Citation

Morton LL, Wearne TD, Kershner JR, McLean MA. Int. J. Neurosci. 1993; 72(1-2): 59-78.

Affiliation

University of Windsor, Faculty of Education, Ontario, Canada.

Copyright

(Copyright © 1993, Informa - Taylor and Francis Group)

DOI

unavailable

PMID

8225800

Abstract

Six studies of the relationship between classroom seating and information processing were conducted with adult subjects. Findings converged to support a hemisphericity-based explanation of effects with right-side-sitters more inclined to a response style associated with the right hemisphere--perhaps, less analytical or less cautious in responding (Experiments 1-4), more "artistic" (Experiment 5), and less lateralized (Experiment 6), and vice versa for left side sitters. First, using incidental memory tasks, subjects (N = 164) with a right side seating preference (i.e., to the speaker's left side) were found, in their test-taking behavior, to respond more positively to inaccurate distractor words (Experiments 1 and 2), particularly those with an ambiguous semantic reference (Experiment 3). For different levels of processing, seating location did not influence auditory memory (Experiments 1 and 2) but right side sitters showed enhanced visual memory for accurate words (Experiment 3). In a sample of 366 subjects, males selecting right side seating were less successful on multiple-choice test performance (Experiment 4), but there were no Side differences in test taking speed or review time. In a sample of 286 subjects (Experiment 5), personality measures on the Vocational Preference Inventory revealed right sitters scored higher on the "Artistic" scale and on femininity on the Masculine-Feminine scale. The final study (N = 90) revealed reduced dichotic processing on verbal tasks (digits and voiced CVs) for right side sitters. Implications are discussed.

Language: en