Syllabic Literacy and Cognitive Performance Among the Cree*

The influence of schooling and literacy on cognitive test performance has both theoretical and practical importance. However, it is usually impossible to find populations where the relative influence of these two factors can be distinguished. Among the Cree of Northern Canada literacy in a syllabic script is widespread, and exists independently of formal schooling. A literacy survey in four Cree communities established the distribution of knowledge and use of the script: approximately two-thirds of Cree were literate in the script. A sub-sample was administered a battery of cognitive tests, including general, spatial, language and reading abilities. Multiple regression analyses demonstrated the clear relative importance of the experience of formal schooling over syllabic script literacy on test performance; however, this influence of schooling was variable, with greater influence on general and English language abilities, and lesser influence on spatial abilities; there was negative influence of schooling on syllabic reading ability.