THE FREQUENCY OF LEFT-HANDEDNESS IN A SAMPLE IN NORTHERN SERBIA by International Educational Scientific Research Journal

Research Paper

E-ISSN NO : 2455-295X | VOLUME : 3 | ISSUE : 2 | FEB 2017

THE FREQUENCY OF LEFT-HANDEDNESS IN A SAMPLE IN NORTHERN SERBIA Eva Borsos 1 | Géza Czékus 2 | Rita Horák 3 1

University of Novi Sad Teacher Training Faculty in Hungarian in Subotica Strosmajerova 11. 24000 Subotica, Serbia. University of Novi Sad Teacher Training Faculty in Hungarian in Subotica Strosmajerova 11. 24000 Subotica, Serbia. 3 University of Novi Sad Teacher Training Faculty in Hungarian in Subotica Strosmajerova 11. 24000 Subotica, Serbia. 2

ABSTRACT Nowadays more and more pupils have learning disorders. One reason for this can be left-handedness. In many cases left-handed pupils cannot use tools made for right-handed pupils, they don’t have enough place for writing on the school desk, etc. With a little effort these problems can be solved. Earlier left-handed people were despised and expelled. In many cases they were forced to use their right hand in early childhood. In our work we show the results of research done in our university (University of Novi Sad Teacher Training Faculty in Hungarian in Subotica) in northern Serbia. We observed the students focusing on the dominancy of hand, leg and eye. Results showed that the rate of left-handedness is low, and hidden left-handedness appeared in the sample, too. In the case of some pupils right-handedness is associated with left leg or left eye dominancy. As a teacher training faculty we have to attract attention of our students on this phenomenon, so they can help their pupils in the future. Keywords: laterality, anthropology, left handedness, right handedness, students. everyday life. They can usually write with both of their hands. Introduction Their number in the population is insignificant: three from There is a sort of symmetry in most living organisms in our thousand (Anett, 1998). natural environment. For example the arms of the starfish are Right-handed persons use their right hand for writing and most positioned along the radius of a circle and the structure of each of their actions. In the population they make a majority arm is the same (Liang, 2012).There are few creatures of nature (Fischer, 1991). where asymmetry can be observed. The house of snails spiral in Left-handed persons prefer their left hand while writing. In the same direction from left to right or the opposite direction many cases they are disadvantaged while using tools specially and this characteristic descends to the offspring (Hahn, 1998). made for right-handed persons (paper scissors, tin-opener, etc.). It was observed at climber plants that on the north hemisphere Many popular persons were left-handed: Goethe, Beethoven, they wind anticlockwise, while on the south hemisphere they Napoleon, Picasso, Leonardo da Vinci, etc. (Farkas, 1996). In wind clockwise (Endress, 2001). most cultures the way of writing is suitable for right-handed The majority of living organisms have bilateral symmetry: their persons because their writing is from right to left. For body is divided into left and right side. Many experiments on left-handed persons the opposite direction would be more mammals (rats, cats, monkeys, kangaroos) suggest that some functional. mammals prefer one of their paws in their everyday activities One of the advantages of left-handedness is that skills and (Diamond, 1975; Paul, 1994; Carrie, 2015). orientation in space are controlled by the right hemisphere. The structure of the human body is also characterised by This way ideas of the right hemisphere can be carried out bilateralism. However, in the case of humans laterality is a quickly and precisely by the left hand. This is an advantage, widespread phenomenon: the preference of one side of the body especially in some sports (Paul, 1994). against the other. The dominant side has better capacity. This Functional laterality of our brain may be the reason for lateral domination manifests itself as preference of a hand, a leg or an domination (Coren, 1977). In 1836 Dacs (in Coren, 1977) eye (Anett, 2002). noticed that persons, whose left hemisphere was injured, lost Humans can be divided into three groups based on hand their speech ability. Wada’s (in Coren, 1992) data show that dominancy: right-handed (dexterity), left-handed (sinistrality) 97% of the population is right-handed, and the left hemisphere and two-handed (ambidexterity). Scientists made two special is the dominant in 70% of left-handed persons. categories, too. With persons belonging to the „mixed‖ Researchers showed that the left hemisphere controls the right category no consistent side preference could be observed. In side of the body and the right hemisphere the left. Persons case of converted dominancy the person has to use the having a dominant left hemisphere were characterised as non-dominant side for some reason (for example because of intellectual, algebraic, rational, deductive, objective, with no injury orhe was forced to do so) (Meng, 2007). sense of humour, their colour analysis is on the basic level and Two-handed persons use both of their hands equally in

