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Syllabic Literacy and Cognitive Performance among the Cree
1a Queen's University , Kingston , Canada.
Summary
Formal schooling significantly impacts cognitive abilities more than syllabic script literacy among the Cree. Schooling
Area of Science:
- Cognitive Psychology
- Anthropology
- Linguistics
Background:
- The relationship between education and cognitive skills is complex.
- Distinguishing the effects of formal schooling versus independent literacy is challenging.
- The Cree of Northern Canada offer a unique population to study these factors.
Purpose of the Study:
- To investigate the independent influences of formal schooling and syllabic script literacy on cognitive test performance.
- To determine the relative importance of schooling versus literacy in a unique cultural context.
Main Methods:
- A literacy survey was conducted in four Cree communities.
- A sub-sample underwent a battery of cognitive tests assessing general, spatial, language, and reading abilities.
- Multiple regression analyses were employed to analyze the data.
Main Results:
- Formal schooling demonstrated a greater influence on cognitive test performance compared to syllabic script literacy.
- The impact of schooling varied across cognitive domains, with stronger effects on general and English language abilities.
- Schooling showed a negative influence on syllabic reading ability, while literacy in the script did not.
- Approximately two-thirds of the Cree population surveyed were literate in the syllabic script.
Conclusions:
- Formal schooling plays a more significant role in shaping cognitive abilities than syllabic script literacy among the Cree.
- The specific cognitive domains influenced by schooling differ, highlighting the nuanced effects of educational experiences.
- Understanding these distinctions is crucial for educational and cultural preservation efforts.
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