personal development.
... 12,13 Some clinical studies have reported compromised brain lateralization in children with attention-deficit/hyperactivity disorder (ADHD), 14 and there has been a growing interest on the link between crossed laterality (which refers to people whose hand, eye, foot, or ear dominance are not uniformly right-or left-sided) and academic achievement. 15,16 Although the available evidence is fragmentary, lateralityspecific training and rehabilitation are commonly used in the field of education in children with developmental dyslexia and learning disabilities. 17,18 On the other hand, there is evidence in the literature of an association between laterality in permanent tooth eruption and functional lateralities (eyedness, handedness and footedness), 19,20 suggesting that tooth eruption patterns may be indicators of handedness. ...
Objectives
To assess whether the order of permanent tooth eruption may be a useful indicator of motor function laterality.
Methods
We conducted a cross-sectional study in schoolchildren aged 6–8 years old evaluated in the annual school-based routine dental health examinations conducted by the staff of the primary care centre of an urban district in Barcelona, Spain. We also evaluated hand, foot, eye, and auditory lateralities using a battery of simple exercises. Bivariate and multivariate analysis of data was performed.
Results
The study sample included 388 children, 51.3% female, with a mean age of 6.5 years. Right laterality was the predominant side in every variable under study, especially in tooth eruption (310 children; 80%), handedness (349; 89.9%), and footedness (337; 86.8%). In the bivariate analysis, we found a statistically significant association of tooth eruption laterality with handedness and footedness, and of tooth eruption laterality with ocular and auditory lateralities (p < .001). In the multivariate analysis, tooth eruption laterality and foot laterality were independent variables significantly associated with hand laterality. The diagnostic accuracy of tooth eruption laterality and foot laterality in relation to hand laterality as reference, showed a similar sensitivity and positive and negative predictive values, but the specificity of dentition laterality was higher (79% versus 66%).
Conclusions
Laterality in the order of dental eruption is a useful indicator of right or left motor function laterality in developing individuals that may be particularly helpful to determine the main dominance in cases of crossed laterality.
... Aunque el papel de la lateralidad de los hemisferios cerebrales es objeto de debate, se ha sugerido que una asimetría cerebral inadecuada podría afectar a las capacidades de aprendizaje normales, independientemente de su asociación con los trastornos del comportamiento 12,13 . Algunos estudios clínicos han descrito alteraciones de la lateralidad cerebral en niños con trastorno por déficit de atención con hiperactividad 14 y hay un interés creciente en la relación entre la lateralidad cruzada (término que hace referencia a aquellos individuos en los que no se observa una dominancia uniforme izquierda o derecha en la lateralidad de mano, ojo, pie y oído) y el desempeño académico 15,16 . Aunque la evidencia disponible es fragmentaria, en el campo de la educación de utilizan actividades específicas para entrenar y rehabilitar la lateralidad en niños con dislexia del desarrollo y trastornos del aprendizaje 17 Por otro lado, se ha descrito la asociación entre la lateralidad en la erupción dental y las dominancias funcionales (ojo, mano y pie) en la literatura 19,20 , lo que sugiere que los patrones de erupción dental podrían ser indicadores de la lateralidad manual 21 . ...
Resumen
Objetivos
Evaluar si el orden de la erupción dental es un buen indicador de la lateralidad motora.
Métodos
Estudio transversal en escolares de ambos sexos de 6 a 8 años tratados mediante las revisiones orales rutinarias anuales realizadas en los colegios incluidos en un área de atención primaria urbana en Barcelona (España). También se evaluaron las lateralidades de manos, pies, ojos y oídos mediante una serie de ejercicios simples. Se realizaron análisis bivariantes y multivariantes de los datos.
