The discrepancy of the asymmetries of different analyzers reduces mathematical abilities in adolescence

Khokhlov, N.A.; Kovyazina, M.S.

Авторы: Khokhlov N.A., Kovyazina M.S.
Журнал: Acta Neuropsychologica
Том: 14
Номер: 3
Год издания: 2016
Первая страница: 231
Последняя страница: 240
DOI: 10.5604/17307503.1222837
Аннотация: One of the bases of the classification of individual differences in differential neuropsychology is that of interhemispheric asymmetry and interaction. There is conflicting evidence as to the role of the right and left hemisphere in providing mathematical abilities. Much of this discrepancy is due to different approaches to the measurement of interhemispheric asymmetry and the allocation of the various components of mathematical abilities. There is reason to believe that matching / mismatching the asymmetries of different analyzers affects mathematical ability. The study involved 65 healthy subjects, aged 15 to 25 years (19 ± 2.3), including 4 men and 61 women. None of the subjects were engaged in mathematical activity professionally. To evaluate the manual asymmetry the following techniques were used: a standardized M. Annett questionnaire modification (Annett, 1970; Khokhlov, Burova, 2014) and the “Napoleon pose” (on the elbow). Visual asymmetry was assessed by means of the Rozenbakh test. Dichotic listening was used to assess audio-verbal asymmetry (Kimura, 1961) in the Russian-language adaptation (Kotik, 1974). Mathematical capacity was measured by a standardized test of mathematical (arithmetic, algebraic, geometric) abilities “MAAGA-2015” (Khokhlov, 2015). The discrepancy between the visual and the audio-verbal asymmetry is a negative predictor for arithmetic abilities (R2 = 0.26), geometrical abilities (R2 = 0.12), and mathematical abilities in general (R2 = 0.23). The discrepancy between the manual and visual asymmetries significantly reduces the ability of geometric (R2 = 0.09), and mathematical abilities in general (R2 = 0.07). The positive impact of mismatched asymmetries was found only in relation to algebraic skills (R2 = 0.07) when comparing the results of the Rozenbakh test and the “Napoleon pose”, however, upon removing subjects, through the absence of the leading eye, from analysis the positive impact becomes insignificant. Our study has shown that the discrepancy of asymmetries of different modalities creates a negative impact on the mathematical abilities of adolescence. The most significant negative predictor of mathematical ability is a mismatch of sensory (visual and audio-verbal) asymmetries. The findings confirm the need to take into account the combination of hemispheric asymmetries of different analyzers in neuropsychological studies.
Добавил в систему: Хохлов Никита Александрович

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