Linkshandigheid : 'n eksperimenteel-psigologiese ondersoek

Abstract

The purpose of the study was to consider, from a theoretical paint of view, the implications of left-handedness (sinistrality), left-handed writing and forced right-handedness. With this purpose in mind, a study of the relevant literature was undertaken. From this emerged the specific aim, viz., to compare the psychological characteristics of representative samples of Afrikaans-speaking standard eight pupils 1) who are right-handed writers; 2) who are left-handed writers; and 3) those left-handed pupils who were forced to change to right-handed writing. The groups were compared as regards the following variables: a) Environmental variables and other biographical aspects; b) Test intelligence; c) Aptitude ; d) Scholastic abilities; and e) Personality. The purpose of the present study was, furthermore, to determine whether anxiety has a more debilitating effect on the overall intellectual and personality functioning of children who are left-handed (sinistral) and who were forced to change to right-handedness in writing. From the survey of literature emerged the facts that conditioning, negativism, and hereditary factors all contribute to the determination of hand preference. It has also emerged, however, that neurological research can, at this stage, contribute most to an insigt in the causes of hand preferences. As far as psychological characteristics are concerned, left-handed children seem, according to the researchers, to be more prone to negativism, obstinacy, and antisocial patterns of behaviour than right-handed children. Researchers are also of the opinion that left-handed children are less talented than right-handed children as far as intellectual and scholastic abilities are concerned. The experimental groups used here consisted of 428 left-handed writers, 196 forced right-handed writers, and a control group of 965 right-handed children. The most important facts to emerge were the following:

a) No substantial differences could be found among the groups as far as test intelligence is concerned. b) Left-handed writers write much more slowly than right-handed writers and experience more problems on the psycho-motor level, spatial orientation, and ability to verbalize. c) Children who were forced to write right-handed show significantly weaker scholastic achievement than left-handed children and authentic right-handed children. d) Left-handed writers do not show weaker scholastic achievement than right-handed writers. No substantiation could be found to indicate that forced right-handed writers and children with left-handed tendencies manifested more personality aberrations than right-handed subjects. On the basis of these results it is concluded that it is not desirable to force children with left-handed tendencies to right-handedness. It is recommended, furthermore, that left-handed writers can be aided by remedial measures.