Hostname: page-component-cd9895bd7-jn8rn Total loading time: 0 Render date: 2024-12-28T04:08:50.355Z Has data issue: false hasContentIssue false
  • English
  • Français

Illiteracy: A cause for biased cognitive development

Published online by Cambridge University Press:  01 September 1997

ALEXANDRA REIS  and
ALEXANDRE CASTRO-CALDAS
ALEXANDRA REIS
Affiliation:
Language Research Laboratory, Centro de Estudos Egas Moniz, Hospital de Santa Maria, Lisbon, Portugal
ALEXANDRE CASTRO-CALDAS
Affiliation:
Language Research Laboratory, Centro de Estudos Egas Moniz, Hospital de Santa Maria, Lisbon, Portugal
Get access Rights & Permissions [Opens in a new window]

Abstract

Learning to read and write generates new rules within the language processing systems. These new rules significantly change the manner in which some operations are performed. This finding was studied, by comparing the performance of literate and illiterate persons in several tasks. It was found that illiterate individuals (1) had difficulties in repeating pseudowords, (2) were worse at memorizing pairs of phonologically related words compared to pairs of semantically related words, and (3) were unable to generate words according to a formal criterion. Illiterate persons use strategies that are good for semantic processing, but inadequate for phonological analysis, while literate individuals are able to use several parallel running strategies. (JINS, 1997, 3, 444–450.)

Keywords

IlliteracyLanguageCognitive development
Type
Research Article
Information
Journal of the International Neuropsychological Society , Volume 3 , Issue 5 , September 1997 , pp. 444 - 450
Copyright
© 1997 The International Neuropsychological Society

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)