INTERNATIONAL EDUCATIONAL SCIENTIFIC RESEARCH JOURNAL

Research Paper

E-ISSN NO : 2455-295X | VOLUME : 3 | ISSUE : 2 | FEB 2017

their behaviour is rather approaching. Persons having a dominant right hemisphere were characterised as: intuitive, geometric, irrational, subjective, with a good sense of humour, their colour analysis is good, they have stronger emotional reactions, and their behaviour is avoiding (Paul, 1994). There are many theories related to the creation of left-handedness and right-handedness. One of the most known and most accepted theories is created by Marian Anett. It is based on genetic basis and named the „Right shift‖ theory (Anett, 1985). This theory says that the hand dominancy is determined by a gene, which can exist in the form of two alleles: the ―right shift‖ form (RS+) and the ―left shift‖ form (RS-). During the evolution the ―right shift‖ form became the dominant and this allele formation stays in the background of left-handiness. The recessive form of the RS- gene doesn’t result in left-handedness automatically, only in a neutral state. From this neutral state both left-handedness and right-handedness may develop. The theory of Corballis’ says the gene responsible for left- or right-handedness is not connected to one locus (Corballis, 1997). He observed also that it is coded by two alleles: one causes right-handedness, the other something different from it. Based on his genetic researches he localized the handedness gene in the X chromosome (Corballis, 2001). Alfred Zuckrigl says that acquired left-handedness may occur because of hard birth, or abnormal foetal position or brain damage (Zuckrigl, 1995). Norman Geschwind’s testosterone theory says that the high level of testosterone slows down the development of the embryo`s brain, because the left hemisphere develops slower than the right hemisphere, so the testosterone affects it for longer time and the right hemisphere will become dominant (Geschwind, 1985).

the case of hand, leg and eye in our university in North- Serbia.

Material and method We began our research in 2016 in April on our university: University of Novi Sad Teacher Training Faculty in Hungarian in Subotica. Every student took part in a survey. We examined totally 134 students: 114 girls and 20 boys. Students came from around 25 villages from North-Serbia, so the sample can be taken as representative. It allows us to inspect the dispersion of a left and right side dominancy in this area, among this age group. During the sample collection we divided pupils into four groups, according to classes they attended. After collecting data on the date of birth we modified this classification according to internationally recognized age groups. During data processing we worked further with eight categories according to age groups. We observed only one group at the same time. Three of us analyzed each student separately. The observed pupil sat opposite to us and precisely followed our instructions. We made the sample collection as it is written in the references. After taking into consideration the age and lifestyle of students in Serbia, we did not find it reasonable to use the questionnaire made by Briggs and Nebes (Briggs, 1975). Nowadays for this age group using the broom or the hammer is not a routine, everyday action. Instead of that we used the classic method: examination of hand clasping – arm clasping – clapping movement lines (Anett, 1985). During observing the hand domination we observed process of writing, hand clasping, arm clasping and clapping. In order to control the results, students had to carry out spontaneous movement line: to take out a paper tissue from its box.

Earlier it was more important which hand was the dominant, which one was used for writing. In many cultures it was ashamed to be left-handed. Nowadays this is no longer an issue. However, there are countries where writing with left hand is shameful. For example in India and in China it is a serious insult if someone is writing with their left hand, since people consider the left hand impure (Sato, 2008).

For the purpose of observing the leg domination students had to cross their legs spontaneously. We observed the domination according to the leg that was on top. In this case we also used spontaneous movement line to control the results: we asked them to start from a static position. If this result was not the same as in the previous case, we asked the student to repeat the action.

Nowadays this phenomenon is tried to be corrugated and treat left-handed and right-handed people as an equal. Good example for that is 13th of august was declared as international day of left-handedness. To help left-handed people, today there are tools specially made for left-handed persons.

For the purpose of observing the eye domination students had to use a magnifying glass. During the control movement line they had to use a carton box with a hole at both ends to use as a telescope. If this result was not the same as in the case of using the magnifying glass, we asked the student to repeat the action. In each case we controlled if the observed person can see well with both of their eyes, and if they had glasses.

