Assessment of memory skills in illiterates: strategy differences or test artifact?

Previous studies have reported that illiterates perform more poorly than literates on a variety of neuropsychological measures. We investigated the hypothesis that putative memory deficits in illiterates are an artifact of the assessment tools used rather than a reflection of an 'underdeveloped' ability. In order to accomplish this, we designed two tests, a word list learning test and an object learning test. The illiterate group performed more poorly than semiliterate and literate groups on most variables of the word list learning test, but only on delayed recall and semantic clustering on the object learning test. Our findings suggest that poor memory performance among illiterates can be attributed both to the nature of the task, as well as to the use of different cognitive mechanisms to recall learned information. Presumably, formal education may enhance the innate ability of learning through training individuals in efficient learning and retrieval strategies. We emphasize the importance of developing and using ecologically valid neuropsychological tests to assess illiterate individuals.