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Cerebral lateralization and English ...

Mason, George.

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Cerebral lateralization and English language achievement in Native Manitoba students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Cerebral lateralization and English language achievement in Native Manitoba students./
作者:	Mason, George.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1991,
面頁冊數:	250 p.
附註:	Source: Dissertations Abstracts International, Volume: 53-03, Section: B.
Contained By:	Dissertations Abstracts International53-03B.
標題:	Psychotherapy. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9128465

Cerebral lateralization and English language achievement in Native Manitoba students.
Mason, George.

Cerebral lateralization and English language achievement in Native Manitoba students. - Ann Arbor : ProQuest Dissertations & Theses, 1991 - 250 p.

Source: Dissertations Abstracts International, Volume: 53-03, Section: B.

Thesis (Ph.D.)--United States International University, 1991.

This item must not be sold to any third party vendors.

The problem. Native students in Manitoba exhibit weak language skills comparable to many minority groups in North America. The problem persists despite remediation efforts through immersion and early childhood education programs. The purpose of this study was to attempt to obtain preliminary data to further clarify these issues. Method. Students were evaluated for anomalous patterns of hemispheric lateralization through the dual-task time-sharing paradigm. English language achievement (ELA) was evaluated by a reading comprehension test (Degrees of Reading Power) and the spelling portion of the Wide Range Achievement Test-Revised (WRAT-R). Lateralization and achievement data were then analyzed using the demographic variables of sex, grade (3, 5, 7) and language (unilingual--English, Bilingual--Native and English). Unilingual and bilingual students have, to date, not been studied in relation to hemispheric lateralization and language achievement. Statistical comparisons were conducted to uncover lateralization patterns and English language achievement. The results were then compared to data obtained by Stellern, Collins, Cossairt and Gutierrez (1986), who reported findings of exceedingly large numbers of students with anomalous brain organizations. Finally, hemisphericity (preferred learning/information processing style) was assessed through the use of the Style of Learning and Thinking Test (SOLAT). Results were correlated with hemispheric lateralization, spatial, and language data. Results. Native students were found to be predominantly left hemisphere dominant for both language and spatial tasks. Achievement did not vary with lateralization patterns, except among the right language right spatial group, who achieved the lowest scores. The variable of sex did not demonstrate a relationship with lateralization, but females were superior in ELA. Grade placement was determined significant for lateralization as grade 5 students were found less well language lateralized. Achievement was homogenous across the grades. The unilingual-bilingual variable was not significant for lateralization or achievement. However, a significant three-way interaction was obtained. Achievement was affected by the interaction between sex, language and lateralization pattern. The correlations between learning styles and lateralization patterns were demonstrated to be non-significant.Subjects--Topical Terms:

519158
Psychotherapy.
Subjects--Index Terms:

Canada

Cerebral lateralization and English language achievement in Native Manitoba students.
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300 $a 250 p.
500 $a Source: Dissertations Abstracts International, Volume: 53-03, Section: B.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Dorman, Casey.
502 $a Thesis (Ph.D.)--United States International University, 1991.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The problem. Native students in Manitoba exhibit weak language skills comparable to many minority groups in North America. The problem persists despite remediation efforts through immersion and early childhood education programs. The purpose of this study was to attempt to obtain preliminary data to further clarify these issues. Method. Students were evaluated for anomalous patterns of hemispheric lateralization through the dual-task time-sharing paradigm. English language achievement (ELA) was evaluated by a reading comprehension test (Degrees of Reading Power) and the spelling portion of the Wide Range Achievement Test-Revised (WRAT-R). Lateralization and achievement data were then analyzed using the demographic variables of sex, grade (3, 5, 7) and language (unilingual--English, Bilingual--Native and English). Unilingual and bilingual students have, to date, not been studied in relation to hemispheric lateralization and language achievement. Statistical comparisons were conducted to uncover lateralization patterns and English language achievement. The results were then compared to data obtained by Stellern, Collins, Cossairt and Gutierrez (1986), who reported findings of exceedingly large numbers of students with anomalous brain organizations. Finally, hemisphericity (preferred learning/information processing style) was assessed through the use of the Style of Learning and Thinking Test (SOLAT). Results were correlated with hemispheric lateralization, spatial, and language data. Results. Native students were found to be predominantly left hemisphere dominant for both language and spatial tasks. Achievement did not vary with lateralization patterns, except among the right language right spatial group, who achieved the lowest scores. The variable of sex did not demonstrate a relationship with lateralization, but females were superior in ELA. Grade placement was determined significant for lateralization as grade 5 students were found less well language lateralized. Achievement was homogenous across the grades. The unilingual-bilingual variable was not significant for lateralization or achievement. However, a significant three-way interaction was obtained. Achievement was affected by the interaction between sex, language and lateralization pattern. The correlations between learning styles and lateralization patterns were demonstrated to be non-significant.
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