Resultados
La muestra comprendió 388 escolares, 51,3% niñas, con una edad media de 6,5 años. La lateralidad derecha predominó en todas las variables de estudio, especialmente en la dentición (310 escolares; 80%), la mano (349; 89,9%) y el pie (337; 86.8%). En el estudio bivariante se observó una asociación estadísticamente significativa (p < 0,001) entre la lateralidad de la dentición y la de la mano y el pie, así como entre la lateralidad de la dentición y las lateralidades de oído y de ojo. En el estudio multivariante, las lateralidades de la dentición y del pie se asociaron significativamente a la lateralidad de la mano. En lo concerniente a la precisión de la lateralidad de la dentición y del pie como prueba diagnóstica de la lateralidad de la mano, ambas mostraron una sensibilidad y valores predictivos positivos y negativos similares, pero la especificidad de la lateralidad de la dentición fue mayor (79% vs. 66%).
Conclusiones
La lateralidad en el orden de la erupción dental es un buen indicador para determinar la lateralidad motora durante el desarrollo, que podría ser particularmente útil para ayudar a precisar la lateralidad más predominante en casos de lateralidad cruzada.
... Crossed laterality is the phenomenon of individuals who do not exhibit hand, eye, foot or ear dominance consistently as right-or left-sided. Despite some initial findings, it has been affirmed that this phenomenon does not entail impairments in academic achievement or intelligence [61]. However, the consequences for motor functions have not been extensively studied. ...
The behavioral preference for the use of one side of the body starts from pre-natal life and prompt humans to develop motor asymmetries. The type of motor task completed influences those functional asymmetries. However, there is no real consensus on the occurrence of handedness during developmental ages. Therefore, we aimed to determine which motor asymmetries emerged differently during childhood. A total sample of 381 children in grades 1 to 5 (6-11 years old) of primary school were recruited and tested for two fine coordination tasks (Floppy, led by dexterity, and Thumb, led by speed-dominated skills) and handgrip strength (HS). Data about their handedness, footedness and sports participation were also collected. Children performed better with their dominant side, especially for the Floppy and HS tests. The asymmetries were more marked in right-handed children and did not differ by age, gender or type of sport. Our findings support the thesis of a functional lateralization in complex coordinative tasks and in maximal strength during developmental ages. Furthermore, our findings extend the evidence of a stronger lateralization in right-handed individuals, demonstrating it at a functional level in primary school children performing motor tasks. Fine motor skills allow a "fine" understanding of developmental trajectories of lateralized behavior.
... Half of them are backed by robust evidence and the remaining 18 statements have null or very weak evidence and can be considered misconceptions (see Tables 1 and 2). These items were extracted from previous questionnaires (Dekker et al., 2012), meta-analyses (Ferrero, West, & Vadillo, 2017;Hattie, 2009;Leong, Carter, & Stephenson, 2015), unsystematic reviews (American Academy of Pediatrics, 2011;Bangerter & Heath, 2010;De Bruyckere, Kirschner, & Hulshof, 2015;Geake, 2008;Hyatt, Stephenson, & Carter, 2009;Muijs & Reynolds, 2011;Waterhouse, 2006), experimental studies (Neuman, Kaefer, Pinkham, & Strouse, 2014) Phase 2. For the purpose of the experiment, we addressed nine of the 18 misconceptions included in the 36-item questionnaire. As explained above, these nine misconceptions differed in terms of their strength ratings derived from the pilot study: Three Refutation texts in education | 10 misconceptions were strongly endorsed by participants in the pilot study, three had an intermediate level of endorsement, and three were weakly endorsed. ...