According to research results accustoming with compulsion can cause learning and psychical problems: memory-, speaking- and concentration troubles, reading and spelling difficulties (disgraphy), it can also cause problems in orientation as well as do harm to fine-motoric skill. These persons often have inferiority complex and antisocial behaviour (Selikowitz, 1997). Data on left-handedness frequency in Serbia is incomplete, especially in case of elementary school pupils and young adults. The last detailed survey was made in 1990 (Czékus, 1990). In our work we observed the frequency of left-handedness and the domination frequency of the left body side dominancy in

We processed all data by SPSS programme. The dominancy of hand, leg and eye were analyzed separately. We examined the hand dominancy in case of writing, while hand clasping, arm clasping and claps were put together and their average made the other result.

Results and Discussion There were age groups in which left-handedness were not present at all in the case of writing (Table.1). We found the most left-handed persons - four cases among the girls - in the 19,5-20,49 age group. According to every age group the rate of left-handedness is the biggest in this age group (14,8%).

INTERNATIONAL EDUCATIONAL SCIENTIFIC RESEARCH JOURNAL

Research Paper

E-ISSN NO : 2455-295X | VOLUME : 3 | ISSUE : 2 | FEB 2017

From 20 boys who took part in the observation only 3 are left-handed (15%) and 17 boys are right-handed (85%). From 114 girls 104 are right-handed and 10 left-handed. In their case the dominancy of the left hand is 8,7%. One can state that left-handedness is at a low rate in this sample, while rate of right-handed persons is unambiguously higher It can be summarized that at 7,5% of the students the left hand is the dominant during writing, at 92,5% the right hand is the dominant. We observed hand domination in the case of hand clasping-arm clasping-claps, too (Table 2.). This data observed together with the paper tissue opening action data was used as control data. We can summarize that these data are unambiguously different from data on writing. Namely, during this action from 20 boys 8 preferred their left hand and 12 their right hand. The dominancy of left hand is the most frequent in the case of 20,5-21,49 age group (20%). In the case of one age group the two data were the same (12,5-13,49age group). In two age groups (18,5-19,49 age group and 23,5-24,49 age group) we didn’t find left-handed boys. According to percentages the rate of left-handed boys is 40%. It is much (nearly three times) higher being that 15% was observed during writing. From 114 girls 41 used their left hand during the actions written above, 73 used their right hand. In the case of girls in 22,5-23,49 age group the rate of left-handed students was bigger than the rate of right-handed students. Examined every age group the frequency of left-handedness was the biggest in this age group (15,8%). In two age groups (24,5-25,49 age group and 25,5-26,49 age group) we didn’t find left-handed girls. When we look at percentages, 36% is the rate of left-handed girls. This data is unambiguously bigger, nearly five times than the 8,7% got during writing. We can summarize that 36,5% of the students use their left hands during the movement line, while 63,5% of them prefer their right hand. We analyzed the frequency of left-handedness by gender, too. In the case of girls left-handedness shows bigger rate in writing (8,7%) while in case of the other movement line it is lower (36%) (Figure 1.). According to the diagram it can be unambiguously established that pupils who prefer their right hand are in majority both in case of writing and incase of the other movement line.

