Effects of schooling and literacy on linguistic abstraction: The role of holistic vs. analytic processing styles

• Published in: European journal of social psychology Vol. 40; no. 7; pp. 1095 - 1102
• Main Authors: Klein, Olivier, Ventura, Paulo, Fernandes, Tânia, Marques, Leonel Garcia, Licata, Laurent, Semin, Gün R.
• Format: Journal Article
• Language: English
• Published: Chichester, UK John Wiley & Sons, Ltd 01-12-2010; Wiley; Wiley Subscription Services, Inc
• Subjects: Behavior; Biological and medical sciences; Cognition. Intelligence; Education; Fundamental and applied biological sciences. Psychology; Human behaviour; Illiteracy; Intellectual and cognitive abilities; Language; Linguistics; Literacy; Portugal; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; Schooling; Social influence; Social Learning; Social psychology; Socialization; Sociolinguistics; Human; Verbal comprehension; Language; Information processing; Cognition; Cognitive style; Abstraction; School enrollment; Literacy
• ISSN: 0046-2772; 1099-0992
• DOI: 10.1002/ejsp.759

Schooling in a Western cultural environment has been shown to promote context‐free (analytic) at the expense of context‐dependent (holistic) processing. In the present study, we examined whether these differences in processing styles also induce a tendency to use more (i.e., dispositional) language when describing human behaviors. Portuguese literate, illiterate, and ex‐illiterates were asked to freely describe behaviors presented visually. Using the linguistic category model, we found that literates relied on more descriptions than ex‐illiterates and illiterates. This effect of schooling was strongly associated with their relative superiority on an analytic (vs. holistic) task. These findings suggest that schooling influences the elaboration of social information. Copyright © 2010 John Wiley & Sons, Ltd.