Developmental changes in hemispheric independence.

摘要: In this research, we questioned whether children's relative inability to use the 2 cerebral hemispheres independently contributes toward their difficulty with simultaneous execution of conflicting tasks. naming tasks were simultaneously presented either 1 visual field/hemisphere combination (unilateral) or divided between fields/hemispheres (bilateral). We predicted that bilateral presentation would improve performance by insulating these from mutual interference and there be a developmental shift in size advantage for presentation. This hypothesis was confirmed sample 120 children (N = 40 per group). Older (12- 14-year-olds) named more items when they bilaterally, rather than unilaterally, inputs directed different hemispheres. Younger (10-year-olds) displayed no regardless projected same hemisphere The fact 10-year-olds did not benefit division interpreted as symptom independently.