From 20 boys 2 moved first their left leg and 18 moved their right leg. The domination of the left leg was observed at 10% of the pupils. In every age group pupils who preferred their right leg were in majority. In four age groups the left leg domination could not be observed (18,5-19,49 age group; 21,5-22,49 age group; 22,5-23,49 age group and 23,5-54,49 age group). In case of girls from 114 students 14 preferred their left leg and 100 preferred their right leg. The rate of left leg domination is 12,2%. In every age group pupils who preferred their right leg made the majority. In their case the left leg domination did not occur in four age groups (18,5-19,49 age group; 23,5-24,49 age group; 24,5-25,49 age group and 25,5-26,49 age group). We can summarize that 12% of the students prefer their left leg during the asked movements, and 88% prefer their right leg. It can be stated that students with left leg domination make the minority. We analyzed the results by gender (Figure 4.). It can be established that in the case of both gender the right leg domination is characteristic. In the case of girls the rate of pupils who prefer their left leg is higher: 12,2%. In the case of boys only 10% of them has left leg dominancy. During observing the eye dominancy students had to use a magnifying glass. During the control movement line they had to use a carton box with a hole at both ends to use as a telescope. We analyzed the results by gender and age groups (Table 4.). From 20 boys in the case of 7 the left eye is the dominant, and in the case of 13 the right eye. The rate of pupils who look into the loupe with their left eye is 35%. In each age group the right eye domination occurred. In one age group we didn’t find boy who preferred his left eye (18,5-19,49 age group). In one age group (23,5-24,49 age group), there were only boys who preferred their left eye. In one age group there were more boys who preferred their left eye tan boys who preferred their right eye (21,5-22,49 age group). From 114 girls 27 looked into the magnifying glass with their left eye and 87 with their right eye. The rate of pupils who prefer their left eye was 23,7%. In the case of three age groups the left eye domination did not occur (23,5-24,49 age group; 24,5-25,49 age group and 25,5-26,49 age group). At other age groups the right eye domination is unambiguous. It can be summarized that in the case of 25,4% of the students the left eye is the dominant, in the case of 74,6% of them the right eye.

In the case of boys we established that left-handedness is at a lower rate in case of writing (15%) than in case of other movement line (40%) (Figure 2.). It can unambiguously summarize that students who prefer their right hand are in majority both in case of writing and in case of other movement line among boys too.

We analyzed the results by gender in case of eye dominancy, too (Figure 5.). The diagram shows that the right side is the dominant in this case, too. Among boys there is a higher rate of left eye domination (35%) than among girls (23,7%).

In the case of girls and boys too the rate of left-handedness is bigger as in case of other movement line, what suggests converted domination (Figure 3.).

Since ancient times mankind is interested in body side dominancy especially hand dominancy. In many cultures it was a shame to be left-handed, to write with left hand. In many cases children were forced to use their right hand (converted domination).

During observation of leg domination the leg on top is the dominant at leg crossing. As a control we observed students which leg they prefer at a spontaneous step. We analyzed results according to gender and age groups.

Conclusions

During observing the hand domination in the case of writing and claps-hand clasping-arm clasping-paper tissue opening combination the majority of pupils preferred their right hands.

INTERNATIONAL EDUCATIONAL SCIENTIFIC RESEARCH JOURNAL

Research Paper

E-ISSN NO : 2455-295X | VOLUME : 3 | ISSUE : 2 | FEB 2017

These data are the same as got Nachshon (Nachshon, 1983). Our findings were opposite to references according to which there are 10% more left-handed men than women (Efremovska, 2010). In the sample observed by us in the case of writing we found more left-handed boys: 15%; this rate in the case of girls is only 8,7%. But in the case of other movement line we observed more left-handed boys (40%) than girls (36%). In the case of girls and boys too the domination of left hand is more present in the case of claps-hand clasping-arm clasping-paper tissue opening as in the case of writing. It means 27,3% and 25% difference. The bigger left hand domination observed during other movement lines one can be explained by forcing, which causes converted domination. We can say that this is an existing phenomenon nowadays, too. Some people think it will have negative consequences if their child prefers his left hand. According to Stanley the right-handedness is rarer in the case of women than of men (90,8% vs. 88,2%), and the same goes for right leg domination (88,9% vs. 83,9% ;) and right ear domination (67,4% vs. 60,5), too, but concerning right eye domination, the rate is opposite (70,0% vs. 71,3). These data are different in the population we observed. One recent study analyzed the hand preference of medical students. They observed less 80% right handed students than me 92,5%, more 18% left handed students than me 7,5%, and they found 2% ambidexterity students too (Callahan, 2016). We made our research in 2015 in November in a randomly chosen elementary school in North-Serbia, in village Martonos. After collecting parental consent declaration, we could observe 105 pupils from 123 in the school, 41 boys and 64 girls. The sample observed by us is a relatively closed, homogenous village inhabited by indigenous people and we managed to examine each pupil within the given age group (Czékus, 2016). Compare the data of students to data of pupils in elementary school the same rate can be observed in the frequency of left and right hand dominancy in the case of writing (Table 5.). In the case of girls in the case elementary school pupils, there are 10% more left-handed pupils. We got the same results in the case of examination of hand clasping – arm clasping – clapping movement lines: in the case of boys the left hand – right hand dominancy rate is the same in the case of students as in the case of elementary school pupils (Table 6.). In both age groups these data are smaller than got in the case of writing. In the case of girls the rate of left-handedness is nearly 20% smaller in the case of pupils than in the case of students. In the case of students this data is bigger (nearly five times) as data observed in the case of writing. Observing the left leg – right leg dominancy rates it can concluded that in the case of girls this rates are the same in the case of students and elementary school pupils (Table 7.). In the case of boys more elementary school pupils can be observed 9,5% more left leg dominancy than in the case of students. Observing the eye dominancy the same rates can be observed in the case of students as in the case of elementary school pupils (Table 8.). According to girls, in the case of boys there are 10% more persons with left eye dominancy. The whole dominancy can be established with observation of hand, leg and eye dominancy. In the sample we found two

