CHAPTER ONE

1.0 INTRODUCTION

Dermatoglyphics was derived from the Greek word, “dermis” meaning skin and “glyph”meaning curving. Dermatoglyphics is the science of configuration of epidermal ridges of thevolar surfaces of the fingers, toes, palms and soles (cummins and mildo, 1961).Dermatoglyphics is the scientific study of epidermal ridge (or papillary peaks) patterns on fingers (fingerprints) and palms (palmprints). Each person has distinct and unique ridges on the fingers and palms that are genetically determined (Gutierez et al., 2012). Dermatoglyphic patterns are not influenced significantly after birth by environmental factors (Naffah, 1977).

The ridges and their characteristics as they appear on the fingers and palms are unique, permanent and remain unchanged throughout life; thus aiding in investigations of palm-finger prints for the identification of individuals (Tay, 1979). 

There are ample scientific evidences to suggest that the palm and fingerprints are closely associated with brain functions.  For instance, the development of dermatoglyphical marking of the hand occurs at the same period the brain develops from embryonic ectoderm (Hirsch and Schweighel, 1973). That is why a number of genetic diseases have left marks on both the brain and the hand. Examples of such associations are demonstrated by the presence of Simian line and Sydney creases on the palm and mental retardation in the individuals with Down syndrome, Rubinstein-Taybi syndrome, Trisomy 18 (Edward’s syndrome) and Tri-somy 13 (Patau’s syndrome). These individuals have delayed development, learning difficulties and/or behavioural disorders (Bagga, 1991).

The areas of the brain (cortical) representing the face and hand are disproportionally larger compared to the other parts of the body. The digits of the hands particularly, the thumb and index finger, are well presented. Distorted presentations of the hu-man body on the cortical areas are said to correlate with peripheral innervation density. Thus the hand and the fingers have high innervation density that is said to determine the dermatoglyphic characteristics of individual (Dell and Munger, 1986).

1.1 ACADEMIC PERFORMANCE

The academic performance of a student is a product of the student’s cognitive (learning) ability (Rohde and Thompson, 2007; Leeson et al., 2008). Cognitive abilities such as memory, speech and auditory capabilities are functions of the cerebral cortex of the brain. The academic performance also indicates the level of reasoning and understanding of the individual. Therefore qualitative and quantitative assessment of the academic performance of students would directly reflect on the students intellectual brain function. Students’ academic performance at all levels of education shows stratifications (Etsey, 2005; Aguilar and Tansini, 2010; Ghazvini and Khajehpour, 2011; Mlambo, 2012). Some students perform well while others not so good; some very poorly. It is a known fact that a number of factors contribute to the academic performance of a stu-dent. Whatever the cause may be, the genotype of the mind is very crucial.