Teachers around the world hold a considerable number of misconceptions about education. Consequently, schools can become epicenters for dubious practices that might jeopardize the quality of teaching and negatively influence students’ wellbeing. The main objective of this study was to assess the efficacy of refutation texts in the correction of erroneous ideas among in-service teachers.The results of Experiment 1 indicate that refutation texts can bean effective means to correct false ideas among educators, even for strongly endorsed misconceptions.However, the results of Experiment 2 suggest that these effects may be short-lived. Furthermore, attempts to correct misconceptions seemed to have no beneficial effect on teachers’ intention to implement educational practices that are based on those erroneous beliefs. The implications of these results for the training of pre-service and in-service teachers are discussed
... Poco a poco se ha ido abandonando esta concepción tradicional que se tenía de las dificultades de aprendizaje de la lectura o dislexia, en las que se consideraba que los afectados constituían una categoría con criterios cualitativamente diferentes de otros malos lectores «comunes y corrientes», grupo que no recibía la etiqueta diagnóstica. Además, se ha demostrado la falta de relación de muchos de estos criterios que popularmente se cree que están íntimamente relacionados con la dislexia, como la lateralidad cruzada (Ferrero, West y Vadillo, 2017) o una baja coordinación motora, y por ello no están incluidos como necesarios para su diagnóstico (American Psychiatric Association, 2014). De hecho, las intervenciones que se centran en entrenar estos procesos, como las basadas en teorías sensoriomotoras (p. ...
Resumen
El objetivo de este estudio fue evaluar el impacto de un nuevo método educativo diseñado en la Universidad de Barcelona para dotar a los profesionales de material y herramientas para estimular la lectura en el alumnado de primer curso de educación primaria. Se realizó un diseño pre-post con niños/as separados en 2 grupos: experimental y control. El método fue aplicado en el grupo experimental de noviembre a abril. Tres veces por semana se administraron desde la escuela sesiones grupales en las que se trabajaba mayoritariamente la descodificación, el vocabulario y la comprensión. Por otro lado, de una a 4 veces por semana, según el nivel de eficiencia lectora detectado en cada alumno/a, se llevaron a cabo sesiones individuales online desde el domicilio de los participantes completamente adaptadas al nivel de cada alumno/a, en donde el objetivo principal era trabajar la descodificación. Los análisis mostraron que el grupo experimental obtuvo mejores resultados en fluidez lectora (velocidad y precisión) en todas las pruebas administradas comparado con el grupo de control a final de curso.
... Further studies on neurobiological mechanisms linking functional and structural brain asymmetry to alcohol dependence are needed. Finally, a recent meta-analysis failed to show that crossed laterality is reliably associated with academic achievement or intelligence (Ferrero et al., 2017), also highlighting the need to replicate the findings of our study. ...
Background
Available predictors of hospital readmission following withdrawal in alcohol‐dependent patients are limited. However, such parameters are needed to optimize individualized treatment strategies. This study investigated whether crossed eye/hand laterality, eyedness, and handedness may predict outcomes in alcohol dependence.
Method
The prospective study included 200 early‐abstinent alcohol‐dependent in‐patients (n[males] = 113, n[females] = 87) and 240 control subjects (n[males] = 133, n[females] = 107). We assessed eyedness and handedness using the hole‐in‐the‐card and Shimizu tests and documented alcohol‐related readmissions over 12 and 24 months.
Results
Crossed eye/hand laterality and left‐eyedness were associated with a reduced risk for alcohol‐related readmission (12‐month: OR = 0.41, P = 0.008, OR = 0.42, P = 0.004; 24‐month: OR = 0.57, P = 0.097, OR = 0.47, P = 0.016), fewer median readmissions (12‐month: 0 vs. 1, P = 0.005, 0 vs. 1, P = 0.005; 24‐month: 1 vs. 2, P = 0.014, 1 vs. 2, P = 0.006), and more mean days to the first readmission (12‐month: 270 vs. 209, P = 0.007, 269 vs. 207, P = 0.003; 24‐month: 462 vs. 335, P = 0.039, 461 vs. 323, P = 0.005). They also interacted with treatment and alcohol drinking history to predict the outcome. In sex‐specific analyses, most of these effects remained significant in males but not in females. Handedness alone did not significantly predict outcome. Moreover, the laterality markers did not significantly differ between alcohol‐dependent patients and control subjects.
Conclusion
Determining crossed eye/hand laterality and eyedness may help to individualize relapse prevention in the future. Both are easily accessible predictors of alcohol‐related readmission following in‐patient withdrawal treatment.
This article is protected by copyright. All rights reserved.