students with whom the whole dominancy of the left side can be observed (in the case of hand, leg and eye), both are girls. In case of ambidexterity the observed person uses both of his hands to the same degree, he is two handed. We could not find such a case in our sample. In case of leg and eye, we could not find a person who preferred both of his eyes. In the sample in case of hands, legs and eyes, the dominancy of the right side is getting on. We found age groups when there is no left side dominancy at all. The dominancy observed by gender showed that the rate of pupils who prefer their right side is higher, while the same goes for the right hand, leg and eye, too. One can say that teachers have a great responsibility. They have to pay more attention to pupils` left- or right-handedness because incorrectly developed dominancy can be in the background of learning disorders. For left-handed pupils proper tools have to be allowed, so that they may do their exercises and feel that they have made an achievement, this way they will not feel excluded. In order to avoid negative experiences they should not use tools for right-handed persons as they are not able to use them properly. Their fine-motoric skills of right hand did not develop as it did with right-handed pupils. Teachers also have to pay attention to sitting order both in the classroom and in the dining room, so that left-handed and right-handed pupils can have enough place, and do not disturb each other while writing or eating. Pupils with left-handed dominancy tend to be more emotional; they are more sensible and worried than right-handed pupils. For this reason teachers in cooperation with parents have to pay attention to normal emotional development of these pupils: generally, they need more individual activities (Selikowitz, 1997). Our research is of great significance because there are many pupils with learning disorders, and there are only few tools for left-handed pupils. With a little more attentive teachers (sitting order, writing teaching, using tools) and with effective parent-teacher collaboration a great deal of these problems can be solved. As a teacher training faculty we think it is very important to teach our students, teachers of the future to pay attention for this problem. For these reasons it is very important to get in touch with and include as many schools as possible in North-Serbia in this research, to observe the left-handedness and the converted left-handedness in order to help pupils.

Acknowledgements In this way we want to thank the help of Pallas Athéné Domus Concordiae Foundation from Budapest.

REFERENCES 1. Annett, M. 1985. Left. right, hand and brain: The right shift theory. London: Erlbaum. Anett, M. 2002. Handedness and Brain Asymetry. The Right Shift Theory. Psychology Press, East Sussex. 2. Annett, M. 1998. Handedness and cerebral dominance: The right shift theory. The Journal of Neuropsychiatry and Clinical Neurosciences, 10(4), 459–469

INTERNATIONAL EDUCATIONAL SCIENTIFIC RESEARCH JOURNAL

Research Paper

E-ISSN NO : 2455-295X | VOLUME : 3 | ISSUE : 2 | FEB 2017

3. Briggs, G.G., Nebes, R.D. 1975. Patterns of hand preference in student a population. Cortex 11(3):230-8 4. Callahan, D., Virgilio, C., Tillou, A., et al. 2016. Medical student hand preference, perceived dexterity, and impact of handedness on training. Journal of Surgical Research, 204(1), 114-117 5. Carrie, A. 2015. Kangaroos Are Lefties—Why Handedness Is Rare Among Animals. National Geographic. retrieved from: http://news.nationalgeographic.com/2015/06/150618-ka ngaroos-evolution-animals-science/ (2016.9.16.)

