Circadian differences in hemisphere-linked spelling proficiencies

Abstract

Male and female adolescents (N = 113) were assigned randomly to spelling instruction in either morning or afternoon groups for a school year. A spelling list (100 words) was administered at the beginning of the school year to obtain a sample of error responses and estimate proficiency. Although equally proficient, subjects tested in the afternoon showed more phonetically inappropriate errors, while those tested in the morning showed more phonetically appropriate errors. This error pattern is viewed as support for a more engaged left hemisphere in the morning. There were no differences on two types of visual errors. Subjects then received instruction in spelling for nine months in either morning or afternoon settings. Time-of-day effects were not evident on the word list and there were too few errors to conduct a posttest error analysis. However, standardized test results for a subgroup revealed that subjects receiving morning instruction made greater gains on phonetically regular words compared to phonetically irregular words—an effect consistent with a circadian-linked higher level of left hemisphere engagement early in the day. The findings are of a pilot nature, but implications for education and further research are discussed.

Key Words:

• time-of-day
• circadian rhythms
• education
• neuropsychology
• spelling