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Björk T, Brus O, Osika W, et al. Laterality, hand control and scholastic performance: a British birth cohort study. BMJ Open. 2012;2(2):e000314doi: 10.1136/bmjopen-2011-000314.
Björk, T., Brus, O., Osika, W., & Montgomery, S. (2012). Laterality, hand control and scholastic performance: a British birth cohort study. BMJ open, 2(2), e000314. https://doi.org/10.1136/bmjopen-2011-000314
Björk, Tabita, et al. "Laterality, hand control and scholastic performance: a British birth cohort study." BMJ open vol. 2,2 (2012): e000314. doi: https://doi.org/10.1136/bmjopen-2011-000314
Björk T, Brus O, Osika W, Montgomery S. Laterality, hand control and scholastic performance: a British birth cohort study. BMJ Open. 2012 Mar 22;2(2):e000314. doi: 10.1136/bmjopen-2011-000314. Print 2012. PMID: 22446987; PMCID: PMC3312076.
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BMJ Open. 2012 Mar 22;2(2):e000314. doi: 10.1136/bmjopen-2011-000314. Print 2012.

Laterality, hand control and scholastic performance: a British birth cohort study.

BMJ open

Tabita Björk, Ole Brus, Walter Osika, Scott Montgomery

Affiliations

  1. Psychiatric Research Centre, Örebro County Council, Örebro, Sweden.

PMID: 22446987 PMCID: PMC3312076 DOI: 10.1136/bmjopen-2011-000314

Abstract

OBJECTIVES: To use simple measures of laterality and hand control that can identify a greater risk of poorer scholastic ability, potentially signalling suboptimal hemispheric lateralisation.

DESIGN: Analysis of material from a birth cohort study.

SETTING: Members of the National Child Development Study, a British birth cohort study following people born in 1958.

PARTICIPANTS: 10 612 children who undertook tests at age 11 years.

PRIMARY OUTCOME MEASURES: Teacher-administered tests of non-verbal general ability, verbal general ability, reading comprehension and mathematics.

RESULTS: Linear regression produced associations (and 95% CIs) with tests of verbal general ability, non-verbal general ability, reading comprehension and mathematics scores for the lowest third (compared with highest) of a left-hand control test involving picking up matches of -1.21 (-1.73 to -0.68; p<0.001), -0.72 (-1.14 to -0.29; p=0.001), -0.70 (-1.06 to -0.35; p<0.001) and -1.32 (-1.90 to -0.73; p<0.001). Among those in the lowest third of the right-hand control test score, mixed-handedness compared with right-handedness was associated with poorer scholastic performance, with regression coefficients (and 95% CIs; p values) of 1.90 (-3.01 to -0.80; p=0.001), -1.25 (-2.15 to -0.35; p=0.007), -1.28 (2.04 to -0.53; p=0.001) and -1.33 (-2.53 to -0.13; p=0.030). The estimates are for a point change in the scholastic test scores, after adjustment for sex, left-hand motor function and social class. Statistically significant associations with mixed-handedness were only observed for the lowest third of right-hand motor function.

CONCLUSIONS: Measures involving poorer left-hand motor function may represent useful markers of reduced cognitive function possibly reflecting suboptimal hemispheric lateralisation. Crude measures of laterality such as reported non-right-handedness may be more useful for research when combined with measures of motor function.

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