17. Farkas, L.Gy. 1996. Fejezetek a biológiai antropológiából I. [Parts from biological anthropology] JATEPress, Szeged. 18. Hahn, W. 1998. Symmetry as a developmental principle in nature and art. World Scientific Publishing, Singapure. 19. Liang, W., Chengcheng, J., Sishuo, W., et al. 2012. The advantages of the pentameral symmetry of the starfish

6. Corballis, M.C. 1997. The genetics and evolution of handedness. Psychological Review, 104; 714-27.

20. retrieved from: https://www.researchgate.net/publication/221663437_Th e_advantages_of_the_pentameral_symmetry_of_the_star fish (2016.9.16.)

7. Corballis, M.C. 2001. Is the handedness gene on the X chromosome: comment on James and Martin (2000). Psychological Review. 108; 805-10.

21. Meng, L.F. 2007. The rate of handedness conversion and related factors in left-handed children. Laterality. 12(2):131-8.

8. Coren, S. 1992. The lefthander syndrome: the causes and consequences of left handedness. New York: Free Press.

22. Nachshon I., Denno D., Aurand S. 1983. Lateral Preferences of Hand, Eye and Foot: Relation to Cerebral Dominance. International Journal of Neuroscience: 18 (1-2): 1-9.

9. Coren, S., Porac, S. 1977. Fifty centuries of right handedness: the historical record. Science, 198:631-632. 10. Czékus, G. 1990. Jobb- és bal-oldalúság vizsgálata különböző Észak-Bácska-i népességeknél [Observing laterality in different nations in Észak-Bácska]. Oktatás és Nevelés 87-88. 106-111. Szabadka. 11. Czékus, G., Borsos, É., Horák, R. 2016 A kéz és a láb lateralitása egy vajdasági mintában [The laterality of the hand and the foot in a sample in Vajdaság]. 15th International Conference on application of natural-, technological- and economic sciences, Szombathely.

23. Paul, D. 1994. Balkezesek kézikönyve [The Left-hander's Handbook]. Mecenas, Budapest. 24. Sato, S., Demura, S., Sugano, et al. 2008. Characteristics of Handedness in Japanese Adults: Influence of Left-handed Relatives and Forced Conversion. International Journal of Sport and Health Science. 6: 113–9. 25. Selikowitz., M. 1997. Diszlexia és egyéb tanulási nehézségek [Dyslexia and other learning difficulties].Medicina, Budapest.

12. Diamond, M.C.; Johnson, R.E.; Ingham, C.A. 1975. Morphological changes in the young adult and aging rat cerebral cortex, hippocampus and diencephalon. Behavioural Biology. 14:163-74.

26. Stanley, C. 1993. The lateral preference inventory for measurement of handedness, footedness, eyedness, and earedness: Norms for young adults. Bulletin of the Psychonomic Society, 31 (1), 1-3

13. Endress, P K. 2001. Evolution of floral symmetry. Curr. Opin. Plant Biol.4,86–91.

27. Zuckrigl, A. 1995. Balkezes gyerekek [Left handed children]. Akkord, Budapest.

14. Fisher, R. S., Alexander, M. P., Gabriel, C., et al. (1991): Reversed lateralization of cognitive functions in right handers. Brain 114:245-261 15. Geschwind, N., Galaburda, A.M. 1985. Cerebral lateralization. Biological mechanisms, association, and pathology: a hypothesis and a program for research. Arch Neurol., 425:428-459. 16. Efremovska, Lj., Nikolska, E.D., Pavlovska, K. 2010. Ispitivanje lateralnosti kod ucenika makedonske is albanske etnicke pripadnosti. [Observation laterality in the case of macedon and alban students] Journal of the Anthropologycal Society of Serbia Novi Sad. Serbia, 45. 77-82

Table 1.: The frequency of left-handedness and right-handedness in the case of writing among girls and boys in different age groups.

