Spatial ability as a predictor of math achievement: The importance of sex and handedness patterns

Abstract

In accordance with major theories of handedness and brain organization [1, 10], differential predictors for math achievement were found as a function of sex and handedness subgroups among eighth graders. Although there was no difference in absolute levels of performance as a function of either sex or handedness, predictive structures did differ. Regression analyses showed that spatial ability predicts math achievement for: (1) girls with anomalous dominance (non-right- handers and right-handers with non-right-handed relatives), and (2) all boys (independent of handedness group). In contrast, for the standard dominance girls who are right-handed with all right- handed relatives (considered strongly left-hemisphere dominant for language), spatial ability did not predict for math achievement. These findings occurred, even when scholastic aptitude and verbal achievement factors were controlled. It was concluded that further studies of sex differences in math achievement should consider subgroup differences within the sexes, based on handedness patterns.