EFFECTS OF CEREBRAL-DOMINANCE ON COLLEGE-LEVEL ACHIEVEMENT

被引：9

作者：

BRACKEN, BA ^{[1
]}

LEDFORD, TL ^{[1
]}

MCCALLUM, RS ^{[1
]}

机构：

[1] UNIV GEORGIA,ATHENS,GA 30602

来源：

PERCEPTUAL AND MOTOR SKILLS | 1979年 / 49卷 / 02期

关键词：

D O I：

10.2466/pms.1979.49.2.445

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

Ability to perform successfully on multiple-choice tests was assessed for students displaying various cognitive styles. Male and female undergraduate students were classified according to right, left, or integrated cerebral functioning as determined by Your Style of Learning and Thinking test. The students participated in introductory classes in educational psychology and completed multiple-choice questions designed to assess content. The effects of cerebral dominance on student's ability to complete multiple-choice questions successfully were determined. Students designated by SOLAT as left dominant correctly completed significantly more multiple-choice questions than did right-dominant students. Implications for education were discussed.

引用

页码：445 / 446

页数：2

共 11 条

[1] HYPNOTIZABILITY, LATERALITY OF EYE-MOVEMENTS AND FUNCTIONAL BRAIN ASYMMETRY [J].