age

18,5-1 9,49 19,5-2 0,49 20,5-2 1,49

girls right-h leftanded han ded 4 0

boys right-h leftanded han ded 2 0

together right-h left-ha anded nded 6

INTERNATIONAL EDUCATIONAL SCIENTIFIC RESEARCH JOURNAL

Research Paper 21,5-2 2,49 22,5-2 3,49 23,5-2 4,49 24,5-2 5,49 25,5-2 6,49 total

E-ISSN NO : 2455-295X | VOLUME : 3 | ISSUE : 2 | FEB 2017

104

121

Table 2.: The frequency of left-handedness and right-handedness in the case of hand clasping – arm clasping – clapping movement lines among girls and boys in different age groups. girls boys together age right-h left- right-h left- right-h left-ha anded han anded han anded nded ded ded 3 1 2 0 5 1 18,5-1 9,49 19 8 0 0 19 8 19,5-2 0,49 12 7 5 4 17 11 20,5-2 1,49 19 6 2 1 21 7 21,5-2 2,49 16 18 3 2 18 21 22,5-2 3,49 2 1 1 0 3 1 23,5-2 4,49 1 0 0 0 1 0 24,5-2 5,49 1 0 0 0 1 0 25,5-2 6,49 73 41 12 8 85 49 total Table 3.: The frequency of the left and the right leg dominancy among girls and boys in different age groups.

age 18,5-19,49 19,5-20,49 20,5-21,49 21,5-22,49 22,5-23,49 23,5-24,49 24,5-25,49 25,5-26,49 total

girls right left 4 0 24 3 16 3 22 3 29 5 3 0 1 0 1 0 100 14

boys right left 2 0 0 0 7 2 3 0 5 0 1 0 0 0 0 0 18 2

together right left 6 0 24 3 23 5 25 3 34 5 4 0 1 0 1 0 118 16

20,5-21,49 21,5-22,49 22,5-23,49 23,5-24,49 24,5-25,49 25,5-26,49 total

16 20 27 3 1 1 87

3 5 7 0 0 0 27

7 1 3 0 0 0 13

2 2 2 1 0 0 7

writing students

pupils in Martonos

right hand dominancy

left hand dominancy

right hand dominancy

left hand dominancy

boys

85%

15%

85,4%

14,6%

girls

91,3%

8,7%

81,2%

18,7%

Table 6.: The frequency of left-handedness and right-handedness in the case of hand clasping – arm clasping – clapping movement lines among students and elementary school pupils. hand clasping – arm clasping – clapping movement lines students

pupils in Martonos

right hand dominancy

left hand dominancy

right hand dominancy

left hand dominancy

boys

60%

40%

58,5%

41,5%

girls

64%

36%

87,5%

12,5%

Table 7.: The frequency of the left and the right leg dominancy among students and elementary school pupils. leg dominancy students

students

right hand dominancy

boys

90%

10%

80,5%

19,5%

girls

87,8%

12,2%

87,5%

12,5%

Table 8.: The frequency of the left and the right eye dominancy among students and elementary school pupils. eye dominancy students

girls right left 3 1 16 11

boys right left 2 0 0 0

together right left 5 1 16 11

5 7 9 1 0 0 34

Table 5.: The frequency of left-handedness and right-handedness in the case of writing among students and elementary school pupils.

Table 4.: The frequency of the left and the right eye dominancy among girls and boys in different age groups.

age 18,5-19,49 19,5-20,49

23 21 30 3 1 1 100

boys

students

right hand dominancy

65%

35%

65,9%

34,1%

INTERNATIONAL EDUCATIONAL SCIENTIFIC RESEARCH JOURNAL

Research Paper girls

76,3%

E-ISSN NO : 2455-295X | VOLUME : 3 | ISSUE : 2 | FEB 2017 23,7%

76,6%

23,4%

Figure legends: Figure 1.: The frequency of left-handedness and right-handedness at girls in the case of writing and other movement line. Figure 2.: The frequency of left-handedness and right-handedness at boys in the case of writing and other movement line. Figure 3.: The frequency of left handedness in the case of writing and other movement line (hand clasping, arm clasping and clapping) by gender (black – girls, white – boys). Figure 4.: The frequency of left and right leg dominancy by gender (black – girls, white – boys). Figure 5.: The frequency of left and right eye dominancy by gender (black – girls, white – boys).

100.00% 80.00% 60.00% 40.00% 20.00% 0.00% right leg right leg left leg left leg dominancy dominancy dominancy dominancy

Figure 4.

100.00% 80.00% 60.00% 40.00% 20.00% 0.00%

Figure 1. Figure 5. 100% 80% 60% 40% 20% 0%

Figure 2. 60.00% 40.00% 20.00% 0.00%

Figure 3.

INTERNATIONAL EDUCATIONAL SCIENTIFIC RESEARCH JOURNAL