Peripheral laterality, field independence, and academic achievement: A reexamination of their interrelationship

Abstract

The interrelationship between peripheral laterality, field independence‐dependence (FID), and academic achievement was studied in a sample of 58 third graders. The students were administered the D‐K Scale of Lateral Dominance and the Children's Embedded Figures Test. Scores on these two tests were related to existing educational test data, namely, to scores on the Otis‐Lennon IQ scale (administered to these students when they started first grade) and to intelligence and academic achievement scores on the Educational Development Series (administered at the beginning of third grade). The results indicated that (a) crossed dominance is a common condition; (b) atypical peripheral laterality, such as mixed dominance and crossed dominance, is not indicative of lower levels of intelligence or academic achievement; (c) no aspect of peripheral laterality seems to be associated with FID; and (d) FID bears a relationship to academic achievement, but not when one controls for intelligence.