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THE RELATIONSHIP BETWEEN THE CEREBRA...

HAFEZ, ABDULLAH IBRAHIM M.

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THE RELATIONSHIP BETWEEN THE CEREBRAL LATERALIZATION FOR ARABIC LANGUAGE AND ACHIEVEMENT IN SCIENCE.

Record Type:	Electronic resources : Monograph/item
Title/Author:	THE RELATIONSHIP BETWEEN THE CEREBRAL LATERALIZATION FOR ARABIC LANGUAGE AND ACHIEVEMENT IN SCIENCE./
Author:	HAFEZ, ABDULLAH IBRAHIM M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1984,
Description:	98 p.
Notes:	Source: Dissertations Abstracts International, Volume: 45-07, Section: A.
Contained By:	Dissertations Abstracts International45-07A.
Subject:	Science education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8326446

THE RELATIONSHIP BETWEEN THE CEREBRAL LATERALIZATION FOR ARABIC LANGUAGE AND ACHIEVEMENT IN SCIENCE.
HAFEZ, ABDULLAH IBRAHIM M.

THE RELATIONSHIP BETWEEN THE CEREBRAL LATERALIZATION FOR ARABIC LANGUAGE AND ACHIEVEMENT IN SCIENCE. - Ann Arbor : ProQuest Dissertations & Theses, 1984 - 98 p.

Source: Dissertations Abstracts International, Volume: 45-07, Section: A.

Thesis (Ph.D.)--Oregon State University, 1984.

This item must not be sold to any third party vendors.

The major purpose of this study was to test the relationship between students' cerebral lateralization for the Arabic language and their achievement in science. A secondary purpose was to investigate handedness as a factor in that relationship. The experiment was conducted in the City of Jeddah, Saudi Arabia, using dichotic listening. A test consisting of eight introductory and 30 experimental trials of three pairs of monosyllabic Arabic words was administered to 280 male students in grade 11. The trial time was one and one-half seconds. Ten seconds following each trial was used for free recall. Using the dichotic test, students were classified as having right- or left-ear preference. Right- and left-handedness was determined by means of a questionnaire. Data were analyzed using one-way analysis of variance and correlation. The conclusions drawn from the study were as follows: (1) Like other scriptive languages, the Arabic language was perceived and processed in the left cerebral hemisphere in the majority of the native speakers. (2) Achievement in science depends upon the organization of linguistic functions in the cerebral hemisphere and the corresponding pattern of language lateralization. (3) Left hemispheric lateralization of language furnishes a more adequate substrate for a higher level of achievement in science than does right hemispheric lateralization. (4) The degree of left hemispheric lateralization of language correlated positively with science achievement. (5) Handedness is a factor in the relationship between science achievement and language lateralization. (6) Right-handedness and left cerebral lateralization of language, together, were associated with a high level of neurological readiness for learning science. (7) Left-handedness and/or right hemispheric language can be viewed as distracting elements which interfere with achievement in science. Numerous recommendations for further research were suggested. Included was the recommendation that standardized dichotic listening tests should be developed and made available for researchers, along with normalized procedures for administering and scoring the tests.Subjects--Topical Terms:

521340
Science education.

THE RELATIONSHIP BETWEEN THE CEREBRAL LATERALIZATION FOR ARABIC LANGUAGE AND ACHIEVEMENT IN SCIENCE.
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100 1 $a HAFEZ, ABDULLAH IBRAHIM M. $3 3559063
245 1 4 $a THE RELATIONSHIP BETWEEN THE CEREBRAL LATERALIZATION FOR ARABIC LANGUAGE AND ACHIEVEMENT IN SCIENCE.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1984
300 $a 98 p.
500 $a Source: Dissertations Abstracts International, Volume: 45-07, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
502 $a Thesis (Ph.D.)--Oregon State University, 1984.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The major purpose of this study was to test the relationship between students' cerebral lateralization for the Arabic language and their achievement in science. A secondary purpose was to investigate handedness as a factor in that relationship. The experiment was conducted in the City of Jeddah, Saudi Arabia, using dichotic listening. A test consisting of eight introductory and 30 experimental trials of three pairs of monosyllabic Arabic words was administered to 280 male students in grade 11. The trial time was one and one-half seconds. Ten seconds following each trial was used for free recall. Using the dichotic test, students were classified as having right- or left-ear preference. Right- and left-handedness was determined by means of a questionnaire. Data were analyzed using one-way analysis of variance and correlation. The conclusions drawn from the study were as follows: (1) Like other scriptive languages, the Arabic language was perceived and processed in the left cerebral hemisphere in the majority of the native speakers. (2) Achievement in science depends upon the organization of linguistic functions in the cerebral hemisphere and the corresponding pattern of language lateralization. (3) Left hemispheric lateralization of language furnishes a more adequate substrate for a higher level of achievement in science than does right hemispheric lateralization. (4) The degree of left hemispheric lateralization of language correlated positively with science achievement. (5) Handedness is a factor in the relationship between science achievement and language lateralization. (6) Right-handedness and left cerebral lateralization of language, together, were associated with a high level of neurological readiness for learning science. (7) Left-handedness and/or right hemispheric language can be viewed as distracting elements which interfere with achievement in science. Numerous recommendations for further research were suggested. Included was the recommendation that standardized dichotic listening tests should be developed and made available for researchers, along with normalized procedures for administering and scoring the tests.
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