Transfer of Mirror Writing in Left and Right Handers

Open Access
- Author:
- Valantine, Andrew David
- Graduate Program:
- Kinesiology
- Degree:
- Master of Science
- Document Type:
- Master Thesis
- Date of Defense:
- April 30, 2014
- Committee Members:
- Karl Maxim Newell, Thesis Advisor/Co-Advisor
Mark Latash, Thesis Advisor/Co-Advisor
Robert L Sainburg, Thesis Advisor/Co-Advisor - Keywords:
- Transfer of Learning
Handedness - Abstract:
- This study investigated the relative effects of handedness, direction of writing, and visual feedback on transfer of learning using a mirror-writing task. Three main hypotheses are tested; transfer effects are best (regardless of handedness) when transfer conditions match practice conditions in external, “task space”. Transfer effects are also present when joint mechanics are matched, or mirrored, although not as strong. In addition, transfer is best when visual feedback is the same as the condition practiced and is congruent with writing direction. Utilizing a mirror writing experimental paradigm, two sets of subjects (left-handers and right-handers), practiced one of four possible writing and feedback conditions. All subjects practiced and were tested on a digital tablet whereby they received real-time feedback of their writing in a separate display above the area in which they wrote. Testing occurred over a period of five days; days 1 and 2 were test/retest days, and days 2-4 were practice days. Writing and feedback occurred in either a normal or “mirrored” direction, and both practice and transfer tests occurred with both the right and left hands. In addition, participants were assessed in their ability to write an unpracticed word to evaluate the robustness of transfer effects. To determine the extent of improvement and transfer, two variables were measured: time to completion, and number of velocity minima. The findings showed that there were significant within-subject learning and transfer effects from pre- to post-practice. All participants improved in mirror writing ability, regardless of visual feedback direction for both dependent variables, time to completion and # of velocity minima. In addition, participants appeared to exhibit strong transfer effects as evidenced by their improved ability to write a non-practiced word, and improvements to the opposite arm, and different visual feedback conditions, in a scaled manner. Results suggested that left-handed mirror writing improved the most, implying that the left hand has a strong propensity to mirror write, however, the right hand also seemed to exhibit similar mirror writing ability, albeit not as strong. The experimental findings show that both left and right-handers have the ability to exhibit, learn and transfer mirror writing. This is in opposition to past studies that have shown that only left-handers have an enhanced ability to mirror write, when compared to right-handers. Furthermore, the present investigation revealed that the practice of mirror writing by both right and left-handers changes and improves different writing conditions in joint and task space coordinates. In addition, results showed supported the hypothesis that transfer occurs best to visual feedback conditions that are previously practiced, and not necessarily to familiar presentations of feedback. Overall, the results support the idea that the kind and extent of transfer of learning is task-dependent and not simply a manifestation of either inherent qualities of the learner or the environment alone.