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Background: Studies have revealed that nonclinical individuals who have mixed-handedness obtain higher scores in schizotypy, but investigations in Asian countries have indicated contradictory results. The aim of this study was to identify the relationship between mixed-handedness and schizotypy in a nonclinical Iranian population. Materials and Methods:One hundred fifty normal students from two different high schools, 94 girls (%62.7) and 56 boys (%37.3) ranging in age from 14 to 17 (15.5±0.67), participated in this descriptive study. Participants filled out Schizotypal Trait Questionnaire (STA) and answered handedness questions. The causal relationship between schizotypy and handedness was determined through linear regression. Results: In this study, parallel to other studies conducted in Asia, no significant associations were found between mixed-handedness, schizotypy and schizotypy factors. Conclusion: Noticing that Asian people, due to cultural pressure, have less tolerant attitudes toward left-handedness, utilizing handedness scales that incorporate cultural values is essential for revealing the real association between schizotypy and mixed-handedness.

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Background: Human brain consists of two hemispheres with contralateral control of the body. One hemisphere's function is predominate to another, so one side of the body is more powerful in performing special tasks comparing the other which this property is almost used to determine predominant hemisphere of the brain. This analytic study performed to assess the effect of handedness and gender on the result of school readiness assessment examination in children.

Materials and Methods: Of 6 to 6.5 years old children living in middle socioeconomic regions of Qazvin city, referred to preschool Examining center to assess educational readiness and other physical examination, 400 children equally of both sexes were randomly selected in two Left-Handed (LH) and Right-Handed (RH) groups to compare the results of school readiness assessment examination. The data was statistically analysed and P-Value less than 0.05 was considered significant.

Results: The results of School Readiness Assessment Examination in LH and RH children were 38.71±2.70 and 38.15±4.04, respectively without significant difference. These results were 38.8±3.8 and 38.30±3.4 in boys and girls respectively, without significant difference. Comparing RH and LH cases in each sex group did not show any significance.

Conclusion: No significance was observed comparing the results of School Readiness Assessment Examination in LH and RH groups and between two gender groups.