The Criterion-Related Validity of Two Tests Hypothesized to Represent Left Brain and Right Brain Function for a Group of Elementary School Children

Abstract

For a sample of 89 second, third, and fourth grade pupils without any identifiable learning disabilities, criterion-related validity coefficients of two newly-devised tests hypothesized to be measures of left brain function and right brain function were obtained relative to scores earned on the reading and mathematics portions of a widely used standardized achievement test. The measure intended to portray left hemisphere ability exhibited statistically significant validity coefficients with all criterion variables irrespective of whether the maturity (grade level) of pupils was statistically controlled. On the other hand, the test designed to represent right hemisphere function yielded coefficients consistently lacking in significance when grade level was controlled but demonstrating marginal significance when grade level was not controlled. The scale constructed to reflect left brain psychological processes afforded higher validity coefficients in relation to standardized test scores in reading than in mathematics.